Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/140703
|
| Title: | 在協作知識翻新環境中培養學生自主學習能力
Fostering Students’ Self-directed Learning in a Collaborative Knowledge Building Environment |
| Authors: | 蔡易宸
Tsai, Yi-Chen |
| Contributors: | 洪煌堯
Hong, Huang-Yao
蔡易宸
Tsai, Yi-Chen |
| Keywords: | 知識翻新教學
知識論壇
自主學習
Knowledge building pedagogy
Knowledge forum
Self-directed learning |
| Date: | 2022 |
| Issue Date: | 2022-07-01 16:29:26 (UTC+8) |
| Abstract: | 自主學習被視為未來人才的關鍵能力之一，本研究旨在探討知識論壇上的協作知識翻新活動如何促進學生自主學習能力。本個案研究以臺北市某公立大學學生（N=21）為研究對象。資料來源包括：（1）一份自主學習能力量表；（2）知識論壇上學生進行問題解決與討論的想法質化歷程紀錄；（3）知識論壇上學生活動與互動的量化歷程紀錄。資料分析採敘述統計、成對樣本t檢定、獨立樣本t檢定、皮爾森相關分析、行為序列分析、及質性資料分析。
根據分析結果，本研究主要發現如下：（1）以線上協作知識翻新環境協助課程教學，可以有助於提升學生自我感知的自主學習能力；（2）提供線上協作知識翻新環境亦可以有助於促進學生在線上的質化想法討論發展歷程與量化的互動歷程；（3）學生自我感知之自主學習能力與其在線上的量化互動歷程及質化想法討論發展歷程有顯著的關連性。
綜上所述，本研究認為知識論壇上的協作知識翻新活動能提升學生自主學習能力，並促進學生質化想法發展歷程及其量化的論壇互動歷程。此外，學生自我感知之自主學習能力，也與其真實學習過程中的自主學習行為互有關連。本研究並根據上述研究結果提出相應建議，以供未來研究作為參考。
Self-directed learning (SDL) is important as it can promotes learner autonomy to work with knowledge independently. This case study investigated whether and how the employment of knowledge building pedagogy in a college course fostered students` self-directed learning.
Participants in this case study were 21 college students from a public university in Taipei. They took a design related course for a semester and were asked to individually work on a design project that can be useful for solving real-life problems. During the course, they discussed weekly and posted ideas in the form of notes to Knowledge Forum (KF) —a multimedia platform. Data collection included (1) a survey called “Self-Directed Learning Aptitude Scale” (SDLAS); And (2) students’ online activity logs and discourse content recorded in a KF database. Data were analyzed using descriptive statistics, paired-samples t-test, independent sample t-test, behavior sequential analysis, and qualitative data analysis.
The main findings are as follows: (1) engaging students in online collective knowledge building activities seem to have fostered students’ self-directed learning perception as evidenced from the pre-post survey results; (2) knowledge building activities also seem to have helped students to work more productively with ideas in KF; and (3) there is an association found between students` enhanced self-directed learning perception and their capacity to engaged in sustained idea improvement. Based on the above findings, some relevant suggestions for future studies concerning the cultivation of students` self-directed learning by using knowledge building pedagogy and technology were discussed. |
| Reference: | 王金國、孫台鼎（2014）。從學生的負向經驗省思合作學習的實施。臺灣教育評論月刊，3（7），88-91。
田慧、陳美如（2020）。自主學習的理念與教學設計。教育研究期，（309），41-58。
吳璧純（2018）。學生自主學習，老師「做什麼」？教育脈動，15，1-7。
【Wu, P.-C. (2018). What do teachers do when students in self-regulated learning. Educational Pulse, 15, 1-7.】
吳璧純、秦葆琦（2015）。生活課程中的自主學習精神之探究。市北教育學刊，49，79-104。
汪慧玲、沈佳生（2013）。合作學習教學策略對大專學生之學習成效與學習態度之影響：以兒童發展評量與輔導課程某單元為例。臺中教育大學學報，27（1），57-76。
林吟霞（2018）。運用德國工作站學習法促進學生自主學習的教學策略。課程與教學，21（2），1-32。
林吟霞、吳秀霞（2018）。從自主學習觀點探討德國工作站學習法的教學運用。教育脈動，（15），1-12。
林佳慧（2020）。國中自主學習校訂課程之實踐。中等教育，71（3），67-80。
林堂馨（2018）。大學推動自主學習課程概況之分析。南臺學報社會科學類，3（1），89-104。
林曉芳（2013）。合作學習教學策略在成人教育之應用。教育學術彙刊，5（1），83-102。
洪國財、許菱雅、洪煌堯（2021)。國小學生集體共構達悟族大船文化知識的知識翻新活動。教育研究月刊，(324)，38-56。doi:10.3966/168063602021040324003
【Hung, G., Shiu, L., & Hong, H. (2021). Elementary students engaging in knowledge building to co-construct tao`s big boat culture knowledge. Journal of Education Research, (324), 38-56. doi:http://dx.doi.org/10.3966/168063602021040324003】
洪煌堯、林倍伊、林顯達、李佩蓉、詹雯靜、洪國財（2016）。在不同模式的電腦支援協作學習環境下，師培生理解教學理論層次之差異—以Blackboard和Knowledge Forum為例。資訊社會研究，30，66-102。
【Hong, H.-Y., Cai, P.-Z., & Lin, B.-Y. (2014). Innovate teaching concepts and learning platforms through knowledge to cultivate the habit of cooperative learning and refreshing ideas for elementary and elementary school students in nature courses. Journal of Science Education, 22(4), 413-439.】
洪煌堯、蔡佩真、林倍伊（2014）。透過知識創新教學理念與學習平臺以培養國小學生自然課合作學習與翻新想法的習慣。科學教育學刊，22（4），413-439。
【Hong, H.-Y., Cai, P.-Z., & Lin, B.-Y. (2014). Innovate teaching concepts and learning platforms through knowledge to cultivate the habit of cooperative learning and refreshing ideas for elementary and elementary school students in nature courses. Journal of Science Education, 22(4), 413-439.】
洪詠善（2020）。停課不停學：當自主學習成為日常。課程研究，15（1），15-33。
柯志恩（2021)。疫情下後設認知理論對線上自主學習的啟示。臺灣教育評論月刊，10（11），62-67。
洪詠善、盧秋珍（2017）。國中理解與實踐自主學習之案例探究。教育研究月刊，278，30-45。doi: 10.3966/168063602017060278003
周育如（2018)。序列分析探討問題本位英語課室 [未出版碩士論文]。私立中原大學。
張宇慧（2011）。以想法為中心的知識翻新教學對團隊創造力之影響。[未出版碩士論文]。國立政治大學。
教育部（2014）。十二年國民基本教育課程綱要總綱。臺北市：作者。
郭文娟、劉潔玲 （2017）。核心素養框架構建：自主學習能力的視角。全球教育展望，46（3），16-28。
陳彥綸（2020）。運用合作學習於生活科技課程之教學策略探討。科技與人力教育季刊，6（3），18-30。
陳美如、郭昭佑（2019）。非學校型態實驗教育之活化教學個案研究：學會學習的系統觀點。課程與教學季刊，22（1），39-70。https://doi.org/10.6384/CIQ.201901_22(1).0003
陳美如、曾子沁、曾莉婷（2021）。透過社群協作之知識翻新活動以促進在職教師碩士論文研究。教育研究月刊，（324），57-78。
【Chen, M., Tseng, T., & Tseng, L. (2021). Promoting in-service teacher master`s thesis research through community collaboration for knowledge building. Journal of Education Research, (324), 57-78. doi:http://dx.doi.org/10.3966/168063602021040324004】
陳景花（2021）。運用知識論壇以協助大學生自主建構正向心理學理論模式之教學。教育與心理研究期刊，44（2），63-90。doi: 10.3966/102498852021064402003
【Chen, J. (2021). A study of teaching using knowledge forum to assist college students self-constructed positive psychological theoretical model. Journal of Education & Psychology, 44(2), 63-90. doi:http://dx.doi.org/10.3966/102498852021064402003】
陳景花（2021）。知識翻新研究趨勢之文獻計量分析。教育研究月刊，（324），18-37。
【Chen, J. (2021). A bibliometric analysis of research trends in knowledge building. Journal of Education Research, (324), 18-37. doi:http://dx.doi.org/10.3966/168063602021040324002】
陳殷哲，何世華，戴慧如（2021)。自我導向學習之統合分析研究。科技與人力教育季刊，7（4），109-126。
曾正宜（2015）。學習科學之核心議題與研究趨勢。教育研究集刊，61（3）， 105-121。https://doi.org/10.3966/10288 7082015096103004
焦佑希（2019）。海峽兩岸大學生合作學習內涵與存在問題比較研究。臺灣教育評論月刊，8（8），111-118。
梁雲霞（2020)。善教樂學：新課綱脈絡下的自主學習。教育研究期刊，(309)，4-23。https://doi.org/10.3966/168063602020010309001
【Liang, Y. H. (2020). Alternate title: Quality Teaching and Learning: Educational Implementation of Self-regulated Learning under the Context of New Curriculum.Journal of Education Research, (309), 4-23.〕
馮朝霖（2016）。乘風尋度—教育美學論輯。新竹市：道禾書院。
黃祺惠、洪詠善（2020）。十二年國教藝術領域素養導向教材及教學模組之設計與發展。教科書研究，13（1）。
葉曉函（2019)。MOOCs課程討論區部分角色分配之學習互動、知識建構與序列行為模式分析 [未出版碩士論文]。國立交通大學。
劉蔚之、彭森明（2008）。歐盟「關鍵能力」教育方案及其社會文化意涵分析。課程與教學季刊，11（2），51-78。
謝為任（2022）。淺談後疫情時代科技輔助自主學習之策略。臺灣教育評論月刊，11(2)，68-73。
蘇金輝（2021）。現象為本學習結合社會實踐對自我導向之影響。通識學刊：理念與實務，9（1），49－87。
蘇美禎（2021)。以多元互動式教學結合自我導向與合作學習於研究概論課程之應用與實踐。教學實踐與創新，4（1），79-124。
Abd-El-Fattah, S. M.(2010). Garrison`s model of self-directed learning: preliminary validation and relationship to academic achievement. The Spanish journal of psychology, 13(2), 586-596.
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis (2nd ed.). Cambridge university press.
Chen, B., & Hong, H. Y. (2016). Schools as knowledge-building organizations: Thirty years of design research. Educational Psychologist, 51(2), 266-288.
Garrison, D. R.（1997）. Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48, 18-33.
Hong, H. Y., Ma, L., Lin, P. Y., & Lee, K. Y. H. (2020). Advancing third graders’ reading comprehension through collaborative Knowledge Building: A comparative study in Taiwan. Computers & Education, 157, 103962.
Hoskins, B., & Fredriksson, U. (2008). Learning to learn: What is it and can it be measured?. European Commission JRC.https://doi.org/10.1080/10508406.2011.528317
Hou, H. T., Chang, K. E., & Sung, Y. T. (2010). Applying lag sequential analysis to detect visual behavioural patterns of online learning activities. British Journal of Educational Technology, 41(2), E25-E27.
Hou, H. T., Chang, K. E., & Sung, Y. T. (2008). Analysis of problem-solving-based online asynchronous discussion pattern. Journal of Educational Technology & Society, 11(1), 17-28.
Hmelo-Silver, C. E., Cindy E., Barrows, H. S., & Howard, S. (2008). Facilitating collaborative knowledge building. Cognition and Instruction, 26(1), 48-94.
Harasim, L. M., Hiltz, S. R., Teles, L., & Turoff, M. (1995). Learning networks: A field guide to teaching and learning online. Cambridge, MIT Press.
Knowles, M. S.(1975）. Self-directed learning: A guide for learners and teachers. Association Press.
Kirschner, P. A. (2001). Using integrated electronic environments for collaborative teaching/learning. Learning and Instruction, 10(Suppl. 1), 1–9.
Kidane, H. H., Roebertsen, H., & van der Vleuten, C. P. (2020). Students’ perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: A mixed-method study. BMC Medical Education, 20(1), 1-10.
Lee, H., & Mori, C.(2021）. Reflective practices and self-directed learning competencies in second language university classes. Asia Pacific Journal of Education, 41(1）, 130-151.
Manegre, M., & Gutiérrez-Colón, M.(2019),. Second Language Learning in Knowledge Forums: An Analysis of L2 Acquisition of Students Participating in the Knowledge Building International Project. Paper presented at the EUROCALL 2019 Conference, Belgium. https://sites.uclouvain.be/eurocall2019/
Lee, S. W. Y. (2006). Lee, S. W. (2006). The Interplay between Self-directed Learning and Social Interactions: Collaborative Knowledge Building in Online Problem-based Discussions. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University. https://doi.dx.org/10.22318/icls2006.390
Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-social and behavioral sciences, 31, 486-490.
Lin, K. Y., Hong, H. Y., & Chai, C. S. (2014). Development and validation of the knowledge-building environment scale. Learning and Individual Differences, 30, 124-132.
Lasfeto, D. (2020). The relationship between self-directed learning and students’ social interaction in online learning environment. Journal of e-learning and knowledge society, 16(2), 34-41.
Moore, T., Houde, J., Hoggan, C., & Wagner, J. (2007). Re-viewing Adult Learning: A Collaborative Self-Directed Learning Model for Adult Educators. Adult Education Research Conference. https://newprairiepress.org/aerc/2007/papers/72
Nakai, Y. (2016). How do learners make use of a space for self-directed learning? Translating the past, understanding the present, and strategizing for the future. Studies in Self-Access Learning Journal, 7(2), 168-181. https://doi.org/10.37237/070205
Peters, J., & Gray, A.（2005）. A solitary act one cannot do alone: The self-directed, collaborative learner. International Journal of Self-directed learning, 2（2）, 12-23.
Resta, P., & Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19(1), 65-83.
Roschelleand, J., & Teasley, S. (1995). The construction of shared knowledge in collaborative problem solving.In C. E. O’Malley (Ed.), Computer supported collaborative learning (pp. 69–197). Berlin Heidelberg New York: Springer.
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. Liberal education in a knowledge society, 97, 67-98.
Scardamalia, M., & Bereiter, C. (2003). Knowledge Building. In Encyclopedia of Education. (2nd ed., pp. 1370-1373). New York: Macmillan Reference, USA.
Scardamalia, M. (2004). CSILE/Knowledge forum®. Education and technology: An encyclopedia, 183, 192.
Scardamalia, M., & Bereiter, C.(2006). Knowledge building: Theory, pedagogy, and technology. Cambridge Handbook of the Learning Sciences. Cambridge University Press.
Sawyer, R. K. (Ed.). (2005). Computer-Supported Collaborative Learning. The Cambridge handbook of the learning sciences. Cambridge University Press.
Sawyer, R. K. (Ed.). (2005). The Social and Interactive Dimensions of Collaborative Learning. The Cambridge handbook of the learning sciences. Cambridge University Press.
Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 409-426). Cambridge, Cambridge University Press.
Tekkol, İ. A., & Demirel, M. (2018). An investigation of self-directed learning skills of undergraduate students. Frontiers in psychology, 9, 2324.
Tu, C. (2004). Online collaborative learning communities: Twenty-one designs to building an online collaborative learning community. Westport, Conn.: Libraries Unlimited.
Tough, A. M. (1966). The assistance obtained by adult self-teachers. Adult Education Quarterly, 17(1), 30-37.
Woods, D. M., & Chen, K. C. (2010). Evaluation techniques for cooperative learning. International Journal of Management & Information Systems (IJMIS), 14(1).
Wang, Q. (2009). Design and evaluation of a collaborative learning environment. Computers and Education, 53(4), 1138-1146.
Zhang, J., Hong, H. Y., Scardamalia, M., Teo, C. L., & Morley, E. A. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school.Journal of Learning Sciences, 20(2), 262-307. |
| Description: | 碩士
國立政治大學
教育學系
110152002 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110152002 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU202200620 |
| Appears in Collections: | [教育學系] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 200201.pdf | | 4879Kb | Adobe PDF2 | 88 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
