使用臉書社團對學生學習成效之研究－以數位攝影文化思維與創作課程為例

A Study of the students' Learning Outcome in Facebook Groups - There is the Course "Culture thinking and Creation of Digital Photography" as an Example

鄭浩文(Hao-Wen Zheng)；陳思聰(Szu-Tsung Chen)；范國光(Guo-Guang Fan)

Facebook ； 數位攝影課程 ； 學習成效 ； Facebook ； digital photography course ； learning outcome

數位媒體設計國際研討會論文集

第十二屆（2019 / 06 / 14）

346 - 357

繁體中文;英文

Facebook是學生經常使用社群軟體，具備訊息傳遞、資訊分享、加入朋友等功能，可納入正式或非正式教學工具。教師建立Facebook社團，期望達到延伸課程學習之目的。本研究以學生背景包括性別、年級、系所在課堂時間與課餘時間為變項，分析課程使用Facebook社團之學習成效。研究對象選定碩士課程「數位攝影與文化思維創作」，人數女性24人、男性14人。學期末發佈網路問卷，問卷內容為兩種類別：課堂學習成效、課餘使用頻度。回收有效問卷共38份，使用SPSS軟體進行問卷資料分析以1.敘述性統計、2.單因子變異數與事後檢定LSD、3.獨立樣本T檢定。課堂學習成效四個構面：1.學習教材、2.學習態度、3.學習平台、4.自主學習，與學生背景變項進行獨立樣本T檢定無顯著性差異；學生背景變項進行課餘使用頻度，每週參與瀏覽時間、留言次數、觀看次數、登入次數，以單因子變異數與事後檢定LSD分析，都具有（p<0.05）顯著性差異。研究結果，學生參與Facebook社團次數愈多學習成效分數愈高，學生背景變項在課堂學習成效分數趨近相同，無顯著性差異；課餘使用頻度次數愈多者得到學習成效高於次數愈少者，顯示Facebook社團確實提升學生學習成效。

The teacher have set up the Facebook group, expecting to achieve the purpose of extending the course learning objectives. This study analyzes the learning outcome of the course making use of the Facebook group, based on student background, gender, grade, class period of the department and free time as variable. In this study, 24 female and 14 male research subjects were selected from those studying the course "Culture thinking and Creation of Digital Photography" of the master degree program. At the end of the semester, a web questionnaire was released, the contents of which were classified into two categories: course learning outcome and the frequency use in free time. A total of 38 valid questionnaires, using the Statistical Package for Social Sciences software for 1. Descriptive Statistics, 2. Analysis of Variance and post-hoc Least Significant Difference, 3. Independent Sample T-test .Four aspects of the effectiveness of teaching and learning: 1. Teaching materials, 2. Learning attitude, 3. Learning platform, 4. Independent sample T-test was carried out on autodidacticism and on the students background variables, with results showing no significant difference; using students background variables to carry out the ANOVA and post-hoc LSD analysis of the frequency use of free time, the weekly participation time, the number of pageviews and comments left, the login frequency, all showed significant differences (p < 0.05).The results of the study show that the higher the time of students participating in the Facebook group, the higher the scores of learning outcome. The scores of student background variables in the course learning outcome were nearly the same, with no significant difference. The higher the frequency use in free time, the more effective the learning outcome will be, and the higher the students' participation in the Facebook group, the higher the effectiveness of their learning outcomes is.