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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:183下載:13
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  • 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.

    摘要 i Abstract ii 目錄 iii 表次 v 圖次 vi 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的 3 第三節 研究問題 4 第四節 研究範圍與限制 4 第五節 研究流程 5 第六節 名詞釋義 6 第二章 文獻探討 8 第一節 共創學習 8 第二節 鷹架理論 12 第三節 學習成就與學習態度 18 第四節 先備知識與學習參與度 20 第三章 研究設計 23 第一節 研究架構 23 第二節 研究方法 25 第三節 研究對象 26 第四節 研究工具 27 第五節 教學設計 29 第六節 研究實施 38 第七節 資料處理與分析 39 第四章 研究結果與討論 42 第一節 全體學習者之學習成效分析 42 第二節 不同鷹架策略之學習成效差異分析 43 第三節 全體學習者之學習態度分析 45 第四節 學習態度與學習成效相關性分析 53 第五章 結論與建議 55 第一節 研究結論 55 第二節 研究建議 58 參考文獻 60 附錄一 66 附錄二 70 附錄三 74 附錄四 77

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