博碩士論文 975204006 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:3 、訪客IP:35.175.191.72
姓名 李致中(Chih-chung Lee)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 使用群組軟體與共同螢幕進行一對一合作網路探索活動
(One-to-one collaborative web discovery with groupware and shared display)
相關論文
★ 以視覺為主的遊戲空間輔助全身性學習★ 以數位教室環境增進同步遠距教學之臨場感
★ 以行動載具支援並分析合作式的探索活動★ 以混合實境支援工作臺協同探究學習
★ 使用資料探勘輔助學習者探索大型資料庫—學習者經驗之研究★ 以貢獻與聯結為基礎之社會知識創造模型—一個資源與概念合作聯結工具
★ 互動式計算桌面環境對於合作學習的優缺點★ 以共享螢幕及群組軟體支援一對一環境下面對面的合作網路探索
★ 合作學習使用網際網路: 學習腳本在面對面網路合作探索的影響★ 兒童使用超媒體的Web2.0創作故事平台之探究--衍生與重組
★ 以創用為基礎之合作說故事平台 - 衍生、重組、擁有感★ 透過網路實施模擬實務社群並利用即興創作激發創意
★ 以Cyber-Physical環境支援程式設計學習之探究★ 跨領域合作設計活動之互動分析:群組軟體的支援與設計
★ 不同成就學生於模擬遊戲環境中程式學習效果之探究★ 在Web 2.0 平台上對於學童知識分享意願與行為分析
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) 合作網路探索活動,主要指的是小組成員運用共同合作的模式探索網路資源以進行學習,在學習的過程中經由討論與資源分享,學習者能夠獲得更深入的了解。在一對一的學習環境中,個人裝置與無線網路可以使學生更有效率的進行網路合作探索活動,但是當學生貢獻的網路資源越多時,學生使用個人裝置來取得或組織這些網路資源難度提高,容易造成學生無法對於議題產生全面的了解。此外,學生各自在個人電腦上進行工作時,由於缺乏共同的注視區域,小組成員之間缺乏眼神接觸而沒有查覺到對方的所關注的焦點,產生小組互動不佳的情況。
因此本研究旨在探討群組軟體與共同螢幕如何支援合作網路探索活動,以研究所學生為對象進行兩次實驗,實驗一比較目前主流之 Blackboard 討論區、本研究自行開發之 CELL 群組軟體與 CELL 群組軟體加共同螢幕三種系統環境對於學習者進行合作網路探索活動的影響,分別對電腦媒介溝通、小組對話與小組非口語互動進行分析,實驗結果顯示 CELL 群組軟體加共同螢幕能有效支援學生在系統上的溝通與資源分享、幫助合作網路探索工作的進行與協助小組的非口語互動。
為了更進一步了解主流之Blackboard 討論區與實驗一中效果最佳之CELL群組軟體加共同螢幕如何影響學生對於進行合作網路探索活動的主觀知覺反應,實驗二以問卷與訪談進行分析,針對團隊合作品質、小組表現與個人成尌,研究結果顯示在以上三個構面下,Blackboard 討論區與 CELL 群組軟體加共同螢幕皆達顯著差異。綜合上述,本研究認為 CELL 群組軟體配合共同螢幕適合應用於教室內一對一的合作網路探索活動。
摘要(英) Collaborative web discovery, which means a group collaboratively discover meaningful web resources for getting deep understanding by discussion and exchanging resources during the web discovery activities. In one-to-one learning environment, learners can conduct effective collaborative web discovery with personal devices and wireless network. However, students may not easy attain and integrate the global view of information, due to the restricted background knowledge of individuals. Especially, when the web search results contribucted by peers are more, it is necessary to redesign a groupware for facilitating collaborative web discovery activities.
This study investigated how groupware and shared display can support collaborative web discovery activities. Students used Blackboard discussion board, CELL groupware and CELL groupware with shared display to accomplish the given mission. In this study, we also analyzed three different communication channel of group which was included computer mediated communication, verbal communication and non-verbal communication in order to find the design issue of groupware. The results showed that CELL groupware with shared display can support students’ communication and resource sharing, the process of collaborative web discovery activities and students’ nonverbal interactions. Moreove, we analyzed students’ perception of collaborative web discovery by using Blackboard discussion board and CELL groupware with shared display. The results indicated that threre is significantly difference between Blackboard discussion board and CELL groupware with shared display.
關鍵字(中) ★ 群組軟體
★ 一對一
★ 合作網路探索
★ 共同螢幕
關鍵字(英) ★ Groupware
★ Shared display
★ Collaborative web discovery
★ one-to-one scenario
論文目次 摘 要 i
Abstract ii
誌 謝 iii
目 錄 iv
表 目 vii
圖 目 ix
第一章 緒論 1
1.1 研究背景與動機 1
1.2 研究目的與問題 3
第二章 文獻探討 5
2.1 網路探索 5
2.1.1 WebQuest 5
2.1.2 WebQuest的相關研究 6
2.2 一對一教室環境與群組軟體 9
2.3 非口語互動對合作學習的重要性 11
第三章 系統設計 12
3.1 實驗教室環境 12
3.2 CELL系統架構 14
3.3 CELL伺服器端介紹 15
3.4 CELL客戶端介紹 16
3.4.1 四大特色 16
3.4.2 其他功能 19
3.5 CELL系統功能與小組討論行為對應 21
第四章 研究方法 23
4.1 研究設計 23
4.2 研究對象 24
4.3 實驗流程 26
4.4 學習活動設計 27
4.4.1 WebQuest網站介紹 27
4.4.2 學習活動介紹 28
4.5 研究工具 29
4.5.1 Blackboard討論區 29
4.5.2 問卷 31
4.6 資料蒐集與分析 32
4.6.1 電腦媒介溝通分析 33
4.6.2 小組對話分析 34
4.6.3 小組非言語互動分析 38
4.6.4 問卷 40
4.6.5 事後訪談 41
第五章 實驗結果與討論 42
5.1 電腦媒介溝通分析 42
5.1.1 小組學習產物組成分析 42
5.1.2 小組在系統上的互動分析 47
5.1.3 小節總結 50
5.2 小組對話分析 51
5.2.1 小組對話組成分析 51
5.3 小組非口語互動分析 60
5.3.1 視線焦點分析 61
5.3.2 手指動作分析 67
5.4 問卷與訪談分析 73
5.4.1 團隊合作品質 73
5.4.2 小組表現 76
5.4.3 個人成就 78
第六章 結論與未來工作 81
6.1 結論 81
6.2 未來工作 84
參考文獻 86
中文部分 86
英文部分 86
附錄A 團隊合作品質、團隊表現和個人成就問卷 91
附錄B 實驗成果圖 94
附錄C WebQuest網站 97
參考文獻 中文部分
沈中偉(2004)。科技與學習理論與實務。台北:心理學出版社。
陳慶帆、許意苹、林敏慧(2006)。WebQuest模式結合Moodle教學平台之主題式教學研究。TANET 2006台灣網際網路研討會論文集。
鄭政富(2004)。高級中學主題式探究學習於網際網路實施之設計與應用。國立中央大學資訊工程學系碩士論文,未出版,桃園縣。
謝宗翰(2006)。知識分享、知識創造與國小高年級學童學習成效之關係-以WebQuest 學習模式為例。國立台南大學數位學習科技學系碩士論文,未出版,台南市。
英文部分
Argyle M. & Dean J. (1965). Eye-contact, distance and affiliation, Sociometry, 28, 289-304.
Bell, P., Davis, E. A., & Linn, M. C. (1995). The Knowledge Integration Environment: Theory and design, Proceedings of the Computer Supported Collaborative Learning Conference (CSCL '95: Bloomington, IN), (pp. 14-21). Mahwah, NJ: Lawrence Erlbaum Associates.
Brna, P., Cox, R., & Good, J. (2001). Learning to think and communicate with diagrams: 14 questions to consider. Artificial Intelligence Review, 15(1–2), 115–134.
Chan, T.-W., Roschelle J., Hsi S., Kinshuk, Sharples M., Brown T., Patton C., Cherniavsky J., Pea R., Norris C., Soloway E., Balacheff N., Scardamalia M., Dillenbourg P., Looi C. K., Milrad M., & Hoppe U. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29.
Chang, C., Liu, C., Chen, G., & Liu, C. (2010). One-to-one with shared-display groupware for supporting face-to-face web co-discovery. Procedia - Social and Behavioral Sciences, 2(2), 4848-4852.
Chen, Y., Kao, T., Yu, G. & Sheu, J. (2004). A Mobile Butterfly-Watching Learning System for Supporting Independent Learning, Proceedings of the 2nd IEEE Workshop on Wireless and Mobil Technology in Education, pp. 11-18.
Chinn, C. A., & Anderson, R. C. (2000). The structure of discussions that promote reasoning. Teachers College Record,100, 315–368.
Cohen, E. G. (1994). Designing groupwork: Strategies for the heterogenous classroom (2nd ed.) New York: Teacher College Press.
Crook, C. (1998). Children as computer users: the case of collaborative learning. Computers and Education, 30, 237-247.
Diggelen, W. V., & Overdijk, M. (2007). Small-group Face-to-Face Discussions in the Classroom: A New Direction of CSCL Research. CSCL, (pp. 726-735).
Dillenbourg, P. (1999). What do you mean by “collaborative learning”?. Collaborative learning: cognitive and computational approaches (pp. 1–19). Oxford: Pergamon Press.
Dodge, B. (1995). Some thoughts about WebQuests. Retrieved on June, 15, 2010, from http://webquest.sdsu.edu/about_webquests.html
Erickson, T., & Kellogg, W. A. (2000). Social translucence: An approach to designing systems that support social processes. ACM Transactions on Computer-Human Interaction, 7(1), 59-83.
Facer, K., & Williamson, B. (2004). Designing technologies to support creativity and collaboration. Bristol, UK: Nesta Futurelab.
Fischer, G. (2001). Communities of interest: Learning through the interaction of multiple knowledge systems. In Proceedings of the 24th Annual Information Systems Research Seminar in Scandinavia (Ulvik, Norway, 2001), 1–14.
Fischer, G., & Ostwald, J. (2002). Transcending the information given: Designing learning environments for informed participation. Computers in Education, 2002. Proceedings. International Conference on, 378-381.
Gaskill, M., McNulty, A., & Brooks, D. W. (2006). Learning from WebQuests. Journal of Science Education and Technology, 15(2), 133-136.
Hambleton, A., et al. (1992). Where Did You Find That? Resource-Based Learning: Instructional Strategies Series No. 8. (ERIC Document Reproduction Service No. ED360 306).
Hewitt, J. (2001). Beyond Threaded Discourse. International Journal of Educational Telecommunications, 7(3), 207-221.
Hölscherl, C., & Strubel, G. (2000). Web search behavior of Internet experts and newbies. Computer Networks , 33(1), 337-346.
Hsi, S. (2003). A study of user experiences mediated by nomadic web content in a museum. Journal of Computer Assisted Learning, 19(3), 308-319.
Hsieh-yee, I., (1993). Effects of search experience and subject knowledge on the search tactics of novice and experienced searchers. Journal of the American Society for Information Science 44 3, pp. 161–174.
Ikpeze, C.H. & Boyd, F.B. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests. The Reading Teacher, 60, 644-654.
Johnson D. & Johnson R. (1991). Learning Together and Alone. Prentice Hall, Englewood Cliffs, NJ.
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research Interaction Book Company.
Jonassen, D.H., Howland, J., Moore, J., & Marra, R. M. (2003). Learning to solve problems with technology: A constructivist perspective Upper saddle River, NJ: Person Education.
Kelly, R. (2000). Working with WebQuests: Making the web accessible to students withdisabilities. Teaching Exceptional Children, 32 (6), 4-13.
Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335-353.
Kuiper, E., Volman, M., & Terwel J. (2009). Developing Web literacy in collaborative inquiry activities. Computers & Education, 52, 668-680.
Large, A., & Beheshti, J. (2000). The web as a classroom resource: Reactions from the users. Journal of the American Society for Information Science, 51(12), 1069-1080.
Liu C. C. & Hong Y. C. (2007). Providing hearing impaired students with learning care after classes through smart phones and GPRS network, British Journal of Educational Technology, 38 (4), 727-741.
Liu C. C., & Kao L. C. (2007). Do handheld devices facilitate face-to-face collaboration? Handheld devices with large shared display groupware to facilitate group interactions. Journal of Computer Assisted Learning, 23(4), 285-299.
Liu, C. C., Tao S. Y., Nee J. Y. (2008). Bridging the gap between students and computers: supporting activity awareness for network collaborative learning with GSM network, Behaviour and Information Technology, 27(2), 127-137.
Lombard, M., & Ditton, T. (1997). At the heart of it all: The concept of presence. Journal of Computer-Mediated Communication, 3(2)
Mann, S. (2008). The emergence of mobile devices influencing learning from the viewpoint of convergences. Proceedings of Fifth IEEE International Conference on Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE2008), pp. 191-193.
March, T. (1998). WebQuests for learning: Why WebQuests? . Retrieved on June, 25, 2010, from http://tommarch.com/writings/intro_wq.php
March, T. (2003) The learning power of WebQuests. Educational Leadership, 61(4), 42-47.
March, T. (2004). About Webquests. Retrieved on Retrieved on June, 15, 2010, from http://www.bestwebquests.com/what_webquests_are.asp
McAlister, S., Ravenscroft, A., & Scanlon, E. (2004). Combining interaction and context design to support collaborative argumentation using a tool for synchronous CMC. Journal of Computer Assisted Learning: Special Issue: Developing Dialogue for Learning, 20(3), 194–204.
Mikros, G.K. (2009) ‘‘Italswebquest’: a wiki as a platform of collaborative blended language learning and a course management system’, Int. J. Knowledge and Learning, Vol. 5, Nos. 3/4, pp.273–288.
Morris, M. (2008). A survey of collaborative web search practices. In Proc. CHI’08, ACM Press, pages 1657–1660.
Nussbaum, E. M., Winsor, D. L., Aqui, Y. M., & Poliquin, A. M. (2007). Putting the pieces together: Online argumentation vee diagrams enhance thinking during discussions. International Journal on Computer- Supported Collaborative Learning (ijCSCL), 2(4), 479–500.
Oliver, R. & McLoughlin, C. (1999) Using Web and Problem-Based Learning Environments to Support The Development of Key Skills. Paper presented at the ASCILITE99 Conference.
Roschelle J., Tatar D., Chaudhury S. R., Dimitriadis Y., Patton C., DiGiano C., (2007). Ink, Improvisation, and Interactive Engagement: Learning with Tablets. Computer,40(9), 42-48.
Roschelle, J. (1996) Designing for cognitive communication: Epistemic fidelity or mediating collaborating inquiry. In Computers, Communication and Mental Models. (eds. D.L. Day & D.K. Kovacs) pp. 13–25. Taylor & Francis, London.
Roth, W. M. & Roychoudhury, A. (1992). The social construction of scientific concepts or the concept map as conscription device and tool for social thinking in high school science. Science Education, 76, 531-557
Scardamalia, M. (2004). CSILE/Knowledge Forum. Education and technology: An encyclopedia, 183-192.
Scott S.D., Mandryk R.L.&Inkpen K.M. (2003) Understanding children’s collaborative interactions in shared environments. Journal of Computer Assisted Learning 19, 220–228.
Scott, S.D., Mandryk, R.L. & Inkpen, K.M. (2002). Understanding Children's Interactions in Synchronous Shared Environments. Proceedings of Computer Supported Collaboration Learning (CSCL) 2002. Boulder, CO, USA. January 2002. Mahwah, NJ: Lawrence Erlbaum Associates Inc.
Sloane A. (1997). Learning with the web: Experience of using the World Wide Web in a learning environment. Computers & Education, 28(4), 207-212.
Star, S. L. (1989). The structure of ill-structured solutions: Boundary objects and heterogeneous distributed problem solving. M. Huhns and L. Gasser, eds. Readings in Distributed Artificial Intelligence. Morgan Kaufman, Menlo Park, CA.
Suthers, D. D., Vatrapu, R., Medina, R., Joseph, S., & Dwyer, N. (2008). Beyond threaded discussion: Representational guidance in asynchronous collaborative learning environments. Computers & Education, 50(4), 1103–1127.
Twidale, M.B., Nichols, D.M., & Paice, C.D. (1997). Browsing is a collaborative process. Information Processing & Management, 33(6), 761-783.
Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
Wilson, B., & Lowry, M. (2000). Constructivist Learning on the Web. In The Strategic Use of Learning Technologies. New Directions for Adult and Continuing Education, 88, 79-88.
Zurita G. & Nussbaum M. (2004a). A constructivist mobile learning environment supported by a wireless handheld network. Journal of Computer Assisted Learning 20, 235–243.
Zurita G. & Nussbaum M. (2004b). Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers and Education 42, 289–314.
指導教授 劉晨鐘(Chen-chung Liu) 審核日期 2010-7-23
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