資訊科技輔助教學環境下之角色認同與學習行為分析

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Title:	資訊科技輔助教學環境下之角色認同與學習行為分析
Other Titles:	Teacher-Student Role Redefinition on the Cyber Classroom
Authors:	游佳萍
Contributors:	淡江大學資訊管理學系
Keywords:	角色;資訊科技輔助教學;社會結構理論;內容分析;紮根理論;role;identity;e-learning;social structure theory;content analysis;grounded theory
Date:	2006
Issue Date:	2009-03-16 14:10:48 (UTC+8)
Abstract:	資訊科技的快速變化已經衝擊到了教學環境的教學者與學習者，在我們加入資訊科技輔助教學的同時，應該思考資訊科技所賦予「教與學」的新涵義。我們於是要問到:資訊科技輔助教學在實際的教學中，提升了哪些教學上的效益? 阻礙了哪些教學上的活動?如何提升教學上的成效? 本研究是觀察教學者與學習者的互動，和分析兩者對於教學環境中角色的定位。藉著社會結構理論的基礎，瞭解教學者與學習者對於系統功能所詮釋出的新角色，以及這些角色在教學環境中的行為。我們的研究對象是空中大學的老師和學生，使用內容分析來觀察教學活動。另外，使用紮根理論有結構的分析訪談的內容，呈現出教學者與學習者的角色轉變之歷程。研究的結果除了可以提供教學者與學習者日後參加學習時的回饋，也將對於系統的設計與改進，有所助益。 The new information and communication technologies (ICTs) leads education is in a state of rapid change. Thus, we question how do we redefine the role of teacher-student in the cyber classroom critically? This study adopts social structure theory to describe the dynamical interaction between system structure and behaviors that reflects IT is either 「improving learning performance」or 「destroyingthe essence of learning」. In this article, we observe how teachers and students redefine their roles in the cyber classroom and guild their teaching/learning behaviors by their role identity. The samples are the teachers and students in the cyber classroom of the Open University. We first adopt a content analysis to trace and describe some of the interaction on the cyber classroom. Second, we integrate the semi-structured interview and grounded theory to rebuild the roles, meaning, and actions on the cyber classroom. This study will propose insight into implication, designing, and applications in the platform of e-learning.
Appears in Collections:	[Graduate Institute & Department of Information Management] Research Paper

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