研究生: |
蕭喆穎 Hsiao, Che-Yin |
---|---|
論文名稱: |
鷹架策略應用於線上共創學習之研究 Exploring the Effect Using Scaffolding on Online Collaborative Construction Learning |
指導教授: |
王健華
Wang, Chien-Hwa |
學位類別: |
碩士 Master |
系所名稱: |
圖文傳播學系 Department of Graphic Arts and Communications |
論文出版年: | 2017 |
畢業學年度: | 105 |
語文別: | 中文 |
論文頁數: | 77 |
中文關鍵詞: | 共創學習 、鷹架策略 、學習態度 、學習參與度 、先備知識 |
英文關鍵詞: | construction learning, scaffolding, learning attitude, engagement, prior knowledge |
DOI URL: | https://doi.org/10.6345/NTNU202203151 |
論文種類: | 學術論文 |
相關次數: | 點閱:204 下載:13 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
共創學習是一種讓學習者與同儕之間,進行知識的分享、交流、建構,創造出屬於自己的知識的學習方式。現代教育已普遍在線上進行學習活動,而線上環境打破空間、距離的限制,更有利於共創學習活動。然而環境的轉換、溝通模式的改變以及個人知識背景與特質的不同等,讓共創學習變得困難,因此需要由導師提供鷹架來協助學生完成學習任務。後設認知鷹架的優點為能夠連結學習者的先備知識,以利於後續訂定學習策略。然而僅是以提示的形式協助學生,並無學習操作的指引時,學生可能會無所適從。因此本研究提出混合式的鷹架,將能夠穩定學習路徑的程序性鷹架,改善僅使用後設認知鷹架策略之缺失。本研究使用實驗法,以具備概念性知識與程序性知識的實驗統計作為課程主題,實驗對象共24位,以後設認知鷹架與混合式鷹架進行分組,進行為期三週的線上共創輔導課程。以學習成就測驗與學習態度量表作為研究工具,並在課程結束後進行訪談,進行質化資料之收集。
研究結果發現,在進行完線上共創學習課程後,全體學習者的學習成效均有顯著差異,但兩鷹架組別間並無顯著差異;在學習態度方面,全體平均為中等偏低,顯示學習者對於此平台及學習方式並無顯著的認同感。根據上述兩點,因此延伸出先備知識及學習參與度的影響來深入探討。發現先備知識、學習參與度會影響學習態度。建議未來相關研究應考慮學習者的個人特質與平台的適用性,對於共創學習的影響。
Construction learning is share, exchange and build the knowledge between learner and their peers. Difficulties of construction learning appeared, mainly for the ever-changing environment and differentiated individuals. Therefore, instructors need to provide the scaffolds to help learners completed their learning tasks. Meta-cognitive scaffolding can connect the learner's prior knowledge to facilitate the learning strategies. But when instructor just gives them minimal hints, maybe make students lost in the new information. Therefore, this study proposed a blended scaffolding, we used the procedural scaffolding, which can stabilize the learning path, and it can improve the lack of use meta-cognitive scaffolding.
Our research will use Google Site platform to create one online construction course, and we choose the experimental statistic as the course topic. There are 24 subjects in the experiment were divided into the different group (meta-cognitive scaffolding and blended scaffolding). The experimental course held three weeks. When the course end, students took the achievement test and learning attitude scale, and interview was performed to gather qualitative information.
The results showed that there were significant differences in the learning outcomes of all learners after completing the learning courses, but there was no significant difference between the two groups, and the learning attitude also was no difference. Based on the above points, we try to realize the prior knowledge and engagement were effect the construction learning or not. We found that the prior knowledge and engagement will affect the learning attitude. It is suggested that the future research should consider the learners' personal characteristics and the applicability of the platform.
一、中文部分
王千倖(2003)。以「網路同儕教學」建構「網路學習社群」之行動研究,師大
學報:科學教育類,48,1,119-142。
王如哲(2010)。解析「學生學習成效」,評鑑雙月刊,27,62。
諶家蘭、余玫萱(2005)。一項適性、協同性、和建構性之互動式數位學習設計,電子商務研究,3,4,331-358。
二、外文部分
Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? EDUCAUSE Review, 41, 32-44. Retrieved September 8, 2010, from http://www.educause.edu/ir/library/pdf/erm0621.pdf
Augar, N., Raitman, R., & Zhou, W. (2004, January). Teaching and learning online with wikis. In Beyond the comfort zone: proceedings of the 21st ASCILITE Conference, Perth, 5-8 December (pp. 95-104). ASCILITE.
Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional science, 33(5-6), 381-412.
Barak, M., Herscoviz, O., Kaberman, Z., & Dori, Y. J. (2009). MOSAICA: A web-2.0 based system for the preservation and presentation of cultural heritage. Computers & Education, 53(3), 841-852.
Chao, Y. C. J., & Lo, H. C. (2011). Students' perceptions of Wiki-based collaborative writing for learners of English as a foreign language. Interactive Learning Environments, 19(4), 395-411.
Chen, P. S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education, 54(4), 1222-1232.
Chi, M. T. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. Advances in instructional psychology, 5, 161-238.
Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with wikis. International Journal of Computer-Supported Collaborative Learning, 3(2), 105-122.
Davis, E. A. (2000). Scaffolding students' knowledge integration: Prompts for reflection in KIE. International Journal of Science Education, 22(8), 819-837.
Dori, Y. J., & Belcher, J. (2005). How does technology-enabled active learning affect undergraduate students' understanding of electromagnetism concepts?. The Journal of the Learning Sciences, 14(2), 243-279.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1-4.
Gijlers, H., & De Jong, T. (2005). The relation between prior knowledge and students' collaborative discovery learning processes. Journal of research in science teaching, 42(3), 264-282.
Hill, J. R., & Hannafin, M. J. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology Research and Development, 49(3), 37-52.
Jeong, A., & Joung, S. (2007). Scaffolding collaborative argumentation in asynchronous discussions with message constraints and message labels. Computers & Education, 48(3), 427-445.
Johnson, D. W., & Johnson, R. T. (1996). Cooperation and the use of technology. Handbook of research for educational communications and technology: A project of the Association for Educational Communications and Technology, 1017-1044.
Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of computer assisted learning, 27(2), 119-132.
Kuh, G. D., & Hu, S. (2001). The relationships between computer and information technology use, student learning, and other college experiences. Journal of College Student Development, 42, 217–232.
Lee, L. (2010). Exploring wiki-mediated collaborative writing: A case study in an elementary Spanish course. CALICO Journal, 27, 260-276.
Liaw, S. S., Chen, G. D., & Huang, H. M. (2008). Users’attitudes toward Web-based collaborative learning systems for knowledge management. Computers & Education, 50(3), 950-961.
Ling, T. M., & Harun, J. (2014). Instructional scaffolding in online collaborative learning environment for knowledge construction among engineering students. In Engineering Education (ICEED), 2014 IEEE 6th Conference on (pp. 40-45). IEEE.
Liu, X., Liu, Z. A., Yuan, Z., Xie, M., & Huang, Y. (2009, December). A Chinese e-learning network platform based on Web2. 0. In Information Management, Innovation Management and Industrial Engineering, 2009 International Conference on (Vol. 3, pp. 522-525). IEEE.
Mackiewicz, J., & Thompson, I. (2014). Instruction, cognitive scaffolding, and motivational scaffolding in writing center tutoring. Composition Studies, 42(1), 54.
Molenaar, I., Sleegers, P., & Van Boxtel, C. (2014). Metacognitive scaffolding during collaborative learning: a promising combination. Metacognition and learning, 9(3), 309-332.
National Board for Professional Teaching Standards. (2011). Student learning, student achievement: How do teachers measure up? Executive summary. Retrieved from ERIC database. (ED517573)
Noroozi, O., Weinberger, A., Biemans, H. J., Mulder, M., & Chizari, M. (2012). Argumentation-based computer supported collaborative learning (ABCSCL): A synthesis of 15 years of research. Educational Research Review, 7(2), 79-106.
Puntambekar, S., & Hubscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed?. Educational psychologist, 40(1), 1-12.
Popescu, E. (2010, August). Students' acceptance of web 2.0 technologies in higher education: Findings from a survey in a Romanian university. In 2010 Workshops on Database and Expert Systems Applications (pp. 92-96). IEEE.
Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., ... & Soloway, E. (2004). A scaffolding design framework for software to support science inquiry. The journal of the learning sciences, 13(3), 337-386.
Quintana, C., Zhang, M., & Krajcik, J. (2005). A framework for supporting metacognitive aspects of online inquiry through software-based scaffolding. Educational Psychologist, 40(4), 235-244.
Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13(3), 273-304.
Resta, P., & Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19(1), 65-83.
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Corwin Press.
Rienties, B., Giesbers, B., Tempelaar, D., Lygo-Baker, S., Segers, M., & Gijselaers, W. (2012). The role of scaffolding and motivation in CSCL. Computers & Education, 59(3), 893-906.
Saye, J. W., & Brush, T. (2002). Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments. Educational Technology Research and Development, 50(3), 77-96.
Sharma, P., & Hannafin, M. J. (2007). Scaffolding in technology-enhanced learning environments. Interactive learning environments, 15(1), 27-46.
Shih, J. L., Chu, H. C., & Hwang, G. J. (2011). An investigation of attitudes of students and teachers about participating in a context‐aware ubiquitous learning activity. British Journal of Educational Technology, 42(3), 373-394.
Tim O’Reilly (2005). What Is Web 2.0 Design Patterns and Business Models for the Next Generation of Software. Retrieved May 26, 2010, from http://oreilly.com/web2/archive/what-is-web-20.html
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry, 17(2), 89-100.
Wood, H., & Wood, D. (1999). Help seeking, learning and contingent tutoring. Computers & Education, 33(2), 153-169.
Yeh, S. W., Lo, J. J., & Huang, J. J. (2011). Scaffolding collaborative technical writing with procedural facilitation and synchronous discussion. International Journal of Computer-Supported Collaborative Learning, 6(3), 397-419.
Yu, F. Y., Tsai, H. C., & Wu, H. L. (2013). Effects of online procedural scaffolds and the timing of scaffolding provision on elementary Taiwanese students’ question-generation in a science class. Australasian Journal of Educational Technology, 29(3), 416-433.
Zembal-Saul, C., Munford, D., Crawford, B., Friedrichsen, P., & Land, S. (2002). Scaffolding preservice science teachers' evidence-based arguments during an investigation of natural selection. Research in Science Education, 32(4), 437-463.
Zheng, B., & Zhuang, X. (2008, December). Wiki-based collaborative learning activity design: A case study. In Computer Science and Software Engineering, 2008 International Conference on (Vol. 5, pp. 141-145). IEEE.