本研究旨在探討以線上生涯職業分享課程對參與者之學習成效，課程內容涵蓋企業各部門的職業分享，學生將在課程前進行資料搜尋，並在課後撰寫課後反思學習單。以17位高中生，16位擔任課程講師的企業員工作為研究對象；因此在學習成效方面又分為學生之生涯決策自我效能及企業員工之服務學習成效。此外，由於本研究採線上軟體Google Meet進行課程，亦針對研究對象對於使用該軟體的接受度進行測量。本研究採「單組前後測設計」實驗，進行為期四週的課程。研究資料蒐集以線上問卷進行測量，並以課後學習單及半結構式訪談作為質性資料之依據。本研究結果為：(一)學生在經過線上生涯職業探索分享課程前、後，整體的生涯決策自我效能無顯著差異，但在「自我評價」及「問題解決」構面有顯著差異。(二)在經過線上生涯職業探索分享課程後，男生在生涯決策自我效能顯著大於女生，且在「問題解決」構面也顯著大於女生。(三)在經過線上生涯職業探索分享課程後，不同年級的學生在整體及其他構面的生涯決策自我效能皆無顯著差異。(四)企業員工在經過線上生涯職業探索分享課程後，整體及其他構面的服務學習成效皆未有顯著提升。(五)經由線上生涯職業探索分享課程，並沒有助於提高學生與企業員工的科技接受度。(六)科技接受度模型中的各構面中，在學生方面，僅有「電腦自我效能」對「認知易用性」有顯著影響；而在企業員工方面，「工作相關性」對「認知有用性」有顯著影響，「電腦自我效能」對「認知易用性」有顯著影響，「認知易用性」對「使用意圖」有顯著影響，其中又以「電腦自我效能」對「認知易用性」的解釋力最大。(七)透過質性資料得知，學生經過線上生涯職業探索分享課程能認識不同職業，加強相關職能；企業員工則能夠學習與不同年齡層的人溝通，並應用於職場中。本研究歸納研究結果，對後續研究者提供相關的教育實務及未來研究方向的建議，並作為未來在線上職業探索分享相關課程之參考。

The purpose of this study was to investigate the learning effectiveness of an online career sharing course that covered career sharing in various corporate sectors. High school students and corporate employees of the course were the research objects; therefore, learning effectiveness is divided into students' sense of self-efficacy in career decision-making and teacher service-learning effectiveness. In addition, the course was conducted using Google Meet and the acceptance of using the software was also measured. This course has lasted for 4 weeks. Quantitative data were collected using online questionnaires, and qualitative data were collected through assignments and semi-structured interviews after the experiment. The results of this study were: (1) There was no significant difference in students' overall Career Decision Making Self-Efficacy before and after the Online Career Exploration Sharing Course, but there were significant differences in the "Self-Evaluation" and "Problem Solving" sub-constructs. (2) After the Online Career Exploration Sharing Course, male students had significantly higher Career Decision Making Self-Efficacy than female students, and significantly higher Problem Solving sub-construct. (3) After the Online Career Exploration Sharing Course, there were no significant difference of Career Decision Making Self-Efficacy among students of different grades. (4) There were no significant improvements in the overall and other dimensions of Service-Learning effectiveness of corporate employees after the Online Career Exploration Sharing Course. (5) The Online Career Exploration Sharing Course did not help to improve the Technology Acceptance of the students and the employees. (6) Among the sub-constructs of the Technology Acceptance Model, only "Computer Self-Efficacy" had a significant effect on "Perceived Ease of Use" for students; while for corporate employees, "Job Relevance" had a significant effect on "Perceived Usefulness", "Computer Self-Efficacy" had a significant effect on "Perceived Ease of Use", and "Perceived Ease of Use" had a significant effect on "Behavioral Intention", among which "Computer Self-Efficacy" had a significant effect on "Perceived Ease of Use". The "Computer Self-Efficacy" has the greatest explanatory power on "Perceived Ease of Use ". (7) According to the qualitative feedback, it was found that students were able to understand different occupations and strengthen their functions through the Online Career Exploration Sharing Course, while corporate employees were able to learn to communicate with people of different age groups and apply the knowledge in their workplaces. Finally, this study summarizes the results and provides recommendations for subsequent researchers on relevant educational practices and future research directions, and it also serves as a reference for future Online Career Exploration Sharing Courses.

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