在不同模式的電腦支援協作學習環境下,師培生理解教學理論 層次之差異—以Blackboard和Knowledge Forum為例
Comparing the differences in teacher-education students' understanding of teaching capacity in two types of com-putersupported collaborative learning environments

頁數:71-108

作者:林倍伊、林顯達、李佩蓉、詹雯靜、洪國財、洪煌堯

Author:Pei-Yi Lin, Hsien-Ta Lin, Pei-Jung Li, Wen-Ching Chan, Guo-Tsai Hung, Huang-Yao Hong

關鍵詞:電腦支援協作學習、師培生、知識論壇平台、黑板數位學習平台、知識翻新

Keywords:computer-supported collaborative learning, teacher-education stu-dents, Knowledge Forum, Blackboard, knowledge building

中文摘要:

本研究旨在探究如何運用電腦支援協作學習模式,瞭解師培生在不同的資訊學習環境下對教學專業理解之差異。本研究分析師培生在不同數位平台—黑板數位學習平台(Blackboard, BB)與知識論壇平台(Knowledge Forum, KF)—上的概念學習與理解情形。研究對象為某國立大學之49位學生,研究設計將學生分為使用BB組(N=25)與使用KF組(N=24)。研究資料包含學生在BB以及KF平台上的活動,以及學生的文章內容。主要研究結果如下:第一、兩組學生在相同教師及相同課程設計下,平台上的活動量大致相同,在總文章數和總文字數上沒有顯著差異,但在回文數上,BB組的學生比KF組的學生表現較佳。第二、在教育理論與教師專業概念的高層次理解層面上,KF組學生比BB組學生表現更佳。本研究根據上述結果,進一步討論在資訊社會的趨勢下,如何運用教學科技幫助師培生對教學專業理解之能力。

Abstract:

This study compared the effects of two different computer-supported collaborative learning environments on teacher-education students' conceptual understanding of theories and expertise in teaching. Participants were 49 students who took a course titled "Integrating Instructional Theory and Practice" offered by a teacher education program in a national university in Taiwan. The participants assigned to the experimental group used Blackboard (N=25) and those in the control group used Knowledge Forum (N=24). The study employed a mixed-method design. Data sources include students' posts and activities recorded in the databases of BB and KF. One-way ANOVA was employed to compare the differences between students' online activities (e.g., number of notes posted). An open-coding procedure were adopted to analyze the content of student notes. The results show that: (1) more builtin actives were observed in the BB group than in the KF group; (2) students in the KF group demonstrated higher levels of understanding of the relationship be-tween creative teaching theory and practice than those in the BB group did. Strategies for facilitating teacher-education students' teaching ability by means of the instructional technologies in the information age are provided.

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