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姓名 李郁薇(Yu-Wei Lee)  查詢紙本館藏   畢業系所 學習與教學研究所
論文名稱 網路學習社群中的潛水現象:一種被忽略的充分參與
(Passive Lurking Behavior in the Online Learning Community:A NeglectedFull Participation)
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摘要(中) 對於網路社群中的潛水現象之理解,我們不是相對的忽視,就是誤以為是一種少量參與、沒有貢獻、搭便車、甚至危害社群成員討論張力的行為。但若進一步檢視,會發現潛水者的特徵:少量發言是被過度強調的,頻繁上線卻常被忽略,導致我們以為潛水者沒有學習、沒有參與。對於潛水者的界定,也往往反映了研究者對於潛水的理解與不適切的期待。
從“少量發言”卻“規律參與”這一組潛水者特徵,做為一個分析的起點工具,在一個353人的網路探究式學習社群中,辨識出95位潛水者。本文採社會文化取徑,藉助Lave & Wenger之情境學習與Wenger之社會的學習理論的周邊性、參與、具化、疏離、協商、認同等概念,從一種社會行為而非個人行為的觀點,來細察其幽微心思與所展現的隱晦姿態,提出了以下的研究問題:
1. 在看似少量回應的上線文章數據面貌下,潛水者的投入內涵為何?
2. 潛水者針對所處的潛隱位置,如何透過協商展現其參與姿態與樣貌?
從學習者對於學習社群的體驗,理解他們如此參與的關鍵意義,挖掘出潛水者的投入內涵與協商策略在一種劣勢的社群氛圍下,是極具意義性的:見縫插針、另起爐灶,取得討論目光、偷窺、社交言談,給出“一起感”、或透過“隱”的投入回應“明”的規範,協商參與位置…所寓含的是潛水者即便站在周邊位置,但維持一種既疏離又緊密聯繫的關係,則反映了他們對於社群的歸屬與認同。這是潛水者所欲給出的參與意義,也是他們協商性之豐厚展現。
揭露一般人所難以體察協商過程與認同形成的深刻學習意義,破除刻板印象、對理所當然的預設有所驚覺,而能深入現象的本質給出持平卻多元而饒富意義的理解,是本文的目的,而這種理解也正是本文的研究意涵之所在。
摘要(英) Lurking, the discursive phenomenon, in an online community is often neglected. From Wenger’s social theory of learning and Lave’’s LPP, this study explores the characteristic of lurkers, one who “post occasionally” but “online regularly”, in order to scrutinize lurkers’ subtle intentions and their obscure posture. We identify 95 lurkers from 353 participants in an inquiry-based learning community and approach from a virtual ethnography to uncover their process of negotiability and identification.
關鍵字(中) ★ 參與
★ 協商
★ 認同
★ 網路學習社群
★ 潛水
關鍵字(英) ★ participation
★ online learning community
★ identity
★ negotiation
★ lurking
論文目次 第一章 緒論 ………………………………………………………1-4
第二章 文獻回顧 …………………………………………………5-49
第一節 潛水的重要文獻 ……………………………………………………… 6
第二節 其他零星的相關文獻 …………………………………………………12
第三節 過去研究對潛水的界定 ………………………………………………18
第四節 在學習脈絡下看網路潛水者 …………………………………………20
第五節 潛水者的參與位置 ……………………………………………………36
第六節 研究關切與研究問題 …………………………………………………38
第七節 方法學的考量 …………………………………………………………39
第三章 研究方法論 ……………………………………………50-74
第一節 研究架構 ………………………………………………………………50
第二節 研究田野的描述 ………………………………………………………53
第三節 研究者的位置 …………………………………………………………65
第四節 研究對象 ………………………………………………………………65
第五節 資料蒐集 ………………………………………………………………67
第六節 資料分析 ………………………………………………………………69
第四章 研究結果 …………………………………………… 75-102
第一節 潛水學員的基本特徵 …………………………………………………76
第二節 潛水學員所在的社群描述:Lain在學員生活中的位置 ……………81
第三節 參與面貌的再揭露:潛水學員的投入面向與協商策略 ……………83
第四節 潛水之參與意義重現:協商、學習與認同 …………………………98
第五章 討論 …………………………………………………103-109
第一節 對於自身與過去研究的反省 …………………………………………103
第二節 從潛水現象重建對社會學習理論意涵的再理解 ……………………106
第三節 民族誌應用於網路研究之優勢與省思 ………………………………108
第六章 結論 ………………………………………………………110
參考書目……………………………………………………… 111-116
附表目次
表2-1 對潛水者的認定方式:完全不發言 …………………………………18
表2-2 對潛水者的認定方式:較少發言 ……………………………………19
表3-1 潛水學員與組員描述 …………………………………………………70
表3-2 訪談分析 ………………………………………………………………72
表3-3 討論區文章分析 ………………………………………………………73
表3-4 研究筆記 ………………………………………………………………74
表4-1 學員平均發言文章與上線數 …………………………………………76
表4-2 潛水學員數在小組分佈情形 …………………………………………78
表4-3 潛水學員在長串文章位置的分佈 ……………………………………78
表4-4 八個討論小組的張貼文章類型 ………………………………………80
附圖目次
圖1-1 我在研究初期的潛水學員歸因圖 …………………………………… 3
圖2-1 參與與具化的二元性 …………………………………………………27
圖2-2 實務社群的三個面向 …………………………………………………28
圖2-3 身份認定的組成面向 …………………………………………………32
圖2-4 協商能力的組成面向 …………………………………………………33
圖3-1 研究架構圖 ……………………………………………………………52
圖3-2 Z-diagram的探究學習模式 …………………………………………54
圖3-3 活動參與者配置 ………………………………………………………58
圖3-4 小組討論區與學習單列表 ……………………………………………59
圖3-5 學員每週心路歷程 ……………………………………………………60
圖3-6 線上使用者名單 ………………………………………………………61
圖3-7 在家的組員 ……………………………………………………………61
圖3-8 主題新聞 ………………………………………………………………62
圖3-9 學輔日記 ………………………………………………………………63
圖3-10 大家來找碴 …………………………………………………………64
圖3-11 界定潛水學員的條件 ………………………………………………66
圖4-1 學員逐週平均張貼文章數 ……………………………………………77
圖4-2 學員逐週平均上線數 …………………………………………………77
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指導教授 陳斐卿(Fei-Ching Chen) 審核日期 2005-1-31
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