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Title: 線上學習社群發展模式及互動類型之研究
A study on online learning community development model and interaction patterns
Authors: 楊錦潭
Yang, Jin-Tan
Lin, Mei-Ho
Hu, Pao-Yu
Keywords: 線上學習
online learning
community development model
online interaction
Issue Date: 2006
Abstract:  國內高等教育機構面對日增的成人學習者,以線上學習社群為教學策略能符應成人學習者自我學習及合作學習的需求,本研究旨在探索線上學習社群的發展模式、分析互動類型及其與性別的關係,研究對象為國立高雄師範大學「研究助理管理系統」十三名研究生,針對他們在同步視訊會議與非同步線上論壇的互動,以及訪談逐字稿做內容分析。本研究的發現有三:(一)社群發展模式是以團體為核心,以事件為動力,在學習者和教師的定位、動機、特質及關係的交互作用下,向環境、科技、學習及社會四面向擴展,而教學者的管理和控制是社群發展關鍵;(二)線上學習社群以社會、認知和教學臨場感為基礎,社會臨場感支持教學和認知臨場感,而教學臨場感則助長認知發展;(三)男女學習者的線上互動類型並無顯著差異,但男女性在互動時考量因素並不相同,男性會評估自己能力及在社群中的位置,而女性則考量彼此的關係和對方的感受。最後,本研究對成人教育的啟示為運用社群的力量可以帶動情境學習,讓學習者在參與和互動中習得批判思考及和他人連結的能力。
Due to the increasing number of adult learners in higher education, building an online learning community as a teaching strategy meets the needs of adult learners’ self-directed learning and collaborative learning. The purpose of this study is to explore the development model of an online learning community, online interaction patterns, and the gender differences in online interaction. The subjects were 13 graduate students in Research Assistant System at National Kaohsiung Normal University. Data collected from the transcripts of synchronous computer conferencing, asynchronous forum, and interviews were content analyzed. Results reveal that the community development model is based on the group and is driven by events. Coming with the interaction of members’ position, motivation, characteristic, and relation, the community develops into environmental, technical, learning and social dimensions under the instructor’s management and direction. Second, social, cognitive, and teaching presence is the foundation of online learning community. Social presence supports teaching and cognitive presence. Teaching presence facilitates cognitive development. Third, no significant gender difference is found in online interaction patterns, but factors influencing them are different. Males focus on their ability and position in the community, and females focus on their relation and how others feel. Finally, the implication to adult education is that learning community contributes to situated learning, and learners learn how to develop critical thinking and how to connect with others while participating community.
Other Identifiers: GN0890020042
Appears in Collections:學位論文

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