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    政大機構典藏 > 學術期刊 > 資管評論 > 期刊論文 >  Item 140.119/100278
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/100278


    Title: 在Blog系統環境下以建構及鷹架理論探究學習風格與成效之研究
    Other Titles: Using Constructivism and Scaffolding Theories to Explore Learning Style and Effect in Blog System Environment
    Authors: 張伊婷;王存國;晁瑞明
    Chang, Jamie Y.T.;Wang, Eric T.G.;Chao, Ruey-Ming
    Keywords: Blog;學習成效;建構理論;鷹架理論
    Blog;Learning Effects;Constructivism;Scaffolding
    Date: 2009-09
    Issue Date: 2016-08-16 15:44:03 (UTC+8)
    Abstract: 現今無遠弗屆的網際網路應用,使得學習者只需透過網路,即可無所不在地學習。資訊科技的輔助使得現今的學習環境不僅打破傳統的單向溝通方式,教師也可以針對學習者的個別需求給予輔助;對於學習者而言,資訊科技更是提供了與教師、同儕間多方的溝通管道。本研究以建構(Constructivism)及鷹架理論(Scaffolding)的觀點,建置一個具有個人、群體、與社會組織化的Weblog(Blog)系統環境,透過此系統,學習者即時地互動與討論,分享知識,增強學習成效。本研究包含兩階段。第一階段先採用調查研究法,以瞭解學習者在Blog系統品質、教學策略對於學習成效(包括學習績效及學習滿意度)之關係。而後,為進一步瞭解不同群組的差異情況,進行第二階段的實驗設計。實驗設計以準實驗設計法(quasi experiment method),探究實驗組在基於建構及鷹架理論為基礎的教學策略與本身不同學習風格的交互影響下,是否能強化學習成效。第一階段的研究結果顯示:(1)當學習者在Blog系統環境中,認知系統品質良好時,會有較高的學習滿意度,亦有較佳的學習績效;(2)當學習者感知教師所採用的教學策略良好時,會提昇學習者的學習滿意度,但在學習績效方面是呈現負向的影響;(3)當學生學習滿意度越高時,其學習績效卻越低。本研究推論此現象能以實驗設計來解釋其原因,因此進一步進行實驗設計。在第二階段的多因子共變數分析(MANCOVA)的結果顯示:(1)學習者的學習風格於學習績效上未呈現差異;(2)採用鷹架及建構理論之教學策略確實能提昇學習者之學習成效;(3)實驗組在教學策略與學習風格的交互作用影響下,反映了較佳的學習成效。
    This study is based on the theory of Constructivism and Scaffolding to implement a Blog system environment which allows users to create their own personalized Blog for individual, group, and organization practice. The Blog system is a platform for members to exchange their ideas and thoughts in order to achieve the goal of knowledge sharing and then enhance learning effects of the students. This study utilizes the quasi-experiment method and survey research to aim at the target sample of the e-learning related curriculum provided by the department of Information Systems. A fourteen-week experiment was conducted to explore for whether the interaction of teaching strategy and learning style based on the Constructivism and Scaffolding would enhance student learning effects. The results of two-way MANCOVA analysis reveals: (1) the learner's learning style has no significant influence on their learning effects, (2) teaching strategy based on the Constructivism and Scaffolding can improve learner's learning effects, and (3) under the interaction of teaching strategy and learning style, the experimental group shows better learning effects.
    Relation: 資管評論, 15(1), 33-70
    MIS review
    Data Type: article
    Appears in Collections:[資管評論] 期刊論文

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