English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113648/144635 (79%)
Visitors : 51610933      Online Users : 785
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/100273


    Title: Using Constructivism and Scaffolding Theories to Explore Learning Style and Effect in Blog System Environment
    Authors: 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 15:43:02 (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), 29-61
    MIS review
    Data Type: article
    Appears in Collections:[MIS review(資管評論)] 期刊論文

    Files in This Item:

    File Description SizeFormat
    15(1)-29-61.pdf1639KbAdobe PDF2581View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback