Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96814
Title: 知識創造行為與科技學習成效關係之研究-以e-Learning學習活動為例
A Study on the Relationship between Knowledge Creation Behaviors and Technological Learning Effectiveness-Using e-Learning Activity as an Example
Authors: 朱益賢
Chu, Yih-Hsien
蔡富元
Tsai, Fu-Yuan
Keywords: 知識創造行為
數位學習
學習成效
數位學習活動
knowledge creation behavior
e-Learning
learning effectiveness
e-Learning activities
Issue Date: 2011
Abstract: 本研究旨在探討於「e-Learning學習活動」的環境中,學生利用e-Learning教學平台所提供的功能來學習生活科技課程,透過不同的知識創造行為,由外顯知識與內隱知識間不斷地互動與轉換,促進知識的吸收與累積,並藉由學習滿意度、學習測驗卷成績以及實作作品成績來驗證學生的學習成效是否有提高。由上所述,可歸納出本研究的目的於後:(1)發展e-Learning的知識學習活動。(2)分析高中學生在e-Learning學習活動中的知識創造行為。(3)分析高中學生在e-Learning學習活動的科技學習成效。(4)分析知識創造行為和科技學習成效之間的關係。(5)了解高中學生在e-Learning學習活動中的學習滿意度。 本研究採用在高中實際教學現場進行的教學實驗研究法,以立意取樣選定彰化師大附工綜合高中部四個班,共162位學生為研究對象,進行為期6週12小時「e-Learning運輸科技學習活動」。並利用四種研究工具:「知識創造行為問卷」、「學習滿意度問卷」、「學習成績測驗卷」和「實作作品評分表」來獲取所需的研究資料,隨後進行量化的統計分析過程,歸納出以下七項研究結論: 一、學生「經常」使用「網路教學平台工具」參與本學習活動。 二、學生四種知識創造行為的運作均為良好,亦即在e-Learning學習活動中,學生的社會化、外化、組合化與內化行為均頻繁且順利地運行。 三、學生整體的「學習滿意度」相當高。在Likert五點量表中,學生在學習滿意度問卷中答題的平均數為4.23,代表在e-Learning學習活動中,學生對於各個構面的學習情形普遍感到滿意。 四、學生「學習成績測驗卷」後測成績較前測有顯著進步(t=10.453, p<.001),代表這次的教學實驗過程促進了學生學習成績的進步。 五、學生實作作品成績表現中等,表示學生將內隱知識表達為外顯知識的能力不強,這也可由「外化行為」對「實作作品成績」的影響最小加以印證。另一方面,也表示e-Learning學習方式對描述性知識的吸收有較明顯的影響,對作品的實作等程序性知識的影響較小。 六、「知識創造行為」對「測驗卷進步成績」大部份具有正向的影響。 七、「知識創造行為」對「實作作品成績」具有正向的影響關係,亦即社會化行為、外化行為、組合化行為與內化行為均對「實作作品成績」有正面的幫助與影響。其中,社會化行為對實作作品成績的影響最大,外化行為對實作作品成績的影響最小。 依據本研究結論,可對生活科技教育及學術研究提供下列建議: 一、對生活科技教育之建議:(1) 重視e-Learning學習活動融入高中生活科技教學的成果。(2) 可將知識創造行為模式應用於高中生活科技教學上。(3)藉由e-Learning課程以提升學生對生活科技的興趣。 二、對未來研究之建議:(1)擴大研究對象的選取範圍,使得研究結果更具代表性。(2)深入研究「知識創造行為理論」的應用範圍。(3)使用更佳的研究方法,除了問卷調查之外,可進一步做深度訪談,以獲致更周延的研究成果。
The main purpose of this study is to explore how students utilize functions of e-Learning platform to learn Living-Technology courses. Through different knowledge creation behaviors, and by the continuous interaction and conversion between the explicit knowledge and implicit knowledge, the absorption and accumulation of knowledge are being promoted. The researcher uses scores on learning satisfaction, learning test, and results of implementation to evaluate the effectiveness of learning. Therefore, the other minor purposes of this study are: (1) to popularize knowledge learning activities of e-Learning; (2) to analyze senior high school students’ knowledge creation behavior associated with e-Learning activities; (3) to analyze senior high school students’ technological learning effectiveness associated with e-Learning activities; (4) to analyze the relationship between knowledge creation behavior and technological learning effectiveness; (5) to comprehend senior high school students’ learning satisfaction associated with e-Learning activities. This study adopted an experimental approach of teaching conducted in a senior high school as a study site. By involving four research tools: “Knowledge Creation Questionnaire”, ” Learning Satisfaction Questionnaire”, “ Achievement Test Paper”, and “Scoring Table for Implementation” to obtain research data. The researcher conducted a quantitative statistical analysis. The conclusions of this study include: 1. Students frequently participated in the e-Learning activities with e-Learning platform. 2. Knowledge creation behaviors (socialization, externalization, combination, and internalization) were all facilitated frequently and smoothly. 3. Students were generally satisfied with various dimensions of learning situations in the e-Learning activities. 4. Process of teaching experiment promoted students’ academic progress. 5. Students’ capacities on expressing implicit knowledge as explicit knowledge were not strong. It might also be proved by “externalization behavior” on the “scores of implementation” as the least impact. In addition, the manner of e-Learning had more significant impact on the absorption of declarative knowledge than implementation (e.g., procedural knowledge). 6. Most types of “Knowledge creation behaviors” had a positive impact on “progress of learning test”. 7. “Knowledge creation behaviors” had positive impact on “scores of implementation” with socialization having the greatest impact and externalization having the least impact. Further, I recommend: (1) to emphasize the integration of e-Learning activities and Living-Technology education in high schools; (2) the knowledge creation model can be applied to Living-Technology education in high schools; (3) to utilize e-Learning courses to cultivate students’ interests in Living-Technology.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&amp;s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0697710038%22.&%22.id.&amp;
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96814
Other Identifiers: GN0697710038
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