專題式學習小組溝通行為與成員角色之研究

A Study of the Communication Behaviors and Members' Roles in the Interaction Process of a Project-based Learning Group

許喬雯(Chiao-Wen Hsu) ； 岳修平(Hsiu-Ping Yueh) ； 林維真(Wei-Jane Lin)

《圖書資訊學刊》 8卷1期 (2010/06) Pp. 137-164

https://doi.org/10.6182/jlis.2010.8(1).137

摘要

資訊融入教學雖然已普遍為教育現場所接受，然而透過科技應用所產生的彈性學習機制，如何能夠有效地促進學習者互動溝通與提升學習表現，則是近年來重要的研究議題。本研究以北部某大學一門實施專題式學習之課程為研究場域，以成員角色與溝通行為為焦點，進行小組互動歷程的分析，以瞭解專題式學習之成員角色與溝通行為對其學習表現的影響。結果發現小組在專題執行階段，相較於準備與完成階段，具有最多的程序性、任務性與社會性之三類型溝通行為；成員在任務性角色、社會情感性角色，以及角色轉換的歷程中，對應不同的專題式學習階段也有不同的影響力。最後本研究亦針對研究結果提出討論與相關建議。

關鍵字

專題式學習 ； 小組互動歷程 ； 溝通行為 ； 成員角色 ； 電腦中介溝通

並列摘要

The infusion of information and communication technology into instruction has gained the foothold within many classrooms in higher education by its advantages to enable the variety and accessibility of school teaching and learning. However, to engage students with the technologyenhanced learning experiences calls for attentions on more the processes than the mere outcome of technology use. This study examines the common phenomenon in college campus where network technology, group activities and project works are available with the intention to explore how student performance of teamwork and learning is affected by the micro factors of group compositions, members' roles and their communication behaviors. Results show that the group performed most procedure-, task-, and social-communication behaviors during the execution stage than that of preparation and completion stages. Additionally, members' roles performed and interfered within these stages positively affected the project performance to different extent.

並列關鍵字

Project-based Learning ； Interaction Process ； Communication Behavior ； Member Role ； Computer-mediated Communication

參考文獻

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