摘要

許多學者認為專題導向式學習(PBL)是一個在21世紀必要的教學策略，它讓學習者站在多元觀點和環境交互中面對真實情境裡的問題，裝備學生在當今世界生存的必要技能。這種教學策略廣受歡迎，能提升學生的課堂參與，讓他們成為知識的共同建構者，教師則為學生學習過程中輔助的角色。本研究探討合作、溝通和問題解決能力，對學習者在執行小組專題時的投入或努力程度的影響性。這項為期18週的實驗共有84位來自台灣台北市某科技大學不同科系的學生參與，這些學生各自選修本研究涵蓋之四門課程的任一門：教育社會學、性別與生活、音樂與身心靈管理以及兒童英語教學。在這實驗進行中，參與學生分為14組，每組由6名成員組成，負責建構和講述數位故事。在此期間，透過不同科系成員間的互動，提升學習者的合作與溝通能力，以致能順利建構故事、說故事。研究者分別針對學習者在任務前和任務後，投入於數位故事的努力程度及其溝通能力、合作能力、問題解決能力間進行評估。本研究以設計之92題李克特氏量表進行問卷調查，採「單組前後測」方式做統計量化分析。結果顯示，專題導向式數位說故事(PBDS)是高等教育中一項有效的教學策略，問題解決能力、溝通能力，和學習者投入程度之間的關係具統計上的顯著性；而合作能力方面在本研究中並不具顯著性，故其差異性可能是由其他因素所造成的。此外，本研究更指出，問題解決能力是影響學習者在小組PBL任務中投入及努力程度最重要的因素，特別是學習者應用科學方法及自發性尋找問題解決方案的能力是他們願意對小組付出貢獻的關鍵決定因素。本研究期望提供課程開發及教材設計人員一個基本架構，使專題導向式學習之教學策略能有效激發學習者的合作、溝通及解決問題能力，也能確保學員們能依其能力與投入有效完成任務。

關鍵字：專題導向式學習, 跨領域, 學習投入, 溝通能力, 合作能力, 問題解決能力, 數位說故事

ABSTRACT

Project-based learning (PBL) is an instructional strategy regarded by scholars as 21st century necessity that exposes learners to authentic problems in a diverse perspective and interactive environment, equipping them with requisite skills for survival in today’s world. The approach is popular for promoting student engagement, elevating them to co-constructors of knowledge as teachers become mere facilitators of the learning process. This study explored how collaborative skills, communication skills and problem solving skills would influence the learner’s input or effort in undertaking group projects. The experiment which was conducted over a period of 18 weeks involved university students (N=84), drawn from variant academic disciplines of a science and technology university in Taipei, Taiwan. In this particular exercise, the students were registered for four courses namely Educational Sociology, Gender, Music and English teaching. They worked in 14 groups each comprising of six (6) members throughout the semester with a task of building and telling digital stories. During this period, the learners interacted with their groupmates from cross-disciplinary academic departments prompting higher levels of collaboration to build the stories and communication skills to tell the stories. The participants’ levels of communication skills, collaborative skills and problem solving skills were assessed in relation to the amount of effort that they applied to the success of these digital stories both prior to and at the end of the task. The data for these two stages of the research was collected with the aid of a 92-items likert-scaled questionnaire survey. Utilizing a single group pre-test and post-test experimental design, the data was analysed by quantitative statistical techniques. The results revealed that Project-based digital storytelling (PBDS) is an effective instructional strategy at higher education with problem solving skills, aspects of communication skills and learners’ effort posting statistically significant differences. However, the difference in collaborative skills could have been occasioned by other factors as it was not significant in this study. The findings further alluded that problem solving skills is the most vital attribute that determines the amount of input and effort that learners would devote to the group PBL tasks. In particular, learners’ capability to apply scientific methods and their ability to take self-initiative in finding solutions to problems are the key determinants of their contribution to the group projects. The outcome of this research is expected to offer a fundamental framework to curriculum developers and instruction designers on the structure and delivery of group PBL tasks in a manner that elicits maximum collaboration, communication and problem solving skills among the trainees. This would subsequently determine how learners would apportion their effort and input to the respective group assignments in order to ensure the success of the entire project.

Keywords: Project-based learning, Interdisciplinary, Learning Effort, Communication skills, Collaborative skills, Problem-solving skills, Digital storytelling

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