企業員工學習風格與學習模式對學習成效之影響─以A電信公司數位學習課程為例

Abstract

本研究旨在瞭解企業員工使用數位學習的學習現況，與探討企業員工學習風格與學習模式對學習成效之影響。研究目的細分為：為達到本研究之研究目的，研究者自編調查問卷，以國內某電信公司之客服人員為本研究之調查對象，於100年1月共發放250份問卷，回收的有效問卷數為250份，回收率為100％。依據調查回收的資料，透過描述性統計、差異分析及多元迴歸方式進行分析，研究的結果發現： 一、影響員工參與數位學習的因素分別為：(1)數位學習系統的操作便利性取決於使用者的認定(2)能提升工作效能，及與職涯發展結合的學習活動(3)發展促進學習的文化(4)串聯數位學習於既有訓練活動與人力資源發展制度中(5)具有豐富媒體環境的數位學習。 二、透過差異分析發現，「收斂者」與「同化者」二種學習風格，會因為教育程度的不同，而存在顯著差異。其次，「非同步學習」的學習模式，會因為性別的不同，而存在顯著差異，同時，「同步學習」則因為教育程度的不同，而存在顯著差異。最後，在「認知」與「技能」的學習成效構面，因為其性別的不同，而存在顯著差異。 三、透過多元迴歸分析發現，學習風格對學習成效皆未達顯著影響。其 次，學習模式中僅技能構面對學習成效達顯著的影響，其中學習模式的非同步學習模式對學習成效的影響效果較為顯著。

A Study of Employees Learning Style and Learning Model on Learning Effectiveness -Using A Telecommunications Company’s e-Learning Courses as an Example Author: Ren, Tsuan-Sheng Adviser: Chu, Yih-Hsien ABSTRACT This study is aimed at understanding how employees adopt e-learning as a platform to access knowledge. Further, explore the current status of em-ployees with different learning styles and the impact of learning. In order to achieve the purposes of this research, the researchers have developed a set of questionnaires for a domestic telecommunications company's customer ser-vice department to fill out in January 2011. A total of 250 questionnaires were distributed, which were recollected with a return rate of 100%. Ac-cording to the collected data, we come up with some findings with mutiple analytical methods. Firstly, 5 factors that affect employee participation in e-learning are: (1) How easy the digital learning system depends on the user’s own perception. (2) Programs that can enhance his/her job performance and career develop-ment with a combination of learning activities (3) The development of a cul-ture will constantly promotes the adoption of e-learning (4) The coorelation between digital learning activities such as the training and human resources development system (5) The richness of media and digital learning environ-ment. Secondly, the learning style differs form the "convergence" and the "as-similationist" under the dimensions. The differences results form the differ-ent levels of education. Concerning the learning mode of the "asynchronous learning" dimension, gender differences cause significant difference. In the "synchronous learning" aspect, different levels of education is a major reason making the difference. Also regarding the "cognitive" and "skills" persepec-tive, there are significant differences because of gender differences. Thirdly, the learning styles do not have huge impact on affecting the results of the learning level. Lastly, only learning of the skills faces a significant impact in the mode of learning. Types of asynchronous learning have greater effects on the im-pact of learning.