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題名：線上學習社群建構之策略探究
書刊名：正修通識教育學報
作者：陳奕樺
作者(外文)：Chen, I Hua
出版日期：2013
卷期：10
頁次：頁147-166
主題關鍵詞：線上學習社群；線上課程；教學策略；Online learning community；Online course；Instructional strategies
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:7
  • 點閱點閱:31
互動是線上學習社群建立的基礎，透過互動可促進成員對社群的認同。線上學習社群在社會與認知兩個面向可以有效凝聚成員的投入，滿足成員情意與認知方面的需求，因此成為目前的重要研究議題。本文採文獻回顧的方式，首先針對近年來科技對於線上學習社群建構的輔助功能作歸納，發現「訊息共享」、建立「存在感」、保存線上互動訊息，以及提供結合同步與非同步兩種溝通管道是線上學習社群環境系統中最重要的四大功能；其次，本研究整理出適合在線上學習社群中運用的教學策略：破冰、評分規則預先說明、議題討論、專題製作、助教認輔與小組職務輪配。最後，本文依據虛擬化的程度將線上課程區分成完全虛擬、半虛擬與零虛擬三種類型，分別探討教師面對不同類型的線上課程，所應採取的線上學習社群建構思維。
The interaction is the foundation of the online learning community. Since the online learning community can draw the members involved in the community in the social and affective dimensions, the issue of online learning is becoming more important in these recent years. After reviewing several computer mediated collaborative systems, this article firstly found that sharring information, developing the presence, storing the online information and providing the communication with synchronous and asynchronous are the most important functions of the online environment. Second, the autor provided several strategies for online instruction: ice-breaking, rules of grading in advance, the discussion board, project studies, online tutors, and the duty rotation. Finally, this study suggested that online courses can be divided into three typs: completely online course, blended course and face to face course. According to the charicteristics of these three types, it is needed for the instructors to take the respcetive strategies.
期刊論文
1.Arbaugh, J. B.、Godfrey, M. R.、Johnson, M.、Pollack, B. L.、Niendorf, B.、Wresch, W.(2009)。in online and blended learning in the business disciplines: Key findings and possible future directions。Internet and Higher Education，12，71-87。  new window
2.Beatty, Brian、Ulasewicz, Connie.(2006)。Faculty perspectives on moving from blackboard to the Moodle learning management system。TechTrends: Linking Research and Practice to Improve Learning，50(4)，36-45。  new window
3.Deperlioglu, O.、Kose, U.(2013)。The effectiveness and experiences of blended learning approaches to computer programming education。Computer Applications in Engineering Education，21(2)，328-342。  new window
4.Goldstein, J.、Puntambekar, S.(2003)。The brink of change: Gender in technology-rich collaborative learning environments。Journal of Science Education and Technology，13(4)，505-522。  new window
5.Holsapple, C. W.、Lee-Post, A.(2006)。Defining assessing and promoting e-leaming success: An information system perspective。Decision Sciences Journal of Innovative Education，4(1)，67-85。  new window
6.Liu, M. H.(2012)。Discussing teaching videocases online: Perspectives of preservice and inservice EFL teachers in Taiwan。Computers and Education，59(1)，120-133。  new window
7.Martin-Blas、Teresa、Serrano-Femandez, Ana.(2009)。The role of new technologies in the learning process: Moodle as a teaching tool in Physics。Computers and Education，52(1)，35-44。  new window
8.Miliszewska, I.(2007)。Is it fully on or partly off? The case of fully-online provision of transnational education。Journal of Information Technology Education，6，499-514。  new window
9.Persico, D.、Pozzi, R、Sarti, L.(2009)。Design patterns for monitoring and evaluating CSCL processes。Computersin Human Behavior，25，1020-1027。  new window
10.Rovai, A. P.(2001)。Building classroom community at a distanceia case study。Education Tech Research Development，49(4)，1042-1629。  new window
11.Sandoval, W. A.、Bell, P.(2004)。Design-bsed research methods for studyinglLeaming in Context。Introduction Educational Psychologist，39(4)，199-201。  new window
12.Maor, D.(2003)。The teacher’ s role in developing interaction and reflection in an online learning community。Educational Media International，40(1)，127-138。  new window
13.Shea, P.、Bidjerano, T.(2009)。Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education。Computers & Education，52(3)，543-553。  new window
14.Blanchard, A. L.(2008)。Testing a Model of Sense of Virtual Community。Computers in Human Behavior，24(5)，2107-2123。  new window
15.Ke, F.、Hoadley, C.(2009)。Evaluating online learning communities。Education Tech Research Development，57(4)，487-510。  new window
16.王思峰、李昌雄(20050900)。如何增進線上學習成效：線上實務社群的浮現觀點。中山管理評論，13(3)，749-776。new window  延伸查詢new window
17.Bostock, S. J.、Wu, L.(2005)。Gender in student online discussions。Innovations in Education and Teaching International，42(1)，73-86。  new window
18.Carroll, J. M.、Neale, D. C.、Isenhour, P. L.、Rosson, M. B.、McCrickard, D. S.(2003)。Notification and awareness: synchronizing task-oriented collaborative activity。International Journal of Human-Computer Studies，58，605-632。  new window
19.Liu, Xiaojing、Magjuka, Richard J.、Bonk, Curtis J.、Lee, Seung-Hee(2007)。Does sense of community matter? an examination of participants' perceptions of building learning communities in online courses。The Quarterly Review of distance education，8(1)，9-24。  new window
20.Rusman, E.、Bruggen, J. v.、Corvers, R.、Sloep, P.、Koper, R.(2009)。From pattern to practice: Evaluation of a design pattern fostering trust in virtual teams。Computers in Human Behavior，25，1010-1019。  new window
會議論文
1.Kim, K.、Isenhour, P. L.、Carroll, J. M.、Rosson, M. B.、Dunlap, D. R.(2003)。TeacherBridge: Knowledge Management in Communities of Practice。IFIP TC9 WG9.3 International Conference on Home Oriented Informatics and Telematics。  new window
 
 
 
 
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