基於現行套裝式的數位學習平台功能擴充彈性不足，存在無法與他人進行有效互動的限制下，學習者的知識運用缺乏彈性、整合性與相連性。近年來，由於服務概念的普及，各服務供應商有逐漸活絡的現象;服務導向架構技術的逐漸成熟，許多網路服務標準的制定已臻完備;再加上已有多家廠商運用雲端運算的資源與服務重組的概念，使得企業能夠提供整合性的服務。 本研究秉持著「以人為核心，學習從社群開始進化」之概念，以雲端運算與服務導向架構為基礎，開發一個具有知識網絡概念的學習社群平台。透過本研究所提出的社群機制，學習者將藉由個人的學習入口與其他學習者進行互動，在相互學習下達成終身學習的目的。此外，在資料分級儲存的機制下，本研究將雲端上的資料有效地與本地端資料進行整合，如此將能充分利用雲端資源且能將關鍵的資訊掌握在自己的手中，透過此機制能消除將資料置放於雲端業者所產生資訊安全的疑慮。 最後，透過本研究的雲端運算學習社群服務導向架構平台，能讓傳統由上至下的「教育學習」導向的數位學習平台，轉型為新一代的以「知識網絡」導向的知識服務入口。本研究期望能提供學習市場「供」、「需」雙方的資訊媒合平台，由學習服務供應商針對不同課程與學習者之所需，提供客製化的數位學習教材與課程。

本研究旨在了解台灣大學生如何應用校內可及資源－國際演講協會分會，來發展自主學習與加強英語能力。本研究以情境學習理論(Situated Learning Theory)為基礎，採用民族誌(或稱俗民誌、人種誌)研究方法探討國際演講協會社團、社團活動以及其成員們三者之間的互動關係。本研究進行於九十八學年度第二學期，並持續一學期之久，當學期的四十五名社團成員為本研究的研究對象，其中四名社團成員為本研究的焦點研究對象，這四名焦點研究對象各擁有一到四學期不等的國際演講協會社團年資。研究資料透過半結構性訪談、現場觀察和文件資料收集而得，並根據情境學習理論做分析解釋。 研究發現此社團提供大學生課外的英語學習環境，並提供多樣化的資源和社群活動讓其成員透過自發性參與來加強英語溝通能力。四位焦點研究對象皆意識到社團所提供的學習機會並自發地參與社團活動以增進英語溝通能力; 然而，各成員參與社團活動的程度受其對社團的認同感、經驗和年資而有所不同。對社團有著較高認同與較深資歷的成員較常參與社團活動並表現出較多的自主英語學習行為，而這四位焦點研究對象在一學期的參與活動過程中也各自遭遇到問題與衝突。此外本研究也發現，身處學習社群情境脈絡的成員們各自相互影響其社群參與和自主學習，而社群所舉辦的社交活動有助於提升社群凝聚力，並隨之影響成員的活動參與和學習。最後，研究者也提出幾項在學習社群裡學習的重要議題並進一步提供建議，以作為學習社群與英語自學之參考。 / This study aimed to obtain an understanding of how a group of Taiwan college students as EFL learners made use of the attainable resources on campus, that is, a Toastmasters International club, to work on autonomous learning and develop English proficiency outside the classrooms. Ethnographical methodology was adopted to explore the relationship among the setting (the club), the activities (club activities), and the persons (the learners as members). All of the club members were the participants of this study, but four of them with diverse experiences in the club were invited to be the focal participants. The data collection stage lasted for one semester (fall, 2009). During this period, qualitative data were elicited from interviews, on-site observation, and document collection, and situated learning theory served as the theoretical and analytic framework. The findings of this study indicated that this club functioned as a valuable environment where members took advantages of its resources and social engagements to develop autonomous English learning. The four focal participants of this study were aware of the affordance of this club and valued the opportunities to engage in the club activities, but the degree of participation among them was influenced by individual commitment and the length of membership in the club. It was found that the seasoned members with higher commitment tended to participate more in the club activities, and they demonstrated more autonomous behaviors in developing language proficiency. During the process of participating in the club activities, all of the four participants encountered diverse problems and conflicts. In addition, members of the learning community exerted influence on one another members’ learning in terms of autonomous behaviors and degree of participation. Moreover, social contacts were of vital importance in strengthening the cohesiveness of the learning community, which influenced members’ participation and learning afterwards. It is suggested that, first, teachers and professors alike could encourage the establishment of learning community since the social and interactive support from the peers in the community is of vital importance for learners’ development of language proficiency and learner autonomy. Second, teachers and experienced members of a community could encourage help-seeking behaviors in an autonomous learning community and pay more attention to learners’ concerns of face-saving. It is hoped that this study could cast light on autonomous language learning community as a structure for future English education in Taiwan.

本研究主要係以台北市政府公務人員訓練中心為對象，深入描述該中心之台北E大發展線上學習的實際情況。 研究發現該中心發展台北e大的成就不凡，其成功的原因包括：首長的理念與支持、靈活的經營手段、善用既有資源及殷勤的客戶服務。而其尚待改進之處則有：定位不明、傳統式訓練需求評估模式、課程互動性稍嫌不足、非引導式學習、學習網站認同感低、問題討論區未能發揮功能、評鑑指標無法據以測量學習效果等。 研究亦發現公務人員才剛剛開始接觸線上學習的領域，有許多人都是第一次嘗試，而其參加動機有二：沒時間及好奇，他們通常利用下班之後的時間居家學習，其訓練需求主要為實用性知識，然而學習的習慣仍舊停留在教導式學習，不習慣發問也不主動蒐集相關學習資訊。 歸納研究結果，個人認為公部門學習網站應以訓練為定向，以增進公務人員解決實務問題為目標，為了達到這樣的目的，線上學習教師應該改變傳統教導式教學策略與課程設計，而且應該由助教協助講師維繫學習社群。整個學習網站應該以學習者為中心，績效評量指標也應以學習效果為重。 最後提出數點建議供參考： 一、 公部門學習網站應策略聯盟，以避免資源重置與浪費 二、 公部門學習網站應善用終身學習入口網站 三、 利用學習管理平台，由學員主動提出訓練需求 四、 利用學員的好奇與需求，發展推廣策略，主動出擊 五、 結合建構式學習與訓練循環的概念 六、 鼓勵結業學員繼續參與線上學習社群

網路環境的轉變與網路社群網站的盛行，不但改變網路使用者的使用習慣，亦是發揮學習社群力量的時機。數位圖書館自發展以來，累積優質而豐富的典藏內容，強調多元讀者服務，並精進個人化服務與檢索功能，但針對讀者學習社群的經營則顯得不足且忽略發展可以輔助學習社群經營的機制，致使數位圖書館無法成為讀者長期駐足，甚至留下學習心得、交互分享學習成果及良性互動討論數位圖書館典藏內容的園地。 本研究以「提升使用者駐足於學習社群平台之意願」與「促進數位圖書館資源之利用」為目標，促成一個基於數位圖書館典藏內容為經營基礎之學習社群。發展有效的社群經營機制，營造學習者願意參與、交互分享學習成果及良性互動討論的優質學習環境，並支援數位圖書館資源的有效利用。 利用知識論壇(Knoewledge Forum)作為社群學習的討論平台，本研究透過準實驗研究法，從數位圖書館資源與學習社群之結合所促成的學習活動中，探討學習社群的互動歷程與知識建構情況。透過統計分析歸結出適合於發展有效輔助數位圖書館資源應用之學習社群經營工具與機制，提高學習社群的參與以及數位圖書館資源支援學習的機會與價值。 研究結果顯示：1. 研究活動歷程中，相較各階段互動機制，推薦機制與激勵機制對於學習社群參與具有較明顯的助益；2. 數位圖書館資源融入學習社群，有助主題資源與概念多面向的知識討論與擴張；3. 數位圖書館資源融入學習社群過程中，領域專家引導有助於資源的利用。 / As the rapid changes of on-line environment and prevalence of social networking websites, not only has the on-line users’ behavior changed, but also it implies the perfect time to develop better learning community with the advantages of technology innovation. Taking the Digital library (DL) as example, it has been developed into the perfect portal with accumulation of high quality information with and reader-centered services, including personalized information services and searching functions. However, comparing with other social networking sites, DL has been considered less value on building on readers’ learning communities, or not suitable sites to share information or communicate with other readers. The purpose of the study is to promote people cohesiveness at the web-based learning community platform and to improve the usage of digital library resources. Based on the advantage of web-based learning communities, the study analyzes the possible models and outcomes for learning communities on DL. In addition, the study attempts to survey ways to make better environment for readers actively interacting with others more; moreover, utilizing the digital libraries to construct knowledge. Taking the “Knowledge Forum” as web-based learning community platform, the study adopted the quasi-experimental methodology to investigate the social networks and knowledge construction behavior of the learning community on DL. The statistics analysis scheme was employed to evaluate the specific model of community building for web-based learning, and its effectiveness for promoting DL as learning support. The results of this study are concluded as following. First, compared with other methods for community building, the recommendation and motivation system are more beneficial for participation on web-based learning community. Second, integrating the resources of DL with web-based learning community is helpful for the diversity of subject topics and concepts in on-line discussion. Third, academic field experts for subject matter discussion are helpful for better DL resources utilization during the process of web-based learning.

資訊科技對學習引發了全面性的變革，網路無遠弗屆、快速便利的特性，更使得網路學習、線上學習、數位學習等利用網路與資訊科技的結合的學習方式為大家所重視。未來邁入知識經濟後，人們更需要不斷的學習來提昇自己的競爭力，透過學習獲取知識。資訊科技與網路的結合，為數位學習帶來許多的優勢與好處，但是雖然數位學習的網站很多，大多數仍無法達到如傳統學習的學習效果，學習者通常瀏覽過一兩次後，便失去學習的興趣，因此數位學習系統仍缺乏整合性的規劃與開發。 　　目前網路上許多的數位學習系統提供的互動機制不足，學習者缺乏人際互動的工具與活動，除此之外，許多互動工具無法得到參與學習的使用者之青睞，學習者甚少使用，如同虛設。因此本篇論文企圖設計出一套整合性與互動的數位學習之設計，解決目前網路學習在互動中所遭遇的瓶頸。 　　本研究從適性學習(Adaptive Learning)、合作學習(Collaborative and Cooperative Learning)與建構學習(Constructive Learning)三方面進行設計，互動機制可以達到此三個目的，進一步讓系統可以支援達成合作學習與建構學習的活動設計。 / Information technology and Internet technology have brought the revolution of learning, training and education. The knowledge economy in the 21st century has made the knowledge become the most important critical success factor. We must continuously learn in order to maintain the competitive advantage. Many corporations and educational institutions have developed their own e-Learning web sites. Because the lack of adequate interactive mechanisms, most of them cannot provide the efficient and effective learning results. Our research aims to develop an interaction-centric e-Learning design and implementation. Based on the adaptive learning, collaborative and cooperative learning, constructive learning concepts, we design an integrated interaction-centric model to develop a set of toolbox to enhance the interactive activities of e-Learning.

本研究利用實驗法，控制會影響高等教育課堂學生學習成效因素中的教學者、課程設計和網路教學系統這三個變項，來觀察學校行政和學習環境以及學生個人特性差異對學生學習社群發展和學習成效的影響。以一所國立研究型大學和一所私立技術學院各2班學生為實驗觀察對象。 研究結果發現：(1) 高等教育的階層化導致兩類型校學生在對學校行政和學習環境的認知以及學生個人特性有顯著差異；(2)在傳統面授和非同步線上教學裡，兩類型學校的學生對學校環境認知和個人特性差異的不同影響「學習社群發展」。(3)在傳統面授和非同步線上教學裡，兩類型學校的學生對學校環境認知和個人特性差異的不同影響「學習成效」。（4）在相似的數位環境下，使兩校學生的資訊對稱，即非同步遠距線上教學環境可以削弱學校環境以及個人特性背景對學習成效所造成的影響，拉近優勢與弱勢族群的差距，驗證線上學習系統支援跨校遠距教學可提升學生學習成效。 / Findings indicated that: (1) the categorization of higher education institutions in Taiwan indeed created a “differentiating” effect; (2) Both in traditional classroom settings and an asynchronous online learning environment, recognition of school environment and students’ characteristics do affect how learning communities are formed; (3) In asynchronous online learning, school type does affect how students learn and their learning outcomes; (4) In similar learning environments, an asynchronous online learning environment will lower the impact of the school environment and students’ characteristics on interactive models of learning communities, thereby narrowing the gap between dominant and fringe groups.

本研究旨在瞭解北北基地區國民小學校長正向領導與教師專業學習社群的現況，並分析教師人口變項、學校環境變項在校長正向領導以及教師專業學習社群的差異情形，最後探討校長正向領導與教師專業學習社群之關係。 本研究以問卷調查法為主，問卷內容以「國民小學校長正向領導與教師專業學習社群關係之調查問卷」（內含基本資料、校長正向領導量表與教師專業學習社群量表）為工具，對北北基地區國民小學進行問卷調查。調查所得資料分別以描述性統計、t考驗、單因子變異數分析、Pearson 積差相關、逐步多元迴歸分析等統計方法實施資料分析，據以進行研究結果的分析與討論。 研究主要發現如下： 一、國小校長在整體正向領導與教師在教師專業學習社群方面表現為中 上程度。 二、國民小學教師人口變項中，不同性別、年齡、服務年資與現任職務 之教師知覺校長正向領導有差異。 三、國民小學教師人口變項中，不同性別、年齡、學歷與服務年資之教 師知覺教師專業學習社群沒有差異。 四、國民小學在環境變項中，不同學校規模之教師知覺校長正向領導與 教師專業學習社群有差異。 五、國民小學校長正向領導各層面與教師專業學習社群為正相關。 六、校長正向領導各層面對於教師專業學習社群有預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、 學校校長、教師以及未來研究之參考。 / This study aimed to explore the relationship between principals’ positive leadership of elementary school and teacher’s professional learning community in Taipei City,New Taipei City,and Keelung. The research has been done with the method of questionnaire survey in order to unveil the current situation of principals’ positive leadership and teacher’s professional learning community. This study also analyzed the differences of perceptions to principals’ positive leadership and teacher’s professional learning community which possessed by teachers with different background and investigated the predictability of principals’ positive leadership towards teacher’s professional learning community while this study also examined the relationship among these two variables. Questionnaire "elementary school principals’ positive leadership and teacher’s professional learning community relationship questionnaire" was used as a researching tool in the implementation of questionnaire survey. Survey data were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation coefficient, and stepwise multiple regression. The findings are as follows: 1. The perception of elementary teachers towards principals’ positive leadership and teacher’s professional learning community performance was above average. 2. The perception of elementary teachers towards principals’ positive leadership varied due to genders ,ages, working seniorities, current position ,the difference was significant. 3. The perception of elementary teachers towards teacher’s professional learning community varied due to genders, ages, working seniorities, diplomas, the difference was not significant. 4. In the environment variables, the different size of school, teachers perceived difference in principals’ positive leadership and teacher’s professional learning community. 5. Principals’ positive leadership was positively correlated to teacher’s professional learning community. 6. The predicted relations between principals’ positive leadership and teacher’s professional learning community were supported.This study made concrete suggestions to educational authorities, elementary school principal, teacher, and future related studies based on the findings and results.

本研究旨在瞭解目前桃園市國民小學校長賦權增能領導行為、教師專業學習社群與教師組織承諾的現況，分析不同背景變項下之教師，知覺校長賦權增能領導行為、教師專業學習社群與教師組織承諾之差異情形，並探討三者間之關係，最後探討校長賦權增能領導行為與教師專業學習社群對教師組織承諾之預測力分析。 本研究採問卷調查法，共計抽樣31所學校，發出630份問卷，回收547份有效問卷；問卷有效率達95.46%。問卷調查結果以描述性統計、t檢定、單因子變異數分析、皮爾遜積差相關及多元迴歸分析等統計方法加以分析與探討。 本研究獲致結論如下： 一、目前桃園市國民小學教師知覺校長賦權增能領導行為為中高程度，以「參與及自主決策」之知覺程度為最高，「績效責任」之知覺程度最低。 二、目前桃園市國民小學教師有中高程度之教師專業學習社群知覺，以「分享教學實務」之表現為最高，「分享價值願景」之表現最低。 三、目前桃園市國民小學教師在教師組織承諾的知覺為中高程度，以「留職傾向」之表現為最高，「組織認同」之表現最低。 四、桃園市國民小學教師，因性別、擔任職務及學校規模之不同，在知覺校長賦權增能領導行為上有顯著差異。 五、桃園市國民小學教師，因擔任職務及學校規模之不同，在表現教師專業學習社群上有所差異。 六、桃園市國民小學教師，因年齡、服務年資與擔任職務之不同，在表現教師組織承諾上有所差異。 七、桃園市國民小學校長賦權增能領導行為、教師專業學習社群與教師組織承諾的知覺及各分層面，彼此之間具有正相關的關係。 八、桃園市國民小學校長賦權增能領導行為、教師專業學習社群對教師組織承諾具有預測作用，以「校長賦權增能領導行為」的預測力最佳。

本研究旨在以活動理論為分析架構，探究家長參與研究者自編「家長手作方案」課程的過程中，學習社群的變化以及產生矛盾現象之原因，最後提供解決方式，做為日後親職教育課程之參考。 本研究以台灣北部某私立幼兒園四位家長為研究對象，採行動研究方法。歷經三個月共九次課程之實驗。根據活動理論中的七個組成要素，包含主體（subject）、目標（object）、社群（community）、工具（tools）、規則（rules）、分工（division of labor）以及結果展現（outcome），分析「幼兒親職教育方案」在活動系統中展現與實施之歷程，以及過程中所遇到之矛盾現象。 本研究資料蒐集透過課程觀察記錄、實際課程運作情況、LINE網路社群對話紀錄以及訪談資料，並採用MAXQDA軟體進行分析，透過持續進行資料與概念的比較，找出核心概念，最後總結出研究的結果。經過資料蒐集、分析與詮釋，研究發現如下: 一、「家長手作方案」活動系統各要素環環相扣、相互交織，能系統性解 決活動進行中的矛盾現象，讓課程得以順利進行、有效落實親職教 育。 二、「家長手作方案」對家長學習之影響，包含家長手作特性、親子互動 模式以及家長在學習過程中自我的轉變等變化，透過本方案有效改變 家長落實親職教育之態度。 三、親職教育的新角度-以學習社群介入親職教育，不僅增加成員間的凝 聚力與認同感，更有效提升成員的學習成效。 四、透過網路學習社群的輔助，與教學虛實合一，能促進家長的交流與課 外聯繫，提升家長的學習效能。 透過活動理論發現，以學習社群方式進行親職教育，有助於提升家長親職效能、情緒抒發與經驗分享；運用網路學習社群的輔助，建立成員間更深厚的凝聚力與認同感，彼此鼓勵與支持，在教育孩子路上攜手結伴同行。 / Using activity theory as a structure, the purpose of this study was to investigate the change and the reasons of conflicts occur during the parents engaged in the “hands-on project” curriculums developed by researcher. The solutions were provided as references for future parental education curriculum development. Participants are four parents of a private kindergarten in northern Taiwan. This research is an action research. Within three months, there are total nine times of courses. According to activity theory, there are seven elements including subject, object, community, tools, rules, division of labor and outcome. Using these elements, this study analyze the presentation, process and problems showed during “early childhood parental education program”. The data included observation of the classroom when the courses were given, the conversation record on an instant messenger called “Line”, and the record of interview. With MAXQDA as an analysis tool, the data were compared over and over until the main concepts were clear enough. The results showed that: 1.The elements in “early childhood parental education program” were linked with others so that it could solve the contradiction during the activities systematically. 2.The influences of “early childhood parental education program” included the change of parents’ handwork habits, the model parents interact with their child and the self-development during the learning process. Through this project, the attitudes of parents toward childhood parental education have been changed. 3.This new way –learning community in parental education— not only gains the members’ sense of identification to the group but helps them learn more efficiently. 4.With the web-based learning community after school can promote the interaction between parents, also facilitate the learning efficiency of parents. Overall, through activity theory and using learning community in parental education could raise parents’ parental efficiency, release their emotion and share experiences with each other in the group. With web-based learning community can gather the group members and construct their sense of recognition to the group. Thus, the group members can help with each other and conquer difficulty in the process of education.

隨著網路學習模式的發展演進，數位學習模式也逐漸由重視個人自我學習，慢慢轉變成由電腦促成多人合作學習模式，進而產生了網路學習社群的概念。過去網路社群相關研究多以一般商業社群或是社交導向社群為研究範圍，並依據使用者參與動機及透過討論區內容分析互動行為，加以歸納出網路社群角色類型以及不同角色類型對社群經營的影響。而網路學習社群研究則著重於討論互動的歷程，以探討成員行為與角色之間的關係為主，鮮少有研究定義網路學習社群角色類型與行為特徵，並據此促成更有效的網路合作式學習成員組合，提升網路合作式討論歷程。 本研究以過去社交性及網路學習社群之研究為基礎，應用其研究結果於學習社群角色探討，並定義網路學習社群角色類型行為特徵，再依據網路合作式學習應以異質性分組實施之理論基礎，提出基於學習社群角色行為特徵之異質性分組策略，探討不同分組機制下網路學習社群成員進行合作學習之討論歷程差異。本研究採取準實驗法，實驗過程分為隨機分組與立意分組兩階段，每一階段分別實施三週。由教師選定學科領域範圍，小組在限定範圍內發想題目進行討論與合作，並且在wiki共筆平台上完成各組之小組作業。在資料分析層面以數位學習平台討論區紀錄、兩階段團體效能與凝聚力問卷前後測資料進行序列分析量化地分析，並且輔以平台討論紀錄說明分析結果。 實驗結果顯示以社群角色類型行為特徵所發展之異質分組策略可以使小組在合作式學習討論歷程上有所影響，共計三點發現：一、相較於隨機分組策略本研究所提異質性立意分組策略能有效提升小組討論互動程度與討論行為歷程層次，異質性立意分組策略使小組合作歷程跳脫單純的資訊分享行為晉升到尋求解決方法以及歸納與分析之反覆修正的討論行為歷程。二、相較於隨機分組策略本研究所提異質性立意分組策略對於小組知識建構層次有一定程度的提昇之效，第二階段各組在協商意涵與共同建構知識行為上提昇2%，而在驗證與修正已存在的經驗與知識行為上提昇8%，顯示異質性分組策略下小組在驗證與修正已存在的經驗與知識之層次有明顯提昇。三、異質性立意分組策略對於團體效能提昇有所助益，隨著合作歷程的轉變也同時了提昇的小組完成任務之信念。 / As web-based learning, which evolves from self-leaning into cooperative learning, makes a concept of web-based group learning community. Most studies about community focus on commercial community or social community and analyze users’ motives and behaviors through online discussion contents to conclude many types of community role and their impacts on community interactions. In contrast, web-based learning community studies focus on relationships between users’ behaviors and their role behaviors features but researchers seldom take advantage of the relationships result to form a formation strategy and see how it affect the process of group discussion. The purpose of study is to organize and conclude relative community studies to identify students’ role behavior features and make a group formation strategy based on heterogeneous group learning theory. This study was conducted by quasi-experiment. The experiment had two phases: I. Group learning in random arrangement, and II. Group learning in group formation strategy. In each phase, the course teacher announced relative issues and asked each group to figure out a topic as well as write a general report of the topic on wiki platform for three weeks. After experiment, researcher collected questionnaires of group efficiency and group cohesion, discussion contents to analyze. After comparing two phases, the experiment result contained three results: 1. The heterogeneous group formation strategy raised most groups in phase II the solving-problem behavior level and made groups not only share information but also search lot of information to analyze their interested topic. 2. The heterogeneous group formation strategy affected knowledge construction process of group learning. Phase II raised 8% high level knowledge construction behavior-“testing and modification of proposed synthesis or co-construction”. 3. The heterogeneous group formation strategy raised the group efficiency to help group members have faith to fulfill their learning task. Besides, the result indicates that good learning process didn’t have direct impacts on the scores of their group task.