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| Title: | 整合微觀與鉅觀之即時回饋系統對於深化線上討論成效之影響研究
An Online Discussion System with Instant Micro and Macro-viewpoints Feedback to Facilitate Discussion Effectiveness |
| Authors: | 黃慧君
Huang, Huei-Chun |
| Contributors: | 陳志銘
Chen, Chih-Ming
黃慧君
Huang, Huei-Chun |
| Keywords: | 線上討論
綜觀即時回饋系統
微觀即時回饋系統
鉅觀即時回饋系統
知識建構
行為模式
學習歷程分析
量化內容分析
滯後序列分析
Online discussion
Meso-viewpoints instant feedback system
Micro-viewpoints instant feedback system
Macro-viewpoints instant feedback system
Knowledge construction
Behavior model
Learning process analysis
Quantitative content analysis
Lag sequential analysis |
| Date: | 2021 |
| Issue Date: | 2021-08-04 16:44:34 (UTC+8) |
| Abstract: | 討論學習的關鍵在於鏈結了人與人之間的互動，而互動來自於學習者之間持續性的對話。在線上討論的學習情境中，學習者之間的互動更是一個複雜的學習過程，須透過適當的討論活動設計與輔助工具的應用，建構一個好的線上討論環境，讓學習者得以在過程中闡述、分享、反饋、評估彼此的見解，進而共同建構新的知識。因此，本研究從社會網絡的思維角度，提出微觀即時回饋系統、鉅觀即時回饋系統，以及綜觀即時回饋系統等三種具不同觀點特色的系統工具輔以線上討論，從觀點分析的角度引導學習者在討論過程中發掘輔助工具所提供之觀點資訊，進而促進討論學習成效。
本研究採用真實驗研究法，採招募形式募集嘉義縣某國立大學共78名學生為研究對象，並將研究對象隨機分為三組進行線上討論，分別為使用綜觀即時回饋系統輔以進行線上討論的實驗組，使用微觀即時回饋系統輔以進行線上討論的控制組A，以及使用鉅觀即時回饋系統輔以進行線上討論的控制組B，探討三組學習者的線上討論成效是否具有顯著差異，並進一步以先備知識與電腦中介溝通能力為背景變項，探討不同背景變項之三組學習者的線上討論成效是否具有顯著差異。此外，並透過內嵌於Moodle數位學習平台之學習歷程記錄器，蒐集學習者於線上討論時的貼文內容與系統操作行為記錄，進行知識建構發展層次的量化內容分析與滯後序列分析，以及操作行為模式的序列分析，最後再輔以半結構式訪談，歸納出研究結論。
研究結果發現，使用綜觀即時回饋系統之學習者在綜合總分，以及複雜度與多元觀點之討論成效皆優於使用微觀即時回饋系統與鉅觀即時回饋系統之學習者。在不同的背景變項中，使用綜觀即時回饋系統之高先備知識學習者在綜合總分與複雜度上，高電腦中介溝通能力學習者在綜合總分上，以及低電腦中介溝通能力學習者在綜合總分與複雜度和多元觀點上，皆具有顯著的討論成效。此外，透過討論貼文的編碼分析，本研究也發現使用不同觀點即時回饋系統之學習者具有不同的知識建構發展層次變化。最後，從綜觀即時回饋系統組的操作行為歷程中，也推論出高討論成效學習者之有效討論行為模式。
基於研究結果，本研究提出即時回饋系統於教學應用與系統改善之建議，以及未來研究方向。整體而言，本研究發現不同觀點即時回饋系統對於討論學習具有不同層面的影響，並提出教師選擇非同步線上討論工具輔以數位學習教學之參考，對於促進討論教學具有貢獻。
The key purpose of learning activity with discussion is to link the interaction between learners, and the interaction comes from the continuous dialogue between learners. In the learning situation of online discussion, the interaction between learners is a very complex learning process. It is necessary to construct a good online discussion environment through appropriately designing discussion activities and using assisted tools. By doing so, learners can explain, share, feedback and evaluate each other`s insights, and then collaboratively construct new knowledge in an online discussion process. Therefore, from the perspective of social network, this research proposes three online discussion tools with different viewpoints and characteristics, which are the meso-viewpoints instant feedback system, micro-viewpoints instant feedback system, and macro-viewpoints instant feedback system, respectively. The three online discussion tools were integrated with the online discussion board of Moodle e-learning platform to assist learners’ online discussion. According to the perspective of viewpoint analysis, learners can discover the opinions and information provided by these assisted tools more easily and efficiently to promote their discussion effectiveness.
This research adopted the true experimental research method to examine the research questions. A total of 78 university students were recruited from a national university in Chiayi County as the research subjects. And they were randomly assigned to three groups assisted by three different tools for online discussion. The three groups are the experimental group assisted with meso-viewpoints instant feedback system for online discussion, the control group A assisted with micro-viewpoints instant feedback system, and the control group B assisted with macro-viewpoints instant feedback system. The research examines whether there are significant differences in the effectiveness of online discussion among the learners of three groups. Furthermore, the levels of prior knowledge and computer-mediated communication (CMC) ability were also considered as background variables to examine whether there are significant differences in the effectiveness of online discussions among the learners with different background variables of three groups. In addition, through the learning behavior recorder embedded in the Moodle e-learning platform, the contents of the posts and system operation behavior patterns of the learners during online discussion processes were recorded. With these data, the quantitative content analysis and the sequence analysis of behavior patterns based on the lag sequential analysis (LSA) were performed. Finally, supplemented by semi-structured interviews, the research conclusions were summarized.
The research result shows that the learners who used the meso-viewpoints instant feedback system had significantly better performance than those who used the micro-viewpoints instant feedback system and the macro-viewpoints instant feedback system in terms of entire discussion effectiveness, complexity, and multiple perspectives. Among different background variables, a significant discussion effectiveness difference was found in the entire discussion effectiveness and complexity of the learners with high prior knowledge who use the meso-viewpoints instant feedback system, a significant discussion effectiveness difference was found in the entire discussion effectiveness of the learners with high computer-mediated communication skills, and a significant discussion effectiveness difference was found in the entire discussion effectiveness and complexity of the learners with low computer-mediated communication skills. In addition, through the coding analysis of the discussion posts, this research also found that learners who used different instant online discussion feedback systems have different levels of knowledge construction. Finally, from the operational behavior analysis of the meso-viewpoints instant feedback system group, an effective discussion behavior model for the learners with high discussion effectiveness was also deduced.
Finally, based on the research results of this study, several suggestions for the applications of the three instant online discussion feedback systems in teaching scenarios, system improvement, as well as further research directions were proposed in this study. Overall speaking, this study found that different instant online discussion feedback systems are appropriate to be applied for different types of online discussion subjects. This study can be a useful reference for teachers to choose asynchronous online discussion tools for supporting digital learning. It would contribute to facilitating online discussion in e-learning environments. |
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| Description: | 碩士
國立政治大學
圖書資訊學數位碩士在職專班
108913003 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0108913003 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU202101057 |
| Appears in Collections: | [圖書資訊學數位碩士在職專班] 學位論文
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