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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/87729

    Title: 不同學習風格者運用Facebook進行協同學習以探討學習動機與成效之研究
    Other Titles: Integrating collaborative learning with community websites to discuss the impact of learning style on motivation and learning performance
    Authors: 陳佳苹;Chen, Chia-Ping
    Contributors: 淡江大學資訊管理學系碩士班
    楊明玉;Yang, Ming-Yu
    Keywords: 數位學習;協同學習;學習風格;學習動機;Facebook;E-Learning;Collaborative Learning;Learning styles;Motivation
    Date: 2012
    Issue Date: 2013-04-13 11:36:16 (UTC+8)
    Abstract: 數位學習的應用相當普遍,有不受空間、時間限制等優點,卻也意味著學習者的自主性與學習動機的重要性,因此如何提升學習者學習的動機與意願,成為數位學習重要的議題之一。近年來社群網站的快速成長,為使用者提供各種聯繫、交流的通路,其中社群網站Facebook在台灣已擁有1000萬名以上的註冊者,故本研究欲透過Facebook的高使用率與互動性,藉以提升學習者的學習動機。
    Because the advances of technology, e-learning has been gradually taken seriously. E-learning doesn''t limit by time and space, it means that students’ motivation is very important. So how to enhance students’ willingness to learn becomes an important topic.
    In recent years, the rapid growth of community websites to provide users with various ways to communicate, especially Facebook has more than 10 million registrants in Taiwan. This study wants to enhance students’ motivation through Facebook''s high utilization and interaction.
    In order to achieve the purpose of appropriate learning, both traditional teaching and e-learning should pay attention to students’ personal qualities. According to students’ interests, preferences, and learning methods, give the corresponding teaching methods to enhance students’ learning performance. Therefore, this study will consider students’ learning styles, integrating collaborative learning with Facebook to discuss the impact of learning styles on motivation and learning performance by experiment method. The research findings are following:
    1.Students with assimilation learning style had significantly higher score on the dimension “extrinsic goal orientation” of motivation than students with divergence learning style.
    2.Integrating collaborative learning with Facebook, learning styles didn’t make a significant difference to motivation and learning performance.
    3.Students’ participation was significantly positive related to their learning performance.
    4.The dimension “expectancy for success” of motivation was significantly positive related to students’ learning performance.
    Appears in Collections:[資訊管理學系暨研究所] 學位論文

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