臺灣博碩士論文加值系統

中文摘要


促使一個企業成功的因素有許多,然而,單靠技術上的發展與創新是不夠的.線上輔助教材是現今教育事業的一種趨勢.如何有效的鼓勵學生積極的使用線上輔助教材,是目前急需關注的一項大工程.因為中小學階段的學生課業量日漸加重,導致許多學生的自發學習意願大幅度的降低.而學習成果是學期結束,家長最關心的成果之一.當學生願意自發性的學習一種語言,並且願意參與其相關活動時,學習成效將會大幅度的提升.本研究使用的Wiki維基系統注重在提升學生的自發學習意願,藉由人性中天生的分享慾以及創作慾,經由社群的凝聚力,藉以提升學習動機.

教材的互動性是線上學習的首要條件.許多目前的網路學習系統都致力於發展網上互動性以及趣味性.但是,光是促進學生與電腦螢幕間的互動是不夠的.本研究提議的系統主旨在提供學生一個與老師和其他同學間加強互動的一個管道.藉由社群的功能,補足電腦學習欠缺的人性化互動,藉此提升的參與感及學習意願. 此種系統將有助於強化社群中學生之學習意願.

本研究的目的在於找出影響學生使用線上輔助教材最主要因素.此研究著重於學習者之間經由Wiki維基產生的互動,探討學習經驗與學習態度是否對學習者的自我學習效能有顯著的影響.再經由自我效能的高低程度,分析學習成效是否因Wiki維基所加強的互動性而有所提升.

爲求實驗的可靠性和準確性,此次實驗以問卷方式,收集一百名左右使用過Wiki學習系統,英文能力在高級數之學生.實驗將會運用許多不同的方式去鼓勵學生自發性的參與網上提供的學習輔助工具.當預定得實驗時間結束時,將以問卷方式評估學生之學習意願是否提升,並與其他實驗學生之成績做比較.研究結果發現:Wiki 的使用對學生的自我學習效能有顯著的影響,但對學生成績的績效並無顯著的影響.

關鍵字: 線上學習,Wiki維基,互動性,學習成效.

Abstract

This thesis describes a possible learning behavioral change situated in the dynamic e-learning environment where additional elements are added as motivational stimulants. Existing learning systems are generally effective in terms of generating slightly better learning results by adding more technological improvements. Many educators have strived to develop learners’ ability, however, very few of them spare their energy on improving learner’s willingness to learn voluntarily. External rewards undoubtedly induce positive learning motivations in the beginning of the learning process. However, as learners’ perception of the subject-learned changes, unless the proportion of the external rewards grows promptly, learners may lose their motivation to continue learning. Only by stimulating the learners’ intrinsic learning motivation, the rewards of learning can be obtained by both the learners and the educators.

Communication is one essential element that induces positive motivations towards voluntary learning. The concept of the communicative networks is introduced into the e-learning system. This thesis incorporates the concept of creating an online community into the designed model. The attempted purpose is to create an online learning environment much like the one in real life, however, without the face-to-face pressure, time strains, and the fearful intimidations. The Self-Efficacy theory is adopted here to explain learner’s motivations to learn, the value of the expected outcomes, and its effect on learning behaviors. Here, the perception of what the learner can achieve is the key element extracted from the theory. A survey will be conducted at the end of the experimental period to examine whether perception is effected or even changed due to the change of the learning environment.

The ultimate goal of this research is to determine whether increased communication and the sharing of information and experiences are going to constitute positive influences to learners’ intrinsic learning motivations, and eventually affect their learning performance. Both learners’ ability and willingness to learning voluntarily is going to be evaluated at the end of the experiment.

Key words: Wiki, interactivity, learning performance.

Table of Contents

Abstract
Chapter1 Introduction………………………………………………………………………...… 3
1.1 Research Background and Motivations:
Past and Current Development of E-learning………………………..5
1.1.1 Technologically Advanced Learning Environment……………5
1.1.2 Interactivity and Communication………………………………….….6
1.1.3 Taking a Modest Approach…………………………………………....8
1.1.4 Compare existing language e-learning systems……………………..10
1.2 Research Purpose………………………………………………………….13
1.3 Research Questions………………………………………………………..14
1.4 Research Process…………………………………………………………..14
Chapter 2 Literature Review……………………………………………………...16
2.1 Traditional Learning and Current E-learning Theories……….17
2.1.1 Reinforcement Learning...………………………...………………....18
2.1.2 Collaborative Learning……………………………………………..18
2.1.3 Tie Strength………………………………………………………….19
2.1.4 Motivation…………………………………………………………...20
2.1.5 Social Cognitive Theory: Self-Efficacy Theory……………………..21
2.2 Factors Affecting Learning Effectiveness……………………………..23
2.2.1 Learning Experience…………………………………………………23
2.2.2 Learning Attitude…………………………………………………… 23
2.2.3 Self-efficacy…………………………………………………………24
2.2.4 Interaction through Wiki…………………………………………….24
2.3 Evaluation: Learning Performance………………………………………….26
Chapter 3 Research Method………………………………………………………27
3.1 Variable Identification…………………………………………………….. .27
3.2 The Conceptual Framework………………………………………………. .28
3.3 Hypothesis………………………………………………………………......28
3.4 Questionnaire Design……………………………………………………… 29
3.4.1 First questionnaire design……………………………………………29
3.4.2 Second questionnaire design………………………………………...30
3.4.3 Sample……………………………………………………………….32
3.4.4 Implementation and the learning encironment………………………33
3.5 Analysis Method……….…………………………………………………....33
3.5.1 Descriptive Statistic……………………………………………….....33
3.5.2 Reliability of Measures……………………………………………...34
3.5.3 Cronbach’s α Analysis……………………………………………….34
Chapter 4 Data Analysis…………………………………………………………..35
4.1 General Description of the Selected Group…………………………………35
4.2 Analysis on the Sampling Reliability of Measures………………....37
4.2.2 Cronbach’s Alpha Reliability Coefficient…………………………...37
4.3 Factor Analysis……………………………………………………………...40
4.4 Regression Analysis………………………………………………………...41
4.4.1 Experiment Result…………………………………………………...41
Chapter 5 Conclusion and Recommendations…………………………….....42
5.1 Research Result………………………………………………………….….43
5.1.1 General Sampling Characteristics Description…………………... 43
5.1.2 Hypothesis Testing and Results…………………………………..… 43
5.2 Research Conclusion and Recommendation………………………………. 44
5.2.1 Conclusion…………………………………………………………..... 44
5.2.2 Recommendation…………………………………………………… ......45
5.3 Research Limitation………………………………………………………...45
5.4 Future Research……………………………………………………………....46
Reference…………………………………………………………………..........47
Appendix I First Questionnaire……………………………………...52
Appendix II Second Questionnaire……………………………………...54
Appendix III Wiki as a learning web site………………………………...61

Tables, Figures and Charts

Chart 1. List of the current E-learning Websites……………..12
Figure 1. Research Process………………………………………………………....15
Chart 2. Variable Identifications……………………..………………………27
Figure 2. The Conceptual Framework……………………………………………...28
Table 1. Questionnaire Design (Original Version and Revised version)….........................................................31
Table 2. General Sample Group Information………………………………..36
Figure 3. Wiki Knowledge and Willingness to use it………………………36
Table 3. Measurement Instrument (Cronbach’s Alpha)...……………..38
Table 4. Measurement Instrument (Loading Coefficient)……..……….38
Table 5. Regression Analysis (Interaction, Experience, Attitude, Attitude through Wiki, and Experience through Wiki)………………………41
Table 6. Regression analysis (Learning Performance)……………………41
Table 7. Regression Analysis (Learning Experience and Interaction)………..............................................................41
Figure 4. Hypothesis Testing and the Coefficient………………………….42

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