A study of' Junior High School Students’ Team Development and Learning Effectiveness on Facebook

• Main Author: 林湘玲
• Other Authors: 王健華
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/74495907940329017246

碩士 === 國立臺灣師範大學 === 圖文傳播學系 === 100 === The researcher finds problems of social networking sites are used in teaching in recent years. So, I will use Facebook of Web2.0 characteristic as a teaching platform, and Scout Education who pays attention to team development as experiment course in this study. Through Virtual Teams and cooperative learning curriculum design, this main purpose of this study is to reach if a teacher doesn’t teach in class at all, let students use of spare time after school on asynchronous facebook learning. In the case of the lack of face-to-face interaction with teachers and classmates, compared to with face-to-face teaching in classroom: First, there are more significant learning effect between Asynchronous Facebook Teachingor Traditional Teaching, about students’ team development and learning effectiveness.; Second, whether to produce the learning differences between Field independent and Field dependen students.; Third, realize what experimental group students’attitudes are to use Facebook after using Facebook on teaching. A pretest-posttest quasi-experimental design is placed in this 4-week experimentation. The effective samples come from one hundred students in 7th grade in junior high school in Taoyuan County. There are two classes as experimental group(40 students) and two classes as control group(60 students). The experiment group accepts learning time and place restrictions on Facebook teaching, the control group accepts Scout face-to-face traditional teaching in classroom. The independent variables are the teaching methods and the cognitive styles, which are Field independent and Field dependent.The dependent variables are learning results, which are learning effectiveness and team development. The participants take the pre-test of learning effectiveness, Group Embedded Figures Test and Team Development Indicator at first. After teaching, they take post-test of of learning effectiveness and Team Development Indicator. Besides, the experimental group students complete the feedback forms to survey how they are acceptable and what points of view they have regarding using Facebook on teaching. The main results of this study are summarized as follows: 1.The face-to-face Traditional Teaching group is superior to Asynchronous Facebook Teaching group, about students’ team development and learning effectiveness. 2.There are no significant differences in students’ team development and learning effectiveness, under different teaching methods and different cognitive styles. 3.The experimental group students have the pros and cons value for using Facebook on teaching. Currently, there are not many studies to be developed, about technology-assisted instruction for Scout teaching, and influence of cognitive style on Scout team development and learning effectiveness. This study can provide Scout teachers and the future researchs with reference to using Facebook on teaching.