為落實「善用資訊科技、共享數位資源、激發創意思考」之教育理念，本研究分別以採用具備社群互動與資源傳遞功能之社群平台PasteWall的實驗組，以及採用一般實體面對面學習互動模式的對照組，進行創造思考學習活動，以探究社群平台是否有助於提昇學習者創造思考與聚斂評估能力，也進一步分析在電腦中介溝通的學習環境中，同儕資源分享與想法回應情形，是否優於傳統體面對面學習互動。研究結果歸納如下： 一、實體面對面互動的對照組同儕互動程度高於使用PasteWall社群平台之實驗組，但兩者的資源分享量無顯著差異；實驗組訊息回應量顯著高於互動密切的對照組，顯示應用社群平台有助於促進學習資源的傳遞與分享。 二、使用PasteWall社群平台進行互動的實驗組學習者，分享互動後的流暢力與獨創力表現顯著高於對照組學習者；實驗組低創造傾向的學習者在變通力與獨創力表現上顯著優於對照組低創造傾向學習者；研究結果支持PasteWall社群平台有助於提升實驗組與低創造傾向學習者部分擴散思考表現。 三、實驗組獲得正向評價的想法被發表之百分比明顯高於獲得中間評價想法；對 照組獲得正向評價的想法被發表的百分比明顯高於獲得中間及負向評價的 想法；顯示同儕評價向度與學習者的想法發表具有部分關聯。 四、實驗組學習者在創造思考學習任務的成效表現，顯著優於對照組學習者。 此外，根據本研究教學實驗結果，提出以下教學實務建議： 一、教師可應用學習社群平台規劃團體腦力激盪的合作式學習，激發學習者的擴散思考能力。 二、教師應適當應用電腦中介溝通的特點，協助不同特質的學生發展其創造思考關鍵能力。 三、同儕回饋對學習者分享學習成果的意願有一定程度影響，教師可適時應用學 習社群平台提供虛擬互動的學習環境，提升學習者向同儕分享想法的動機。 / In order to fulfill the educational philosophy of Using Information Technology Optimally, Sharing Digital Resources and Activating Creative Thinking, this study used two groups to implement creative thinking and learning activities, including a experimental group, which adopted the community platform of PasteWall with the function of community interaction and resource transfer, and a control group respectively, which adopted usual learning mode of physical face-to-face interaction. If the community platform is helpful to upgrade the learners’ creative thinking and convergent evaluation abilities was explored. Furthermore, if the resources sharing and thought responding among peers in the learning environment with computer-mediated communication are better than that with traditional face-to-face learning interaction was analyzed. The results of the study are summarized as below: 1. The interactive level among peers in the control group with physical face-to-face interaction is higher than that in the experimental group adopting the community platform of PasteWall. However, the volumes of resources sharing between two groups have no significant difference. The volume of response to thought in the experimental group is significantly higher than that in the control group with closer interaction, which indicates that the community platform benefits the improvement of resources transfer and share. 2. For the learners in the experimental group utilizing the community platform of PasteWall to interact, the performance of fluency and originality after interaction is significantly higher than that in the control group. Learners with low creative tendency in the experimental group perform significantly better in flexibility and originality than the learners in the control group with low creative tendency. The results of the study indicated that the community platform of PasteWall was helpful to upgrade the performance of divergent thinking for learners with low creative tendency in the experimental group. 3. The percentage of thought with positive evaluation which is posted in the experimental group is obviously higher than that with intermediate evaluation. For the control group, the percentage of thought with positive evaluation which is posted is also obviously higher than that with intermediate and negative evaluation. It indicates that the evaluation dimension of peers has some correlation with the posting of the learners’ thought. 4. Learners in the experimental group have achieved better performance in the learning tasks with creative thinking than those in the control group. In addition, suggestions are put forward for teaching practice on the basis of the results of the study: 1. Teachers should utilize learning community platform to plan group brainstorming cooperative learning and activate learners’ divergent thinking ability. 2. Teachers should properly utilize the characteristics of computer-mediated communication to assist students with different personalities to develop the critical ability of creative thinking. 3. The responses from peers have some impact on learners’ willingness to share the achivements of learning. Teachers can timely apply learning community platform to provide virtual interactive learning environment and upgrade the motivation of learners to share their thoughts with peers.

自一九八Ｏ年代起，現代資訊與通訊科技(Information and Communication Technology or ICT)、電腦中介傳播(Computer-Mediated Communication or CMC)、網際網路(Internet)及全球資訊網(World Wide Web or WWW)的發展和普及化，已被學者、政治人物、以及論者們認為是可用以加強實踐公民參與及民主政治之有效工具。本研究即探討政府如何透過網際網路來提供公民參與機制。 本研究以網際網路之公民參與機制的理論為基礎，建構一個完整的網際網路之公民參與機制，亦即建構一個理想的網路公共論壇版面。並檢視台北市政府於全球資訊網網站上之公共論壇版面的運作現況及其成效，檢驗其中公民參與公共事務價值的實踐程度。最後，將探討網際網路之公民參與機制的實踐會有哪些侷限，應如何加以突破，藉此提供學術界及實務界研究貢獻。 / Since the 1980's, many scholars, statesmen, and researchers have come to realize that the development and popularity of modern Information and Communication Technology (ICT), Computer-mediated Communication (CMC), Internet, and the World Wide Web (WWW) will become the effective mechanism for citizen participation. The main purpose of this research paper is to study how government provides citizen participation through Internet. First, the paper will take the theory of Internet citizen participation to construct an ideal mechanism of Internet citizen participation, i.e., to build an ideal operational procedural of Internet Public Forum. Second, the paper will use Taipei City Government's "Citizen Forum" in the World Wide Web as a case study to compare and analyze this case with the ideal operational procedural of Internet Public Forum. Last, the paper will discuss the constraints of Internet citizen participation, and search for solutions to these constraints.

社交網站，尤其是Facebook，在近幾年使用人口日趨增加，變得非常熱門。本研究觀察到在組織內，許多人運用Facebook這類社交網站與同事維繫人際關係。有趣的是，當Facebook進入組織情境後，這種以電腦中介傳播為基礎的人際互動方式，與實體人際關係模式不同，也迥異於全然線上的人際互動模式，其特殊性進一步帶來組織內人際關係的重要改變。 　　本研究共分三方面來探討Facebook進入組織情境後，對組織內人際關係所造成的改變。首先，受Facebook科技屬性影響，組織成員在Facebook上人際關係樣態根基於「虛實交錯」此一概念。由於同事間相互認識，其人際關係發展歷程從線下的實體互動開始，蔓延到Facebook的線上互動，而眾人在線上互動結果又會再度影響實體關係。換句話說，組織成員在「虛擬」和「實體」不同場域來回擺盪，造成「虛實交錯」情形，也讓組織內人際關係模式產生改變。 　　在這基礎上，本研究進一步發現Facebook「虛實交錯」的人際關係模式展現在兩個層面上。從整體角度來看，當Facebook出現後，在組織內形成另一個人際關係場域，彷彿是辦公室內的「線上茶水間」，組織成員在該場域互動、維繫人際關係的方式與實體茶水間有所不同，有其獨特性，因此我們用「線上茶水間」來描繪Facebook「虛實交錯」下的人際關係場域特性。在線上茶水間，組織成員以大量且多樣化資訊做為連結人際關係基礎，達到不同於實體茶水間的社交功能，如大量且速成的安慰與支持、跨越時空的陪伴感等，也使得線上茶水間的人際關係具有一定特色，例如淺層情感交流等。從個人層次來探討，組織成員的形象在此人際關係場域內也有不同展現方式，當Facebook出現後，它的科技屬性提供組織成員「另一個舞台」，讓個人得以展現出在正式組織場域中難以呈現的某種形象，因此我們用「另一個舞台」來描繪其轉變與特性。然而Facebook終究位於組織體系內，因此組織成員無法扮演一個全新或不真實形象，在舞台上的「演出」難免受到束縛。儘管如此，組織成員仍可透過Facebook調節自己在實體組織場域予人的形象，展現出欲呈現面貌。 / This study discusses the impact and influence of Facebook on interpersonal relationships at the work place. Social networking sites (SNS), Facebook in particular, have grown in popularity in recent years. In addition to personal usage, many use Facebook as a tool to interact with their colleagues in corporate settings. When used in this manner, the mode of interaction is based on computer-mediated communication (CMC), which is distinct from physical interactions or from virtual online interactions. This study focuses on three aspects of Facebook that influence and shape the relationships among employees in a corporation. Firstly, the members of a business organization know each other, so the process of interaction begins with physical acquaintance. The interaction then migrates online through Facebook, which, in turn, shapes the nature of the physical interaction. In other words, aided by technology, the corporate personnel interact both in "virtual (online)" space and in "physical" space, resulting in a mode of interaction that can be called "virtually and physically interlaced" interaction. On this basis, this study examines the effects of "virtually and physically interlaced" interaction from two perspectives. First, from the overview perspective, the introduction of Facebook in a corporate setting creates a space for a new form of interaction, an "online break room" of sorts, in which the corporate personnel's interaction is experienced differently than in a physical break room. Employees in "online break rooms" communicate with each other in multiple modes and methods such as videos, music, forwarded articles and so on. Unlike in a physical break room where the conversations are limited in number and also limited by the necessity of shared space and time, the online break room offers unconstrained space where employees can readily exchange their thoughts, opinions, as well as their feelings with others. The experience creates a new social dimension to the "online break room" at hand that employees can be accompanied by colleagues anytime and anywhere and also be able to receive much comfort and support from the coworkers. However, the level of communication remains superficial because employees do not interact in person. Second, from the individual perspective, an employee's experience of interaction with others in an "online break room" is changed. The introduction of Facebook in a corporate setting provides its personnel an alternate platform to express themselves more personally, in ways which may have been difficult to do in a rigid and formal business environment. We use the term "alternative stage" to describe the changes in interactions afforded by the addition of another platform. On the "main stage" of a conventional corporate environment, a person may feel compelled to conform to the corporate culture, and the expression of individuality may be limited, which results in a projected image that tends to be formal. In such an environment, Facebook becomes a stage/place where individuals can express and highlight their own personality or hobbies, giving a more personal and informal image to adjust the physical and conventional formal images.