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題名:成人線上學習之人際互動與神馳經驗對其學習成效之影響
作者:楊純青
作者(外文):Chun-ching Yang
校院名稱:國立高雄師範大學
系所名稱:成人教育研究所
指導教授:王政彥
學位類別:博士
出版日期:2004
主題關鍵詞:成人線上學習神馳(心流)經驗人際互動學習成效adult on-line learningflow experienceCsikszentmihalyiinterpersonal interactionlearning effectiveness
原始連結:連回原系統網址new window
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中文摘要
神馳經驗(flow experience)為一種專注、沈浸的心靈悠遊狀態,進入神馳狀態的個體可以感受到身、心能力的提升,進而超越自我。在教育領域的運用上,得以提升學習成效。本研究旨在檢驗成人進行線上學習活動的過程中,人際互動與神馳經驗是否能夠提升成人學習者的學習成效。本研究利用實驗研究法檢驗人際互動與學習成效、神馳經驗與學習成效、人際互動與神馳經驗之間的正向因果關係。
本研究以國立中山大學管理學院南區中小企業研訓中心92學年暑期之「專案管理實務」網路研習班作為研究情境。該課程利用JoinNet的網路影音互動線上學習平台作為跨地域的授課工具,56位成人學生採隨機分派方式於每次上課前分為實驗組與對照組,分別進行有人際互動之線上影音教學及無人際互動之純收視學習,全程共進行八堂線上課程,研究者在授課期間共進行八次獨立性研究,分別藉學習平台自動蒐集資料的「人際互動紀錄」、沿用學者的「神馳經歷量表」與「神馳經驗感覺程度量表」、自編的「單元能力評量」、「線上學習滿意度量表」及「人口變項資料調查表」進行資料蒐集,所得資料予以統計及分析討論。
資料分析結果顯示,本研究不論在研究設計或實施過程,都具有相當之價值與特色:(一)、本研究是國內將神馳心理經驗理論導入成人線上學習的先驅研究,已大為開展該領域的研究題材;(二)、國內成人線上學習影響因素多透過觀察及問卷調查而得,本研究設計選擇難度偏高的實驗研究,已獲致更精準的第一手資料;(三)、本研究嘗試以多次測量蒐集最容易喪失的心理經驗資料,並進行多次實驗以確保實驗信度,結果使成人學習者至終維持相當高之出席率且填答完成所有問卷,可說克服了相當之研究挑戰;(四)、本研究成果提醒未來研究者應更重視人際互動與神馳心理經驗在成人線上學習過程所扮演的角色,已經為該研究領域導引了新的研究方向。
研究結果雖然顯示出(一)、成人線上學習之人際互動不同其學習成效及神馳經驗皆無顯著差異,神馳經驗不同其學習成效也無顯著差異,(二)、三變項間兩兩各無正相關,(三)、三項研究假設皆無法獲得驗證,但亦確認出原因可能為學習平台的便利互動特性、教學設計理想、教材符合學習者需求、學習動機強烈、學習者產生班級認同感。本研究認為未來可透過更廣範的研究佐證、更嚴密之實驗操控、更強化之學習平台功能,將前述因素控制更完善,以獲致更精準之解答,並可嘗試建立成人線上學習的重要影響因素關係模式,以及深入探索神馳經驗普遍出現的原因,如此將有助於釐清人際互動與神馳經驗對於成人線上學習成效的影響。
ABSTRACT
Flow is the psychological state in which an individual feels cognitively efficient, motivated, and happy. When in the flow state people become absorbed in their activities, while irrelevant thoughts and perceptions are screened out. Applied in the field of education, flow is thought as the drive to promote learners’ learning effectiveness. This study aims to examine the causality between interpersonal interaction and learning effectiveness, between flow experience and learning effectiveness, and between interpersonal interaction and flow experience. A experiment design was conducted.
The short summer on-line course, “Practice of Project Management” in the Center of SME, National Sun Yat-sen University, was used as the research environment. The platform of JoinNet was built as the tool to deliver learning materials. Totally 56 adult students as participants in the study were randomly assigned to either experiment group or control group before each sessions started. Participants assigned to the experiment group were allowed to interact with students and teachers in real time via video and audio, while participants in the control group can only watch previously recorded video clip. Totally eight independent sessions were proceeded. The researcher collected data from the following sources: interpersonal interaction record from computer transaction log, scale of flow experience, scale of feeling in flow, class evaluation, and scale of satisfaction.
Data analysis shows that the research is important both in its design and implementing process. Firstly, this study introducing the flow theory into the field of adult on-line learning in Taiwan is now a milestone for further studies. Secondly, Factors affecting adults’ learning are usually collected via observations and surveys. This study employing the experiment design is able to collect data more precisely. Thirdly, the study attempting to collect the easy-to-fade-away psychological experiences and the interpersonal interaction of eight independent researches comes out with splendid support from the students has overcome the most challenging part for researches. Fourthly, the results of this study, as the guide for further studies, remind other scholars the importance of interpersonal interaction and flow experience in the process of adult on-line learning.
Findings in this study show that, firstly, there is no statistically significant difference between the experiment group and the control group in their flow experience and learning outcomes. Secondly, no significant correlation was found between interpersonal interaction, flow experience and learning outcome. All hypotheses were not verified in this study. Many possible factors were discussed in order to explain the unverified hypotheses. These factors are described as testing effects, convenience of learning platform, strong motivation, appropriate class design and learning material, and class identification. In the future, the extended research triangulation, better experiment controls, and enhanced platform functions may obtain answers more precisely to the research questions. Besides, the correlation model of adult on-line learning factors may be constructed and deeper explorations to the flow experiences are suggested . And therefore how interpersonal interactions and flow experiences affects adult on-line learning effectiveness may be clarified.
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