協作學習理論發展團隊協作四部曲之跨域教學成效評估：以設計思考課程為例

Development of Teamwork Tetralogy by Collaborative Learning: Teaching Practice and Reflection on Design Thinking Course

本研究以團隊協作學習理論，研發獨創「團隊協作四部曲」教學策略，探析大學生團隊參與的協作學習歷程，以驗證設計思考課程之學習成效。研究採質量混合型研究設計，通過問卷調查收集數據，同時結合小組專題報告討論、學習歷程檔案等多元方式全面檢視學習成效。通過三角檢證，探討團隊合作過程中團隊信任、互動和知識共享的現象。回顧研究文獻，已經凸顯團隊協作或合作學習對跨領域學習在教育範疇之重要性，尤其在面對真實世界的跨領域合作解題趨勢下，需求更甚。然而，與豐富理論研究結果相比，大學教育實踐中仍存在實際挑戰和教學步驟面向的缺口。
研究結果顯示，團隊協作四部曲顯著提升跨學科研究中團隊合作和動機。檢證質性編碼資料，進一步得出學生更喜歡協作學習的過程而非結果。團隊協作四部曲所產生的知識分享有助於團隊水平互動與信任。而且，在人我互為主體的過程中，團隊領導則不再是影響團隊協作的重要條件。總的來說，以團隊協作四部曲介入創造一個協作歷程之靈活且多元的設計思考學習氛圍，可提升參與者的創造性思維、動機、協作學習、態度和表現。本研究結果對未來教育工作者，提供一些課程設計與應用之參考。

The article aims to develop teamwork tetralogy, a series of four related strategies, through collaborative learning. The study employs a mixed-methods research design, incorporating both quantitative and qualitative approaches. Quantitative data was collected through questionnaires, while qualitative data was gathered from group project discussions and analysis of learning portfolios. This triangulation of data sources and methods allows for a thorough examination and evaluation of the learning outcomes. Through triangulation, the influence of independent variables on dependent variables, as well as the phenomenon of team trust, interaction, and knowledge sharing during the process of team collaboration were explored. Reviewing recent research, the importance of teamwork or collaborative learning to interdisciplinary learning in the field of education has been highlighted, particularly in response to the trend of interdisciplinary collaborative problem-solving in the real world. However, despite the abundance of theoretical research findings, a gap remains in addressing practical challenges and providing teaching steps in universities.
The results show that teamwork tetralogy significantly improved team work and motivation on interdisciplinary studies. Results from qualitative feedback, show that students enjoyed the process of collaborative learning more than the outcome. The positive atmosphere and attitude helped design thinking course. The knowledge sharing facilitated by teamwork tetralogy plays a crucial role in fostering effective team dynamics, including enhanced team interaction and increased levels of trust among team members. Furthermore, in the process of mutual subjectivity, team leadership is no longer a significant factor influencing team collaboration. In summary, teamwork tetralogy can foster a flexible and diverse atmosphere, leading to improvements in participants’ creative thinking, motivation, collaborative learning, attitude, and performance. Several suggestions are offered for educators to consider in the future.