參考自泰勒(Tyler)課程設計架構，此研究進行檢視教學目標與學生學習經驗之教育個案研究，並聚焦於兩項研究議題：（1）指涉出學生對此課程之第一印象及學習焦慮處。（2）檢視以學生為中心之教學策略是否達成課程教學目標。研究對象為兩班，共113名之大一學生，此研究透過質化與量化分析，檢視學生學習此課程之學習經驗，針對修正式個案教學及混成式學習之質性結果顯示出部分學生之正面學習經驗，以及未來修正之反思意見，這成為教師未來進行課程設計之學生意見參考點，部分學生於期末，闡述其對於傳播科系學生學習傳播產業課程，產生較為正面之課程認知。此課程除了在學校正式教學評鑑中獲得較高評價之外，在此研究針對學生行動學習經驗問卷結果顯示：期初與期末學生行動學習狀況產生統計顯著差異，這或可推論此課程教學策略對學生產生正面影響，並某種程度達成課程設計之教學目標。最後，本文提出兩項針對傳播管理教育之教育教學建議。

Referring to the framework of Tyler's curricular design, this research aims to review the teaching goals and students' learning experiences. Two main research questions arise: (1) to identify the first impression of students toward this course and reasons of their learning anxiety, (2) to review whether the student-centered teaching strategies reach the teaching goals. Two intact classes of 113 college students participate in this study. Qualitative and quantitative analyses are conducted. The qualitative analysis, regarding to the approaches of the adjusted case study and blended learning, illustrates the positive parts of students' learning experiences and students' reflection for further improvement. This paves the way for further researches on the curricular design. Some students narrate how they induce the more positive cognition of communications-college students toward communications-industry-related courses. In addition to the high scores of students' anonymous curricular evaluation, the result of quantitative analysis of this research shows that there is statistically significant difference between results of the beginning and end of surveys on students' action-learning experiences. It follows with the argument that the student-centered teaching strategies have impact on students and meet the teaching goals to some degree. Two pedagogical advices toward the communications-management education are provided.