王健華Wang, Chang-Hwa張心柔Chang, Hsin-Jou2019-09-042024-01-292019-09-042019http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0005723101%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99479在線上學習環境中以團體合作共同完成學習任務的方式是線上共創學習的特色， 因此了解學生的個別差異藉以提升學生主動且持續地進行線上學習的意願，成為探討 線上共創學習中重要的議題。本研究擬採用學生之個別差異即自我導向學習傾向作為 自變項，以桃園市某技術型高中設計群學生為例，探討不同程度的自我導向學習傾向 學生在線上學習環境中以合作共創的小組自主學習方式，是否會有學習表現以及參與 度上的差異。除此之外，探究社群模型在探討線上共創學習具有其重要性與指標性， 故本研究採用該模型中的認知臨場感建構，設計一套單元線上共創學習活動，並探究 學生自我導向學習傾向與認知臨場感對於學習成效之間是否有顯著的關聯性。 本研究採用實驗研究法-單組後測設計，選定技術型高中廣告設計科二年級「造形 原理」課程，利用Google共創文件以及Facebook Messenger線上聊天通訊軟體，進行單 元知識與技能創作之主題共創學習實驗後進行變項程度檢測以及學習成效之評量。 研究結果發現自我導向學習傾向不論在對於認知臨場感及學習成效獨立變項探討 時都具有顯著關聯性，但以認知臨場感作為中介變項之效果未成立。研究者參考結果 數據後將原本設定之變項做調整，發現認知臨場感是受到自我導向學習傾向的中介影 響了學習成效，此發現有助於日後教師進行線上共創學習活動設計以及教學引導時的 參考依據，幫助教學者擬定適當且有效的教學活動與教材設計。本次研究對象有效樣 本73位學生中之自我導向學習傾向屬於中程度的居多，在面向表現上以「效率學習」 表現最弱、「喜愛學習」表現最佳，顯示學生對於學習保有相當程度的興趣，只要教學 者能夠設計適當教學教法與教材，必能提升學生學習成效。Online collaborative learning emphasizes achieving learning tasks through team cooperation. Some individual difference factors need to be considered in order to better organize proper instructional strategies for different learners. This study intends to investigate how self-directed learning readiness, an individual factor, may affect learning outcomes. This study. Moreover, the cognitive presence is an element of Community of Inquiry model, which was used to design a set of online collaborative learning activities in this study to explore whether there is a significant correlation between students' self-directed learning readiness and cognitive presence.  An experiment was done in a technical high school located in Taoyuan, Taiwan to explore whether there are differences in learning performance and participation among students with different degrees of self-directed learning readiness in online collaborative learning. A "Principle of Formation" course was selected as the learning contents. Google collaborative documents and Facebook Messenger were used as tools for achieving the online collaborative learning tasks. The results show that there are significant correlations between self-directed learning readiness and cognitive presence, and between self-directed learning readiness and independent variables of learning outcomes. However, the assumption of considering cognitive presence as a mediating variable is not valid. The researcher adjusted the variables after referring to the result data, and found that cognitive presence is mediated by self-directed learning readiness. This result helps teachers design online collaborative learning activities and use as teaching guidance in designing appropriate and effective teaching activities and teaching materials. Furthermore, we also found that most attendant’s self-directed learning readiness were among average, they most agreed “likes to learn” but felt most uncomfortable with “learn efficiently”, indicating that students have a considerable degree of interests in online collaborative learning. This finding encourages the education practitioners to develop more appropriate teaching methods and teaching materials that benefit students' online learning outcomes.線上共創學習自我導向學習傾向認知臨場感學習成效online collaborative learningself-directed learning readinesscognitive presencelearning outcomes