知識擷取與社群參與導向之網路專題學習成效及互動探討

The Effect of Group-Interactive Behavior on Acquisition and Participation Approaches to Web-based Problem-Solving Learning

10.29882/JTNUE.200610.0004

顏榮泉(Jung-Chuan Yen)；陳明溥(Ming-Puu Chen)

互動行為 ； 社群參與 ； 知識擷取 ； 網路學習 ； interactive behavior ； participation approach ； acquisition approach ； web-based learning

師大學報：教育類

51卷2期（2006 / 10 / 01）

67 - 89

繁體中文

本研究透過知識擷取（acquisition）及社群參與（participation）觀點所設計之網路專題活動，以準實驗研究及內容分析法探討對學習者在結構化與非結構化學習任務之成效、互動模式、問題解決歷程等之影響。研究結果顯示：知識擷取組在結構化的問題解決任務上，表現優於社群參與組；但在非結構化的專題製作上，社群參與組則顯著優於知識擷取組。網路學習行為方面，社群參與組在形成專題合作小組的時間與數量上，均優於知識擷取組；而不論是社群參與組或知識擷取組，以群體合作進行學習之成效均優於個別學習。此外，不同導向的學習活動設計，明顯引導出不同的互動行為。知識擷取組的互動內涵集中於問題分析與解題引導，而社群參與組則較偏向分析評論與實作回應。

The purpose of this study was to explore the pedagogic and epistemological issues of web-based learning theory by examining the effects of learners' interactive behavior on their web-based problem-solving performance. Two types of learning activity were compared in this study: the acquisition approach (AC) and the participation approach (PA). The former involves individuals in constructing cognitive structures and schemas that are effective in a variety of situations, and the latter examines learning as a process of participating in various cultural practices and shared learning activities. The results showed that the AC group outperformed the PA group on the well-structured problem-solving task, while the PA group outperformed the AC group on the ill-structured learning task. The PA group also showed a higher degree of social interaction, and formed more collaborative teams than the AC group. It was also found that for both experimental teams, group problem-solving was significantly more effective than individual problem-solving. Furthermore, different approaches led to divergent learner behaviors. Content analysis revealed that problem analysis and orientation behavior were the most common strategies for the AC group, while problem critique and reaction to implementation were the PA group's most-used strategies. Finally, this paper concludes by making recommendations for the future instructional design of web-based learning.

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