跳到主要內容

臺灣博碩士論文加值系統

(3.215.79.68) 您好!臺灣時間:2022/07/04 04:37
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

我願授權國圖
: 
twitterline
研究生:陳裔專
研究生(外文):Chen,I-Chuan
論文名稱:應用同步數位學習與社群媒體於SPOC教學模式之研究
論文名稱(外文):A Study for Using Social Media and Synchronous e-Learning in SPOC Teaching Model
指導教授:莊雅茹莊雅茹引用關係
指導教授(外文):Chuang,Yea-Ru
口試委員:翁崇雄楊銘賢顏春煌蔡幸蓁
口試委員(外文):WENG,CHONG-XIONGYANG,MING-XIANYEN,CHUN-HUANGTSAI,SHING-CHIN
口試日期:2016-05-25
學位類別:博士
校院名稱:輔仁大學
系所名稱:商學研究所博士班
學門:商業及管理學門
學類:一般商業學類
論文種類:學術論文
論文出版年:2016
畢業學年度:104
語文別:中文
論文頁數:110
中文關鍵詞:小規模限制性線上課程社群媒體同步數位學習合作學習學習歷程分析
外文關鍵詞:SPOCsocial mediasynchronous e-Learningcooperative learninglearning analytics
相關次數:
  • 被引用被引用:1
  • 點閱點閱:906
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:2
本研究旨在探討在小規模限制性線上課程(Small Private Online Courses, SPOCs)中,以社群媒體為載具,進行同步分組討論對學生互動行為與學習滿意度之影響。本研究的教學設計包含非同步數位學習平台的數位教材閱覽與課程討論、同步數位課程教學、同步線上社群媒體分組議題討論等。本研究蒐集社群媒體與數位學習平台的所有初始貼文與回應貼文,以及第二次同步數位學習分組討論前後,學生於Facebook、LINE與同步數位教學系統文字討論區的互動記錄,透過分析學生之學習歷程,探討教學模式對學生學習行為及數位學習平台貼文與點閱率等變化之影響。本研究同時建構學習滿意度量表,以了解學生對於本實驗課程所採用之教學策略與學習活動之滿意度。
本研究發現:1. 在同步數位學習課程中加入分組討論確實可行;2. 在同步數位學習課程中加入社群媒體的運用能增進學生的學習效益;3. 同步數位教學對於非同步討論貼文有正向的影響,且有效提升非同步討論貼文的瀏覽次數;4. 進行同步數位學習活動後,學生具有高學習滿意度。本研究進一步探討此教學策略的可行性,並提出進行此教學模式之具體建議。

This study was designed to investigate the effects of integration social media for group discussion into synchronous online course in SPOC teaching model. The data of this research was collected from a summer web-based class of NOU (http://www.nou.edu.tw/). Instructional designs of this study were synchronous online teaching as well as synchronous online social media group discussion. Pre-recorded learning materials were placed in the e-learning platform. Students may browse and learn at any time according to their own needs. Online instructor published designated topics, asking the students to carry out real-time discussions through social media. Two teachers led students to discuss and summarized the results of online discussion groups separately. Through analyzing both quantitative and qualitative data were collected from adult undergraduate students. This study disseminated learning satisfaction questionnaire and collected all initial Posts as well as responded Posts of students from social media and e-learning platform.
The study indicated that students like to interact with other on social media. Using social media to inform students of class events and activities is a convenient and effective tool. When students participated in online courses, social media makes them more willing to talk about their problems. Therefore they can receive response and service more timely. It is found that, through social media interaction, learning satisfaction was significantly improved in online curriculum activities. Teaching strategies and suggestions are also provided.

目 錄 I
表 目 錄 III
圖 目 錄 V
第壹章 緒論 1
第一節 研究背景 1
第二節 研究動機與目的 6
第三節 研究流程 8
第四節 研究範圍與限制 11
第五節 重要名詞釋義 11
第貳章 文獻探討 15
第一節 大規模開放線上課程與小規模限制性線上課程 15
第二節 同步數位學習 23
第三節 社群媒體 26
第四節 合作學習 28
第五節 學習歷程分析 31
第六節 小結 34
第參章 研究方法 37
第一節 研究問題 37
第二節 教學設計 38
第三節 研究對象 43
第四節 研究工具 44
第五節 學習歷程分析 48
第六節 學習滿意度分析 51
第七節 資料分析方法 54
第肆章 資料分析與研究發現 57
第一節 樣本基本資料分析 57
第二節 信度及效度檢定 58
第三節 研究問題結果分析 60
第伍章 結論與建議 89
第一節 研究結論與貢獻 89
第二節 教學及實務應用建議 90
第三節 未來研究建議 92
參考文獻 93
附錄一 學習滿意度問卷 105
附錄二 學生基本資料問卷 109


壹、中文文獻
李佳玲、陳白云(2013)。數位學習課程同步視訊活動研究-以學生觀點分析。 教育傳播與科技研究,105,1-19。
李進寶(2014)。未來學習―雲端創新教學創新服務。財團法人資訊工業策進會數位教育研究所。
邱貴發(1998)。網路世界中的學習:理念與發展。教育研究資訊,6(1),20-27。
范懿文、王文秀(2012)。整合兩階段認知改變模型探討數位學習系統滿意度之研究。資訊與管理科學,5(1),93-112。
徐敏珠、楊建民(2006)。我國高等教育之數位學習發展策略分析。教育學刊,26,191-214。
教育部(2013)。迎接數位化學習時代─教育部規劃全面性的數位學習推動計畫。2015.09,取自:http://www.edu.tw/news1/detail.aspx?Node=1088&Page=18104&Index=&WID=3ee9c9ee-f44e-44f0-a431-c300341d9f77。
陳志銘(2009)。創新數位學習模式與教學應用。臺北市:文華圖書。
陳俐伶、洪逸群、陳年興(2011)。社群媒體應用於混成同步學習課程之議題探討。Paper presented at the 22nd International Conference on Information Management (ICIM 2011), Chaoyang University of Technology, Taichung, Taiwan.
陳紹繼(2014)。小規模限制性線上課程 “來襲”。遼寧教育,6,003。
黃能富(2015)。磨課師(MOOCs)與師博課(SPOCs)協同授課之翻轉教學法。國家教育研究院教育脈動電子期刊,1。
黃富順(2000)。成人學習者。2014.10取自http://terms.naer.edu.tw/detail/1304869/?index=1。
黃朝曦、葉蓉樺、邱鈺鈞(2014)。數位學習碩士在職專班遠距教學之課程討論參與和學習成效個案研究探討。2014年大學遠距教學認證成果發表暨學術研討會。
楊家興(2006)。線上教學的理論與活動設計。管理與資訊學報,11,271-307。
資訊工業策進會(2006)。2005-2006數位學習白皮書。經濟部工業局。
臺大MOOCs(2015)。認識 MOOC 常見問題集。2015.10取自http://www.ntumooc.org/#!faq/c1so1。
劉怡甫(2014)。從 anti-MOOC 風潮談 MOOCs 轉型與 SPOCs 擅場。評鑑雙月刊,48,36-41。
劉嘉年、林高永、黃慈(2014)。數位課程與教材認證之關鍵指標分析。2014年大學遠距教學認證成果發表暨學術研討會。
磨課師分項計畫辦公室(2015)。什麼是SPOCs?。2015.08取自 http://taiwanmooc.org/faq-page。
磨課師分項計畫辦公室(2015)。磨課師。2015.09取自http://taiwanmooc.org/faq-page。
賴素純、莊雅茹、顏春煌(2014)。Facebook 的使用對成人混成式學習之影響。教育科學研究期刊,59(4),65-98。
顏春煌(2013)。以網路社群的社交功能強化非同步教學的觀察與實驗研究。國科會科教處資訊教育學門101年度專題研究計畫成果討論會,58。
貳、外文文獻
Abela, J. (2009). Adult learning theories and medical education: A review. Malta Medical Journal, 21(1), 11-18.
Ajaja, O. P., & Eravwoke, O. U. (2010). Effects of cooperative learning strategy on junior secondary school students achievement in integrated science. Electronic Journal of Science Education, 14(1).
Alavi, M., & Leidner, D. E. (2001). Research commentary: Technology-mediated learning—A call for greater depth and breadth of research. Information Systems Research, 12(1), 1-10.
Al-Rahmi, W., & Othman, M. (2013). The Impact of Social Media use on Academic Performance among university students: A Pilot Study, Journal of information systems research and innovation.
An, H., Shin, S., & Lim, K. (2009). The Effects of Different Instructor Facilitation Approaches on Students’ Interactions during Asynchronous Online Discussions, Computers & Education, 53(3), 749-760. doi:10.1016/j.compedu.2009.04.015
Astin, A. W. (2012). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. Rowman & Littlefield Publishers.
Bannan-Ritland, B. (2002). Computer-Mediated Communication, eLearning, and Interactivity: A Review of the Research. Quarterly Review of Distance Education, 3(2), 161-79.
Bliss, C. A., & Lawrence, B. (2009). From Posts to Patterns: A Metric to Characterize Discussion Board Activity in Online Courses. Journal of Asynchronous Learning Networks, 13(2), 15-32.
Carr, N. (2012). The crisis in higher education. Technology Review, 115(6), 32-40.
Çelik, S., Aytın, K., & Bayram, E. (2013). Implementing cooperative Learning in the Language Classroom: opinions of Turkish teachers of English. Procedia-Social and Behavioral Sciences, 70, 1852-1859.
Chen, N. S., Ko, H. C., Kinshuk*, & Lin, T. (2005). A model for synchronous learning using the Internet. Innovations in Education and Teaching International, 42(2), 181-194.
Chen, X., Barnett, D. R., & Stephens, C. (2013). Fad or future: The advantages and challenges of massive open online courses (MOOCs). In Research-to Practice Conference in Adult and Higher Education, 20-21.
Christensen, G., Steinmetz, A., Alcorn, B., Bennett, A., Woods, D., & Emanuel, E. J. (2013). The MOOC phenomenon: who takes massive open online courses and why?. Available at SSRN 2350964.
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
Cuseo, J. (1992). Cooperative learning vs. small-group discussions and group projects: The critical differences. Cooperative Learning and College Teaching, 2(3), 5-10.
Daniel, J. (2012). Making sense of MOOCs : Musings in a maze of myth, paradox and possibility. Journal of interactive Media in education, 2012(3), Art-18.
DeVellis, R. F. (1991). Scale development: Theory and application. Newbury Park, CA: Sage.
Dietz-Uhler, B., & Hurn, J. (2013). Using learning analytics to predict (and improve) student success: a faculty perspective. Journal of Interactive Online Learning, 12(1), 17-26.
Erwin, B. (2014). Infographic Learning Analytics. 2015.9. Retrieved from http:// http://www.laceproject.eu/blog/infographic-learning-analytics.
Finkelstein, J. E. (2009). Learning in real time: Synchronous teaching and learning online, 26, John Wiley & Sons.
Fox, A. (2013). From moocs to spocs. Communications of the ACM, 56(12), 38-40.
Fox, A., Patterson, D. A., Ilson, R., Joseph, S., Walcott-Justice, K., & Williams, R. (2014). Software engineering curriculum technology transfer: lessons learned from MOOCs and SPOCs. UC Berkeley EECS Technical Report.
Garrison, D. R. (1993). A cognitive constructivist view of distance education: An analysis of teaching‐learning assumptions. Distance education, 14(2), 199-211.
Gemmill, E. L., & Peterson, M. (2006). Technology use among college students: Implications for student affairs professionals. Journal of Student Affairs Research and Practice, 43(2), 482-502.
Giannoukos, I., Lykourentzou, I., Mpardis, G., Nikolopoulos, V., Loumos, V., & Kayafas, E. (2008). Collaborative e-learning environments enhanced by wiki technologies. In Proceedings of the 1st international conference on PErvasive Technologies Related to Assistive Environments, 59, ACM.
Gillies, R. M. (2006). Teachers' and students' verbal behaviours during cooperative and small‐group learning. British Journal of Educational Psychology, 76(2), 271-287.
Grover, S., Franz, P., Schneider, E., & Pea, R. (2013). The MOOC as Distributed Intelligence: Dimensions of a Framework for the Design and Evaluation of MOOCs. In Proceedings of the 10th International Conference on Computer Supported Collaborative Learning, 16-19.
Hashim, K. F., Tan, F. B., & Rashid, A. (2015). Adult learners' intention to adopt mobile learning: A motivational perspective. British Journal of Educational Technology, 46(2), 381-390.
Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45-58.
Irwin, C., Ball, L., Desbrow, B., & Leveritt, M. (2012). Students' perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology, 28(7), 1221-1232.
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Interaction Book Company.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67-73. doi :10.1080/00405849909543834
Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1), 15-29.
Junco, R. (2012). The relationship between frequency ofFacebookuse, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162-171.
Junco, R., & Cotten, S. R. (2011). Perceived academic effects of instant messaging use. Computers & Education, 56(2), 370-378.
Kaiser, H. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. doi:10.1007/BF02291575
Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business horizons, 53(1), 59-68.
Kim, K. J., Liu, S., & Bonk, C. J. (2005). Online MBA students' perceptions of online learning: Benefits, challenges, and suggestions. The Internet and Higher Education, 8(4), 335-344.
Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. In Proceedings of the third international conference on learning analytics and knowledge, 170-179, ACM.
Knowles, M. S. (1975). Self-directed learning. New York: association Press.
Knox, J. (2014). From MOOCs to Learning Analytics: Scratching the surface of the 'visual'. eLearn, 2014(11), 3.
Koller, D., Ng, A., Do, C., & Chen, Z. (2013). Retention and intention in massive open online courses: In depth. Educause Review, 48(3), 62-63.
Korkmaz, Ö. (2012). A validity and reliability study of the Online Cooperative Learning Attitude Scale (OCLAS). Computers & Education, 59(4), 1162-1169. doi:10.1016/j.compedu.2012.05.021
Kupczynski, L., Mundy, M. A., Goswami, J., & Meling, V. (2012). Cooperative learning in distance learning: a mixed methods study, International Journal of Instruction, 5(2), 81-90.
Lancho, M. S. (2014). MOOCS Y SPOCS (SMALL PRIVATE ONLINE COURSES): SUS POSIBILIDADES PARA LA FORMACIÓN DEL PROFESORADO. HAMUT'AY, 1(1), 6-17.
Laurillard, D. (2013). Rethinking university teaching: A conversational framework for the effective use of learning technologies. Routledge.
Levine, A. (2013). MOOCs, history and contest. Inside Higher Ed.
Lin, Y.-M., Lin, G.,-Y., & Laffey, J. (2008). Building a social and motivational framework for understanding satisfaction in online learning. Journal of Educational Computing Research, 38(1), 1-27. doi:10.2190/EC.38.1.a
Long, P, Siemens, G., Conole, G., & Gašević, D. (2011). Towards Visual Analytics for Teachers' Dynamic Diagnostic Pedagogical Decision-Making. Proceedings of the First International Conference on Learning Analytics and Knowledge (LAK '11). New York, NY: ACM.
Maslen, G. (2012). MOOCs challenge higher education’s business models. 2015.10. Retrieved from http://www. universityworldnews.com.
Masters, K. (2011). A brief guide to understanding MOOCs. The Internet Journal of Medical Education, 1(2), 2.
McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open and Distributed Learning, 10(3).
McCarthy, J. (2013). Learning in Facebook: First year tertiary student reflections from 2008 to 2011. Australasian Journal of Educational Technology, 29(3).
Mergel, I. (2010). The influence of social networks on the adoption of eLearning practices: Using social network analysis to understand technology diffusion and adoption decisions. Lambert Academic Publishing, Cologne, ISBN 978-3-8r383-1083-1.
Miller, H. G., & Mork, P. (2013). From data to decisions: a value chain for big data. IT Professional, 15(1), 57-59.
Moore, M. (1997). Theory of transactional distance. Keegan, D., ed., Theoretical Principles of Distance Education. Routledge, 22-38.
Next Generation: Learning Challenges (2010). Learning Analytics. 2010. 9. Retrieved from http://nextgenlearning.com/the-challenges/learning-analytics.
OCW (2015). OpenCourseWare: Timeline. Retrieved from http://ocw.mit.edu/about/next-decade/timeline.
Othman, H., Asshaari, I., Bahaludin, H., Tawil, N. M., & Ismail, N. A. (2012). Student's Perceptions on Benefits Gained from Cooperative Learning Experiences in Engineering Mathematics Courses. Procedia-Social and Behavioral Sciences, 60, 500-506.
Page, G. A., Pauli, J., Sturm, C., & Fierstein, M. (2011). Faculty adoption of technology: The use of Elluminate Live. In Society for Information Technology & Teacher Education International Conference, 1, 606-614.
Park, Y. J., & Bonk, C. J. (2007). Synchronous learning experiences: Distance and residential learners’ perspectives in a blended graduate course. Journal of Interactive Online Learning, 6(3), 245-264.
Pempek, T. A., Yermolayeva, Y. A., & Calvert, S. L. (2009). College students' social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), 227-238.
Piccioni, M., Estler, C., & Meyer, B. (2014). SPOC-supported introduction to programming. In Proceedings of the 2014 conference on Innovation & technology in computer science education, 3-8. ACM.
Qin, Z., Johnson, D. W., & Johnson, R. T. (1995). Cooperative versus competitive efforts and problem solving. Review of Educational Research, 65(2), 129-143. doi:10.2307/1170710
Rice, R. E. (1993). Media appropriateness. Human communication research,19(4), 451-484.
Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. British Journal of Educational Technology, 41(5), 706-720.
Schellens, T., Van Keer, H., Valcke, M., & De Wever, B. (2007). Learning in asynchronous discussion groups: a multilevel approach to study the influence of student, group and task characteristics. Behaviour & Information Technology, 26(1), 55-71.
Siemens, G. (2010). What are learning analytics. Retrieved March, 10, 2011.
Slavin, R. E. (1990). Cooperative Learning: Theory. Research and Practice. Prentice Hall, Englewood Cliffs, NJ.
Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The internet and higher education, 7(1), 59-70.
Sponcil, M., & Gitimu, P. (2012). Use of social media by college students: Relationship to communication and self-concept. Journal of Technology Research, 4, 16-28.
Stoerger, S. (2013). Making Connections: How Students Use Social Media to Create Personal Learning Networks. In H. Yang, & S. Wang (Eds.) Cases on Formal and Informal E-Learning Environments: Opportunities and Practices, Hershey, PA: Information Science Reference, 1-18. doi:10.4018/978-1-4666-1930-2.ch001
TeacherStream. (2009). Benefits and Uses of Digital Video Conferencing (DVC). 2012.2. Retrieved from http://k12onlineschools.org/production/Content/SynchFac/benefitsofDVC.html.
Thoms, B., & Eryilmaz, E. (2014). How media choice affects learner interactions in distance learning classes. Computers & Education, 75, 112-126. doi:10.1016/j.compedu.2014.02.002
Totten, S., Sills, T., Digby, A., & Russ, P. (1991). Cooperative learning: A guide to research. New York: Garland.
Tsay, M., & Brady, M. (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference?. Journal of the Scholarship of Teaching and Learning, 10(2), 78-89.
UNESCO (2012). UNESCO World Congress releases 2012 Paris OER Declaration. 2015.8. Retrieved from http://www.unesco.org/new/en/communication-and-information/resources/news-and-in-focus-articles/all-news/news/unesco_world_oer_congress_releases_2012_paris_oer_declaration.
Veermans, M., & Cesareni, D. (2005). The nature of the discourse in web-based collaborative learning environments: Case studies from four different countries. Computers & Education, 45(3), 316-336.
Wang, M. J., & Chen, H. C. (2013). Emotions and Pair Trust in Asynchronous Hospitality Cultural Exchange for Students in Taiwan and Hong Kong. Turkish Online Journal of Educational Technology-TOJET, 11(4), 119-131.
Wang, Q., Woo, H. L., Quek, C. L., Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428-438.
Wang, W., Hsieh, J. P. A., & Song, B. (2012). Understanding user satisfaction with instant messaging: an empirical survey study. International Journal of Human-Computer Interaction, 28(3), 153-162.
White, B. (2013). An edX SPOC as the online backbone of a flipped college course. Retrieved on February, 27, 2015.
Yang, Z., & Liu, Q. (2007). Research and development of web-based virtual online classroom. Computers & education, 48(2), 171-184.
Yen, C. H. (2013) A framework of e-learning analytics for asynchronous discussion forums, The 13th IEEE International Conference on Advanced Learning Technologies (ICALT 2013), 26-28, Beijing, China.
Yoshida, H., Tani, S., Uchida, T., Masui, J., & Nakayama, A. (2014). Effects of online cooperative learning on motivation in learning Korean as a foreign language. International Journal of Information and Education Technology, 4(6), 473.
Yuan, L., Powell, S., & CETIS, J. (2013). MOOCs and open education: Implications for higher education.
Zaltman, G., & Burger, P. C. (1975). Marketing research: Fundamentals and dynamics. Hinsdale, IL: Dryden Press.
Zhang, Y., & Leung, L. (2014). A review of social networking service (SNS) research in communication journals from 2006 to 2011. new media & society, 1461444813520477.
Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative learning. Journal of Educational Technology & Society, 15(1), 127-136.

QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top