本文主要在了解我國大學生的課業學習經驗，並比較一般生與技職生之間的差異。研究結果發現：一般大學教師的教學方式及課程評量與技職教師有部分差異，大學教師使用的教學法中，僅「單向講課教學」較技職教師多，「解題教學」則是技職教師採用較多；評量方面，一般教師使用紙筆測驗較多，而技職教師則在口試及實作評量方面使用較多；兩類學生對有助學習教學法的看法差別不大；教師採用的教學方式與學生認為有助其學習之教學法都屬低度相關，其中教師最常採用的單向講授法卻是學生認為與其學習相關最低的教學法；教師最常採用的學習評量方式為紙筆測驗，其次為學生的出席狀況；我國大學生的學習投入普遍不佳，技職生較一般生少翹課；兩類學生並未感受到課程著重的學習面向有所差別。

The study examined and compared the learning experiences of college students between university and institute of technology. The results reveal that there are a few significant differences between the two groups of teachers in teaching methods and learning evaluations. With regard to teaching methods, university teachers only make more use of “lecture” rather than technical college teachers, “problem solving” are more frequently used by technical college teachers. In respect of learning evaluations, university teachers choose “writing exams” more often, however, technical college teachers take “oral and practical exams” more. No significant difference is found between the two groups of students in effective instructional methods. In addition, the correlation between teaching methods of teachers and student preferences is low. Lecture is the most commonly used teaching method by both groups of teachers, however, is the lowest one correlated with student learning preferences. Written tests and attendance are two commonly used evaluation methods by two groups of teachers. In general, the learning involvement of college students in both groups is not good, technical college students skip less classes than university students. Two groups of students don’t perceive any significant differences in their major dimensions.