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  • 學位論文

線上合作學習素養與團隊角色互動關係之研究

A Study of the Interaction between Online Cooperative Learning Literacy and the Team Member’s Role

指導教授 : 蔡義昌 劉士豪
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摘要


隨著線上學習市場逐漸的打開,學習型態也逐漸地以學習者為取向,在線上學習的應用型式中,有兩種型態之線上學習,一為純粹之線上學習,學習者面對的是虛擬的學習互動環境,二為實體課堂與線上學習結合之線上合作學習環境。這兩種應用均是透過網際網路的時空特性進行運作,不同的是學校及企業可以利用本身的教育資源(實體課堂、教師及設備)配合網際網路的線上學習平台來創造學生或員工的學習與進修環境。線上合作學習可以課程的開設,配合線上學習平台的設立進行教學活動,利用系統的功能及時紀錄下龐大的學習者歷程紀錄,供作日後分析改進教學及研究之用。 在所有人對線上學習的一片認同聲中,我們發現到,線上學習對於每個學習者來說,並非都是一件美好的事務,當學習環境愈加的虛擬化時,面對面學習的影響力將逐漸變小,此時學習者本身的學習素養將是學習者面對新學習環境挑戰時的唯一憑藉,但是由於每個學習者本身的學習素養均有所不同,因此在面臨線上合作學習之分組學習時,在團隊內之角色扮演與學習素養的學習上,不同的學習者將會出現不同的反應,對於團隊運作績效也會有所影響。 本研究透過線上合作學習課程的資料蒐集,建立學習者與團隊之學習歷程資料庫,在經由三階段資訊分析及內容分析法後,獲得結論如下: 1、線上合作學習之網路學習環境確會對學習者造成學習障礙,約有百分之22的學習者在線上合作學習開設之初發生了網路及系統操作性問題。 2、團隊管理型角色與作業支援型角色在傳統素養、電腦素養、網路素養與媒體素養上均有顯著的差異。 3、團隊管理型角色之傳統素養、電腦素養與網路素養對團隊進度具有顯著影響,而團隊作業支援型角色之四種學習素養則均對團隊進度沒有顯著影響。 4、團隊成員之角色適任與否對團隊進度這個團隊績效衡量指標均無顯著影響。 5、團隊角色轉換與成員學習素養成長之互動型態共有15種類型;原設定之團隊管理型角色與團隊作業支援型角色,均有發生轉換到其他團隊角色之現象發生。

並列摘要


Following the rapid growth of Electronic learning market , the eyeball is changing to the student who access the learning resources. The Electronic learning of this study is the integration of the physical classroom and the online learning system. Base on the internet it make school and enterprise can take advantages of their physical equipment and resource to co-operate with the online learning system , and make a better training and learning environment for their employees and students. Electronic Learning system can record the behavior of student on time automatically. Behind the identification of advantage for Electronic learning, we found that Electronic learning is not suitable for every student, because when the learning environment is getting more virtual , the influence of face-to-face communication will become less effect, and student can only rely on their own learning literacy. This study establish the “learner and team behavior database” to record the behavior of the member in a team . According to the three step information analysis and content analysis , the conclusion are listed briefly as follows : 1.About 22 percent student learned over the online learning system have had the experience suffering from the operational problem for internet access. 2. The Traditional Literacy、Computer Literacy、Network Literacy and Media Literacy of managerial role is different from operational role. 3.The Traditional Literacy、Computer Literacy and Network Literacy of managerial role are related to the rate of progress , but the four literacy of operational role are not. 4.The bad match of role and literacy is not related to the rate of progress. 5.There are 15 categories of the interaction between the change of team member’s role and their learning literacy. And both the managerial and operational role have had changed their role.

參考文獻


丁惠琪, “合作學習應用在國小數學教學之探究”, 國立台北師範學院課程與教學研究所未出版碩士論文, 民89。
吳信賢, “非同步網路教學系統之發展及學習歷程檔案”, 國立臺灣師範大學資訊教育研究所未出版碩士論文, 民89。
Johnson, D. W. & Johnson, R. T. ( 1993 ) . Cooperative learning and feedback in technology-based instruction. In Dempsey, J. , & Sales, G. C. .(Ed.), Interactive instruction and feedback. Englewood Cliffs, NJ: Educational Technology Publications.
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King L. H., “High and low achievers’perception and cooperative learning in two small groups”, The Elementary school Journal, 1993(4), 399-416.

被引用紀錄


周泓偉(2004)。線上學習評估建議之研究—以中山網路大學為例〔碩士論文,國立臺灣大學〕。華藝線上圖書館。https://doi.org/10.6342%2fNTU.2004.10065

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