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1.
Rocci Luppicini 《Instructional Science》2007,35(2):141-185
This research review examines recent developments in computer-mediated communication (CMC) research for educational applications.
The review draws on 170 recent research articles selected from 78 journals representing a wide range of disciplines. The review
focuses on peer-reviewed empirical studies, but is open to a variety of methodologies. The review is divided into two sections
addressing major areas of current research: (a) general CMC research in education, and (b) factors affecting computer-mediated
learning. The review covers a variety of key research areas revolving around CMC in education, including, media effect and
comparison, on-line courses and networks, course and program evaluations, learning and learning processes, problem solving,
writing, decision-making, argumentation, group decision-making, group dynamics, peer evaluations, gender differences, anonymity,
teaching practice effects, technology integration, teacher styles and characteristics, socio-cultural factors, and professional
development effects. Findings suggest partial advantages of CMC in writing, task focused discussion, collaborative decision-making,
group work, and active involvement in knowledge construction during group interactions. Other research findings revealed influences
of peer interaction, group composition, group cohesion, goal commitment, group norm development, and process training, mixed-sex
groups, and virtual cross-functional teams. Mixed-findings are revealed for performance advantages of computer-mediated versus
face-to-face learning environments on various tasks and for the presence of gender differences in computer-mediated environments. 相似文献
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3.
This paper reports on the social skills and social status of 22 students with mainly moderate intellectual disabilities who had received an inclusive preschool intervention and were subsequently followed up from 18 months to more than five years later in their mainstream classrooms. Measures included direct assessment of social interaction in the playground, social status obtained by interviewing classmates, and the ratings of classroom teachers, parents and school principals. Large differences were found between the students with disabilities and their typical peers for amount of time spent interacting with peers and amount of time spent in isolation, with a moderate difference found for interactions with teachers. However, no difference was found between the social status of the two groups, and the students with disabilities were still spending more than half their time in the playground interacting with typically developing peers. Parents generally rated their children as having better social skills than did principals or teachers. A moderate relationship was found between the direct measures of peer interactions and teachers' perceptions of peer interaction skills. The relationships between the parents' and principals' perceptions of peer interaction and direct measures of the interaction were only small. Some of the implications of these findings for integrating students into mainstream schools and classes are discussed. 相似文献
4.
Written comments on student evaluations often seem idiosyncratic, lacking the power of numerical statistical data. These statements, however, may sometimes reveal intellectual challenges common to novice learners in our disciplines. Instructors can use these insights as part of a scholarly approach to teaching, making meaningful adjustments to future classes and informing curricular choices in productive ways. In this article we examine common student complaints in three particular situations: quantitative classes, writing-intensive courses, and classes taught using student-active formats. We discuss implications of these comments for faculty as they seek to promote students’ intellectual development.
Linda C. Hodges is Director of the Harold W. McGraw, Jr. Center for Teaching and Learning at Princeton University. She received her B.S. in Chemistry from Centre College of Kentucky and her Ph.D. in Biochemistry from the University of Kentucky. Her special interests include the scholarship of teaching and learning and faculty beliefs about teaching.
Katherine Stanton, Assistant Director of the McGraw Center, received her B.A. from Swarthmore College and her M.A. and Ph.D. in English Literature from Rutgers University. Her pedagogical interests include course design and teaching the interpretative process. 相似文献
5.
Markus Mostert 《Assessment & Evaluation in Higher Education》2013,38(6):674-686
In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems. 相似文献
6.
Shek Mabel Mei-Po Leung Kim-Chau To Peter Yee-Lap 《Education and Information Technologies》2021,26(4):4329-4352
This study investigated how peer comments made using a video annotation tool (VAT) through an online learning community improved student-teachers’ level of reflective thinking and communication competence throughout the simulated (i.e., role-play) context of consultation practice. Eighty student-teachers from two classes of the course “Comprehensive School Guidance” participated in this study, and all recorded two videos for their tripartite practice on parent consultation for self-evaluation and peer comment. Forty student-teachers were in the comparison class and provided general comments to their peers on the learning platform, while those in the experimental class used the VAT on the learning platform to provide specific comments to their peers. Two post-practice online questionnaires and reflective journal entries, which aimed to measure communication competence and reflective thinking ability, were administered to the student-teachers after the first and second consultation practice. The reflective journal entries were segmented into units of analysis that were scored using a 4-level model of reflective thinking (from 1 to 4), with a higher score indicating demonstration of a higher level of reflective thinking for that particular segment. Both the number of reflective notes made and the average level of reflective thinking in student-teachers’ journal entries were indicators of reflective thinking ability. Two mixed ANOVAs were conducted to examine whether student-teachers in the experimental (VAT) class improved their reflective thinking ability and communication competence more significantly than those in the comparison (non-VAT) class. The results showed that student-teachers in both the VAT and non-VAT classes had statistically higher scores for communication competence and reflective thinking in the second role-play practice. Student-teachers with the support of VAT, in comparison to those without, significantly improved their average reflective thinking ability. Focus group interviews were also conducted to investigate how VAT could support student-teachers’ learning process and to learn their perceptions of the strengths and limitations of the VAT. The results indicated that the VAT could enhance student-teachers’ learning by reducing communication barriers created by the tendency to avoid direct observations of peers’ weaknesses, enhancing reflection-in-action during practice, and contextualizing written comments by referring to specific video segments. However, student-teachers felt that the VAT should also allow users to draw on the video screens.
相似文献7.
This case study examined patterns in online communication using computer-mediated discourse analysis to better understand how teaching presence, social presence, and cognitive presence are manifested in an online learning environment. The findings indicate that study participants actively participated in the discussion. The instructor and facilitators displayed high teaching presence through posting encouraging social words and maintaining a positive emotional tone, which created an open communication environment for student discussion. To promote students’ cognitive development, the acts that their words described included to “inform” and “elaborate” to help students construct knowledge by providing factual information and extending or embellishing upon points made. Students displayed social presence by using more social and positive emotion words, and tone, which signaled that they were satisfied with the discussion. Students’ cognitive presence was manifested through making claims, providing information and elaboration on posted comments. 相似文献
8.
Educational institutions are required to find new pedagogical and cognitive models and practices to cope with the challenges
of an emerging knowledge society. In creating a theoretical and practical model for future education, Scardamalia and Bereiter
have proposed the concept of knowledge building. An early implementation of this idea was in the networked classroom software
and ancillary structures known as Computer-Supported Intentional Learning Environment (CSILE). The present study aimed to
explore the indicators of knowledge building in computer-mediated discourse among 26 11-year-old Finnish students. The data
were collected during a four-week course on Energy, and consisted of students' postings stored in the CSILE database. Analysis
revealed three pedagogically and cognitively different modes of discourse: social-oriented, fact-oriented, and explanation-oriented.
These modes differed essentially from each other in the nature of the knowledge which students constructed during discourse
and in the object and focus of students' communication. During explanation-oriented discourse, students actively used abstract
and scientific concepts and the objects of their comments were theories, ideas and methods of research. Such activity is a
component of knowledge building.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
9.
Thirty-three children with a range of intellectual disabilities who participated in a transition program embedded within a model inclusive preschool program were enrolled in mainstream kindergarten classes from 1995 to 1999. In the second of four kindergarten terms the classroom survival skills, on-task behaviour across a range of activities and following teacher directions, were measured by observing the children with intellectual disabilities and a typical peer, nominated by each classroom teacher. While the teacher-nominated peers outperformed the students with intellectual disabilities in total time-on-task, the level achieved by the children with intellectual disabilities was still at the lower end of what is regarded as average. There was no statistical difference between the two groups in on-task behaviour during independent activities but the difference between the groups during whole class instruction was highly significant. This may have implications for the selection of strategies for preparing children for transition and the adaptation of teaching practices. On-task behaviour did not vary a great deal across level of intellectual disability but gender may have been a contributing factor. There appeared to be a greater difference between students with and without disabilities in responding to teacher directions. The results of the present study suggest that successful demonstration of these critical skills requires more appropriate teacher preparation and intervention at the kindergarten level. 相似文献
10.
Gwo-Jen Hwang Shao-Chen Chang 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):337-357
With the advancements in technology networks, mobile learning has been extensively applied in teaching contexts, enabling closer interaction between students and authentic environments. Previous studies have indicated that, when learning in real-world contexts, students need to interact with real learning targets and peers as well as the digital learning content; thus, effective learning strategies or tools are generally required for helping them organize knowledge and for promoting peer interactions. As a result, the present study developed a bi-directional peer-assessment-based concept mapping system, which not only engages students in assessing peers’ concept maps, but also encourages them to evaluate or respond to peers’ ratings and comments. To explore the effectiveness of this learning system, the study conducted an experiment in elementary science classes. A total of 101 fifth graders from four classes were recruited to participate in the study. Two classes were assigned to the experimental group and two to the control group. The experimental group adopted the bi-directional peer-assessment approach, while the control group adopted the conventional peer assessment approach for concept mapping. The results reveal that the bi-directional peer-assessment-based concept mapping system can not only increase students’ learning achievement and the completeness of their concept mapping, but can also enhance their critical thinking tendency and the feedback quality of their peer assessment. 相似文献
11.
A graduate level research methods and statistics course offered on the World-Wide Web was evaluated relative to the traditional
lWith their consent, course members were randomly assigned to the two versions of the course for the first block of sessions.
For the second block of sessions the groups crossed over to access the alternative version of the course. Quantitative and
qualitative outcome data were collected to sample cognitive and affective domains. Improvements in knowledge and reductions
in anxiety were apparent following both versions, with no significant differences between versions being detected. Analysis
of course member comments indicated less satisfaction with the teaching input on the web-based version but more satisfaction
with the peer collaboration that was stimulated. An activity theory framework is applied in conceptualising the findings and
generating recommendations for further course development and evaluation. 相似文献
12.
Peer reviewers learn from giving comments 总被引：1，自引：0，他引：1
Research on peer reviewing has revealed that comments received from peer reviewers are helpful when it comes to making revisions
in an individual’s writing, but the role of providing comments to peer writers has been little explored despite the potential
value of such research. In this study, we explored how student reviewers learn by reviewing peer drafts in the context of
reciprocal peer reviewing. Undergraduate students in an introductory physics course participated in this study as part of
their course activities. Participants wrote technical research drafts, reviewed three or four peer drafts, and revised their
own drafts in the SWoRD system. A total of 3,889 comment segments were analyzed in two dimensions: (a) evaluation (strength
vs. weakness) and (b) scope (surface, micro-meaning, and macro-meaning). We found that providing weakness comments for micro-meaning
and strength comments for macro-meaning improved the reviewers’ writing qualities. In addition, reviewers’ initial writing
skills and the quality of reviewed peer drafts influenced the types of comments given. The results are discussed, along with
their implications for improved writing through reviewing. 相似文献
13.
Communication patterns in computer mediated versus face-to-face group problem solving 总被引：3，自引：0，他引：3
David H. Jonassen Hyug Kwon II 《Educational technology research and development : ETR & D》2001,49(1):35-51
Research has shown that when group problem solving is computer mediated, communications become more task oriented with clearer
role expectations, while face-to-face communications are more cohesive and personal. None of this research has examined those
patterns of interactions in terms of the problem solving activities engaged. In this study, we compared the perceptions of
participants, the nature of the comments made, and the patterns of communication in face-to-face and computer-mediated groups
in terms of problem-solving activities while solving well-structured and ill-structured problems. The quantity of messages
in the computer conference was smaller but more task related than in the face-to-face conversations because participants reflected
more on ideas and perspectives in reaching their decisions. A cluster analysis of communication patterns showed that computer-mediated
group decisions more closely resembled the general problem-solving process of problem definition, orientation, and solution
development as group interaction progressed, while the face-to-face group interactions tended to follow a linear sequence
of interactions. Participants who solved problems through computer conferencing were more satisfied with the process and believed
that there was a greater quality in the problem-solving process. 相似文献
14.
Peer collaboration in solving qualitative physics problems: The role of collaborative talk 总被引：1，自引：0，他引：1
Ping-Kee Tao 《Research in Science Education》1999,29(3):365-383
This study investigated whether and how peer collaboration facilitated students' problem solving in physics. A qualitative
physics test was administered to two Secondary 6 (Year 12) classes, with half of the students in each class randomly assigned
to take the test individually and the other half to work in dyads. The abilities of the individuals and dyads were matched
such that there was no significant difference between their physics examination grades. The test results show that the dyads
performed better than the individuals on each problem and the test as a whole. The rich collaborative talk of the dyads shows
that peer collaboration provided students with experiences of co-construction and conflict that were conducive to successful
problem solving. However, it was found that co-construction could lead to correct as well as wrong solutions and that conflict
and co-construction could occur in the same instance rather than as separate activities. The study also found that students'
success in problem solving depended not so much on their ability but on how they interacted and whether and how they invoked
the relevant physics principles and strategies. 相似文献
15.
基于元认知理论框架的英文写作元认知知识由个体知识、 任务知识、 策略知识三个变量构成,当这三个变量共同作用于个体认知活动中的某项具体写作行为时, 促使写作行为发生的学习模式会对学习者的英文写作过程产生影响。本文基于一项同伴互评学习模式下的英文书面评语写作活动的实证个案研究,探讨了同伴互评学习模式与英文写作元认知因素的关联及学生的英文书面评语的话语倾向对写作元认知知识构建的影响因素。 相似文献
16.
Winnie Wing-mui So 《Asia-Pacific Journal of Teacher Education》2012,40(2):143-158
This study investigates the learning outcomes of 25 student teachers in an online video-based learning community (VBLC). Data were drawn from the student teachers' written comments and feedback recorded in the VBLC and the post-course interviews. Based on Biggs and Collis's Structure of Observed Learning Outcomes (SOLO) taxonomy, the majority of comments and feedback were classified as uni-structural, but more sophisticated responses could also be found. The interviews revealed that the student teachers benefited from the opportunities of peer interaction and self-reflection. The study thus makes suggestions for further improvement of the operation of the VBLC. 相似文献
17.
Melissa M. Patchan Brandi Hawk Christopher A. Stevens Christian D. Schunn 《Instructional Science》2013,41(2):381-405
The use of peer assessment to evaluate students’ writing is one recommended method that makes writing assignments possible in large content classes (i.e., more than 75 students). However, many instructors and students worry about whether students of all ability levels are capable of helping their peers. We examine how ability pairing (e.g., high-ability student with high-ability student versus high-ability student with low-ability student) changes key characteristics of feedback to determine which pairings are likely to benefit students most. A web-based reciprocal peer-review system was used to facilitate the peer review of students’ writing of two papers. Over 1,100 comments given to writers from their peers were coded for several relevant categories: type of feedback, type of criticism, focus of problem, focus of solution, and implementation. Overall, creating peer-review groups such that students receive feedback from someone of a dissimilar ability appeared to be most beneficial. High-ability writers received similar kinds of feedback from high-ability versus low-ability peers. By contrast, the low-ability writers received more comments that identified problems focusing on substance issues from high-ability reviewers. In addition, the low-ability writers implemented a higher percentage of the comments from the high-ability reviewers. 相似文献
18.
同伴互助是人类活动社会性的体现,也是人类学习的重要方式.跨年级同伴互助学习是一种通过不同年级学生之间互相积极帮助来获得知识和技能的学习活动,具有情境性与探究性、开放性与持续性、互补性与全面性的特点.在师范教育中,基于学习经验层级差异的同伴互助能促进师范生完善专业知识与技能、提高专业情意、优化专业生活,使师范生从教育的"... 相似文献
19.
Kwok-Chi Ng 《Open Learning》2013,28(2):191-200
This paper reports on a case study in which an e-mail system was used as a tool to foster collaboration among a group of students enrolled in an educational management course offered by the Open University of Hong Kong (OUHK). It focuses on a set of interview data and, in analysing the interview data, it takes into account the sociocultural perspective on learning in relation to the use of computer-mediated communication in education. The aim of this study is to draw out implications for improved practices in managing online discussion groups in contexts such as the OUHK. 相似文献
20.
This paper describes the effect of teacher comments, students’ demographic information and learning management system utilisation on student final scores in algebra courses in a K–12 virtual learning environment. Students taking algebra courses in a state virtual school in the Midwestern US region during 2007–2008 participated in this study. Student final scores on these courses were collected using tests administered at the end of semester in the virtual school courses. The hierarchical linear modelling technique was used for data analysis to account for the influence of school characteristics on student final scores. The results show these factors have different influences on student final scores in different algebra courses. The discussion of the findings addresses the implications for teaching. 相似文献