| Summary: | 博士 === 國立臺灣師範大學 === 美術學系 === 98 === The purposes of this study were to investigate the influence of models of Web2.0 knowledge co-construction community and learning styles on aspects of “self-regulated learning”, “learning performance”, “learning satisfaction” and “knowledge construction” in arts general education for undergraduates as well as their learning responses to Web2.0 knowledge co-construction communities. The research included 86 students participating in an art appreciation curriculum during the first semester of 2009 at National Taiwan Normal University. A Web2.0 knowledge co-construction community is the web-based learning community which applies theory such as a “knowledge co-construction” as its core concept, integrates a model of Web2.0 knowledge-sharing and building as well as applying a blog platform with the aim of assisting the students in an art general curriculum to learning through interactive exchanges in the community. This study categorized the students into two experimental groups, “expert participating” and “peer interacting”, based on different models of Web2.0 knowledge co-construction communities. Two learning style groups, “concrete experience” and “abstract conceptualization”, were categorized according to the perspective of “information perception” based on Kolb’s model.
Results of this study regarding the influences of models of a Web2.0 knowledge co-construction community and learning styles in a general arts curriculum by undergraduates are as follows:
1. Two conclusions are drawn regarding the influence on self-regulated learning in a general arts curriculum for undergraduates: (1) the “expert participating” model facilitates self-regulated learning performance; and (2) the blended curriculum design facilitates the performance in self-efficacy and peer tutoring for students engaged in concrete experiences.
2. Two conclusions are drawn regarding the influence on learning performance in a general arts curriculum for undergraduates: (1) the “expert participating” model presents a positive influence on reflection depth and collaborative learning by students; and (2) the learning style exhibits no significant influence on learning performance in a general arts curriculum for undergraduates.
3. Two conclusions are drawn regarding the influence on learning satisfaction in a general arts curriculum for undergraduates: (1) the “expert participating” model has a positive influence on learning satisfaction in a general arts curriculum for undergraduates; and (2) the learning style exhibits no significant influence on satisfaction in a general arts curriculum for undergraduates.
4. Five conclusions are drawn regarding the influence on knowledge construction on the part of the undergraduates: (1) knowledge construction by the students is a progressive course which involves Web2.0 community-sharing and building; (2) the “expert participating” model facilitates the development of knowledge construction on the part of the students; (3) learning style exhibits no significant influence on the extent of knowledge construction by the students; (4) the interactive blog platform facilitates knowledge-sharing and co-construction in web-based communities; and (5) TA plays a central role in guiding knowledge construction in web-based communities.
5. Three conclusions are drawn regarding the influence on the learning response of the model of Web2.0 knowledge co-construction community: (1)the “expert participating” model increases the web site use rate by the students; (2) Web2.0 community knowledge-sharing facilitates the development of diversified and critical thinking; and (3) TA teaching is beneficial in enhancing the teaching efficiency of a blended curriculum.
Finally, based on the results of the study, suggestions are proposed regarding web-based learning of university general curriculum and arts, TA teaching, future studies, etc.
|
|---|
