維新或危機？－論Web2.0及其對教育研究之意涵

NEW or AEW?-From the Educational Research View to the Essence of Web2.0

林曉薇(Hsiao-Wei Lin)

《臺北市立教育大學學報. 教育類》 41卷1期 (2010/05) Pp. 171-197

https://doi.org/10.6336/JUTe/2010.41(1)6

摘要

網際網路的發展除了本身產生新的科技應用方式，同時也對於學習環境產生影響；本文關心Web2.0作為學習環境其對教育研究的意涵及其可能研究發展；首先，探討Web1.0至Web2.0轉變，歸納其作為學習環境的特質；其次，檢視Web2.0應用的Facebook與Myspace兩實例，釐清其構成學習環境的要件；最後，以Web2.0應用下的Discuz互動性論壇進行「論文研究」的40位大學生作為個案分析依據。研究發現當Web2.0作為學習環境時，應該考量學習者自身的態度轉變以及教學者在其所面對的教育情境中如何設計以及調整，進而形成非線性的教學模式與理論；其次，透過個案的分析結果，文章中強調學習社群與學習者自學態度會引導整個Web2.0的學習活動；最後，文章指出社群建構知識的機制應該「自然而然」地被使用，而不是科技導向地一昧使用網路科技作為學習環境，因此，知識分享與溝通行為的再探究將是Web2.0做為教育研究的核心議題。

關鍵字

學習環境 ； 教育研究

並列摘要

The development of Web-based technology influences the clarning environment, especially with the changing movement from Web1.0 to the Web2.0. This article aims to discuss how Web2.0 can be used as a learning environment, and it also explores the essence of Web2.0 by exploring ”NEW” or ”AEW” educational research issues. Results show that when using Web2.0 as a learning environment, the instructional designer should consider the attitude change from both the learner and instructor and make adjustments to correspond with the situation he/she faces. Moreover, this case emphasizes how community-led learning and activities in a Web 2.0 environment can transfer knowledge easier to that of a traditional classroom setting. To conclude, this article points out that the mechanism of building knowledge through the community should be naturally used; the sharing of knowledge and communicational behavior between learner and instructor need to be re-explored in different environments, not just using Web-based technology as the learning environment.

並列關鍵字

learning environment ； Web2.0 ； educational research

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