網路學習社群中社會網路、知識分享與投入之關聯;An Analysis of Correlations among Social Network, Knowledge Sharing, and Engagement in a Networked Learning Community

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题名:	網路學習社群中社會網路、知識分享與投入之關聯;An Analysis of Correlations among Social Network, Knowledge Sharing, and Engagement in a Networked Learning Community
作者:	張文聰;Chang, Wen-Tsung
贡献者:	網路學習科技研究所
关键词:	網路學習社群;知識分享;社會網路;心流;學習動機;networked learning community;knowledge sharing;social network;flow;motivations
日期:	2017-07-28
上传时间:	2017-10-27 16:10:37 (UTC+8)
出版者:	國立中央大學
摘要:	本研究針對桃園市某國小四年級中的A、B兩個班級，採用iPad繪本館App，打造了一個以英語學習為主的網路學習社群。在活動過程中，學生可以自由地邀請他人一同學習英語教材，並製作、發表故事繪本，兩班級的活動分別進行了21、22週。活動過程中共收集了學生的知識分享、社會網路、投入、學習成效等資料進行探討，最後也針對各班學生單獨進行訪談。研究結果顯示，即使兩班級的班級學習紀律上有所差異，但知識分享與心流、知識分享與學習動機之間皆呈現正相關，表示即使在不同的班級中，心流、知識分享與學習動機之間的關聯是相當一致的；不過，根據社會網路與知識分享的相關性分析結果，兩班卻呈現相反的情形，A班級的社會網路與知識分享中，其被邀請次數與個人結果預期呈現正相關；而B班級中，邀請次數與以認同為基礎的信任呈現負相關，合作次數與個人結果預期、知識分享自我效能也呈現負相關。從班級學習紀律來看，班上的同儕相處情形可能是造成這種差異的原因。最後，社會網路與投入的部分，A、B兩班級同樣也是呈現相反的情形，A班級之被邀請次數與學習動機中的同儕學習呈現負相關；而B班級則是邀請次數與心流呈現正相關，兩班之間的差異同樣可能是由班上平時的同儕相處情形所導致。因此，在不同程度學習紀律的班級之間，除了知識分享與投入之間結果一致外，社會網路、知識分享與投入中的心流與學習動機的關係則不盡相同。未來研究可以根據網路學習社群中學生學習紀律的情況調整活動設計或進行介入。;This study aimed to obtain a better understanding about the correlations among knowledge sharing, social network and engagement. To achieve this goal, this study examined how students interacted with each other and how they perceived the experience in a networked learning community mediated by an App. Participants of this study were fourth grade stduents of two different classes (class A and class B) from an elementary school in Taiwan. The two classes participated in a networked learning community for 21 and 22 weeks, respectively, to create digital stories. Data including students’ knowledge sharing perception, flow, motivations, and achievements were collected during and after activity. Interviews of each student were also included. The results of this study found positive correlations between knowledge sharing and engagement in both of the two classes. More specifictly, knowledge sharing was positively correlated with flow and motivations in both classes. However, the correlation between knowledge sharing and social network was not consistent between the two classes. In class A, personal outcome expectations of knowledge sharing was positively correlated with the in-degree of students’ invitation social network. However, in class B, the out-degree of the invitation social network was negatively correlated with the identification-based trust, and the out-degree of the collaboration social network was negatively correlated with personal outcome expectations and knowledge sharing self-efficacy. Furthermore, the correlations between social network and engagement were also not consistent between Class A and B. While a negative correlation between invitation in-degree and motivations was found in Class A, a positive correlation between invitation out-degree and flow was identified in class B. The teachers’ report of the two classes also showed the sifgificant difference in learning discipline in the two classes which might lead to the inconsistent correlation between knowledge sharing, social network, and engagement. Future research is necessary to investigate how the learning discipline of classes may impact social interaction in networked learning communities.
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