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    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/103403


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/103403


    Title: 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
    Other Titles: Comparing the differences in teacher-education students` understanding of teaching capacity in two types of com-putersupported collaborative learning environments
    Authors: Lin, Pei-Yi;Lin, Hsien-Ta;Li, Pei-Jung;Chan, Wen-Ching;Hung, Guo-Tsai;Hong, Huang-Yao
    林倍伊;林顯達;李佩蓉;詹雯靜;洪國財;洪煌堯
    Contributors: 教育系
    Keywords: 電腦支援協作學習;師培生;知識論壇平台;黑板數位學習平台;知識翻新
    computer-supported collaborative learning;teacher-education stu-dents;Knowledge Forum;Blackboard;knowledge building
    Date: 2016
    Issue Date: 2016-11-03 18:02:19 (UTC+8)
    Abstract: 本研究旨在探究如何運用電腦支援協作學習模式，瞭解師培生在不同的資訊學習環境下對教學專業理解之差異。本研究分析師培生在不同數位平台—黑板數位學習平台（Blackboard, BB）與知識論壇平台（Knowledge Forum, KF）—上的概念學習與理解情形。研究對象為某國立大學之49位學生，研究設計將學生分為使用BB組（N=25）與使用KF組（N=24）。研究資料包含學生在BB以及KF平台上的活動，以及學生的文章內容。主要研究結果如下：第一、兩組學生在相同教師及相同課程設計下，平台上的活動量大致相同，在總文章數和總文字數上沒有顯著差異，但在回文數上，BB組的學生比KF組的學生表現較佳。第二、在教育理論與教師專業概念的高層次理解層面上，KF組學生比BB組學生表現更佳。本研究根據上述結果，進一步討論在資訊社會的趨勢下，如何運用教學科技幫助師培生對教學專業理解之能力。
    This study compared the effects of two different computer-supported collaborative learning environments on teacher-education students` conceptual understanding of theories and expertise in teaching. Participants were 49 students who took a course titled "Integrating Instructional Theory and Practice" offered by a teacher education program in a national university in Taiwan. The participants assigned to the experimental group used Blackboard (N=25) and those in the control group used Knowledge Forum (N=24). The study employed a mixed-method design. Data sources include students` posts and activities recorded in the databases of BB and KF. One-way ANOVA was employed to compare the differences between students` online activities (e.g., number of notes posted). An open-coding procedure were adopted to analyze the content of student notes. The results show that: (1) more builtin actives were observed in the BB group than in the KF group; (2) students in the KF group demonstrated higher levels of understanding of the relationship be-tween creative teaching theory and practice than those in the BB group did. Strategies for facilitating teacher-education students` teaching ability by means of the instructional technologies in the information age are provided.
    Relation: 資訊社會研究, Vol.30, pp.66-102
    Data Type: article
    Appears in Collections:[教育學系] 期刊論文

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