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題名：如何增進線上學習成效：線上實務社群的浮現觀點
書刊名：中山管理評論
作者：王思峰 引用關係／李昌雄
作者(外文)：Wang, Sy-feng／Lee, Tsang-hsiung
出版日期：2005
卷期：13:3
頁次：頁749-776
主題關鍵詞：線上學習；學習社群；實務社群；典範適應；專業發展；Online learning；Learning community；Communities of practice；Paradigm adaptation；Professional development
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(7) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:69
  • 點閱點閱:64
主流線上學習研究的技術理性黑箱觀點，從提供更多樣性的電腦媒介溝通或平台技術等「虛擬學習社群設計」，提高線上的互動，期能降低疏離退縮與退出、提高學習成效，但是文獻中這麼做的效果並不穩定。本研究主張，「社群設計」並不等同於「社群真實浮現」，由社群設計到學習成效間存在著好幾層的社會性與動態性影響因素。唯有在我們脫離黑箱觀點，漸次釐清與區分出這中間不同層次的不同構念，方能發展出更具概化性與穩定性的線上學習理論。 同層次的不同構念，並以實證研究驗證這些構念的因果影響途徑。實證結果大體支持我們所提出的假說：線上互動行為、PBL適應與專業社群認同皆為影響學習成效的重要因素，專業社群認同則為前二者 (線上互動行為、PBL 適應) 影響學習成效之重要中介途徑，其中，PBL適應對專業社群認同的影響力比線上互動行為還要高。線上互動行為PBL 適應之間則無顯著的因果關連。本研究亦探討了技術理性黑箱觀點之不足、區分不同層次構念對理論發展之重要性、典範觀點的正當性、以及發展線上實務社群對專業學習的意涵。
Fading back or withdrawing, high drop-out rates, and in-stability effects of online learning are three often heard problems in the literatures of online education. The technical-rationality perspective tend to solve these complex problems by adopting information technologies such as computer-mediated communication medium and design of a learning community to increase the level of interactivity, and hopefully may improve learning outcomes. Unfortunately, designing a virtual community may not necessarily lead to building of an active and live community. In this respect, several social and dynamic constructs across different levels of analysis are proposed to explain better correlates of interactivity and outcomes of online learning. This paper explores alternative models or effects of interactivity, identity in professional community, and adaptation to project-based learning (PBL) on outcomes of online learning. Results of the empirical study generally support our hypothesis as follows. Interactivity, identity in professional community, and adaptation to PBL all correlate positively and significantly with outcomes of online learning. However, stronger effects of adaptation to PBL on outcomes of online learning are found comparing with those of interactivity. Adaptation to PBL is not correlated with interactivity. Identity in professional community mediates between interactivity and outcomes of online learning, and between adaptation to PBL and outcomes of online learning. We discuss further the implications of the findings for future studies.
期刊論文
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2.Rovai, A. P.(2002)。Sense of Community, Perceived Cognitive Learning, and Persistence in Asynchronous Learning Networks。Internet and higher Education，5(4)，319-332。  new window
3.Carr, S.(2000)。As Distance Education Comes of Age, the Challenge Is Keeping the Students。The Chronicle of Higher Education，46(23)，A39-A41。  new window
4.Christopher, M. J.(2001)。A Survey of Current Research on Online Communities of Practice。The Internet and Higher Education，4(1)，45-60。  new window
5.Squire, K.、Johnson, C.(2000)。Supporting Distributed Communities of Practice with Interactive Television。Educational Technology Research & Development，48(1)，23-43。  new window
6.Bernard, R. M.、Amundsen, C. L.(1989)。Antecedents to Dropout in Distance Education: Does One Model Fit All?。Journal of Distance Education，4(2)，25-46。  new window
7.Baron, R. M.、Kenny, D. A.(198612)。The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations。Journal of Personality and Social Psychology，51(6)，1173-1182。  new window
8.田耐青(19990600)。電腦中介溝通與教師進修教育：以「貴人」概念的建構為例。國立臺北師範學院學報，12，1+3-29+31-32。new window  延伸查詢new window
9.張基成、唐宣蔚(20000800)。大學網路學習社群之實施研究--相關問題、教學策略及實施模式。成人教育學刊，4，161-189。  延伸查詢new window
10.吳靜吉(20020900)。華人學生創造力的發掘與培育。應用心理研究，15，17-42。new window  延伸查詢new window
11.Satzinger, J. W.、Garfield, M. J.、Nagasundaram, M.(1999)。The creative process: The effects of group memory on individual idea generation。Journal of Management Information Systems，15(4)，143-160。  new window
12.陳姚真(1999)。互動性距離、學習結果的先決變項及其因果效應之研究－以中美兩項個案研究為例。隔空教育論叢，11，63-127。  延伸查詢new window
13.Haythornthwaite, C.、Kazmer, M.、Robins, J.(2000)。Community development among distance learners: Temporal and technological dimensions。Journal of Computer-Mediated Communication，6(1)。  new window
14.Bannan-Ritland, B.(2002)。Computer-Mediated Communication, E-Learning, and Interactivity。Quarterly Review of Distance Education，3(2)，161-179。  new window
15.Borthick, A.、Jones, R.(2000)。The Motivation for Collaborative Discovery Learning Online and Its Application in an Information Systems Assurance Course。Issues in Accounting Education，15(2)，181-210。  new window
16.Mason, R.(1998)。Models of Online Courses。ALN Magazine，2(2)。  new window
17.Ricketts, J.、Wolfe, F.、Norvelle, E.、Carpenter, E.(2000)。Multimedia: Asynchronous Distributed Education: a Review and Case Study。Social Science Computer Review，18(2)，132-146。  new window
18.Robey, D.、Khoo, H.、Powers, C.(2000)。Situated Learning in Cross-Functional Virtual Teams。Technical Communication，47(1)，51-66。  new window
19.Rovai, A. P.(2002)。Development of an Instrument to Measure Classroom Community。Internet and Higher Education，5(3)，197-211。  new window
20.Stepich, D. A.、Ertmer, P.A.、Lane, M. M.(2001)。Problem-Solving in a Case-Based Course: Strategies for Facilitating Coached Expertise。ETR&D，49(3)，53-69。  new window
會議論文
1.洪明洲(1999)。網路教學課程設計對學習成效的影響研究。台大管理論壇。  延伸查詢new window
2.李進寶、韓慧文、李志賢、沈潔華、陳迪智、廖肇弘、李修珣(2000)。資訊工業策進會線上教學實施現況。嘉義。  延伸查詢new window
研究報告
1.Corrallo, S.(1994)。A Preliminary Study of the Feasibility and Utility for National Policy of Instructional Good Practice Indicators in Undergraduate Education。沒有紀錄。  new window
學位論文
1.呂益彰(2000)。網路學習社群於大學實施之實證研究--社群的使用、影響使用的因素及對學業成就的影響(碩士論文)。淡江大學。  延伸查詢new window
圖書
1.Cooper, R. G.(2001)。Winning at new product: Accelerating the process from idea to launch。Winning at new product: Accelerating the process from idea to launch。Cambridge, MA：Perseus Publishing。  new window
2.羅伯特‧庫柏、巫宗融(2000)。新產品完全開發手冊。新產品完全開發手冊。臺北：遠流。  延伸查詢new window
3.Schein, E. H.(1999)。Process consultation revisited: Building the helping relationship。Process consultation revisited: Building the helping relationship。Massachusetts：Addison- Wesley。  new window
4.Wenger, E.(1998)。Communities at practice: Learning, meaning, and identity。England：Cambridge University Press。  new window
5.Palloff, R. M.、Pratt, K.(1999)。Building learning communities in cyberspace: Effective strategies for the online classroom。San Francisco, CA：Jossey-Bass Publishers。  new window
6.洪明洲(1997)。創造組織學習：創造性學習的理論與實踐。桂冠圖書公司。  延伸查詢new window
7.Schön, Donald A.(1987)。Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions。San Francisco, California：Jossey-Bass Inc.。  new window
8.Lave, Jean、Wenger, Etienne(1991)。Situated learning: Legitimate Peripheral Participation。Cambridge University Press。  new window
9.Wenger, Etienne C.、McDermott, Richard、Snyder, William M.(2002)。Cultivating Communities of Practice。Boston：Harvard Business School Press。  new window
10.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
11.Bielaczyc, K.、Collins, A.(1991)。Learning Communities in Classrooms: A Reconceptualization of Educational Practice。Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Vol. 2。Mahwah, NJ。  new window
12.Moore, M. G.(1996)。Theory of Transactional Distance。Theoretical Principles of Distance Education。New York, NY。  new window
13.Pace, C. R.(1990)。The Undergraduates: a Report of Their Activities and Progress in College in the 1980's。The Undergraduates: a Report of Their Activities and Progress in College in the 1980's。Los Angeles, CA。  new window
其他
1.石朝霖(2003)。以實務社群觀點重新建構員工學習網站：全家便利商店的個案實踐，沒有紀錄。  延伸查詢new window
2.The Institute for Higher Education Policy(1999)。What's the Difference? A Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education，Washington, DC。  new window
3.The Institute for Higher Education Policy(2000)。Quality on the Line: Benchmarks for the Success in Internet-Based Distance Education，Washington, DC。  new window
圖書論文
1.Oliver, R.、Herrington, J.(2000)。Using Situated Learning as a Design Strategy for Web-Based Learning。Instructional and Cognitive Impacts of Web-Based Education。Idea Group。  new window
 
 
 
 
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