Cross-level analysis of team learning, learning satisfaction and learning effectiveness: An empirical study of teams about project work

• Main Authors: Yi-Zhen Chen, 陳怡甄
• Other Authors: Mei-Ling Wang
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/tmjazk

碩士 === 弘光科技大學 === 健康事業管理研究所 === 103 === In modern organization, the basic unit of learning is a team rather than an individual; a good team can motivate and promote the progress of individual and organization. Team learning is common way used in the health industry management of practice in order to increase the problem-solving capability, it also indicates that the industry has a high nature of teams’ collaboration. “Project work” uses a team approach learning curriculum design. Learning effectiveness is the final results of the interaction between team members, but before showing the learning effectiveness, team members learning attitude or self cognition is also deserved to discuss. In this study, the aim is to discuss the relationship among “team learning”, “learning satisfaction” and “learning effectiveness” at the project work, and it also tests the mediating effects of “learning satisfaction” on “team learning” and “learning effectiveness. In this study adopted the questionnaire survey procedure, and the research subjects were 60 project-base learning teams of department of health-business administration (day division) and a university of technology in Central Taiwan. In order to avoid the problems of common method variance (CMV), the study questionnaire divide A and B, matching the 60 valid teams and 278 questionnaires finally. Because the sample structure was with cross-level properties (Team learning is a team level; Learning satisfaction and learning effectiveness are individual level), we mainly conducted statistical methods of hierarchical linear modeling (HLM). Following findings were found: (1) “Integrating perspective” and “experimenting” of team learning has the positive contextual effect on learning effectiveness. (2) “Integrating perspective” and “experimenting” of team learning has the positive contextual effect on “perceived skill development” and “learning interest” of leaning satisfaction, and “integrating perspective” of team learning has the positive contextual effect on “self-reported learning” of learning satisfaction. (3) Leanring satisfaction has the positive influence on learning effectiveness (4) “Perceived skill development” and “self-reported learning” has the completed mediating effects between “integrating perspective” and learning effectiveness. “Perceived skill development” and “learning interest” has the completed mediating effects between “experimenting” and learning effectiveness. Team learning is an important component of the training for ability in the health management talent. The results of this study will enrich the learning team empirical contribution of cross-level research, and further validate learning satisfaction mediating effects between “team learning” and learning effectiveness. In addition, the results will also help schools and the department of understanding team of “project work” about the relationship between team learning satisfaction and learning effectiveness, to promote team learning as relevant training of with reference, and then nurture excellent health industry management talent.