網路合作學習實施之整體性策略研究

Abstract

本研究旨在設計一個整合網路鷹架理論、合作學習策略及問題導向為基礎的網際網路合作學習環境，運用於適當的學習活動中，並藉由實驗研究法分析不同型態及能力的合作小組對於學習成效及學習歷程之影響。學生根據所填的思考風格問卷分為互補組、高行政組和風格不明組，以及依能力劃分為高能力群及低能力群，小組再以此網路合作學習環境進行網頁設計作業，最後以小組自評、組員互評、組間互評及老師評分來對合作品質及合作成效作量化分析。 研究結果發現採用此網際網路合作學習環境確實能提高學生的熱誠及作品水準；在作品成績方面，互補組作品成績與其他兩組有顯著差異；在合作品質方面，高能力群的目標滿意度和作品的評分有正相關；以類型和能力兩項因子交互分析，能力對目標滿意這個項目有影響；類型及能力對合作過程皆有影響，兩者有交互作用，低能力互補組和其他類型及能力群有顯著差異。 本研究的貢獻在於整合網路合作學習各項技術及觀念，運用於實際教學活動，實施後不僅學習者經由網站的互動，以提昇學習成效，同時指導者能以單純數據分析了解小組的合作過程，以提昇合作品質。

This study aims at three goals. The first is to explore the design of a web-based cooperative learning environment, based on scaffolding processes, cooperative-learning strategies, and problem-based design. The second is to investigate the design of cooperative learning activities. The third is about learning effects and the interaction processes among students of different thinking styles and performances in a web-based cooperative learning context. Empirical research methods are employed in this study. The first graders of a national senior high commercial school were selected as research subjects. Based on their thinking styles, they were categorized into heterogeneous groups, high-executive groups, and non-style groups. Meanwhile, those students were also partitioned into two categories according to their entrance examination grades. After the experiments were finished, the students’ records on the web database were collected and analyzed. Based on this study, there are conclusions have been made, as following: The first is that there is a significant difference in the works between the heterogeneous group and the others. The second is the self-content of high-grade group has a positive effect on their works. The third is the grade factor is a positive effect on self-content, and both the grade and style are positive effect on interaction process. There is obvious interaction between the two factors is also observed, and there is a significant difference between low-grade- heterogeneous groups and all others. The primary contribution of this study is to integrate various technologies and concepts about web-based cooperative learning. The achievements and interactions among learners are improved, and the interactions between an instructor and learners are also improved through the learning activity based on the web-based cooperative learning environment.