合作學習平台對團體迷思現象及學習成效之影響–以英文字彙學習為例

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姓名

姚昀廷(Yun-ting Yao) 查詢紙本館藏

畢業系所

資訊管理學系

論文名稱

合作學習平台對團體迷思現象及學習成效之影響–以英文字彙學習為例
(The Impact of groupthink and learning achievement: Using Cooperative Learning Platform - A Study on English Vocabulary Learning)

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摘要(中)

合作學習為近年來最受矚目的教學方式之一，合作學習實施後的學習成效，受到諸多研究學者的肯定，但合作學習並不如預期中的如此完美，在進行的過程中容易產生一些負面的效應，如團體迷思，這些負面影響會使合作學習的學習成效大打折扣，無法達到合作學習的預期學習成效。
由於近年來資訊科技技術的發展，無論在個人電腦設備或是網路的頻寬以及普遍性上都有大幅度的提升，同時新穎的裝置不斷的推陳出新，如智慧型手機以及平板電腦等，使得諸多的研究投入教育議題以及資訊設備的整合上，進而演變出與過去截然不同的教學方式，從傳統的E-Learning持續演進到當紅的行動學習以及無所不在的學習(Ubiquitous Learning, U-Learning)等，使得過去在傳統教學上較不可行的教學活動，開拓出新的可能。
本研究最主要的目的為透過傳統電腦端以及新穎的行動設備設計出一個合作學習平台，來降低學習者在合作學習中發生團體迷思的程度，並透過此平台提升學習成效。本研究透過合作學習五項基本要素「積極的互相依賴」、「面對面的互動」、「個人的績效責任」、「社會技巧」、「團體歷程」，並搭配傳統領域解決團體迷思上的流程方法，設計出能夠利用不同裝置來使用的合作學習平台，並提供學習者豐富的學習材料，以期能夠減少合作學習中團體迷思發生的可能，並使學習者獲得大量的學習內容。
經過實驗以及問卷評估的統計檢定結果，使用合作學習平台的學習者相對於進行傳統面對面討論的學習者，在團體迷思的出現程度有顯著的下降以及在學習成效亦有顯著的提升。

摘要(英)

Research on cooperative learning is one of the greatest success stories in the history of educational research. But not every cooperative learning group is effective, part of group that wasted time, was inefficient, and generally produced poor work, groups are characterized by a number of dynamics that impair their effectiveness, such as groupthink.
In recent years, with the rapid development of IT technology, especially in personal computer and network bandwidth, and constantly introduce new innovative devices such as smart phones and tablet computers, making a lot of research into educational issues and the integration of information on the device, then propose many different teaching methods , from the E-Learning continues to evolve into ubiquitous learning (U-Learning), etc, making the more feasible on learning actives which cannot implement in the traditional teaching, explore new opportunities on the educational research.
The main purpose of this study through personal computer, and new mobile devices designed a cooperative learning platform, to reduce the occurrence of learners in cooperative learning groups in the degree of groupthink, and through this platform to enhance learning achievement.
In this study, we design the five basic elements of cooperative learning through "positive interdependence", "face to face interaction", "individual responsibility," "social skills", "group process" and with the settlement process on the method of Groupthink in to the cooperative learning platform , and learning can learn on cooperative learning platform by using variety of information device. The platform also provides a wealth of learning materials to learners hope can promote their learning achievement.
Through experiments and statistical evaluation of the questionnaire results , the use of cooperative learning platform for learners in relation to the traditional face to face discussion of the learners, the emergence of groupthink in the group have a significant decline in the extent and learning achievement were also significantly improved.

關鍵字(中)

★ 行動裝置
★ 團體迷思
★ 合作學習

關鍵字(英)

★ Mobile device
★ Group think
★ Cooperative learning

論文目次

摘要　i
Abstract 　ii
誌謝　iii
目錄　iv
圖目錄　vii
表目錄　viii
一、緒論　1
二、背景與相關研究　 4
2.1.2 合作學習教學模式　5
2.1.3 合作學習所衍生的問題　 7
2.2 團體迷思(Groupthink)　 8
2.2.1 團體迷思的定義　8
2.3 合作學習以及團體迷思　 14
2.3.1 合作學習中的團體迷思　 14
2.3.2 合作學習中團體迷思解決機制　 16
2.3.3 合作學習中團體迷思解決機制所面臨的困境　 17
2.4 合作學習與資訊設備　 18
2.4.1 電腦輔助合作學習的定義　 18
2.4.2 電腦輔助合作學習所帶來的相關議題　 19
2.5 合作學習與行動設備　22
2.5.1 行動設備介紹　23
2.5.2 行動設備應用於學習活動上的研究　 24
三、研究設計　27
3.1 研究架構與假說　 27
3.2 研究變項及衡量方式　 30
3.2.1 合作學習平台　30
3.2.2 「對異議者施加壓力」、「自我審查」、「全體一致的錯覺」及「心靈守衛」　30
3.2.3 學習成效　31
3.2.4 學習態度以及互動程度　 32
3.3 研究對象　32
3.4 研究工具　34
3.4.1 問卷量表　34
3.5 實驗流程　38
3.6 資料分析方式　 38
3.6.1 團體迷思四個徵兆變數值分析　 39
3.6.2 學習成效變數值分析　39
3.6.3 學習態度與互動程度變數值分析　 39
四、系統設計　40
4.1 系統開發環境　40
4.2 合作學習平台　41
4.3 系統詳細流程以及系統運作畫面　 45
4.4.1 對照組討論活動進行方式　52
4.4.2 實驗組討論活動進行方式　53
4.4.3 問卷填寫　54
五、研究資料分析與結果　 55
5.1 資料收集情形　 55
5.2 問卷信效度檢測　 55
5.2.2 信度分析　56
5.6 合作學習平台系統品質以及資訊品質　 63
5.7 綜合討論　67
六、結論　69
6.1 研究結果　69
6.2 研究貢獻　70
6.3 研究限制　71
6.4 未來研究　 71
參考文獻　72
附錄一、團體迷思問卷　 77
附錄二、學習成效問卷　 79
附錄三、學習態度以及互動程度問卷　 80
附錄四、系統品質以及資訊品質問卷　 81
附錄五、電腦版本系統畫面　82

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指導教授

蘇坤良(Kuen-liang Sue)

審核日期

2011-7-28

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