支援合作學習之社會化科技教室設計

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鍾陳威(Chen-Wei Chung) 查詢紙本館藏

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論文名稱

支援合作學習之社會化科技教室設計
(The Design of Socio-Technical Classrooms for Supporting Collaborative Learning)

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摘要(中)

長久以來，教室一直被視為正式教育重要的場所，許多教學方法與教學設計的模型應用於教室裡的教學，以提升學生學習的效率（learning performance）。然而，目前的資訊網路正逐漸影響學生對科技的使用與學習方式，教室的環境受到一對一科技的衝擊、網路知識社會的衝擊、複雜社會問題的衝擊等問題，因此培養學生主動學習，探索問題的整體脈絡來因應未來社會的複雜的問題已成為教育上重要的課題。教室內的學習除了著重提升個人主流知識學習上的效能外，仍須著重教室學習經驗(learning experience)的提升、網路知識於教室的應用、與合作學習的養成。本論文將著手設計與建置一實體社會化科技教室(socio-technical classroom)，針對科技加入至教室環境內:
1.設計一個具有高度社會互動教室空間,
2.開發結合知識整合與創新的教室群組軟體,
3.設計一個能夠促進社會化活動的教學模型,
以促進學生善用網路上豐富的資源來延伸解決問題的整體脈絡，進而創造新觀點。本論文將群組軟體作為群體經驗的交換空間在教室內希望能夠增進學生之間的互動親密感與不同的意見的溝通，促進學生在知識上的貢獻與轉換、延伸既有的知識至網路知識上並能協助學生合作學習的過程。此社會化科技教室實驗的進行將以研究生為對象，以合作學習中重要的教學法Think-Pair-Share與非結構開放問題合作學習為主要研究活動，實驗結果將顯示社會化科技教室對生之間的活動參與、非言語互動、活動論證過程分析結果以作為設計未來教室的參考。

摘要(英)

Classrooms have been considered importance places where learning takes places in formal education. Many pedagogies and teaching methodologies were applied in classroom for students to improve student learning performance. However, Internet and mobile devices has been gradually changing the way how people learn. Classroom learning and teaching are influencing by one-to-one technology, Internet knowledge, and the complicated problems of our society. Therefore, it is important to cultivate students to become active learners who can actively explore and solve complicated problem of our society by obtaining a global integrated information set. Besides performance enhancement in learning, classroom learning is also expected to enhance experience of learning, utilize Internet knowledge and foster collaboration skills. This dissertation therefore will develop a model of socio-technical classroom which includes a socio-technical environment, a groupware and pedagogical models to achieve these goals. The socio-technical classroom is expected to facilitate students to obtain a global view of knowledge and innovative ideas by connecting learning resources form Internet and different individuals. This dissertation thus applied shared display groupware as an important socio-technical entity in the classroom to establish the connection between students. It is hoped that the groupware could facilitate the intimacy, encourage contribution and exchange of knowledge among students. The experimental classroom was designed and setup in National Central University, Therefore, the subjects of the experiment of this dissertation included students in graduate programs. Several collaborative pedagogies were explored in this classroom, including collaborative problem solving and collaborative exploration activities. This dissertation investigated the participation, social interaction and argument process of students after long term usage of this classroom. The findings of this dissertation could provide suggestions to the design of the future classrooms.

關鍵字(中)

★ 合作學習
★ 社會科技環境
★ 行動學習
★ 教室人機互動
★ 共同螢幕
★ 群組軟體

關鍵字(英)

★ mobile learning
★ socio-technical environment
★ shared display
★ groupware
★ CSCL
★ classroom human-computer interaction

論文目次

摘要 v
Abstract vi
致謝 vii
Table of Contents viii
List of Figures x
List of Tables xi
1. Introduction 1
1.1 Background 1
1.2 Research Purposes 4
2. Related Work 6
2.1 Classroom Learning Models and Technologies 6
2.1.1 Changing Models of Classrooms 6
2.1.2 Mobile Devices Supported Learning Environments 7
2.1.3 The Classroom Model Design and Socio-Technical Environments 10
2.2 Collaborative Learning Environments and Peer Interaction 11
2.2.1 Collaborative Mind Tools 11
2.2.2 The Shared Display Groupware Supported Collaborative Learning 12
2.2.3 Peer Discussion as a Critical Process for Collaboration Learning 13
2.2.4 Social Interaction in Face-to-face Collaborative Learning 14
3. The Design of Socio-Technical Classrooms 16
3.1 The Design of Socio-Technical Environments 16
3.2 The Design of Shared Display Groupware 20
3.3 The Design of Pedagogical Models 23
3.3.1 Collaborative Problem Solving Activity 23
3.3.2 Collaborative Exploration Activity 24
4. Evaluation of Students’ Interaction in Collaborative Solving Activities 26
4.1 Participants and the Course 26
4.2 Collaborative Problem Solving Activity 26
4.3 Argument Process Analysis 27
4.4 Social Interaction Analysis 28
4.5 Analysis of Participation 28
4.6 Criteria Elicitation Analysis 30
4.7 Data Collection and Data Analysis 31
4.8 Results of Analysis of Participation 34
4.9 Results of Social Interaction Analysis 36
4.10 Results of Argument Process Analysis 37
4.11 Results of Criteria Elicitation Analysis 38
5. Evaluation of Students’ Interaction in Collaborative Exploration Activities 40
5.1 Participants and the Course 40
5.2. Collaborative Exploration Activity 40
5.3 Data Analysis 43
5.3.1 Analysis of Participation 43
5.3.2 Analysis of Argument process 43
5.3.3 Analysis of Social Interaction 45
5.4 Results of Students’ Participation 46
5.5 Results of Non-verbal Interaction 48
5.5.1 Students’ Visual Focus 48
5.5.2 Students’ Hand-pointing Behaviors 52
5.6 Results of Students’ Argument Process 54
6. Conclusions and Future Works 56
References 61

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指導教授

陳國棟、劉晨鐘
(Gwo-Dong Chen、Chen-Chung Liu)

審核日期

2011-1-25

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