社群平臺作為知識分享之研究以Facebook為例

Using Social Network Platform for Knowledge Sharing: Taking Facebook as an Example

黃偉誌(Wei-Jhih Huang)

指導教授 ： 詹前隆

元智大學/資訊學院/資訊管理學系/碩士(2013年)

https://doi.org/10.6838/YZU.2013.00322

摘要

近年來，社群網絡服務(SNS)崛起，使用人數日益增多，例如：Facebook，社群網站的普及並擁有超高的人氣，讓教育學者開始探討社群網站的潛在教育價值，然而在社群網站中學生的使用行為也是判斷學習情況的一大重點，所幸Gunawardena學者研發出互動分析模型(IAM)，能將線上行為量化分析，本研究探討Facebook網站的使用因素與使用行為對課程學習知識分享成效的影響，以「人格特質」、「互惠規範」、「電腦中介溝通」、「知識分享成效」四個部份問卷衡量來判斷使用因素，並以互動分析模型(IAM)來判斷使用行為，觀察學生在Facebook網站的課程討論情況。
研究結果顯示，親和性特質在訊息涉入度的效果最好、外向性特質在社會互動連結的效果最好，而互惠規範對於訊息涉入度與社會互動連結都有顯著影響，而訊息涉入度對知識分享成效都有顯著影響，其中對知識分享滿意度效果最好；線上討論行為的結果，學生知識分享的比例為：知識分享與討論(K1)占82.13%、發現知識內容的錯誤(K2)占5.05%、知識的協商與共建(K3)占12.82%，其中以知識分享與討論K1佔最高比例，而行為模式的移轉為K2→K3，顯示學生在發現錯誤重新定義問題的同時會進一步的做知識的協商與共建。

關鍵字

人格特質 ； 互惠規範 ； 電腦中介溝通 ； 知識分享成效 ； 知識建構

並列摘要

In recent years, With regards to the growth of these SNS, educational researchers are exploring the potential educational value of using SNSs. Behavioral patterns are important in evaluating learning outcome. Interaction Analysis Model (IAM) can be used to analyze behavior patterns. The purpose of this study is to explore the behavioral factors of using Facebook and the influence of behavioral patterns on the effectiveness of knowledge sharing. This study measure behavioral factors of using Facebook by using four scales, namely; Personality trait, norm of reciprocity Computer-mediated communication , effectiveness of knowledge sharing. And we investigate user behavior by using IAM to observe the student learning process on Facebook.  
The results show that agreeable is most effective in message involvement. On the other hand, extraversion is most effective in social interaction. Norm of reciprocity has an effect on both social interaction and message involvement. Message involvement has a significant effect on knowledge sharing, especially on knowledge sharing satisfaction. The result shows the percentage of knowledge sharing factors including Sharing/comparing of information (82.13%), Discovery and exploration of dissonance or inconsistency among participants (5.05%), and Negotiation of meaning/co-construction of knowledge(12.82%). Sharing/comparing of information has the highest percentage. Migration patterns of behavior: The discovery and exploration of dissonance or inconsistency among participants will change to Negotiation of meaning/co-construction of knowledge. Explanation: The Discovery and exploration of dissonance or inconsistency among participants further promoted the Negotiation of meaning/co-construction of knowledge.

並列關鍵字

personality trait ； norm of reciprocity ； Computer-mediated communication ； effectiveness of knowledge sharing ； knowledge-construction

參考文獻

2.蘇郁涵，「Facebook之使用者人格特質、自戀行為暨涉入程度對使用者忠誠度影響之研究」，銘傳大學傳播管理學系研究所碩士論文，2012年。

1.BEAUCHAMP, K. and S. J. McKELVIE (2006). "PERSONALITY TRAITS AND UNIVERSITY PROGRAM 1, 2." Psychological reports 99(1): 277-291.

2.Bench-Capon, T. J. and P. H. Leng (2000). "Computer-mediated collaborative learning of legal argumentation." Information & Communications Technology Law 9(2): 129-138.

3.Burnett, C. (2003). "Learning to chat: Tutor participation in synchronous online chat." Teaching in higher education 8(2): 247-261.

5.Chiu, C.-M., M.-H. Hsu, et al. (2006). "Understanding knowledge sharing in virtual communities: an integration of social capital and social cognitive theories." Decision support systems 42(3): 1872-1888.