博碩士論文 965202094 詳細資訊


姓名 葛之鈞(Chih-chin Ke)  查詢紙本館藏   畢業系所 資訊工程學系
論文名稱 以Blog為基礎之線上知識分享程度:與部落格認知可用性、多元智能以及學習風格關係之研究
(Perceived Level of Knowledge Sharing via blog: A case study of Blog Perceived of Usefulness, Multiple Intelligences and Learning Style)
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摘要(中) 利用科技來輔助教育可以使學習成為一件更生動的事,然而當指導者只熟悉某些軟體或工具,例如e-mail或是powerpoint時,只會令傳達訊息時較為簡單,無法使學習者得到更多元化的資訊。為了能夠激勵學習者在學習上的參予,應該要採用互動式同時又能夠引發學習者的學習特色的多媒體工具,而部落格正是一個適合的學習工具,在激勵學習的同時能夠促進同儕互動。透過科技工具輔助學習可以使學生中心式(student-centered)學習更為活躍,這是傳統教學無法達到的。本研究對部落格使用者的學習特色、部落格認知可用性以及知識分享程度之間進行探討,研究結果發現,1) 部落格上的學習歷程功能與知識分享的形成有顯著相關,2) 多元智能中的語文、人際以及內省智能的培養,會對知識分享的程度有正向的相關,而學習風格屬於口語的學習者則會與其在知識分享上有所相關,3) 學習特色中,多元智能多個構面皆與部落格認知可用性具顯著相關,學習風格則以反思的有顯著相關,4) 透過部落格使用者對部落格功能的認知可用性,能夠對其在知識分享程度上的表現進行預測。基於此結果,本研究能夠提供指導者和教育學者關於部落格上學習者的相關重要訊息,並可以幫助了解部落格平台上的知識分享流程與學習者內涵的相關性,以及幫助學習者對自我的認識。
摘要(英) Educational technology has been used to facilitate more active student learning, however, instructors who have just mastered some software or tools, such as e-mail or powerpoint, it could just as a easily way to transmit information to learners. Learning should apply interactive multimedia that encourage student participation in learning tasks and that appeal to multiple intelligences and learning styles. Since that theme, blog is an appropriate tool which can be used to increase student engagement and to activate peer interaction. Learning tools can create opportunities for effective student-centered learning that were not previously possible. In this study, we research the relation of Multiple Intelligences, Learning Style and Perceived Blog usefulness with Perceived level of online knowledge sharing with bloggers. Based on the result, we give important information related with learning to teachers to teachers and educators on how Blog influences the self-perception of students’ abilities.
關鍵字(中) ★ 多元智能
★ 學習特色
★ 知識分享
★ 部落格
★ 學習風格
關鍵字(英) ★ knowledge sharing
★ blog
★ learning characteristic
論文目次 1. 前言 1
2. 文獻回顧 3
2.1. 部落格與學習以及知識分享 3
2.2. Gardner的多元智能理論 4
2.3. 學習風格 5
2.4. Blog功能,學習以及社會關係 6
2.5. 學習者的個別差異與學習特色 7
3. 研究方法 9
3.1. 學習特色 9
3.2. 認知可用性 13
3.3. 知識分享程度 13
3.4. 研究模型與假設 16
4. 研究結果與討論 18
4.1. 基本資料分析 18
4.2. 信度分析 18
4.3. 差異分析 21
4.4. 相關分析 22
4.5. 預測能力分析 26
5. 討論與結論 28
5.1. 部落格認知可用性與知識分享程度相關 29
5.2. 學習特色與知識分享程度相關 29
5.3. 學習特色與部落格認知可用性的相關 30
5.5. 結論 30
參考文獻 32
附錄 37
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指導教授 楊鎮華(Stephen J.H. Ynag) 審核日期 2009-7-7
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