網路專業成長進修環境中學員互動行為與態度之研究

The Study of Interactive Behavior and Attitudes in the Web-based Teacher's Professional Development Platform

10.29882/JTNUE.200310.0003

劉淑芳(Shu-Fang Liu)；楊淑晴(Shu-Ching Yang)

互動行為 ； 網路專業成長 ； 網路學習 ； 言談分析 ； Quality of Interaction ； Web-based Professional Development ； Discourse Analysis

師大學報：教育類

48卷2期（2003 / 10 / 01）

169 - 190

繁體中文

本研究採內容分析法，探究130位參與k12數位學校數學科在職進修活動學員，於網路學習環境的參與情形、發表文章訊息的類型與對話內容之特性，以及對於網路進修活動之觀感。研究結果發現：（1）在文章訊息類型方面，學員發表的「獨白」遠多於「互動」與「回應」類型文章，而學員討論互動模式以「學習者與內容的互動」為主要取向；（2）在參與情形方面，多數學員傾向於配合活動要求，平均一位學員對一個主題發表一篇訊息，較乏積極參與討論的高度參與學員；（3）在對話內容方面則呈現一般性說明、組織、提問、分析、闡釋、回應以及腦力激盪等七種類型的對話特質，其中以一般性說明與組織訊息方式佔大多數；且對話內容的類型與議題本身的性質息息相關；（4）在態度問卷方面則發現，學員相當肯定此種在職進修模式。文末對課程主題的設計以及網路環境的使用提出建言，以俾往後推展網路學習進修模式之參考。

This study explored the behavior, attitude and quality of interaction of preservice and inservice teachers participating in a Web-based Teacher's Professional Development Platform. One hundred and thirty participants were co-mentored by three senior elementary mathematics teachers, as part of their professional development requirement. Data collection included content analysis and surveys. Content analysis was used to analyze the participants' posted messages, quality of dialogue, level of engagement and communication style. A survey was administered to examine participants' attitudes toward and perceptions of the Web as a tool for professional development. The major findings are as follows:Close examination of message content revealed a number of stand-alone messages, primarily dominated by monologue. There were predominantly single replies to messages; most discussions failed to go beyond questions and single replies. Most participants engaged moderately in online activity. Dialogue analysis of weekly themed discussion among participants found that the general introduction and organization category was most active with few question-and-response messages.Finally, it was revealed by the survey that most participants found the online workshop useful; most claimed they benefited emotionally and intellectually by using the telecommunications network for professional development and support. They also raised issues that needed to be further addressed. The paper concludes with recommendations for the future design of technology in professional learning.

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