電腦中介傳播系統於課後輔導教學之應用研究

A Study of Applying Computer-Mediated Communication(CMC) Systems in After-Class Tutoring Settings

10.6843/NTHU.2006.00505

李薏芳

電腦中介傳播 ； 課後輔導教學 ； 即時傳訊系統 ； Computer-Mediated Communication ； After-Class Tutoring ； Instant Messaging Systems

清華大學資訊系統與應用研究所學位論文

2006年

碩士

楊叔卿

繁體中文

本研究探討亞卓市網路社群應用電腦中介傳播系統進行課後輔導教學的活動施行。研究對象為2005年參與課後輔導的線上教師與國中生共13對(26位)，研究進行時間由2005年1月至2005年12月。本研究目的為探討電腦中介傳播系統工具，包括學習平台與即時傳訊系統於課輔教學情境中的應用潛力及其對於教學的影響，並依據研究結果提出如何將中學生所熟悉、喜愛的傳播媒介工具轉變為有利於學習的建議。 本研究進行除了文獻資料的閱讀外，資料蒐集使用質化研究派典，包含親身參與觀察、師生雙方問卷調查結果的分析與教師訪談資料之蒐集、分析討論。研究結果顯示：(1)目前中學生雖然使用數位學習平台做為學習之用，但在課後使用的頻率不是很高，電腦中介傳播系統應用於英語與數學兩科時因為學科性質的差異，而於系統功能使用比重有所不同，英語科最常使用的功能為廣播以及文件，數學科則為影像視訊與白板；(2)本研究參與之國中生平日使用即時傳訊並非作為學習、討論課業之用，將這些工具融入課後輔導教學情境後，結果顯示可轉換為有效的課後學習工具並受到學生高度的肯定。此外，教師在媒介工具的選擇上仍以學生偏愛的傳播通訊工具(Yahoo!即時通)做為融入的考量；(3)本研究由融入的使用過程歸納出三種電腦中介傳播系統融入課後輔導教學的模式，分別為1.完全使用學習平台模式(2對)2.完全使用即時傳訊系統模式(5對)3.學習平台結合即時傳訊系統模式(6對)，英語數學兩學科的使用上，三種模式都會使用，其中，英語科有五對師生使用第三種模式，顯然，學習平台結合即時傳訊系統模式最受歡迎；(4)教師普遍認為結合即時傳訊系統引起的中斷會造成教學成效低落，本研究亦提出降低中斷對於教學成效影響程度的相關建議，希冀未來對於欲使用此普遍與便利的工具應用於教學者能有所參考。

This research explores the educities online community which applied the Computer-Mediated Communication Systems to online after-class tutoring. To get necessary data, we choose 13 pairs of junior high school teachers and students who joined the after-class tutoring programs as the research objects, and this research extended 12 months, from Jan.2005 to Dec.2005. The purpose of this study mainly discusses the potential influence by implement the computer-mediated systems including Learning Platform and Instant Messaging Systems on tutoring settings, and depending on the results, we suggest how to make the common media become the favorable learning tools. In addition to the document analysis, we use the qualitative method to gather information which includes participant observation, questionnarire and in-depth interviwes. The findings are as follows : (1)Even though the digital learning platform tends to play positive role in helping enhance learning effects, however, it is not common in implement in after-class tutoring. Besides, the most frequently used function of the system varies from each other to a large extent while applied to different courses. For example, the broadcasting and material guide functions are most popular in English class, while the video and interactive whiteboard are necessary in Math; (2)We chose those communicational tools which most students are familiar with as social tool, for example, Yahoo! Messenger is usually the top one choice for most teachers, and it is also proved that Instant Messaging system could become an effective learning tool and highly accepted by students; (3)According to the different ways in which the system was applied, this study classifies three after-class tutoring models. These three models are: 1.LMS-based Model(2pairs); 2.IM-based Model(5 pairs); 3.LMS/IM-combined Model(6 pairs). In the two disciplines, we make use of all three models, and there are 5 pairs adopting the third model. Apparently, the third model tends to be most effective. (4)The majority of teachers consider the interruptions caused by Instant Messaging System as negative factor when teaching. So the researcher put forward relevant suggestions on reducing the adverse impact of the interruptions.

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