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題名:使用社群媒體對成人數位學習之影響
作者:賴素純
作者(外文):Su-Chun Lai
校院名稱:輔仁大學
系所名稱:商學研究所博士班
指導教授:莊雅茹
學位類別:博士
出版日期:2015
主題關鍵詞:合作學習成人學習社群媒體社會臨場感數位學習collaborative learningadult learningsocial mediasocial presencee-learning
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數位學習的優勢在其學習方式不受時空的限制,但在和同儕沒有直接的互動下,當學生遇到問題或學習瓶頸時,無法即時得到協助,學習者常會產生學習孤立感。所以對教師來說,應採取何種教學策略、設計何種教學活動,以降低學生的學習孤立感、強化滿意度,進而持續學習是一個亟待解決的問題。
本研究主要目的在探討對以數位學習為主的成人學習者而言,導入社群媒體是否可增加互動機會、降低因時空分隔產生的學習孤立感,進而提升學習滿意度。採用實驗設計法,以兩班共64位修讀某大學同一位老師任教的相同課程之成人學習者為研究對象,依班級隨機分成對照組及實驗組。本研究以 Facebook為社群媒體的研究標的,於實驗組建置Facebook社團,對照組除未建置Facebook社團外,所有教學設計均與實驗組相同。
研究結果發現:1.使用社群媒體可增加學習者之社會臨場感與學習滿意度,但對合作學習態度及學習成績没有顯著影響;2.社會臨場感、合作學習態度、學習滿意度及學習成績彼此具有顯著正向關係;3.社會臨場感會正向影響學習滿意度與合作學習態度;4.社會臨場感及合作學習態度對學習成績之影響不顯著;5.使用社群媒體能有效引導學生進入數位學習平台學習與互動討論。
This study explored the possibility of using Facebook in online instruction as an auxiliary tool for promoting interaction. The goal was to increase interaction and intimacy among learners to reduce the feeling of isolation and increase learner satisfaction. This research adopted an empirical design and recruited a total of 64 students from two classes. In particular, 28 students were assigned to a control group and 36 students were assigned to an experiment group in random. Blended learning was adopted along with the e-learning platform and Facebook as our platforms for experimentation.
Many online teachers found it hard to engage students in asynchronous discussion forums. It is imperative to seek an effective way to bring students back to e-learning platform discussion forums for interaction. Related research discovered that enhancing social presence is a good choice for adult learners. In this research, we chose Facebook to implement this approach. This study contributes as follows: First, propose feasible approach to import Facebook in adult learning. Second, Identify the relationships among social presence, the attitude toward collaborative learning, and learning performance are investigated in the context of e-learning. Last, propose the instructional strategies and recommendations for adult e-learning.
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