HKIER

Abstract

The interactive functions and personalized services provided by cloud technologies have created new opportunities for students and teachers in learning. As the frequency of communication between teachers and students, among teachers, and among students themselves in the cloud has significantly increased, “interpersonal relationship” emerged as a new topic in the field of e-learning. This study uses a free cloud-based collaborative learning platform of word processing software in the learning process in a computer classroom. The purpose of this study is to discuss and explore the influences of learning motivation and performance when learning in the cloud and in an offline environment. Online word processing software was used to teach a group of fifth graders in a computer class in Taoyuan County, Taiwan. This study found that students taught in a cloud-based learning environment (CLE) performed significantly better than those taught in an offline environment. It is worth mentioning that interpersonal relationships did not affect students’ learning motivation in a CLE, but students with better interpersonal relationships showed significantly better learning performance. This study concludes that CLE is an alternative environment for education, in which the immediate and interactive functions benefited students’ learning motivation and performance, while interpersonal relationships affected their learning performance. Hence, giving consideration to students’ interpersonal relationships within a curriculum will create higher motivation and better learning performance.

Keywords: cloud-based learning environment (CLE); offline learning environment; interpersonal relationship in the cloud; learning motivation; learning performance

摘要

雲端科技的互動功能與個人化服務開啟了學習的新契機，使得教師與學生、教師與教師、學生與學生在雲端上溝通互動的情形愈來愈頻繁，網路人際關係因而成為數位學習的新興議題。本研究以免費雲端合作學習平台中的文書處理軟體進行電腦科教學，探討台灣桃園市某國小五年級學童經過雲端學習環境與單機學習環境的教學後，學習動機與學習成效上的差異，更進一步探討雲端學習環境中不同網路人際關係的學童在學習動機與學習成效上的差異。研究結果發現，實驗組的學童經過雲端學習環境學習後，學習動機與學習成效均顯著優於單機學習環境的學童；然而，實驗組雲端學習環境中，網路人際關係的高低對學習動機沒有影響，但是網路人際關係高分組學童的學習成效顯著優於網路人際關係低分組的學童。因此，本研究建議，教師在教學時，若能將學生網路人際關係的高、低一併納入思考，基於適性發展的原則，會使學生在學習上有更強的學習動機，進而得到更佳的學習成效。

關鍵詞：雲端學習環境；單機學習環境；網路人際關係；學習動機；學習成效