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系統識別號 U0026-2708201215182700
論文名稱(中文) 線上學習環境中建構理論及線上參與對於創造力影響之研究
論文名稱(英文) The Effects of Constructivism and Online Participation to Creativity in Virtual Learning Environment
校院名稱 成功大學
系所名稱(中) 國際經營管理研究所碩士在職專班
系所名稱(英) Institute of International Management (IIMBA--Master)(on the job class)
學年度 100
學期 2
出版年 101
研究生(中文) 梁蘊真
研究生(英文) Yun-Chen Liang
學號 RA7981076
學位類別 碩士
語文別 英文
論文頁數 78頁
口試委員 召集委員-王維聰
口試委員-林清河
指導教授-陳正忠
中文關鍵字 建構主義  動機  線上參與  線上學習  社會存在  合作模式  創造力  虛擬學習環境  Moodle系統 
英文關鍵字 Constructivism  Motivation  Online participation  Online learning  Social presence  Collaboration  Creativity  Virtual learning environment  Moodle system 
學科別分類
中文摘要 本研究主要針對在以線上學習理論及建構理論的線上學習環境中,參與者是否能藉由此過程增進其創造力。本研究之參與者主要為校內不同系所共76名學生所組成,共分為25組進行實驗。學生年齡介於19歲至43歲。實驗中讓參與者參與融合線上參與、社會存在、及合作模式的活動已測量其創造力的呈現。研究結果顯示高度合作模式或是高度線上參與可促進參與者之創造力。未來研究可建議紀錄參與者之線上學習歷程,將可更能精確測量參與者之創造力及學習成效。
英文摘要 This study aims to investigate if creativity can be enhanced by participating in the designed online learning environment based on the online learning theory and Constructivism. The participants were from different departments of National Cheng Kung University, excluded the ones from College of Planning and Design. All students were not told of theory involvement in the study. The ages of these participants range from 19 to 43. Totally around 76 students assigned into 25 groups with different treatments. The experimental design was integrated with activities in order to measure learners’ creativity by using online participation, social presence, and collaboration in the activities. The results showed that the creativity could be enhanced via high collaboration or high online participation design. For the future study, it is suggested to monitor participants’ behavior on using MOODLE and record participants’ learning portfolio, so that the researchers can compare learning outcomes more precisely.
論文目次 TABLE OF CONTENTS
ABSTRACT II
ACKNOWLEDGEMENTS III
TABLE OF CONTENTS IV
LIST OF TABLES VII
LIST OF FIGURES IX
CHAPTER ONE INTRODUCTION 1
1.1 Research Background. 1
1.2 Research Motivation. 2
1.3 Research Objectives. 3
1.4 Research Contribution. 4
CHAPTER TWO LITERATURE REVIEW 5
2.1 Constructivism. 5
2.2 Motivation. 11
2.2.1 Intrinsic Motivation-Flow Theory. 11
2.2.2 Extrinsic Motivation-ARCS. 12
2.3 Online Learning. 13
2.4 Definition of Creativity. 16
2.5 Creativity in Education. 17
2.6 Online Participation and Creativity. 22
2.7 Social Presence and Creativity. 25
2.8 Collaboration and Creativity. 27
2.9 Measurement of Creativity. 29
CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY 35
3.1 Research Framework. 35
3.2 Research Procedures. 36
3.3 Participants. 40
3.4 Experimental Design. 40
3.5 Measurement Instrument. 44
3.6 Data Analysis. 45
3.6.1 Descriptive Analysis. 46
3.6.2 Factor Analysis and Reliability Analysis. 46
3.6.3 Analysis of Variance. 46
CHAPTER FOUR DATA ANALYSIS 47
4.1 Demographic. 47
4.2 Factor Analysis. 50
4.3 ANOVA Analysis. 53
4.3.1 FLOW and Perceived Skills. 53
4.3.2 ARCS and Perceived Skills. 54
4.3.3 Online Participation under HSP and HC (Group A & B). 55
4.3.4 Online Participation under HSP and LC (Group C & D). 56
4.3.5 Online Participation under LSP and HC (Group E & F). 57
4.3.6 Online Participation under LSP and LC (Group G& H). 57
4.3.7 Collaboration under HSP and HOP (Group A & C). 58
4.3.8 Collaboration under HSP and LOP (Group B & D). 58
4.3.9 Collaboration under LSP and HOP (Group E & G). 59
4.3.10 Collaboration under LSP and LOP (Group F& H). 60
4.3.11 Social Presence under HC and HOP (Group A& E). 60
4.3.12 Social Presence under HC and LOP (Group B& F). 61
4.3.13 Social Presence under LC and HOP (Group C& G). 61
4.3.14 Social Presence under LC and LOP (Group D&H). 62
4.3.15 High Online Participation Compare to Low Online Participation. 62
4.3.16 High Social Presence Compare Low Social Presence. 63
4.3.17 High Collaboration Compare Low Collaboration. 63
CHAPTER FIVE CONCLUSION 66
5.1 Discussion. 66
5.2 Limitation and Future Research Suggestions. 69
5.3 Conclusion. 71
REFERENCES 72
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