以社會呈現理論的觀點探討影響合作式學習成員互動過程以及學習成效的因素

近年來，由於資訊科技在網際網路的應用，合作式學習已逐漸成為數位學習一種重要學習方式。基本上，人與人之間的互動方式可以利用社會呈現 (Social Presence)來加以來衡量，而人與人之間在使用不同的溝通媒介進行溝通時，會感受到不同程度的社會呈現程度。本研究係根據Tu (2000)的社會呈現理論建立研究架構，主要研究構面為：(1) 社交情境─同組之間的信任、課程之接受程度、合作學習興趣及整體環境的喜歡程度；(2) 合作學習互動過程─線上溝通與互動性；與(3) 學習成效─個人學習成績及學習滿意度。為驗證社會呈現理論在合作學習過程應用之可行性，本研究發展一個以Web-based的合作式學習系統，搜集學習成員互動過程及學習成效等相關資料作為實證分析的依據。本研究主要是採用實驗法，實證對象是國內某科技大學之資訊管理研究生，將管理組學員8人設定為控制組，技術組學員8人設為實驗組。本研究是以資訊管理個案做為學習教材，將二組合作學習過程之學習記錄、互動過程以及測驗成績等記錄在Web-based的合作式學習系統，本研究蒐集資料時間為期一個月。本研究根據上述資料進行統計分析並比較二組學員在合作學習過程及學習成效之差異。本研究的主要發現如下：(1) 組別在線上溝通方面具有顯著性的差異，組別在互動性方面具有顯著性的差異；(2)線上溝通對於學習成績與學習滿意度具有顯著性的影響，互動性對於學習成績與學習滿意度具有顯著性的影響；與(3) 組別的前測成績與後測成績有顯著性的差異。本研究成果可以提供學術界與實務界在合作式學習方面的參考依據

關鍵字

合作式學習；學習成效；學習理論；社會呈現理論

並列摘要

Recently with the application of information technology on internet, cooperative learning has gradually become a major method of e-learning. Fundamentally, the interaction between the group members can be measured by the degree of social presence. Therefore, group members may have different degree of social presence by way of using different communication media. In this study, the research framework is constructed based on the social presence theory by Tu (2000). The major dimensions of this framework include: (1) social context- team trust, degree of course acceptance, interest in cooperative learning, and pleasure in cooperative learning environment; (2) interaction of cooperative learning process-online communication and interactivity; and (3) learning performance- test score and learning satisfaction. To examine the feasibility of applying the social presence theory on the process of cooperative learning, a web-based cooperative learning system is developed to collect the data about the interaction between group members and learning performance. An experimental study is conducted in this study. The subjects of this experiment are sixteen graduate students of management information systems department. The subjects are divided into two groups. One group includes eight members that major in management, named as the control group, and another group that major in technology, named as the experimental group. Five case studies in management information systems are used as the learning materials for cooperative learning. Related data such as learning record, interaction between group members and test record during the cooperative learning process are recorded in the web-based cooperative learning system. This experiment lasts for one month. A statistical analysis is conducted to examine the interaction between group members affecting the learning performance. The major findings of this study are shown as follows: (1) type of group has attained significant difference in on-line communication and interactivity, (2) on-line communication has attained a significant influence on learning performance and learning satisfaction, interactivity has attained a significant influence on learning performance and learning satisfaction, and (3) type of group has attained a significant difference on the pretest and posttest scores. Findings of this research can provide useful guidelines for the academic and practices.

並列關鍵字

Cooperative Learning ； Learning Performance ； Learning Theory ； Social Presence Theory

參考文獻

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以社會呈現理論的觀點探討影響合作式學習成員互動過程以及學習成效的因素

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