應用OKR實作混成學習於增進自主學習之研究

A Study on Applying Blended Learning for OKR Implementation to Improve Self Directed Learning

為因應疫後新學習常態，解決數位教學環境下，學生缺乏自訂學習目標體驗以及自主學習能力不足等兩個教學現場問題，此課程目的為：建構一套科技輔助教學的目標與關鍵成果實作混成學習課程，透過自提學習計畫的設計，在教師導學、個人自學、組內共學、組間互學等多元學習途徑下，讓學生投入以自訂目標為起點的自主學習任務，提升學習成效與自主學習能力。本研究採取混合研究法之單組前後測設計，以修習績效管理課程之44位學生為研究對象，設計職涯發展與校園永續兩類自學任務，於期中與期末蒐集學習成效、自主學習任務投入與自主學習能力等資料。量化與質性分析結果發現，目標與關鍵成果實作混成學習課程顯著改善學生於此課程的各層次學習成效，增進學生於規劃、執行、評估等自主學習循環階段的學習投入，亦顯著提升學生的自發、互動、共好等核心素養能力。根據研究結果與討論，本研究提出營造自主學習環境、涵育自主學習能力等教學建議，作為整合混成學習與OKR實作教學策略的課程設計之參考。

To address the future post-pandemic new learning norms and solve two teaching issues in the digital learning environment: students’lack of experience in setting their own learning goals and insufficient self-directed learning skills, the purpose of this research is to construct a technology-assisted teaching OKR (Objectives and Key Results)implementation hybrid course. Through the design of self-proposed learning plans, and under diverse learning approaches including teacher-guided learning, individual self-study, intra-group co-learning, and inter-group mutual learning, students are engaged in self-directed-learning tasks initiated by personal goals, thereby enhancing learning outcomes and self-directed learning competence. Employing a mixed-methods research approach with a single-group pretest-posttest design, this study investigated 44 students enrolled in a performance management course. Two types of autonomous tasks including career development and campus sustainability were designed, and data regarding learning outcomes, self-directed learning task engagement, and self-directed learning competence were collected at mid-term and end-of-term intervals. Quantitative and qualitative analysis results indicated that the OKR implementation blended learning course significantly improved students’learning outcomes across all levels in this course, enhanced their learning engagement during the planning, execution, and evaluation phases of the self-directed learning cycle, and significantly elevated students’core competencies encompassing self-initiation, interaction, and common good. Based on the research findings and discussion, this study proposes pedagogical recommendations such as fostering a self-directed learning environment and cultivating self-directed learning competence, which can serve as a reference for curriculum design integrating blended learning and OKR implementation teaching strategies.