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1.
Yasaman Alioon Ömer Delialioğlu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):655-668
Authentic collaborative m-learning activities were designed, developed and implemented for a computer networking course. The effect of the activities on student engagement and motivation were analyzed using a mixed method research design. Moreover, the effect of the iterative design of the content and instructional process of authentic m-learning activities on students' engagement and motivation were analyzed in the study. The activities were implemented for two consecutive semesters and were modified based on the findings from the first semester. Student engagement survey and motivation questionnaire were used to collect quantitative data, student interview protocol was used to collect qualitative data for further investigation. The findings from the first semester indicated that the engagement categories “personal development” and “satisfaction from the course” had the highest mean scores. In the second semester, the highest mean score belonged to the “personal development” category, followed by “collaborative learning.” Comparison of the results from two semesters revealed that the improvements in the content of the activities and instructional process increased the “collaboration” among students as well as their “interaction with instructor.” Paired sample t-tests revealed a difference in indicators of student motivation within groups in both semesters. Analysis of the interview data showed that students perceived the authentic activities as an appropriate tool for enhancement in “communication” and “collaboration” opportunities. 相似文献
2.
Jeroen Janssen Gijsbert Erkens Paul A. Kirschner Gellof Kanselaar 《Metacognition and Learning》2012,7(1):25-43
This study investigated how students collaborate in a CSCL environment and how this collaboration affects group performance.
To answer these questions, the collaborative process of 101 groups of secondary education students when working on a historical
inquiry task was analyzed. Our analyses show that group members devote most of their efforts to regulation of task-related
activities. For example, by formulating plans or strategies or monitoring task progress. Group members also engaged in social
activities often (e.g., disclosing personal information, joking). Less attention was paid to exchange of task-related information
(e.g., asking task-related questions) and regulation of social activities (e.g., planning and monitoring the collaboration).
Exploratory factor analysis was used to identify the interrelationships between the different collaborative activities. This
analysis showed that collaborative activities can be grouped in four broad categories: discussion of information, regulation
of task-related activities, regulation of social activities, and social activities. These activities were then used to predict
group performance using multiple regression analysis. No effect of discussion of information and regulation of task-related
activities on group performance were found. Regulation of social activities positively affected group performance, whereas
social interaction negatively affected group performance. As in this study no inferences could be made about the causal relation
between collaboration and performance, future research should attempt to focus on this relationship, for example by investigating
more closely how different individual and group factors affect collaboration and group performance. 相似文献
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The increasing amount of empirical research shows that the role of regulatory processes is critical in CSCL and collaborative learning settings. However, the current conceptual definitions and specificity of the findings vary. This is most probably because of limitations in the methods investigating regulated learning in a collaborative learning context. This study aimed to provide empirical evidence for how self- and shared regulation activities are used and whether they are useful for collaborative learning outcomes. Eighteen graduate students worked in collaborative groups for seven weeks in a CSCL course and the data of this study focuses on three one week online collaborative learning phases in the course. Temporal and sequential analysis of chat discussions and log file traces were matched to find evidence about whether the students' collaboratively planned regulatory activities became shared in practice. The results show evidence that collaborative planned regulatory activities become shared in practice. The groups that achieved good learning results used multiple regulatory processes to support their learning and also reached shared regulation. The four microlevel examples demonstrate simplified patterns of the activation of self-regulation and shared regulation. In conclusion, individual socially shared regulation plays a critical role in successful collaborative learning. 相似文献
5.
Social loafing refers to the tendency for individuals to reduce their own personal input when performing as part of group. This phenomenon may be problematic if it exists in educational contexts, given a current emphasis on group collaborative classroom activities. The present study investigated whether social loafing existed in a collaborative educational task, employing groups of three and eight participants. The results indicated that individuals working within the smaller groups were more productive than those working in larger groups, consistent with the social loafing hypothesis. Future research should determine whether the detrimental effects on students' collaborative performance attributable to social loafing are justifiable in terms of gains accrued in other (e.g. interpersonal) domains. 相似文献
6.
The aim of the present study was to investigate the relationships between the three dimensions of transactive memory (coordination, credibility, and specialization) and performance of collaborating students. A total of 113 students, distributed into groups of two or three, participated in the study. They were required to complete a series of learning tasks during the semester and to write a joint report for each task to be evaluated by their instructors. Afterwards, they were asked to fill out a questionnaire including self-report measures of transactive memory. The results showed a well-established positive relationship between transactive memory and performance based essentially on coordination; also, performance improved linearly as members developed specializations within groups. Implications for future research in collaborative learning are discussed. 相似文献
7.
近年来,基于项目的协作学习研究主要集中在项目式学习的模型、程序、分组、策略、优缺点等方面,在项目式同伴协作在线学习过程中,学生如何通过自我调节和共享调节来实现项目目标仍未得到充分研究。文章依据活动理论框架和协作学习中共享调节模型,通过设计持续时间8周的PBL同伴在线协作学习来组织教学活动,借助同伴评价表、自我报告调查表、团队项目成果评价表,进行自我调节和共享元认知调节对项目协作学习结果的影响研究。研究结果表明:自我调节和共享调节在PBL同伴在线协作学习中发挥着关键作用,有效的共享调节主要受到学习者自身强大的自我调节的支持,在共享调节的作用下,协作同伴之间相互影响,共同推进项目协作过程。 相似文献
8.
Argumentation and scientific discourse are essential aspects of science education and inquiry in the 21st century. Student groups often struggle to enact these critical science skills, particularly with challenging content or tasks. Social regulation of learning research addresses the ways groups attempt to navigate such struggles by collectively planning, monitoring, controlling, and reflecting upon their learning in collaborative settings. Such regulation and argumentation can also elicit socioemotional responses and interactions. However, little is known regarding how regulation processes and socioemotional interactions manifest among students involved in small-group discourse about scientific phenomena. As such, in this qualitative study, we explored social regulation of learning, scientific argumentation discourse, and socioemotional interactions in the discussions of two groups of high school physics students (n = 7, n = 6). We found key qualitative distinctions between the two groups, including how they enacted planning activities, their emphasis on challenging other’s ideas versus building shared understanding, and how socioemotional interactions drove discourse. Commonalities across groups included how regulation initiation related to discourse, as well as how the difficulty of the content hindered, and teacher support augmented, the enactment of social regulation. Finally, we found overlapping regulation and discourse codes that provide a foundation for future work. 相似文献
9.
This study examined how temporal sequences of regulated learning events, such as types and processes of regulated learning, emerge during different stages of collaborative learning. Earlier research has focused on individual learning and not on the captured temporal sequences of regulation in collaborative learning. The data were collected during a two-month math didactics course taken by teacher education students who collaborated in three member groups. Twenty-two hours of video data were collected to follow how sequences of regulated learning events, along with task execution, emerged within the six groups as their collaboration advanced. The data were analyzed using qualitative content analysis and lag sequential analysis. The results showed that the groups engaged mostly in co-regulated planning and monitoring. Temporal analysis showed that collaborative interactions focusing on task execution promoted socially shared planning, indicating that task execution provided grounding for socially shared planning and regulation to occur. The sequential analysis illustrated that metacognitive monitoring played a facilitative role in the progress of task execution. 相似文献
10.
What kinds of teacher collaboration are most likely to improve what teachers—and, ultimately, students—learn during their time in school? This study looks within and across different collaborative activities that occurred among one teacher team. Observational data analyzed through a sociocultural theoretical framework suggest how the structure and intended focus of collaborative activity can influence (1) how often and how concretely teachers discuss their teaching with colleagues; (2) which aspects of schooling collaboration will address; and (3) what opportunities for teacher learning are afforded and constrained. Intentionally focusing and structuring teachers' collaborative activity can improve its impact on schooling. 相似文献
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This paper addresses the nature and significance of productive engagement in cognitive activity and metacognitive regulation in collaborative learning tasks that involve complex scientific knowledge. A situative framework, combining the constructs of social regulation and content processing, provided the theoretical basis for the development of a comprehensive coding scheme for interactive data analysis. An empirical study was conducted with two groups of university students working on two science-learning tasks. It examined the function of metacognitive regulation to control the flow of cognitive activity, and the extent to which group differences in cognitive and metacognitive regulation processes during collaborative learning could explain differences in the groups’ learning outcomes. The findings provide validation of the framework and its derived coding scheme. An example of a way in which a group engages in socially shared metacognitive regulation is presented to demonstrate how the coding scheme was applied to the data. Theoretical and empirical implications of the findings are discussed. 相似文献
13.
Nadira Saab 《Metacognition and Learning》2012,7(1):1-6
Computer-supported collaborative learning (CSCL) is an approach to learning in which learners can actively and collaboratively
construct knowledge by means of interaction and joint problem solving. Regulation of learning is especially important in the
domain of CSCL. Next to the regulation of task performance, the interaction between learners who work in a CSCL environment
needs to be regulated as well. Despite its importance, the regulation of learning in CSCL has received relatively little attention
in research. In the contributions of this special issue different labels are used for various forms of regulation of learning
during CSCL. During collaborative learning, the regulation of activities can take place at different levels of social interaction:
the individual level, the dyadic level, and the group level. Regulative activities of all three levels are presented in the
three studies. All studies have investigated whether the use of regulative activities affected performance, and have found
that regulation at the dyadic and/or group level was positively related to group performance. In sum, these three contributions
provide a constructive overview of the role of regulation of the (collaborative) learning process in CSCL, both in terms of
the impact of regulation on learning processes and learning results as well as the influence of different kinds of support
on the regulation of collaborative learning. 相似文献
14.
The current study examines variation in other-regulation, conceptualized as efforts by one student to regulate their group’s work. This study extends research which has conceptualized other-regulation as temporarily guiding others’ conceptual understanding and skill development by broadening the spectrum of other-regulation to include directive forms and considering their differential impact on regulation quality. Qualitative analyses were conducted based on videotaped observations of three groups of 7th graders working on three collaborative activities during an inquiry-based science unit. Findings suggest that directive other-regulation related to employed moderate-low and low quality regulation within the group. Facilitative forms yielded higher quality regulation given co-equal regulation and task contributions, the focus of the other-regulator on integrating ideas using behavioral and group process regulation, as well as sustaining a shared focus on developing the task product through the use of high-quality content and disciplinary regulation. In contrast, directive other-regulation related to an imbalance in participation and regulatory contributions, as well as the other-regulators’ focus on controlling the task and ensuring their own contribution remained central to the task product. When group members do not have opportunities to make regulatory contributions, regulation and task quality suffer since the group cannot benefit from the full potential of their shared activity, with implications for learning. 相似文献
15.
Martin Lea Paul Rogers & Tom Postmes 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(1):53-63
This paper briefly summarizes the initial development of a computer-supported collaborative learning environment and evaluates its effects in relation to the productivity of CSCL groups. The design of the SIDE-VIEW system is driven by the social identity approach to understanding group behaviour and is premised upon the need to establish congruity between the self-definition of group members and their collaborative learning tasks. We begin by outlining the rationale for the system in relation to productivity and the emergence of team players within collaborative learning groups. We then describe aspects of the design that are intended to enhance both, and report on a field trial of the initial prototype on international groups of higher education students. The preliminary results of the field study indicate that aspects of the design encourage the emergence and influence of team players within groups, with consequential improvements to the quality of the group output. The role of team players in CSCL groups is contrasted with that of group leaders. 相似文献
16.
This study examines cognitive and social processes in group interactions that shape collaborative learning in science classrooms. Three small groups of students were observed while working collaboratively on explaining the burning of a candle under a jar. The learning environment served as a context for examination of conceptual convergence, a process wherein students construct shared meanings for science concepts through gradual refinement of ambiguous, partial meanings presented in group space. Despite engaging in the same activity with very similar instructional supports, the groups displayed very different patterns of interaction and achieved varied degrees of conceptual convergence. One group collaborated effectively and displayed evidence of individual conceptualizations of science content converging to establish a more well‐informed shared conceptualization. The other groups were not as successful, each for unique reasons. Problems demonstrated in one group included lack of self‐confidence, poor monitoring of group learning, and active avoidance of potentially fruitful conceptual conflicts. The other group struggled primarily because of a combative social context. The major educational significance of this study was the identification of social context and interactive patterns, group approaches to conceptual conflicts, and instructors' roles in collaborative activities as crucial aspects of productive group learning. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 634–658, 2008 相似文献
17.
The effects of digital storytelling on student achievement,social presence,and attitude in online collaborative learning environments 总被引：1，自引：0，他引：1
Chang Woo Nam 《Interactive Learning Environments》2017,25(3):412-427
This study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The “digital storytelling-based online collaborative learning (DST-OCL)” and the “general online collaborative learning (G-OCL)” groups received subsequent associated skills training. The overall results indicated that after each group took part in the treatment during online collaborative learning activities, the “DST-OCL” groups had significantly higher social presence than the “G-OCL” groups. Specifically, using “DST-OCL” strategies was significantly more effective than using “G-OCL” strategies for improving the “online communication,” “interactivity,” and “privacy” components of students’ social presence in online collaborative learning environments. There was no significant difference between the two groups regarding student achievement and attitude. The findings of this study offer an insight into methods for using digital storytelling as an instructional strategy for improving online collaborative learning effectiveness. 相似文献
18.
In this article we propose that in order to advance our understanding of motivation in collaborative learning we should move beyond the cognitive–situative epistemological divide and combine individual and social processes. Our claim is that although recent research has recognized the importance of social aspects in emerging and sustained motivation in collaborative learning activities, the social is mainly conceived as a unidirectional source of influence on individual motivation. In the article we examine the significance of motivation in research on collaborative learning. We discuss two characterizations of the role of the social in conceptualizations of motivation, namely, social influence and social construction, and outline our case for moving beyond the cognitive–situative divide and combining individual and social processes in research on motivation. Finally, we present illustrations from recent research on motivation in collaborative learning that has attempted to bridge the cognitive–situative divide across theoretical perspectives or using different methods. 相似文献
19.
英语移动学习资源信息收集功能与移动学习协作活动的设计是远程英语移动协作学习实践项目的第一关键所在。根据远程英语移动学习协作活动,针对英语移动学习资源信息收集功能、经常上网收集的移动学习资源、项目实践的效果等方面展开调查,对协作活动案例进行实证研究,充分证实移动协作可以发挥移动设备在课堂内外的强大潜力,为解决传统协作学习的不足提供便利,促进、加快学习者之间的交互和协作。 相似文献
20.
David C. DeAndrea Nicole B. EllisonRobert LaRose Charles SteinfieldAndrew Fiore 《The Internet and Higher Education》2012,15(1):15-23
A considerable body of research indicates that social support plays an integral role in determining students' successful adjustment to college. Unlike previous research that has evaluated face-to-face support interventions that occur during students' first semester at college, the current study reports on a student-centered social media site designed to enhance students' perceptions of social support prior to their arrival on campus. Results indicated that site usage increased students' perceptions that they would have a diverse social support network during their first semester at college, even when controlling for other potent predictors. The importance of social support perceptions for college adjustment is detailed and the ramifications of the social media intervention are discussed. 相似文献