第五章 結論與建議
第三節 未來研究方向
一、社交網絡特性應用於 PC 版教師專業發展平台的探討
本研究僅驗證教育學程生在操作完「行動社交網絡服務之教師專業發展平台 WIDE_KM App」的學習成效是有所提升的，然而並沒有針對 PC 版的社交網絡 平台進行分析，表示本研究無法推論社交網絡確實對於教師的學習成效與互動狀 況是有所提升的。此外在訪談過程中，亦有操作「原 WIDE_KM 教學知識主題 部落格 PC 版」的教育學程生提出是否能夠以社交網絡的功能，例如：最新動態 與開放性(Yu, 2009)等一些特性，來提升教師在教師專業發展平台與其他教師互 動與學習的機會。因此期望未來的研究能夠將「原 WIDE_KM 教學知識主題部 落格 PC 版」融入社交網絡的特性，並進一步去評估其對於教師使用的影響程度。
二、 使用不同作業系統在行動 App 上的差異性
本研究所設計的「行動社交網絡服務之教師專業發展平台 WIDE_KM App」
支援的開發環境為作業系統為 Android 的行動裝置，然而 Android 手機品牌繁 瑣，各產品的螢幕大小、觸控順暢度與支援的功能亦不相同。因此希望在未來研 究時，能夠發展支援其他作業系統規格的手持裝置，如：ios、blackberry、windows。
除了達到跨平台的效果，並且可以觀察教師在操作不同作業系統的行動裝置後，
是否在科技接受度上有所差異。
三、擴大實驗樣本數的探討
本研究在實驗設計上的安排，由於在時間與人力上的限制以及實驗期間正值 學期間，所以在實驗活動的安排上必須配合授課老師的課程設計與配合意願，導 致在參與的樣本數上受到了限制。此外受限於設備的問題，而必須根據受試者所 持有的行動裝置，來決定實驗組與控制組人數的分配狀況。因此期望在未來的研 究時，可以進行更大規模的實驗來驗證是否本研究的實驗成果能夠適用在其他的 教學現場。
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四、加入 SNA 分析教師的社會互動狀況
本研究並未針對在Facebook所蒐集到的資訊，進行教育學程生之間互動狀況 的深入探討。因此在未來研究時，期望能根據各教師使用平台所留下來的紀錄，
進行累積並透過社會網絡分析軟體(Borgatti, Everett, & Freeman, 2002)，來測量教 師的互動率是否因為此社交網絡平台的開放性與狀態的特性(Yu, 2009)而有所提 升。透過整體網絡(whole network)方式(Wasserman & Faust, 1994)進行分析，來瞭 解 各 個 個 體 ( 老 師 ) 與 團 體 之 間 的 關 係 ， 並 根 據 社 會 網 絡 分 析 中 的 中 心 性 (centrality)、密度(density)等特性，觀察教師間互動情況的緊密程度。
102
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