在一對一數位教室環境中藉由提供課前網站及課中行動學習輔具建置一個小組合作學習活動; TIPS: A Collaborative Pedagogical Method with Web & Handheld Devices as Mediating Tool in 1:1 Digital Classroom Environment

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题名:	在一對一數位教室環境中藉由提供課前網站及課中行動學習輔具建置一個小組合作學習活動;TIPS: A Collaborative Pedagogical Method with Web & Handheld Devices as Mediating Tool in 1:1 Digital Classroom Environment
作者:	林文信;Wen-Hsin Lin
贡献者:	網路學習科技研究所
关键词:	面對面互動;一對一數位教室;科技當作媒介工具;合作學習;課前學習;technologies as mediating tools;face-to-face interaction;collaborative learning;pre-class learning;one-to-one digital classroom
日期:	2005-06-30
上传时间:	2009-09-22 12:07:52 (UTC+8)
出版者:	國立中央大學圖書館
摘要:	本論文設計並實作一個可以讓學生在課前及課中的合作學習活動，稱之為TIPS (Think Individually then Peer Share) 活動。TIPS活動設計主要是希望能提供學生課前合作學習環境，減少老師課前準備負擔，並且提供一個機制將學生課前學習成果回饋給教師。而課中內採用一對一數位環境，藉由可無線上網的手持電腦的輔助增加課中內小組互動。為了達到上述目的，本論文設計了採用認知衝突步驟 (Differentiated products, Cognitive resolution, Common product) 的課前網站及採用Miguel方法的課中活動系統，學生在課前可以依照課前活動流程，進行小組合作，以完成各個階段任務，而教師可以透過網站得到學生課前活動中產生的回饋，包括學習的成果、歷程和產生的問題。在課中內學生可以彼此面對面溝通，並且透過無線網路與組員共同完成小組任務。本研究將上述活動設計和系統運用在研究生的論文討論課程，並進行實驗評估，經由初步實驗結果發現，在課前加入認知衝突步驟，及在課中加入Miguel方法，的確對於學生學習與互動皆有正面影響，而且系統亦能協助學生更有效率的完成各階段任務。最後，本論文也建議幾點未來研究的方向，做為日後研究及改進的參考。 The objective of this paper is to present a collaborative learning activity which the students can perform activity at pre-class and classroom environment. This activity is named as TIPS, Think Individually then Peer Share, activity. The TIPS activity is designed to provide a collaborative learning environment before class for students, and to reduce the burden of preparation for class for teachers. And the TIPS activity provides a mechanism which transfers students’ feedbacks at pre-class learning process to the teacher in classroom. In the classroom setting, it adopts one-to-one digital environment. It enhances the students’ interaction within a group by the wireless handheld device. For these purposes, the pre-class web site with cognitive conflict procedure and in-class activity with Miguel’s method are designed and implemented. The TIPS system assists students in achieving pre-class collaborative learning with a sequence of procedure. The teacher can get the feedback from students’ pre-class mission through web site. And in class, it helps students face-to-face interact and collaboratively achieve group mission through wireless network. According to evaluations of this study, the pre-class web site with cognitive conflict procedure and in-class activity with Miguel’s method is helpful to enhance students’ interaction and learning. Furthermore, the TIPS system aids students in achieving the sequential assignment efficiently. Finally, future improvement suggestions are proposed.
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