隨著社會環境不斷變遷，高等教育機構面對學生需求愈趨多樣化。多元的 學生特質意謂著大學應提供適性學習的教學環境，並以學生為導向的課程與教 學設計來加強其學習策略和參與程度，以提升學生學習成效。本研究運用深度 取向學習做為衡量大學生學習投入之中介變項，以探討應用型學習和探索型學 習模式對深度取向學習投入的有效性，及學生在認知獲益與非認知獲益之學習 成效。本研究收集16 所大學校院學生問卷，共取得2,340 份有效樣本，以結構 方程模式進行分析，以瞭解各變數間之關係。研究結果顯示：（1）應用型與探 索型學習模式對深度取向學習投入具有正向影響；（2）兩種學習模式對學習成 效具有正向影響；和（3）深度取向學習投入在兩種學習模式與學習成效間具有 顯著的中介效果。據此，本研究針對高等教育機構和教師教學提出具體建言， 以供相關研究者參考。

Taiwan higher education continues to change, making higher education institutions (HEIs) strive to meet more and more diversified demands of students. The multiple characteristics of students require HEIs to provide an appropriate teaching environment where students’ learning participation can be enhanced through student-oriented learning modes, so as to improve their learning outcomes. Using the deep approach to learning as a mediator, the present study investigated the effectiveness of explorative and exploitative learning modes on the deep approach to learning and student learning outcomes. In total, 2,340 valid questionnaires from 16 Taiwanese HEIs were collected and then analyzed by structural equation modeling. The results showed that (1) explorative and exploitative learning modes can positively affect the deep approach to learning; (2) the two learning modes have positive effects on learning outcomes of cognitive and non-cognitive gains; and (3) the deep approach to learning has a significant mediated effect between the learning modes and learning outcomes. Based on the findings, specific suggestions for HEIs and faculty teaching were provided.