不同网路平台中不同认知风格学生之行为分析方案.PDFVIP

Wu, Y.-T., Chang, M., Li, B., Chan, T.-W., Kong, S. C., Lin, H.-C.-K., Chu, H.-C., Jan, M., Lee, M.-H., Dong, Y., Tse, K. H., Wong, T. L., Li, P. (Eds.). (2016). Conference Proceedings of the 20th Global Chinese Conference on Computers in Education 2016. Hong Kong: The Hong Kong Institute of Education. 不同網路平台中不同認知風格學生之行為分析 Behavioral Analysis of Diverse Cognitive-Style Students on Different Online Platforms 劉南岑，蔡依帆，陳宣惠，江明恩，許庭嘉* 國立臺灣師範大學科技應用與人力資源發展學系 * ckhsu@.tw 【摘要】本研究以質性研究方式探討研究生於翻轉學習中，透過平台針對當週課程影片進行討論之行為，共實 施 11週教學。4位使用 Facebook 平台，3位使用 TronClass 平台進行討論，分別蒐集250個及 95個行為碼，使 用序列行為分析，並進一步分析不同認知風格學生於不同平台之行為差異。研究發現，在 Facebook 平台學生接 收記憶性知識後，能提出具有理解性的見解，但較易分心；TronClass 平台上學生專注於討論，而達到更高層次 的思考層及。場獨立學生較常主動提問，而場依賴學生提問較少，多出現被動回答行為。最後比較兩平台功能 設計並推測它們對翻轉教學的貢獻。 【關鍵字】序列行為分析；認知風格；Facebook ；TronClass ；翻轉學習 Abstract: This study introduced qualitative analysis to explore the serial behaviors of graduated students using different network platforms for discussing the lecture video in the flipped learning. This study conducted for 11 weeks. Four graduated students used Facebook and three students utilized TronClass, colle cting 250 and 95 behavioral codes respectively. The serial behaviors of the students were analyzed. This study further compared the behavioral proportions of the students with different cognitive styles. The results found that the students could further pr opose understanding statements when they received memorizing knowledge on Facebook; however, they were distracted relatively. The students more concentrated on the discussion content and achieved higher-order thinking on TronClass. The field-independent