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研究生:鄭淑禎
研究生(外文):Shu-Chen Cheng
論文名稱:結合小組領導促進機制的混合式學習模式對學生的高層次思考傾向及線上互動行為模式的影響
論文名稱(外文):Effects of the group leadership promotion-based blended learning on students’ higher order thinking awareness and online interactive behavioral
指導教授:黃國禎黃國禎引用關係
指導教授(外文):Gwo-Jen Hwang
口試委員:蔡今中劉晨鐘楊接期黃武元
口試委員(外文):Chin-Chung TsaiChen-Chung LiuJie-Chi YangWu-Yuin Hwang
口試日期:2019-06-06
學位類別:博士
校院名稱:國立臺灣科技大學
系所名稱:應用科技研究所
學門:自然科學學門
學類:其他自然科學學類
論文種類:學術論文
論文出版年:2019
畢業學年度:107
語文別:中文
論文頁數:112
中文關鍵詞:小組領導混合式學習合作學習問題解決後設認知
外文關鍵詞:group leadershipblended learningcollaborative learningproblem solvingmeta-cognition
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本研究目的主要是在探討運用混合式學習方式,結合小組領導促進機制進行線上合作學習任務活動。藉由小組領導者的引導之下,進而培養學生的創造力,問題解決和後設認知的能力表現。本研究為評估實驗的有效性,在台灣北部某所大學共59名不同領域的大學學生進行科學傳播課程的實驗活動,並分為實驗組(6組)採用結合小組領導促進機制的混合式學習模式;而控制組(6組)採用的是傳統混合式學習方式。研究結果顯示,結合小組領導促進機制的混合式學習模式,學生更能夠在團體中發展良好的創造力、問題解決、後設認知和學習成就表現。最後,再進行行為序列分析來進一步探討小組線上互動行為模式,其分析結果發現,經由小組領導進行線上合作學習的互動表現,能夠促進學生討論出更多的創意想法以及評論,最後達成一致性的共識並得出結論,完成小組學習任務。
The present study aims to incorporate a group leadership promotion approach into collaborative learning tasks in the hope of developing students’ creativity, problem-solving, and meta-cognition. In order to evaluate the effectiveness of the proposed approach, we recruited 59 cross-professional students from a university in northern Taiwan, and divided them into an experimental group (6 sub-groups) and a control group (6 sub-groups). The experimental group students learned with the group leadership promotion approach, while the control group learned with conventional blended learning approach. The results show that the students could better develop their creativity, problem-solving, meta-cognition, and learning achievement via the group leadership promotion approach. Lastly, sequential analysis of their behaviors indicated that students’ interaction with group leadership in online collaborative learning can promote many more creative ideas and comments, enhance reaching a consensus and making conclusions, and finally, facilitate completion of the group learning tasks.
摘要 I
ABSTRACT II
致謝 III
目錄 IV
圖目錄 VII
表目錄 IX
第一章 緒論 - 1 -
1.1 研究背景與動機 - 1 -
1.2 研究問題與研究假設 - 3 -
1.3 名詞釋義 - 5 -
1.3.1 混合式學習(Blended learning; BL) - 5 -
1.3.2 線上合作學習(Group leadership in online collaborative learning) - 5 -
1.3.3 小組領導(Group leadership) - 6 -
第二章 文獻探討 - 7 -
2.1 混合式學習 - 7 -
2.1.1 混合式學習定義與特性(Blended learning; BL) - 7 -
2.1.2 混合式學習相關理論 - 9 -
2.1.3 混合式學習應用與相關研究 - 11 -
2.2 線上合作學習 - 14 -
2.2.1 線上合作學習定義與特性(Online collaborative learning) - 14 -
2.2.2 線上合作學習相關理論 - 15 -
2.2.3 線上合作學習應用與相關研究 - 16 -
2.3 小組領導 - 18 -
2.3.1 小組領導定義與特性(Group leadership) - 18 -
2.3.2 小組領導相關理論 - 19 -
2.2.3 小組領導應用與相關研究 - 21 -
第三章 結合小組領導促進機制的混合式學習系統 - 22 -
3.1 系統架構 - 22 -
3.3. 混合式學習系統 - 24 -
3.1.1 課前活動說明與系統介紹 - 24 -
3.1.2 課中互動和討論活動 - 27 -
3.1.3 課後線上合作學習任務 - 28 -
3.2 小組領導促進機制 - 32 -
第四章 研究設計 - 41 -
4.1 研究架構 - 41 -
4.2 實驗對象 - 42 -
4.3 教學課程 - 43 -
4.4 實驗流程 - 43 -
4.5 研究工具 - 44 -
4.5.1 學習成就測驗 - 44 -
4.5.2 創造力傾向問卷 - 45 -
4.5.3 問題解決傾向問卷 - 45 -
4.5.4 後設認知傾向問卷 - 46 -
4.5.5 線上互動行為編碼表 - 46 -
4.6 分析方法 - 47 -
第五章 研究結果與分析 - 49 -
5.1 學習成就 - 49 -
5.2 創造力傾向 - 52 -
5.3 問題解決傾向 - 53 -
5.4 後設認知傾向 - 54 -
5.5 線上互動行為分析 - 55 -
5.5.1 線上互動行為路徑分析 - 56 -
5.5.2 線上互動行為模式的比較 - 59 -
第六章 結論與建議 - 61 -
6.1 結論 - 61 -
6.1.1 學習成就 - 61 -
6.1.2 創造力傾向方面 - 62 -
6.1.3 問題解決傾向方面 - 63 -
6.1.4 後設認知傾向方面 - 64 -
6.1.5 學生互動行為方面 - 64 -
6.2 未來研究建議 - 66 -
6.2.1 給教學者的建議 - 66 -
6.2.2 給研究者的建議 - 66 -
參考文獻 - 68 -
附錄一 科學傳播學習成就測驗(前測) - 84 -
附錄二 科學傳播學習成就測驗(後測) - 92 -
附錄三 創造力傾向量表 - 100 -
附錄四 問題解決傾向量表 - 101 -
附錄五 後設認知傾向量表 - 102 -

圖目錄
圖3-1 混合式學習結合小組領導進行線上合作學習環境架構 - 22 -
圖3-2 個人學習任務功能介面 - 25 -
圖3-3 課前預習之功能介面 - 26 -
圖3-4 課前預習學習單之功能介面 - 27 -
圖3-5 課中互動和討論活動畫面 - 27 -
圖3-6 教師發佈線上討論主題之功能介面 - 28 -
圖3-7 小組討論區之功能介面 - 29 -
圖3-8 小組提交報告區之功能介面 - 30 -
圖3-9 小組反饋區之功能介面 - 31 -
圖3-10 小組領導促進機制的混合式學習模式 - 32 -
圖3-11 教師發佈小組領導責任聲明之介面 - 33 -
圖3-12 小組領導接收電子通知之責任聲明介面 - 34 -
圖3-13 教師發佈小組領導分工之公告介面 - 35 -
圖3-14 組員名單確認之介面 - 36 -
圖3-15 教師發佈小組領導之小組討論公告介面 - 37 -
圖3-16 小組領導者進行小組討論之介面 - 38 -
圖3-17 教師發佈小組領導進行小組反饋公告介面 - 39 -
圖3-18 教師引導小組領導進行小組反饋學習之介面 - 40 -
圖4-1 研究架構 - 42 -
圖4-2 實驗流程 - 43 -
圖5-1 實驗組之學習成就前測和後測成績 - 51 -
圖5-2 實驗組的線上互動行為轉移圖 - 58 -
圖5-3 控制組的線上互動行為轉移圖 - 58 -
圖5-4 實驗組的線上互動行為路徑圖 - 60 -
圖5-5 控制組的線上互動行為路徑圖 - 60 -

表目錄
表4-1 線上互動討論行為編碼表 - 47 -
表5-1 先備知識前測之迴歸係數同質性檢定分析摘要表 - 50 -
表5-2 學習成就後測之ANCOVA分析摘要表 - 50 -
表5-3 小組領導和小組組員之學習成就前測和後測分析摘要表 - 51 -
表5-4 創造力傾向前測之迴歸係數同質性檢定分析摘要表 - 52 -
表5-5 創造力傾向後測之ANCOVA分析摘要表 - 53 -
表5-6 問題解決傾向前測之迴歸係數同質性檢定分析摘要表 - 53 -
表5-7 問題解決傾向後測之ANCOVA分析摘要表 - 54 -
表5-8 後設認知傾向前測之迴歸係數同質性檢定分析摘要表 - 54 -
表5-9 後設認知傾向後測之ANCOVA分析摘要表 - 55 -
表5-10 實驗組之序列轉換分析表 - 56 -
表5-11 控制組之序列轉換分析表 - 56 -
表5-12 實驗組之Z分數分析表 - 57 -
表5 13 控制組之Z分數分析表 - 57 -
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