網路合作學習環境之成效探討—實地實驗研究

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陳盈潔(Ying-Chieh Chen ) 查詢紙本館藏

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資訊管理研究所

論文名稱

網路合作學習環境之成效探討—實地實驗研究

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摘要(中)

近年來由於網路科技與電腦多媒體蓬勃興盛，以網際網路做為基石的新興教學方式逐漸受到重視，學習環境也由真實環境擴展到網路化的虛擬學習世界。因此如何設計出一個學習效果優於傳統教室的網路學習環境，已成為當前教育訓練研究的重要課題。本研究欲了解在網路合作學習的過程中，學習者學習風格的差異性，是否會對教育訓練的成效有所影響，以及採用不同學習目標之學習環境設計對學習成效的影響；其次將探討電腦焦慮所扮演的調節角色。
本研究以高中一年級電腦課學生為樣本、高中數學為教材，以實地實驗法(Field Experiment)進行網路合作學習之教學實驗，並利用問卷調查、課後學習評量收集資料。研究結果發現：
1. 「先前學業成就」、「群體」對「學習績效」有影響，「群體」對「認知學習」有影響，「競爭」對「學習興趣」有影響，但「學習風格」對學習成效的影響均未達顯著水準。
2. 「群體」與「競爭」的交互作用對「認知技能發展」有影響，但其它交互作用對學習成效的影響均未達顯著水準。
3. 「學習環境」對「學習績效」、「認知學習」有影響，但「學習環境」對「認知技能發展」、「學習興趣」的影響未達顯著水準。
4. 「電腦焦慮」與「競爭」的交互作用對「認知學習」有影響，但「電腦焦慮」對「學習成效」的直接影響均未達顯著水準。
5. 「認知學習」、「認知技能發展」、「學習興趣」呈正向變動關係。

關鍵字(中)

★ 合作學習
★ 學習成效
★ 學習環境
★ 學習風格
★ 電腦焦慮

關鍵字(英)

★ Computer Anxiety
★ Learning Environment
★ Learning Style

論文目次

目錄I
表目錄III
圖目錄V
第一章　緒論1
1.1　研究背景與動機2
1.2　研究目的2
1.3　研究方法3
1.4　論文架構與研究流程4
1.5　研究貢獻5
第二章　文獻探討7
2.1　合作學習7
2.2　學習風格17
2.3　電腦焦慮22
第三章　研究方法28
3.1　研究架構的源由與設計28
3.2　研究變項30
3.3　研究變數的操作型定義33
3.4　研究問題與研究假說35
3.5　實驗設計37
3.6　實驗工具39
3.7　實驗流程41
第四章　資料分析44
4.1　統計方法44
4.2　樣本基本資料分析45
4.3　研究變數之相關分析47
4.4　統計假說49
4.5　學習風格、群體與競爭對學習成效的影響52
4.6　學習環境對學習成效的影響59
4.7　電腦焦慮的調節影響62
4.8　研究發現66
第五章　結論與建議68
5.1　研究結論68
5.2　研究限制72
5.3　對實務之建議73
5.4　後續研究建議74
參考文獻76
附錄一　研究問卷1
KOLB學習風格量表1
LOYD電腦焦慮量表3
學習成效量表4
附錄二　教學個案5
學習單元（一）5
學習單元（二）6
學習單元（三）7
學習單元（四）8
附錄三　學習評量9
附錄四　系統畫面10

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指導教授

周惠文(Huey-wen Chou)

審核日期

2001-6-12

推文