黃詩芸
國立臺北教育大學 課程與教學傳播科技研究所 學生
Email：lily90675@gmail.com
崔夢萍
國立臺北教育大學 課程與教學傳播科技研究所 教授
Email：mptsuei@gmail.com
Abstract
The study aims to investigate not only students’ learning attitude while the teacher uses Facebook to integrate the narrative curriculum but also the way how peer collaborative learning gets involved. Three university students were chosen as purposeful samples. They all took part in the observational survey and deep interview. In the aspect of students’ usage attitude, the results showed that Facebook can be a potential mean to achieve peer collaborative learning by its immediateness. Students prefer adopting the Chat Room function when they need to have discussion on their homework, because more students can attend into the chat room. Besides, there would be a message showed after the students read the article. The teacher can confirm whether or not the students are at the immersive learning stage; Users in the group on Facebook have access to upload their photograph, messages and videos. All members in the group can be immediately informed. Suggestion for instructors on Facebook is proposed in this study to improve the quality of online learning.
Keywords :Facebook learning, collaborative writing, narrative curriculum