適性角色編派與角色組合均衡對遠距合作學習成效的影響
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Date
2008-07-01
Authors
邱瓊慧
Chiu, Chiung-Hui
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Abstract
透過遠距教學環境修習課程以取得學分或自我進修，是日益普及的成人學習方式。在網路環境中，學習者雖可以藉由小組合作的方式，和身處不同地點的同儕進行討論、互動並共同產出合作成果，但可能面臨工作分配不均、組員間配搭不佳，而缺乏有效的合作互動等問題。運用適當的分組方法，應能促使群組中的學習者盡可能地發揮個人正向特質，也同時讓組內成員的合作配搭更順暢，進而提升合作成效。本研究根據Belbin 的團隊角色理論，透過適性（adaptivity）、異質（diversity）與配搭性（compatibility）的觀點來設計促進合作成效的分組策略。從「個人」的角度上，依據個別學習者在團體互動中的行為特質，來適性地安排角色。而從「群組」的角度上，角色組合的安排將以組內角色的異質性與配搭性來形成合作小組。研究擬透過準實驗研究法來探討此等分組設計方法，對遠距合作小組之合作成效（collaborative productivity）的影響。本研究欲探討的合作成效，包括合作過程中的互動行為品質（quality of peer interactions）和最後的合作成果（group product）兩部分。預期本研究計畫的執行將對遠距教學環境中如何組成有效的合作小組、瞭解角色安排對合作成效的影響以及將角色指派融入遠距教學平台之設計規劃提供具體的建議和參考。
Learning through distance education environments is gaining its popularity for adult learners. In network learning environments, learners can work in virtual groups to discuss, interact and produce group products with geographically separated peers. However, they may face problems such as unfair division of labor, incompatibility of interactions within groups or lack of effective interaction. To cope with the problem, employing suitable grouping strategy may promote the demonstration of positive behavior by individuals and enhance the compatibility of interactions and thus improve the collaborative productivity. Based on Belbin's team role theory, the study intents to propose a grouping approach for improving the productivity for collaborative learning. From individual learner's perspective, the proposed approach will adaptively assign a team role to the learner according to his team role preference. From entire group's perspective, the group will be form by maintaining diversity as well as role balance within the groups. The study will further investigate the effect of adaptive role arrangement and balanced role composition on group productivity in a web-based collaborative learning environment. The group productivity will be measured in terms of quality of peer interactions and group product. The results of this study will not only gain insights into the impact of role arrangement and role balance on collaborative productivity, but also will provide valuable recommendations for how to effectively incorporate role arrangement into the design of distance education environments.
Learning through distance education environments is gaining its popularity for adult learners. In network learning environments, learners can work in virtual groups to discuss, interact and produce group products with geographically separated peers. However, they may face problems such as unfair division of labor, incompatibility of interactions within groups or lack of effective interaction. To cope with the problem, employing suitable grouping strategy may promote the demonstration of positive behavior by individuals and enhance the compatibility of interactions and thus improve the collaborative productivity. Based on Belbin's team role theory, the study intents to propose a grouping approach for improving the productivity for collaborative learning. From individual learner's perspective, the proposed approach will adaptively assign a team role to the learner according to his team role preference. From entire group's perspective, the group will be form by maintaining diversity as well as role balance within the groups. The study will further investigate the effect of adaptive role arrangement and balanced role composition on group productivity in a web-based collaborative learning environment. The group productivity will be measured in terms of quality of peer interactions and group product. The results of this study will not only gain insights into the impact of role arrangement and role balance on collaborative productivity, but also will provide valuable recommendations for how to effectively incorporate role arrangement into the design of distance education environments.