應用Google協作平台落實共同學習法探討學生學習經驗與學習態度之研究

A Study of Students’ Learning Experience and Attitude With the Learning Together Method on Google Sites

湯依穎(Yi-Yin Tang)

指導教授 ： 徐新逸

淡江大學/教育學院/教育科技學系碩士班/碩士(2011年)

https://doi.org/10.6846/TKU.2011.00804

摘要

在數位化學習的趨勢下，傳統教學方式面臨很大的挑戰，如何利用科技打造數位化環境並且提升教學成效，已是當前最需重視的教育議題之一。合作學習是一種能夠提升學習成就與動機的教學方式，而合作學習的其中一種教學方式-「共同學習法」在過去學者研究中表示是可被應用範圍最廣泛、且確實對學習成效有加乘作用的一種合作學習方式。再加上Google協作平台是Web2.0概念下的產物，其具備的功能與特性與共同學習法的主要特色能夠相互配合，故研究者推論若能將兩者結合運用教學，預期能對學生的學習產生正向的轉變。
因此，本文目的在於以共同學習法的實施流程設計研究方法課程之教學活動，並且以設計出的教學活動實際於教學現場實施，並探討學習者之學習經驗與感受是否因實驗教學而產生轉變，以及探討學習者使用網路共同學習之後對學科之態度感受為何。
本研究主要採設計本位研究法及實驗研究法，以T大學教育科技學系碩士在職專班學生為研究對象。研究者根據共同學習法實施流程設計研究方法課程之教學活動，並實際於教學現場執行，並且透過問卷調查、觀察、深度訪談等方式進行資料蒐集、統整與分析，藉以探討學習者運用網路共同學習前後之學習經驗與感受以及使用網路共同學習後對學科之學習態度感受。
研究結果顯示，學習者在積極互賴、人際互動以及團體歷程三個面向的前後測統計結果達顯著差異（p<.05）；此外，在學習者對於網路工具使用經驗此部分的前後測統計結果亦達顯著差異，故可判斷為學習者透過網路共同學習後，對於組員間的互信互賴、人際互動以及組內和組間的團體歷程皆得到正向的轉變。另外，學習者對於學科之學習態度的表現上，根據統計結果顯示學習者在四個面向上呈現之結果皆達顯著差異（p<.05），故可推論為學習者對於課程與學習活動、研究方法授課教師、研究方法學習動機以及研究方法學習策略四面向之學習態度傾向正面且肯定的態度。

關鍵字

網路合作學習 ； 共同學習法 ； 網路共同學習法 ； Google協作平台

並列摘要

With regard to e-Learning, traditional pedagogical instructions are facing an enormous impact and challenges. Accordingly, the use of technology, digitizing learning environment has become a crucial issue in educational field. Moreover, cooperative learning, a teaching method, facilitates learning, motivation and shows an extraordinary achievement. In terms of “Learning Together” method, one of the widely used teaching techniques, reveals an additional effect upon cooperative learning. Google sites, on the other hand, a concept in web 2.0, is one of the commonly used collaborative system in teaching and learning field. Conversely, its functionalities and features are perfectly associated with “Learning Together” method. With a hypothesis on the combination of the two is expected to have a positive effect on student learning.
This study mainly discussed using the process of Learning Together to design a teaching activities for Research Methods Course and implementing the activities in the teaching field. In addition, it also discussed whether learners’ learning experience changed and what learners' attitude toward the subject was after learners got the instruction based onWeb-based Learning Together.
This study adopted design-based research method and experimental research method. The research subjects were selected from T University in Taiwan. According to Learning Together, the researcher designed teaching activities for Research Method Course and implemented them in the teaching field, and then collected data by means of questionnaire survey, observation, in-depth interview in order to discuss whether learners’ learning experience changed and what learners' attitude toward the subject was after learners got the instruction of Web-based Learning Together.
The results indicated that the Positive interdependence, Social interaction and Group processing were the three factors which had a significant difference (p<.05). In addition, result showing learners’ experiences of using web tools also had a significant difference. Therefore, it was obvious to see that the positive interdependence and social interaction between the group members had a positive transition and so did the factor of group processing. Furthermore, the significant difference (p<.05) was found in the result of learners’ learning attitude. In conclusion, leaners’ attitude toward the curriculum and learning activities, the instructor of Research Methods, the learning motivation of Research Methods and the learning strategies of Research Methods is affirmatively positive.

並列關鍵字

Web-based Cooperative Learning ； Learning Together ； Web-based Learning Together ； Google Sites

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