操作制約在網路支援合作學習環境下之應用

過往有關網路支援合作學習（computer-supported collaborative learning, CSCL）的文獻，大多援引建構主義的觀點，主張學習者於網路學習環境的主體性。然而，從行為主義的觀點來看，學習者於網路學習情境中的正向行為，也會受到CSCL環境中之各項外在增強物所觸發。本研究綜合操作制約與動機觀點，主張外在增強物亦能激發個人在網路學習情境中的內在學習動機及團隊合作行為。透過妥適之操作制約相關機制的設計，應能有效改善學習者的學習成效與同儕互動。本研究最後提出相關建議供後續研究與教學實務上的參考。

關鍵字

網路支援合作學習；資訊科技融入教學；操作制約

並列摘要

Prior literature on the computer-supported collaborative learning (CSCL) has focused on a constructivism view and proposed that individuals are active agents that they are purposefully seeking and constructing knowledge within a meaningful context. However, individuals' learning motivation and their behaviors can be stimulated by external positive reinforcement or information within the CSCL environment. By integrating the theory of motivation and operation conditioning, this paper suggests several mechanisms of external positive reinforcement and punishments to stimulate students' positive behaviors in the CSCL environment. Students' motivation in learning motivation and collaboration would be improved through this mechanism. At the end of this paper, several theoretical and practical suggestions are provided.