第七章 結論與建議
第二節 建議
從研究中發現，我們更進一步瞭解國小學童參與電腦支援合作活動時，容易 發生哪些協調問題，諸如學生會偏重協調任務的執行流程而忽略知識建構討論等 問題。本研究透過焦點團體訪談得到的介入策略、以及介入活動與德懷術調查的 檢驗結果，可做為教師日後指導學生參與電腦支援合作活動時，輔助學生順利處 理協調問題能採取的作法或參考。
二、未來研究
本研究所擷取的專家教師介入策略知識將可為其他相關研究者直接運用或 作為參考。除此之外，許多研究發現學生參與網路上的小組活動時，通常無法自 行順利處理協調問題，因此需安排教師從旁給予學生協助。然而，因為專家教師 的人力有限，且優秀的教師需要多年的經驗累積，故在網路上的小組活動教學 時，期望教師即時給予每位學生最適當的指導是有困難的。若能在電腦支援合作 學習的教學活動時，加上讓電腦適性化介入學生這個有利條件，相信可以替教師 節省大量的時間與資源，也可以讓學生個別得到相符的輔助。本研究的發現與結 果正可作為智慧型網路合作學習系統中電腦自動介入的依據，不過如何轉化這些 專家教師知識成為可以被電腦理解的文字，或轉變成電腦功能時的效果，則有待 未來作後續的相關研究。
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附錄
附錄一 焦點團體訪談逐字稿
主持人（明姿）：那我們就是，我一開始會針對那四個協調問題，我們一起來討論。這 四個協調問題就是剛剛有描述到的協調合作流程、第二個是協調構圖內容、第三種是操 作權之爭，第四個是計較權責。那我們就先，我要先強調一點，我們這次的談話目標不 是在建立共識，而是想要知道您對協調問題的任何看法，您的任何一點意見，都是我極 為寶貴的資料。[00:16:21.71]
主持人（明姿）：那我想先請大家看第二頁這裡，流程及發言順序安排，一開始我就先 描述一下協調問題，那如果有什麼問題的話就可以跟我講，然後就請老師們討論針對這 個協調問題的解決辦法，這樣子之後我們再進行開放討論。[00:16:51.99]。
主持人（明姿）：討論第一個協調問題...[00:19:19.02]
主持人（明姿）：那我們第一個要請大家討論的是，如果在合作的過程當中，他們的焦 點其實是放在要先討論還是要先操作，反而對真正的知識討論就是比較忽略掉了，如果 是這種情形的話，那可能會有什麼樣的解決方法。[00:20:29.13]
主持人（明姿）：我們來討論第一個協調問題，那第一個協調問題，不知道還有沒有老 師還不太了解，那我們現在來進行我們的討論，來看一下發言的順序，俞喬學長你在嗎？
那你覺得這樣的情況你可能會想要用什麼樣的方法？[00:23:28.13]
方俞喬老師：那個我先 pass 好嗎?[00:23:31.66]
主持人（明姿）：好，那我們請儀玲學姊。學姊你覺得我們對於，他們如果對合作流程 在做協調，當你的課堂上如果有這樣的情形的時候，你會想要怎麼樣去幫忙他們？
[00:23:55.52]
洪儀玲老師：現在是指在課堂上，不是在網路合作學習嗎？[00:24:00.53]
主持人（明姿）：對，應該是要在網路合作學習上，然後他們主要是在進行概念構圖這 樣的活動。[00:24:09.18]
洪儀玲老師：如果以這樣之前遇到的，提醒他們針對問題來討論，可是學生好像會因為 有時間的壓力，所以可能不太理我說的話，他們還是各自，譬如說自己動啦、或是還是 不理會其他同學的反應，我覺得還是會有這種情形。所以，這個部分不知道是不是因為 我們有時間限制，就是在一堂課的時間要讓他們做，所以學生自然而然就會比較急，所 以沒有辦法有事先有充分地那種溝通合作的部分這樣。[00:24:50.95]
主持人（明姿）：因為時間的壓力讓他們不得已會有這樣的衝突。[00:24:53.51]
洪儀玲老師：恩。[00:24:54.81]
主持人（明姿）：好，那我們現在請三億學長，三億學長可以嗎？喂，三億學長你在嗎？
三億學長要 pass 嗎？那我們下一位換煥彬學長。[00:25:44.77]
陳煥彬老師：關於這個問題，協調合作流程這個問題，如果已經出現問題的話，我覺得
應該先給一個指引，比如說給個小小的目標，讓他們先協調一件事情起來，有一陣子可 以慢慢討論或者是把協調的過程給建立起來。[00:26:36.02]
主持人（明姿）：先建立他們比較小的目標，共同去完成他。[00:26:42.81]
陳煥彬老師：對，就是如果比我們要去做一個介入的話，我覺得應該先給他們一個小小 的目標，讓他們有一個方向可以去執行這樣。[00:26:55.75]
陳煥彬老師：對，就是如果比我們要去做一個介入的話，我覺得應該先給他們一個小小 的目標，讓他們有一個方向可以去執行這樣。[00:26:55.75]