博碩士論文 93524013 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:4 、訪客IP:
姓名 李慶源(Ching-Yuan Li)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 學習網站的溝通型態:內在互動、人際互動與外在互動
(Communication Type in Web Learning Environment :Intra-action, Interaction and Outeraction)
★ 同步表演機器人之建構與成效評估★ 探討國小學童使用電子書多媒體註記系統結合註記分享機制對其學習行為與時間之影響
★ 先備知識對註記式多媒體電子書的影響研究:從個別環境到分享環境★ Facilitating EFL speaking and writing with peer-tutoring and storytelling strategies in authentic learning context
★ An investigation into CKEL-supported EFL learning with TPR to reveal the importance of pronunciation and interactive sentence making★ Investigation of Facilitating Physics Learning using Ubiquitous-Physics APP with Learning Map and Discussion Board in Authentic Contexts
★ 智慧互動SmartVpen在真實情境對於英文學習之影響★ 利用合作虛擬化的網絡設計輔助計算機網路學習
★ 面對面與網路混合試教之研究★ 探討對行動學習輔具科技接受模式的研究
★ 開發「Web3D虛擬教室系統」與數學幾何問題解決之研究★ 探討面對面與網路混合試教對學習互動之影響
★ 利用Web-based環境與學習活動探討程式設計的認知層次及其對學習的影響★ 透過即時通訊代理人的輔助對學習社群的社群認同及學習成效影響之探討
★ 探討線上英語活動對英語學習成效之影響 -利用多媒體註記工具促進英語寫作與口說★ 探討整合主動式電子郵件功能之無縫式合作學習環境
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]   [檢視]  [下載]
  1. 本電子論文使用權限為同意立即開放。
  2. 已達開放權限電子全文僅授權使用者為學術研究之目的,進行個人非營利性質之檢索、閱讀、列印。
  3. 請遵守中華民國著作權法之相關規定,切勿任意重製、散佈、改作、轉貼、播送,以免觸法。

摘要(中) 過去溝通理論提出二種互動,分別是人際互動(Interaction)與外在互動(Outeraction),這二種互動已經受到很多學者廣泛的注意與討論。本研究主要提出一個新的互動概念『內在互動』(Intra-action),『內在互動』的定義是『發自內心的東西或事物,藉由工具或活動,呈現個人內心的心智、思考或想法,並且可以與自我內在進行互動,幫助發覺自我,瞭解自我,表達自我,而不需要與他人互動或討論』。『內在互動』的例子相當多,例如:註記、日記,Web Log、心得筆記或自我效能測驗等,我們將深入探討『內在互動』的特性與重要性,並且與人際互動與外在互動進行比較,研究探討這三種互動之間的差異與相關性。
摘要(英) In the last few years, a number of researches have been devoted to the study of “Interaction” and “Outeraction”. The purpose of this study extends our further understanding about a novel construct: intra-action. The term “Intra-action” can be defined as “A kind of communication to interact with oneself through some tools or activities, which can help people to represent one’s mind or thought and to further understand themselves without communicating with others.” Through these kinds of communications, someone can discover and express oneself. Examples of “Intra-action” are annotation, diary, Blog, notes, and test of self- efficiency. In this paper , we not only discussed deeply the characteristic and importance of ” Intra-action”, but also compare it with “Outeraction”and “Interaction” to show the difference and relation among three kinds of communication.
We design communication tools Vpen, discuss board and Jmsn Messenger for “Intra-action”, “Interaction”, “Outeraction” respectively and apply them in the class. Then we study the relation of three kinds of communication and affection of learning achievements. The result shows “Intra-action” affect learning achievements more significantly and important than “Interaction” and “Outeraction”. Besides, to realize the satisfaction of system and the meaning of three kinds of communications in learning, we give questionnaire and Interview with the students.
關鍵字(中) ★ 內在互動
★ 即時通
★ 溝通媒體
★ 電腦輔助合作式學習
★ 人際互動
★ 外在互動
關鍵字(英) ★ CSCL
★ Communication Media
★ IM
★ Outeraction
★ Interaction
★ Intra-action
論文目次 第一章緒論 1
1.1研究背景與動機 1
1.2 研究目的 3
1.3研究範圍及限制 4
第二章 文獻探討 6
2.1溝通在學習的重要性 6
2.2 溝通媒體中的互動 8
2.3內在互動 9
2.3.1內在互動的定義及範疇 9
2.3.2內在互動對於學習的重要性 10
2.4 人際互動 12
2.5 外在互動 13
2.6 三種互動的關係 15
2.7 即時通訊(Instant Messenger) 17
第三章 研究方法 20
3.1研究架構 20
3.2研究假設 21
3.3研究變項 22
3.4 研究對象 23
3.6資料蒐集與處理 30
3.7研究實施及步驟 32
第四章 結果分析與討論 33
4.1樣本基本資料描述 33
4.2 內在互動、人際互動與外在互動之關係 35
4.2.1內在互動、人際互動及外在互動的樣本描述性統計量 35
4.2.2內在互動、人際互動及外在互動的之間的相關性 36
4.3各互動與學習成效之關係 38
4.3.1三種互動與學習成效相關性 38
4.3.2三種互動預測學習成效之迴歸分析 38各互動預測學習成效單迴歸分析 39各互動預測學習成效複迴歸分析 40
4.4學生資訊特性 42
4.4.1電腦焦慮量表 42
4.4.2電腦自我效能量表 43
4.4.3電腦素養量表 44
4.5系統主要功能滿意度 46
4.5.1線上註記的系統滿意度 46
4.5.2討論區的系統滿意度 46
4.5.3即時通的系統滿意度 47
4.6分析總結 49
4.6.1內在互動、人際互動與外在互動之間的關係 49
4.6.2內在互動、人際互動與外在互動對於學習成效的影響 49
4.6.3學生的資訊特性及對於系統使用的關係 50
4.6.4系統功能滿意度 51
4.7訪談 53
4.7.1學生對三種互動的看法 53
4.7.2學生溝通工具的看法與建議 54
第五章 結論與建議 57
5.1 研究結論 57
5.1.1內在互動、人際互動、外在互動與學習之關係 57
5.1.2溝通工具在學習網站的適用性。 58
5.2未來發展與建議 59
參考文獻 61
中文部分: 61
英文部分: 61
附錄A:問卷 64
訪談大綱 67
參考文獻 中文部分:
Baker, L.& Brown, A.L.(1984). Metacognitive skills in reading. In D. Person(ed.), Handbook of reading research (pp.353-394). New York: Longman
Berg, G.A.(2002). Why Distance Learning?: Higher Education Administrative Practices: Oryx Press.
Bransford, J. D., Brown, A., & Cocking, R. (2000). How people learn: mind, brain, experience and school, expanded edition. Washington, DC: National Academy Press.
Brown, A. L. & Smiley, S. S. (1978). The development of strategies for studying texts. Child Development, 19, 1076-1088.
Cameron, A.F., & Webster, J (2005).Unintended consequences of emerging communication technologies: Instant Messaging in the workplace. Computers in Human Behavior 21, 85–103
Damon, W. (1984). Peer interaction: The untapped potential. Journal of Applied Developmental Psychology, 5, 331-343.
Dewey, J. (1916). Democracy and education. New York: Macmillan. Retrieved April 26, 2004, from the Institute for Learning Technologies.
Gardner, H. (1999) Multiple intelligence reframed. New York, USA: Basic Book.
Hwang W.Y. & Wang C.Y. (2005). A Study of Multimedia Annotation of Web-Based Materials. accepted for publication on Computers and Education.
Holmberg, B. (1989). Theory and practice of distance education. London: Routledge.
Howe, M. J. A. (1977). Learning and the acquisition of knowledge by students: some experimental investigations. In M. J. A. Howe(ed.), Adult Learning: psychological research and applications (pp.1-16). London: Wiley.
Katz, L., & Rezaei, A. (1999). The potential of modern telelearning tools for collaborative learning. Canadian Journal of Communication, 24, 427–448.
Laurillard, D. (1997). Rethinking university teaching: A framework for the effective use of educational technology. London: Routledge.
Lipman, M. (1991). Thinking in education. Cambridge: Cambridge University Press.
Marshall, C. C. (1997). Annotation: from paper books to the digital library. In Proceedings of the second ACM international conference on Digital libraries (pp. 131-140). New York: ACM Press.
Nardi, B. A., Whittaker, S. and Bradner, E. (2000). Interaction and outeraction : Instant messaging in action. In S. Whittaker and W. A. Kellog(eds.), CSCW2000: ACM 2000 Conference on Computer Supported Cooperative Work(pp.79-88). New York, USA: ACM press.
Parker, A. (1999). Interaction in distance education: The critical conversation. Educational Technology Review, 12,13-17.
Scott Frees, G. Drew Kessler.(2004). Developing Collaborative Tools to Promote Communication and Active Learning in Academia. 34th ASEE/IEEE Frontiers in Education Conference.
Scardamalia, M. & B., C. (1993). Technologies for knowledge-building discourse. Communications of the ACM, 36(5), 37-41.
Scott Nicholson, (2002). Socialization in the ‘‘virtual hallway’’: Instant messaging in the asynchronous Web-based distance education classroom, Internet and Higher Education, 5,363–372.
Sims, R. (1999). Interactivity on stage: Strategies for learner-designer communication. Australian Journal of Educational Technology, 15(3), 257-272.
Slavin, R. (1995). Cooperative learning theory, research, and practice. Boston: Allyn and Bacon.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.( Original work published 1932)
Wagner, E. D. (1994). In support of a functional definition of interaction. The American Journal of Distance Education, 8(2), 6-26
Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Cambridge, MA: Harvard Business School Press.
William J. Doll; Gholamreza Torkzadeh (1998). The measurement of End-User Computering Satisfaction. MIS Quarterly,12, (2), 259-274.
Wortzel , R. (1979). New Life Style Determinants of Womens’s food Shopping Behavior ,Journal of Markrting , 43, 28-29 .
Jonassen, D. H. (1991). Evaluating constructivistic learning. In: T. M. Duffy & D. H. Jonassen (eds.), Constuctivism and the technology of instruction: A conversation (pp.129-135). New York, USA: Lawrence Erlbaum Associates
指導教授 黃武元(Wu-Yuin Hwang) 審核日期 2006-7-6
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