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Title: 以「網路同儕教學」建構「網路學習社群」之行動研究
Other Titles: Action Research on Establishing an Online Learning Community via Online Peer-Teaching
Authors: 王千倖
Issue Date: Apr-2003
Publisher: 國立臺灣師範大學研究發展處
Office of Research and Development
Abstract: 本研究旨在探究(1)運用線上同儕教學建構網路學習社群的教育價值;(2)建構歷程中可能遭遇的問題;(3)成功建構的策略。本研究採質性教師行動研究之研究法,以「教學媒體」課程為研究情境,修習該課程的學生為研究參與者,聚焦於「網路同儕教學」活動。研究結果如下:首先,營造「網路學習社群」合作學習氣氛,需要積極主動的小組領導人物,且領導人物應能夠有效運用「群組討論」。此外,網路教師也應具備教導合作學習技巧的能力。再者,學習小組的分組應慎重考量學生的興趣與能力,以維繫學生的學習動機和積極參與。其次,建議以「教學存在」的分析架構為工具,幫助學生反思自己的貢獻和整個網路討論的歷程,以培養主動參與網路學習社群所需具備的技能和知識。此外,適當地要求學生統整網路討論內容,應可以促進知識建構。最後,若要促進網路學習社群的知性互動、提昇其效能,最好將網路同儕教學與同儕回饋分散於整個學習歷程的不同時間點,使學生有時間可以反思並且修改他們的作品。在此要再次強調,教師引導線上討論的技巧是提昇整體效能的要素。
The purpose of this study was to explore (1) the educational value of using online peer teaching to establish an online learning community; (2) the problems that might occur during the process of implementation; and (3) the strategies for successful implementation. The methodology used for this investigation was qualitative teacher action research. The research context was the existing course on Instructional Media: those taking the course were the participants in the study. The focus activity of this study was Online Peer Teaching. The lessons learned from the project are as follows. First, to create a climate for cooperative learning in an online learning community, it is necessary to have active leaders who can effectively use group discussion. Additionally, online teachers should be capable of teaching cooperative skills. Moreover, the capabilities and personal interests of individuals must be taken into serious consideration in the arrangement of groups, in order to maintain their motivation and active engagement. Second, to cultivate the skills and knowledge needed for active participation in an online learning community, it is suggested that the analysis framework of "teaching presence" be used as a tool to help students self-reflect on their own contributions and the over-all online discussion. In addition, it is advisable to ask students to synthesize their online discussion in order to enhance knowledge construction. Finally, to enhance intellectual interaction and promote the efficacy of an online learning community, it is better to implement online peer-teaching and peer-evaluation in a distributive manner so that individuals have time to reflect on and revise their written work. Here again the teachers' skill in terms of guiding online discussion is an important element in increasing the efficacy of online learning communities.
Other Identifiers: 301C3BD2-B843-E442-1D9C-E9A489CCF867
Appears in Collections:師大學報

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