探究團隊覺知訊息對合作學習的效益

The Effects of Group Awareness Information on Collaborative Learning

合作學習有其價值與意義，但同時也帶來挑戰，團隊覺知（group awareness）可促進個人與團隊的覺察與調節等後設認知機制，但仍缺乏更多實證研究。本研究之目的在於探討團隊覺知訊息對個人表現與團隊表現的影響。採用準實驗設計法，實驗組納入兩種團隊覺知訊息，對照組為小組討論與小組分享的教學活動。實驗組的課程設計是將社會覺知訊息（social group awareness）與認知覺知訊息（cognitive group awareness）融入到一學期共16週的教學活動中。認知覺知訊息乃透過合作註記與共享概念圖來實踐；社會覺知訊息是透過線上即時回饋系統，學生填寫學習投入情形與情緒，進而回饋至班級中。研究對象為北部某大學修習「大一英文」之學生，實驗組（N = 47）與對照組各為一個班級（N = 30）。課程時間為一學期16週。資料分析採線性階層模式（Hierarchical Linear Model），分析兩組學生在學習投入、個人學期成績、小組討論成績的差異。結果發現，實驗組的學習投入顯著高於對照組。其次在學期成績方面，實驗組與對照組在個人學期成績皆有提升，但兩組的差異並未達顯著，且受到三個共變項的影響：多益成績、學習概念與學習動機。最後，在小組成績方面，實驗組較對照組有顯著的提升。依據研究結果發現，團隊覺知訊息對於個人的學習投入與團隊成效是有其效益的。

Collaborative learning has both educational meaning and challenges. Group awareness can promote metacognitive mechanisms for an individual and a group, but more empirical research is needed. This study aims to investigate the effects of group awareness information on individual and team performance. A quasi-experimental design was adopted, with the experimental group incorporating two types of group awareness, while the control group consisted of traditional small group discussion. In the experimental group, social group awareness and cognitive group awareness were integrated into the instructional activities. Cognitive group awareness was implemented through collaborative annotations and shared concept maps. Social group awareness was implemented through an Interactive Response System, which all students responded their learning engagement and emotions, which were then fed back to the classmates. The subjects of the study were university students taking “Freshman English” in northern Taiwan. The experimental group consisted of one class (N = 47) and the control group consisted of one class (N = 30). The course duration was one semester (16 weeks). In terms of data analysis, the hierarchical linear model was used to analyze the differences between the two groups in learning engagement, individual semester grades, and group performance. The results showed that the experimental group had significantly higher learning engagement than the control group. Secondly, in terms of semester grades, both the experimental and control groups improved, but the difference between the two groups was not significant, and was affected by three covariates: TOEIC scores, learning conceptions, and learning motivation. Finally, in terms of group performance, the experimental group had a significantly higher score. Based on the findings, group awareness information has benefits for individual learning engagement and team performance.