情境學習合法周邊參與促進學習者互學－以「你說故事我行銷」為例

Implementation of Situated Learning: A Case Study of the Legitimate Peripheral Participation in the General Education Course of ＂Story Telling Marketing＂

王明旭(Wang, Ming-Hsu) ； 蔡宗良(Tsai, Chung-Liang)

《通識教育學刊》 29期 (2022/06) Pp. 177-208

https://doi.org/10.6360/TJGE.202206_(29).0005

摘要

本研究聚焦一門應用「情境學習合法周邊參與」理論概念之課程，深描「設計－執行－湧現－調準」達學習者共學目標之歷程。研究結果與主要貢獻有三：第一，透過耙梳行動研究文獻，賦予學習歷程之新意。第二，揭露學習者對「同儕與學習」的真實理解。第三，深描教學者身處教學現場所湧現之現象與困境，如何即時調準並設計出突破該困境之工具。希冀新理解有助於學習者共學、高教課程設計與方法之夥伴。

關鍵字

情境學習合法周邊參與 ； 學習者共學 ； 學習困境 ； 行動研究

並列摘要

The purpose of this research was to explore the course which was based on the theory of situated learning-legitimate peripheral participation. The course went through a process of ＂design-execution-emergence-alignment＂ to achieve the goal of co-learning. The result of this study contributed to identifying new meaning of learning process by reviewing action researches' literature. It also found that reveling learners' thoughts about peers and learning was different from instructor's old thought. This paper also showed challenges in the class and these challenges helped instructors to align and design new tools for learners. This study provided new insight and ideas about how to promote co-learning in higher education and general education.

並列關鍵字

situated learning ； peers learning ； challenges of learning ； action research

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