學習評量是教學與學習歷程中的關鍵環節，在這個科技化時代中，教學者無法忽視「滑世代」(Touch-screen Generation)學生高度依賴社群媒體平台的學習習慣，因此本研究旨在探討以社群媒體進行知識分享作為課後心得繳交要求之教學設計，對大學生學習動機與行為之影響。因此本研究之研究目的是，探討影響學生上傳行為的原因與互動模式、課室實踐歷程與對修課學生學習動機與知識分享行為之影響。
本研究採行動研究，對象為修習教育學院共同必修課程的學生，研究進行一學年，共實行兩輪的教學課程。分析為期一學期的研究預備階段結果後，調整次學期正式行動研究階段之課程設計，學期結束之際進行半結構訪談與問卷調查，並分析省思札記、觀察紀錄表、質性與量化資料，歸納出研究發現與省思。
研究發現，學生重視知識分享時的正式感與隱私，支持以課程公開Facebook粉絲專頁進行知識分享，開放學生自由選擇有共鳴的講題進行知識分享，並融入競賽，可以大幅增加學生對於此課程設計之接受度。本行動研究探討以社群媒體進行知識分享作為課後心得繳交要求之實踐歷程省思如下：
影響學生上傳行為與互動模式的原因有三，其中包含學生重視隱私與同儕目光，且社群媒體平臺依使用目的區分，偏好以公開粉絲專頁分享較有正式感。此課程評量設計對學生之知識分享行為影響有三，其中包含學生期待讀者的鼓勵，想分享有共鳴的講題、學生認為此評量設計合於滑世代習慣，方便有利閱讀、部分學生另創帳號進行分享，失去知識分享的初衷。此課程評量設計對學生之學習動機影響亦有三，其中包含加分鼓勵良性競爭，互相觀摩促生學習動機、學習動機受評分牽動，學生視得獎作品為得分捷徑、且榮譽競賽是助力，與課程設計相輔相成。

Learning assessment is a key point in the teaching and learning process. In this era of technology, teachers cannot ignore the learning habits of the "Touch-screen Generation" students who are highly dependent on social media platforms. Therefore, this study aims to discuss the impact of course design using social media for knowledge sharing as a requirement for the submission of post-class experience on college students' learning motivation and behavior. Therefore, the research purpose of this study is to explore the reasons and interaction patterns that affect students' uploading behavior, the process of applying this course design, and the impact on students' learning motivation and knowledge-sharing behavior.
This is an action research, and the objects are the students who take the required course of the College of Education. The research is carried out for one academic year, and two rounds of teaching courses are implemented. After analyzing the results of the preparing phase, adjusts the course design based on the preparing phase for the formal action research phase of the next semester, and conducting semi-structured interviews and questionnaire surveys at the end of the semester. After analyzing the reflection notes, observation records, and both qualitative and quantitative data, we summarize research findings and reflections.
The study found that students value the sense of formality and privacy when sharing knowledge, and prefer sharing knowledge through the public Facebook fan page of the course. Letting students freely choose lecture topics they like for knowledge sharing while holding competitions, can significantly increase students' acceptance of this course design. This action research explores the practical process of using social media to share knowledge as a requirement for post-class experience submission as follows:
There are three reasons that affect students' uploading behavior and interaction patterns. First, students value privacy, and their peers' opinions. Second, the choice of social media platforms is differentiated according to the purpose of use. Third, they prefer the formality of using public Facebook pages to share. The assessment design of this course also has three influences on students’ knowledge-sharing behavior. First, students look forward to readers’ encouragement and want to share topics that resonate with them. Second, students think that this assessment design is in line with the habits of the "Touch-screen Generation", and it is convenient to read. Third, some students create separate accounts to conduct Sharing, losing the original intention of knowledge sharing. This assessment design also has three effects on students' learning motivation. First, adding points encourages healthy competition, and mutual observation promotes learning motivation. Second, learning motivation is affected by the scores students get. Students regard award-winning pieces as a shortcut to excellent performance in this course. Third, competitions are a boost, related to the course design that are complementary to each other.

目次
第一章 前言 1
第一節 研究背景 1
第二節 確定研究主題 4
第三節 名詞解釋 6
第二章 文獻探討 9
第一節 社群媒體的意涵 9
第二節 知識分享的意涵 12
第三節 滑世代的意涵 15
第四節 以社群媒體進行知識分享應用於教學之相關研究 16
第三章 研究設計 21
第一節 研究架構與步驟 21
第二節 行動研究預備期設計與反思 24
第三節 研究場域與研究對象 30
第四節 研究方法與工具 34
第五節 資料處理與分析 40
第四章 研究結果與討論 43
第一節 課室實踐歷程 46
第二節 影響學生上傳行為與互動模式的原因 48
第三節 對學生之知識分享行為影響和改變情形 63
第四節 對學習動機影響和改變情形 77
第五節 行動研究歷程遭遇之問題 83
第六節 研究者反思 86
第五章 研究結論與建議 93
第一節 研究結論 93
第二節 研究建議 95
參考文獻 97
壹、中文部分 97
貳、英文部分 99
附錄 102
附錄一　觀察事件概覽與觀察記錄表 102
附錄二　省思札記 107
附錄三　行動研究參與者知情同意書 111
附錄四　訪談同意書 112
附錄五 訪談大綱 113
附錄六 約訪記錄表 116
附錄七 基本問題之逐字稿內容 117
附錄八 社群媒體平台選擇面向之逐字稿內容 118
附錄九 知識分享行為面向之逐字稿內容 121
附錄十 社群媒體上的社交互動與按讚行為面向之逐字稿內容 124
附錄十一 學習動機影響面向之逐字稿內容 127
附錄十二 接受度面向之逐字稿內容 132
附錄十三 其他建議之逐字稿內容 137
附錄十四 學生字數統計折線圖 139

參考文獻
壹、中文部分
蔡承佑（2019）。教學運用社群媒體能否減緩學生抗拒行為，提升學習動機，增進學習成效？（未出版之碩士論文）。淡江大學，新北市。
黃珮婕（2019）。虛擬社群成員互動過程與知識分享意圖之因素分析（未出版之碩士論文）。成功大學，台南市。
陳怡臻（2019年）。國小教師知識分享、知識創造、調節焦點及創新行為關係之研究（未出版之碩士論文）。遠東科技大學，台南市。
張明秋、陳棟樑(2019)。以TAM與ISSM理論探討國小教師使用Facebook教師專業社群行為意圖之研究。中華大學2019企業競爭力與經營管理學術研討會，新竹市私立中華大學。
賴偉嘉（2018）。大學生社群媒體使用現況與社交焦慮。圖文傳播藝術學報，62-70。
蔡介銘（2015）。社群媒體融入專題式學習對班級認同之影響（未出版之碩士論文）。國立高雄師範大學，高雄市。
黃盈廸（2015）。高職餐旅群教師與學生使用虛擬社群對班級經營之師生互動研究（未出版之碩士論文）。國立高雄餐旅大學，高雄市。
施伯燁（2014）。社群媒體－使用者研究之概念、方法與方法論初探。傳播研究與實踐，4(2)，207-227。
江義平、賴欣怡（2014）。網路社群媒體使用者資訊分享行為探究。創新與管理，11(1)，23-51。
章佩玉（2012）。運用社會學習理論於Facebook學習社群進行知識分享之研究（未出版之碩士論文）。國立新竹教育大學，新竹市。
潘世尊 (2004)。 行動研究的基本要求。國民教育研究集刊，12期，163-177+179。
葉炳煙 (2013)。學習動機定義與相關理論之研究。屏東教大體育，第16期。
姜得勝(2015)。做滑世代科技的「主人」或「奴隸」？。台灣教育，692期。
何青蓉(2021)。社群媒體在成人教學上的應用初探。科技博物， 25卷1期，P5-25。
粟四維，莊友豪(2010)。虛擬社群成員知識分享意圖探討。資訊管理學報，17卷3期，P181-204。
鄭富春(2017)。滑世代學生「閱讀專注力開發」的快煮與慢燉──從閱讀興味出發，革新閱讀教材與書目舉隅。全國新書資訊月刊，219期，P4-9。
謝金枝(2019)。翻轉高等教育的學習評量。臺灣教育評論月刊，8卷1期，P157-161。
游逸惠(2016)。滑世代已讀不回的情緒困擾。諮商與輔導，372期，P44-46。
教育部（2015）。中華民國教師專業標準指引。取自：https://depart.moe.edu.tw/ed2600/cp.aspx?n=45AF7B22B274D558&s=B7DDBFCACE3EB8F9
黃瑞琴(1991)。質的教育研究方法。台北市：心理。
張卿卿(2016)。 線上影音接收，傳散與產製上傳行為探討：多元動機之觀點。中華傳播學刊，30期，P61-107。

 
貳、英文部分
Asterhan, C. S. (2017). Going behind the scenes at teacher colleges: Online student knowledge sharing through social network technologies. Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 13.
Tucker, V. (2015). Using social media for student collaboration. The Journal of Faculty Development, 29(2), 45-56.
Albayrak, D., & Yildirim, Z. (2015). Using social networking sites for teaching and learning: Students' involvement in and acceptance of Facebook® as a course management system. Journal of Educational Computing Research, 52(2), 155-179.
Manca, S., & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of social media for teaching in higher education. Computers & Education, 95, 216-230.
Cheng, I. N. Y., Chan, J. K. Y., Kong, S. S. Y., & Leung, K. M. Y. (2016, December). Effectiveness and obstacle of using Facebook as a tool to facilitate student-centred learning in higher education. In Asia-Pacific Forum on Science Learning and Teaching, Vol. 17, No. 2, pp. 1-14.
Shelton, C. (2017). Giving up technology and social media: Why university lecturers stop using technology in teaching. Technology, Pedagogy and Education, 26(3), 303-321.
Hitchcock, L. I., & Battista, A. (2013). Social media for professional practice: Integrating Twitter with social work pedagogy. Journal of Baccalaureate Social Work, 18(1), 33-45.
Bagarukayo, E. (2018). Social media use to transfer knowledge into practice and aid interaction in higher education. International Journal of Education and Development using ICT, 14(2).
Han, S. H., Yoon, S. W., & Chae, C. (2020). Building social capital and learning relationships through knowledge sharing: A social network approach of management students’ cases. Journal of Knowledge Management.
Guo, R. X., Dobson, T., & Petrina, S. (2008). Digital natives, digital immigrants: An analysis of age and ICT competency in teacher education. Journal of Educational Computing Research,38(3),235–254.
William J. Schroer (2013). Generations X﹐Y﹐Z and the others. Retrieved June 10, 2023 from https://ccampeador.wordpress.com/2013/05/22/generations-xy-z-and-the-others-william-j-schroer/
Baran, E. (2016). Investigating faculty technology mentoring as a university-wide professional development model. Journal of computing in higher education, 28(1), 45-71.
OECD(2021). The OECD Learning Compass 2030. Retrieved June 12, 2023 from https://www.oecd.org/education/2030-project/teaching-and-learning/learning/
Sullivan, M., & Longnecker, N. (2014). Class blogs as a teaching tool to promote writing and student interaction. Australasian Journal of Educational Technology, 30(4).
Chaumba, J. (2015). Using blogs to stimulate reflective thinking in a human behavior course. Social Work Education, 34(4), 377-390.
Ikuma, Y. (2011). Practical consideration on making language learning effective and sustainable outside the classroom using CALL and Blog system. In Proceedings of the 2nd Annual International Conference on Computer Science Education: Innovation and Technology, CSEIT2011, 76-79.
McCune, L. (2019). Blogging and self-graded homework in contemporary problem solving. PRIMUS, 29(2), 138-154.
Chang, B. (2021). Student privacy issues in online learning environments. Distance Education, 42(1), 55-69.
Diao, M., & Hedberg, J. G. (2020). Mobile and emerging learning technologies: are we ready?. Educational Media International, 57(3), 233-252.
Kodish, S. (2017). Venturing into the unknown: Blogs as a means of advancing leadership skills. Journal of Education for Business, 92(6), 315-321.
KEPIOS (2022). T DIGITAL 2022: TAIWAN. Retrieved June 29, 2023 from https://datareportal.com/reports/digital-2022-taiwan