學習評量是教學與學習歷程中的關鍵環節，在這個科技化時代中，教學者無法忽視「滑世代」(Touch-screen Generation)學生高度依賴社群媒體平台的學習習慣，因此本研究旨在探討以社群媒體進行知識分享作為課後心得繳交要求之教學設計，對大學生學習動機與行為之影響。因此本研究之研究目的是，探討影響學生上傳行為的原因與互動模式、課室實踐歷程與對修課學生學習動機與知識分享行為之影響。
本研究採行動研究，對象為修習教育學院共同必修課程的學生，研究進行一學年，共實行兩輪的教學課程。分析為期一學期的研究預備階段結果後，調整次學期正式行動研究階段之課程設計，學期結束之際進行半結構訪談與問卷調查，並分析省思札記、觀察紀錄表、質性與量化資料，歸納出研究發現與省思。
研究發現，學生重視知識分享時的正式感與隱私，支持以課程公開Facebook粉絲專頁進行知識分享，開放學生自由選擇有共鳴的講題進行知識分享，並融入競賽，可以大幅增加學生對於此課程設計之接受度。本行動研究探討以社群媒體進行知識分享作為課後心得繳交要求之實踐歷程省思如下：
影響學生上傳行為與互動模式的原因有三，其中包含學生重視隱私與同儕目光，且社群媒體平臺依使用目的區分，偏好以公開粉絲專頁分享較有正式感。此課程評量設計對學生之知識分享行為影響有三，其中包含學生期待讀者的鼓勵，想分享有共鳴的講題、學生認為此評量設計合於滑世代習慣，方便有利閱讀、部分學生另創帳號進行分享，失去知識分享的初衷。此課程評量設計對學生之學習動機影響亦有三，其中包含加分鼓勵良性競爭，互相觀摩促生學習動機、學習動機受評分牽動，學生視得獎作品為得分捷徑、且榮譽競賽是助力，與課程設計相輔相成。

Learning assessment is a key point in the teaching and learning process. In this era of technology, teachers cannot ignore the learning habits of the "Touch-screen Generation" students who are highly dependent on social media platforms. Therefore, this study aims to discuss the impact of course design using social media for knowledge sharing as a requirement for the submission of post-class experience on college students' learning motivation and behavior. Therefore, the research purpose of this study is to explore the reasons and interaction patterns that affect students' uploading behavior, the process of applying this course design, and the impact on students' learning motivation and knowledge-sharing behavior.
This is an action research, and the objects are the students who take the required course of the College of Education. The research is carried out for one academic year, and two rounds of teaching courses are implemented. After analyzing the results of the preparing phase, adjusts the course design based on the preparing phase for the formal action research phase of the next semester, and conducting semi-structured interviews and questionnaire surveys at the end of the semester. After analyzing the reflection notes, observation records, and both qualitative and quantitative data, we summarize research findings and reflections.
The study found that students value the sense of formality and privacy when sharing knowledge, and prefer sharing knowledge through the public Facebook fan page of the course. Letting students freely choose lecture topics they like for knowledge sharing while holding competitions, can significantly increase students' acceptance of this course design. This action research explores the practical process of using social media to share knowledge as a requirement for post-class experience submission as follows:
There are three reasons that affect students' uploading behavior and interaction patterns. First, students value privacy, and their peers' opinions. Second, the choice of social media platforms is differentiated according to the purpose of use. Third, they prefer the formality of using public Facebook pages to share. The assessment design of this course also has three influences on students’ knowledge-sharing behavior. First, students look forward to readers’ encouragement and want to share topics that resonate with them. Second, students think that this assessment design is in line with the habits of the "Touch-screen Generation", and it is convenient to read. Third, some students create separate accounts to conduct Sharing, losing the original intention of knowledge sharing. This assessment design also has three effects on students' learning motivation. First, adding points encourages healthy competition, and mutual observation promotes learning motivation. Second, learning motivation is affected by the scores students get. Students regard award-winning pieces as a shortcut to excellent performance in this course. Third, competitions are a boost, related to the course design that are complementary to each other.

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