電腦支援合作學習環境中教師如何介入以提升國小學生的發話品質
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2009
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本研究的目的為取得在電腦支援合作學習中提升任務導向型學生發話品質的介入策略及相關知識。為了取得介入策略及其有效程度之相關知識，本研究邀請具有電腦支援合作學習教學或研究經驗的專家教師參與焦點團體訪談與德懷術調查，共邀請到八位專家教師參與焦點團體訪談，且邀請到14位專家教師作為德懷術成員參與德懷術調查，得到六項教師認為應介入的問題及相對各問題共26項的介入策略，德懷術調查結果顯示有22項介入策略屬於有效。為進一步檢驗德懷術調查所得到之介入策略的實際效益，本研究也安排專家教師於電腦支援合作學習環境中實際介入學生的活動。結果顯示，「稱讚學生並指定表現較佳的組員回應」策略與「請學生重述以釐清問題或想法，並請組員回應」策略能成功提升學生與任務有關知識的發話量。本研究的結果可供日後教師進行電腦支援合作學習時用以提升任務導向型學生的發話品質之參考。
The purpose of this study was to acquire intervention strategies and related knowledge to improve the quality of discourse of task-work oriented students in Computer Supported Collaborative Learning (CSCL). In order to get the associated knowledge and effectiveness for each strategy, well-experienced teachers – either on research or practice– were invited to participate in focus group interview and Delphi survey. A total of eight well-experienced teachers were recruited to involve in focus group interview. Delphi survey was administered with 14 panelists and six problems and 26 strategies were acquired. Among the 26 strategies, 22 strategies were deemed as effective. This study also conducted a field test to evaluate the effectiveness of intervention strategies. Results indicate that two strategies could improve students’ discourse quality: praise student and designate better-performed teammate to respond and ask student to restate to clarify ideas then have teammate respond.
The purpose of this study was to acquire intervention strategies and related knowledge to improve the quality of discourse of task-work oriented students in Computer Supported Collaborative Learning (CSCL). In order to get the associated knowledge and effectiveness for each strategy, well-experienced teachers – either on research or practice– were invited to participate in focus group interview and Delphi survey. A total of eight well-experienced teachers were recruited to involve in focus group interview. Delphi survey was administered with 14 panelists and six problems and 26 strategies were acquired. Among the 26 strategies, 22 strategies were deemed as effective. This study also conducted a field test to evaluate the effectiveness of intervention strategies. Results indicate that two strategies could improve students’ discourse quality: praise student and designate better-performed teammate to respond and ask student to restate to clarify ideas then have teammate respond.
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電腦支援合作學習, 任務導向型學生, 介入策略, 焦點團體訪談, 德懷術調查, Computer Supported Collaborative Learning (CSCL), task-work oriented student, intervention strategy, focus group interview, Delphi survey