使用探询社群模型与探讨Web2.0科技融入大学协作式课程之及研究.pdfVIP

GCCCE2013 使用探询社群模型探讨Web 2.0 科技融入大学协作式课程之研究 Using Community of Inquiry Model to Explore Web 2.0 Technology-integrated Collaborative Course at University 1 2* 2 刘建人 ，杨淑晴 1 高苑科技大学信息管理系 2 中山大学教育所 * chienyen2004@ 【摘要】本研究在「数字教材设计」课程中使用「融入Wiki 混成式学习」（64 人）与「在线讨论学习」（53 人） 策略进行教学实验，并在课程结束后透过34 题「探询社群模型（COI ）」问卷进行调查，数据分析使用PLS 进 行模式探索。结果发现「融入Wiki 混成式学习」的教学、认知与社交程度均显着高于「在线讨论」的教学策略； 教学面向（TP ）直接影响社交面向（SP ）与认知面向（CP ），SP 亦直接影响CP。TP 可以解释SP 达到76%的 变异量，另外TP 与SP 共同可以解释CP 达85%的变异量，此结果亦印证TP 是影响CP 与SP 的关键因素；此 外，比较两种教学策略对COI 模型的结构无显着差异。 【关键词】混成式学习；在线讨论；探询社群；数位教材；科技融入教学 Abstract: The purpose of this study was to use PLS tool to explore the Community of Inquiry （COI ）model after the end of the course through 34 items COI questionnaire survey. We used Wiki-integrated blended learning （64 persons ） and online discussion learning （53 persons ） strategies for teaching experiment in the digital content design course. The findings were that the perceived teaching, cognitive and social presences in Wiki-integrated blended learning are significantly higher than online discussion learning. The teaching presence （TP ）directly affects the social presence （SP ）and cognitive presence （CP ）, and SP also directly affects CP. TP can explain the SP reaches 76% amount of variation, TP and SP variations of common explain CP 85%. The results also confirm TP is a key factor affecting the CP and SP. In addition, the two kinds of teaching strategies on COI structure have no significantly difference. Keywords: blended-learning, online discussion, community of inquiry, digital content, technology-integrated learning 1.前言 Web 2.0 科技又称社会软件（Social software ），特性是开放