合作學習平台對團體迷思現象及學習成效之影響–以英文字彙學習為例; The Impact of groupthink and learning achievement: Using Cooperative Learning Platform - A Study on English Vocabulary Learning

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Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/49013

Title:	合作學習平台對團體迷思現象及學習成效之影響–以英文字彙學習為例;The Impact of groupthink and learning achievement: Using Cooperative Learning Platform - A Study on English Vocabulary Learning
Authors:	姚昀廷;Yun-ting Yao
Contributors:	資訊管理研究所
Keywords:	行動裝置;團體迷思;合作學習;Mobile device;Group think;Cooperative learning
Date:	2011-07-28
Issue Date:	2012-01-05 15:13:11 (UTC+8)
Abstract:	合作學習為近年來最受矚目的教學方式之一，合作學習實施後的學習成效，受到諸多研究學者的肯定，但合作學習並不如預期中的如此完美，在進行的過程中容易產生一些負面的效應，如團體迷思，這些負面影響會使合作學習的學習成效大打折扣，無法達到合作學習的預期學習成效。由於近年來資訊科技技術的發展，無論在個人電腦設備或是網路的頻寬以及普遍性上都有大幅度的提升，同時新穎的裝置不斷的推陳出新，如智慧型手機以及平板電腦等，使得諸多的研究投入教育議題以及資訊設備的整合上，進而演變出與過去截然不同的教學方式，從傳統的E-Learning持續演進到當紅的行動學習以及無所不在的學習(Ubiquitous Learning, U-Learning)等，使得過去在傳統教學上較不可行的教學活動，開拓出新的可能。本研究最主要的目的為透過傳統電腦端以及新穎的行動設備設計出一個合作學習平台，來降低學習者在合作學習中發生團體迷思的程度，並透過此平台提升學習成效。本研究透過合作學習五項基本要素「積極的互相依賴」、「面對面的互動」、「個人的績效責任」、「社會技巧」、「團體歷程」，並搭配傳統領域解決團體迷思上的流程方法，設計出能夠利用不同裝置來使用的合作學習平台，並提供學習者豐富的學習材料，以期能夠減少合作學習中團體迷思發生的可能，並使學習者獲得大量的學習內容。經過實驗以及問卷評估的統計檢定結果，使用合作學習平台的學習者相對於進行傳統面對面討論的學習者，在團體迷思的出現程度有顯著的下降以及在學習成效亦有顯著的提升。 Research on cooperative learning is one of the greatest success stories in the history of educational research. But not every cooperative learning group is effective, part of group that wasted time, was inefficient, and generally produced poor work, groups are characterized by a number of dynamics that impair their effectiveness, such as groupthink. In recent years, with the rapid development of IT technology, especially in personal computer and network bandwidth, and constantly introduce new innovative devices such as smart phones and tablet computers, making a lot of research into educational issues and the integration of information on the device, then propose many different teaching methods , from the E-Learning continues to evolve into ubiquitous learning (U-Learning), etc, making the more feasible on learning actives which cannot implement in the traditional teaching, explore new opportunities on the educational research. The main purpose of this study through personal computer, and new mobile devices designed a cooperative learning platform, to reduce the occurrence of learners in cooperative learning groups in the degree of groupthink, and through this platform to enhance learning achievement. In this study, we design the five basic elements of cooperative learning through "positive interdependence", "face to face interaction", "individual responsibility," "social skills", "group process" and with the settlement process on the method of Groupthink in to the cooperative learning platform , and learning can learn on cooperative learning platform by using variety of information device. The platform also provides a wealth of learning materials to learners hope can promote their learning achievement. Through experiments and statistical evaluation of the questionnaire results , the use of cooperative learning platform for learners in relation to the traditional face to face discussion of the learners, the emergence of groupthink in the group have a significant decline in the extent and learning achievement were also significantly improved.
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