社交網聯情境下的健康體適能學習與知識建構－臉書社群媒體介入研究

Abstract

基於對大學生健康體適能教育與實踐的關注，本研究以臉書做為標地，探究其健康傳播的教育用途。植基於高等教育的質詢社群模組，研究主張臉書社交實用性程式可支援學習環境的社會、教學與認知臨場，做為線上健康溝通的平台。就此，本研究建製介入學習的「健康動ㄘ動」粉絲頁，提供健康體適能相關資訊與知識，推動學習社群連結、互動與對話，並以參與者的學習經驗感知與知識建構歷程，做為檢視臉書健康傳播教育功能的指標。研究採用經驗抽樣法，以日誌法收集研究參與者的介入粉絲頁使用經驗與感知，並以質、量多元途徑分析之。結果顯示臉書社交網聯情境可促動學習歷程的反思與後設認知，並誘發學習參與行為，有助於大學生對健康體適能的知識建構。

Due to a concern about the health fitness education for college students, the study explores the educational utility of Facebook as a health communication platform. In line with the Community of Inquiry model in higher education, the core premise of utilizing Facebook for communication and education purpose lies in the online learning presence it supports. With its built-in social utility applications, Facebook can present an online environment that integrates social, teaching, and cognitive presence for learning inquiry. A Facebook learning intervention was designed on the basis of higher education and online communication theories. A Facebook page was built to provide health fitness-related information, and to promote community connection, interaction, and social discourse. The study then focuses its investigation on student participants' learning experiences and knowledge construction processes on the intervention Facebook page. The study adopts the experience sampling method, and uses journal reporting as data collection tools. Participants' experiences and processing of the intervention page have been subject to both qualitative and quantitative analyses. The findings suggest that Facebook utilized as a platform for communication and education purpose may have its own merits. Specifically, with its social networking contextual features, Facebook may foster reflexivity and facilitate metacognition in cognitive learning, and motivate health fitness-related behaviors and collaboration. The learning experiences generated on the intervention Facebook page, both cognitive and behavioral, are critical in the construction of health fitness knowledge.