博碩士論文 965404003 完整後設資料紀錄

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DC.creatorSheng-Yi Wuen_US
DC.descriptionNational Central Universityen_US
dc.description.abstract由於數位學習科技的發展與Web 2.0概念的流行,電腦輔助協作學習(Computer-supported collaborative learning, CSCL)的策略與教學活動經常被用在許多線上學習社群的教學與學習活動。經由同儕對話與互動,可以促進學生檢視自身認知策略的使用、增進人際社會技巧,並有助於知識建構。 在線上學習環境中,討論式教學法是一項常被教學者採用的教學策略。線上討論包含同步討論與非同步討論。經由相關文獻探究可知,同步討論與非同步討論都各自有其優點與限制,但卻較少文獻討論整合兩種討論機制的環境架構以及學習歷程的研究議題。其次,將線上學習社群架構在其本身日常生活中的網路社群中,可以促進學習動機與成效。因此,本研究首先將開發結合常用之同步討論工具(MSN Messenger)與非同步討論環境(Facebook Group)的”Seamless Online Learning Integrated Discussion (SOLID)”無接縫系統。 本研究分為兩個子研究,個案一將首先探究運用SOLID系統於問題解決討論活動和專題製作討論活動的學習歷程。由於問題解決與專題製作的教學策略均係廣泛被討論與運用的教學策略,因此本研究擬針對此兩種策略於無接縫討論環境下的教學活動的學習歷程進行比較,以了解其特色與限制。此外,由於相關文獻指出,專題製作的活動是一個更接近真實情境的問題解決活動,並需要更多的同儕協調,且較單純之問題解決策略為複雜,因此本研究之個案二即參考個案一相關於專題製作的行為歷程所發現之限制,進行專題教學活動的修正與精致化,並將進行更長時間與更多面向的分析,以更深入了解無接縫環境下進階專題討論教學活動的成效與限制。 為了瞭解在SOLID系統中,學生們在兩個個案中的工具使用與學習行為,因此本研究就透過序列分析與統計分析了解小組合作討論品質、作品品質、認知處理階段、知識建構與工具選擇的差異與相關。 透過相關分析與討論,本研究提出以下結論。首先,透過SOLID系統進行討論活動,在認知處理階段與知識建構上,可以引發更多元的認知處理階段與知識建構的行為模式。其次,在各個活動中,離題討論的比例皆很高,這和之前的相關研究結果一致。本研究也發現,這些討論與學習活動雖然沒有直接關係,卻可能有正向的影響。第三,整體來說,專題製作討論活動與進階專題製作討論活動較能讓小組合作討論品質與作品品質產生關係。第四,小組合作討論品質、作品品質、認知處理階段和知識建構相關之探討部分。在專題製作討論活動中,產生了對多的顯著相關。而進階專題製作討論活動卻沒有此現象,此現象有待未來深入探究。最後,關於同步與非同步運用比例部分,三個活動大多數的組別使用非同步討論與混合討論的模式進行討論。不管進行何種討論活動,採用混合討論模式的組別雖然並非最多,但卻可以得到較佳的作品品質與小組合作討論品質。 zh_TW
dc.description.abstractDue to the development of e-learning technology and the popularity of Web 2.0 concepts, computer-supported collaborative learning (CSCL) strategies and teaching activities have been widely applied in many online learning communities. In CSCL environments, peer dialogue and interaction can encourage students to review their use of cognitive strategies, enhance interpersonal social skills, and help to construct knowledge. In online learning environments, discussion teaching methods, which are often used as an interactive teaching strategy by instructors, include synchronous and asynchronous discussions. Related literature shows that synchronous and asynchronous discussion methods have different advantages and disadvantage, but very little literature focuses on the environmental framework of integrating the two discussion devices, as well as the research topics of the learning process. Secondly, the online learning community structure in the everyday Internet community can enhance motivation and effectiveness in learning. Therefore, this study will attempt to develop the ‘Seamless Online Learning the Integrated Discussion (SOLID)’ system that integrates the commonly-used synchronous discussion device (i.e., MSN Messenger) and the asynchronous discussion environment (i.e., Facebook Group). This study is divided into two sub-studies: Study 1 explores the use of the SOLID in the learning process of problem solving-based discussion activity and project-based discussion activity. Since the problem solving-based and project-based teaching strategies are widely applied for teaching and learning, this study compares these two teaching strategies applied to the learning processes of the teaching activities based on the seamless discussion environment in order to understand their characteristics and limitations. In addition, related literature states that the project-based activity is a more realistic and situational problem-solving activity, which demands more peer coordination and is more complex than the simple problem solving-based strategies. Therefore, Study 2 addresses the limitations found in the behavioral process of project making elicited in Study 1, as well as modify and refine the project-based teaching activity. Study 2 also conducts a lengthier and multidimensional analysis to acquire a deeper understanding of the effectiveness and the limitations of the advanced SOLID project-based teaching and learning activities. In order to understand students’ device usage and learning behavior in the two studies based on SOLID environment, both sequential and statistical analyses are applied to understand the differences and correlations between group collaboration discussion quality, project quality, cognitive processing phases, knowledge construction and tools selected. Through pertinent analysis and discussion, this study proposed the following conclusions. At first, cognitive processing phases and knowledge construction in the discussion activities based on SOLID system could indeed stimulate greater diversified behavioral patterns in cognitive processing phases and knowledge construction. Secondly, the proportion of off-topic behavior was high in various activities, which is consistent with the results of previously mentioned studies. The study also found that while these discussions and learning activities had no direct correlations, they may have a positive impact on one another. Thirdly, the advanced project-based discussion activity on the whole better elicited correlations between the group collaboration discussion quality and project quality. Fourthly, this study discussed the correlations between group collaboration discussion quality, project quality, cognitive processing phases and knowledge construction. This study found that the project-based discussion activity pointed out multiple significant correlations; however, the advanced project-based discussion activity had no this phenomenon. It encourages more in-depth exploration. Finally, regarding the proportional distribution of synchronous and asynchronous strategies, most of the groups used the asynchronous discussion and mixed discussion in the three discussion activities. Regardless of the types of discussion and activity, although not all groups used the mixed discussion model, those who did nevertheless had better project quality and group collaboration discussion quality. en_US
DC.subjectdiscussion qualityen_US
DC.subjectsequential analysisen_US
DC.subjectOnline discussionen_US
DC.titleConstruction and Evaluation of Seamless Online Learning Integrated Discussion (SOLID): Sequential Behavior Analysis and the Impact on Learningen_US
DC.publisherNational Central Universityen_US

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