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    請使用永久網址來引用或連結此文件: http://ir.lib.ncu.edu.tw/handle/987654321/74891


    題名: 長期網路合作創作之社群網路與學生投入研究;A Long-term Analysis of student Learning Engagement in Networked Collaborative Creation Community
    作者: 楊宸宇;Yang, Chen-Yu
    貢獻者: 網路學習科技研究所
    關鍵詞: 共同式合作模式;社群網路合作模式;社群網路分析;網路學習社群;學習投入;shared collaboration;social network collaboration;social networked analysis;networked learning community
    日期: 2017-07-27
    上傳時間: 2017-10-27 16:10:29 (UTC+8)
    出版者: 國立中央大學
    摘要: 本研究探討學生長期使用兩種不同的合作模式下學生的學習投入與社群網路變化。本研究總共設計了兩種不同的合作模式:「共同式合作模式」以及「社群網路合作模式」。共同式合作模式提供每個小組兩人一台iPad、不能換組員;社群網路合作模式則是一人一台iPad,可自由更換組員。針對台灣的某公立小學三年級的學生本研究進行長達兩年的實驗,實驗共兩個班級。在兩種學習模式中,觀察學生對於學習投入以及社群網路學習模式中社群網路的變化。研究結果顯示:兩班的學生在班級紀律上的表現有差異,A班屬於自我管理較為有效的班級;B班屬於需要班導師特別輔導的班級。使用社群網路合作模式時能夠增加學生對於活動的學習投入,但這種狀況會因班級自制能力而異。A班在社群網路中邀請次數並沒有特別多,而實際完成合作的次數相卻比預期的多;B班則是邀請次數較多,但實際完成合作的次數較少。代表班級的紀律程度其實會對活動進行的過程而有所差異。兩個班級的學習成效上都有明顯成長的趨勢,代表使用這類型的學習模式不論在哪一種紀律的班級中都可以有效提升學生的學習成效。;This study explored students’ participations in a social network with two different long-term collaborative learning activities. The first collaborative activity is “shared collaboration” in which fixed two students shared one iPad to create digital stories. The second activity is “social network collaboration” in which each of the students used one iPad and they can change teammates to produce digital stories. The participants were from two classes of third grade in an elementary school in Taiwan.
    The analysis between two groups found that the two classes were significantly different in the class discipline. Class A is a more self-disciplinary class while Class B is the class requiring the teacher’s efforts to regulate the class discipline. The results of this study found that students’ flow perception in Class A increased when they learned in the “social network collaboration”. Class B showed a similar pattern but with a slow increment pace. However, the two classes showed different participation in the social network. There were not many invitations among the students in Class A; however, they established significant number of collaboration and completed more works. On the contrary, there was a lot of invitation among students in Class B; but the invitation did not lead to effective collaboration and they produced less number of works than Class A. Such results reflect that the self-discipline may have impacted the students’ participation in the social network. Furthermore, the students of the two classes showed significant enhancement in the learning of English, meaning that the participation in the social network can promote the learning effect regardless of their class self-disciplines.
    顯示於類別:[網路學習科技研究所 ] 博碩士論文

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