音樂欣賞是培養音樂敏感度、音樂技巧的基礎，也是進入音樂殿堂的一扇窗。然而，在經濟條件、地理環境及教育資源的限制下，教育優先區學校缺乏豐富的音樂資源可進行音樂欣賞活動。因此，本研究利用Diigo輔助WebQuest模式，希望藉由網路提供音樂欣賞資源，並採用Diigo線上註記系統輔助註記、合作學習與記錄學習歷程，以了解教育優先區學生音樂欣賞的認知能力與合作學習模式。
本研究之對象為南投縣一所教育優先區小型學校的三、四年級學生，學生採合班上課。參與本次研究之有效樣本總計為33人，實驗組15人，對照組18人，實驗時間為十三節課，每節四十分鐘，上課時間佔學期總數約72%。實驗組學生利用教師從網路篩選過後的學習鷹架進行學習任務，而對照組則是利用Goole、Yahoo等開放性搜尋引擎進行學習任務。
研究結果顯示，從學習成效的面向來看，利用Diigo輔助WebQuest模式可以顯著地全面提升教育優先區學生的音樂欣賞認知能力，但是學習鷹架的有無對實驗組與對照組學生並未產生顯著差異。另一方面，網路世界突破了時空的限制，提供了教育優先區學生一個接觸藝文表演活動的機會，也讓他們感受到演場演奏的感動，也無意間學習到新的樂器，促進了非正式學習。
　　另外，從合作學習向度來看，學生對於合作學習均採正向與主動態度，為了小組的榮譽，學生分為「主控型合作模式」、「專長效率合作模式」、「均責合作模式」，其中以「均責合作模式」的學習成效最佳。
本研究提出對於教育優先區教師進行資訊融入音樂欣賞教學之教學方法、學習活動設計、硬體設備的考量等建議供未來研究參考。
最後，本研究也建議未來的研究方向除了可以將Diigo系統融入不同學科，在實驗設計上也改採質性研究進行註記相關問題的深入探討。

Musical appreciation opens a door to experience music; furthermore, it is fundamental for cultivating ability in music skills and perceptions. However, it is still a challenge for educators to teach musical appreciations in educational priority areas (EPA). WebQuest combines abundant Internet resources and musical instructions to offer an active learning environment for educators to solve prior problems. Diigo could assist WebQuest activities via taking online annotations, collaborating and recording of learning processes. Therefore, this study aimed to examine the effects of combining WebQuest and Diigo into an EPA elementary school for improving students’ musical appreciation and understanding their collaboration models. Thirty-three third-graders and forth-graders of elementary school students who came from an EPA school in Nantou County in Central of Taiwan participated in this study. The subjects were divided into two groups, fifteen students in the experiment group and eighteen students in the control group. The experiment group applied WebQest and Diigo under the learning-scaffolded environment and the control group adopted WebQest and Diigo without learning scaffold but offered with search engines such as Google or Yahoo.

Quantitative and qualitative approaches were adopted in this study. Questionnaires were designed to collect the data related to satisfaction of the collaboration, system and teacher. Next, follow-up semi-structured interviews with group members and instructor were collected after the experiment.

The results reveal that learning scaffold did not benefit students’ musical appreciation in this study; however, several significant findings are found below. First, the effect of integrating WebQuest and Diigo in musical appreciation class in an EPA elementary school is generally positive and adequately allowed EPA’s learners to experience diverse stylish songs, concerts and recognize new musical instruments by adopting Web2.0 tools and online resources.

In addition, three different collaboration models are found: 1. Duty-sharing model; 2. Dominating model; 3. Specialty and efficiency oriented model. “Duty-sharing model” is one of the best collaboration models for improving musical appreciation.

In conclusion, we hope the findings of this study will be able to help educators and schools understand the actual situations and needs of EPA’s elementary school students and teacher. We expect that music teachers will be able to make best uses of WebQuest, Diigo and Web 2.0 tools in music environment to support formal and informal music learning. Finally, in the future more studies would try to examine the effects of integrating Diigo into different subjects and find in-depth learning circumstances.

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