在线学习中活动感知对社会性技能、社群归属感和学习满意度的影响

The Role of Activity Awareness for Social Ability, Sense of Community and Satisfaction in Online Learning

本研究目的在于探讨增强性的活动感知与网上学习的社会性互动本质之间的关系及其相互影响。作为一个基于设计的研究项目，我们已建立了对网路学习之社会性因素的深入了解，且开发了一个背景感知活动通知系统以支持活动感知，用于提升学习者网上学习的社会性技能。本研究通过问卷调查的方法收集资料，主要针对六门使用活动感知支持系统的网上学习课程，学生对其自身网上学习经验的认知。研究结果显示，学生获取活动讯息的途径、他们对活动讯息有效性的认知，对他们网上学习的社会性技能、社群归属感、以及学习满意度有正向的影响。此外，学生的网上社会性技能的组成要素也以不同的方式影响着他们的网上社群归属感和学习满意度，例如， 学生对同伴与教师存在的感知以及分享个人资料的舒适度，影响着他们对社群归属感的认知；学生对教师存在的认识和社群归属感，也影响他们的学习满意度。

The purpose of this study was to explore the relationship and influence of enhanced activity awareness on the social nature of online learning. As part of a design research project we have been building an understanding of the construct of social ability in online learning and developing a system to support the use of activity awareness as a means to improve social ability in online learning. A survey including an instrument to measure social ability collected students' perceptions about their online learning experience across six online courses using the activity awareness support system. The results show that students' ways of accessing activity information and their appreciation of the usefulness of activity information toward their learning goals influences their social ability, sense of community, and satisfaction in online learning. Additionally, aspects of students' social ability differentially influence a sense of community and learning satisfaction. Perceptions of peers' and instructor's social presence and comfort in sharing personal information with others impacts sense of community, and perceptions of the instructor's social presence and sense of community impact learning satisfaction.