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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/73890

    Title: 應用Google協作平臺落實共同學習法探討學生學習經驗與學習態度之研究
    Other Titles: A study of students' learning experience and attitude with the learning together method on Google sites
    Authors: 湯依穎;Tang, Yi-Yin
    Contributors: 淡江大學教育科技學系碩士班
    徐新逸;Shyu, Hsin-Yih
    Keywords: 網路合作學習;共同學習法;網路共同學習法;Google協作平台;Web-based cooperative learning;Learning Together;Web-based Learning Together;Google Sites
    Date: 2011
    Issue Date: 2011-12-28 17:26:39 (UTC+8)
    Abstract: 在數位化學習的趨勢下,傳統教學方式面臨很大的挑戰,如何利用科技打造數位化環境並且提升教學成效,已是當前最需重視的教育議題之一。合作學習是一種能夠提升學習成就與動機的教學方式,而合作學習的其中一種教學方式-「共同學習法」在過去學者研究中表示是可被應用範圍最廣泛、且確實對學習成效有加乘作用的一種合作學習方式。再加上Google協作平台是Web2.0概念下的產物,其具備的功能與特性與共同學習法的主要特色能夠相互配合,故研究者推論若能將兩者結合運用教學,預期能對學生的學習產生正向的轉變。
    With regard to e-Learning, traditional pedagogical instructions are facing an enormous impact and challenges. Accordingly, the use of technology, digitizing learning environment has become a crucial issue in educational field. Moreover, cooperative learning, a teaching method, facilitates learning, motivation and shows an extraordinary achievement. In terms of “Learning Together” method, one of the widely used teaching techniques, reveals an additional effect upon cooperative learning. Google sites, on the other hand, a concept in web 2.0, is one of the commonly used collaborative system in teaching and learning field. Conversely, its functionalities and features are perfectly associated with “Learning Together” method. With a hypothesis on the combination of the two is expected to have a positive effect on student learning.
    This study mainly discussed using the process of Learning Together to design a teaching activities for Research Methods Course and implementing the activities in the teaching field. In addition, it also discussed whether learners’ learning experience changed and what learners'' attitude toward the subject was after learners got the instruction based onWeb-based Learning Together.
    This study adopted design-based research method and experimental research method. The research subjects were selected from T University in Taiwan. According to Learning Together, the researcher designed teaching activities for Research Method Course and implemented them in the teaching field, and then collected data by means of questionnaire survey, observation, in-depth interview in order to discuss whether learners’ learning experience changed and what learners'' attitude toward the subject was after learners got the instruction of Web-based Learning Together.
    The results indicated that the Positive interdependence, Social interaction and Group processing were the three factors which had a significant difference (p<.05). In addition, result showing learners’ experiences of using web tools also had a significant difference. Therefore, it was obvious to see that the positive interdependence and social interaction between the group members had a positive transition and so did the factor of group processing. Furthermore, the significant difference (p<.05) was found in the result of learners’ learning attitude. In conclusion, leaners’ attitude toward the curriculum and learning activities, the instructor of Research Methods, the learning motivation of Research Methods and the learning strategies of Research Methods is affirmatively positive.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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