| dc.description.abstract | This study utilizes online community platforms (Gather, Miro) in conjunction with Tuckman′s team development process to design an online community platform communication course (ToGather). The researchers set five learning tasks based on a four-year university curriculum blueprint. Through these learning tasks, learners are led to experience a communication course different from traditional ones.
To understand learners′ learning outcomes, team member interaction processes, team development processes, and learning satisfaction, this study is divided into two parts. Quantitative questionnaire analysis is used to analyze learners′ learning outcomes, personality traits, and satisfaction surveys. Additionally, this study also employs qualitative analysis methods to deeply explore the interaction patterns and team development processes of learners with different personality behaviors during the course. Through an in-depth investigation from both quantitative and qualitative perspectives, recommendations are made regarding learners′ learning outcomes and interaction states after conducting courses on the online community platform.
This study selected 42 students from a university in southern Taiwan for experimental testing, exploring the impact of online community platform communication courses on students′ learning outcomes, team development, and interactive relationships. Results show significant learning effects for students, but the three-hour short-term tasks limited in-depth team interaction, with students tending to view them as routine assignments rather than collaborative opportunities. The study suggests extending the observation period, designing cross-course projects, and increasing student learning motivation. Despite challenges, the online platform still demonstrates potential in promoting student interaction, such as innovative use of co-editing and virtual whiteboard functions.
However, equipment limitations affected the observation of oral expression and team interaction. Student interaction was not significant, possibly due to over-reliance on teaching assistant guidance and habituation to text-based expression. Future courses should focus on diversified design to meet the needs of students with different DISC types, optimize teaching assistant guidance strategies, and strengthen oral expression skills. The online community platform provides a unique and effective learning environment for communication expression courses, but further optimization in course design is needed to fully realize its potential. | en_US |