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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/68705


    Title: 探索臉書學習活動對學生的資訊技能行為模式分析
    Authors: 邵詩珺;Shao,Shin-chin
    Contributors: 資訊工程學系
    Keywords: 專題式導向學習;行為分析;資訊問題解決;臉書社群;Behavior Analysis;Problem base-learning;Facebook
    Date: 2015-07-14
    Issue Date: 2015-09-23 14:18:01 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 在資訊爆炸的時代下,傳統課堂常無法提供學生在充滿資訊的網路中,找出最需要的資訊、解決問題並達到有效的學習的技能,老師也不能及時掌握學生的學習行為,因此過去許多研究將六大資訊技能融入問題導向學習法(PBL)來提升學生資訊素養,讓學生能夠具備問題解決以及終身學習的能力。本研究結合學生常使用的社群網站的優勢,來做為輔助課堂的學習工具,並根據問題導向學習法在臉書網站上設計學習活動,應用於大專資訊課程。透過定量內容分析(quantitative content analysis)和滯後序列分析(lag-sequential analysis)進一步探索同學在社群平台上進行專題導向學習時,六大資訊技能的行為和資訊素養的表現。
    本研究採用準實驗設計法來設計進行教學實驗,實驗對象為北部國立大學46位研究生,實驗時間為4週共4小時,並且將研究對象分以不同教學環境分為組。控制組為「傳統課程面談進行專題式導向學習活動」、第2組為實驗「使用臉書平台進行專題式導向學習活動」。實驗結果發現:控制組同學注重搜尋和彙整資訊技能,並在定義問題階段時需要幫助、搜尋策略較單一;實驗組同學則在使用和評估資訊的行為上有良好表現,建議往後對使用臉書進行專題式導向學習的同學在彙整資訊技能上給予幫助。
    ;In the era of information explosion, at traditional classroom,students often face the problem of finding needed information to solve problems and achieve effective learning skills.At the same time,teachers can not know the students′ behavior to improve the course.This study aims to investigate the students′ learning behavior and information literacy using Big6 information processing skills in project-based learning (PBL).The study combines the advantages of the use of social networking sites, and quantitative content analysis and lag-sequential analysis to further explore the students behavior and information literacy through the performance.
    The 46 participating students were divided into two groups: an experimental and a control group.The research result arepresented as follow: First, the experimental group was significantly better than control group with information literacy and focus on Use of the information and Evaluation. Second, the control group,is lack of Evaluation process on works and more focus on Synthesis
    Appears in Collections:[資訊工程研究所] 博碩士論文

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