| 摘要: | 以電腦支援學習已經成為一個眾所皆知的議題，尤其是在電腦支援合作學習方面，也有相當數量的研究(Zurita & Nussbaum, 2004; Anderson et al., 2007; Roschelle et al., 2007)。電腦支援合作學習的本身並無法被評量，因此需要一個學習主題來做為評量的標準。在所有學習主題中，我們對語文的學習較感興趣，在語文的聽、說、讀、寫中，又以寫作較能代表整體學習成就（杜淑貞，1996）。因此本研究以電腦支援教室合作學習做為我們研究的主軸，以語文學習中的寫作做為我們的評量標準。以單組前、後測成績的改法作為標準，輔以問卷與系統紀錄，初步探討學生在經過本實驗後的學習成效與學生對於本系統的看法，並了解學生與老師對於本系統的建議加以改進。 研究結果顯示學生在成績與情意方面有顯著進步；學生對於系統或活動的使用意願相當高，並且對於手寫系統抱持相當程度的喜好；在合作學習方面，學生也相當喜歡能看到同儕間作品的設計。 本研究以系統為主體，因此對於活動方面只採用了單組前、後測的實驗，而非一般研究的實驗組與對照組的雙組實驗，對於活動後的學生成績成長的因素仍需進一步探討才能知道。在系統方面，目前對於一個班級上的同步支援能夠保持一定水準，對於更多人數的連線品質仍需進一步研究。 Computer support learning is a well-known issue, especially there are many studies about the computer support collaborative learning (CSCL) (Zurita & Nussbaum, 2004; Anderson et al., 2007; Roschelle et al., 2007). We can’t assessment CSCL, however, we can assessment what students learned in CSCL. Therefore, there will be a learning topic for this study. In all learning topic, we more interested in language learning, and writing plays an important role in language learning. In this study, CSCL as the main point in our research, and choice writing to assessment our study. Theme in all learning, we more interested in language learning. Writing turned most representative of the language learning. In this study, we used CSCL in classroom as the main axis of our research and writing as our assessment criteria. A single group before and after the test, questionnaire and record system as a standard, are also used. A preliminary study of students' learning and student views for the system after this experiment for understand students and teachers' proposal to improve the system |
