Web 2.0工具應用於大學生課程相關學習活動之研究

A survey of applying Web 2.0 to undergraduates’ learning

石官玉(Kuan-Yu Shih)

指導教授 ： 吳明德

國立臺灣大學/文學院/圖書資訊學研究所/碩士(2013年)

https://doi.org/10.6342/NTU.2013.00105

摘要

本研究旨在瞭解Web 2.0應用於大學生課程相關學習活動之情形，以及大學生對於相關應用之看法。具體而言，本研究之目的為探討：1. 大學生Web 2.0工具之課程相關學習活動應用行為，2. 大學生Web 2.0日常與學習活動使用行為關聯，3.大學生對Web 2.0應用於課程相關學習活動之態度與看法。本研究採半結構式深度訪談法，訪談對象為21位國立臺灣大學之大學部學生，所有訪談對象皆擁有Web 2.0工具課程相關學習活動使用經驗。除透過訪談問題來了解大學生之Web 2.0學習活動使用行為與看法，本研究另設計受訪者基本資料調查表以蒐集及分析受訪者之基本資料、應用之Web 2.0工具類型與使用頻率資料。
研究結果顯示，大學生在課程相關學習活動中應用廣泛的工具類型。以多媒體分享服務、社群網站、Wikis與課程管理平台等工具最為普遍；課程教師、日常使用習慣與同儕則是影響大學生學習活動工具應用的主要因素。在學習活動中，大學生主要應用Web 2.0工具於小組合作、作業呈現、資料查找、獲取與分享，且以資訊取用為主，甚少參與內容創造。此外，大學生在日常生活中亦使用多元化的Web 2.0工具，其中以部落格、多媒體分享服務、線上溝通工具、社群網站與Wikis最受青睞。日常使用Web 2.0工具之主要影響因素為日常網路瀏覽行為、同儕與教師。大學生日常應用Web 2.0之方式多元，資料查找、儲存與分享、溝通聯繫與休閒娛樂是主要的使用方式，惟日常使用Web 2.0工具仍以資訊取用為主，較少貢獻資訊內容。研究結果也顯示，大學生Web 2.0工具之日常使用與學習活動應用會交互影響，但日常使用之影響力較為明顯。
本研究也發現，大學生認為應用Web 2.0工具於學習活動之優點為：有助於人際溝通聯繫、小組合作、資料查找、分享，以及學習方式與工具多元化；但容易分心、線上溝通效率不佳、人際疏離、資料品質與設備問題等則為其缺點。整體而言，大學生認同運用Web 2.0工具於學習活動，但應適當地使用；而且教師應選擇學生常用的工具，或結合多項工具使用，並善用Web 2.0工具的優點；同時，大學生認為教師應視課程性質與需求運用Web 2.0工具，並主動參與及帶領、鼓勵學生使用。
基於研究結果，本研究分別針對大學教師與高等教育機構提出建議。首先，大學教師應依據課程性質與授課需求適度將Web 2.0工具融入教學活動，並於應用之初即明確告知學生工具運用之目的及所欲達成之教學目標，讓學生有所依循。再者，大學教師應了解並應用學生日常慣用的Web 2.0工具輔助教學，以提高學生的工具使用意願；最後，由於本研究發現即使是學習活動應用，大學生仍甚少參與Web 2.0工具之內容貢獻，故建議大學教師應主動參與並帶領學生應用Web 2.0工具，帶動學生參與內容貢獻之風氣。而高等教育機構方面，本研究建議參考或結合現有Web 2.0工具改善課程管理平台，創新運用學生已然熟悉的工具於課程活動；同時，高等教育機構也應鼓勵教師應用Web 2.0工具輔助教學，吸引學生參與課程，提升學習效率。

關鍵字

大學生 ； Web 2.0 ； 學習活動 ； 課程活動 ； 使用行為

並列摘要

This study aims to understand the Web 2.0 usage in undergraduates’ learning as well as students' views for those applications. Specifically, this study tries to investigate: 1) undergraduates’ uses of Web 2.0 in learning activities, 2) the correlation between undergraduates’ Web 2.0 daily use and learning use, 3) the attitudes and opinions of undergraduates about applying Web 2.0 to learning activities. This study adopted the semi-structured interview method to interview 21 undergraduates from National Taiwan University. All of the interviewees were asked about their usage of Web 2.0 in school learning. In addition to the interview questions, the interviewees also filled in a form about their basic information, choice of Web2.0 tools and the frequency of use. The analysis is based on these data collected.
The results show that undergraduates apply various Web 2.0 tools to learning. The major tools are multimedia-sharing services, social networking sites, Wikis and course management systems. The major influence factors come from teachers, habits and peers. In learning activities, Web 2.0 is mostly used for group work, presentation, information searching, accessing and sharing. When undergraduates apply Web 2.0 to learning, they browse and access to information but rarely create content. In addition, undergraduates also use diverse Web 2.0 tools in daily life. The most popular tools are blogs, multimedia-sharing services, online communication tools, social networking sites and Wikis. The major factors affecting the Web 2.0 daily use were web browsing, peers and teachers. The undergraduates use Web 2.0 in the daily life in various ways, mostly information searching, storage and sharing, communication and entertainment. Even in the daily life, undergraduates still rarely contribute to Web 2.0 platform. The results also indicate that undergraduates’ Web 2.0 daily usage would interwork with its application to learning, but the influence of daily usage is more obvious.
The study also finds that undergraduates consider the advantages of applying Web 2.0 to learning activities are: supporting interpersonal interaction, facilitating group cooperation, easing information searching and sharing, and diversifying learning methods and tools. However, there are also many shortcomings when applying Web 2.0 to learning activities. For example, students are easily distracted, online communication efficiency decreases, and interpersonal relationship becomes alienated. Moreover, there exist data quality and technology equipment problems. Overall, undergraduates agree with the use of Web 2.0 in learning activities and also agree that it should be used appropriately. The students expect that teachers should apply tools which students usually use, make good use of Web 2.0, and encourage students to actively use Web 2.0. Also, the students suggest that teachers should depend on the character and needs of courses to apply Web 2.0, participate in the activities on Web 2.0 actively and lead and encourage students to use
This study offers university teachers and higher education institutions some suggestions based on the findings. Firstly, university teachers should depend on the character and needs to apply Web 2.0 properly and explicitly explain to students why apply Web 2.0 to teaching and what goals they want to achieve at the beginning. Secondly, university teachers should understand and apply the students’ familiar Web 2.0 tools to improve students' willingness to use these tools. Lastly, the study finds that even in learning, students rarely involve in content creation. The study suggests that university teachers should lead the students to actively use Web 2.0 and to raise students’ willingness to contribute to the content. For higher education institutions, the study suggests to combine the existing Web 2.0 tools to improve the course management systems and to apply students’ familiar tools in curricular activities creatively. Furthermore, higher education institutions should encourage teachers to apply Web 2.0 to improve their teaching, to attract students to participate in curricular activities and enhance their learning efficiency.

並列關鍵字

undergraduates ； Web 2.0 ； learning ； curricular activities ； user behavior

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