| Summary: | 博士 === 國立臺灣科技大學 === 應用科技研究所 === 102 === This study attempts to develop an appropriate interaction analysis with a theoretical model and a conceptual framework that assist in examining the collaborative knowledge creation performances and processes facilitated by a class Facebook in higher education. Although previous studies have investigated the effects of incorporating Facebook in classroom and found contradictory findings, limited attention has been paid to examining learners' interaction and engagement in online discussions using Facebook. Moreover, a black box regarding collaborative knowledge creation calls for exploration about how, when, why and through what (processes and interaction patters) it is taking place under limited resource in Education. To make the black box transparent, I integrated constructivist learning and social capital theory attempting to provide a promising new way of looking inside the black box, assuming that the students who are both central and good at bridging disconnected networks have more resources and knowledge sources for collaborative knowledge creation than those who are periphery and surrounded by overlapping group of people.
Collaborative knowledge creation performances in this study refer to artifact, application, and/or model with added value that demonstrate student ideas and behaviors through the real dialogic and interactive learning processes: knowledge sharing, differentiation, construction, and creation or advancement. To bridge the gap between theory and practice, this case study investigated the roles of network positions and cognitive engagement in collaborative knowledge creation performances of individuals who used Facebook to discuss in a course of creative project. Data collection and analyses included the transcripts of the Facebook interactive messages from two weeks, content analysis and social network analysis of interactive messages, quantitative data analysis, and interviews, following a triangulation mixed method design to enhance the validity of the data and inference.
Results reflected distinct processes and behaviors in collaborative knowledge creation, illustrated in the conceptual framework, and indicated possible indicators of collaborative knowledge creation process and product performances in the theoretical model. Results also confirmed that when learners learn to create knowledge, they are learning to networking, but it is how persistent they are that decide how constructive and creative they can become. The dissertation contributed to theory and practice by proposing the theoretical model and the framework that aim to foster educators and researchers in scaffolding student interactive discussions with Facebook, and supporting collaborative knowledge creation in a learning environment through encouraging student bridging networks and putting persistent effort. Findings were also used to develop educational implications for practitioners interested in incorporating such model and framework in their courses.
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