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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31360

    Title: 學習風格於混成式課程中對於分組討論之個案研究
    Other Titles: Learning style of group discussion in blended course - a case study.
    Authors: 江佳穎;Chiang, Chia-yin
    Contributors: 淡江大學教育科技學系碩士班
    沈俊毅;Shen, Chun-yi
    Keywords: 分組討論;學習風格;混成式課程;討論歷程;互動模式;Group discussion;Learning style;Blended course;Discussio;Interactive
    Date: 2009
    Issue Date: 2010-01-11 00:34:36 (UTC+8)
    Abstract: 本研究針對不同學習風格之學習者在混成式課程中,透過分組討論的方式,
    一、 主動型/反思型學習者
    二、 感受型/直覺型學習者
    三、 視覺型/文字型學習者
    四、 總體型/循序型學習者
    This study aimed to investigate the discussion and interactive model of learners
    of different learning styles through group discussion in a blended course, through
    analyzing the discussion contents and interactions, and compared with individual
    learning style to realize the learning process.
    The findings of the study were as followed:
    A. Active/ Reflective learners
    Active learners often asked others’ opinions when forming self-thinking,
    discussioning and leading the direction of topics; reflective learners provided straight
    and complete opinions.
    Active leraners highly involved in group discussion and led the group to final
    conclusion; reflective learners were echoes in group, they often paid more attention to
    listen to others’ thoughts and answering questions.
    B. Sensory/ Intuitive learners
    There was no intuitive learner found in this study. According to the results,
    sensory learners often changed or gathered informations during the group discussion.
    They preferred explained with examples or experiences, and also, the frequency of
    interactions and communications were higher in face-to-face discussion. They were
    the center roles during group discussion, too.
    C. Visual/ Verbal learners
    There was no verbal learner found in this study. According to the results, visual
    learners shared self experiences with other members actively, and the frequency of
    speeches were higher in face-to-face discussion than in online discussion.
    D. Sequential/ Global learners
    There was no sequential learner found in this study. According to the results,
    global learners were the critical roles during group discussion. They gathered other
    members’ informations and opinions then integrated to conclusion, and also, the
    frequency of interactions were higher in face-to-face discussion than in online
    The study provided practical suggestions regarding arranging group discussion in
    a blended course for the instructor, as well as the future research.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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