學生使用肌動學線上論壇之參與行為分析

Students' Participation Behaviors of Using On-Line Forum in Kinesiology Course

柴惠敏(Huei-Ming Chai) ； 王儷穎(Li-Ying Wang) ； 曹昭懿(Jau-Yih Tsauo) ； 陸哲駒(Jer-Junn Luh)

《物理治療》 44卷4期 (2019/12) Pp. 253-260

https://doi.org/10.6215/FJPT.201912_44(4).0004

摘要

背景與目的：過去線上論壇文獻多探討學習效果，但鮮有學生參與行為研究。臺灣大學肌動學課程使用線上論壇為輔助學習工具17年，學生反應佳，但未深究學生參與行為。故本研究旨在分析學生使用肌動學線上論壇的參與行為。方法：本研究為回溯型研究，修習學生以匿名方式註冊肌動學線上論壇，但不列入成績計算，並於期末以系統產生的資料分析註冊率、瀏覽率、發文率與發文時段。結果：71名學生註冊線上論壇，註冊率達97.8%；共計46個討論主題、260篇發文、8,310個瀏覽。瀏覽是發文的32倍，且59.3%學生討論內容為主動提問，表示學生學習為多閱讀、少討論，但會匿名發問。僅52.0%學生曾發文，時間多為晚上8點至清晨4點，與教師使用時間呈現顯著差異（p ＜ 0.0001），表示非同步學習的重要性。結論：臺灣學生會使用線上論壇學習，但怯於表達，且作息與教師不同；因此線上論壇的非同步學習與匿名發問的優勢可使學生獲得適時解惑。臨床應用：鼓勵教師使用線上論壇教學以輔助學生學習。

關鍵字

物理治療教育 ； 線上討論 ； 線上社群 ； 資訊素養

並列摘要

Background and Purpose: Previous literature related to on-line forum focused on the effectiveness on academic achievement. However, few studies explored student participation behaviors. For the kinesiology course at National Taiwan University, an on-line forum has been integrated into the course for 17 years as a learning-assisted tool. The purpose of this study was to examine students' participation in an asynchronous on-line discussion forum through analysis of student behaviors and teacher-student interactions. Methods: This retrospective study included the teacher, students and teaching assistant who participated kinesiology course at National Taiwan University. A self-programming on-line Kinesiology Forum was used as part of the course. All participants were allowed to be registered as anonymous so that the every participation was unable to count for their final grading. All learning behaviors were automatically recorded by the server. Registration rate, browsing rate, posting rate and posting time were calculated and analyzed. Results: Seventy-one students registered the Kinesiology Forum with a registration rate 97.8%. There were 46 discussion topics, 260 posts, and 8,310 browses on the forum by the end of the semester. The high browse to post ratio (32:1) and high proportion of asking questions in all posts (59.3%) indicated that Taiwanese students' learning tended to more reading and less discussion with expressing their opinions anonymously. Only 52.0% students had posted their questions or replied others. Students used this Forum mostly from 8:00 pm to 3:59 am, which is significantly different from the teacher (p ＜ 0.0001), indicating the importance of asynchronous learning. Conclusions: Most students could use on-line forum to study Kinesiology, but they read more than they discussed and their popular time to post was different from teachers'. Clinical relevance: The advantages of on-line forum in asynchronous and anonymous discussions is considered to serve as an adjunct to teaching strategies.

並列關鍵字

Physical therapy education ； On-line discussion ； On-line community ； Information literacy