研究建議

針對本研究之研究目的、系統架構以及實驗結果，歸納了下列七點可 供作未來改善及繼續研究之參考：

1. 本研究在計算學習者間的互動值時，並未特別區分學習者間的互動討 論是否是針對同一問題的來回互動，且針對這樣聚焦的互動討論給予 較高權重計算互動值，也就是忽略了互動討論是否具有方向性且深 入；也未針對互動內容進行自動分析是否其討論內容具有實質學習意 涵，在未來的研究中可將此關係納入到社會網路演算法中提供更適合 的社會網路關係分析，媒介更合適的學習伙伴。

2. 本研究目前只將合作式問題解決學習系統提供的訊息中心互動的情形 納入社會網路分析的考量，在未來的研究中可考量增加更多其他的互 動維度，例如：將留言版中學習者的互動情形考慮進來或者將聊天室 的互動也納入考量範圍，提供多方向的社會網路關係分析。

3. 本研究為了區分學習者個體互動強度的不同，在計算互動分數(公式 3-4)上區分出四個不同的互動強度，但此是否能完全代表學習者本身 的互動強度值還需作進一步的研究與修正。

4. 本實驗限於研究時間及人力考量，實驗對象人數為 33 人(實驗組為 15 人，控制組為 18 人)，在實驗分析中實驗組及控制組在人數上均未達 到 30 人，無法假定母群呈現常態，故實驗的分析結果無法作廣泛推 論，未來應該設計更具代表性的大規模實驗進行更嚴謹的實驗分析 5. 在圖形介面上可更美化，提供及時圖形化界面將使用者關係展示給學

習者，讓學習者可更熱衷在互動學習上。

6. 本研究所提出的社會網路分析方法可以進一步應用於輔助網路合作式 學習之實際合作學習小組的分組上，過去的研究指出合作式學習成效

74

不彰的原因在於未做到足夠的異質性分組，以及小組缺乏人際技巧較 佳的學習者帶領[17][31]。未做到異質性分組可能導致每一個成員對 於小組的貢獻有限；而缺乏人際較佳的學習者往往造成小組成員互動 不佳，失去合作式學習意涵。社會網路分析可以有效提供個人的人際 互動特質及社會地位關係，正好可以提供資訊輔助更好的網路合作式 學習分組。

7. 合作式學習社會網路是否能有效的降低學習者的孤立感與挫折感，在 未來研究中可以利用問卷作分析。

75

参考文獻

英文部分

[1] M. Jamali and H. Abolhassan, “ Different Aspects of Social Network Analysis, ” IEEE/WIC/ACM International Conference on Web Intelligence pp.66 -72, 2006.

[2] S. Staab, P. Domingos, P. Mike, J. Golbeck, Li Ding, T. Finin, A. Joshi, A.

Nowak, Vallacher and R. R, “ Social networks applied,” IEEE Intelligent Systems, vol. 20, pp.80-93, 2005.

[3] A. L. Barabasi and R. Albert, “ Emergence of scaling in random networks Science,” pp.509-512, 1999.

[4] L. C. Freeman, “ Centrality in social networks I, ” Conceptual clarication.

Social Networks, pp.215-239, 1979.

[5] M. Granovetter, “ The strength of weak ties, ” American Journal of Sociology, pp.1360-1380, 1973.

[6] J. Nieminen, “On centrality in a graph, ” Scandinavian Journal of Psychology, pp.322-336, 1974.

[7] P. A. Wagstrom, J. D. Herbsleb, and K. Carley, “A social network approach to free/open source software simulation,” In Proceedings First International Conference on Open Source Systems, pp.16-23, 2005.

[8] S. Wasserman and K. Faust, “Social Network Analysis: Methods and Applications,” Cambridge University Press, 1994.

[9] L. Freeman, “ Graphic techniques for exploring social network data,”

pp.248-269, 2005.

[10] Meytal Tubi, Rami Puzis, and Yuval Elovici, “Deployment of DNIDS in Social Networks, ” Intelligence and Security Informatics on IEEE, pp.59-65, 2007.

[11] M. Silva and A. Breuleux, “ The use of participatory design in the implementation of Internet-based collaborative learning activities in K-12 classrooms, ” International Computing and Technology: An Electronic Journal for the 21th Century, pp.99-128, 1994.

[12] A. Degenne and M. Forse, “ Introduction Social Networks,” pp.132-158, 1999.

[13] Wikipedia: social network service, web avialable at http://en.wikipedia.org/wiki/Social_network_service

[14] Social Network in Education, web available

76

/ at http://socialnetworksined.wikispaces.com

[15] Cho Hichang, Gay Geri, Davidson Barry and Ingraffea Anthony, “ Social networks, communication styles, and learning performance in a CSCL community,” Computers & Education, vol. 49, pp.309-329, 2007.

[16] Tomsic Astrid and Suthers Daniel D, “ Discussion tool effects on collaborative learning and social network structure,” Educational Technology & Society, vol. 9, pp.63-77, 2006.

[17] D. W. Johnson and R. T. Johnson, “ Learning together and alone:

Cooperative, competitive, and individualistic learning,” 1994.

[18] B. Wellman, “ For A Social Network Analysis Of Computer Networks: A Sociological Perspective on Collaborative Work and Virtual Community,”

1996.

[19] Wikipedia ： Social computing, web available at http://en.wikipedia.org/w/index.php?title=Social_computing&oldid=802 87851

[20] D. Musser, J. Wedman and J. Laffey, “ Social Computing and Collaborative Learning Environments,” Proceedings of the 3rd IEEE International Conference on Advanced Learning Technologies, pp.520-521, 2003.

[21] Wikipedia ： Social software, web available at http://en.wikipedia.org/w/index.php?title=Social_software&oldid=8754 2773.

iw/Home

[22] Using Wiki in Education, http://www.wikiineducation.com/display/ik

[23] Swift, Enhanced learning through electronic communities: A research review, http://164.116.18.39/research_report.html.

[24] Chan, T.W., Chung, Y.L., Ho, R.G., Hou, W.J., Lin and G.L.,

“ Distributed learning companion systems,＂ The 2nd International Conference of Intelligent Tutoring Systems, pp.643-650, 1992.

[25] Cannon and J.R., “ Telecommunications for primary and secondary schools: A need more than ever before,＂ International Computing and Technology: An Electronic Journal for the 21th Century, pp.329-345, 1993.

[26] Silva, M. and Breuleux, A., “ The use of participatory design in the implementation of Internet-based collaborative learning activities in K-12 classrooms, International Computing and Technology: An Electronic Journal for the 21th Century, pp.99-128, 1994.

[27] Johnson, R. T., Johnson, D. W., Stanne and M. B., “ Effects of

77

Cooperative, competitive, and individual goal structures on computer-assisted instruction, ＂ Journal of Educational Psychology, pp.668-677, 1985.

[28] Johnson, R. T., Johnson, D. W., Stanne and M. B., “Comparison of computer-assisted cooperative, competitive, and individual learning,＂

American Educational Research Journal, pp.382-392, 1986.

[29] Hiltz and S.R., “Teaching in a virtual classroom,＂ Invited papers for ICCAI, 1995.

[30] Slavin, R. E., “ Research on cooperative learning: Consensus and controversy,＂ Educational Leadership, pp.52-54, 1989.

[31] Slavin and R. E., “ Cooperative learning: Theory, research, and practice,＂ 1995.

[32] D. J. Watts and S. H. Strogatz, “ Collective dynamics of small-world networks, ＂pp.440–442, 1998.

[33] Maike Rochau, J. Nicholas, Wobido, Tatjana Mastilo, Kristel Pent and Melissa Chapman, “ OurSpace: An Investigation into the Mediated Social Networks of Danish,” 2006.

[34] Christian Bird, Alex Gourley, Prem Devanbu and Michael Gertz, “ Mining Email Social Networks ”, 2006.

[35] Anukool Lakhina, John W. Byers, Mark Crovella and Ibrahim Matta, “ On the Geographic Location of Internet Resources,” 2003.

[36] Neufeld, V.R., Barrows and H.S., “ The McMaster philosophy,＂ an approach to medical education. Medical Education, pp.1040-1050, 1974.

[37] Boud, Feletti and G.I., “ The challenge problem-based learning.

London:Kogan,＂ 1997.

[38] Wilkerson, L., Gijselaers and W. H., “ Bringing problem-based learning to higher education: theory and practice,＂ 1996.

[39] Barrows, H.S., Tamblyn and R.N., “ Problem-based learning:an approach to medical education,＂ 1980.

[40] Norman, G.R., Schmidt and H.G., “ The psychologyical basis of problem-based learning: A review of the evidence,＂ pp.57-65, 1992.

[41] Schmidt and H.G., “ New directions for medical education:

problem-based learning and community-oriented medical education, pp.106-111, 1996.

78

[42] Albanese, M.A. and Mitchell, “ Problem-based learning :A review of literature on its outcome and implementation issues,＂ pp.52-81, 1993.

[43] Towsend and G. C., “ New PBL dental curriculum at the university of Adelaide,＂Journal of Dental Education, pp.374-384, 1997.

[44] D. Jacobson, “ Types and timing of social support,＂ Journal of Health and Social Behavior, pp.250-263, 1986.

[45] T. Wills, “Supportive functions of interpersonal relationships＂pp.61-82, 1985.

[46] M. Minkler, “Social support and health of the elderly,＂pp.199-218, 1985.

[47] C. Torsdolf, “ Social networks, support, and coping: An exploratory study,pp.407-417, 1976.

[48] R. Leavy, “Social support and psychological disorder: A review,＂

Journal of Community Psychology, pp.3-21, 1983.

[49] S. Cohen and T. Wills, “support and the buffering hypothesis,＂pp.

310-357, 1985.

[50] R. Kahn and T. Antonucci, “Convoys over the life course: Attachments, roles, and social support, 1980.

[51] M. Barrera and S. Ainlay, “The structure of social support: A conceptual and empirical analysis, ＂ Journal of Community Psychology,

pp.133-143, 1983.

79

中文部分

[52] 林琨華，“社會網路於合作學習上的應用＂，銘傳大學資訊工程學系，

碩士論文，民國96年。

[53] 蔡蕙芳，“網路學習過程中問題解決與模式之研究＂，國立花蓮教育 大學學習科技所，碩士論文，民國96年。

[54] 張世忠，“建構教學–理論與應用＂，五南圖書出版公司，民國八十 九年。

[55] 徐慧成，“利用網頁資訊建構多階層指導教授與研究生之網絡關 係＂，國立中山大學資訊管理研究所碩士論文，民國九十二年。

[56] 許全佑，“以社會網路分析方法探討線上學習社群之形成與發展特 徵＂，淡江大學資訊管理學系碩士班碩士論文，民國九十三年。

[57] 梁繼權、陳慶餘，“以問題為基礎的學習＂，第182-184頁，民國八十 二年。

[58] 施純協，“電腦EQ＂，知行出版社，民國八十六年。

[59] 洪榮昭、許書務，“創意教材＂，編撰教育部顧問室創造力與創意設 計教育師資培訓計劃，民國九十年。

[60] 許書務，“科技整合融入於專題製作課程之新知識擷取方法探討＂，

2000海峽兩岸技術及職業教育學術研討會，民國八十九年。

80

個人簡介

姓名：張家成

就讀學校：國立台灣師範大學 系所：工業教育所電機電子組 學歷：輔仁大學電子工程系 專長：資料探勘

軟體能力：PHP、HTML、JAVA、ASP

研究方向：Cooperative learning social network and data mining 著作：

1. “ Mining Interactive Social Network for Recommending Appropriate Learning Partners in a Web-based Cooperative Learning Environment,＂ 2008 IEEE International Conferences on Cybernetics & Intelligent Systems(EI).(accepted)

2. “基於自動查詢語句擴展之主題地圖智慧型新聞搜尋引擎,＂ 十二屆 人工智慧與應用研討會(TAAI 2007)