學習風格於混成式課程中對於分組討論之個案研究

機構典藏 > College of Education > Graduate Institute & Department of Educational Technology > Thesis > Item 987654321/31360

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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，探討學習者在不同的學習環境下之互動模式及討論歷程，藉由分析與小組成員間的互動模式及討論內容，與個人學習風格交叉比對，了解不同學習風格的學習者在混成式課程中分組討論的學習情形。本研究之結果如下：一、主動型／反思型學習者主動型學習者在整合自身想法、參與討論及引導討論議題方向的方式較以詢問別人為主，反思型學習者則較常直接提供較完整的意見。主動型學習者在分組討論的互動情形為積極參與、引導小組意見整合且常擔任領導角色，反思型學習者則為專注聆聽、有問有答且為組內的附和角色。二、感受型／直覺型學習者本研究結果中沒有屬於直覺型學習風格的學習者。研究結果發現感受型學習者在討論過程中較常交換資訊或進行訊息暫時性的累積，並運用實例或比喻說明，使之想法較為具體，在實體討論時的互動及溝通頻率較高，並常處於小組討論的中心。三、視覺型／文字型學習者本研究結果中沒有屬於文字型學習風格的學習者，且研究結果發現視覺型學習者會主動與小組成員分享自身的經驗，在線上授課時的發言頻率較低於在實體授課中的發言頻率。四、總體型／循序型學習者本研究結果中沒有屬於循序型學習風格之學習者，研究結果發現總體型學習者在討論過程中常擔任小組中的批判角色、擷取他人資訊而後將之綜合為小組結論，且在實體討論時的互動頻率是較高於線上討論的。本研究除了給與授課教師在安排混成式課程中的分組討論建議外，亦對於後續研究給與具體建議。 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 discussion. The study provided practical suggestions regarding arranging group discussion in a blended course for the instructor, as well as the future research.
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