以同儕助教協助帶領網路課程討論區之效果探究

Investigating the Effect of Using Peer Tutoring to Assist Guiding E-class Discussion Forums

劉明洲(Ming-Chou Liu) ； 高台茜(Tai-Chien Kao) ； 林家五(Chia-Wu Lin) ； 蘇育代(Yu-Tai Su) ； 詹之瑜(Chih-Yu Chan)

《慈濟大學教育研究學刊》 8期 (2012/05) Pp. 31-51

https://doi.org/10.6754/TCUJ.201205.0031

摘要

網路教學平台的應用是現今大學教學的新趨勢，除了下載教材和上傳作業等功能之外，非同步討論區所進行的訊息交流與知識分享，可以在教學過程中發揮很大的功能。在教學卓越計劃的積極推展之下，本研究之個案學校（東華大學）數位教學平台「東華ｅ學苑」，引入同儕課輔助教去協助老師引導討論區的討論，成效良好。為了進一步檢視線上課程助教的角色與效益，本研究以九十八學年度第二學期表演劇坊課程的成員討論資料為個案，採用內容分析法進行編碼與統計分析。分類編碼包括開啟話題者、助教的發言類型（提示、說明、總結、分享和回應）、學生回應話題相關性（低相關、中相關和高相關）、學生發言類型（回答、分享、提問和反思）。研究結果發現：1.隨著教學活動進行，學生發言量是先上升後下降。而助教和授課教師的發言量都比較平均，沒有隨著學期的進展有特別升高或降低；2.助教開啟的話題較學生開啟的話題，得到的回應數量較多，但是在回應類型的比例上並沒有明顯的差異；3.助教發言為提示類型時得到的回應數與相關性是最高的，其次是總結和分享類型。本研究所獲得的結論為課輔助教可以在討論區中有效協助老師引導討論，尤其在本次個案之功能表現可以接近於教師的效果，而課輔助教應該學會善用不同的發言類型去引導討論區討論。

關鍵字

網路學習 ； 同儕助教 ； 課程討論

並列摘要

The application of a web-based learning platform is one of the new trends in college teaching today. Apart from the materials download and homework upload, some functions, such as message exchange and knowledge sharing in an asynchronous discussion forum might play significant roles in the teaching process. This study is based on the case of ”performance theatre” member discussion, adopting content analysis to preceed coding and statistical analysis. The classification code separately includes: discussion topic opener, the TA's speech type (such as prompt, description, summary, sharing and response), the topic correlation of student response (low correlation, middle correlation, high correlation) and the student's speech type (response, sharing, questions and self-examination). Research results indicate that: 1) The students' speech volume increased first and then decreased later during teaching activities. The speech volumes of TAs and professors, on the other hand, maintained an average, without obvious increase or decrease, during the semester. 2) Compared with the student's topic initiation, the topic initiated by the TA had gained a lot more responses; however, there was no obvious difference in the response type. 3) When the TA's speech type was the prompt, the response volume and topic correlation gained from the students, were highest; the second highest type was the summary and sharing. To conclude, peer tutoring TA is able to facilitate an e-class discussion forum, and its role function can be close to that of a teacher; tutoring TAs should be able to guide the discussion forums with the different types of speech.

並列關鍵字

web-based learning ； peer tutor ； discussion forum