博碩士論文 102522071 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:14 、訪客IP:3.238.184.78
姓名 林宥均(Yu-Chun Lin)  查詢紙本館藏   畢業系所 資訊工程學系
論文名稱 基於edX線上討論板社交關係之分組機制
(Social Network Based Grouping Mechanism with edX Online Discussion Board)
相關論文
★ 利用Kinect建置3D視覺化之Facebook互動系統★ 利用 Kinect建置智慧型教室之評量系統
★ 基於行動裝置應用之智慧型都會區路徑規劃機制★ 基於分析關鍵動量相關性之動態紋理轉換
★ 基於保護影像中直線結構的細縫裁減系統★ 建基於開放式網路社群學習環境之社群推薦機制
★ 英語作為外語的互動式情境學習環境之系統設計★ 基於膚色保存之情感色彩轉換機制
★ 一個用於虛擬鍵盤之手勢識別框架★ 分數冪次型灰色生成預測模型誤差分析暨電腦工具箱之研發
★ 使用慣性傳感器構建即時人體骨架動作★ 基於多台攝影機即時三維建模
★ 基於互補度與社群網路分析於基因演算法之分組機制★ 即時手部追蹤之虛擬樂器演奏系統
★ 基於類神經網路之即時虛擬樂器演奏系統★ 即時手部追蹤系統以虛擬大提琴為例
檔案 [Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   至系統瀏覽論文 ( 永不開放)
摘要(中) 協作學習(Collaborative Learning)被廣為提倡,隨著教學環境轉變,學生間的互動方式也有所不同。MOOCs(Massive Open Online Courses)興起,使得教學環境完全轉變到線上進行。後來衍生出的SPOC(Small private online course),引入了混成學習(Blended learning)的概念,更是將MOOC平台及實體課堂之優點結合。不過,在此情境下,教師要進行分組學習活動,需要考慮到學習平台上與學生有關的大量資訊,教師面對如此前所未有的工作量將無所適從。因此,本研究探討目前常見之幾種分組方式與分析其優劣,並基於線上討論板之社交關係,提出以互動為主,成績為輔之方式進行分組。除了可以改善傳統分組之缺點,亦可兼顧原有分組方式之優點。此外,本研究以MOOCs中具代表性的edX平台,依其平台之線上討論板格式進行分組系統模組之開發。本研究共進行兩次實驗,分別為上學期及下學期。而研究結果發現,在上學期,相較於自行分組,本研究所提出之分組方法,雖然在分組滿意度上較差,但卻有較佳之學習成效。而下學期雖然後測的結果比上學期差,但實驗組的成績依然高於控制組。期盼本研究之成果可協助教師解決在此情境下的分組難題。
摘要(英) Collaborative Learning (CL) along with the changing of the teaching environment, the way how students interact has also changed. The rise of Massive Open Online Courses (MOOCs) lets the teaching environment turn into online teaching. Deriving from MOOCs, Small Private Online Course (SPOC) incorporates the concept of Blended Learning (BL), which combines the advantage of MOOCs and face-to-face teaching. In this context, implies an enormous amount of consideration of group division factors and information volume when teachers organize groups. In the face of an unprecedented workload size, organizing groups manually is extremely time consuming and difficult for teachers. In this thesis, we make use of the advantages of the conditions of SPOC, retrieving the social network of students on the online discussion board, then the heterogeneous division of groups based on academic results is the supplementary to do grouping. In addition, this thesis makes use of edX, a representative platform of MOOCs, and develops the group division modules based on the format of the online discussion boards of the platform. There are two experiments in this thesis are the first semester, second semester. In the first semester, we compared with the way of grouping by students themselves, the method which brought out by this thesis do a better job in learning performance in spite of the satisfactions is worse. During second semester, the experimental group’s grade still higher than the control group, but the posttest in the second semester is worse than the first semester. We look forward to the results of this thesis can help teachers to solve problems about grouping in this context.
關鍵字(中) ★ 協作學習
★ 小規模限制性線上課程
★ 線上討論板
關鍵字(英) ★ collaborative learning
★ SPOC
★ online discussion board
論文目次 摘要 v
Abstract vi
Acknowledgements vii
Contents viii
Chapter 1 Introduction 1
1.1 Background 1
1.2 Motivation 2
1.3 Purpose 3
1.4 Thesis Organization 4
Chapter 2 Related Works 5
2.1 Collaborative learning 5
2.1.1 Cooperative Learning vs. Collaborative learning 6
2.1.2 Computer Supported Collaborative Learning 7
2.2 MOOC vs. SPOC 9
2.3 edX platform 11
2.4 Association between the usage of online discussion board and grade 11
2.5 Team size 12
2.6 Regular group division methods 13
2.6.1 Random grouping 13
2.6.2 Self-grouping 14
2.6.3 Personality Traits 15
2.6.4 Heterogeneous ability grouping 19
2.7 Definition of interaction 20
2.8 K-means 22
Chapter 3 Proposed Method 23
3.1 Definition of interaction 24
3.2 Systems and algorithms process 25
3.2.1 Setting phase 25
3.2.2 Experimental phase 27
3.2.3 Adjustment phase 34
Chapter 4 System Architecture 35
4.1 System Implementation Environment 36
4.2 edX Online Discussion Board 36
4.3 System Function 37
Chapter 5 Experimental Design 41
5.1 Experimental Purpose 41
5.2 Experimental Subjects 42
5.3 Experimental Process 43
5.4 Bonus Design (Supplement) 47
Chapter 6 Results and Analysis 50
6.1 Measuring Instrument 50
6.2 Data Analysis 50
6.2.1 First Semester 51
6.2.2 Second Semester 62
6.3 Results and Discussion 73
6.3.1 First Semester vs. Second Semester 73
6.3.2 First Semester and Second Semester 75
Chapter 7 Conclusions and Future Works 78
7.1 Conclusions 78
7.2 Future Works 80
References 81
Appendix I 83
Appendix II 85
參考文獻 [1] F. G. Martin, "Will massive open online courses change how we teach?," Communications of the ACM, vol. 55, pp. 26-28, 2012.
[2] T. Lewin, "Instruction for masses knocks down campus walls," New York Times, vol. 4, 2012.
[3] 劉怡甫, "從 anti-MOOC 風潮談 MOOCs 轉型與 SPOCs 擅場," 評鑑雙月刊, pp. 36-41, 2014.
[4] (2015/06/12). IEET. Available: http://www.ieet.org.tw/InfoT.aspx?n=stdCAC
[5] L. Razmerita, "Collaborative Learning in Heterogeneous Classes: Towards a Group Formation Methodology," in The 3rd International Conference on Computer Supported Education (CSEDU 2011), 2011, pp. 189-194.
[6] G. Stahl, T. Koschmann, and D. Suthers, "Computer-supported collaborative learning: An historical perspective," Cambridge handbook of the learning sciences, vol. 2006, pp. 409-426, 2006.
[7] P. Dillenbourg, Designing biases that augment socio-cognitive interactions: Springer, 2005.
[8] 王萍, "大规模在线开放课程的新发展与应用 从 cMOOC 到 xMOOC [J]," 现代远程教育研究, vol. 3, pp. 13-19, 2013.
[9] (20150612). Available: http://edxpdrlab.logdown.com/
[10] J. Davies and M. Graff, "Performance in e‐learning: online participation and student grades," British Journal of Educational Technology, vol. 36, pp. 657-663, 2005.
[11] C. Romero, M.-I. López, J.-M. Luna, and S. Ventura, "Predicting students′ final performance from participation in on-line discussion forums," Computers & Education, vol. 68, pp. 458-472, 2013.
[12] M. Hoegl, "Smaller teams–better teamwork: How to keep project teams small," Business Horizons, vol. 48, pp. 209-214, 2005.
[13] J. R. Hackman, "The design of work teams," J. W. Lorsch(Ed.), Handbook of organizational behavior, pp. 315-342, 1987.
[14] V. Yannibelli and A. Amandi, "A deterministic crowding evolutionary algorithm to form learning teams in a collaborative learning context," Expert Systems with Applications, vol. 39, pp. 8584-8592, 2012.
[15] R. Meredith Belbin, "Management teams: Why they succeed or fail," Oxford: Butterworth-Heinemann., 1981.
[16] R. M. Belbin, Team roles at work: Oxford: Butterworth-Heinemann, 1993.
[17] D. Jensen, J. Feland, M. Bowe, and B. Self, "A 6-hats based team formation strategy: Development and comparison with an MBTI based approach," in Proceedings of the ASEE Annual Conference, 2000.
[18] K. W. P. CHAN, 陳錦榮, M. F. M. HUI, and 許明輝, "合作探究學習: 探討一種創新教學模式的可行性," 2002.
[19] N. M. Webb, "Peer interaction and learning in small groups," International journal of Educational research, vol. 13, pp. 21-39, 1989.
[20] N. M. Webb and L. K. Cullian, "Group interaction and achievement in small groups: Stability over time," American Educational Research Journal, vol. 20, pp. 411-423, 1983.
[21] N. M. Webb, "Testing a theoretical model of student interaction and learning in small groups," Interaction in cooperative groups: The theoretical anatomy of group learning, vol. 102, p. 119, 1992.
[22] M. Morzy, "On mining and social role discovery in Internet forums," in Social Informatics, 2009. SOCINFO′09. International Workshop on, 2009, pp. 74-79.
[23] P. He, "Evaluating students online discussion performance by using social network analysis," in Information Technology: New Generations (ITNG), 2012 Ninth International Conference on, 2012, pp. 854-855.
[24] (2015/06/12). TCP and UDP. Available: http://www.pcnet.idv.tw/pcnet/network/network_ip_tcp.htm
[25] Y.-L. Shih, "A study for evaluating influence factors of learning achievement in mathematics of senior elementary students using K-means cluster analysis," Master, Chung Hua University, 2011.
[26] J. Teevan, M. R. Morris, and K. Panovich, "Factors Affecting Response Quantity, Quality, and Speed for Questions Asked Via Social Network Status Messages," in ICWSM, 2011.
[27] (20150613). edX Research Guide. Available: http://edx.readthedocs.org/projects/devdata/en/latest/internal_data_formats/discussion_data.html
[28] H.-M. Su, "Grouping based on Complementary Degree and Social Network Analysis in Genetic Algorithm," Master, National Central University, 2014.
指導教授 施國琛 審核日期 2015-7-28
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明