臉書對國中學生團隊發展與學習成效之研究
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2012
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研究者發現近年來社群網站運用在教學之幾個問題，因此本研究以具有Web2.0特性的臉書作為教學平台，重視團隊合作的童軍教育作為實驗課程，透過網路虛擬團隊與合作學習課程設計，探討若是教師完全不在課堂講述，讓學生利用課餘時間進行非同步的臉書學習，在缺乏與老師和同學面對面溝通的情況下，與教室面對面傳統教學相較：一、何者對童軍團隊發展與學習成效之影響較為顯著；二、場地獨立型和場地依賴型之學生是否產生學習差異；三、學生對於臉書教學方法的感受及評價為何。
本研究採準實驗設計，實驗為期四週，研究對象為桃園縣某國中七年級學生，有效樣本共100人。分為二班實驗組（N=40）及二班對照組（N=60），實驗組接受不定時、不定點的臉書教學，對照組接受教室面對面童軍傳統教學。自變項為教學方法與認知風格（場地獨立型與場地依賴型），依變項為學習結果（團隊發展與學習成效）。實驗教學前受試者進行學習成效、團隊發展前測測驗與團體藏圖測驗，並於教學後再進行學習成效與團隊發展後測測驗，另外，實驗組學生填寫學習回饋表以調查其對臉書學習的接受度與看法。
本研究結果發現：一、教室面對面的教學相較於非同步的臉書學習模式，更能有效提升童軍團隊發展與學習成效；二、不同認知風格學習者在不同教學方法下，對童軍團隊發展與學習成效皆無顯著差異；三、學生對於使用臉書進行學習正反面的評價皆有。
科技輔助童軍教學，以及認知風格對童軍學習成效和團隊發展的研究本亟待發展，因此根據本研究結果與影響，提出建議作為童軍教師與後續研究之參考。
The researcher finds problems of social networking sites are used in teaching in recent years. So, I will use Facebook of Web2.0 characteristic as a teaching platform, and Scout Education who pays attention to team development as experiment course in this study. Through Virtual Teams and cooperative learning curriculum design, this main purpose of this study is to reach if a teacher doesn’t teach in class at all, let students use of spare time after school on asynchronous facebook learning. In the case of the lack of face-to-face interaction with teachers and classmates, compared to with face-to-face teaching in classroom: First, there are more significant learning effect between Asynchronous Facebook Teachingor Traditional Teaching, about students’ team development and learning effectiveness.; Second, whether to produce the learning differences between Field independent and Field dependen students.; Third, realize what experimental group students’attitudes are to use Facebook after using Facebook on teaching. A pretest-posttest quasi-experimental design is placed in this 4-week experimentation. The effective samples come from one hundred students in 7th grade in junior high school in Taoyuan County. There are two classes as experimental group(40 students) and two classes as control group(60 students). The experiment group accepts learning time and place restrictions on Facebook teaching, the control group accepts Scout face-to-face traditional teaching in classroom. The independent variables are the teaching methods and the cognitive styles, which are Field independent and Field dependent.The dependent variables are learning results, which are learning effectiveness and team development. The participants take the pre-test of learning effectiveness, Group Embedded Figures Test and Team Development Indicator at first. After teaching, they take post-test of of learning effectiveness and Team Development Indicator. Besides, the experimental group students complete the feedback forms to survey how they are acceptable and what points of view they have regarding using Facebook on teaching. The main results of this study are summarized as follows: 1.The face-to-face Traditional Teaching group is superior to Asynchronous Facebook Teaching group, about students’ team development and learning effectiveness. 2.There are no significant differences in students’ team development and learning effectiveness, under different teaching methods and different cognitive styles. 3.The experimental group students have the pros and cons value for using Facebook on teaching. Currently, there are not many studies to be developed, about technology-assisted instruction for Scout teaching, and influence of cognitive style on Scout team development and learning effectiveness. This study can provide Scout teachers and the future researchs with reference to using Facebook on teaching.
The researcher finds problems of social networking sites are used in teaching in recent years. So, I will use Facebook of Web2.0 characteristic as a teaching platform, and Scout Education who pays attention to team development as experiment course in this study. Through Virtual Teams and cooperative learning curriculum design, this main purpose of this study is to reach if a teacher doesn’t teach in class at all, let students use of spare time after school on asynchronous facebook learning. In the case of the lack of face-to-face interaction with teachers and classmates, compared to with face-to-face teaching in classroom: First, there are more significant learning effect between Asynchronous Facebook Teachingor Traditional Teaching, about students’ team development and learning effectiveness.; Second, whether to produce the learning differences between Field independent and Field dependen students.; Third, realize what experimental group students’attitudes are to use Facebook after using Facebook on teaching. A pretest-posttest quasi-experimental design is placed in this 4-week experimentation. The effective samples come from one hundred students in 7th grade in junior high school in Taoyuan County. There are two classes as experimental group(40 students) and two classes as control group(60 students). The experiment group accepts learning time and place restrictions on Facebook teaching, the control group accepts Scout face-to-face traditional teaching in classroom. The independent variables are the teaching methods and the cognitive styles, which are Field independent and Field dependent.The dependent variables are learning results, which are learning effectiveness and team development. The participants take the pre-test of learning effectiveness, Group Embedded Figures Test and Team Development Indicator at first. After teaching, they take post-test of of learning effectiveness and Team Development Indicator. Besides, the experimental group students complete the feedback forms to survey how they are acceptable and what points of view they have regarding using Facebook on teaching. The main results of this study are summarized as follows: 1.The face-to-face Traditional Teaching group is superior to Asynchronous Facebook Teaching group, about students’ team development and learning effectiveness. 2.There are no significant differences in students’ team development and learning effectiveness, under different teaching methods and different cognitive styles. 3.The experimental group students have the pros and cons value for using Facebook on teaching. Currently, there are not many studies to be developed, about technology-assisted instruction for Scout teaching, and influence of cognitive style on Scout team development and learning effectiveness. This study can provide Scout teachers and the future researchs with reference to using Facebook on teaching.
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臉書, 團隊發展, 童軍教育, 認知風格, 學習成效, Facebook, Team development, Scout education, Cognitive style, Learning effectiveness