跳到主要內容

臺灣博碩士論文加值系統

(44.200.196.114) 您好!臺灣時間:2024/03/29 02:31
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:陳重光
研究生(外文):chung-kuang chen
論文名稱:網路合作學習中小組合作競爭學習方式對國小學童專題研究製作之影響
論文名稱(外文):The Influence of A Project Anlaysis Upon Elementary School’s Students for A Learning Mode of Cooperation-Competition Inside The Cooperative Learning on The Network
指導教授:葉道明葉道明引用關係
指導教授(外文):Dowming Yeh
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:資訊教育研究所
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2005
畢業學年度:93
語文別:中文
論文頁數:87
中文關鍵詞:網路學習合作學習競爭學習專題導向式學習合作競爭模仿學習
外文關鍵詞:network learningcooperative learningcompetitive learningProject-Based Learning
相關次數:
  • 被引用被引用:30
  • 點閱點閱:965
  • 評分評分:
  • 下載下載:156
  • 收藏至我的研究室書目清單書目收藏:22
本研究採取實驗研究法,以「合作學習」為導向,在網路上架設一簡單的學習平台,將學生分為「純粹合作組」和「合作競爭模仿組」兩種網路合作學習的模式,每種學習模式各十組,每組人數為三人,讓學生在規定時間內完成「專題研究」的作業。實驗過程與結果以電腦紀錄,並以t檢定分析,兩種學習模式在「上線次數」、「總上線時間」、「個人單次上線時間」、「資料收集」、「作品分數」等變項上的差異情形。研究結果發現,「純合作組」與「合作競爭模仿組」之間,其在「上線次數」、「總上線時間」、「資料收集」等變項中並無顯著差異;而在「個人單次上線時間」、「作品分數」兩個變項中則有顯著差異。最後,研究者根據研究結果,提出網路課程設計以及未來研究上之結論與建議。
本研究研究結果發現如下:
一、兩種不同學習方式在上線次數、總上線時間並沒有顯著差異。
二、在個人單次上線時間與最後的「專題研究」作品分數方面,合作競爭模仿組則顯著優於純合作學習組。
三、在各組留言紀錄方面,純合作組有一些學習無助的對話,而合作競爭模仿組則有焦慮與壓力的情況產生。
四、本研究進行資料分析後,推論在非同步的網路環境中,學習者常未能及時得到回饋,而感到浮躁與不安,繼而陷入學習無助感,利用合作與競爭並進的策略可以突破這些困境,讓學生達到有效率的學習。
Based on the experimental research methodology, we set up a simple learning platform on the Internet in a “cooperative learning” oriented approach. Students are divided into two network cooperative learning modes: “Cooperation Only” and “Competitive Cooperation”. Each learning mode consists of ten groups, and each group consists of three students. The students are supposed to finish a “Project Research” assignment within definite time period. The experiment process and results of these two learning modes are recorded with computers, and the differences of variables, such as “on-line frequency”, “total on-line time”, “individual on-line time per person per episode”, “data collection”, and “score of works” are analyzed by t-test. It is found there are no distinctive differences between “Cooperation Only” and “Competitive Cooperation” learning modes regarding the variables of “on-line frequency”, “total on-line time”, and “data collection”. There are, however, distinctive differences regarding “individual on-line time per person per episode” and “score of works”. Finally, researchers present their conclusions and suggestions on the Internet curriculum design and future study based on the research findings.
Findings of this study are as follows:
1. The two learning modes showed no significant difference in on-line frequency and total on-line time.
2. In terms of individual on-line time per person per episode and the final score of works, “cooperative competition” groups were significantly doing better than “cooperation only” groups.
3. In the message record of various groups, some conversations that showed learning helplessness were seen in “cooperation only” groups, while anxiety and stress were evident in “cooperative competition” groups.
4. After data analysis, the study deduced that in non-synchronous network environment, learners often felt fickle and anxious because they could not obtain timely feedback, and then fell prey of learning helplessness. Using a strategy that combines cooperation and competition may break through this problem, and lead to effective learning of students.
第一章 緒論 1
第一節 研究動機與背景 1
第二節 研究目的 3
第三節 研究範圍 4
第四節 研究限制 5
第五節 名詞解釋 5
第二章 文獻探討 8
第一節 合作學習 8
第二節 網路合作學習 19
第三節 競爭學習 25
第四節 建構主義 29
第五節 匿名的定義與相關研究 33
第三章 研究方法 38
第一節 研究步驟 39
第二節 研究架構 42
第三節 研究對象 43
第四節 研究設計 44
第五節 研究假設 45
第六節 系統架構與實驗設計 46
第七節 研究工具 56
第四章 研究結果與討論 57
第一節 不同實驗處理在各依變項上之差異情形 57
第二節 實驗過程中的發現分析 66
第五章 結論與建議 70
第一節 結論 70
第二節 建議 73
參考文獻 77
一、 中文部分 77
二、 西文部分 79
一、中文部分
王千倖(民88)。「合作學習」和「問題導向學習」--培養教師及學生的科學創造力。教育資料與研究,28,31-39。
王千濤(民90)。電腦支援問答競爭學習遊戲設計之探索。國立中央大學資訊工程研究所碩士論文。
王淑如、王裕德(民90)。教學新策略-網路合作學習。臺灣教育,603,33-39。
朱則剛(民81)。教育科技派典初探(一)。教學科技與媒體,5,40-43。
朱湘吉(民81)。新觀念、新挑戰-建構主義的教學系統。教學科技與媒體,2,15-20。
吳姝蒨(民84)。電腦中介傳播人際情感親密關係之研究──探訪電子布告欄( BBS)中的「虛擬人際關係」。國立政治大學新聞研究所碩士論文。
吳齊殷(民87)。虛擬社區的「生活經驗」對個人真實生活的影響:社會學研究的新領域,Net’98 台灣網路新世紀研討會。
沙依仁(1998)。 人類行為與社會環境。台北。五南。
邱瓊慧(民87)。國民小學自然科學網路學習研究- 子計畫二: 合作學習環境與活動之規劃與應用模式研究(I)。行政院國家科學委員會專題研究計畫成果報告精簡論文 (NSC87-2511-S-024-007-ICL) 。
孫春在(民84)。超媒體網路與遠距合作式電腦輔助學習,教學科技與媒體。21,29-37。
徐新逸(民90)。如何利用網路幫助孩子成為成為研究高手─網路專題式學習與教學創新。台灣教育,607,25-34。
張世忠(民87)。建構教學-理論與應用。台北:五南。
張春興(民94)。教育心理學,台北:東華書局。
郭重吉(民86)。迎接二十一世紀的科學教育,教學科技與媒體,33,3-11。
陳祖昱(民87)。以合作學習提昇學生的學習與社會技巧,萬能商學學報第三期,27-52。
單文經(民84)。提升內在動機的教學原則。教育科技與媒體,35,14-20。
喬祺、許智超。網路科技輔助國小學童發展合作技巧之可能性,台南師院學報,35,17-14。
黃建瑜(民88)。國中理化教師試行合作學習之行動研究。國立高雄師範大學科學教育研究所碩士論文。
黃政傑(民82)。合作學習教學法,課程教學之變革,台北:師大書院。
黃政傑、林佩璇(民85)。合作學習,五南圖書公司。
楊坤原(民89)。教學主義與建構主義對電腦輔助教學設計的意涵。視聽教育雙月刊,42,14-24
楊達妮。民國91年。「企業網路謠言之危機管理策略研究-消費者行為與企業策略觀點」。國立政治大學廣告學研究所碩士論文。
楊語芸譯(民88),Deaux, K., Dane, F. C.,& Wrigbtsman, L. S.原著(民88)。九○年代社會心理學,第五章。台北:五南。
賴家賢(民88)。營造學習者為中心的合作學習環境。視聽教育雙月刊,41,20~29
韓佳玲(民91)。網路匿名競爭對學習經驗之影響國立成功大學教育研究所碩士論文。
魏來成(民88)。促進合作的網路學習活動與系統的發展,臺南師範學院資訊教育研究所碩士論文。

二、西文部分
Ausubel, D. P. & Robinson, F. G. (1969). School learning. America: Holt, Rinehart & Winston., 395-402.
Baltes, B. B., M. W. Dickson, A. P. Sherman, C. C. Bauer, and J. S. LaGanke (2002), “Computer-Mediated Communication and Group Decision Making: A Meta-Analysis.” Organizational Behavior and Human Decision Processes, 87(1),156-179.
Bandura, A. (1982).Social Foundation of though and action : A social cognitive theory . Englewood Cliffs , NJ : Prentice-Hell.
Ben-Ze’ev, A. (2003), “Privacy, emotional closeness, and openness in cyberspace.” Computers in Human Behavior, 19, 451-467.
Bereiter, C. & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L.B. Resnick,(Ed.),Knowing,learning, and instruction. Hillsdale,NY:Lawrence Erlbaum,361-392.
Berliner, D. C. & Calfee, R. C. (Eds.) (1996). Handbook of education psychology. New York: Simon & Schuster Macmillan., 276-277.
Bouton, C. & Garth, R. Y. (1983). Learning in groups: New directins in teaching and learning. San Francisco: Jossey-Bass.
Bossert, S.T. (1989). Cooperative activities in the classroom. Review of Research in Education, 15, 225-250.
Butler, R. & Kedar, A. (1990). Effects of intergroup competition and school philosophy on student perceptions, group processes, and performance. Contemporary Educational Psychology, 15(4), 301-318.
Chiu, C. H., Chen, H. P., Wei, L. C.,& Hu, H. W. (1999). Approaching effective network cooperative learning. Proceedings of International Conference on Mathematics/Science Education and Techn.
Coffey, B. and S. Woolaorth (2004), Destroy the scum, and then neuter their families : the web forum as a vehicle for community discourse. The Social Science Journal, 41, 1-14.
Connell, J. P. & Ryan, R. M. (1984).A developmental theory of motivation in the classroom.Teacher Education Ouarterly, 4, 64-77.
Cooper, W. H., Gallupe, R. B., Pollard, S. & Cadsby, J. (1998). Some liberating effects of anonymous electronic brainstorming. Small Group Research, 29(2), 147-178.
Cox, M. V.(1992). Children’s drawing. London: Penguin Books.
Denton, N. (2001), What can be done to limit damage of internet rumours. Marketing, 31, 12.
Deutsch, M. A. (1949). An experimental study of the effect of cooperation and competition upon group process. Human Relations, 2, 199-231.
Dick, W. (1991). An instructional designer’s view of constructivism. Eductional Technology, 31(5), 41-44.
Duffy, T. M., Lowyck, J. & Jonassen, D. H.(1991). Designing environment for constructive learning. NATO ASI series. New York: Spring-verlag.
Eccles, J. (1983). Expectancies, value & academic behaviors. In J. T. Spence(Ed.). Achievement and achievement motives, 75-146. San Freeman.
Er, M. C. & Ng, A. C. (1995). The anonymity and proximity factors in group decision support systems. Decision Support Systems, 14(1), 75-83.
Festinger, L., Pepitone, A. & Newcomb, T. (1952). Some consequences of deindividuation in a group. Journal of Abnormal and Social Psychology, 47, 382-389.
Hannafin, M. J. (1992). Emerging technologies, ISD and learning environments: Critical perspectives. Educational Technology Research & Development, 40(1), 49-63
Jehng, J. C. (1997). The psycho-social processes and cognitive effects of peer-based collaborative interactions with computers. Journal of Educational Computing Research, 17(1), 19-46.
Jessup, L. M. & Tansik, D. A. (1991). Decision making in an automated environment: Theeffects of anonymity and proximity with a group decision support system. DecisionSciences, 22(2), 266-279.
Jessup, L. M., Connolly, T. & Galegher, J. (1990). The effects of anonymity on GDSS group process with an idea-generating task. MIS Quarterly, 14(3), 313-321.
Johnson, D. (2000), Anonymity and the Internet. The Futurist, 34(4), 12.
Johnson, D. W. & Johnson , R. T. (1994). Learning Together and Alone:Cooperative. Competitive, and Individualistic Learning.(4th ed.). Needham Heights,Massachusetts: Allyn and Bacon.
Johnson, D. W. & Johnson, R. T. (1991). Learning Together and Alone: Cooperative,competitive, and individualistic learning (3rd Ed.). Englewood, NJ: Prentice Hall.
Johnson, D. W.,and Johnson, R. T. (1975). Learning together and alone: Cooperation, competition and individualization. Englewood Cliffs, NJ: Prentice-Hall.
Julian, J. W.,& Perry, F. A. (1967). Cooperation contrasted with intra-group and inter-group competition. Sociometry, 30, 70-79.
Kagan, S. (1994). Cooperative learning. San Clemente, CA: Kagan Cooperative Learning.
Kohn, A. (1986). No contest: The case against competition. Boston: Houghton Mifflin Company.
Kravitz, D. A. & Martin, B. (1986). Ringelmann rediscovered: The original article. Journal of Personality and Social Psychology, 50, 936-941
Lewin, K. (1951). Field theory in social science. New York: Harper and Row.
Light, P. H. & Mevarech, Z. R. (1992). Cooperative learning with computers: An introduction. Learning an Instruction,2,155-159.
Malone, T. W., and Lepper, M. R. (1987). Making learning fun:a taxonomy of intrinsic motivations for learning. In Snow, R. E.and Farr, M. J. (Eds.), Aptitude, learning, and instruction: Vol. 3.Cognitive and Affective Process Analyses. Hillsdale, NJ: Erlbaum.
McConell,J.D.(1994).Parent participation in career planning for adolescents with visual impairment.(CD-Rom).Abstract from: ProQuest File: Dissertation Abstract Item: AAC NN89340.
McConnell,D. (1994). Implementing computer supported cooperative learning. London: Kogan Page.
Napier, E. (1981). Competition in the classroom. Kappa Delta Pi Record, 18(1), 18-19,23.
Neumann, P. G. (1996). Risks of Anonymity. Communications of the ACM, 39(12), p162.
Owston, R. D. (1997).The world wide web: A technology to enhance teaching and learning. Educational Researcher, 27-33.
Pepitone, E. A. (1980). Children in cooperation and competition. Lexington, Mass.:Lexingtonbooks.
Pinsonneault, A. & Heppel, N. (1997-98). Anonymity in group support systems research:A new conceptualization, measure, and contingency framework. Journal of Management Information Systems, 14(3), 89-108.
Resnick, M. (1996). Distributed Constructionism. Proceedings of the International Conference on the Learning Science. Northwestern University.
Riel, M. M. (1990). Cooperative learning across classrooms in electronic learning circles. Instructional Science, 19, 445-446.
Scott, C. R. (1999). The impact of physical and discursive anonymity on group members’58 multiple identifications during computer-supported decision making. Western Journal of Communication, 63(4), 456-487.
Sharan, S. & Shaulov, A. (1990). Cooperative Learning, Motivation to Learning, and Academic Achievement, In S. Sharan Ed.. Cooperative Learning: Theory,Research, and Practice, New York: Praeger Publishers, 173-202.
Shaw, M. E. (1958). Some motivational factors in cooperation and competition. Journal of Personality, 26, 155-169.
Shepherd, M. M, Briggs, R. O., Reinig, B. A., Yen, J. & Nunamaker, J. F. (1995-96).Invoking social comparison to improving electronic brainstorming: Beyondanonymity. Journal of Management Information Systems, 12(3), 155-170.
Slavin (1989). Student at-risk for school failure. In R.E. slavin, N.L Karweit & N.E. Madden (Eds),Effective programs for students at –risk,3-19.
Slavin, R. E. (1990). Cooperative Learning: Theory, Research, and Practice. Englewood Cliffs, NJ: Prentice Hall.
Spiro, R.J., Feltovich, P,J., Jacobson, M,J. & Coulson, R.L.(1991a).Cognitive flexibility constructivism, and hypertext:Random access instruction for advanced knowledge acquisition in ill-structured domains. Educational Technology,31(5),24-33.
Spiro, R.J., Feltovich, P,J., Jacobson, M,J. & Coulson, R.L.(1991b).Knowledge representation, content specification, and the development of skill in situation-specificknowledge assembly:Some constructivist issues as they relate to cognitive flexibility theory and hypertext. Educational Technology,31(9),22-25.
Steiner, I. D. (1972). Group process and productivity. New York: Academic Press.Sun, C. T. (under review). ASIA: active learning, simulative learning, interactive and inter-creative learning, accumulative learning. Paper submitted for journal review.
Shui-fong Lam*, Pui-shan Yim, Josephine S. F. Law & Rebecca W. Y. Cheung(2004). The effects of competition on achievement motivation in Chinese classrooms. British Journal of Educational Psychology, 74, 281–296
Triplett, N. (1898). The dynamogenic factors in pacemaking and competition. Journal of Psychology, 9, 507-533.
Valacich, J. S., Dennis, A. R. & Nunamaker, J. F., Jr. (1992). Group size and anonymity effects on computer-mediated idea generation. Small Group Research, 23(1), 49-73.
Wallace, K. A. (1999). Anonymity. Ethics and Information Technology, 1(1), 23-35.
Webb, C. (1985). Cooperative learning in mathematics and science. In Slavin, R., et al.(Eds.) Learning to cooperate cooperating to learn,173-176.
Webb, N. M. (1985). Student Interaction and Learning in Small Groups: A Research Summar.In R.E Slavin, S.Sharan, S.kagan, R.Lazaroeitz,C.Webb & R.Schmuck(Eds.) Learning to Cooperate,Cooperating to Learn. New York: Plenum Press, 147-172.
Whittemore, I. C. (1924). The influence of competition on performance: An experimental study. Journal of Abnormal and social Psychology, 19, 236-253.
Williams, E. (1977). Experimental comparisons of face-to-face and mediated communication: A review. Psychological Bulletin, 84(5), 963-976.
Wolcott, J. R.,& Robertson J. E. (1997).The world wide web as an environment for collaborative research: An experiment in graduate education. International Journal of Educational Telecommunication, 3(2/3), 219-236.
Young, K. S. (1998). Caught in the net: How to recog nize the signs of internet addiction — and a winning strategy for recovery. NY: JohnWiley & Sons, Inc.
Yu,F.Y. (1996-97). Competition or noncompetition: Its impact on inter-personal relationships in a computer-assisted learning environment. Journal of Educational. Technology Systems, 25(1), 13-24
Zimbardo, P.G. The Human Choice: Individuation, Reason and Order versus Deindividuation, Impulse, and Chaos, in W.J. Arnold & D. Levine (eds.), Nebraska Symposium on Motivation (vol. 19), 1970, Lincoln: U. of Nebraska Press.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top