I
線上知識分享討論活動與其行為模式探究:
以教師/學生社群為例
摘要 侯惠澤
數位學習的教學環境中，教師的專業發展與教學均受到科技的影響，然而 研究發現，由於教師間缺乏知識分享的組織文化，教學知識的互動受到限制，此 外，運用網路的專題導向教學中，學生社群也存在著資料分析與互動不足的瓶頸。
上 述 知 識 互 動 的 侷 限 ， 均 將 可 能 影 響 教 學 與 學 習 的 深 度 ， 由 於 知 識 分 享 (Knowledge sharing)理論即聚焦於探討社群成員間知識的互動過程，為促進教師
及學生社群的知識互動，本研究由三個子研究組成，分別以知識分享理論為基 礎，將目前經常被討論運用於促進組織學習的問題解決(Problem-solving)、同儕 評量(Peer-assessment)兩種互動學習策略與知識分享模式整合，針對教師社群及 學習社群設計網路知識分享討論活動，並在研究方法上，同時採取質化與量化的 各種研究法，包含序列分析、量化內容分析與文本分析等研究方法，藉由實徵、
長期之觀察研究與行為模式分析，探究在運用各種知識分享策略時，各個子研究 案例中社群成員在知識分享內容的知識建構深度與行為模式，以下為此研究三個 案例分析之研究發現:
(1) 運用同儕評量策略於學生社群，雖有一定程度之知識建構，然僅局限於某
II
些層面，在促進知識內化與外化上仍有相當程度的限制，且討論容易偏 題，在序列分析上，偏題行為連續性高且達到顯著。
(2) 運用問題解決策略於學生社群，無論在解題歷程的合理性與知識的建構的
深度上，均有一定的正面影響，於知識的內化與外化有一定程度上的助 益。經進一步檢驗高低成就學生行為的差異，與分析各編碼之間的關聯後 發現，其中，高成就學生在提問或釐清問題的行為次數顯著較多，此外，
大多數的解題行為編碼次數與知識建構編碼次數均達到顯著之正向關 聯，表示解題行為與知識建構幅度有關，然而關聯分析也顯示，學生之學 習成就與知識建構編碼次數並無顯著關聯。
(3) 運用問題解決策略於教師社群，在知識建構之深度上有一定程度的正面影
響，其解題的行為模式係符合理論基礎，於知識的內化與外化有一定程度 上的助益，此外，教師在提出解答後會有一定程度的反問或釐清問題的行 為特徵，惟較缺乏統整式之解答。
(4) 在學生社群方面，運用問題解決策略的知識建構程度與專注性，均較其運
用同儕評量策略為高。
(5) 在運用問題解決策略方面，學生社群在知識建構程度上較教師社群為高。
由上述結果我們初步了解各策略輔助的面向與瓶頸，並於文中進而提出人為引導 介入、策略設計與智慧型代理人科技未來可能的各種輔助建議。
III
此一系列案例研究可有助於探究數位學習環境下知識分享策略對教師或學 生知識互動的影響與其實施的限制，其中包含互動學習與知識分享策略模式的整 合與結合量化與質化內容分析以及行為序列分析方式之實徵行為 pattern 分析，
對於數位學習下教師或學習社群知識分享策略的評估與發展期待能有重要參考 價值。
IV
Exploring Behavioral Patterns of and Effective Strategies for Online Knowledge Sharing Discussion: Cases
of Teacher and Learner Communities
Huei- Tse Hou
Abstract
Under the instructional environment of e-Learning, teachers’ professional development and instructional methods are both influenced by technology. Previous
studies have shown that as for professional development, interactions related to
instructional knowledge are limited because teachers lack the culture of “sharing teaching knowledge.” Moreover, as for technology-assisted instruction, learner communities that utilize project-based learning also face the limitations of lacking
sufficient data analysis and peer interactions.
The limitations in the above-mentioned knowledge interactions may influence
the depth of teaching and learning. The research issues of knowledge sharing focuses
on discussing the knowledge interactions between community members, we have
conducted a series of pattern-discovering studies to deeply explore knowledge sharing
discussions of teacher and learner communities. This study designed an online
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knowledge sharing e-Learning environment for teachers and consisted of three
sub-studies. Problem solving and peer assessment, the two strategies that are often
utilized to facilitate group interactive learning, were integrated in the knowledge
sharing fundamental models, and online knowledge sharing discussion activities that
focus on teacher and learner communities were also designed to assist the
internalization and externalization of knowledge. As for research methods for pattern
exploring, we adopted lag sequential analysis, quantitative content analysis, and
original protocol analysis. Through the empirical observations, we explored the depth
and the behavioral patterns of the discussions, and this allowed us to explore and
compare the actual status of different knowledge sharing discussion activities with
different strategies, as well as the limitations in the applications. The following are the
findings of the three case analyses in this study:
(1) Although there is a certain degree of knowledge construction when applying
peer assessment in the learner community, it is only limited to certain aspects,
and knowledge internalization and externalization are still being limited. The
discussions tend to deviate, and the sequential analysis shows that the
deviations are continuous.
(2) When applying problem solving strategies in the learner community, the
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behavioral patterns have a positive effect on the rationality of problem
solving and the depth of knowledge construction. When further examining
the behavioral differences between high and low achieving students and the
correlations between different codes, we can see that high-achieving students
ask and clarify more questions. Moreover, the frequency of most of the coded
problem solving behaviors and knowledge constructions show a positive
correlation, indicating the problem solving behaviors and knowledge
constructions have a positive correlation. However, correlation analysis also
indicates that there is no significant correlation between students’learning
achievement and the scale of knowledge constructions.
(3) When applying problem solving strategies in the teacher community, a
certain degree of positive influence is seen on the depth of knowledge
construction. The behavioral patterns of problem solving also have a positive
effect on knowledge internalization and externalization. Moreover, teachers
tend to answer a question with a question or clarify questions after asking
them, and they often lack integrated answers.
(4) As for the learner community, the degree of knowledge construction and
concentration using problem-solving strategy is higher than the counterpart
using peer-assessment strategy.
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(5) Regarding applying problem solving strategies, the learner community
demonstrates a higher level of knowledge construction than the teacher
community does.
Based on the above findings, we have gained an initial understanding of the
aspects and bottlenecks of each knowledge-sharing strategy. In turn, we propose
suggestions regarding guiders’intervention, strategy design, and intelligent agent development.
This series of studies helps us explore the influences and the limitations of these
activities under the e-Learning environment. The study combines both theory
integration and empirical observations, and we expect it will give contributions to the
design, evaluation of online knowledge sharing activities/systems for teacher/learner
communities in the context of e-Learning.
VIII
Dedicated to My parents
and
My wife- Hui-Yu Hsiao
IX
ACKNOWLEDGMENTS
感謝 神，使我終能完成學術生涯起點的這項重要工作，在這段期間，我對 於學術生涯的理想與觀點有了許多關鍵性的轉折且獲得許多啟示，漫長博班的 學習過程中使我更深刻感悟，研究的終極目的在乎對於人群社會的關愛與回 饋，了解人群的學習與互動歷程與模式，原是為了幫助更多人在科技情境下能 彼此互助分享且更加自在且深入地學習，這是有趣且有意義的挑戰，也使我更 加體悟研究議題背後的意義、價值觀與良善的初衷及對人群的正向影響，原來 遠比其是否僅衍生大量的文章產出來得重要許多。
我要感謝我的兩位指導教授張國恩老師與宋曜廷老師，張老師溫和且充滿 創意的指導，往往延伸我思維的廣度；而宋老師嚴謹且縝密的研究方法，也使 我得以將一個既定議題進行更具深度的探究與分析，除此之外，也十分感謝他 們對我在學習過程中給予我的許多支持、勉勵，由於我身體狀況較不理想，也 特別感激他們願意給予我莫大的包容。
感謝在我論文計畫口試與學位口試給予指導的幾位師長，包括陳德懷教 授、黃國禎教授、楊錦譚教授與譚旦旭教授(以姓氏筆畫排序)，他們不僅百忙中 犧牲寶貴的時間抽空給予我許多寶貴指導，更不吝給予學生溫馨的勉勵與期 許，不僅使我的論文得以更趨嚴謹，也使我對於研究生涯的起步有了自信與方 向感，真的感謝他們在我學術人生關鍵時刻的引導與協助。
在此也要特別感謝我的家人，感謝我的父母親對我的關愛與每日無間斷地 代禱，總是在我無助的時刻給我安慰與鼓勵，他們無微不至的呵護與愛，使我 往往能重拾信心，堅定信念。感謝愛妻慧鈺對我的支持，使得漫長的研究之路 上一路有著恬美真摯的情感陪伴著我，使我生活安祥幸福、平實浪漫。也要感 謝經常陪伴我給我鼓勵的其他家人，包含可愛的弟弟惠傑與親切和善的岳母對 我的支持。此外，也要感謝雖已往生但風範典型給我許多啟迪的祖父與外祖父，
由於他們樸實、正直、謙和的人格與豐富的學養，使我得以以此自勉。
除此之外，我也要感謝我大學時期直到如今的摯友，從事歷史研究的崔光 中君，由此珍貴的友誼也燃起我對史學的熱情，使我每從晚明史、近代史的某 些議題與史觀的研析中領略許多。學習歷程分析正宛如史學研究，均是探究歷 程，如史家錢穆的看法: 治史之人看待歷史應有溫情與敬意，期許未來能在具 備溫情與關懷的研究初衷下，客觀嚴謹地進行更多有價值的研究。
我要感謝從大學直到博班一路上陪伴與鼓勵我的許多師長們、同學們、工 作夥伴與朋友們，因為有了這群人的陪伴與曾經許多美好且無可取代的回憶，
使我能在感恩中穩重向前，也感激許多教會的朋友給予我的關懷與代禱，這些 都是我得以完成學位的重要因素。最後，感謝曾經陪伴我的許多寵貓們，包含 已往生的毛米以及現在還活蹦亂跳的米米、葳葳、阿古力與因照顧不來已經割 愛的愛貓們，由於牠們，使我的生活隨處充滿了可愛與歡樂的氛圍。
X
TABLE OF CONTENTS
LI ST OF TABLES……….. XV LI ST OF FI GURES……… XVII
CHAPTER 1 Introduction……….………. 1
1.1 Statement of the Problem……….…………. 1
1.2 Statement of Purposes….……….. 8
CHAPTER 2 Literature Review ………... 12
2.1 Knowledge Sharing………... 12
2.2 Instructional Strategies of Online Collaborative Discussion…………. 16
2.3 Problem Solving ……… 19
2.4 Peer Assessment………..………... 21
2.5 Online Teacher Community……….………. 22
2.6 Online Project-based Learning……… 24
2.7 Analytical Methods for Online Discussions ……… 26
CHAPTER 3 Knowledge Sharing Discussion Activity for Learner
Community using a Peer-Assessment Strategy………. 30
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3.1 Discussion Activity ……… 30
3.2 Methods……….. 34
3.2.1 Participants………. 34
3.2.2 Tools…..……….……….. 34
3.2.2.1 WIDE System………... 34
3.2.2.2 Coding Scheme……… 36
3.2.3 Design……….. 38
3.2.4 Procedures………... 38
3.2.5 Data Analysis………... 39
3.3 Results and Discussions………..……….. 40
3.3.1 Content Analysis………. 40
3.3.2 Sequential Analysis……… 43
3.3.3 Original Protocol Analysis………. 48
3.4 Summarizations………..……... 50
CHAPTER 4 Knowledge Sharing Discussion Activity for Learner Community using a Problem-Solving Strategy………...….. 52
4.1 Discussion Activity……….….... 52
4.2 Methods……….... 55
4.2.1 Participants………..…... 55
XII
4.2.2 Tools………. 56
4.2.2.1 WIDE System……….. 56
4.2.2.2 Coding Schemes……….. 4.2.2.3 Scales for Evaluating the Quality of PBL project Reports… 56 59 4.2.3 Design………. 59
4.2.4 Procedures ……….. 60
4.2.5 Dat a Anal ys i s ……….. 62
4.3 Results and Discussions………. 63
4.3.1 Content Analysis……….
4.3.1.1 Content Analysis of Knowledge Construction………
4.3.1.2 Content Analysis of Problem-Solving……….
63
63
66
4.3.2 Sequential Analysis………
4.3.2.1 Sequential Analysis for Knowledge Construction Behavior…
4.3.2.2 Sequential Analysis for Problem Solving Behavior…………
67
67
69
4.3.3 Original Protocol Analysis……….
4.3.4 Differences Analysis………
4.3.5 Correlation Analysis………...
72
76
79
4.4 Summarizations………..………... 80
CHAPTER 5 Knowledge Sharing Discussion Activity for Teacher
XIII
Community using a Problem-Solving Strategy……… 82
5.1 Discussion Activity………... 82
5.2 Methods……… 84
5.2.1 Participants ……….. 84
5.2.2 Tools……….. 84
5.2.2.1 WIDE-KM System……… 84
5.2.2.2 Coding Schemes………. 87
5.2.3 Design……….... 87
5.2.4 Procedures………. 88
5.2.5 Data Analysis……….……… 89
5.3 Results and Discussions………. 89
5.3.1 Content Analysis………...……….. 5.3.1.1 Content Analysis of Knowledge Construction……….. 5.3.1.2 Content Analysis of Problem-Solving…...………. 90 90 92 5.3.2 Sequential Analysis……… 5.3.2.1 Sequential Analysis for Knowledge Construction Behavior… 5.3.2.2 Sequential Analysis for Problem Solving Behavior………… 93 93 95 5.3.3 Original Protocol Analysis………. 97
5.4 Summarizations……… 101
XIV
CHAPTER 6 General Discussions………..…………..
6.1 Discussions………...
6.2 Suggestions……….
103 103 113 CHAPTER 7 Conclusions and Future Works………..………
7.1 Conclusions……….
7.2 Future Works………..……….
127 127 128 REFERENCES……… 131
APPENDIX A The Introduction of WIDE (WIDE-KM) System……… 148
XV
LIST OF TABLES
1. An online knowledge sharing discussion activity with peer
assessment……… 33 2. Functions related to online PBL provided by the WIDE
system………..………. 36 3. Gunawardena, Lowe, and Ande r s on’ s I nt e r ac t i on Anal ys i s
Model (IAM)……….………..…………..……….. 37 4. Frequency transition table…...………..……… 45 5. Adjusted residuals table (Z-scores) ………..………. 45 6. Ext r ac t i on of an ac t ual di s c us s i on e xampl e ( St ude nt no. : S041) … 49 7. Online knowledge sharing discussion behaviors that integrate
Pr obl em s ol vi ng………..………. 55
8. Codi ng s c he me f or pr obl e m s ol vi ng di s c us s i on…..……….. 58 9. Fre que nc y t r ans i t i on t abl e ( C c ode s , St udy I I ) ……..………..
10. Adjusted residuals table (Z-s c ore s ) ( C c ode s , St udy I I ) ………….
11. Fr e que nc y t r ans i t i on t abl e ( P c ode s , St udy I I ) ……..……….
12. Adjusted residuals table (Z-s c ore s ) ( P c ode s , St udy I I ) ………….
13. Extraction of an actual discussion example of Study II (Student no. : S009) ………..…………..
68 68 70 70
73
XVI
14. Analysis of the behavioral differences between high-achieving and low-achieving st ude nt s ………..………
15. Correlation Analysis of each behavioral code and learning achievements………...
16. Co di ng s c he me of t e ac he r s ’ pr obl em s ol vi ng di s c us s i on…………
17. Fr e que nc y t r ans i t i on t abl e ( C c ode , St udy I I I ) ………..…………..
18. Adjusted residuals table (Z-s c ore s ) ( C c ode , St udy I I I ) ………….
19. Frequency transition table ( P c ode , St udy I I I ) …………..……….
20. Adjusted residuals table (Z-s c ore s ) ( P c ode , St udy I I I ) ………….
21. Extraction of an actual discussion example (Teacher no.: n1536, St udy I I I ) ………..…………..
22. Extraction of an actual discussion example (Teacher no.: n1509, St udy I I I ) ………..…………..
23. Comparison of content analysis of the sub-s t udi e s …..………
24. Comparison of sequential analysis of the sub-studies.………
78
79 86 93 94 96 96
98
99
103
104
XVII
LIST OF FIGURES
1. The homepage of WIDE-KM, which displays major functions
for teachers. ………..………... 35 2. Scale map of the coding of knowledge construction in the online
discussions ………..……….... 40 3. Behavioral transition diagram for peer assessment online
discussions...………..……….. 45 4. Sc al e map of t he c odi ng of l e ar ne r s ’ knowledge construction in
the online discussions that integrates a problem solving strategy.. 64 5. Sc al e map of t he c odi ng of l e ar ne r s ’ pr obl e m s ol vi ng i n t he
onl i ne di s c us s i ons t hat i nt e gr at e s a pr obl em s ol vi ng s t r at e gy…… 66
6. Behavioral transfer diag r am ( C c ode s , St udy I I ) …………..…….
7. Behavioral transfer diagram of problem solving-based di s c us s i on ( P c ode s , St udy I I ) ………..………….
8. An example of WIDE-KM t e ac her s ’ pr obl em s ol vi ng f or um…….
9. Sc al e map of t he c odi ng of t e ac he r s ’ knowl e dge c ons t r uc t i on i n the online discussions that integrate a problem solving strategy...
10. Sc al e map of t he c odi ng of t e ac he r s ’ pr obl e m s ol vi ng i n t he online discussions that integrates a problem solving strategy...
68
70 85
90
92
XVIII
