| Summary: | 碩士 === 國立臺灣大學 === 圖書資訊學研究所 === 101 === This study aims to examine individual learning and cooperative learning on e-Learning environment via Facebook to assess learning effectiveness. An experiment was conducted to compare the differences of interactivity and learning effectiveness between two learning environment: individual and cooperative learning. Students’ interactive learning experiences, learning processes and perceptions are also analyzed. The research purposes are (1) to investigate the learning effectiveness differences between cooperative learning group and individual learning group on the same learning platform of social networking sites, (2) to understand the impact of social networking sites on the performance of cooperative learning groups and (3) to analyze the differences in the learning effectiveness of each group in cooperative learning groups.
A financial e-learning course designed by FINLEA was used as teaching materials. 38 participants were recruited from a high students half of whom were assigned to the individual learning group, the other were cooperative learning group. Teaching materials were delivered through Facebook during two week time, but only in the cooperative group the interactive features were made available. Experimental group conducts cooperative learning via “Facebook groups” with five members in each group. Control group conducts individual learning via Facebook to access learning materials; those with no interactivity method in the platform watched the e-Learning course utilized the “follow” mode on Facebook. Pre and post-tests were also performed in both groups for comparison. Apart from the post-test scores, degree of course completion, degree of assignment completion and assignment performance are also emphasized in the assessment. In addition, this study further utilizes qualitative research method, including internet interaction observation and depth interview. The main objective is to observe the interaction between students and the differences in behaviors in Facebook groups, in the means to show whether the discussion contents are related to learning effectiveness. Another objective is to examine students’ subjective recognition and perception through interview.
The findings show the following results:
1.Cooperative learning showed higher level of effectiveness in learning in contrast with individual learning.
2.Students in cooperative learning groups prefered cooperative learning model.
3.Students in cooperative learning groups considered Facebook as a good platform for adopting cooperative learning.
4.Learning effectiveness and interactivity were positively correlated to the adaptation of social networking site on cooperative learning.
5.Although the interactivity had a positive impact on learning performance, there are negative effects.
6.Besides interactivity, other external and internal factors also influence cooperative learning effectiveness.
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