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研究生:王詩淵
研究生(外文):Shih-Yuan Wang
論文名稱:影響數位學習者參與互動之關鍵因素
論文名稱(外文):Factors affecting interaction learning in e-Learning
指導教授:孫培真孫培真引用關係
指導教授(外文):Pei-Chen Sun
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:2006
畢業學年度:94
語文別:中文
論文頁數:81
中文關鍵詞:網路教學積極參與者學習者沉默者網路社群
外文關鍵詞:e-Learningactivistlukere-Learning community
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互動是學習過程中不可或缺的重要元素。e-Learning最大的特徵與優點被認為是這種透過網路化的學習模式,可以使得學習活動中學生與課程、學生與教師,以及學生與學生之間等各方面的互動關係,在時間與空間的限制上獲得充分的解放。然而觀察許多e-Learning上學習者實際參與互動的情形來看,如何經營一個互動良好而成功的e-Learning學習社群仍然是一項有待探討的議題。因此針對此一研究議題,本研究先根據相關文獻提出分析架構,之後再分別分析線上學習中,互動學習的積極參與者(activist)與沉默者(lurker)兩個不同族群所抱持的理由。經由運用最大陡坡法(Scree plot)分別擷取出參與者與沉默者的主要理由,並分析比較後,結果顯示,參與者所反應的理由充分顯現出一個積極學習者的想法,而這些正可以做為關鍵成功因素(critical successful factor)提供教學者運用於鼓勵學習者參與互動的依據。另外,在沉默者方面雖然提出許許多多不同的理由,然而令人慶幸的並無出現特別消極自私不願意與人分享的心態,而主要的理由所反應的大多只是欠缺線上與人互動的信心與技巧。針對研究發現,本研究提出可供教師在經營e-Learning學習社群時具體可用的策略,以及未來的研究方向。
The use of the Internet to support class discussions and interaction activities in asynchronous and synchronous forms is what e-learning emphasized. This important character makes knowledge spread and discussed quickly and provides a multiple building procedure, and the more key knowledge a person provides, the more steps the community can make, and the learning effect can be better, too. However, in most case, teachers will think it is a great challenge to improve knowledge share in e-Learning. This paper presents a study of reasons for posting and lurking phenomena that occurs when students become online or network learners. Scree plot method was employed to select top reasons from the numerous reasons why learners lurk or post in e-Learning communities. Based on the results from this study, implications for practice and research for managing successful e-Learning communities were proposed.
第一章 緒論 1
第一節、研究動機 1
第二節、研究目的與方法 2
第三節、研究流程 3
第二章、文獻探討 5
第一節、網路教學 5
壹、網路教學的定義 5
貳、網路學習環境的主要構成構面 9
第二節、互動在網路學習環境的應用 10
壹、互動對學習的意義 10
貳、網路學習中互動的機制 12
第三節、互動學習的相關理論 14
壹、互動的相關理論 15
貳、互動的面向與策略 20
參、促進互動網路學習社群設計原則 23
第三章、理論架構 27
第一節、教學者構面 27
第二節、系統構面 28
第三節、內容構面 29
第四節、學生構面 31
壹、參與者之學生構面的相關因素 31
貳、沉默者之學生構面的相關因素 33
第五節、分析架構 35
第四章、研究設計 38
第一節、研究流程 38
第二節、研究對象 38
第三節、研究變項與工具 39
第四節、回收統計 42
第五節、資料分析 43
壹、編碼 43
貳、修正分類架構 44
第五章、研究結果 46
第一節、背景分析 46
壹、參與者與沈默者的向度比較 46
第二節、主要理由分析 49
壹、參與者與沈默者參與與不參與互動的向度分析 49
貳、參與者與沉默者主要理由因素分析 53
第三節、主要因素權重的計算 55
第六章、結論與建議 60
第一節、討論與建議 60
壹、從背景分析來看 61
貳、從參與者分析結果來看 62
參、從沉默者分析結果來看 63
第二節、研究限制 64
壹、研究對象上的限制 64
貳、資料蒐集方式與內容上的限制 65
參、研究內容上的限制 65
第三節、未來研究方向 65
第四節、結論 66
參考文獻 68
一、中文部份 68
二、英文部分 69
附錄A: 影響e-Learning學習者參與互動意願之因素修正表…………………………………………………..………….…..79
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