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| ???org.dspace.app.webui.jsptag.ItemTag.dcfield??? | Value | Language |
|---|---|---|
| dc.contributor.advisor | 岳修平(Hsiu-Ping Yueh) | |
| dc.contributor.author | Chiao-Wen Hsu | en |
| dc.contributor.author | 許喬雯 | zh_TW |
| dc.date.accessioned | 2021-06-15T05:45:01Z | - |
| dc.date.available | 2012-08-20 | |
| dc.date.copyright | 2010-08-20 | |
| dc.date.issued | 2009 | |
| dc.date.submitted | 2010-08-19 | |
| dc.identifier.citation | 丁慕玉(2007)。資訊科技融入微積分教學對學習成就的影響─以虎尾科技大學為例。國立虎尾科技大學學報，26，4，9-24。
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| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/47002 | - |
| dc.description.abstract | 由於資訊通訊的發達，多媒體影音成為社會大眾喜歡用以接受大量資訊的媒介之一，在教育上也廣被使用，結合了專題式學習後更有多媒體專案之形成，而由學生組成多媒體影片專案小組之課程也因為有助於學生能力提升及促進學習效果而日益興盛。過去文獻認為一般學習小組中不同性別在學習過程中有不同的行為、參與度以及合作互動情形，進而產生不同的學習表現；同時，學習小組亦會發展出不同的成員角色以完成任務，若能針對成員角色的合作情形進行分析將能了解促進小組表現的最佳組合。此外，能力亦被視為影響學習表現之因素之一。
然而過去多媒體專案相關研究較著重於運用多媒體專案於課堂之教學方法對學習的助益度，抑或關注於製作出的影片品質，較少探究由學生自行製作具教學性質的影片者之知識學習情形，且較忽略「參與者」的重要，以及在學習過程中會影響到學習表現之小組性別比例、成員角色及合作參與等因素。 因此本研究以一所大學學程裡的教育傳播類課程之班級小組為研究對象，該課程要求小組完成具教育性質的多媒體教學專案影片做為學習評量之依據。本研究透過混合研究方法，藉由對質化資料的文本分析以及對量化資料的相關分析與描述性統計進行交叉檢證，以深入了解小組性別比例、成員角色、合作參與及專案學習表現。 研究結果發現性別對小組互動行為的影響並非如文獻所言之特定化，但適當的異質性小組確實能使小組有多面向且多元的能力、專長以及觀點。此外，多媒體教學影片專案小組應包含任務導向的意見領導者、溝通協調者、任務執行者及配合者四種角色，以及緩和氣氛並提升士氣的表達性角色。同時，執行專案影片需透過專長能力來進行合理的角色分工，並藉由適當的小組聯繫工具增加組員參與度，促使小組增加凝聚力以共同完成多媒體教學專案影片，更能進一步提升專案學習表現。本研究結果以期供未來相關研究與教學之參考。 | zh_TW |
| dc.description.abstract | Along with the development of information and communication technology, multimedia video has become the main stream in life and education, and which leads to the learning style of multimedia project. Multimedia project is a kind of project-based learning, and that can promote students’ abilities and learning performance. Researches about learning groups found gender and abilities can make collaboration, participation different and which leads to influence learning performance. Meanwhile, task-oriented learning groups may develop member roles to complete the task, so analyzing member roles would know the way to promote project performance.
However, researches preferred to focus on the video quality, rather than the knowledge and educational video skills that students learn. And still, the “participants” in collaborative learning group are important, which make the project performances different. In order to understand the relationships between those variables in the multimedia project context, this case study analyzed gender ratio, member role, collaboration, participation and project performance in multimedia project teams of students from a college-level course and use mix research method to combine qualitative research and quantitive research.The multiple sources and the triangulation of data enhanced the validity and reliability of the study findings. This study shows that gender has few relationship in a multimedia project team, but heterogeous teams will combine multiple viewpoints and skills. Multimedia project teams may take on task-oriented roles to complete the group work, including dominator, coordinator, implementer and cooperator roles. In addition to task-oriented roles taken by the members, expressive roles also appeared to be important for the multimedia project implementation to release the tension. Still, this study found the necessity of working together on a multimedia project through professional skill, and by adequate connective tools to increase the member participation. In this way the multimedia project teams can increase the group cohesion and fulfill the multimedia project together, finally promote the multimedia project performance.This paper will offer further discusses results of the study and proposes suggestions to the field. | en |
| dc.description.provenance | Made available in DSpace on 2021-06-15T05:45:01Z (GMT). No. of bitstreams: 1 ntu-98-R97630010-1.pdf: 912288 bytes, checksum: 5ce2d452e2bd71f5685d9ff53d074610 (MD5) Previous issue date: 2009 | en |
| dc.description.tableofcontents | 口試委員會審定書…………………………………………………………………………. i
謝誌………………………………………………………………………………………………… ii 中文摘要………………………………………………………………………………………… iii 英文摘要………………………………………………..………………………………………. iv 第壹章 緒論 1 第一節 研究背景與動機 1 第二節 研究重要性 4 第三節 名詞釋義 5 一、 多媒體教學專案影片 5 二、 專題式學習 5 三、 合作參與 5 第貳章 文獻探討 6 第一節 專題式學習與多媒體專案 6 一、 專題式學習的定義與特色 6 二、 多媒體專案的定義 9 三、 多媒體教學專案設計 12 四、 多媒體專案的作品型式 13 第二節 專案小組 17 一、 專案小組的定義 17 二、 小組合作之成員角色 18 第三節 合作參與 22 一、 合作學習策略 22 二、 合作模式 25 三、 參與度 30 第四節 多媒體專案學習表現 32 一、 專案學習表現之定義 32 二、 影響專案學習表現之因素 33 第五節 本章小結 36 第參章 研究方法 38 第一節 研究架構 38 第二節 研究目的與問題 39 第二節 研究場域與設計 41 一、 研究場域 41 二、 研究設計與流程 43 第三節 研究工具 46 一、 多媒體科技能力自評表 46 二、 專家能力自評表 46 三、 專案成果評量表 47 四、 小組合作參與自評表 48 五、 小組網路討論看板 49 第四節 資料分析方法 51 第肆章 研究結果與討論 53 第一節 小組組成之分析 53 一、 基本背景 53 二、 各組性別比例 56 三、 小組成員角色分析 57 四、 小組多媒體科技能力分析 62 第二節 小組合作參與分析 65 一、 各組合作模式資料分析 65 二、 各組參與度資料分析 71 第三節 小組專案學習表現分析 78 一、 小組多媒體教學專案表現分析 78 二、 小組課程學習表現分析 80 三、 小組專案學習表現分析 81 第四節 小組組成及合作參與分析 84 一、 小組性別比例及合作參與之關係 84 二、 小組成員角色及合作參與之關係 86 三、 多媒體科技能力及合作參與之關係 88 第五節 小組組成及專案學習表現分析 90 一、 性別比例與專案學習表現之關係 90 二、 成員角色與專案學習表現之關係 91 三、 多媒體科技能力與專案學習表現之關係 93 第六節 合作參與及專案學習表現分析 96 一、 合作模式與專案學習表現之關係 96 二、 參與度及專案學習表現之關係 97 第伍章 研究結論與建議 99 第一節 研究發現與結論 99 一、 研究發現 99 二、 研究結論 103 第二節 未來研究建議 104 參考文獻 106 附錄 116 附錄一：期初多媒體科技能力自評表問卷題項 116 附錄二：專案成果評量表問卷題項 117 附錄三：小組合作參與自評表問卷題項 119 | |
| dc.language.iso | zh-TW | |
| dc.title | 多媒體教學影片專案小組成員角色、合作參與及學習表現之研究 | zh_TW |
| dc.title | A Study on Member Role, Collaboration, Participation and Performance of Project-based Learning in a Multimedia Project Team | en |
| dc.type | Thesis | |
| dc.date.schoolyear | 98-2 | |
| dc.description.degree | 碩士 | |
| dc.contributor.oralexamcommittee | 陳姿伶(Tzy-Ling Chen),林維真(Wei-Jane LIN) | |
| dc.subject.keyword | 多媒體專案,成員角色,合作模式,參與度,學習表現, | zh_TW |
| dc.subject.keyword | Multimedia project,Member role,collaboration,participation,learning performance, | en |
| dc.relation.page | 119 | |
| dc.rights.note | 有償授權 | |
| dc.date.accepted | 2010-08-19 | |
| dc.contributor.author-college | 生物資源暨農學院 | zh_TW |
| dc.contributor.author-dept | 生物產業傳播暨發展學研究所 | zh_TW |
| Appears in Collections: | 生物產業傳播暨發展學系 | |
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| File | Size | Format | |
|---|---|---|---|
| ntu-98-1.pdf Restricted Access | 890.91 kB | Adobe PDF |
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