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姓名	吳聲毅(Sheng-Yi Wu)  查詢紙本館藏	畢業系所	網路學習科技研究所
論文名稱	無縫隙線上討論環境之建構與評估-序列行為分析與其對學習之影響 (Construction and Evaluation of Seamless Online Learning Integrated Discussion (SOLID): Sequential Behavior Analysis and the Impact on Learning)
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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)	由於數位學習科技的發展與Web 2.0概念的流行，電腦輔助協作學習(Computer-supported collaborative learning, CSCL)的策略與教學活動經常被用在許多線上學習社群的教學與學習活動。經由同儕對話與互動，可以促進學生檢視自身認知策略的使用、增進人際社會技巧，並有助於知識建構。 在線上學習環境中，討論式教學法是一項常被教學者採用的教學策略。線上討論包含同步討論與非同步討論。經由相關文獻探究可知，同步討論與非同步討論都各自有其優點與限制，但卻較少文獻討論整合兩種討論機制的環境架構以及學習歷程的研究議題。其次，將線上學習社群架構在其本身日常生活中的網路社群中，可以促進學習動機與成效。因此，本研究首先將開發結合常用之同步討論工具(MSN Messenger)與非同步討論環境(Facebook Group)的”Seamless Online Learning Integrated Discussion (SOLID)”無接縫系統。 本研究分為兩個子研究，個案一將首先探究運用SOLID系統於問題解決討論活動和專題製作討論活動的學習歷程。由於問題解決與專題製作的教學策略均係廣泛被討論與運用的教學策略，因此本研究擬針對此兩種策略於無接縫討論環境下的教學活動的學習歷程進行比較，以了解其特色與限制。此外，由於相關文獻指出，專題製作的活動是一個更接近真實情境的問題解決活動，並需要更多的同儕協調，且較單純之問題解決策略為複雜，因此本研究之個案二即參考個案一相關於專題製作的行為歷程所發現之限制，進行專題教學活動的修正與精致化，並將進行更長時間與更多面向的分析，以更深入了解無接縫環境下進階專題討論教學活動的成效與限制。 為了瞭解在SOLID系統中，學生們在兩個個案中的工具使用與學習行為，因此本研究就透過序列分析與統計分析了解小組合作討論品質、作品品質、認知處理階段、知識建構與工具選擇的差異與相關。 透過相關分析與討論，本研究提出以下結論。首先，透過SOLID系統進行討論活動，在認知處理階段與知識建構上，可以引發更多元的認知處理階段與知識建構的行為模式。其次，在各個活動中，離題討論的比例皆很高，這和之前的相關研究結果一致。本研究也發現，這些討論與學習活動雖然沒有直接關係，卻可能有正向的影響。第三，整體來說，專題製作討論活動與進階專題製作討論活動較能讓小組合作討論品質與作品品質產生關係。第四，小組合作討論品質、作品品質、認知處理階段和知識建構相關之探討部分。在專題製作討論活動中，產生了對多的顯著相關。而進階專題製作討論活動卻沒有此現象，此現象有待未來深入探究。最後，關於同步與非同步運用比例部分，三個活動大多數的組別使用非同步討論與混合討論的模式進行討論。不管進行何種討論活動，採用混合討論模式的組別雖然並非最多，但卻可以得到較佳的作品品質與小組合作討論品質。
摘要(英)	Due to the development of e-learning technology and the popularity of Web 2.0 concepts, computer-supported collaborative learning (CSCL) strategies and teaching activities have been widely applied in many online learning communities. In CSCL environments, peer dialogue and interaction can encourage students to review their use of cognitive strategies, enhance interpersonal social skills, and help to construct knowledge. In online learning environments, discussion teaching methods, which are often used as an interactive teaching strategy by instructors, include synchronous and asynchronous discussions. Related literature shows that synchronous and asynchronous discussion methods have different advantages and disadvantage, but very little literature focuses on the environmental framework of integrating the two discussion devices, as well as the research topics of the learning process. Secondly, the online learning community structure in the everyday Internet community can enhance motivation and effectiveness in learning. Therefore, this study will attempt to develop the ‘Seamless Online Learning the Integrated Discussion (SOLID)’ system that integrates the commonly-used synchronous discussion device (i.e., MSN Messenger) and the asynchronous discussion environment (i.e., Facebook Group). This study is divided into two sub-studies: Study 1 explores the use of the SOLID in the learning process of problem solving-based discussion activity and project-based discussion activity. Since the problem solving-based and project-based teaching strategies are widely applied for teaching and learning, this study compares these two teaching strategies applied to the learning processes of the teaching activities based on the seamless discussion environment in order to understand their characteristics and limitations. In addition, related literature states that the project-based activity is a more realistic and situational problem-solving activity, which demands more peer coordination and is more complex than the simple problem solving-based strategies. Therefore, Study 2 addresses the limitations found in the behavioral process of project making elicited in Study 1, as well as modify and refine the project-based teaching activity. Study 2 also conducts a lengthier and multidimensional analysis to acquire a deeper understanding of the effectiveness and the limitations of the advanced SOLID project-based teaching and learning activities. In order to understand students’ device usage and learning behavior in the two studies based on SOLID environment, both sequential and statistical analyses are applied to understand the differences and correlations between group collaboration discussion quality, project quality, cognitive processing phases, knowledge construction and tools selected. Through pertinent analysis and discussion, this study proposed the following conclusions. At first, cognitive processing phases and knowledge construction in the discussion activities based on SOLID system could indeed stimulate greater diversified behavioral patterns in cognitive processing phases and knowledge construction. Secondly, the proportion of off-topic behavior was high in various activities, which is consistent with the results of previously mentioned studies. The study also found that while these discussions and learning activities had no direct correlations, they may have a positive impact on one another. Thirdly, the advanced project-based discussion activity on the whole better elicited correlations between the group collaboration discussion quality and project quality. Fourthly, this study discussed the correlations between group collaboration discussion quality, project quality, cognitive processing phases and knowledge construction. This study found that the project-based discussion activity pointed out multiple significant correlations; however, the advanced project-based discussion activity had no this phenomenon. It encourages more in-depth exploration. Finally, regarding the proportional distribution of synchronous and asynchronous strategies, most of the groups used the asynchronous discussion and mixed discussion in the three discussion activities. Regardless of the types of discussion and activity, although not all groups used the mixed discussion model, those who did nevertheless had better project quality and group collaboration discussion quality.
關鍵字(中)	★ 臉書 ★ 討論品質 ★ 序列分析 ★ 線上討論	關鍵字(英)	★ Facebook ★ discussion quality ★ sequential analysis ★ Online discussion
論文目次	中文摘要 i Abstract ii Acknowledgment iv Table of Contents v List of Figures viii List of Tables I 1. Introduction 1 1.1 Research Background 1 1.2 Research Motivation 7 1.3 Research Purposes 9 2 Literature Review 13 2.1 Learning Community and Social Network Sites 13 2.1.1 Online Learning Community 13 2.1.2 Learning via Online Learning Community 15 2.1.3 MSN Messenger and Facebook 18 2.2 Asynchronous and Synchronous Discussion 23 2.2.1 Learning and Interaction 23 2.2.2 Online Discussion 26 2.2.3 Asynchronous Discussion 29 2.2.4 Synchronous Discussion 31 2.3 Problem-solving-based Discussion Activity and Project-based Discussion Activity 33 2.3.1 Problem-solving-based Discussion Activity 33 2.3.2 Project-based Discussion Activity 37 2.4 Summary 42 3 The SOLID System 45 3.1 System architecture 45 3.2 Signing In the SOLID System 46 3.3 MSN Messenger Functions: Discussion and Information Access 48 3.4 Facebook Functions: Discussion and Information Access 51 3.5 System Management Terminal 52 4 Research Design 55 4.1 Research Scope 55 4.2 Participants 56 4.3 Instruments 57 4.3.1 Bloom’s Taxonomy 57 4.3.2 Interaction analysis model (IAM) 58 4.4 Data Collection and Discussion Requirements 59 4.5 Data Processing 62 5 Data Analysis and Result 65 5.1 The differences of sequential behavioral patterns 65 5.1.1 The cognitive processing phases between AT1 and AT2 65 5.1.2 The knowledge construction between AT1 and AT2 69 5.1.3 The cognitive processing phases in AT3 72 5.1.4 The knowledge construction in AT3 74 5.1.5 Summary 76 5.2 The differences and correlation in group collaboration discussion quality, project quality, cognitive processing phases and knowledge construction 78 5.2.1 The differences in group collaboration discussion quality between AT1 and AT2 78 5.2.2 The differences in project quality between AT1 and AT2 79 5.2.3 The correlation between the group collaboration discussion quality, project quality, cognitive processing phases and knowledge construction in AT1 80 5.2.4 The correlation between the group collaboration discussion quality, project quality, cognitive processing phases and knowledge construction in AT2 83 5.2.5 The correlation between the group collaboration discussion quality, project quality, cognitive processing phases and knowledge construction in AT3 86 5.2.6 Summary 88 5.3 Exploring the discussion modes 90 5.3.1 Proportion of the discussion modes 90 5.3.2 The group collaboration discussion quality and project quality in AT1 94 5.3.3 The group collaboration discussion quality and project quality in AT2 97 5.3.4 The group collaboration discussion quality and project quality in AT3 99 5.3.5 Summary 102 6 Discussions and Conclusions 105 6.1 Discussions 105 6.1.1 The discussions of cognitive and knowledge construction 105 6.1.2 The discussions of group collaboration discussion quality, project quality, cognitive processing phases and knowledge construction 110 6.1.3 The discussions of discussion model 113 6.2 Conclusions 115 6.3 Suggestions 118 6.4 Future studies 120 Reference 123
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指導教授	黃武元、侯惠澤、劉旨峰 (Wu-Yuin Hwang、Huei-Tse Hou、Eric Zhi-Feng Liu)	審核日期	2012-3-20
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