臺灣博碩士論文加值系統

部落格是近代網路發展中一項熱門的工具，所應用的範圍也相當地廣泛，然而卻鮮少將其運用在學習或教學的輔助上。部落格提供了脈絡化的資訊，這對於同儕支持的過程是極其重要的。透過部落客與讀者的對話，部落格建造了一個能分享經驗與有共同關係的基礎。本研究採用部落格作為高等教育中互動學習的教學工具。根據實驗數據，利用內容分析法衡量在學習環境中，藉由部落格於鼓勵學生彼此互動以及表現同儕支持與省思程度上的潛力。並交叉檢驗實驗數據、學生回饋、課堂中的觀察以及學習社群內的關係等，提供更為可靠的證據。結果顯示，學生在與課程成員的線上討論中會給予同儕支持及有省思表現，而這些歷練的「過程」其實就是學習中最棒的「成果」。

Blogs have been very popular and used widely in recent years. Blogs are still seldom applied in learning or teaching though they take many advantages as good tools in learning environments. Blogs provide the contextual information which is quite important to the process of peer support. Blogs build up platforms, through the dialogues between the authors and the readers of blogs, which can be shared experience and mutual relationship for each other. In this research, we employ blogs as interactive tools in high education. Content analysis based on empirical results is used to estimate the blog technology’s potential of encouraging interaction between students and the degree of reflection and peer support revealed through educational blogs in hybrid learning environments. To provide a reliable evidence, we use triangular strategy to exam multiple methods and data sources, including experimental data, students’ feedback and observations in class, etc. Results show that students offer peer support and reveal reflective interactions with class members while having discussions online. As a matter of fact, these processes of learning are the best products.

目錄

ABSTRACT i
摘要 ii
誌謝 iii
目錄 iv
圖索引 vi
表索引 vii
第一章 緒論 1
1.1 研究背景 1
1.2 研究動機與目的 2
1.3 章節概要 3
第二章 文獻探討 5
2.1 部落格簡介 7
2.1.1 部落格的特色與歷史背景 7
2.1.2 部落格的應用 10
2.2 部落格作為學習與教學工具的特點 11
2.2.1 以使用者為中心 11
2.2.2 省思 12
2.2.3 社會學習 13
2.2.4 社會網路與分析 14
第三章 部落格環境設定與研究方法 16
3.1 課程部落格的建置 16
3.1.1 學期課程資訊與綱要 17
3.1.2 每週課程內容與相關教材 18
3.1.3 課後作業的發佈與繳交 20
3.2 修課學生部落格的建置 21
3.3 教學中使用部落格的環境與同儕學習網路 23
3.4 評估方法 26
第四章 實驗結果與分析 28
4.1 內容分析 28
4.2 評論與回應內容的編碼 29
4.3 單一維度分析 33
4.4 交叉關係分析 37
4.5 學習社群內部的關係 41
4.5.1 Floyd Warshall Algorithm 42
4.5.2 結果與比較 43
第五章 結論與未來展望 50
參考文獻 51


圖目錄

圖2- 1與Web 2.0相關的標籤雲(Markus Angermeier製作) 5
圖2- 2無名小站部落格新增文章範例(日期標頭) 9
圖3- 1網際網路應用系統設計課程綱要 17
圖3- 2課堂實做練習說明與繳交 19
圖3- 3作業資訊的發佈與繳交 20
圖3- 4部落格的申請與建置 22
圖3- 5版面樣本套用 23
圖3- 6管理部落格的回應通知 24
圖3- 7部落格同儕學習網路 26
圖 4- 1社群內成員連結程度的分佈(21位學生) 45
圖 4- 2：學習社群與隨機社群之hops/distance的比較 46
圖 4- 3：不同人數對學習社群內部連結的比較 47
圖 4- 4：學習社群與隨機社群之hops/distance的比較(不同人數) 48


表目錄

表 4- 1：內容分析之三維度編碼表 30
表 4- 2各編碼的定義： 31
表 4- 3：個別維度發生的頻率 36
表 4- 4：論點立場與情感立場交互關係之列表 39
表 4- 5：適切性與各項維度交互作用之分析結果 41
表 4- 6：學生留下回應的原因之數量分佈 42
表 4- 7：社群內成員連結程度的分佈(21位學生) 44
表 4- 8：學習社群與隨機社群之hops/distance的比較(N=21) 46
表 4- 9：不同人數對學習社群內部連結的比較 47
表 4- 10：學習社群與隨機社群之hops/distance的比較(不同人數) 48

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