本篇論文依據Lave的情境學習理念搭配Wiki系統能容易新增、刪除與修改內容的特性在班級中建立一個實務社群，模擬現今實務社群中軟體開發的團隊，讓學生的學習是在實務的情況下進行。實務社群的學習環境可以使不同程度的學生做不同程度的學習，賦予不同的角色使得學生各司其職、對小組合作學習上有不同程度的貢獻並加入訓練者的角色與階層式的角色架構，使得學生在進行作業活動的同時，慢慢由邊際參與到核心參與並造成組內的積極互賴。學生由不同工作的訓練漸漸的朝學習的核心前進，在過程中能對同一知識有不同程度的學習目標與看法。 我們由50位資工系大學部一年級學生於95學年度第一與第二學期於班級中建立計算機概論課程的實務社群，根據我們實驗的問卷結果以及94學年度第二學期所建立的實務社群相比較，學生成績的變動與Wiki系統站點紀錄均顯示我們這樣的學習環境能有效提升同儕互助與整體的學習動機。 The ease of interaction and operation of a Wiki system allows for mass collaborative authoring. This paper reports how an authentic learning community is constructed according to Lave’s learning theory for group collaboration. In our community, we simulate the real-world software development team’s operation to assign each student member roles. Through students’ project homework given by their teacher, we expect students to fulfill their individual tasks and make different contributions corresponding to their roles. We also add the trainer roles in every group in our hierarchical framework. The principles of the methodology is based on situated learning that learning is a trajectory in which a newcomer moves from Legitimate Peripheral Participation (LPP) to a core participation in a CoP. By this way, they learn not only programming skills but also having the goal in various degrees to the same knowledge in the process. The experiments were performed in the Introduction to Computer Science course during an academic year (from Sep. 2006 to Jun. 2007). The subjects are 50 students who are freshmen majoring in Computer Science. Eventually the results of data analysis and grades to compare with experimental group and control group, it indicates that our method can raise not only the whole learning motivation but also students’ peer supports by using Wiki.
