運用社群網站輔助合作學習之學習成效評估─以理財線上課程為例

Abstract

本研究在網路學習環境下，運用Facebook社群平臺，針對「個別學習」與「合作學習」的學習模式，進行學習成效的評估；並針對「合作學習」中各組間的互動情形差異，比較互動性與學習成效之關聯，同時分析合作學習學生的互動學習經驗、學習過程與感受。 該教材為財金智慧教育協會所設計之理財線上課程，研究對象以某私立中學的兩班高一生為目標，一班為實驗組（合作學習），一班為對照組（個別學習），進行為期兩週的線上課程觀看，於課程結束後進行測驗。具體的研究目的為：（1）探討以社群網站做為學習平臺，合作式學習與個別學習的學習成效差異；（2）探討以社群網站做為學習平臺，對合作學習組所能提供的協助以及影響效果；（3）探討合作學習組各組間的學習成效差異。 本研究以準實驗法進行，實驗組以「Facebook社團」分組方式進行合作學習，5人成一組；對照組以個人為主體，沒有與同儕互動的機制，以Facebook做為取得教材之平臺，直接以「追蹤」的方式觀看課程，兩組各有19位學生參與，皆進行理財知識的前測與後測，以比較合作學習與個別學習模式的表現差異，分別以理財知識、課程完成度、作業完成度與作業成績表現進行評估；另外，再以質化方式分析，包括網路觀察與深度訪談，觀察學生在社團內之互動及參與積極度，分析發言內容性質，是否與學習成效有關，再透過訪談深入探討學習者對於合作學習的主觀認同與感受。 從研究結果中可發現以下結論： 1.整體而言，合作學習之學習成效優於個別學習之學習成效。 2.合作學習組學生皆偏好合作學習的模式。 3.合作學習組學生普遍認為Facebook適用於輔助合作學習。 4.以社群網站輔助合作學習，學生的學習成效與社群內之互動情形有關。 5.社群內之互動雖對學習成績表現有正面影響，但仍有潛藏的負面效應。 6.除了互動性之外，尚有其他影響合作學習成效之因素，可分為外在因素與內 在因素等。

This study aims to examine individual learning and cooperative learning on e-Learning environment via Facebook to assess learning effectiveness. An experiment was conducted to compare the differences of interactivity and learning effectiveness between two learning environment: individual and cooperative learning. Students’ interactive learning experiences, learning processes and perceptions are also analyzed. The research purposes are (1) to investigate the learning effectiveness differences between cooperative learning group and individual learning group on the same learning platform of social networking sites, (2) to understand the impact of social networking sites on the performance of cooperative learning groups and (3) to analyze the differences in the learning effectiveness of each group in cooperative learning groups. A financial e-learning course designed by FINLEA was used as teaching materials. 38 participants were recruited from a high students half of whom were assigned to the individual learning group, the other were cooperative learning group. Teaching materials were delivered through Facebook during two week time, but only in the cooperative group the interactive features were made available. Experimental group conducts cooperative learning via “Facebook groups” with five members in each group. Control group conducts individual learning via Facebook to access learning materials; those with no interactivity method in the platform watched the e-Learning course utilized the “follow” mode on Facebook. Pre and post-tests were also performed in both groups for comparison. Apart from the post-test scores, degree of course completion, degree of assignment completion and assignment performance are also emphasized in the assessment. In addition, this study further utilizes qualitative research method, including internet interaction observation and depth interview. The main objective is to observe the interaction between students and the differences in behaviors in Facebook groups, in the means to show whether the discussion contents are related to learning effectiveness. Another objective is to examine students’ subjective recognition and perception through interview. The findings show the following results: 1.Cooperative learning showed higher level of effectiveness in learning in contrast with individual learning. 2.Students in cooperative learning groups prefered cooperative learning model. 3.Students in cooperative learning groups considered Facebook as a good platform for adopting cooperative learning. 4.Learning effectiveness and interactivity were positively correlated to the adaptation of social networking site on cooperative learning. 5.Although the interactivity had a positive impact on learning performance, there are negative effects. 6.Besides interactivity, other external and internal factors also influence cooperative learning effectiveness.