|Abstract: ||世界已進入到知識經濟的時代，閱讀學習近年來被視為國家競爭力的重要影響因素之一，本研究以一國內中學生網路學習社群作為實務對象，建構一個群體決策支援系統 (Group Decision Support System, GDSS) ，輔助專家們在該社群中推動全國廣泛閱讀活動並從眾多參與者中評選出優秀成員頒予獎勵，提升閱讀活動之管理與決策效率。同時，藉此活動的推動與獎勵機制，促進社群正面發展與不斷改善，以達到社群長期經營培養全國青年學子們自發性的閱讀習慣之目的。|
隨著全球資訊網及Web 2.0技術快速發展，許多企業或非營利組織將網路社群的經營作為重要策略之一，以期與組織內、外部成員共創知識價值。如何提供即時、有效的網路社群經營決策支援服務，是為當今實務應用與研究的重要課題。在網路社群中舉辦活動是一個繁雜且不易掌握的過程，閱讀學習的多面向也使得評選得獎者的工作難以精確掌握。本研究首先對個案之網路學習社群環境與活動需求進行分析，設計不同階段的決策程序，並融入多準則決策與群體決策技術於系統設計中。在社群優秀成員評選流程中，運用分析層級程序法 (Analytical hierarchy process, AHP) 、簡單加權法、評分法及腦力激盪法等決策技術，協助專家們設置各獎項所鼓勵目標及其考量，將網路社群中各種學習構面歸納，且建構出各獎項之評選準則之架構，以利篩選與評分等工作執行，使得評選決策更具客觀性和全面性，也同時減輕了專家們的大量工作負擔。透過本系統的輔助，專家們能便捷地推動全國中學生英語廣泛閱讀活動，且即時地瞭解社群成員間的互動與學習表現，以適時在社群中引導學習行為或激勵社群中互助力量，多方面地提高整體社群成員之學習動機與閱讀興趣，以擴展本身文化視野及提升語文溝通能力。
本決策支援系統以系統雛型法 (Prototyping) 進行開發，同時應用物件類別、模組等元件再利用概念進行程式設計，提高開發速度和未來維護效率。系統並以網頁使用介面 (Web-based interface) 設計呈現，採取即時的資料庫彙集機制，以方便專家們即時地掌握社群狀態以及進行討論。配合Web 2.0機制的網路學習社群與教學平台，參與閱讀推動活動的任課教師也可從系統中瞭解學生們之各項學習成效和表現，將閱讀學習進一步在課堂上延伸落實，以擴大此計畫之成效。此系統業已實現於2010年台灣中學生英語線上閱讀挑戰活動 (IWiLL Reading Challenge) ，此活動超過一萬四千位學生參與，系統改善了活動管理與進行，師生皆感受此活動更多元化和有趣，社群意識與知識分享的提升也有助於社群之經營。
Today, the global has entered the era of knowledge-based economy and learning by reading has been regarded as one of the critical factors related to the competitiveness of a country. The intent of this research is to build a group decision support system (GDSS), targeted on online-learning community of the high school students, in order to not only facilitate the national extending reading campaign by identifying and rewarding the diligent learners, but also intrigue interests of continuing reading by promoting collaborations among online-learning community members.
Given the rapid development with wildly used World Wide Web (WWW) and Web 2.0 technology, many enterprises and non-profit organizations as well regard online community operation tactic as one of the major business strategies to create value of knowledge. However, one of greater concerns today is how to support online community service with timing and effective management decisions. Evidently, it’s strenuous to manage online community activities. Moreover, it’s complicated to identify hard-working learner due to the complexity of online learning by reading. In this research, we analyze the online community learning environments as well as community expectations and employ multiple criteria decision marking (MCDM) technique in the GDSS. These techniques mainly include: analytical hierarchy process (AHP), simple additive weighting method, brainstorming, and communication tools. In the process, moderators can easily utilize above tools provided by the system in selecting varieties of award-winners from different perspectives, e.g., the most viewed, the most favorable reviewers and blogs. This selection process will not only be objective and comprehensive, but also can reduce the work loads for the moderators. In addition, moderators can promote extensive reading via this system – to monitor the online community activities and individual performance so as to provide positive timing feedback and inspiration among online community. Ultimately, the goal is to increase the interest of reading and to improve the English skills among online community members.
GDSS starts with a prototyping process employing object, class, and module concepts in programming design to speed up the development cycle and increase the maintenance efficiency. Besides, GDSS uses Web-based interface display with database functionality to provide moderators the real time inquiry capability. With the help of Web 2.0 technology and internet teaching platform, teachers who participate in the extensive english reading program can trace their students’ performance through GDSS and extend the reading program beyond the classroom. Meanwhile, the GDSS has been employed in 2010 IWiLL Reading Challenge program which has more than 14,000 high school participants in Taiwan. Evidently, GDSS not only increases cohesion power within IWiLL community by sharing the knowledge and opinions but also facilitates the management of online community by intriguing intensive involvements from teachers and students as well.