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姓名 黃漢強(Han-Chiang Huang) 查詢紙本館藏 畢業系所 資訊工程學系 論文名稱 利用Wiki在班級中建構一個具階層性且互賴的實務社群 相關論文 檔案 [Endnote RIS 格式]
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摘要(中) 在傳統的教學環境中，學習活動都是在教室中進行，一旦下課放學，學生離開教室後，老師很難再有機會與時間教導學生，繼續給予學生學習上的幫助。我們想根據Lave的學習理念，在教室中形成一個具階層性且互賴的實務社群，幫助學生學習。因學生在教室中學習的時間有限，而不容易達成。
現在，網路上有了Web的學習環境，要在教室中形成一個實務社群變得更可行，學生可以隨時隨地的透過Web進入這個學習的實務社群，繼續學習。再利用新興起的Wiki搭配Lave學習理念與小組合作學習的方式，讓學生由學習邊際往學習核心前進的同時，藉由組內成員彼此形成互賴的關係，提升小組成員合作學習的動機與動力，知識與經驗的分享變的更多。
經由94學年度第二學期50位大一計算機概論課程學生參與實務社群的結果來看，具階層性且互賴的實務社群確實讓組內學生彼此互賴，提高學習的動機。而階層性的學習架構，發現因學生個性的不同，想往學習核心的動機也會跟著不同。不過整體而言，這個在Wiki上形成的實務社群，確實有助學生學習，在分層負責、分工合作的情境下，學習的成效更是事半功倍。摘要(英) In the traditional learning environment, the learning activities are practiced in the class. It is difficult for teacher to teach students if students leave the class. According to Lave＇s learning theory, we want to construct a hierarchical community of practice with social interdependence in the class to help students learning. This becomes hard to achieve for the limit of learning time in the class.
Web-learning is new learning environment on the World Wide Web now. This makes our goal become practicable. Students learn in the community of practice through web-learning environment anytime and anywhere. Using the Wiki newly risen, Lave＇s learning theory, and team collaborative learning for students learn from peripheral to core. By social interdependence in the group, the students＇ motivation of learning in team is raised. The more knowledge and experience would be shared.
After the experiment, the outcomes show that in our hierarchical community of practice with social interdependence students indeed have interdependence and have the more motivation of learning. We find that motivation of students learning form peripheral to core would be different by students’ individual characteristics. In conclusion, students work together on a project but doing different thing in our community of practice would learn more efficiency.關鍵字(中) ★ 互賴
★ 實務社群
★ 維基關鍵字(英) ★ community of practice
★ interdependence
★ Wiki論文目次 摘要...............................................................I
誌謝.............................................................III
目錄..............................................................IV
圖片目錄..........................................................VI
表格目錄.........................................................VII
第1章 序論........................................................1
1-1、研究背景.....................................................1
1-1-1、網際網路與學習...........................................1
1-1-2、Wiki與學習...............................................1
1-1-3、Lave之情境學習理念.......................................2
1-2、研究動機.....................................................2
1-3、研究目標.....................................................3
1-4、問題與對策...................................................3
1-5、論文架構.....................................................4
第2章 WEB-LEARNING相關研究........................................5
2-1、WIKI被用在教室中合作學習.....................................5
2-2、網路期刊評量系統.............................................5
第3章 在WIKI上形成COP之教學設計...................................7
3-1、COP-階層式小組...............................................7
3-2、實務社群中的角色、任務、貢獻、學習到的能力...................8
3-3、形成組內積極互賴的策略.......................................9
3-3-1、共同的目標(mutual goals).................................9
3-3-2、一起的報酬(joint rewards)................................9
3-1-3、知識的分享(shared resource)..............................9
3-1-4、角色的賦予(assigned roles)..............................10
3-4、作業活動流程(如何形成具階層性且互賴的COP)...................10
第4章 建立COP之WIKI系統設計......................................16
4-1、系統架構與模組..............................................16
4-2、角色模組....................................................19
第5章 實驗結果與討論.............................................30
5-1、實驗環境....................................................30
5-2、實驗目的....................................................30
5-3、作業活動後的結果............................................31
5-3-1、分析一：學生明白自己角色的職責，願意為組內付出..........31
5-3-2、分析二：學生想往學習的核心前進..........................33
5-3-3、分析三：組內成員形成互賴................................34
5-3-4、分析四：學生的其他反應..................................35
5-4、實驗結果討論................................................37
第6章 結論.......................................................39
參考文獻..........................................................41
附錄..............................................................43
問卷一...........................................................43
問卷二...........................................................44
問卷三...........................................................47參考文獻 李良一(2002)。網路期刊評量系統：建構合於規範的邊際參與與環境及作品集評量系統。碩士論文，國立中央大學，桃園縣。
邱貴發(1996)。情境學習理念與電腦輔助學習－學習社群理念探討。師大書苑有限股份公司。
夏希璿(2005)。以Wiki為基礎建構供線上小組合作與線上教材使用的知識共建平台。碩士論文，國立中央大學，桃園縣。
Augar, N., Raitman R., and Zhou, W.(2004). Teaching and learning online with wikis. Proceedings of ASCILITE
Guzdial, M., Hmelo, C., Hübscher, R. Nagel, K., Newstetter, W., Puntambekar, S., Shabo, A., Turns, J., & Kolodner, J. L. (1997). Integrating and Guiding Collaboration:Lessons Learned in Computer-Supported Collaborative Learning Research at Georgia Tech. In R. Hall, N. Miyake, & N.Enyedy (Eds.), Proceedings of Computer-Supported Collaborative Learning ‘97(pp. 91-100). Toronto, Ontario, Canada.
Chen, H. L., Cannon, D., Gabrio, J., Leifer, L., Toye, G., & Bailey, T. (2005). Using wikis and weblogs to support reflective learning in an introductory engineering design course. Paper presented at the 2005 American Society for Engineering Education Annual Conference and Exposition.
Chang, C. K., Chen, G. D., Li, L. Y. (2006). Constructing a community of practice to improve coursework activity. Computers & Education (SSCI) (Accepted)
Johnson, D. W., Johnson, R. T., Smith, K. (1984). Active Learning: Cooperation in the College Classroom. (2nd Edition). Edina, MN: Interaction Book Company.
Johnson, D.W., Johnson, R. T.(1997). Learning to Lead Teams: Developing Leadership Skills. Edina, MN: Interaction Book Company.
Khalifa, M., Lam, R. (2002). Web-Based Learning: Effects on Learning Process and Outcome. IEEE TRANSACTIONS ON EDUCATION, VOL. 45, NO. 4.
KWiki, http://www.kwiki.org/
Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.
Lave, J., Wenger, E. (1990). Situated Learning：Legitimate Periperal Participation. Cambridge, UK: Cambridge University Press.
Leuf, B., Cunningham, W. (2001). The Wiki way: quick collaboration on the Web. Addison-Wesley Longman Publishing Co., Inc. Boston, MA, USA
MediaWiki, http://www.mediawiki.org/wiki/MediaWiki
Silva, E. and Moriera, D. (2003) WebCoM: a tool to use peer review to improve student interaction. Journal of Educational Resources in Computing, Vol. 3(1), pp. 1-14.
Slavin, R.E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Needham Heights, MA: Allyn and Bacon.
Smith, H., Cooper, A., and Lancaster, L. (2002). Improving the Quality of Undergraduate Peer Assessment: A Case for Student and Staff Development. Innovations in Education and Teaching International, 39(1), pp. 71-81.
SWiki, http://minnow.cc.gatech.edu/swiki
SWiki/CoWeb, http://coweb.cc.gatech.edu/csl/9
TWiki, http://twiki.org/
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
Wenger, E., McDermott, R., Snyder, W. M. (2002). Cultivating Communities of Practice. Harvard Business School Press.
Wikipedia, http://en.wikipedia.org/wiki/Main_Page指導教授 陳國棟(Gwo-Dong Chen) 審核日期 2006-7-21 推文 plurk
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