| 摘要: | 隨著網路科技及線上溝通平台的進步，網路討論區不僅是師生之間的溝通平台；它也被學生視為是另一種學習資源。而學習資源的優劣可能影響學生的學習。回顧文獻，目前尚未有一個完整的網路討論區的評鑑指標存在。因此，本研究旨在開發出一個可以用來評鑑網路討論區的指標。並探討其應用及其對學習的影響。本研究以三個階段進行：第一階段：依據社會建構理論(Social cognitive theory)、參與設計(Participatory design)與德懷術(Delphi techniques)，透過訪談與個人評鑑討論區方式獲得41位資管系學生的意見；再經由專家的分類產生了一組包含個人的(Personal)、行為的(Behavioral)與環境的(Environmental)三種分類的指標。第二階段：依據文獻建議，由教師使用教學策略使該課程的網路討論區符合第一階段所獲得的指標要求。透過內容分析法觀察105位資管系學生在課程討論區中的討論行為及品質。研究發現，當教師以教學策略使課堂討論區符合評鑑指標要求時，學生產生較多高層次的提問，也較常上網閱讀他人的發文。第三階段：使用評鑑指標進行篩選後，將這兩個不同品質的討論區(sophisticated and less sophisticated)提供給學生當作學習資源。透過準實驗法進行比較兩組學生在使用不同的學習資源後，於學習成果、線上討論品質及行為的差異。研究結果顯示，接受較精緻品質(sophisticated)的學習資源，該組學生於學習成效上優於另一組的學習者。另外，在線上討論行為及品質上，精緻組的學習者有較多的線上討論行為；且在品質上也有較多高層次的提問。本研究經由專家及使用者的意見開發出一個包含PBE三元素的評鑑指標。並進行二個教學實驗，實驗結果顯示，此評鑑指標不僅可以用來篩選出品質不同的網路討論區，也提供有效的指引給那些將應用網路討論區於教學與學習的使用者。With the development of online communication technologies, people’s life has been altered. The change took place not only on the way people communicate with others but also on the ways educators teach and students learn.According to the previous studies, students used online discussion forums as alternative learning resources. It is believed that the qualities of learning resources will influence students’ learning, and the need of a set of indicators for evaluating online discussion forums was proposed. Hence, the primary aim of this study is to develop a set of evaluative criteria for online discussion forums, and then to investigate its implications and influences on students’ learning. The researcher proceeded with this study through three phases.First phase: based on social cognitive theory, participatory design, and Delphi techniques, the researcher interviewed 41 students, asked the students to evaluate online discussion forum and three experts to classify the data came from students’ opinions, and finally developed a set of evaluative criteria for online discussion forums.After the completion of development of the evaluative criteria, besides of being used for evaluating online discussion forums, the criteria should be a reference which could help teachers to develop effective instructional strategies. Therefore, in phase two and phase three, the researcher conducted two case studies to discuss how to apply the developed evaluative criteria in instruction.Second phase: based on the developed evaluative criteria and the suggestions from literature review, the teacher applied instructional strategies to make the class-based online discussion forum meet the requirement of the criteria. Via using content analysis to investigate 105 students’ online discussion quality and behaviors, the results revealed that students had more higher-level questions and logged in online discussion forum more frequently to read others’ posting when teacher used instructional strategies to make the online discussion forum meet the requirement of the developed criteria.Third phase: using the developed evaluative criteria to filter out one sophisticated and one less-sophisticated online discussion forum. Giving these two online discussion forums to the students as alternative learning resource, the researcher investigated the differences of students’ learning performance, discussion behaviors, and discussion quality between two groups in order to explore the influences of online discussion forums with different qualities. The results indicated that students with sophisticated learning resource had better learning performance, more discussion behaviors, and more high level questions.This study, based on experts and participants’ opinions, developed a set of evaluative criteria comprising of personal, behavioral, and environmental influences. In order to know how the criteria could be used in education, two experiments were conducted. The results disclosed that the developed criteria could be used to filter out online discussion forums with different qualities and offer effective guidelines for the teachers who want to integrate online discussion forums into their instruction. |
