虛擬團隊之創造力研究-以師院勞作課程為例

A Study on Creativity of Virtual Teams

張玉山(Yu-Shan Chang)

指導教授 ： 李大偉

國立臺灣師範大學/科技學院/工業科技教育學系/博士(2002年)

摘要

本研究旨在探討虛擬團隊的運作在師院勞作課程中，創造力表現的歷程及結果。本研究透過索羅門四組實驗設計，以立意取樣的方式，在兩所師院共四個不同班級進行教學實驗。以量化研究的方法，分析虛擬團隊運作對成員的個人創造力、構想創意、及產品創意的影響，主要統計方法包括單因子變異數分析及共變數分析；再以質化研究的方法，探討虛擬團隊的創意歷程，主要分析方法為歸納式分析法。主要的研究發現包括：1.創造力前測的實施，對虛擬團隊的個人創造力、構想創意及產品創意，沒有顯著的影響。2.虛擬團隊對個人創造力沒有顯著的影響，但是在構想創意和產品創意方面，會有正面的效果。3.虛擬團隊的創意歷程，包括啟動期、約定期、分散發言期、正式討論期、密集討論期、及作業上繳期。小組在工作時間的分配不均，成員對於小組合作方法、團隊創造方法、電腦網路操作知能、科技專業知能，則明顯欠缺。最後，本研究依據研究發現與結論，分別針對虛擬團隊的設計經營、勞作課程的教學與後續的研究，提出建議事項。

關鍵字

虛擬團隊 ； 創造力 ； 勞作

並列摘要

The Purpose of this study was to discuss processes and results of virtual teams creativity in teacher’s college technology education. An experiment was conducted with the Solomon four-group design. The results yielded by One-way ANOVA and ANCOVA revealed that: (1) there were no significant differences in personal creativity, designing creativity, and product creativity within with-pretest-groups and without-pretest-groups; (2) there was no significant difference in personal creativity within virtual teams and conventional teams. Nevertheless, there were statistically significant differences both in designing creativity and product creativity. In addition, as a result of inductive analysis qualitatively, findings revealed that those main developmental stages which virtual teams adopted to create innovative products were initiation, appointment, dispersed discussion, formal discussion, concentrated discussion, and ending. Finally, based on the findings of this study, several recommendations for managing virtual teams, teaching technology education, and future studies were proposed.

參考文獻

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