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合作学习中的小组结构与活动设计研究 总被引：22，自引：0，他引：22
基于网络的合作学习是一种有效的学习方式 ,但是如果仅将学习者组成小组共同学习 ,并不见得可以取得有效的学习效果。本文对六个合作学习小组的学习过程进行观察和研究 ,提出小组的结构设计要重视地位、角色、规范和权威四个结构要素。教师需要进行小组活动设计 ,包括活动方案和活动指导策略。活动指导策略为 :合理分工 ,促进组员发展的相互依靠关系 ;促进组员间的面对面交流 ;设计评价量规 ,使用评价技术 ,处理好个别学习与合作学习的关系 ;运用决策方法和技术 ,有效进行冲突调解。 相似文献
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王雁凌 《湖北广播电视大学学报》2011,31(8):7-8
学习小组是开放教育所提倡的合作学习的主要表现形式之一。学员通过参加学习小组活动,可以消除因个别化学习带来的孤独感,同时为培养组员的团结合作精神和提升组织领导能力提供良好的平台。2009秋开放学习小组在指导教师的带领下,按照不同的学习习惯和工作需求订制学习计划和职业生涯规划,明确奋斗目标,在学习的过程中享受快乐,共同成长。 相似文献
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吴苏苹 《佳木斯教育学院学报》2014,(8)
小组活动能够营造轻松愉快的学习氛围,激发学生的学习热情和兴趣,培养学生用英语进行交际的能力,在高职大学英语课堂被广泛运用。但是由于教师对于小组活动的理论缺乏分析了解,缺乏实践积累,小组形成过于随意,组员分工不明确,教师反馈不够等原因,导致小组成员参与度不高、参与面不广,活动形式单一,小组活动效果不理想。为了达到教学效果,教师应考虑多方面因素分组,合理设计成员任务,全程参与小组活动的各阶段,予以监控并及时干预,对于小组成员及小组表现进行客观评价和反馈。 相似文献
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邵庆清 《全国优秀作文选(高中)》2023,(1):20-21
小学语文教师要创新教学方法,将小组合作学习模式引入应用,科学分组,推进预习活动、练习活动,设计组织更多的小组活动。小组合作学习中还需要教师及时跟进与指导,为学生营造较好的学习氛围。 相似文献
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陈伟 《中国教育技术装备》2011,(13)
1 科学合理分组是小组合作学习成功的第一步
小组合作学习是师生之间、学生之间互动的重要形式.小组合作学习中学生参与的积极性是决定小组成员学习成功与否的关键因素之一,而合理安排好学习小组,注意组员们在知识水平、兴趣爱好等方面的合理组合,是小组活动成功的第一步. 相似文献
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在英语教学中如何进行小组活动教学？本人浅谈一些具体的做法和体会。
一、优化学习小组的管理
学习小组每组以4人为宜,每组要选一名英语成绩好、性格开朗、有一定活动能力和组织能力的学生担任组长。组长产生后,由组长按英语成绩给组员编号,以便开展活动时进行领导和角色分工。编组时采取组内异质、组间同质的原则,以便创设组内互助、组间竞争的机制。 相似文献
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合作学习是以小组活动为主体而进行的一种教学活动,是同伴间的互助合作活动。笔者对初中思想品德课的小组学习形式、小组学习的组织、小组学习的评价等几个问题浅议如下。 相似文献
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小组合作学习是以学生为主体,体现学生学习的自主性、独立性和创造性的学习形式。要想营造学生之间相互学习、相互合作、相互影响、相互促进的学习氛围,那教师就必须考虑组员上的配置、环境的创造、学生的参与度和教师评价的合理性。本文阐述了如何实施小组合作学习,如何让学生主动积极地参与到体育活动中去,真正成为体育活动的主人。 相似文献
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小组学习是交际法中一种组织活动。针对课堂中出现的问题,研究影响小组学习的因素。提出单一性别的课堂不适合进行小组活动,不同英语水平的学生在小组活动中不能在同组中很好地合作;话题的选择,教师参与的程度等也影响小组活动进行。 相似文献
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The paradox of trust in online collaborative groups 总被引：1，自引：1，他引：0
Regina O. Smith 《Distance Education》2008,29(3):325-340
Open and sustained discussions in heterogeneous collaborative online groups should provide opportunities for adults to reshape their thinking, deeply understand the subject content, and have their voices heard and respected. These opportunities turn on trust. The ability to trust thoughts that are different from their own is influenced by the learners’ ability to be open about their beliefs and to develop healthy self–other relationships within their small groups. These issues are examined through a qualitative phenomenographic perspective of the stories of the students enrolled in two online adult learning classes utilizing a problem‐based and collaborative pedagogy. The findings indicate that group members import trust issues into the group, which then become issues for the group‐as‐a‐whole. To resolve these issues, the groups engage in several evading behaviors to avoid the types of discussion necessary to fully deal with the difference and resolve the trust issues. 相似文献
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Social Presence Online: Networking Learners at a Distance 总被引：11，自引：0，他引：11
Elizabeth Stacey 《Education and Information Technologies》2002,7(4):287-294
This paper draws on two studies which researched the use of online small group environments where collaborative learning is a central structure for learning. The establishment of social presence is facilitated through the socio-affective aspect of small group interaction which contributed to the effectiveness of learning online. Social presence, the ability of online learners to project themselves into a textual environment which has few visual or contextual cues, will be explored as an important element in facilitating effective online learning. The teacher's role in helping students project their online social presence and in establishing an environment for learning within the larger group computer conference will also be discussed. 相似文献
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Andrew Youde 《高等教育研究与发展》2020,39(5):1040-1054
ABSTRACT Given the rise of social media engagement within society, there are challenges for tutors in blended and online contexts to provide opportunities for social constructivist learning experiences within their institutional learning environments. This article proposes a module approach to teaching, learning and assessment for learners undertaking part-time, vocationally related degrees. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice with data gathered from three principal sources. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; students’ perceptions of their learning experiences were assessed using an attitude survey; and an analysis of the content and communications in the virtual learning environment provided insight into tutors’ online practice. Analysis of modules suggested limited online peer-to-peer interaction, with tutors noting the difficulties of promoting engagement. The article argues for a constructivist approach in this context with a need for tutors to promote a simple module structure, focused around assessment, that creates space for learning. This structure appeared appropriate for these learners, enabling them to manage the influence of daily events, together with pressures and time constraints of work. The findings could aid tutors in designing and delivering courses for similar groups of learners. 相似文献
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教师等助学者作为学习共同体的组成部分对学习者学习具有重要作用,也扮演着重要角色。对网络学习共同体中助学者的问卷调查发现,助学者对目前远程教育机构提供的学习资源、采用的学习方式和监控方式等情况总体评价良好,但学习者学习效果有待进一步改善。在了解学习者学习需求基础上,通过远程教育机构为学习者提供丰富的学习资源,并加强课程选择设计、政府建立各远程教育机构资源共建共享机制、企业加强对开放学习的激励等可以改进学习者学习效果,发挥远程教育在终身学习型社会建设中的作用。 相似文献
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张璇 《江苏广播电视大学学报》2014,(3):14-20
成人学习者有学习需求,但学习动力不足,这是我们无法回避的事实。在线教学中,课程导师和学习者必须形成一对合力,预期一致,相互配合才可能取得理想的学习效果。因此,课程导师有必要借助商品服务环节的对照分析,厘清影响在线辅导策略选择的因素,基于服务理念的指引,掌握在线辅导的策略和技能,综合运用推送、激励、观察、提问和反馈等在线辅导策略,持续激发和维护学习者的学习动力和热情,促使学习者的在线学习行为真实有效发生。 相似文献
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远程学习者经常面临地理、时间、心理、沟通空间等方面的交互距离(Moore,1997).相对于全职学生来说,这些有着全职工作、家庭责任的成人学生,在平衡学业、工作和家庭方面往往面临艰巨任务.他们经常需要努力寻找额外的时间和空间进行学习,经常需要付出额外的努力以确保他们与大学、辅导教师、同学保持联系.本文介绍了马来西亚开放大学通过利用文本信息这一最简单、广泛应用的技术,积极支持学生完成学业的探索,展示了如何利用移动技术促进混合教学方法,并为学习过程提供更多的灵活性和普遍性.文章利用定量研究和定性研究方法,探索了这一创新在帮助学习者更容易地回顾/定位/记忆课程内容、在线讨论、管理学习、坚持学习、记住与课程相关的重要日期和活动等方面的有效性.Abstract： Distance learners often face what is known as "transactional distances" in terms of geographical,time,psychological and communication spaces(Moore,1997).Comparing to full-time campus students,these adult learners who mostly hold full-time jobs and have family commitments face a daunting task in juggling study,work and family.They often struggle to find extra time and space to fit in their studies and frequently need to exert extra effort to ensure that they remain connected to the university,their tutors and their peers.This paper describes the efforts of Open University Malaysia in actively supporting learners in their studies through the use of text messaging technology,the simplest and most widely used of all mobile technology applications available.Further,it illustrates how mobile technology enhances the blended approach to instruction and lends more flexibility and ubiquity to the learning process.It also examines the effectiveness of the initiative in terms of helping learners to review/locate/remember course facts easily,discuss online,manage their learning,persevere in their studies,andremember important dates and actions to be taken related to the course.Both quantitative and qualitative data are presented. 相似文献
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Mary Thorpe 《Open Learning》2013,28(2):105-119
The use of computer-mediated communication (CMC) as an integral part of the design of distance taught courses raises interesting challenges to our thinking about course design and learner support. These have typically been conceptualised as two complementary but distinct systems in distance education, characterised by different practices often carried out by different groups of staff. Where CMC is designed as an integral part of the course, with collaborative learning as essential to assessment and study, this separation breaks down. The design of online activities is integral to both learner support and the course content, with new possibilities for open and distance learning as a result. Where the learning group itself is a resource for study and personal development, it also becomes feasible to orientate courses and programmes towards local teams and communities. Online tutors play a key role and need to develop 'the technology of conversation' and expertise in the design of activities, as part of their facilitator role. 相似文献
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网络学习者所具有的学习风格差异决定了指导教师必须开展个性化的导学工作。本研究基于学习风格理论,根据学习者的学习风格类型及表现出的在线学习行为特征,设计了基于学习风格和在线学习行为特征的个性化导学策略方案,并通过导学实践验证方案的可行性和有效性。 相似文献
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Liz Falconer 《Interactive Learning Environments》2013,21(2):117-129
Metaphor appears to be an innate tendency in human communication and can be shown to have significant potential when applied to the design of online learning environments. This paper describes and discusses an example of an online research methods learning resource that employs metaphoric navigation. Feedback from the tutors who design and populate the resource and from early pilots with student users is discussed. A particular focus for the discussion is the problem faced by sufferers of autism spectrum disorder, brain damage, and other cognitive disabilities that affect the comprehension of metaphor. Research that demonstrates that autistic tendencies also exist in members of the general population is also discussed as an important consideration in learning environment design. The paper concludes that there appears to be evidence that many people in the general population have traits associated with autism spectrum disorder that are likely to affect their engagement with online learning. This variation in approaches to learning strongly suggests that one single online environment is unlikely to facilitate learning equally in all students. Currently most learning sites and commercial and open source virtual learning environments offer some facility for customization of the interface, but no opportunity for students to choose from a range of environments in which to study. This paper argues that the creation of multiple learning environments which overlay the same learning content is a priority if we are to optimize the experience for the greatest number of learners and avoid exclusion due to disability or learning preferences. 相似文献
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Pharmacy students undertake experiential learning to prepare them for practice. With the move to more patient-facing roles, there is a need to assess if the experiential learning prepares students for practice. A mixed-methods study was undertaken to obtain the feedback of graduates currently in pre-registration training on their experiential learning experience. There were 63 (response rate 55.8%) responses to the online survey. One focus group consisting of four graduates, and ten one-on-one interviews were conducted. Placement experience was dependent on tutors and placement sites. There was displeasure with community placements as they were relegated to dispensing duties, but satisfaction with their hospital experience despite only being allowed to shadow tutors. The limited duration of placements was highlighted, especially in hospital settings. Tutor training is key to ensuring students have an optimum experience. Sites should be made to see the value of having students, so that they are allowed patient contact. 相似文献