使用Blog做為教學媒體之量化與社會網路分析

在以電腦為基礎實驗課程中的教導挑戰之一是追蹤學生的進度並且個別地給予援助。當完成了一堂課的作業，授課學生必須將作業結果發佈在自己的部落格上，並且在教師部落格上發佈一個靜態連結的通知訊息。透過靜態連結去檢查學生的部落格，教師可以立即了解學生的學習進度，更進一步給予學生指導。我們也使用部落格作為社會學習的工具：藉由瀏覽同儕的作業、教師和學生留在部落格的建議，學生能夠得到不同於同儕的新想法。經由調查結果顯示，學生透過部落格繳交作業結果，與教師互動，減少剽竊行為並且與同儕學習，對於課程有很大的幫助。藉由社會網路分析可以更進一步了解社會學習的關連性非常高。在36個學生中有65.8%機率，平均給予同儕的建議為3.5個，差不多經由點擊2至3次的對話連結可以閱讀到同儕的作業（在我們的案例中，最多在6次，平均2.8次）。我們也發現到有意見領袖的情況，36人中有4人。這些領袖提供了給予同儕接受到高品質作業的機會，或者說，可以閱讀領袖的作業做為參考。

關鍵字

互動學習；數位學習；社會學習

並列摘要

One of the teaching challenges in computer-based laboratory is tracking student progress and giving assistance on an individual basis in the lab classroom. When finishing a lab, students are asked to submit their results at their own blogs and make a notice by placing a link at the instructor's blog. Pursuing the links and checking out students' blogs, the instructor can grasp immediate status of student progress and make informed judgments on which students to walk towards and initiate further interactions with. We also use blogs as tools of social learning. By browsing the selected peer works and the comments made by peers as well as instructors on students’ blogs, students are empowered to stimulate new ideas different from each other. Survey results show that students who took the lab courses are satisfied with turning in lab results through blog posting, getting instructor's in-class interactions, piracy reduction, and social learning. Social network analysis further indicates the degree of the social connectedness in the learning group is high. With probability 65.8%, namely nearly 2 out 3, the 36 participants by making only 3.5 comments per person in average, can chase the dialogue links and read their peers’ works along in just a few chained links (all below 7, and 2.8 on average in our case). We also found there existed a few opinion leaders, 4 out of 36, in the group. Those opinion leaders created opportunities for their peers to expose themselves to high quality works which served as live model examples

並列關鍵字

In-classroom Blog ； e-Learning ； Cooperative Leaning ； Social Learning

參考文獻

[3] Will Richardson, “Blogs, wikis, podcasts, and other powerful webtools for classrooms,” Corwin Press, Thousand Oaks, CA, 2006.

[4] Jeremy Williams and Joanne Jacobs, “Exploring the use of blogs as learning spaces in the higher education sector”, Australasian Journal of Educational Technology, 20(2), 2004, pp. 232-247.

[10] Williams, J. B., & Jacobs, J., “Exploring the use of blogs as learning spaces in the higher education sector,” Australasian Journal of Educational Technology, 20(2), 232-247.

[15] Weblogs at Harvard Law School, from http://blogs.law.harvard.edu/

[19] Walther, J.B.,. “Computer-Mediated Communication: Impersonal, Interpersonal, and Hyperpersonal Interaction,” Communication Research, 23: 3-43

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使用Blog做為教學媒體之量化與社會網路分析

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