網路合作學習對學生學習成效影響之後設分析
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Date
2009-01-01
Authors
廖遠光
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Abstract
Logan（2001）指出科技發展有助於資料的儲存、取用，加速了資訊的累積 與知識的創新，今日的學校教育已無法預先提供學生未來就業所需的完整知識與 技能，故教育除了傳統的知識傳授之外，應包含學習能力的培養，以因應未來需 以「學習」維生的知識社會。而電腦網路整合了多媒體的特性，它允許學習者主 動發展個人化的學習路徑，可視為終身學習的最佳媒介。 此外，網路的互動特性除有利於溝通之外，對於數位時代的教育工作者而 言，正可利用此一網路特性，並導入合作學習的型態，提供教室中較難實現的教 學活動，以彌補傳統學習過程中較為薄弱的一環，才是彰顯網路學習效能的關鍵 途徑（孫春在、林珊如，2007）。所以網路合作學習不僅止於資訊的交換，更可 以是交互學習、共同經營的過程，從與他人的互動中共同學習，賦予學習新的涵 義（Kaye, 1992）。 近來年，由於網路合作學習受到格外關注，國內外已累積頗具數量的相關 研究，研究者以「網路合作學習」為標題及關鍵字，自國內「中華民國期刊論文 索引」搜尋，共發現16 篇論文，再自「博碩士論文索引」搜尋，又發現69 篇論 文，而國科會的歷年研究計畫中亦發現有62 篇論文。若單就實證研究來看，則 三個索引資料庫總共也有超過54 篇的研究。然而，相關的研究雖多，其實際成 效如何卻仍無定論。且進一步比對後可發現研究設計或有差異，如研究對象之學 齡層級、樣本數、教學科目、教學持續時間、研究工具、分組方式、互動歷程等 皆有所不同。基此，實有必要對過去國內的相關研究再次進行有系統的整理及分 析，一方面可整理出已進行過之研究主題和方向，作為未來研究的指引；另一方 面，更重要的是瞭解網路合作學習發展至今，累積了什麼樣的結果？是否有哪些 重要的研究變項被忽略？哪一些設計的要素是真正能夠影響學習成效的關鍵？ 研究與實務間是否存有落差？研究的方法是否正確？網路合作學習之成效如 何？⋯等等，都是本研究欲進一步深入探討的問題。 爰此，本研究擬以「後設分析法」（meta-analysis）針對國內有關網路合 作學習之學習成效的相關研究作一量化的統整，希冀對網路合作學習之學習成效 獲致較明確的結論。
Web-based collaborative learning has been an important research topic in education. Starting from 1990, many studies relating to web-based collaborative learning have been published in the USA. It gradually becomes a popular research topic in Taiwan since the announcement of Nine-year Curriculum Reform by the government of Taiwan in 2001. In a short period of time, more than 100 articles relating to web-based collaborative learning were published in Taiwan, in which about 54 were empirical research. With such a huge research literature, it is important to know what the effects of web-based collaborative learning on students’ achievement (e.g., content knowledge, higher-level thinking abilities, attitude toward learning, social skills, etc.). This study attempts to use the meta-analytic approach to synthesize current research regarding the effectiveness of web-based collaborative learning on students’ cognitive, affective, and social behavior outcomes in Taiwan. Furthermore, the comparison of research literature on web-based collaborative learning between Taiwan and the USA will be included. It is hoped that this synthesis will help to provide a clearer conclusion on this issue.
Web-based collaborative learning has been an important research topic in education. Starting from 1990, many studies relating to web-based collaborative learning have been published in the USA. It gradually becomes a popular research topic in Taiwan since the announcement of Nine-year Curriculum Reform by the government of Taiwan in 2001. In a short period of time, more than 100 articles relating to web-based collaborative learning were published in Taiwan, in which about 54 were empirical research. With such a huge research literature, it is important to know what the effects of web-based collaborative learning on students’ achievement (e.g., content knowledge, higher-level thinking abilities, attitude toward learning, social skills, etc.). This study attempts to use the meta-analytic approach to synthesize current research regarding the effectiveness of web-based collaborative learning on students’ cognitive, affective, and social behavior outcomes in Taiwan. Furthermore, the comparison of research literature on web-based collaborative learning between Taiwan and the USA will be included. It is hoped that this synthesis will help to provide a clearer conclusion on this issue.