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    题名: 問題導向學習之不同合作學習分組策略在學習成效上的比較研究
    A Study on the Effects of Different Group-Formation Methods on Learning Performance in a Problem-based Learning Environment
    作者: 楊炳南
    Yang, Ping Nan
    贡献者: 陳志銘
    Chen, Chih Ming
    楊炳南
    Yang, Ping Nan
    关键词: 問題導向學習
    基因演算法
    合作學習
    分組策略
    Problem-based learning
    Genetic algorithm
    Collaborative learning
    Group formation
    日期: 2018
    上传时间: 2018-05-02 15:47:40 (UTC+8)
    摘要: 合作學習的分組策略影響合作學習成效甚巨，過去相關研究均著重在利用基因演算法考量多個學生特性的合作學習分組方式，亦有研究提出考量個人學習者的先備知識水平，以及透過社會網絡分析識別的同伴學習角色和社會互動關係，作為分組考量的因素(Chen, Liu, & Kuo, 2016)，其中有許多研究都已證實能力異質分組之有效性（Jong, Wu, & Chan, 2006; Wang, Lin, & Sun, 2007; Webb, 1982）；再者網絡上之社會互動關係與現實生活的自行分組，或許可成為不同分組之考量；另外，本研究所探究之學習角色，是有別於其他研究之分組考量因素。因此，為了探究合作學習效能較佳的分組學習模式，本研究採用準實驗研究法，以新北市某高中一年級隨機抽選五個班級合計189名學生為研究對象，並將五個班級學生隨機分派為採用基因演算法同時考量先備知識水平、學習角色類型異質互補，以及社會互動關係同質之最佳化分組、社會互動關係同質之最佳化分組以及學習角色類型異質之最佳化分組之實驗組一、實驗組二、實驗組三，以及採用自行分組與隨機分組之控制組一及控制組二，五組學習者皆在問題導向學習系統上進行不同合作學習分組策略學習活動。本研究以學習者在問題導向學習平台上之四階段學習成效評量、每階段課程結束所填寫之滿意度問卷、以及整體活動結束所填答之團體效能與團體凝聚力量表，進行相關數據統計與分析，最後輔以結構式訪談，使整體研究更具客觀性，以驗證五種不同分組策略在學習成效、團體效能與團體凝聚力上的差異。
    本研究歸納結論如下：相較於自行分組與隨機分組，本研究所提之三個實驗組分組策略均有助於提升問題導向合作學習成效；採用不同合作學習分組策略在團體效能與團體凝聚力上具有顯著差異，社會互動關係同質分組在整體團體效能表現顯著優於隨機分組；在團體凝聚力方面，社會互動關係同質分組以及自行分組均顯著優於隨機分組，其餘組別則無顯著差異；採用學習角色類型異質最佳化分組之策略，在問題導向合作學習的滿意度接近非常同意的水準。
    關鍵字：問題導向學習、基因演算法、合作學習、分組策略
    The grouping formation scheme of collaborative learning has a great effect upon collaborative learning. Relevant studies in the past focused much on the way of grouping based on genetic algorithm, which refers to multiple students’ characteristics. Some studies have stated that the prior knowledge of an individual learner and the peer learning roles and social interaction identified through social network are considered as crucial factors for grouping formation(Chen, Liu, & Kuo, 2016). Some of the studies have proved the effectiveness of heterogeneous grouping(Jong, Wu, & Chan, 2006; Wang, Lin & Sun, 2007; Webb, 1982). Moreover, Perhaps the interaction on the social network and grouping in the real life can be taken as different consideration for grouping formation. In this paper, a quasi-experiental research method is employed to make a thorough inquiry into a more effective grouping formation in collaborative learning. One hundred and eighty-nine students in five different 10th grade classes in New Taipei City were randomly selected to participate in the experiment. Students in five classes were randomly divided into 5 groups: three experimental groups which adopt genetic algorithm-based optimized group formation scheme respectively considering the factors associated with heterogeneous complementation of students’ prior knowledge levels and learning roles and the homogeneity of social interaction relationship were simultaneously considered in the genetic algorithm-based optimized group formation scheme and two control groups, one is randomly grouped; while the other allows students group themselves. Learners in these five groups all use collaborative problem-based learning system (CPBL) to perform collaborative problem-based learning activities. In this research, the four-staged learning performance evaluation on a collaborative problem-based learning system, satisfaction questionnaires filled out after class of every stage, interaction efficacy and group cohesion evaluation are applied to compile statistics and analyze the learning process and interaction among learners in these five groups. Finally, a structured interview is supplemented to enhance the objectivity of the overall research and verify the variation of the learning performance, group efficacy and group cohesion between different group formation schemes.
    The results of the study are as follows:
    1. Compared with the control groups, the grouping formation schemes of the three experimental groups all contribute to promote the efficiency of collaborative problem-based learning.
    2. Applying different collaborative grouping formation schemes makes significant difference upon group efficacy and group cohesion. The homogeneous grouping of social interaction provides better group efficacy than random grouping.
    3. The homogeneous grouping of social interation and students’ grouping themselves works better on group cohesion than random grouping, while the other groups show no significant difference.
    4. The satisfation of learners adopting the heterogeneous optimized group formation scheme of learning roles for collaborative problem-based learning reached a nearly very agreed standard.

    Keywords: Problem-based learning, Genetic algorithm, Collaborative learning, Group formation
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    描述: 碩士
    國立政治大學
    圖書資訊學數位碩士在職專班
    100913023
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    数据类型: thesis
    显示于类别:[圖書資訊與檔案學研究所] 學位論文

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