第六章 結論與建議
第二節 建議
研究者針對教師線上社群的發展與研究，提供幾項建議，希望能做為未來改 善系統的參考：
1. 建置能激勵教師進行使用與知識分享動機的機制與相關工具。
本研究發現單純提供教師進行社會互動的機制與工具，並不能改善 教師的使用與知識分享行為，因此需要有其他激勵教師使用與知識分享 的機制與工具來加以輔助，企圖引貣教師對於線上社群的使用需求 (needs-driven)與目的(goal driven)，才能有效改善教師對於線上社群的參 與(Bishop, 2007)。若能夠對於教師的使用、知識管理與分享以及社會互 動等三方面進行有效的改善，則將對於教師線上社群創造更大的價值並 能有效促進教師專業發展。
2. 長期追蹤教師知識管理與社會互動指標的發展。
本研究發現教師對於線上社群的使用具有周期性的效果，因此需要 透過更長時間的實徵觀察，並且藉由教師知識管理與社會互動相關指標，
清楚了解教師於線上社群參與的情形。
3. 持續改良教師社會互動機制與工具並分別評估其成效。
隨著科技的發展，網際網路日新月異，教師的資訊素養逐漸提高，
相對的教師對於線上社群的需求也會逐漸增加。從 Web 2.0 的使用者分享 到 Web 3.0 無所不在的雲端服務，使用者所扮演的角色與使用的工具也將 有所轉變。教師線上社群若能分別評估工具的成效，汰弱留強，將可提 升教師的使用成效。因此教師線上專業社群的發展應該與教師專業發展 的目標一樣，秉持著永續的理念，持續進步、創新與價值創造。
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