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    Title: 以Moodle平臺知識分享促進知識轉化之研究
    Other Titles: A study on knowledge sharing through moodle learning management system to promote knowledge conversion
    Authors: 古翔予;Ku, Hsiang-Yu
    Contributors: 淡江大學教育科技學系碩士班
    黃雅萍;Huang, Ya-Ping
    Keywords: 知識轉化;知識分享;Knowledge Conversion;knowledge sharing;Moodle
    Date: 2012
    Issue Date: 2013-04-13 10:47:37 (UTC+8)
    Abstract: 二十一世紀資訊技術突飛猛進,Web 2.0時代已然翩翩起舞,教學平台上運用知識分享的現象愈來愈普遍,學習的方式與知識的來源多元而廣泛,逐漸從以往個別獨立轉型成團體協作式的學習,以學習者為中心之互動分享模式。
    關切國內知識分享與知識轉化的文獻,大部分皆由公司組織的角度看待團體中成員知識分享的心理因素,或是探討知識轉化中學習者個人內隱因素對於創造力、害羞、自尊等個人態度的關係,鮮少應用於課堂上的教育。本研究期冀運用知識分享能幫助學習者進行知識轉化,除了對於外顯知識和內隱知識的瞭解,更能掌握知識轉化的底蘊,使學習者對於知識的運用和習得方式更為豐富。
    本研究以Nonaka的知識轉化為基礎理論探討教學互動中的知識分享如何促使知識的轉化。透過Moodle平台的教學活動進行個案研究,將知識分享分為分享個人知識、分享學習機會、促進學習動機三個構面;知識轉化分為內化、外化、社會化、組合化四個構面,探討各構面之表現及關聯性。
    量化部份採敘述性統計分析及推論統計分析。在敘述性統計部分,知識分享量表以分享學習機會面向離散程度較大,顯示組間內有較大的差距呈現;促進學習動機樣本分配明顯偏右,顯示大多數樣本所得分數相對較高;知識轉化以內化的離散程度相對較高,但普遍在平均值內。知識分享程度越高知識轉化之四個面向也相對較高。在推論統計部分,採用相關性系數分析,結果顯示分享個人知識與分享學習機會對於外化及社會化具有顯著性相關。透過迴歸分析可得知分享個
    人知識與分享學習機會對於外化及社會化所得R平方值皆在0.672以上,具有良好的預測效果。
    平台資料內容分析結果可發現,學習者對於在Moodle平台上具有良好的知識分享效果,以分享個人知識及分享學習機會為主,少部分會提出所觀察到的問題以促進學習動機;知識轉化則以外化、社會化、組合化的表現較為明顯,內化在平台上較難以觀察。
    訪談質化分析結果顯示,學習者對於Moodle平台的操作及使用上仍有所困難及不便多半受限於課堂上教學的使用,組員彼此溝通的過程仍以學習者習慣的方式進行分享及討論。此外,學習者在內化的部分,多以個人行為為主,少有知識分享的成份於內。
    本研究可得到以下幾個結果:
    1、學習者於平台互動上具有良好的知識分享效果。
    2、學習者於平台上知識轉化以外化及社會化較為明顯呈現。
    3、知識分享與知識轉化之間具有重要的關聯性。
    In the twenty-first century, information technology progresses rapidly and web 2.0 times grows greatly. The phenomenon of using knowledge share has become common increasingly on the e-learning platform. The learning methods and knowledge sources become multiply and extensively. Learning way has transformed increasingly from individual solely to group cooperatively that is a kind of interactive mode focused on the learners.
    According to records about internal knowledge share and transformation, most of them look upon psychological factors of knowledge share from the angle of organized company or discuss the relationship of learners’ personal attitude upon inner factors with creativity, shyness, and self-esteem in the knowledge transformation, but there is seldom to apply to education in the class.
    In this study, hoping to use knowledge share can help the learners’ doing knowledge conversion. Besides, they can understand to inside and outside knowledge, they also can control inside information for knowledge conversion that makes learners’ knowledge uses and learning ways become even more abundant.
    In this study, it is based on the Nonaka''s knowledge transformation to basic theory to discuss that knowledge share how to promote knowledge conversion in interactive teaching. Through the teaching on Moodle platform to proceed personal research, it divides knowledge share into the three aspects of sharing personal knowledge, learning opportunities, promote learning motivation; knowledge conversion consists of four aspects of internalization, externalization, socialization, combination that discuss performance and relativeness for every aspect.
    Parts of the quantification adopt descriptive and inferential statistical analysis. In descriptive statistical analysis questionnaire share learning opportunities toward larger discrete frequency and results larger difference within organization; it is obvious to close to right on samples’ distribution for advancing learning motivation, which shows most of samples get higher relatively. Internalized discrete frequency of knowledge transformation is higher relatively, but it is common within an average value. If knowledge share is higher, knowledge transformation for four sides should be higher relatively. In inferential statistical analysis adopt correlation coefficient analysis and result to share personal knowledge and learning chances that have significantly correlated in the externalization and socialization. Through the regression analysis could know above 0.672 R average values from externalization and socialization with good predictive result when share personal knowledge and learning chances.
    The analysis results of the platform records’ content could find that learners have a good knowledge share on the Moodle. Major share is focused on personal knowledge and learning opportunities, few parts mention observational problems to promote learning opportunities. Knowledge transformation in externalization, socialization, and combination’s appearance is clearer, but in internalization is difficult to observe on the platform.
    In qualitative analysis results, most of the students are difficult to operate and use Moodle platform, only limited to use it in the teaching of the class. The process of communication way is by learners’ habit to share and discuss. In addition, learners in internalization are more individual behavior, but including few knowledge share.

    The conclusions of the research can get as following result:
    1.Learners’ interaction with a good knowledge-sharing result on the Moodle platform.
    2.Learners’ knowledge transformation in the aspects of externalization and socialization is clear.
    3.Significant correlation between knowledge share and knowledge transformation.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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