從學習者成為鷹架者──社群觀點探看身分轉變的學習

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：10

、訪客IP：13.58.82.79

姓名

賴春妍(Chun-yen Lain) 查詢紙本館藏

畢業系所

學習與教學研究所

論文名稱

從學習者成為鷹架者──社群觀點探看身分轉變的學習
(On Becoming a Tele-facilitator—A Community Perspective)

相關論文

★ 網路學習社群中的潛水現象：一種被忽略的充分參與	★ 網路學習社群中的共構面貌：以迷思概念為探針
★ 敘說一位研究型大學教師之自我座落	★ 敘說實習教師之教師認同
★ 情意鷹架者的實踐知識－以 LAIN 網路學習社群為例	★ 全控機構的學習－從實踐社群的觀點看海軍義務役男
★ 工科研究生的學習樣貌—一個情境學習的觀點	★ 網路科學探究的合作學習：小組認同與共同作者的決定歷程
★ 應用搭配字學習工具於網路瀏覽以提升英語學習者對搭配字之察覺能力	★ 節能減碳實踐中教師和行政的矛盾－活動理論觀點
★ 線上小組推進探究的關鍵時刻	★ 以行動者網絡理論探討國小教師在數位閱讀寫作推動初期的困境
★ 數學擬題活動的合作效果─五年級學童之經驗	★ 看見機動教師-國小校園內的新角色
★ 一對一數位教室的另類學習:設計與湧現的觀點	★ 我的師傅們不教英文：一位國中英語教師在跨領域社群中的學習

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]

本電子論文使用權限為同意立即開放。
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。
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)

在社群中生活，總會不時地遭逢身分的轉換，在網路社群中亦然。當一個網路社群具有高度的「真實性」，而非只是經由「設計」存在時，參與者在社群中所面臨的身分轉換益發值得研究。從文獻與研究田野中亦凸顯參與者在歷經不同的身分時，會因應自己的身分而轉化能力。本研究立基於此，欲以「能力轉化」為探針，探尋在網路學習情境中，從學習者轉換為鷹架者身分時的學習內涵。
學習無法脫離於情境。不同於習得典範中認為學習是「從生手成為專家」的認知改變歷程，本研究從參與典範出發，欲帶入社群觀點，將網路社群的情境以及各種學習資源納入，將「新手/老手」的概念置入社群中，取代「生手/專家」看似站在天秤兩端的概念作為本研究的切入點，探討「從新手成為老手」的社會性學習歷程。
本文的研究對象為十位在網路社群中從學習者轉變為原社群的鷹架者。欲透過情境學習的合法周邊參與作為分析的架構，再輔以Wenger的實踐社群理論中的概念，分析過去的學習經驗對於「學習者轉化(becoming) 成為鷹架者」的影響。以三個面向分析：(1)從學習者成為鷹架者的航道展演；(2)學習者過去經驗的實踐知識與「成為鷹架者」學習實踐的連結；以及(3)身分的轉變對於跨越不同社群所產生的「多重成員性」。揭露在意欲朝向新身分時，與舊身分進行的拉扯與對抗所交織的衝突與矛盾，以及在離何處境中所迸生的學習內涵。

摘要(英)

Learning is assumed to be the outcome of teaching. Much learning in after school extra-activities is informal, social in nature, and unfamiliar with most of the school-bound students. It takes place in social groups engaged in a community of practice. One model for considering the learning that take place in social groups is Wenger’’s concept of communities of practice. In a community of practice, learning, practice, and identity are intertwined.
The purpose of this study was to investigate how learners in a community shift their earlier role as learners to current role as tele-facilitators. Ten novice tele-facilitators aged from eighteen to twenty were investigated for their experiences of facilitating groups respectively during a six-week online inquiry-based learning activities. We build from Lave and Wenger’s Situated Learning-Legitimate Peripheral Participation, Wenger’s Communities of Practice to analysis. Data analysis revealed (a) a trajectory of participation representing movement from learners toward facilitators; (b) learning in practice that is experiential, that combines knowledge of being learners as well as becoming tele-facilitators, and that is quite often in contrast with each other; and (c) an identifiable process of multi-membership development in becoming a novice tele-facilitator. Learning is thus a social practice in becoming a member in tele-facilitator.

關鍵字(中)

★ 多重成員性
★ 合法周邊參與
★ 實踐社群
★ 身分
★ 轉化

關鍵字(英)

★ Becoming
★ Role
★ Legitimate Peripheral Participation
★ Communities of Practice
★ Multi-Membership

論文目次

第一章緒論…………………………………………………………1
楔子──身分轉變引發一種轉化的過程（becoming） 1
研究動機 2
第二章文獻探討……………………………………………………5
第一節網路鷹架情境的文獻回顧 5
一、鷹架者學習議題的重要性 6
二、社群化情境促使鷹架關係與角色的轉移 6
三、領悟──使「學習者成為鷹架者」成為可能 8
第二節新手VS老手的實徵研究 8
一、學習者的相關研究 9
二、鷹架者的相關研究 10
三、引領──老手學習者VS新手鷹架者的特殊性 12
第三節「過去經驗」的相關研究 14
一、過去經驗與學習的關係 14
二、小結──經驗是助力也是阻力 15
第四節社會學習理論的探照 16
一、從認知典範移轉至參與典範 16
二、分析架構Ⅰ：情境學習──合法周邊參與 18
三、分析架構Ⅱ：Wenger的實踐社群理論的相關概念 20
四、引領──探看過去與未來的學習 26
第五節研究問題 28
第三章研究方法……………………………………………………29
第一節研究架構 29
第二節研究議題的定錨 32
第三節研究田野 35
一、Lain活動的介紹 36
二、鷹架者的學習活動 39
第四節研究對象 42
第五節資料蒐集與分析 44
一、Case by Case的分類整理 44
二、訪談與訪談筆記 45
三、網路通訊的資料 47
四、註解分析 48
五、分析、抽概念 49
第四章研究結果……………………………………………………53
第一節確立身分轉變(transform)的參與位置 53
一、個人歷程轉變──確立基本位置 55
二、從小學輔vs其它學輔──確立相對位置 56
第二節從學習者「轉化」(becoming)為鷹架者的展演 60
一、小學輔的普遍參與樣貌 61
二、「轉化」為鷹架者的生活實貌 67
第三節身分轉變引發的轉化矛盾 74
一、小學輔活躍的舊經驗 74
二、合法參與的新身分 75
三、新舊更迭的矛盾──朝向vs抽離 80
第四節　從「進入」到「轉化」──學習的發生處 83
一、進入．從學習者核心到鷹架者周邊之轉衍(transition)83
二、衝突．斷裂之迸生與學習關係之開展 87
三、據有．轉化為社群的─份子 92
第五節轉化的實踐意義──斷裂、調和與創造 95
一、跨社群邊界──不連續與多重成員性的失落 96
二、對社群意義體系展開協商──不同航道的競逐 98
三、發展新的意義體係──遊走多重邊緣性的掮客（broker)101
第五章討論………………………………………………………… 107
第一節學習意義的新瞭解 107
一、身分對於學習的限制與可能性 107
二、學習階段與評鑑的反思 108
三、多重邊緣性的學習意義 111
第二節研究方法的討論 112
一、非共時性的研究反省 112
二、「有憑有據」的主觀性期許 113
三、文章論述的收耕 114
第六章結語…………………………………………………………117
第一節論文與「我」的相互塑成 118
第二節貢獻與建議 122
參考文獻 121
附錄
附錄一小學輔版本的甄選問卷 126
附錄二學輔營討論話題 128
附錄三 nvivo coder 129
附錄四論文的故事線 131

參考文獻

Brown, R.E. (2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Networks, 5(2), 18-35.
Chang, S.M., Lee, Y.W., Chen, F.C., ＆ Jiang, H.M.(2006）. Synergetic scaffolding among telementors：complementarity or tensions. Paper presented at the GCCCE（The 10th Global Chinese Conference on Computing in Education）Conference, Beijing, China.
Chen, F., Jiang, H.M., Lin, H.L.,& Wang, H.R. (2001). A modified framework of Lain for PBL high school learners--a portfolio-directed web environment for science contests. Paper presented at ICCE/ICCA (International Conference on Computers in Education/ International Conference on Computer-Assisted Instruction) 2001, Seoul, Korea, November 11-14.
Chi, M., Feltovich, P., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
Ching, C. C. (1999). “It’s not just programming:” Reflection and the nature of experience in learning through design. Proceedings of CSCL’99 (Palo Alto, CA, December 1999), Lawrence Erlbaum Associates, 101-107.
Ching, C. C. (2000). Apprenticeship, learning, and technology: Children as oldtimers and newcomers in the culture of learning through design. Unpublished doctoral dissertation, University of California, Los Angeles.
Colky, D. L. and Young, W. H. (2006) Mentoring in the virtual organization: keys to building successful schools and businesses. Mentoring & Tutoring, 14(4), 433-447
Collins, A., Brown, J. S., & Newman, S. E. (1987). Cognitive apprenticeship: Teaching the craft of reading. writing and mathematics (Technical Report No. 403). Cambridge, MA: Bolt, University of Illinois at Urbana, Champaign, Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 284 181).
Collins, A., Brown, J.S., & Newman, s.e. (1989). Cognitive apprenticeship: Teaching the crafts of reading, Writing, mathematics and science. In L.B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Bobert Glaser. (453-494), Hillsdale, NJ:Lawrence Erlbaum.
Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 6(11), 38-46.
Daloz, L. A. P. (1990). Mentorship. In Adult Learning Methods, ed. M. W. Galbraith, 205-224. Malabar, Florida: Krieger Publishing Company.
Floistad G. (1993). Kunsten a omgas hverande (The art of getting on with people). Ad Notam: Gyldendal.
Fox, B. A. (1991). Cognitive and interactional aspects of correction in tutoring. In P. Goodyear (Ed.), Teaching Knowledge and intelligent turoring (pp. 149-172). Norwood, N. Ablex.
Fuller, A. and Unwin, L (2004) Young people as teachers and learners in the workplace: challenging the novice-expert dichotomy, International Journal of Training and Development, 8(1), 31-41
Hatano, G., & Oura, Y. (2003). Commentary: Reconceptualizing school learning using insight from expertise research. Educational Researcher, 32(8), 26-29.
Kafai, Y.B. (2002). Elementary students’ perceptions of social networks: development, experience, and equity in collaborative software design activities. In G. Stahl (Ed.). Computer support for collaborative learning: foundations for a CSCL community (pp. 556-557). Proceedings of CSCL 2002, Boulder, Colorado, US. Hilsdale, NJ: LEA.
Kafai, Y. B., & Ching, C. C. (2001). Affordances of collaborative software design planning for elementary students’science talk. The Journal of the Learning Sciences, 10(3), 323-363.
Kafai, Y. B., & Ching, C. C. (2004). Children as instructional designers: Principles of learning with guided discoveries. In N. Seel & S. Dijkstra (Eds.), Instructional Design: International Perspectives, Volume 3, Curricula, Plans and Processes. Mahwah, NJ: Lawrence Erlbaum Associates
Koskinen, K. U., & Pihlanto, P. (2006). Competence Transfer from Old Timers to Newcomers Analysed with the Help of the Holistic Concept of Man. Knowledge and Process Management, 13(1), 3–12
Katajavuori, N., Lindblom-Ylänne, S., & Hirvonen, J. (2005) Pharmacy mentors’ views of practical training. Research in Science Education, 35(2-3), 323-345.
Koudahl, P. (2002) Learinging from experience? Construction of the “situated learner”. Paper prepared for presentation at the ESRE research network conference adult education and the labour Market VII.
Kram, K. E. (1983) Phases of the mentor relationship, Academy of Management Journal, 26(4), 608–625.
Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. New York, University Press of America.
Lai, C.Y., Lee, Y.W., Chen, F.C., ＆ Jiang, H.M. （2006, June）. Exploration of the dynamics of learners across groups among local vs global discussion forums. Paper presented at the GCCCE（The 10th Global Chinese Conference on Computing in Education）Conference, Beijing, China.
Lakkala, M., Muukkonen, H., & Hakkarainen, K. (2005). Patterns of scaffolding in computer-mediated collaborative inquiry. Mentoring & Tutoring, 13(2), 281–300
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lee, Y.W., Chen, F.C., Jiang, H.M., Liu, M. C. (2006). Affective Mentoring Online. Paper presented at the GCCCE（The 10th Global Chinese Conference on Computing in Education）Conference, Beijing, China
Lepper, M. R., Aspinwall, L., Mumme, D., & Chabay, R. W. (1990). Self-perception and social perception processes in tutoring: Subtle social control strategies of expert tutors. In J. M. Olson & M. P. Zanna (Eds.), Self inference processes: The sixth Ontario symposium in social psychology (pp. 217-237). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Lepper, M. R., & Chabay, R. W. (1988). Socializing the intelligent tutor: Bringing empathy to computer tutors. In H Mandl & A. Lesgold (Eds.), Learning issues for intelligent tutoring systems (pp. 242-257). New York: Springer-Verlag.
Lin, H.L., Chen, F., Jiang, H.M., & Wang, H.R. (2001, June). The role of mentors and discourse spaces in a web-based learning community. Paper presented at the GCCCE（The Fourth Global Chinese Conference on Computing in Education）2001 conference, Taiwan.
Makela, K, Kalla, H. & Piekkari, R (2007). Interpersonal similarity as driver of knowledge sharing within multinational corporations. International Business Review. 16, 1-22
Mayer, E. R. (1989). Human nonadversary problem solving. In K. J. Gilhooly (Eds.),Human and Machine Problem Solving. New York: Plenum Press.
Merrill, D. C., Reiser, B. J., Beekelaar, R., & Hamid, A. (1992). Making processes visible: Scaffolding learning with reasoning-congruent representations. In Proceedings of ITS-92: The Second International Conference on Intelligent Tutoring Systems. Montreal: SpringerVerlag.
Nonaka, I., & Takeuchi, H. (1995). The Knowledge-creating Company. New York: Oxford University Press.
O'Neill, D. K. (1998). Engaging science practice through science practitioners: Design experiments in K-12 telementoring. Unpublished doctoral dissertation, Northwestern University.
O'Neill, D. K., & Gomez, L. M. (1998, November). Sustaining mentoring elationships on-line. Paper presented at the ACM Conference on omputer-Supported Cooperative Work, Seattle, WA.
O'Neill, D.K., & Scardamalia, M.S. (2000). Mentoring in the open: A strategy for supporting human development in the knowledge society. Paper presented at ICLS 2000: International Conference of the Learning Sciences, Ann Arbor, MI.
O’Neill, D.K., Weiler, M., Sha., L. (2003). The Telementoring Orchestrator: Research, design and implementation. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Paechter, C. (2006) Power, knowledge and embodiment in communities of sex/gender practice, Women’s Studies International Forum, 29(1), 13_26.
Palincsar, A. S., & Herrenkohl, L. R. (2002). Designing collaborative learning contexts. Theory into Practice, 41, 26-32
Pare, A. ＆ Maistre, L. C. (2006) Active learning in the workplace: transforming individuals and institutions. Journal of Education and Work, 19(4), 363-381
Paulsen, M. F. (1995). The Online Report on Pedagogical Techniques for Computer-mediated Communication Oslo: NKI. Pages: 55
Puntambekar, S. & Kolodner, J. L. (1998) Distributed scaffolding: helping students learn in a learning by design environment, in: A. S. Bruckman, M. Guzdial, J. L. Kolodner & A. Ram (Eds) Proceedings of the International Conference of the Learning Sciences 1998 (Charlottesville, VA, AACE).
Piaget, J., & B. Inhelder. (1969). Psychology of the child. London: Routledge & Kegan Paul.
Rogoff, B.(1995). Observing sociocultural activities on three planes: Participatory appropriation, guided participation and apprenticeship. In J. V. Wertsch, P. Del Rio, & A. Alvarez(Eds.), Sociocultural studies of mind (pp. 139~164). Cambridge: Cambridge University Press
Russell, A., & Perris, K. (2003). Telementoring in community nursing: A shift from dyadic to communal models of learning and professional development. Mentoring and Tutoring, 11(2), 227-238.
Sternberg, R., Wagner, R., Williams, W., Horvath, J. (1995). Testing common sense. American Psychologist, 50(11): 912–927.
Teece, D.J., Pisano, G., Shuen, A. (1992). Dynamic capabilities and strategic management. University of California: Berkeley.
Usher RS. (1989). Locating experience in language: towards a poststructuralist theory of experience. Adult Education Quarterly, 40(1): 23–32.
Wagner, R., Sternberg, R. (1985). Practical intelligence in real-world pursuits: the role of tacit Knowledge. Journal of Personality and Social Psychology, 49, 436–458.
Wells, G. (1999). In search of knowledge. In Dialogic inquiry---Toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: University Press.
Zachary, L. J. (2000) The mentor’s guide: facilitating effective learning relationships, San Francisco, CA, Jossey-Bass.
Zey, M. G. (1984) The mentor connection. Homewood, IL, Dow-Jones-Irwin.
李郁薇（2005）。網路學習社群中的潛水現象：一種被忽略的充分參與。中央大學學習與教學研究所，碩士論文。
齊偉先 (2006)。書寫方法的探討：歷史的書寫與文化的書寫。載於周平、齊偉先主編之質性研究的越界:文化現象的分析，頁1-18，嘉義：南華大學教育社會學所。
唐士哲（2004）。網際網路的民族誌學。載於林本炫、何明修主編之質性研究　方法及其超越，頁23-52，嘉義：南華大學教育社會學所。
吳偉立 (2007) 連鎖飲料店與象牙塔裡的業務機密：參與實作、「一國兩制」與四位一體。載於謝國雄主編立以身為度，如是我做：田野工作的教與學，台北：群學
祝惠珍(2006)。網路學習社群中的共構面貌---以迷思概念為探針。國立中央大學學習與教學研究所碩士論文，中壢市。
陳斐卿、江火明、林惠倫與王宏仁（2001）。網路學習歷程科展的環境設計。論文發表於中國視聽教育學會「知識經濟與教育發展」國際學術研討會，國立台灣師範大學，台北
陳斐卿、李郁薇與江火明（2005），網路學習社群中協力鷹架之設計與實踐，論文發表於「中華民國第二十一屆科學教育學術研討會」，國立彰化師範大學，彰化。
高穎超（2006）做兵、儀式、男人類：台灣義務役男服役過程之陽剛氣質研究（2000-2006）。台北：國立台灣大學社會學研究所碩士論文。

指導教授

陳斐卿(Fei-Ching Chen)

審核日期

2008-7-2

推文