臺灣博碩士論文加值系統

長久以來，跨領域合作在醫學、藝術、工程以及自然科學等領域皆扮演著重要的角色。而近幾年來，各個學校以及教育機關也開始重視跨領域合作學習，並且藉此改變過去學校教育過於注重單一領域學習的現象，進而提升學生在跨領域合作上的能力。本研究目的是要建構出一個真實的跨領域學習環境，並從中觀察學生的學習行為。在PBL( Project-Based Learning )教學策略與強調數位化學習環境下，學生以合作學習為方法跨領域合作，運用Moodel( http://moodle.org/ )學習管理系統建立e化的學習檔案( e-Portfolio )，在學習的歷程中e-Portfolio發展行為模式和跨領域合作社群內交互進行學習問題討論的知識建構行為模式之實徵觀察；結合定量的內容分析( quantitative content analysis )；序列分析( sequential analysis )；定性的協議分析( qualitative original protocol analysis )，推導其e-Portfolio建構行為序列模式。
研究發現，在跨領域合作學習及PBL教學策略下，學生運用e-Portfolio建構學習檔案的過程中，達到檔案的之收集、選擇、自我反思及展示等學習行為。此外，也發現學生在建立學習檔案時，缺乏了針對作品的反思行為，因此產生一個建議推薦給學習者。最後本研究提出教師可介入引導建立學習檔案，以促進學生在建構e-Portfolio學習內容豐富性的建議。

In the past years, multi-disciplinary cooperation plays as an important role in medicine, art, engineering and science field. And recent year, each school and educational organization also start to value the multi-disciplinary cooperative learning, as well as promoting students’ capability on multi-disciplinary cooperation via changing the phenomenon that education focus on single filed learning.The main purpose of this research is to construct a real multi-disciplinary learning environment and observe students’ learning behavior from the research. In PBL(Project-Based Learning) tuition tactic and emphasizing digital learning environment, students make use of Moodel( http://moodle.org/ ) learning management system to build e-Portfolio via multi-disciplinary cooperative learning as the method. In learning process, e-Portfolio developing behavior model and multi-disciplinary cooperative groups proceed learning questions and discussing; combine the quantitative content analysis, sequential analysis and qualitative original protocol analysis, results in e-Portfolio construction sequential analysis.
The research is found that students can achieve some learning behaviors like gathering, selecting data, self-reflective and presentation by e-Portfolio construction sequential analysis processing. Furthermore, it is also found students are lack of self-reflective on works when they are building the learning files, so this research brings a result for learners. Finally the research advises that teachers can involve to conduct and build a learning data for students to promote the variety on e-Portfolio.

中文摘要--------i
ABSTRACT----ii
誌 謝-------------iii
目錄--------------iv
圖目錄-----------vi
表目錄----------vii
一、 緒論 - 1 -
1-1 研究背景 - 1 -
1-2 研究動機 - 3 -
1-3 研究目的 - 4 -
1-4 研究步驟 - 5 -
二、 文獻探討 - 6 -
2-1 跨領域合作學習 - 6 -
2-2 PBL和PBL在跨領域合作學習所扮演的角色 - 9 -
2-2-1 PBL的定義 - 9 -
2-2-2 PBL的目標 - 10 -
2-2-3 PBL的功能 - 11 -
2-2-4 PBL在跨領域學習所扮演的角色 - 12 -
2-3 e-Portfolio和e-Portfolio在PBL所扮演的角色 - 14 -
2-3-1 e-Portfolio的意義與使用目的 - 14 -
2-3-2 e-Portfolio在PBL所扮演的角色 - 15 -
三、 系統設計與實作 - 20 -
3-1 系統設計重要觀念及優點介紹 - 20 -
3-1-1 系統工具與學習活動的關係 - 20 -
3-1-2 系統優缺點 - 23 -
3-2 系統功能架構 - 25 -
3-3 系統操作畫面 - 26 -
3-3-1 系統登入 - 26 -
3-3-2 e-Portfolio管理 - 27 -
3-3-3 e-Portfolio流覽設定 - 28 -
四、 研究設計與實施 - 29 -
4-1 研究設計 - 29 -
4-2 研究對象 - 31 -
4-3 研究方法 - 32 -
4-3-1 序列分析法 - 32 -
4-3-2 內容分析法 - 35 -
4-4 研究程序 - 35 -
4-5 資料處理與分析 - 36 -
五、 研究結果與討論 - 39 -
5-1 結果 - 39 -
5-2 討論 - 52 -
六、 結論與建議 - 57 -
6-1 結論 - 57 -
6-2 建議 - 57 -
6-3 未來的研究 - 59 -
參考文獻 - 61 -

-Bakeman, R. Deckner, D. F., & Quera, V. (2005).Analysis of behavioral streams.In Teti, D. M. (Ed.), Handbook of research methods in developmental science (pp. 394-420).
-Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis (2nd ed.). Cambridge, UK: Cambridge University Press
-Boix, M. V. (2005). Assessing Student work at Disciplinary Crossroads. Change, 37 (January/February), 14–21.
-C. C. Sing, & M. S. Khine, (2006) An Analysis of Interaction and Participation Patterns in Online Community, Educational Technology & Society, 9(1),2006, 250-261.
-Chau, J.(2007). A Developer’s Challenges on an e-Portfolio journey. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007.[Online] Available: http://www. ascilite. org.au/conferences/perth07/procs/Chau
-Cizek, G. J. (1997). Learning, achievement, and assessment: Constructs at a crossroad. In G. D. Phye (Ed.), Handbook of classroom assessment. New York: Academic Press.
-Cohen, Jacob (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37–46
-Crane, B. E. (2000). Teaching with the Internet: Strategies and models for K-12 curricula. NY: Neal-Schuman Publisher, Inc.
-Danielson, C., & Abrutyn, L. (1997). An introduction to using portfolios in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
-Diana, R., Veronica, B. M., Marc, C., & Julie, T. K. (2007, March). Cross-disciplinary Education at Liberal Arts Institutions. SSRC. Retrieved from http://www.evergreen.edu/washcenter/resources/upload/2006_ssrc_whitepaper.pdf.
-Geier, R., Blumenfeld, P.C., Marx, R.W., Krajcik, J.S., Fishman, B., Soloway, E., & Clay-Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform.Journal of Research in Science Teaching, 45(8), 922-939.
-Graham J and Honari M (1991). Human Ecology and Health Advancement. Journal of Human Ecology, 2(1 – 2), 107 – 216.
-Gulbahar, Y. & Tinmaz, H. (2006). Implementing project-based learning and e-portfolio assessment in an undergraduate course. Journal of Research on Technology in Education, 38(3): 309-327.
-Gunawardena, C., Lowe, C., & Anderson, T. (1997). Analysis of global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), 397–431.
-Helen C. Barrett (1999,2000). The Electronic Portfolio Development Process. http://electronicportfolios.com/portfolios/aahe2000.html,http://electronicportfolios.org/portfolios/EPDevProcess.html
-Helen C. Barrett (2001).《Electronic Portfolio- A chapter in Educational Technology.》 http://electronicportfolios.com/portfolios/encyclopediaentry.htm
-Helen C. Barrett and Judy Wilkerson (2004). Conflicting Paradigms in Electronic Portfolio Approaches. http://electronicportfolios.com/systems/paradigms.html
-Helic, D., Maurer H., & Scerbakov, N. (2004). Discussion Forums as Learning Resources in Web-Based Education. In Advanced Technology for Learning, l(1), 8-15.
-Hickey, D.T., Kindfeld, A.C.H., Horwitz, P., & Christie, M.A. (1999). Advancing educational theory by enhancing practice in a technology-supported genetics learning environment.Journal of Education, 181, 25-55.
-Hsu, M. H., Chen, I. Y., Chiu, C.M., Ju, T. L. (2007), Exploring the antecedents ofteam performance in collaborative learning of computer software , Computers &Education, 48(4), 700-18.
-Ivers, Karen S. and Barron, Ann E.(1998)Multimedia Projects in Education: Designing, Producing, and Assessing.Englewood,Co.: Libraries Unlimited Inc
-Janssen, J., Erkens, G., Kanselaar, G., & Jaspers, J. (2007). Visualization of participation: Does it contribute to successful computer-supported collaborative learning? Computers & Education, 49, 1037-1065.
-Johansson, F.(2005). 梅迪奇效應(劉真如譯)。台北：商周出版。(Original work published 2005)
-Johnson, D W and Johnson, R T ,(1989). Social skill for successful group work. Education Leadership, vol 47,no 4, pp 29-33
-Judi, W., & Carole, O. (2000). Health and Academia: In Partnership for Cross-disciplinary Training. Australian Journal of Primary Health, 6(4), 98-103.
-Klaus, E., (2006). A board game for cross-disciplinary training and dialogue. Berlin Conference on the Human Dimensions of Global Environmental Change.
-Luca, J., Polinelli, D., & Howell, J. (2003). Creating E-Portfolios to Support Student Career Opportunities. In B. Harper & R. Oliver (Eds.), Apple University Consortium Conference 2003: digital voyages. Adelaide, South Australia: Apple Computer Australia
-Lynch, S., Kuipers, JU., Pyke, C., & Szesze, M. (2005). Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant.Journal of Research in Science Teaching, 42, 921-946.
-Magnusson, M.S. (2000). Discovering hidden time patterns in behavior. Behavior Research Methods, Instruments, and Computers, 32 (1), 93-110.
-Makaram, S. (1995). Interprofessional cooperation. Medical Education 29(Supplement1), 65-69.
-Mergendoller, J.R., Maxwell, N., & Bellisimo, Y. (2007). The effectiveness of problem based instruction: A Comparative Study of Instructional Methods and Student Characteristics.Interdisciplinary Journal of Problem-based Learning, 1(2), 49-69.
-Morgan, G., Dumas, J., & Symons, D. (1992). Approaches to sequential analysis and the description of contingency in behavioral interactions. Behavioral Assessment, 14, 65–92.
-Moursund, D ,(1996) Increasing your expertise as a problem solver :Some roles of computer. OR: International Society for Technology in Education
-Moursund,D.(1999)．Project-based learning using information technology.Oregon:ISTE Publications.
-Oliver, K., & Bob, W. (2005) Promoting cross-disciplinary collaboration learning in a practical environment using the formula SAE competition. ASEE/AaeE 4th Global Colloquium on Engineering Education.
-Paulson, F.L. & Paulson, P. (1994). Assessing Portfolios Using the Constructivist Paradigm. In Fogarty, R. (ed.)
-Perkins, D .(1992) Smart schools: Better thinking and learning for every child. New York : Free Press.
-Poehnell, G., & Amunsdon, N. (2001). The portfolio conversation. University of British Columbia:Unpublished.
-Porter, Carol and Janell Cleland(1995). The Portfolio as a Learning Strategy. Portsmouth：Boynton/Cook Publishers.
-Quera, V., & Bakeman, R. (2000). Quantification strategies in behavioral observation research. In T. Thompson & D. Felce (Eds.), Behavioral observation: Technology and application in developmental disabilities (pp. 297–315). Baltimore: Brookes Publishing.
-Regis University (2005). e-Portfolio Basics：What in an e-portfolio？http://academic.regis.edu/LAAP/e-Portfolio/basics_what.htm
-Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning.Educational Technology Research and Development, 56(4), 487–506.
-Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14.
-Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-based Learning, 3(1), 44-58.
-Thomas, J. W., Mergendoller, J. R., and Michaelson, A. (1999). Project-based learning: A handbook for middle and high school teachers. Novato, CA: The Buck Institute for Education.
-Tran, T., Baker, R., & Pensavalle, M. (2005/2006). Designing e-Portfolios To Support Professional Teacher Preparation. [viewed 2 December 2005].http://www.innovateonline.info/index.php?view=article&id=65
-Vernon, D. T. & Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research.Academic Medicine, 68(7), 550-63.
-Walker, A., & Leary, H. (2008). A Problem based learning meta-analysis: Differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary Journal of Problem Based Learning, 3(1), 6-28.
-Yoder, P.J., & Feurer, I.D. (2000). Quantifying the magnitude of sequential association between events or behaviors. In T. Thompson, D. Felce, & F.J. Symons (Eds.), Behavioral observation: Technology and applications in developmental disabilities (pp. 317-333). Baltimore: Brookes Publishing.