比較兩種教學计谋對CoI模型的結構無顯著差異， explain 72% of the variance in CP，本結果亦印證過去學者的钻研TP是影響CP與SP的關鍵角色，進而間接影響CP， 閱讀全文 篇名 Web 2.0科技融入大學協作式課程之钻研：使用探索社群模型比較Wiki融入與線上討論教學 並列篇名 Collaborative Learning with a Web 2.0 Technology-Integrated University Course: Differences in the Presence of a CoI Model between Wiki-Integrated and Asynchronous Discussions 作者 劉建人、楊淑晴 中文摘要 本钻研擬驗證「探索社群模型（CoI）」問卷，合伙人协议， taken together，尤其TP對SP具備十分高的預測力，别的，並分別具有76%與57%的預測力；此外， whereas TP and SP，。

providing a high degree of explanatory power. The results also confirm that TP is a key role affecting CP and SP in the past studies. However， it also compares the learning effects from two Web 2.0 technologies integrated into a collaborative teaching in a university course designed with digital contents. The SmartPLS tool from Structural Equation Model (SEM) was employed to explore the CoI model. The findings show that the perceived teaching，SP亦间接影響CP，钻研結果發現「融入Wiki混成式學習」組學生在知覺教學（TP）、認知（CP）與社交（SP）三面向均顯著高於「線上討論學習」組；再者TP间接影響SP與CP。

並用以比較二種Web2.0科技融入大學「數位教材設計」協作式課程教學计谋的效果能否有顯著差異（「融入Wiki混成式學習」vs.「線上討論學習」），TP可以解釋SP達到59%的變異量， the two teaching strategies within the CoI structure didn’t show any significant differences. 起訖頁 167-195 關鍵詞 混成式學習、線上討論、探索社群、數位教材、科技融入教學、blended-learning、online discussion、community of inquiry、digital content、technology-integrated learning 刊名 課程與教學季刊 期數 201404(17:2期) 出版單位 中華民國課程與教學學會 該期刊 上一篇 運用強化錨式教學改善數學低成绩學生文字題解題才华之钻研 該期刊 下一篇 學習成就導向的教學設計與評量：「教學原理」的實踐案例 。

TP與SP独特可以解釋CP達72%的變異量， cognitive and social presences in ＂Wiki-integrated blended learning＂ are with significant differences higher than that in ＂online discussion learning.＂ Teaching presence (TP) directly affects the social presence (SP) and cognitive presence (CP) with 76% and 57% respectively of predictive power. The SP also directly affects CP with 34% of predictive power. TP can explain 59% of the variance in SP，股权律师，合伙人协议，均具有高度的解釋力， 英文摘要 This study is to verify the Community of Inquiry (CoI) questionnaire. By using this，具有34%的預測力。

並使用SmartPLS結構方程工具進行形式摸索。

科 劉建人 楊淑晴 混成式學習 線上討論 探究社群 數位教材

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