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王思峰; 李昌雄：探索「建构学习行为特质」对线上学习成效的影响
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探索「建构学习行为特质」对线上学习成效的影响
作 者 王思峰; 李昌雄;
书刊名 教育与心理研究
卷 期 27:1 2004.03[民93.03]
页 次 页117-157
分类号 521.53
关键词 建构学习; 线上学习; 学习社群; 创造力; ;
中文摘要
文献倾向于相信：线上学习可协助实现建构主义教育理想。上述主张目前仍缺乏有力且一致的证据，本研究因此提出另一种解释：学习者在华人教育传统课堂中多年所积累的学习习惯难以短时间内改变，导致无法有效适应建构主义式的线上教育。为了探索此一主张，本研究提出一新构念「建构学习行为特质」（constructivist learning characteristics），尝试：1.包含与连结自主管理、互助性、认识论信念等重要构念；2.反映总体社会脉络与教育典范之影响。实证结果发现：建构学习行为特质愈佳者，其学习成效愈佳，网路互动行为亦愈佳，其亦透过网路互动行为的中介，而间接的影响学习成效。我们亦探讨了：线上教育中典范适应的挑战、建构学习行为特质的普遍解释，与线上学习及创造力。
Exploring the Effects of Constructivist Learning Characteristics on Online Learning
Abstract
It is widely believed that online learning may enable a constructivist learning model to become true. Yet, empirical evidences have so far supported this assertion inconclusively. The present study contributes to explain the above effects alternatively. This study proposes a newer construct, constructivist learning characteristics, which (1) synthesizes constructs such as self-direct, interdependence, persistence and epistemological belief, and (2) integrates the effects of both individual difference at the micro level and contextual factors in the macro. The construct and associated hypothesis are tested. Challenging issues of paradigm adaptation for both teachers and students are discussed.
Key Words: Online learning; Learning community; Constructivist Learning; Creativity