混成模式學習社群之研究—以淡江大學校長學堂為例

A Study of a Blended Model Learning Community: A Case Study of Tamkang Principals’ Classroom

曾朝宗(Chao-Tsung Tseng)

指導教授 ： 高熏芳

淡江大學/教育學院/教育科技學系碩士班/碩士(2005年)

https://doi.org/10.6846/TKU.2005.00373

摘要

本研究之目的在探討38位成員參與混成模式之校長專業成長學習社群之學習歷程，混成模式之校長專業成長學習社群結合實體講座課程的實務案例互動分享以及網路學習社群的運作，企圖發揮二種不同類型學習社群的優點並彌補各自的缺陷。研究者除了設計、經營、管理、維護「校長學堂」專屬社群網站外，並在實際講座課堂上親身參與及觀察。
本研究之發現如下：
一、在實體課程部份，透過教授提供導讀、引導與討論，對於校長專業知識的學習和理解很有幫助。
二、透過案例寫作及分享與討論，對於校長辦學經驗提升具有成效。
三、良好的課堂流程以及教學策略是實體課堂活動成功的關鍵。
四、對社群成員的信任感、網路安全和網站保密機制的不確定，影響校長們投入社群網站的活動。
五、時間、資訊能力、網站的易用性等因素影響成員參與網站活動及發表意見的意願。
六、社群網站的發展需要結合學科或領域專家的參與和投入。
七、校長們認為在參與「淡江大學校長學堂」活動後，自己的校長專業有很大的成長。
八、校長普遍認為在參與校長學堂活動後，對自己教學領導上有所助益，並且會嘗試運用習得的知識於日常之中。
　　本研究建議如下：
一、混成模式學習社群活動整體規劃，應在活動地點及時間上彈性安排。
二、混成模式學習社群活動內容的設計和安排，應讓參與成員充份分享與交流。
三、混成模式學習社群的參與成員應固定並建立默契，以利學習分享。
四、在社群網站的規畫上，應先進行使用者分析，設計符合需求的介面及功能社群網站。
五、在社群網站的使用上，應提供使用者訓練、專人專責管理、邀請專家學者加入社群並鼓勵成員分享與互動。
六、社群網站內容應結合社群實體活動，讓學習可以延伸。
七、教育主管機關對於校長的專業發展應有系統性的規劃。
八、校長應主動參與正式或非正式校長專業發展活動或組織。
九、校長專業發展的方向除校長專業知識，也應配合社會變遷及教改需求，加強校長的資訊素養、外國語文以及時間管理的能力。

關鍵字

混成模式 ； 學習社群 ； 校長專業發展

並列摘要

The purpose of this research is to study the impact of a blended learning community on 38 principals, who learn together in a professional development community, which processes the characteristics of a physical community and a virtual one. This blended model expects to reinforce the advantages and compensate the disadvantages of two different learning communities. In addition to designing, operating, managing, and maintaining the website of “Tamkang Principals’ Classroom,” the researcher also joins the physical courses to observe and participate in the learning activities.
　　This research draws the following findings:
1.The guidance of the professors and the discussions in the physical courses promote the principals’ professional growth.
2.The case writings, sharing and discussion broaden the managerial spectrum of the principals
3.A good classroom flow as well as good teaching strategies is critical for the physical courses.
4.The trust among community members, the network security and the website security affect the principals’ participation level in the online community.
5."Time", "information literacy", and "the website usability" influence the members’ participation level in the website.
6.The development of an online community needs to involve the participation of the domain experts.
7.The principals think that professionally speaking, they do benefit a great deal from the participation in "Tamkang Principals’ Classroom."
8.Most of the principals agree that after participating in this learning program, they have grow a lot in terms of leadership, and they would like to apply what they have learned to their work.
　　The suggestions are as follows:
1.The design of a blended learning community should be flexible in terms of time and location.
2.The design and arrangement of the blended model learning community should have sufficient sharing and exchanges.
3.The participants in a blended model learning community should establish their understanding and trust to promote learning.
4.In the planning of a community website, we should conduct user analysis first so as to design the interface and function that meet users’ needs.
5.In the use of community website, we should provide the user with training, invite the specialists to manage the community, and include the experts to encourage members’ sharing and the interaction.
6.The content of community website should union entity activity, make the study to be allowed to extend.
7.The educational authorities should have a systematic plan regarding principals’ professional development.
8.Principals should participate in official of unofficial principal’s professional development activities or organizations.
9.In addition to specialized knowledge, principals’ professional development should take into consideration social changes and educational reforms. They should also strengthen information literacy, foreign language proficiency and the ability of time management.

並列關鍵字

blended model ； learning community ； principals' professional development

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