社會網路工具提供實踐網路學習的新契機，讓學生能在社會建構理念下進行合作學習，成為積極的參 與者來產出內容，學習成為達到個人的生活目標的參與過程，實現創造以學習的目標。然而由於社會 網路中分享知識的矛盾現象，導致社會網路工具未必保證能增強互惠的合作活動，而且網路創造社群 的學習過程牽涉複雜動態的社群活動，因此了解學生如何參與社會網路活動藉越來越顯得重要。近 年，社會網路分析被廣泛應用在社會系統中研究參與者間連結之結構模式，讓研究者能夠透過學生在 社會網路中的位置，揭露學生的參與程度，並提供解釋的理論基礎。因此，本計畫嘗試建立一小學生 之創造社會網路平台，讓孩童在學校透過參與創造社會網路進行創作並學習英語。過程中從社會網路 (網路結構)、社會認知(預期結果、自我效能)、與社會資本(信任與識別度)來探討如何促進學生參與社 會網路；同時運用社會網路分析探索學生在社會網路中的參與情況與學習成果，希望釐清社會認知因 子與社會資本因子如何影響個人的社會網路參與情況。透過這樣的分析不僅可以幫助本計畫更清楚地 瞭解何種社會網路平台可以促進學生參與創作並進而學習，並且作為社會網絡學習活動的設計依據以 實現創造以學習的目標。 ;The recent development of social networking tools has afforded a new opportunity to implement networked learning where students collaborate to learn in a social constructivist approach. In such learning context, students act as active participants to produce contents, and learning becomes participatory and social processes to achieve personal life goals and needs, which implements the create-to-learn goal. However, social dilemma indicated that individuals are reluctant to share their knowledge in social network, and thus the use of social networking tools does not necessarily enhance reciprocal knowledge construction activities. Moreover, the learning process of the networked creation community involves complex dynamics of social networking activities. It is thus becoming increasingly important to understand how students engaged in the social networked activities in order to better design networked learning activities. Recently, social network analysis (SNA) has been widely applied in social system research to help researchers understand students’ engagement in networked creation communities. SNA not only displays and discovers the structural patterns of social relationship between participants, but also provides the theory to explain the patterns. Hence, this study attempted to develop a social network platform to support elementary students to create artifact, and through the creation process, learn English as a foreign language. Under this goal, this project also aims to investigate how to facilitate student engagement in networked learning community from the three dimensions including networked creation community (networked structure), social cognition factors (outcome expectations and self-efficacy), and social capital factors (trust and identification). SNA will be applied to explore the relationship between students’ engagement and learning outcomes in social network. In addition, this study will further analyze how social cognition factors and social capital factors may influence individual engagement in the social network. Such an integrated analysis can help this project obtain a better understanding of what types of social networking platforms can better facilitate student engagement in networked creation activities, and derive the guidelines for designing networked learning activity to implement the create-to-learn paradigm.
