班級臉書網路社群行為初探－－以朝陽科技大學為例

The Social Networking Behavior Study of Class Facebook Group - Chaoyang University of Technology as an example

臉書的官方網站2014年2月公布，臺灣地區每月活躍用戶達1,500萬人、每日活躍用戶也突破1,100萬人；71％會每天透過手機等行動裝置上臉書，亦即每日活躍用戶710萬人會上臉書分享內容、查看朋友和粉絲團資訊。對照臺灣2,300萬人口推算，至少有超過4成3的人是每日登入臉書，顯示臺灣人使用臉書的比例相當高。由於網路科技的突飛猛進，突破了時空的限制，不僅對教育方式產生極大的衝擊，也為教育提供了豐富多元的資源。在臉書社群網路環境中，導師與學生的關係有了不同的改變，這是值得探討的地方。本研究旨在探討大學生對班級臉書社群網路行為模式、認同度、現實生活感受之影響，希望能夠有助於增進大學導師與學生之班級經營與凝聚力。研究結果顯示：（一）班級臉書社群網站的建置率及學生使用率頗高，導師若能適度投入，並給予適當關心與協助，可獲得班上凝聚力的持續強化。（二）有64％學生使用手機上網，隨時都在線上，資訊獲得俱備有即時性，學生使用班級臉書社群時段無太大差異，導師與學生或學生與學生間交流與互動，比較不受時間限制。（三）臉書是學生社交行為，只要有班級臉書，同學會主動參與或受同學影響而參與，對班級社群網站的使用度均不低，且對於班級社群感知方面的認同感或向心力均不低。（四）同學對於使用班級社群網站現實生活感受方面，傾向愉快的經驗、有意義的、並認為獲得無形報酬回饋（人際關係與情感方面）比獲得立即實質報酬（課業幫助及激勵自己）回饋百分比更高，這也是學生持續使用網站，並願意提供有意義、有價值的資訊之關鍵要素。（五）學生認為上班級社群臉書，對於「人際互動」、「凝聚力」、「情感需求」、「課業幫助」、「激勵自己」都有特別明顯正相關，未來導師在經營班級社群臉書似可強化上述因子，以強化學生對班級社群之正向功能。

According to report in February 2014, there were 11 million daily and 15 million monthly active users of Facebook in Taiwan in 2013, while 71% of them, accounting for 7.1 millions, were mobile daily active users to share their post with their friends or respond to friend's post immediately. Comparing to Taiwan's population with 23 millions, that means over 43% of the population was daily users representing a relatively high usage rate of Facebook in Taiwan. The rapid development by leaps and bounds of internet technology, breaking the limit of space and time, not only has a great impact on education method, but also provides abundant resource for education. For example, social networking sites, such as Facebook, change greatly the relationship between homeroom teachers and students. This phenomenon is a topic worth exploring. Therefore, this study aims to explore the behavior, commitment, life experience of college students affected by class Facebook group. It is hoped that the research results will be helpful the class management and cohesion between homeroom teachers and students. The research results show as follow: 1. With relatively high rate of establishing and usage of class Facebook group, if homeroom teachers participate moderately in and show concern for the group, the cohesion of the class will be strengthened continuously. 2. Because 64% of students are mobile daily active users without time interval difference, there is no time limit for the interaction within students or between homeroom teachers and students to gain instant information. 3. Since participating class Facebook group is a kind of social behavior for students, students will join the group spontaneously or passively. The result is that the higher the participation rate, the higher the awareness of commitment and coercion will be. 4. As for life experience, the members of class Facebook group incline to perception of happiness and meaning. Furthermore, they think obtaining invisible return will be better than visible return hence are quite willing to provide meaningful and valuable information for classmates. 5. In conclusion, students think class Facebook group has positive influence on human interaction, cohesion, affection need, schoolwork, and self-encourage. Therefore, it is suggested that homeroom teachers can enhance these factors to strengthen the positive function of class social group by managing class Facebook group.