學習功能的使用時間與歷程對網路專題學習成果影響之研究

專題學習已成為近年來相當受到矚目的學習方式，本研究旨在探討國小學童在網路專題學習環境下各項學習功能的使用時問與歷程對學習成果的影響，所謂的學習功能，是指學生在網路專題學習活動中，進行相類似的學習或溝通之行為，將之聚集分類成若干種有意義的學習功能。本研究以國民小學六年級學童為實驗對象，並以超瀏覽器學習歷程紀錄方式記錄其在網路專題學習環境中各項學習功能的使用時問與歷程。而學生專題學習的成果，則是以三角檢核法針對學習歷程評量表與作品產出評量表，作整體客觀地評量，並且分別利用統計與資料探勘技術，對所蒐集的歷程紀錄對應於專題學習成果來進行分析。本研究結果發現：（1）在網路專題學習環境中，多使用「同步溝通」、「非同步溝通」與「搜尋網路資源」等學習功能，對學生的學習歷程成績與作品產出成績有顯著的影響效果；（2）而在學習歷程的研究發現，「搜尋網路資源」、「同步溝通」與「非同步溝通」等學習功能的使用時間越多，且常進行「搜尋網路資源」功能並搭配使用「非同步溝通」功能的學習者，越能獲得較佳的專題學習成果。

關鍵字

專題學習；學習歷程；資料探勘

並列摘要

Project-based learning is more popular recently. The purpose of the study was to probing into the spending time of each function of elementary students in the Net-PBL environment. This research collected 120 students from 6 elementary schools. The research also developed a system to keep tracking students' spending time of each function, called the Hyper-browser Portfolio Recorder. It used the triangulation method to get the objective result in the portfolio achievement and article achievement in the students. The research analyzed the portfolio records of the PBL achievements by using the statistic analysis and data mining technologies. From the experiment study, there are two conclusions, which are: (1) synchronous communication function, the asynchronous communication function and search web function have the best expectations to the learning portfolio achievement and article achievement when the elementary students learning in the NET-PBL environment. (2) In the part of relationship between of students models and the PBL achievement, students got higher PBL achievement when they spent more time in the search web function, synchronous communication function, asynchronous communication function, and those who usually used search web function and then used the asynchronous communication function everyday.