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1.
Bram De Wever Hilde Van Keer Tammy Schellens Martin Valcke 《Learning and Instruction》2010,20(5):349-360
The present study focuses on comparing the impact of role assignment and cross-age peer tutors on students' level of knowledge construction in 15 asynchronous discussion groups of nine students each in a first-year university course (N = 135). Content analysis was applied to analyse the level of knowledge construction in students' online postings. The results indicated that students in the tutor-supported discussions reached significantly higher levels of knowledge construction as compared to students in the role-supported group. These findings underline the value of regulation by cross-age peer tutors to foster freshmen's knowledge construction processes. 相似文献
2.
Abstract This study investigated the effect of peer leadership on students' cognitive achievement in online asynchronous discussions. Undergraduate students from a large online course were randomly assigned into groups for four asynchronous discussions, with each group having two to three peer leaders. Results of the mixed-method analysis revealed that the quality of student leaders' lower-order cognitive achievement in online discussion was significantly better than that of student responders. Student leaders' higher-order cognitive level achievement in online discussion had at least the same quality as that of student responders. Moreover, both students' higher-order and lower-order cognitive achievement in discussions had positive and moderate correlation with students' course achievement. Further study should focus on methods to maximize student responders' cognitive achievement in online peer-led discussions. 相似文献
3.
Kui Xie Fengfeng Ke 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):916-930
This study conducted a content analysis of online discussions to understand the nature of computer‐supported collaborative learning and discover how students' motivation, which is a crucial factor to the success of collaborative learning, relates with their interaction and knowledge construction in peer‐moderated online discussions. Discussion contents from 23 students in an online class were analysed. The results indicated that perceived value, competence and autonomy were critical factors that influenced lower level interactions; intrinsic motivation was the critical factor that influenced the individualistic elaboration interactions, whereas relatedness was the critical factor that influenced the collaborative elaboration interactions. The results also indicated that autonomy and relatedness were the critical factors that influenced the moderation behaviours. The findings suggest that teachers in online classes should promote students' motivation, and more importantly, scaffold student moderators in meaningful learning during peer‐moderated online discussions. 相似文献
4.
Fan Ouyang Yu-Hui Chang 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1396-1414
Understanding the relationship between social interaction patterns and cognitive engagement levels has critical implications on collaborative learning theory, pedagogy, and technology. This study used a multi-method approach to examine the relationship between students' social participatory roles and cognitive engagement levels within asynchronous online discussions. Results showed that students' social participatory role was a critical indicator of cognitive engagement level. Socially active students made more cognitive contributions to knowledge inquiry and knowledge construction. But there were exceptions: after taking leadership roles (i.e., discussion designers and facilitators), some students moved from peripheral participation to active participation. Second, there was a progressive development process: individual students' deep-level knowledge inquiry could trigger peer interaction, which could further advance group knowledge construction. Third, students had a tendency to keeping social-cognitive engagement patterns throughout discussions. Based on the result, this study proposed implications for collaborative learning theory, pedagogy support, and tool development. 相似文献
5.
《The Internet and Higher Education》2010,13(4):284-291
Project-based learning engages students in problem solving through artefact design. However, previous studies of online project-based learning have focused primarily on the dynamics of online collaboration; students' knowledge construction throughout this process has not been examined thoroughly. This case study analyzed the relationship between students' levels of knowledge construction during asynchronous online discussions with respect to engagement in project-based learning. Graduate students' online postings in a course that comprised both project-based and non-project learning activities were coded and counted for knowledge construction, teaching, and social interaction moves using computer-mediated discourse analysis. Chi-square analyses found that the instructor's teaching discourse remained fairly consistent during project-based and non-project learning. Despite this, students' online discussions during project-based learning were characterized by more advanced levels of knowledge construction, where ideas were rationalized and integrated into plausible solutions. In contrast, students' online postings outside project-based learning rarely moved beyond the lower levels of information sharing and idea exploration. Based on these results, guidelines for designing and facilitating online project-based learning are presented and discussed. 相似文献
6.
The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge. Most discussions pertained to student conceptions (78%), followed by pedagogy (19%). Discussion of students' prior knowledge surfaced only when talking about student conceptions or pedagogy. There was statistically significant evidence that teacher-initiated discussions of students' prior knowledge were more substantial than facilitator-initiated discussions. The findings suggest that the professional development model and the facilitators’ moves promoted and sustained teacher noticing of student thinking throughout the intervention. 相似文献
7.
《The Internet and Higher Education》2010,13(3):164-169
Online peer assessment is an innovative evaluation method that has caught both educators' and practitioners' attention in recent years. The purpose of this study was to develop relevant questionnaires for teachers to understand student self-efficacy and motivation in online peer assessment learning environments. A total of 205 college students with experience in online peer assessment participated in this study. Two questionnaires measuring students' online peer assessment self-efficacy (OPASS) and their motivations in online peer assessment learning environments (MOPAS) were developed. The former included three self-efficacy scales: evaluating, receiving and reacting. The latter included two scales: intrinsic motivation and extrinsic motivation. Through factor analysis, both revealed highly satisfactory validity and reliability in assessing students' self-efficacy and motivation in online peer assessment learning environments. Moreover, the students' responses also showed that they were highly confident and strongly intrinsically motivated when participating in an online peer assessment learning environment. Finally, the interplay between the scales of OPASS and those of MOPAS was explored and the reciprocal relationship between students' self-efficacy and motivation in an online peer assessment learning environment was also highlighted. 相似文献
8.
Concept maps can be used as a cognitive tool to assist learners' knowledge construction. However, in a concept map-based online discussion environment, studies that take into consideration learners' manipulative actions of composing concept maps, cognitive process among learners' discussion, and social knowledge construction at the same time are still lacking. Therefore, this study employed lag sequential analysis to empirically explore learners' behavioral patterns in a concept map-based online discussion environment. We explored learners' operations in the concept map tool, and their discussion behavioral patterns of cognitive processing phases and social knowledge construction. The results showed that it was easier for learners to define a node than to define a relationship when they used the concept map. Additionally, the concept map can enhance higher level cognitive processing phases and lead learners to return to the main discussions from off-topic discussions significantly. 相似文献
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To know whether students' achievements are the result of online interaction and not just a consequence of individual differences themselves, it seems essential to link the cognitive results to the students' online behavior (technological presence). In technological presence, interaction is based on the degree in which the online student senses the availability of, and connectedness with, other students, the teacher, and the context. Cognitive presence as a part of the interaction process of teaching and learning reflects the level of accomplishment in online learning environments (cognitive attainment). The purpose of this article is to show some evidence of the mutual influence of the students' technological behaviors and the students' cognitive factors in online learning environments – including teacher and instructional design factors. Two thousand one-hundred thirty written computer-mediated communications from 88 participants in four prototypical online learning activities have been analyzed for this purpose. The analysis shows the influence of technological presence on the quality of learning results of the online knowledge construction process. The conclusions point out the importance of considering technological presence as a new and complementary type of presence as it provides relevant information for instructional and technological design. 相似文献
11.
《The Internet and Higher Education》2007,10(3):204-211
This study provides an example of one institution's efforts to design coursework that meets the simultaneous challenges of supporting the aims of increasing access to online courses and simultaneously better preparing teachers to work in diverse classrooms. Based on online pre- and post-surveys and monthly open-ended writing prompts administered to students in an introductory teacher preparation course, the study sought to discover students' motivation to select online or blended courses, student perspectives on the benefits and challenges to taking this course online, characteristics of the learning environment that promoted or interfered with students' learning, instructor's perspective of learners' reaction to topics addressing K-12 classroom diversity, and the impact of an online format on students' discussions of issues related to learner diversity. Findings suggest that online courses should include a classroom placement component in which students experience a diverse classroom in order to best prepare students for diverse teaching assignments. Thus, the best online teacher preparation courses maybe those that blend virtual and face-to-face interaction rather than being strictly online. 相似文献
12.
This study examined the effects of identity revelation and concealment on the number of times students' work was assessed in an online peer assessment context. It also examined the underlying reasons guiding the assessor's targeting behavior. Two fifth-grade classes participated. The one-group pretest–posttest experimental research design coupled with qualitative research method was adopted. The results from social network analysis (SNA) showed a high redundancy rate for both high- and low-targeted assessees in identity-revealed and identity-concealed conditions for both classes. Moreover, the density metrics indicated that all sociograms were similarly sparse. The Wilcoxon tests further confirmed that there were no significant differences in the assessees' ranking in the two conditions for both classes. Finally, analysis of students' self-reflective data revealed that the features/content of the work to be assessed, rather than who the question-author was, was the determining factor when it came to deciding the target for online peer assessment. 相似文献
13.
In this study, we developed online critiquing activities using an open-source computer learning environment. We investigated how well the activities scaffolded students to critique molecular models of chemical reactions made by scientists, peers, and a fictitious peer, and whether the activities enhanced the students' understanding of science models and chemical reactions. The activities were implemented in an eighth-grade class with 28 students in a public junior high school in southern Taiwan. The study employed mixed research methods. Data collected included pre- and post-instructional assessments, post-instructional interviews, and students' electronic written responses and oral discussions during the critiquing activities. The results indicated that these activities guided the students to produce overall quality critiques. Also, the students developed a more sophisticated understanding of chemical reactions and scientific models as a result of the intervention. Design considerations for effective model critiquing activities are discussed based on observational results, including the use of peer-generated artefacts for critiquing to promote motivation and collaboration, coupled with critiques of scientific models to enhance students' epistemological understanding of model purpose and communication. 相似文献
14.
The goal of a creating civil discourse in teacher education deeply intersects with the ways that students interact in online discussions. However, as discussion shifts to online formats, digital misinformation is becoming widespread and threatens critical and civil communication as cognitive biases emerge in dialogue. The purpose of this case study research was to explore the participants' perceptions of growth and pitfalls while using the six essential elements of an online discussion typology developed as a pedagogical intervention to increase critical thinking and civility in discourse. The findings suggested that participants' responses in online discussions implied some cognitive biases and those participants engaged most often in discussions that were safe, comfortable, and familiar. Nevertheless, in their metacognitive reflections on the typology, participants demonstrated awareness of how these tendencies toward cognitive comfort shortchanged discussions and potential opportunities to develop new perspectives. 相似文献
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《The Internet and Higher Education》2010,13(4):242-247
This study used an online peer assessment activity to help 47 college students to learn biology through writing. Each student submitted a biology writing report to an online system and then experienced three rounds of peer assessment. During the online peer assessment process, self, peer and expert evaluation scores for the writing were gathered across three rounds. It was found that self-assessment scores were not quite consistent with the expert's scores, but the peer assessment scores demonstrated adequate validity with the expert's evaluation. In particular, when the students had more rounds of peer assessment for reviewing the writing, the validity of the peer scores was enhanced. An examination of the students' writing scores, allocated by peers and expert, indicated that the students significantly improved the writing as the peer assessment activity proceeded. Content analyses of the students' writing also revealed that their writing gradually developed with significantly better coverage, richness and organization resulting from the online peer assessment activity. 相似文献
17.
Deborah K. Reed Emily Jemison Jessica Sidler-Folsom Ashley Weber 《Journal of Experimental Education》2013,81(4):552-574
This study investigated the content learning of fourth graders (N?=?92) randomly assigned to complete electronic Frayer Models on life science vocabulary by themselves or while engaging in synchronous online discussions with a partner. The use of the graphic organizers was interspersed with other science activities. After seven weeks, all students significantly improved their science content knowledge (d ≈ 0.60), but the two treatment groups did not demonstrate significantly different performance after controlling for pretest abilities. Path analysis revealed the rubric scores on students' organizers were more strongly predictive of the posttest science benchmark in the online discussion group than the independent group, suggesting that collaboratively completing Frayer Models may help bolster the relationship between reading and science. 相似文献
18.
Richard K. Morton 《College Teaching》2013,61(2):84-86
ABSTRACTOnline discussions are widely viewed as a valuable tool for encouraging student engagement and promoting interaction with course material outside of the traditional classroom. Strategies for conducting online discussions vary and are not confined to traditional, university-sponsored learning management systems (LMS). Social media platforms such as Facebook, which provide a variety of social benefits to students, might also represent a viable mechanism for educational information exchange and learning. Our study tested this proposition by comparing the effects of a Facebook-based and LMS-based online discussion forum on students' participation, achievement of learning goals, and overall course performance. Our findings suggest that different forums can affect classroom dynamics and student learning in different ways. While Facebook may be better at fostering student participation and encouraging peer-to-peer dialogue, the university-sponsored LMS may be a more effective tool for encouraging students to develop coherent arguments and apply course content in other contexts. Since this study shows that platform of an online discussion assignment matters, college instructors should consider the benefits and drawbacks of each platform before developing an online discussion assignment. Instructor choice of platform should depend on course content, instructor's teaching preferences, and online discussion assignment goals. 相似文献
19.
Andri Ioannou Skevi Demetriou Maria Mama 《The American journal of distance education》2013,27(3):183-195
Although lots of studies have investigated collaborative knowledge construction in online courses, the factors influencing this process are yet to be fully determined. This study provides quantitative and qualitative types of evidence on how (naturally emerged) student facilitation and quality of initial postings influence collaborative knowledge construction in online discussions. We analyzed the discourse of nine student groups (N = 34) working on a case problem in an online discussion forum. We found that student facilitation was an important contributor to the process. In contrast, the contribution of low-quality postings in early stages of the discussion can jeopardize the process. This work is an attempt to address quality in online learning by helping instructors decide on encouraging student facilitation in online discussions as well as structuring and carefully monitoring the content of initial discussion postings. 相似文献
20.
A study of students' identities as writers was carried out in the classroom of a New Zealand primary teacher who had been formally identified by a national body of teachers as having excellent practice in supporting literacy acquisition. The researchers, Professor Janice Wearmouth, from the University of Bedfordshire, Mere Berryman, from the University of Waikato, New Zealand, and Lisa Whittle, from the Department of Conservation, Wellington, New Zealand, aimed to compare high and low literacy achievers' identities as writers within the context of this teacher's pedagogy and the learning environment of her classroom. The researchers concluded that all students, both high and low achievers, were developing very positive writing identities in a context where the teacher's method of supporting her students' writing was very well planned through a process‐writing approach. This teacher had a very high degree of subject and pedagogical content knowledge and an acute awareness of her students' literacy learning needs. Her approach had an immediacy of responsiveness in relation to every student's learning and, above all, had recognition of the overwhelming importance of positive relationships in the classroom, teacher to student and peer to peer. 相似文献