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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/54220

    Title: 知識建構導向電腦支援合作學習環境之學習歷程評估研究
    A study on assessing the learning processes of knowledge construction-oriented computer-supported collaborative learning environment
    Authors: 楊森吉
    Yang, Sen Chi
    Contributors: 陳志銘
    Chen, Chih Ming
    Yang, Sen Chi
    Keywords: 知識建構
    knowledge construction
    problem solving
    sequential analysis
    computer-supported collaborative learning
    Date: 2011
    Issue Date: 2012-10-30 10:18:13 (UTC+8)
    Abstract: 本研究旨在探究學習者在wiki共筆、數位閱讀標註及知識論壇三種不同知識建構導向之電腦支援合作學習環境下,其合作知識建構與問題討論歷程差異,再則這三種不同學習環境是否營造不同知識建構氛圍,以及對支援知識建構是否有所欠缺。最後,針對研究結果提出有效知識建構教學的實施策略與建議。
    The major purpose of the present study was investigate the learners would have the differences of the progress of knowledge construction and problem discussion, which were under the three different guided knowledge construction in the computer-supported collaborative learning environments, the three learning environments including wiki, knowledge-based annotation learning system, and Knowledge Forum. A secondary purpose of this study was to examine if these three different learning environments would build the variety atmospheres of knowledge construction, and then the deficiency in the computer-supported collaborative learning. Finally, the conclusion drawn above should be proposed the efficient policy and suggestion in relation to the effective teaching of knowledge construction.
    The method to carry out this study was using an experimental research. The participant in this research were 19 postgraduate students enrolled in executive master of digital systems in one national university. In this experiment, all participants experienced the three different guided knowledge construction in the computer-supported collaborative learning environments in order, each differs from one another, including, wiki, knowledge-based annotation learning system, and Knowledge Forum. Furthermore, all subjects focused on the discussion and shared the progress of the knowledge construction and the results of the accomplishment by searching and observing the above three varied environments. The data of knowledge construction and problem solving were to conceptual encoded and processed the sequential analysis in order to observe the evolution of the progress of knowledge construction of all subjects, and to estimate the level of interaction of problem discussion. Lastly, we used the auxiliary semi-constructed interview and the result of sequential analysis to work with the cross-validation.
    The findings suggest that the participants produced the conclusions with coordinated knowledge construction which appeared in a certain quality, and this result indeed helped learners to grow-up in the coordinated knowledge construction. Additionally, Knowledge Forum firstly developed well standard under the congruent design and tactic of teaching in these three computer-supported collaborative learning environments. And then Knowledge Forum would be even more proper to discuss the problem solving. However, there is an insufficient part which needs to be strength of the three guided computer-supported collaborative learning environments for the complete computer-supported learning environments, most particularly, to be able to stimulate the subjects would go deep into the discussion in order to achieve the more depth of the knowledge construction, at the same time require the preferable instructional design and learning strategy.
    On the basis of the findings we sum up the few suggestions: As teacher, this study would be a reference to choose computer-supported collaborative learning environment when teach the coordinated knowledge construction, and then to address the suggestion in relation to the future research.
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    Description: 碩士
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0098913002
    Data Type: thesis
    Appears in Collections:[圖書資訊與檔案學研究所] 學位論文

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