為協助學生發展更主動與合作的學習方式，透過「學習社群」(learning community)以共構知識，本研究運用以知識翻新（knowledge-building）（Scardamalia, 2002）理念為基礎所建立的數位學習環境—知識論壇（Knowledge Forum）—進行教學。研究目的主要在於探究學生如何透過數位學習平台以進行合作學習、並共構自然科學史知識。研究對象為修習自然科學基礎課程的大學生（N=42）。教學目標主要在幫助學生瞭解自然科學的內涵與歷史發展，並希望藉由知識分享與共構活動讓學生在平台上合作建構科學史。資料來源主要為：（1）授課教師和學生在知識論壇平台上的活動紀錄；（2）學生在知識論壇平台上的貼文與討論；（3）學生共構的科學故事；以及（4）學生對自我學習歷程的期末反思。資料分析主要透過：（1）描述統計—以計算學生在平台上所共構的科學史故事數目貼文數、回文數、與文章閱讀百分比等；（2）內容分析法—以分析教師如何營造知識翻新環境和學生如何發展對科學理論的理解；以及（3）史皮爾曼等級相關分析—以瞭解學生在知識論壇上的活動情形與期末反思強度間之相關性。研究結果發現：（1）以知識翻新原則為取向的課程設計有助於促進學生主動學習；（2）學習社群集體共構科學史可以促進學習者以較宏觀的視野看待科學史；（3）提供合作學習與知識翻新環境(即知識論壇平台)能有效幫助學習者共負集體合作的責任；以及（4）使用知識論壇平台有助於學習者進行更有效益的集體知識建構活動。本研究根據研究結果提出以下幾點建議以供未來有興趣進行知識創新教學的教師之參考：（1）教師應適當採用彈性的課程設計、同時避免過度使用傳統劇本式教學，以培養學生主動學習的習慣；（2）教師應讓學生學習如何面對較彈性、多元的學習內容，使其對某一學習主題可以有機會做更深層的理解；（3）教師應為學生營造知識共構的學習環境，協助學習者創建集體知識；以及（4）教師應善用電腦支援合作學習環境的相關工具以協助學習者進行知識共構與翻新。

學童階段推動閱讀教育非常重要，過去不乏對於閱讀動機與閱讀興趣之調查研究，但對於新興之數位閱讀實證性研究瞭解有限，有鑑於數位媒體將逐漸成為閱讀的新趨勢，本研究旨在探討GS-based 合作學習活動運用在國小閱讀教學的可行性，將學生的閱讀合作學習及教師的教學策略串連，研究採用準實驗研究法，以金門縣二所國小四年級各一班的學生，分成實驗組與控制組，實驗組進行「運用GS軟體結合電子繪本的合作學習教學活動」，而控制組進行「電腦教室環境不分組的大班電子繪本教學活動」，經過實驗處理後，接受「自編閱讀理解測驗」，以比較學生在閱讀理解成效的差異性，輔之以問卷調查實驗組學生對課程活動的態度看法，並以研究者觀察、錄影及訪談作為質性資料討論，最後，根據研究結果提出具體建議，以提供未來研究與教師在運用電腦輔助合作學習融入閱讀教學時之參考。 研究發現如下： 一、GS-based電腦輔助合作學習活動的閱讀教學模式，學生在閱讀理解成效方面，優於不分組大班學生獨立學習的電子繪本閱讀教學模式。 二、GS-based電腦輔助合作學習活動的閱讀教學，有利於幫助學生在推論分析及詮釋整合層次的閱讀理解，尤其是詮釋整合的理解歷程上，閱讀理解成效最為顯著。 三、無論是高成就組、中成就組或低成就組，實驗組不同成就組別之學生的閱讀理解成效皆優於控制組，尤以中成就組之學生，閱讀理解成效最為顯著。 四、透過GS-based合作學習活動，有助於小組集思廣益。積極參與型的小組運作，小組後測平均成績比主領導強勢型、無領導零碎型的小組運作方式成績高。 五、學生對GS結合電子繪本合作學習活動的新穎學習模式，持正向肯定的態度，同時認為可提高閱讀的興趣。 / The purpose of research is to discuss the practicability of applying GS- based collaborative learning project to reading instruction of primary school, which is to connect the reading collaborative learning with teachers’ teaching strategy. The research uses Quasi-experimental method by separating classes of students from two primary schools in Kinmen County as an experimental group and a control group. Experimental group implements the collaborative learning project by applying GS software to connect with electronic books and control group practices the ungrouped electronic books learning project in the computer classroom. After experimenting, to know the students’ reading comprehensive effectiveness, the students accepted the self-prepared comprehension tests and to use questionnaire survey to know how the students of experimental group think about the learning project. Moreover, serving as the researchers to observe, make the video record and interview as the qualitative for discussions ; finally, to address specific suggestions according to research result so as to provide the reference for future researches and teachers when they collaboratively apply computer to reading instruction. The research findings are as followings: （1）The reading instruction of applying GS based computer to collaborative learning project, the students’ reading comprehensive effectiveness is better than students who independently learn with the electronic books reading ins- truction in the big ungrouped class. （2）The reading instruction of applying GS-based computer to collaborative learning project is helpful for students’ reading comprehension on the parts of inferential analysis and interpretation of integrating levels; especially in the interpretation of integrating comprehensive process, the reading comprehend- sion is the most significant. （3）No matter for high achievement group, middle achievement group or low achievement group, the different experimental groups of students’ reading comprehension are better than control groups; especially the middle achieve- ment groups. Their reading comprehensive effectiveness is the best. （4）GS-based collaborative learning project is helpful for group thinking. The operation of group is positive and active. Their test results are better than con- trol group and non-leader fragmented group. （5）The students are positive about GS connecting electronic books with collaborative learning project and they also think which can enhance their inte- rest to reading.

The desire to translate constructivist and sociocultural approaches to learning in specific learning activities is evident in most forms of training at current, not least in online education. Teachers worldwide are struggling with questions of how to create conditions in this fairly new realm of education for learners to contribute to the development of a good quality in their own and others' learning. Collaboration in forms of text talk in asynchronous, text based forums (ADF) is often used so students can participate at the location and time that suits them best given the other aspects of their life situation. But previous research show how collaboration in forms of text talk do not always evolve in expected quality, and how participation sometimes can be so low that no discussions at all take place. Perhaps it is time to move on and make use of the variety of user-friendly audio-visible technologies that offers conditions for collaboration similar to those in the physical environment? Is there any point to use ADF for collaboration, beyond the flexible opportunity for participation it allows? If so, why, how and under what conditions are it worthwhile to use ADF for tasks meant to be worked collaboratively on? These questions were the starting point of the studies in this thesis that was researched through two case studies involving different techniques and data samples of various natures, with the aim to understand more about collaborative text talk. The research approach differs from the vast majority of studies in the research field of Computer Supported Collaborative Learning (CSCL) where many studies currently are conducted by analysis of quantifiable data. The first case study was conducted in the context of non-formal learning in Swedish Liberal Adult Education online, and the second in the context of higher education online in Sweden. The studies in the thesis were made on basis of socio-cultural theory and empirical studies. Empirical data was collected from questionnaires, interviews and texts created by students participating in tasks that they jointly resolved through text talk. Some results were brought back to the students for further explanation of the results. Findings from data analysis were triangulated with other results and with sociocultural theory. The results indicate that students can create knowledge relevant to their studies through text talk, but can feel restrained or dismiss the activity as irrelevant if important conditions are lacking.  Collaboration through text talk makes individual resources accessible in a specific place where it can be observed and its validity for the purpose of the task evaluated by others. Students with good insight in what they are supposed to accomplish seem be able to consult relevant guidance for this evaluation, from teachers, textbooks, scientific articles and other valid experiences important to their studies, and thereby contribute to learning of the quality they studies are meant to produce. Text talk also increases teachers’ possibilities to identify what the guidance the study group needs when evaluating the gathered resources and through their own active participation provide support in the students “zone of proximal development”. Contributions offered to the CSCL research field is the identifications of important mechanisms related to learning collaboratively through text talk, and the use of case study methodology as inspiration for others to try also these kinds of strategies to capture online learning.

Η διδακτορική διατριβή εντάσσεται στο πεδίο της Υπολογιστικά Υποστηριζόμενης Συνεργατικής Μάθησης, ΥΥΣΜ (Computer Supported Collaborative Learning, CSCL). ‘Eχει ως στόχο την ανάπτυξη και πρόταση μίας μεθόδου για την αυτοματοποιημένη ανάλυση, ταξινόμηση και αξιολόγηση της ποιότητας συνεργατικών εκπαιδευτικών δραστηριοτήτων. Αφενός βασίζεται σε ευρήματα ποιοτικής έρευνας και αφ’ ετέρου συνδυάζει την χρήση τεχνικών μηχανικής μάθησης και ανώτερων μαθηματικών που χρησιμοποιούνται ευρέως σε πλήθος άλλων ερευνητικών πεδίων, μελετώντας τους τρόπους που μπορούν να υιοθετηθούν και να συνεισφέρουν στο πεδίο της Υπολογιστικά Υποστηριζόμενης Συνεργατικής μάθησης (χρονοσειρές). Βασικό μέλημα είναι η προτεινόμενη μέθοδος να επιτρέπει την εξαγωγή χρήσιμων συμπερασμάτων για την ποιότητα των συνεργατικών δραστηριοτήτων με τρόπο ποσοτικό και αυτόματο ώστε να είναι δυνατή η χρήση της σε μεγάλα σύνολα δεδομένων. Η παρούσα μελέτη έδειξε πως η ποιότητα της συνεργασίας αποτυπώνεται στον τρόπο που κατανέμεται η συνεργατική δραστηριότητα στον χρόνο και η χρήση χρονοσειρών αποτυπώνει τα ιδιαίτερα χαρακτηριστικά της συνεργασίας με ικανοποιητικό τρόπο. Η μέθοδος αξιολογήθηκε ξεχωριστά αλλά και σε αντιπαράθεση με αντίστοιχα μοντέλα και μεθόδους. Η προτεινόμενη μέθοδος πλεονεκτεί ως προς την απλότητα κατασκευής και λειτουργίας ενώ διαπιστώθηκε με στατιστικά σημαντικό τρόπο η εγκυρότητα των αποτελεσμάτων της. H μέθοδος δεν απαιτεί την ολοκλήρωση της δραστηριότητας αλλά ενδείκνυται και για την αξιολόγησή της σε πραγματικό χρόνο. Οι χρονοσειρές δραστηριότητας περιγράφουν ικανοποιητικά βασικές συνεργατικές διαστάσεις που ορίζονται ως «χαμηλού επιπέδου» όπως η Επικοινωνία και η Κοινή Επεξεργασία Πληροφορίας και οι οποίες θεωρείται ότι αντικατοπτρίζονται ιδιαίτερα στην διαλογική δραστηριότητα που εκτυλίσσεται μεταξύ των συνεργατών. Από την άλλη, για διαστάσεις ανωτέρου επιπέδου που αντιπροσωπεύονται από πιο περίπλοκες δομές αλληλεπίδρασης, όπως για παράδειγμα ο Συντονισμός και η Διαπροσωπική Σχέση μεταξύ συνεργαζόμενων μερών, οι χρονοσειρές δραστηριότητας δεν καταφέρνουν να τις αποτυπώσουν ικανοποιητικά. Αποδείχθηκε στατιστικά πως για την συγκεκριμένη περίπτωση συνεργατικών μαθησιακών δραστηριοτήτων οι ουσιαστικές αλληλεπιδράσεις μεταξύ των χρηστών που υποδηλώνουν μεταφορά και οικοδόμηση κοινής γνώσης και κοινού τόπου επικοινωνίας αλλά και σχέσεις αιτιότητας, είναι δυνατόν να ανιχνευθούν μέσα σε χρονικά παράθυρα μικρού μεγέθους, της τάξης των τριάντα δευτερολέπτων. Σύνθετες δομές που αποτυπώνουν την δημιουργία στρατηγικής προσέγγισης ή διαμοιρασμού χώρου και χρόνου και απαιτούν μεγαλύτερους χρόνους εξέλιξης, δεν είναι δυνατόν να αποτυπωθούν επαρκώς με αυτή την προσέγγιση. Η έρευνα αυτή δεν αποσκοπεί κατά κανένα τρόπο στην αντικατάσταση της ανθρώπινης κρίσης ή γενικότερα του ανθρώπινου παράγοντα αλλά αντίθετα επιδιώκει να υποστηρίξει το έργο του. / The PhD thesis is part of ongoing research in the field of Computer-Supported Collaborative Learning (CSCL). The main contribution of this thesis is to design and propose a method for the automatic analysis, classification and evaluation of the quality of collaboration of learning activities. On one hand, the method is based and reflects the findings of qualitative research and on the other hand, it uses machine learning algorithms and statistical methods that allow the quantitative analysis of data. We used modeling techniques widely used in other scientific fields (time series) and studied how they can be used in CSCL to contribute new knowledge. The objective of the study is to implement a method for the representation, classification and evaluation of collaborative activities. It was shown that the quality of collaboration and its fundamental aspects is portrayed in the way the activity itself is distributed in time. It was shown through visualizations and statistical analysis that time series allow the effective representation of collaboration and its qualitative characteristics. The classification and evaluation method that was proposed is supported by a machine-learning model. The model was further evaluated as an automated rater of collaboration quality and compared to other similar models. The advantage of the proposed method over others is the simple structure and low-cost, as well as the potential to be used in real-time. The proposed approach attempts to describe and portray the interaction of users through their concurrent activity on different but common workspaces. For that reason we make use of common, basic activity metrics and time series. The time series of activity can describe successfully low level construct such as Communication and Information Processing. For more advanced and complicated constructs however, such as Coordination and Interpersonal Relationship, time series could not capture adequately the qualitative characteristics and underlying mechanisms. This finding comes in agreement with similar studies that point out the need of combined analysis methods that will use in combination content analysis techniques and natural language processing. It was also shown that in the particular context, the meaningful interactions that point to constructive collaboration, successful knowledge building and reciprocal activity can be mapped in small time frames, of about 30 seconds. More complicated structures that signify e.g. strategy planning and effective coordination, take more time to unfold and therefore cannot be traced in such small time frames. This study does not attempt in any way to substitute or overcome the human judgment and human factor, either in the analysis or teaching activity. On the contrary, we believe that the teacher cannot be replaced by automated tools and methods but should be supported and empowered.

數學能力向來被視為解決問題能力的重要基礎。隨著知識經濟時代的來臨，數學愈加受到重視，數學教師的教學效能亦面臨新的挑戰。為了協助師培生發展更具創意與多元的教學方式，本研究在中學數學科教材教法之課堂中，提供學生以知識翻新（knowledge-building）(Scardamalia, 2002) 教育理念為核心的課程設計，並使用知識論壇(Knowledge Forum™)數位學習平台作為本課程的線上輔助學習環境。研究主要目的在利用教室中與論壇上的知識翻新活動以提昇師培生對數學相關信念之反思與瞭解。研究對象為9位師培生。本研究透過混合研究設計以蒐集資料，資料來源包括：（1）整學期師培生在「知識論壇」平台上之討論與貼文；（2）期初與期末的數學信念開放式問卷；與（3）師培生的試教。資料分析方式如下：(1)平台上的貼文主要使用知識論壇分析工具(Analytic Toolkit for Forum)探討師培生在平台上的互動與知識翻新歷程；（2）數學信念開放式問卷主要以兩種觀點進行內容分析並交叉檢證；與（3）試教過程(錄影檔)以開放式問卷所產生之編碼進行影片內容的分析。 研究結果發現：（1）以知識翻新理論為原則之課程設計有助於師培生發展更建構取向之數學信念；（2）使用知識論壇平台有助於師培生分享知識與自我反思；（3）數學信念與教學實踐呈現相互影響的關係；以及（4）透過知識翻新的課程設計，師培生逐漸理解多元與彈性的教學對學生學習的重要性。本研究根據研究結果提出以下幾點建議以供未來師培教育之參考：（1）數學師資培育必須將專業學術知識的學習與成熟信念的養成作更密切的銜接；（2）師培機構進行課程設計時，應提供更多元開放的教學方式來幫助師培生學習；（3）師培教育應鼓勵師培生發展更能適應未來學生學習之教學方法。 / The purpose of this study was to investigate the impact of knowledge building pedagogy and technology on preservice teachers’ views on the nature of, and teaching practices in, mathematics. Participants were nine preservice teachers who took a university course titled “High-School Mathematics Teaching.” A software program called Knowledge Forum was employed to enable an online knowledge building environment for preservice teachers to explore, reflect, and discuss about the nature of, and teaching practices in, mathematics. Data mainly came from three sources: (1) preservice teachers’ online posting and discussion recorded in a KF database, (2) a survey about mathematical beliefs with eight open-ended questions, and (3) preservice teachers’ teaching practice videos. To analyze, (1) online discussion records automatically recorded in Knowledge Forum were analyzed using descriptive statistics; (2) open-ended survey questions were content-analyzed following an open-coding procedure; and (3) two cases of preservice teachers’ teaching practice were further explored by employing video analysis techniques. The main findings were as follows: (1) engaging in knowledge building was found to help preservice teachers develop more constructivist-oriented mathematics beliefs; (2) use of Knowledge Forum was helpful for preservice teachers in sharing their knowledge and reflecting on their teaching; (3) mathematics beliefs and teaching practice could mutually influence each other; (4) after engaging in knowledge building for a whole semester, preservice teachers were able to realize the importance of capitalizing on more diversified ways of teaching to enhance student learning. Building on the results, this study made the following three suggestions: (1) teacher education program should pay more attention to integrating the learning of pedagogical content knowledge into the development of more mature mathematical beliefs among preservice teachers; (2) teacher education program should encourage more diversified and flexible ways of teaching practice when designing its courses; and (3) teacher education program should encourage preservice teachers to develop more adaptive teaching practices to help students learn in the future.

The current understanding of students’ group metacognition is limited. The research on metacognition has focused mainly on the individual student. The aim of this study was to address the void by developing a conceptual model to inform the use of scaffolds to facilitate group metacognition during mathematical problem solving in computer supported collaborative learning (CSCL) environments. An initial conceptual framework based on the literature from metacognition, cooperative learning, cooperative group metacognition, and computer supported collaborative learning was used to inform the study. In order to achieve the study aim, a design research methodology incorporating two cycles was used. The first cycle focused on the within-group metacognition for sixteen groups of primary school students working together around the computer; the second cycle included between-group metacognition for six groups of primary school students working together on the Knowledge Forum® CSCL environment. The study found that providing groups with group metacognitive scaffolds resulted in groups planning, monitoring, and evaluating the task and team aspects of their group work. The metacognitive scaffolds allowed students to focus on how their group was completing the problem-solving task and working together as a team. From these findings, a revised conceptual model to inform the use of scaffolds to facilitate group metacognition during mathematical problem solving in computer supported collaborative learning (CSCL) environments was generated.

Denna rapport behandlar en fältstudie genomförd på en kommunal teknisk förvaltning samt en analys av studiematerialet. En tekniklösning på konceptuell nivå arbetas fram. Metoder och synsätt för fältstudien beskrivs samt relationer till forskningsområden som CSCW och CSCL. Problembilden som kommer fram rör en åldrande personalkår där kunskap och erfarenhet önskas ta till vara. Kompetensutveckling och informationsspridning ligger högt på önskelistan hos personalen. Designkraven är bl a enkelhet, smidighet, mobilitet samt småskalighet.

Computer supported collaborative learning, CSCL, is a relatively new focus for research within Instructional technology. It focuses on the process of learning in a computer supported collaborative environment. In this report I will use a model for designing effective learning-environments, called Cognitive Apprenticeship to highlight areas of importance when arranging CSCL-environments. Cognitive apprenticeship is an attempt to combine apprenticeships and in-school-work. It focuses on the facilitation of development of theoretical and practical skills in an in-school-setting. But even though the model has been described as successful, there are some drawbacks. Different conditions for school and work makes it difficult to transfer the successful apprenticeship-model to an in-school-setting. / Computer Supported Collaborative Learning, CSCL, är ett relativt nytt forskningsområde inom undervisningsteknologi. Dess fokus ligger på lärandeprocessen i en läromiljö där samarbete är grundläggande och helt eller delvis sker med hjälp av datorer. I denna rapport ska jag, med hjälp av en modell kallad Kognitivt lärlingsskap (Cognitive apprenticeship), belysa områden som är av vikt när CSCL-miljöer designas. Kognitivt lärlingsskap är ett försök till att kombinera traditionellt lärlingsskap med skolarbete. Kombinationen ska underlätta utvecklandet av teoretiska och praktiska kunskaper. Modellen har beskrivits som framgångsrik men det finns vissa skillnader mellan lärlingens lärandemiljö och elevens lärandemiljö som gör det svårt att applicera lärlingsmodellen i skolmiljön.

I rapporten undersöks problemställningen ”Hur kan teorin om Gemensam grund och specifikt ”gemensamt avslut” bidra till en ökad förståelse för betydelsen av social interaktion i flexibel undervisning via datorförmedlad kommunikation?” i en fallstudie med fokus på videokonferenssystem vilka används i lärandemiljöer. Resultaten som framkom tydliggjorde att då ett sociotekniskt glapp uppstår tvingas studenterna att skapa alternativa strategier för att kunna uppnå just det här gemensamma avslutet. Därmed uppvisar också resultaten att drivkraften att uppnå gemensamt avslut inte endast är stark vid kommunikation som sker ansikte mot ansikte utan även vid datorförmedlad kommunikation. Fallstudiens resultat kan därmed ses som ett bidrag till grundforskningen i det att betydelsen av att uppnå gemensamt avslut vid datorförmedlad kommunikation uppvisas, vilket också förstärker betydelsen av Clarks (1996) teori om gemensam grund. Vidare har resultaten från fallstudien också använts för tillämpad forskning då designkonsekvenser tagits fram vilka beskriver hur videokonferenssystem i lärandemiljöer bör utformas för att studenter lättare ska kunna uppnå gemensamt avslut via systemen. Med hjälp av dessa designkonsekvenser kan det sociotekniska glappet reduceras och därigenom skapa ett framgångsrikt lärande för studenter vilka studerar via flexibelt lärande.

Wissen bekommt in unserer Gesellschaft eine immer stärkere Bedeutung und stellt Individuen und Organisationen vor verschiedenste Herausforderungen. Der gesamtwirtschaftliche Anteil materieller Güter wird gegenüber wissensintensiven Dienstleistungen zurückgehen, d.h. es bedarf zukünftig immer stärker gut aus- und weitergebildeter Experten, die miteinander die Innovationskraft von Organisationen steigern und kundenspezifische Lösungen entwickeln. Ausgehend von den für Experten benötigten Kompetenzen sogenannter Wissensarbeiter fokussiert diese Arbeit die Begleitung und Bewertung von kollaborativer Teamarbeit. Als Forschungsobjekt dienen Virtual Collaborative Learning-Veranstaltungen, in denen die zukünftigen Experten als Lernende teilnehmen. Sie werden in virtuellen Klassenräumen von Lernbegleitern beobachtet und bewertet, um sie bei der Entwicklung neuer Kompetenzen zu unterstützen und so die Erreichung der Lernziele zu gewährleisten. Da die Lernbegleitung bislang manuell durchgeführt wird, ist eine zeitnahe Beurteilung und Intervention nicht möglich. Mit Learning Analytics sollen Lösungen vorgeschlagen werden, die die Lernbegleiter in ihrer Arbeit unterstützen und den Aufwand reduzieren. Hierzu thematisiert diese Dissertation in sechs kumulativen Beiträgen, wie die zugrundeliegenden Daten verfügbar gemacht werden können und welche Beobachtungen anhand welcher Kriterien mittels ausgewählter Methoden der Learning Analytics durchgeführt werden sollten. Im Rahmen des Design Science Paradigmas werden verschiedene qualitative und quantitative Forschungsmethoden zur Datenerhebung und -auswertung angewendet. Im Ergebnis entsteht ein beispielhafter Katalog von Learning Analytics Methoden, die sich auf spezifische Erkenntnisziele der Beobachtungen von kollaborativer Gruppenarbeit beziehen. Ebenso wird der Einsatz einer ausgewählten Methode evaluiert. Die gewonnenen Erkenntnisse können zukünftig auf vergleichbare kollaborative Lehrangebote in der Ausbildung von Wissensarbeitern, aber auch zur Analyse und Unterstützung der virtuellen Zusammenarbeit im geschäftlichen Umfeld transferiert werden.