The Effects of Grouping Methods for Collaborative Learning on Knowledge Sharing Behavior and the Effectiveness of Learning - The Moderator of Learning Style

• Main Authors: Yen-Ting Chen, 陳彥廷
• Other Authors: Ming-Yu Yang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/a8q7m9

碩士 === 淡江大學 === 資訊管理學系碩士班 === 102 === The focus of E-learning converted from teacher to learner in the recent years, collaborative learning break thought the past one-way of knowledge transfer model, and uses synchronous or asynchronous communication patterns of internet groups. The collaborative learning providing expression, discussion, mutual support among the members, to complete collaborative leaning model of learning task, by this training learner who thinking, understanding, judgment, collected, and application information of ability. The collaborative learning is not just teamwork learning. We found that collaborative learning is provided by a mutual exchange of knowledge among members of the group have the same learning objectives as well as the environment of learning make learning more autonomy and spontaneity. How to effectively promote collaborative learning members of group to influence the behavior of learning outcomes by sharing knowledge will be the subject of this study. This study will use experimental method to operate and exploring collaborative learning model in the team players will affect personal knowledge sharing behavior in the collaborative learning process, and learning styles as moderating variables, analysis various types of learning style who whether will due to different type of group way turn effects personal knowledge share wishes and the and team between members interactive wishes. We hope that through the various types of learning styles of learners and grouping to achieve complementarity, and then to enhance individual and team learning. The research findings are following: 1.The grouping method for collaborative learning will positively affect knowledge sharing behavior of "Personal Knowledge Sharing" and "Shared Learning Opportunities" but will not affect "Promote Learning Motivation" obvious difference. 2.Whether collaborative learning grouping by friendship team or acquaintance team, knowledge sharing between behaviors and learning performance can not prove its relevance exists. 3.If the collaborative learning grouping method is friendship team, knowledge sharing behaviors in the" Shared Learning Opportunities " and have a positive impact on learning results; " Shared Learning Opportunities" and " Promote Learning Motivation " will affect the learning satisfaction, among which" Shared Learning Opportunities " affects more significant. 4.If the collaborative learning grouping method is acquaintance team, knowledge sharing behavior in the" Promote Learning Motivation" have a positive impact on learning result; " Promote Learning Motivation" and learning satisfaction has a positive effect. 5.Learning styles do not affect the grouping method for collaborative learning and knowledge sharing behavior relationship