A study among communication network and question discussion in the net project-based learning environment

• Main Authors: Chiate Su, 蘇家德
• Other Authors: Chien-I Lee
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/09850349075608947533

碩士 === 臺南師範學院 === 教師在職進修資訊碩士學位班 === 91 === Project-based learning is more popular in the recently year. The apply in Project-based learning is fruitful results. Project-based learning emphasizes collaboration, probing, analysis and outcome display. Collaboration with mates, investigation, and learning about the information and skills by the interaction are stressed in group learning. In plenty of researches, tell us the more frequency and the higher complication collaboration, the better effects will appear. The purpose of research includes, (1) Analysis learners’ communication process. (2) Distinguish difference learning effect groups. This research collected 72 students from 6 primaryschools in Tainan County, Tainan City and Kaohsiung City. Automatically, the Project-based learning system will record learning log in the learning process. Based on content analysis approach to find student how to discuss. And base on network analysis approach to find communication network. From the research I discovered that: There is almost no differences at many items between which are in different learning effects effects groups. Most of communication contents are apt to ”social” in the Net PBL. And concerning about learning is less than 20%. The ‘high learning effect’ groups prevail in ”proof”, whereas the “middle learning groups” & “low learning groups” prevails in “response”. As for the network, the “high learning effect”groups are apt to “Fragmented, cliques”. The “low learning effect” groups are apt to “approximately idea”.