趙惠玲陳明溥盧姵綺Lu, Pei Chi2020-12-102013-8-52020-12-102010http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0895600029%22.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/115587本研究旨在探討Web2.0知識共構社群模式與學習風格，對大學生藝術通識課程的「自我調整學習」、「學習表現」、「學習滿意度」、「知識建構」面向之影響，並探討大學生對Web2.0知識共構社群之學習反應。研究對象為98學年度上學期台灣師範大學一門藝術鑑賞通識課程學生，共計86人。Web2.0知識共構社群為以「知識共構社群」等建構主義教學理論為核心概念，結合Web2.0知識分享與共構模式，及應用Blog平台之課程網路社群，目的在藉由社群交流互動，以輔助學生進行藝術通識課程學習。本研究依據不同的Web2.0知識共構社群模式，將學生分為「專家參與」及「同儕互動」兩個實驗組，在學習風格方面，依據Kolb學習風格理論模式，以「資訊接收方式」作為學習風格分類面向，分為「具體經驗型」與「抽象概念型」兩種學習風格類型，以探討學習風格的個別差異對大學生藝術通識課程學習之影響。 本研究結論歸納Web2.0知識共構社群模式與學習風格，對大學生藝術通識課程學習之影響如下： 1.在大學生藝術通識課程自我調整學習之影響方面，獲致兩項結論：（1）「專家參與」模式有助於自我調整學習表現；（2）混成式課程設計有助於具體經驗型學生的自我效能及同儕學習表現。 2.在大學生藝術通識課程學習表現之影響方面，獲致兩項結論：（1）「專家參與」模式對學生反思深度及合作學習有正向影響；（2）學習風格對大學生藝術通識課程學習表現無顯著影響。 3.在大學生藝術通識課程學習滿意度之影響方面，獲致兩項結論：（1）「專家參與」模式對大學生之藝術通識課程學習滿意度有正向影響；（2）學習風格對大學生藝術通識課程滿意度無顯著影響。 4.在大學生知識建構之影響方面，獲致五項結論：（1）學生知識建構為Web2.0社群分享、共構之漸進式歷程；（2）「專家參與」模式有助於學生知識建構發展；（3）學習風格對學生知識建構程度無顯著影響；（4）Blog互動平台有利於網路社群知識分享與建構；（5）TA為引導網路社群知識共構之核心角色。 5.在Web2.0知識共構社群模式之學習反應影響方面，獲致三項結論：（1）「專家參與」模式能提升學生之網站使用率；（2）Web2.0社群知識分享有助於多元與批判思考之發展；（3）TA教學有助於提升混成式課程之教學效能。 最後，本研究依據研究結果，提出包含大學通識課程及藝術領域之網路學習、TA教學及未來研究等建議。The purposes of this study were to investigate the influence of models of Web2.0 knowledge co-construction community and learning styles on aspects of “self-regulated learning”, “learning performance”, “learning satisfaction” and “knowledge construction” in arts general education for undergraduates as well as their learning responses to Web2.0 knowledge co-construction communities. The research included 86 students participating in an art appreciation curriculum during the first semester of 2009 at National Taiwan Normal University. A Web2.0 knowledge co-construction community is the web-based learning community which applies theory such as a “knowledge co-construction” as its core concept, integrates a model of Web2.0 knowledge-sharing and building as well as applying a blog platform with the aim of assisting the students in an art general curriculum to learning through interactive exchanges in the community. This study categorized the students into two experimental groups, “expert participating” and “peer interacting”, based on different models of Web2.0 knowledge co-construction communities. Two learning style groups, “concrete experience” and “abstract conceptualization”, were categorized according to the perspective of “information perception” based on Kolb’s model. Results of this study regarding the influences of models of a Web2.0 knowledge co-construction community and learning styles in a general arts curriculum by undergraduates are as follows: 1. Two conclusions are drawn regarding the influence on self-regulated learning in a general arts curriculum for undergraduates: (1) the “expert participating” model facilitates self-regulated learning performance; and (2) the blended curriculum design facilitates the performance in self-efficacy and peer tutoring for students engaged in concrete experiences. 2. Two conclusions are drawn regarding the influence on learning performance in a general arts curriculum for undergraduates: (1) the “expert participating” model presents a positive influence on reflection depth and collaborative learning by students; and (2) the learning style exhibits no significant influence on learning performance in a general arts curriculum for undergraduates. 3. Two conclusions are drawn regarding the influence on learning satisfaction in a general arts curriculum for undergraduates: (1) the “expert participating” model has a positive influence on learning satisfaction in a general arts curriculum for undergraduates; and (2) the learning style exhibits no significant influence on satisfaction in a general arts curriculum for undergraduates. 4. Five conclusions are drawn regarding the influence on knowledge construction on the part of the undergraduates: (1) knowledge construction by the students is a progressive course which involves Web2.0 community-sharing and building; (2) the “expert participating” model facilitates the development of knowledge construction on the part of the students; (3) learning style exhibits no significant influence on the extent of knowledge construction by the students; (4) the interactive blog platform facilitates knowledge-sharing and co-construction in web-based communities; and (5) TA plays a central role in guiding knowledge construction in web-based communities. 5. Three conclusions are drawn regarding the influence on the learning response of the model of Web2.0 knowledge co-construction community: (1)the “expert participating” model increases the web site use rate by the students; (2) Web2.0 community knowledge-sharing facilitates the development of diversified and critical thinking; and (3) TA teaching is beneficial in enhancing the teaching efficiency of a blended curriculum. Finally, based on the results of the study, suggestions are proposed regarding web-based learning of university general curriculum and arts, TA teaching, future studies, etc.大學藝術通識課程Web2.0知識共構網路學習社群學習風格混成式課程自我調整學習general arts curriculumWeb2.0 knowledge co-constructionweb-based learning communitylearning styleblended curriculumself-regulated learning