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題名 在協作知識翻新環境中培養學生自主學習能力
Fostering Students’ Self-directed Learning in a Collaborative Knowledge Building Environment作者 蔡易宸
Tsai, Yi-Chen貢獻者 洪煌堯
Hong, Huang-Yao
蔡易宸
Tsai, Yi-Chen關鍵詞 知識翻新教學
知識論壇
自主學習
Knowledge building pedagogy
Knowledge forum
Self-directed learning日期 2022 上傳時間 1-七月-2022 16:29:26 (UTC+8) 摘要 自主學習被視為未來人才的關鍵能力之一，本研究旨在探討知識論壇上的協作知識翻新活動如何促進學生自主學習能力。本個案研究以臺北市某公立大學學生（N=21）為研究對象。資料來源包括：（1）一份自主學習能力量表；（2）知識論壇上學生進行問題解決與討論的想法質化歷程紀錄；（3）知識論壇上學生活動與互動的量化歷程紀錄。資料分析採敘述統計、成對樣本t檢定、獨立樣本t檢定、皮爾森相關分析、行為序列分析、及質性資料分析。根據分析結果，本研究主要發現如下：（1）以線上協作知識翻新環境協助課程教學，可以有助於提升學生自我感知的自主學習能力；（2）提供線上協作知識翻新環境亦可以有助於促進學生在線上的質化想法討論發展歷程與量化的互動歷程；（3）學生自我感知之自主學習能力與其在線上的量化互動歷程及質化想法討論發展歷程有顯著的關連性。綜上所述，本研究認為知識論壇上的協作知識翻新活動能提升學生自主學習能力，並促進學生質化想法發展歷程及其量化的論壇互動歷程。此外，學生自我感知之自主學習能力，也與其真實學習過程中的自主學習行為互有關連。本研究並根據上述研究結果提出相應建議，以供未來研究作為參考。
Self-directed learning (SDL) is important as it can promotes learner autonomy to work with knowledge independently. This case study investigated whether and how the employment of knowledge building pedagogy in a college course fostered students` self-directed learning.Participants in this case study were 21 college students from a public university in Taipei. They took a design related course for a semester and were asked to individually work on a design project that can be useful for solving real-life problems. During the course, they discussed weekly and posted ideas in the form of notes to Knowledge Forum (KF) —a multimedia platform. Data collection included (1) a survey called “Self-Directed Learning Aptitude Scale” (SDLAS); And (2) students’ online activity logs and discourse content recorded in a KF database. Data were analyzed using descriptive statistics, paired-samples t-test, independent sample t-test, behavior sequential analysis, and qualitative data analysis.The main findings are as follows: (1) engaging students in online collective knowledge building activities seem to have fostered students’ self-directed learning perception as evidenced from the pre-post survey results; (2) knowledge building activities also seem to have helped students to work more productively with ideas in KF; and (3) there is an association found between students` enhanced self-directed learning perception and their capacity to engaged in sustained idea improvement. 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Computers and Education, 53(4), 1138-1146.Zhang, J., Hong, H. Y., Scardamalia, M., Teo, C. L., & Morley, E. A. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school.Journal of Learning Sciences, 20(2), 262-307. 描述 碩士
國立政治大學
教育學系
110152002資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110152002 資料類型 thesis dc.contributor.advisor 洪煌堯 zh_TW dc.contributor.advisor Hong, Huang-Yao en_US dc.contributor.author (作者) 蔡易宸 zh_TW dc.contributor.author (作者) Tsai, Yi-Chen en_US dc.creator (作者) 蔡易宸 zh_TW dc.creator (作者) Tsai, Yi-Chen en_US dc.date (日期) 2022 en_US dc.date.accessioned 1-七月-2022 16:29:26 (UTC+8) - dc.date.available 1-七月-2022 16:29:26 (UTC+8) - dc.date.issued (上傳時間) 1-七月-2022 16:29:26 (UTC+8) - dc.identifier (其他 識別碼) G0110152002 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/140703 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 110152002 zh_TW dc.description.abstract (摘要) 自主學習被視為未來人才的關鍵能力之一，本研究旨在探討知識論壇上的協作知識翻新活動如何促進學生自主學習能力。本個案研究以臺北市某公立大學學生（N=21）為研究對象。資料來源包括：（1）一份自主學習能力量表；（2）知識論壇上學生進行問題解決與討論的想法質化歷程紀錄；（3）知識論壇上學生活動與互動的量化歷程紀錄。資料分析採敘述統計、成對樣本t檢定、獨立樣本t檢定、皮爾森相關分析、行為序列分析、及質性資料分析。根據分析結果，本研究主要發現如下：（1）以線上協作知識翻新環境協助課程教學，可以有助於提升學生自我感知的自主學習能力；（2）提供線上協作知識翻新環境亦可以有助於促進學生在線上的質化想法討論發展歷程與量化的互動歷程；（3）學生自我感知之自主學習能力與其在線上的量化互動歷程及質化想法討論發展歷程有顯著的關連性。綜上所述，本研究認為知識論壇上的協作知識翻新活動能提升學生自主學習能力，並促進學生質化想法發展歷程及其量化的論壇互動歷程。此外，學生自我感知之自主學習能力，也與其真實學習過程中的自主學習行為互有關連。本研究並根據上述研究結果提出相應建議，以供未來研究作為參考。 zh_TW dc.description.abstract (摘要) Self-directed learning (SDL) is important as it can promotes learner autonomy to work with knowledge independently. This case study investigated whether and how the employment of knowledge building pedagogy in a college course fostered students` self-directed learning.Participants in this case study were 21 college students from a public university in Taipei. They took a design related course for a semester and were asked to individually work on a design project that can be useful for solving real-life problems. During the course, they discussed weekly and posted ideas in the form of notes to Knowledge Forum (KF) —a multimedia platform. Data collection included (1) a survey called “Self-Directed Learning Aptitude Scale” (SDLAS); And (2) students’ online activity logs and discourse content recorded in a KF database. Data were analyzed using descriptive statistics, paired-samples t-test, independent sample t-test, behavior sequential analysis, and qualitative data analysis.The main findings are as follows: (1) engaging students in online collective knowledge building activities seem to have fostered students’ self-directed learning perception as evidenced from the pre-post survey results; (2) knowledge building activities also seem to have helped students to work more productively with ideas in KF; and (3) there is an association found between students` enhanced self-directed learning perception and their capacity to engaged in sustained idea improvement. Based on the above findings, some relevant suggestions for future studies concerning the cultivation of students` self-directed learning by using knowledge building pedagogy and technology were discussed. en_US dc.description.tableofcontents 目錄 IV表次 V圖次 VI第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的與待答問題 5第三節 名詞釋義 6第四節 研究範圍與限制 8第二章 文獻探討 9第一節 自主學習 9第二節 協作學習環境 16第三節 知識翻新教學 26第三章 研究方法 37第一節 研究設計 37第二節 教學設計 41第三節 資料來源與分析 52第四章 研究結果與討論 63第一節 知識翻新教學活動對學生自我感知之自主學習能力之影響 63第二節 從學生想法歷程看其自主學習行為發展 67第三節 從知識論壇活動歷程看學生自主學習行為發展 70第四節 學生自我感知之自主學習能力與其想法發展、論壇活動歷程之關係 75第五章 結論與建議 90第一節 結論 90第二節 建議 96參考文獻 100 zh_TW dc.format.extent 4996119 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110152002 en_US dc.subject (關鍵詞) 知識翻新教學 zh_TW dc.subject (關鍵詞) 知識論壇 zh_TW dc.subject (關鍵詞) 自主學習 zh_TW dc.subject (關鍵詞) Knowledge building pedagogy en_US dc.subject (關鍵詞) Knowledge forum en_US dc.subject (關鍵詞) Self-directed learning en_US dc.title (題名) 在協作知識翻新環境中培養學生自主學習能力 zh_TW dc.title (題名) Fostering Students’ Self-directed Learning in a Collaborative Knowledge Building Environment en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 王金國、孫台鼎（2014）。從學生的負向經驗省思合作學習的實施。臺灣教育評論月刊，3（7），88-91。田慧、陳美如（2020）。自主學習的理念與教學設計。教育研究期，（309），41-58。吳璧純（2018）。學生自主學習，老師「做什麼」？教育脈動，15，1-7。【Wu, P.-C. 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