MOOCs課程討論區部分角色分配之 學習互動、知識建構與序列行為模式分析

本文欲探討MOOC的非同步線上討論論壇中，「角色分配」對學生的學習者互動水平與知識建構水平之影響。該研究旨在將角色分配作為提升線上討論品質，以觀察由少數「部分角色分配」學生驅動的討論論壇，產生的互動關係及知識建構的不同。接著，本文使用滯後序列分析，探討了MOOCs論壇中「無角色分配」和「部分角色分配」的行為模式之間的差異。在「學會學：學習之道」這門MOOC中，本研究在不同的開課學期，採取兩種角色分配條件：無角色分配的討論，以及部分成員有設定角色的討論。研究最終提出證明，部分角色分配對MOOC教師而言是一種有效且可行的討論加強策略。未來線上學習教師可採取本研究的部分角色分配，省時省力的提升討論品質。

關鍵字

角色分配；非同步線上討論區；互動水平；知識構建；大規模開放線上課程；滯後序列分析

並列摘要

This thesis investigates influences of role assignment on the levels of student interaction and knowledge construction in asynchronous online discussion forums in a MOOC. The researcher believes that role assignment is an enhancing strategy for quality forum discussions. Partial role assignment was used as the experimental intervention in the study. Four consecutive MOOC offerings from “Learning how to learn” were used; two of the offerings used partial role assignment where a few students were assigned discussion roles in the course, and the other two served as control groups where students participated forum discussions naturally. In addition to distinguishing the counts of interaction levels and types of knowledge construction between two treatment groups using chi-square test for independence, , the study uncovered different sequential behavioral patterns between the “No Role Assignment” group and “Partial Role Assignment” group by lag sequential analysis. The researcher suggests that partial role assignment has proven effects in terms of improving interaction levels and change the nature of knowledge construction. Moreover, partial role assignment can be a feasible intervention strategy for MOOCs instructors, due to it is a time-saving and labor-saving way to improve discussion quality while maintaining reasonable load in MOOC instruction.