雲端化專題導向合作式學習－以Google Docs及Facebook為共同創作平台為例

傳送到

題名:
雲端化專題導向合作式學習－以Google Docs及Facebook為共同創作平台為例
著者: 張文瑩; Chang, Wen-ying
陳宗禧; 張智凱; Tzung-shi Chen; Chih-kai Chang; 數位學習科技學系碩士班
主題: 科技接受模式; 雲端學習; 合作學習; 專題導向式學習; Cloud Learning; Cooperative Learning; Project-Based Learning; Technology Acceptance Model
描述: 雲端科技具備無所不在、便利、低成本及可擴充的特性，近年來多數先進國家皆計畫將雲端科技融入教育使用，以提供共同創作平台及協同學習環境，使得教師與學生之互動方式異於傳統，進而改變老師的教學方式與學生的學習行為。因此，本研究探討運用雲端平台進行專題導向合作式學習對學生的學習滿意度及學習成效的影響，並應用科技接受模式來衡量學習者的認知易用性、認知有用性、學習態度與使用行為意向。研究對象為南部某私立大學資訊管理學系大學部一年級兩個班級，共102名學生，分為實驗組與對照組，對照組使用傳統教學模式，而實驗組則實施雲端化專題導向合作式學習教學模式，進行為期八周教學活動，並施以評量及問卷調查，研究結果顯示：(1)實驗組學生學習成效優於對照組學生。(2)學習者認知易用性對認知有用性具有正向顯著的影響。(3)認知有用性對學習者合作學習態度具有正向顯著的影響，但認知易用性對學習者合作學習態度之影響效果並不顯著。(4)高參與度者之認知易用性及合作學習態度對學習者使用雲端平台的意向具有正向顯著的影響且認知易用性影響力最大；低參與度者之認知有用性對學習者使用雲端平台的意向具有正向顯著的影響。(5)在實施專題導向合作式學習教學活動後，有超過七成的學習者對課程感到滿意。
In the past five years, numerous cloud systems or platforms, such as the Facebook or Google docs, have been applied in education situation called Cloud Learning because cloud computing have the advantage of reliable, customized, and QoS-guaranteed dynamic computing environments for end-users. Cloud learning provide teacher and students with collaborative creation platform and cooperating learning environment to enhance the relationship of bi-directional interaction in teacher-students and students-students. This study adopted an innovative approach by combining two learning strategies (i.e. project-based learning and collaborative learning) in cloud learning platform to investigate the improvement of students’ learning performance and their satisfaction to this learning program. Furthermore, we adopted the Technology Acceptance Model (TAM) as a primary theoretical framework to investigate and prove the relationship among perceived ease of use (PEOU), perceived usefulness (PU), learning attitude (LA), and intention to use (ITU) from the viewpoint of students participating in project-based cooperative learning in cloud environments.There were 120 university students in Taiwan participating in this research, and their ages ranged from 18 to 19. The participants of this experiment were randomly separated into two groups that include the experimental group and the control group. The control group using traditional teaching model, the experimental group implement the project-based cooperative learning in cloud environments. The period of the experiment was from November 2011 to January 2012 for eight weeks. After the learning activity was completed, all of the students took a post-test to measure their learning performance. Moreover, a TAM questionnaire and a satisfaction questionnaire were employed to measure participants’ attitude and satisfaction to this learning activity.The results showed that (1) The learning performance of the experimental group was higher in the achievements of final test and report than the control group; (2) PEOU had a positive significant impact on PU; (3) PU had a positive significant impact on LA, whereas the influence of PEOU on LA was not significant; (4) PEOU, PE and LA makes a stronger positive impact on ITU for high-participating students, in which the influence of PE was greatest; (5) 70% participants satisfied the learning activity and the curriculum of the project-based cooperative learning in cloud environments after experiment activity.
碩士
建立日期: 2012
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1194
資源來源: NUTN IR

連結

連回原始介面

雲端化專題導向合作式學習－以Google Docs及Facebook為共同創作平台為例

張文瑩; Chang, Wen-ying 陳宗禧;張智凱; Tzung-shi Chen;Chih-kai Chang; 數位學習科技學系碩士班 2012

正在檢索遠程資料庫，請稍等