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  • 學位論文

探討支援活動感知於線上協同學習對於學習的影響

The Influences of Supporting Awareness in Computer-supported Collaborative Learning

指導教授 : 劉寶鈞

摘要


網際網路已經普遍的被應用在學生的協同學習方面。但是由於學生並非時時刻刻都能夠連結網際網路系統,往往會錯失同儕於網際網路系統上進行相關學習活動的資訊,如此將會影響同儕間進行學習的互動,並進而降低學生們透過網際網路系統進行協同學習活動的成效。因此本研究探討當學生以網際網路系統進行協同學習活動時,提供活動感知機制的可行性;並且根據合作學習的要素且進一步提供感知機制以發展理論架構,希望當學生們進行協同學習時經由感知機制的支援以促進彼此間的互動,並確保他們積極地參與協同學習活動、提升知識建構時的反思、並進而提升學習成效。為驗證本研究所提出的發展理論架構之可行性,本研究建置一線上協同學習平台,而該平台的功能架構主要是根據Teams-Games-Tournaments的合作學習策略所規劃與建置;並且透過手機簡訊的技術做為發送即時通知來提供感知服務,達到隨時隨地讓學生能夠覺知同儕在網際網路系統進行某項學習活動的訊息。而希望學生在接收到即時通知後,讓他們能夠盡快的調整行程以參與協同學習活動。本研究進一步進行實驗,實驗對象為北部某大學部學生,他們主要是學習程式設計的專業知識與技能。為能夠探討支援活動感知對於學生們進行線上協同學習的成效,實驗參與者被分為控制組與實驗組。實驗結果顯示有手機簡訊支援活動感知的學生而言,其學習成效是呈現顯著差異的。而學生在參與協同學習活動的頻率方面,有活動感知支援的學生其協同學習活動的參與度也顯著的高於沒有活動感知支援的學生。此外,有活動感知支援的學生他們對於自身作業的反思評量也與教師的評量結果較為接近。而許多研究指出資訊科技輔助協同學習或是教學策略應用,對於不同先備知識程度的學生所獲得的學習效果是不一樣的;且必須考量先備知識的差異性對於學習行為與學習成效的影響。所以本研究也進一步根據實驗參與者的先備專業能力探討支援活動感知對於高、低學習成就者的影響。研究結果顯示活動感知的機制均提升了高、低學習者的學習成效。而在學習的過程中,活動感知機制有助於降低高學習成就學習者的焦慮感,卻提高了低學習成就學習者的焦慮感;但是另一方面也提升了低成就學習者對於學習活動的責任感。

並列摘要


The Internet has been widely used to promote collaborative learning among students. However, students do not always have access to the system, leading to doubt in the interaction among the students, and reducing the effectiveness of collaborative learning, since the web-based collaborative learning environment relies entirely on the availability of computers and the Internet. Therefore, this study argued that the lacking of awareness when performing collaborative learning activity would decrease the mutual interaction among teammates and result into inferior effectiveness of collaborative learning. This study proposed a theoretical framework to support the social awareness in collaborative learning work, and further conducted an empirical study to evaluate the effect of this framework. In a situation that the teammates were not available to connect to the web-based collaborative learning environment, the mechanism of social awareness offered an additional channel for the collaborative learners to engage in the learning activity. A web-based collaborative learning scheme based on social awareness carried out through a short message service of mobile phones is proposed herein. The proposed mechanism automatically sends a real-time notification through a short message service of mobile phone based on student identity and learning activity, making the student aware of the collaborative learning context, and further improving the student’s learning. A web-based Teams-Games-Tournaments collaborative learning activity was conducted in undergraduate students in Taiwan to examine the proposed scheme. Experiments demonstrated that social awareness of the collaborative learning context through the real-time notification with the short message service of mobile phones significantly increased the engagement of the student participation in learning activity as well as improved the learning performance of the students. Moreover, it is uncertain whether or not such mechanism is adequate and fit to all students, viewing that each individual student has a different level of prior domain knowledge. In such vein, this study also examines the effect of the web-based Teams-Games-Tournaments collaborative learning, especially the real-time notification through the short message service of mobile phone, on collaborative learning activity for low and high achievers and how they perceive such mechanism. The results indicated that the mechanism of social awareness can improve the learning achievements of both high and low achievers. However, the real-time notification increases the anxiety of low achievers about collaborative learning, whereas it reduces the anxiety of high achievers. In addition, it does not only enhance the individual accountability of low achievers, but also improve the learning achievement of low achievers.

參考文獻


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