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研究生:黃恬敏
研究生(外文):Tien-min Huang
論文名稱:網路合作學習環境下,團體動機與團體調制歷程對團體障礙策略、行為及表現之影響
論文名稱(外文):The Role of Group Motivation and Co-regulation Process in Group-handicapping Strategies, Online Group-handicapping Behaviors and Group Performance in Computer-Supported Collaborative Learning Environment
指導教授:王淑玲王淑玲引用關係
口試委員:王淑玲
口試日期:2012-07-30
學位類別:碩士
校院名稱:國立臺灣科技大學
系所名稱:數位學習與教育研究所
學門:教育學門
學類:教育科技學類
論文種類:學術論文
論文出版年:2012
畢業學年度:100
語文別:中文
論文頁數:111
中文關鍵詞:網路合作學習團體效能團體任務價值團體調制學習歷程團體障礙策略與行為
外文關鍵詞:Web-based learningCollective-efficacyCollective task-valueCo-regulationInternet group-handicapping strategyInternet group-handicapping behavior
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本研究主要探討在網路合作學習環境中,團體動機信念(團體效能與團體任務價值)、團體學習行為(網路團體調制學習歷程、網路團體障礙策略、網路團體障礙之瀏覽行為與網路團體障礙之討論行為)對團體表現之影響。共計102位高職部一年級學生參與本研究,並使用「線上合作討論系統」進行有關智慧財產權之線上討論與團體作業。本研究之研究方法採質化與量化並行之方式,在質化的部分採內容分析法,以瞭解學生網路團體障礙之瀏覽行為與網路團體障礙之討論行為;量化部份則採用問卷調查法,以了解學生之團體效能、團體任務價值、團體調制學習歷程及團體障礙策略與行為。
本研究結果顯示,在網路合作學習環境中: (1) 團體效能對團體調制學習歷程無顯著的預測力。(2) 團體任務價值對團體調制學習歷程有顯著的正向預測力。(3) 團體效能對團體障礙策略與網路團體障礙之瀏覽時間有顯著的正向預測力,但對網路團體障礙之瀏覽次數與團體障礙之討論行為無顯著預測力。(4) 團體任務價值對團體障礙策略有顯著的負向預測力,但對團體障礙之討論行為與網路團體障礙之瀏覽行為無顯著預測力。(5) 團體效能對團體表現有顯著的負向預測力。(6) 團體任務價值對團體表現有顯著的正向預測力。 (7) 團體調制學習歷程與團體障礙策略呈負相關之關係;團體調制學習歷程對團體障礙之討論行為與網路團體障礙之瀏覽次數則無顯著關聯;團體調制學習歷程對網路團體障礙之瀏覽時間呈正相關之關係。 (8) 團體調制學習歷程對團體表現無顯著預測力。 (9) 團體障礙策略、團體障礙之討論行為對團體表現皆無顯著預測力;而網路團體障礙之瀏覽次數對團體表現具有正向預測力,網路團體障礙之瀏覽時間對團體表現則具有負向預測力。本研究依據研究結果進行討論,並針對教師教學、網路合作學習平台之系統設計及未來後續研究提出相關建議。
This study investigated the role of group motivational beliefs (i.e. collective-efficacy and collective task-value) in learning behavior (i.e. online group-handicapping strategy and applied online group-handicapping behavior) and academic achievement in the web-based learning environment. There were 102 students enrolled in the course of Civics and Society Resource from a senior high school. The content analysis was used to analyze students’ online self-handicapping behaviors, while some quantitative methods were used to analyze the reliability of the questionnaires for students’ collective-efficacy, collective task-value, co-regulation, online group-handicapping strategy, and their predictive capabilities on group academic achievement.
The result showed that students’ collective-efficacy did not significantly predict co-regulation process, but students’ collective task-value did. In addition, collective-efficacy also showed to positively predict group-handicapping strategies and groups’ time of online handicapping behaviors, while collective task-value negatively predicted group-handicapping strategies, but did not significantly predict online group-handicapping behaviors. Moreover, collective task-value positively predicted group academic achievement, but collective-efficacy negatively predicted group academic achievement. Besides, groups’ co-regulation process strongly related to group-handicapping strategy and groups’ time of online handicapping behavior. Furthermore, either co-regulation learning process or online group-handicapping strategy did not predict group academic achievement, but groups’ time of online handicapping behavior negatively predicted group academic achievement. Finally, implications and suggestions for teaching and future research were provided.
中文摘要...................................I
Abstract...................................II
誌謝.......................................III
目 錄.....................................IV
表目錄.....................................VI
圖目錄.....................................VII
第壹章 緒論................................1
第一節 研究背景與動機......................1
第二節 研究問題............................4
第三節 研究架構............................5
第四節 研究目的與重要性....................7
第五節 名詞釋義............................8
第貳章 文獻探討............................11
第一節 網路合作學習之相關研究..............11
第二節 社會認知論之調制歷程相關研究........13
第三節 團體障礙策略與學習之相關研究........19
第四節 團體效能之相關研究..................23
第五節 團體任務價值之相關研究..............27
第參章 研究方法............................32
第一節 研究對象............................32
第二節 學習任務............................32
第三節 研究流程............................34
第四節 研究工具............................36
第五節 資料處理與分析......................48
第肆章 研究結果...........................57
第一節 描述性統計分析.....................57
第二節 各研究假設之考驗...................61
第伍章 結論與建議.........................73
第一節 結論與討論.........................73
第二節 研究限制...........................80
第三節 研究建議...........................81
參考文獻...................................85
一、中文部分...............................85
二、英文部分...............................85
附錄一 團體效能量表........................97
附錄二 團體任務價值量表....................98
附錄三 團體調制學習歷程量表................99
附錄四 網路團體障礙策略量表................101
附錄五 學習任務文章........................102
附錄六 團體作業............................104
附錄七 智慧財產權個人試卷.................105
附錄八 高職生社會科與網路使用行為問卷.....108
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