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1.
Extensive use of social networking sites by students and teachers makes educators and researchers to think whether they can be incorporated in instructional process to facilitate students’ learning. This survey-based study records and examines Pakistani pre-service teachers’ and teacher-educators’ current uses of Facebook, and their attitudes toward using Facebook for collaborative learning, and to see if there is a significant relationship between participants’ intensity of Facebook use and their attitude toward instructional use of Facebook. Results of the study indicated that pre-service teachers’ and teacher-educators’ motives for their current Facebook use are mainly limited for social purposes. Pre-service teachers’ use of Facebook is more intensified than the use of Facebook by teacher-educators. Further, pre-service teachers showed more positive attitudes toward using Facebook for collaborative learning than the attitudes of their faculty. Findings also indicated a positive relationship between participants’ Facebook intensity and their attitudes toward its use for collaborative learning. 相似文献
2.
Various forms of peer, collaborative or cooperative learning, particularly small group activities, are increasingly used within university courses to assist students meet a variety of learning outcomes. These include working collaboratively with others, taking responsibility for their own learning and deepening their understanding of specific course content. The potential benefits of peer learning have long been recognised and are especially relevant today. However, many existing assessment practices act to undermine the goals of peer learning and lead students to reject learning cooperatively. If assessment gives students the message that only individual achievement is valued, and that collaborative effort is akin to cheating, then the potential of peer learning will not be realised. Inappropriate assessment practices may also lead to unhelpful forms of competition within and between groups that prevent groups functioning effectively. This paper examines some of the main assessment issues in connection with peer learning and suggests ways in which the benefits of this approach can be maintained while still meeting the formal assessment requirements of the course. It discusses the use of group assessment, peer feedback and self‐assessment, assessment of participation and negotiated assessment and concludes with the identification of a number of issues which remain to be addressed. 相似文献
3.
Jennifer Charteris Mitchell Parkes Sue Gregory Peter Fletcher Vicente Reyes 《Technology, Pedagogy and Education》2013,22(4):459-472
ABSTRACTFacebook is social media that is ubiquitously used in higher education contexts by both staff and students. It provides a platform for student networking and expression. The authors illuminate how pre-service teachers in an Australian university, undertaking undergraduate units, use Facebook as a student-initiated social media community. Although an increasing number of research studies have investigated student use of social media in higher education, this is an under-theorised area. In particular, little has been written about the student-initiated use of Facebook as a commentary on the activities running simultaneously to formal online learning programmes in universities. Data drawn from 15 semi-structured interviews support an investigation into student Facebook use. Findings highlight that student-driven Facebook sites have a range of purposes and offer ever-present access to a relational community online, although this can sometimes be problematic. When emotional support is not forthcoming from academics or there is disenfranchisement in formal learning spaces, membership in student-initiated learning communities can afford immediacy, informality, influence and shared emotional connections. 相似文献
4.
Jiangmei Yuan ChanMin Kim 《Educational technology research and development : ETR & D》2018,66(1):25-52
Although peer assessment is widely implemented in higher education, not all students are highly engaged in it. To enhance student engagement in peer assessment, we designed and developed a web-based tool, autonomy-supportive peer assessment (ASPA), to support students’ need for autonomy when they conducted peer assessment. Students’ sense of autonomy, and their behavioral, emotional, and cognitive engagement in peer assessment were examined via interviews and surveys. We also examined students’ academic performances, including their improvement from initial to revised essays and the quality of feedback they provided. Survey results indicated that the ASPA group (1) experienced a slightly higher sense of autonomy than the non-ASPA group, and (2) spent much more time on each evaluation criterion than the non-ASPA group. Interviews suggested that both the ASPA and non-ASPA groups were engaged in peer assessment. However, there were no statistically significant differences between the two groups in behavioral, emotional, cognitive engagement, and academic performances. 相似文献
5.
David McConnell 《Studies in Continuing Education》2013,35(1):73-92
This paper examines the various ways in which students talk about their experience and perceptions of collaborative review and assessment as it occurs in e-learning environments. Collaborative review and assessment involves the student, their peers and tutor in thoughtful and critical examination of each student's course work. The process involves two stages: review and discussion of the student's work with a view to bringing different critical yet supportive perspectives to the work. This is followed by the use of two sets of criteria to make judgements on the student's work: one set provided by the student, the other by the tutor. The purpose of collaborative assessment is to foster a learning approach to assessment and to develop a shared power relationship with students. From analysis of face-to-face interviews, examination of e-learning discussions and student-completed questionnaires, a set of analytic categories was built describing the learners' experiences of collaborative e-assessment. These categories are: (1) the appropriateness of collaborative assessment; (2) collaborative assessment as a learning event; and (3) the focus for assessment. The paper focuses on analysing and discussing these categories of experience. The research shows that a positive social climate is necessary in developing and sustaining collaborative assessment and that this form of assessment helps students to reduce dependence on lecturers as the only or major source of judgement about the quality of learning. Students develop skill and know-how about self- and peer assessment and see themselves as competent in making judgements about their own and each other's work, which are surely good lifelong learning skills. 相似文献
6.
利用“Facebook”发展网络学习社区 总被引：2，自引：0，他引：2
当高等教育机构都在宣传远程教育“一站式服务”特点的时候,他们并没有热衷于（至少在现阶段）把Facebook这样的工具加入他们的绑定服务。这些服务现在可以通过诸如Angel和Blackboard的课程管理系统（CMSs）实现。高等教育现在还没有准备好完全接纳CMSs。从理论上说,学生们在CMSs中可以更有效地学习。然而,其他的社会网络工具（如博客、维客和播客）显得要比Facebook更适合在远程教育中使用。要注意的是,对CMSs进行＂整合＂而不是＂代替＂是这一类工具现在唯一的功用。使用这一类网络工具的用户大部分都支持这一事实即Facebook能为大学生们提供一种社会出路。因为,不管它效果如何,社会交往总是人类教育的核心。在这一方面,Facebook会起到作用,但是把这一作用融入到远程教育中却缺少了一股推动力。学生们可以把它作为合作学习中次要的信息交流途径。例如：学生们可以通过在自己的空间中邀请同学来共同完成小组作业。Facebook提供的服务（如聊天、结识新同学、安排社会、学术会议等）可以通过使用CMSs当前的技术来实现,同时避免社会网络中普遍存在的安全漏洞和其他法律问题。目前对于Facebook应用在网络学习社区中的观念很可能一夜之间被颠覆,基于Facebook的新发展,技术融合以及远程教育管理者观念的改变,面对一些学生学习花费时间长的这一情况,Facebook改进了原来在推进学习（如完成任务花费的时间）中的功用。Facebook的引入可能使学习环境很舒适,但是笔者很想深刻的挖掘该技术,并探索将它用于学术领域的可能性,把它作为一种潜在的方式使学生可以远程互相学习而不用挤在一个狭小的空间。 相似文献
7.
The sciences are often perceived by students as irrelevant as they do not see the content of science as related to their daily lives. Web 2.0-mediated activities are characterized by user-driven content production, collaboration, and multi-way communication. It has been proposed that employing Web 2.0 in educational activities will promote richer opportunities for making learning personally meaningful, collaborative, and socially relevant. Since Facebook is already in use among youths, it potentially provides a communicative link between educational content and students’ lives. The present study was conducted as a case study to provide an inductive, explorative investigation of whether and how the integration of Facebook into upper secondary biology can affect interest in biology and participation in learning communication. The results indicate that the coupling of formal and informal communication practices on Facebook serves to maintain interest and open up new learning possibilities while at the same time creating barriers to communication. These barriers are due to distractions, ethical issues, and a certain depreciation of the activities ensuing from the everydayness of Facebook as a communication platform. In conclusion, use of Facebook as an educational platform is not clearly good or bad. 相似文献
8.
In English for academic purposes courses, group oral presentations are quite common but essay writing tends to be seen as an individual endeavour, albeit with scope for peer review. This article discusses action research reflecting on student perceptions of a framework to support students through a semester-long collaborative essay assignment in an English-medium instruction university in Macau. The framework presented incorporates collaborative and individual assignment tasks, assisted by information and communications technology, to support the collaborative process and facilitate the assessment of the individual within the group. Even though writing in a group may take more time and effort, it is viewed favourably by the majority of students due to the additional learning gains to be made by writing collaboratively, including the increased quality of ideas and the social interactions (face-to-face and online) required to come to agreement. 相似文献
9.
Jessica J. Summers David A. Bergin James S. Cole 《Learning and individual differences》2009,19(2):293-298
In response to the general perception among college faculty that student incivility is an increasing problem, we investigated ways in which collaborative learning and autonomy support are related to incivility. After collecting survey data from college faculty and their students, we conducted a path analysis to test the mediating effects of peer interaction for students' perception of autonomy support and incivility in different collaborative learning contexts. Results showed that student perceptions of autonomy support positively predicted instructor intolerance of incivility in classes that used formal and informal group work, with social learning acting as a significant mediator for formal groups only. Classroom community negatively predicted intolerance of incivility for informal groups. Suggestions for future research are discussed. 相似文献
10.
This paper discusses writing as a social practice and speculates on how wikis might be used to promote higher quality academic writing and support collaborative learning. This study of undergraduate teacher trainees’ online learning activities focuses on how shared spaces – wikis – might be used to communicate ideas and generate course‐specific content. The study also explored how students, through such activities, were able to improve their academic writing skills and engage more critically in learning. Data captured from student discussion boards and a post‐module email questionnaire (n = 35) were used to map student perceptions of the usefulness of wikis in support of their academic studies. The data indicate that most students raised their skill level in writing directly to the publicly viewable wiki space, in sharp contrast to the more informal content they posted on the discussion boards. The scope of collaborative writing was limited due to students’ reluctance to edit each others’ work, but students appreciated the shared environment as a means of discussing their work and the content of the course. Students reported that their academic writing skills had improved through their formal participation in the wiki. 相似文献
11.
Hannah Dickson Joel Harvey Nigel Blackwood 《Assessment & Evaluation in Higher Education》2019,44(5):692-704
Assessment for learning approaches, such as peer review exercises may improve student performance in summative assessments and increase their satisfaction with assessment practices. We conducted a mixed methods study to evaluate the effectiveness of an oral peer review exercise among post-graduate students. We examined: (1) final assessment grades among students who did and did not take part in the peer review exercise; (2) student perceptions of the impact of the peer review exercise; and (3) student understanding of, and satisfaction with, this new assessment practice. We found that students who took part in the exercise had a significantly higher mean grade in a subsequent summative oral presentation assessment than students who did not take part in the exercise. Students gained a better understanding of assessment and marking criteria and expressed increased confidence and decreased anxiety about completing the subsequent summative assessment. Assessment for learning improves academic attainment and the learning experience in postgraduate students. 相似文献
12.
The impact of two types of peer assessment on students' performance and satisfaction within a Wiki environment 总被引：1，自引：0，他引：1
The purpose of this study was to compare the effects of two peer assessment methods on university students' academic writing performance and their satisfaction with peer assessment. This study also examined the validity and reliability of student generated assessment scores. Two hundred and thirty-two predominantly undergraduate students were selected by convenience sampling during the fall semester of 2007. The results indicate that students in the experimental group demonstrated greater improvement in their writing than those in the comparison group, and the findings reveal that students in the experimental group exhibited higher levels of satisfaction with the peer assessment method both in peer assessment structure and peer feedback than those in the comparison group. Additionally, the findings indicate that the validity and reliability of student generated rating scores were extremely high. Using Wiki interactive software and providing an online collaborative learning environment to facilitate peer assessment added value to peer assessment. 相似文献
13.
This paper discusses how a group leader computer tutor may aid students in learning collaborative skills in a co-operative learning environment. However, students need to learn collaborative skills and practice using them. The group leader computer tutor discussed in this paper is designed on the principles of co-operative learning, intelligent tutoring systems and computer-supported collaborative work within an intelligent collaborative learning system (ICLS). The group leader aims to facilitate group work on the task level and to teach students how to use collaborative skills in the discussion level as students work on networked computers in the Jigsaw method of co-operative learning. The ICLS and its group leader were used by two classes at a liberal arts university. Qualitative research shows that the students' co-operative attitudes changed and academic achievement improved from pre- to post-treatment. Students, especially, used the communication skill of openness in comment type discussions. The students enjoyed working collaboratively through the ICLS and their teachers thought that the experience was valuable for them. 相似文献
14.
This paper is concerned with the educational value of Facebook and specifically how it can be used in formal educational settings. As such, it provides a review of existing literature of how Facebook is used in higher education paying emphasis on the scope of its use and the outcomes achieved. As evident in existing literature, Facebook has been used mainly for social networking purposes through the establishment and collaboration of social groups in educational settings. However, a set of recent studies has exemplified how Facebook can provide an empowering means for achieving educational goals and supporting students develop crucial skills (e.g., writing, networking, collaborating) by serving as members in various learning communities. Concluding, we argue that Facebook can provide a valuable pedagogical tool that enhances student learning. Hence, future research towards further exploring Facebook’s use in educational settings is warranted for the purpose of producing scientific evidence about the ways in which Facebook could be utilized to enhance learning. 相似文献
15.
Sanna Ulmanen Tiina Soini Kirsi Pyhältö Janne Pietarinen 《Cambridge Journal of Education》2014,44(3):425-443
This study explores strategies students use to construct their academic engagement in the social environment of school. The study is based on group interview data collected from 161 sixth (78) and eighth (83) grade students. Students reflected both engaging and disengaging episodes. Data were content analysed. The results show that students reported using only confirming strategies in teacher–student interaction. More diverse strategies were described in relation to peer interaction. The results indicated that simultaneously maintaining functional peer relations and engaging effectively in academic activities is a highly challenging task which requires strategic flexibility and self-regulative skills. In terms of the development of more engaging learning environments for students, our results suggest that more attention should be paid to creating positive opportunities to participate, in terms of both academic activities and peer interaction. 相似文献
16.
In order to pilot a shift towards greater use of collaborative learning in our higher education programs, the University of Hong Kong has invested in the development of a prototype technology-enhanced collaborative learning space. The space was created by retrofitting a vacant studio, turning it into an innovative classroom space in which collaborative learning is promoted and facilitated both through the provision of technology and by the physical layout of the room. We have used the space to pioneer collaborative learning both by holding professional development workshops for faculty in the room and also by helping academic staff to run experimental courses in the learning space. The opportunity to offer professional development and support for academic staff in this environment is particularly valuable as it ensures they do not simply deliver traditional didactic lectures in a space designed to promote interactive student learning and engagement. By using the space as a ‘student’ they are able to consider how they may use collaborative learning environments with their students. This paper describes use of the room for professional development of academic staff and also provides two examples of the use and evaluation of the room by faculty who used the room to teach experimental classes. 相似文献
17.
非正式学习环境下移动语言学习研究——新加坡学生校外成语学习及创作活动历程探析 总被引：1，自引：0，他引：1
黄龙翔 《现代远程教育研究》2012,(2):67-73
学习者的整个生活圈子,包括学校以外的非正式学习环境,处处都提供潜在的学习机遇。"成语,动起来!"项目以新加坡小学五年级学生为实验对象,应用移动技术为学生建构一人一机(手机)、正式学习和非正式学习无缝连接的华语文学习环境,协助学生建立起时时学、处处学的习性和技能。在正式学习的范畴中,教师上成语、连接词课,以情境学习、合作学习的形式进行学习活动。在非正式学习的范畴中,学生积极观察日常生活中的人、事、物,从所经历的情境中联想到所学成语,用手机拍照、造句,张贴上网,供同学互相修改、比较、讨论句子。项目通过对两名学习方式各异的学生进行校外创作活动的认知历程分析发现,丰富的生活情境、家长和移动技术的支持对非正式学习环境中学生的语言学习起着重要的作用。 相似文献
18.
Simon Cassidy 《Assessment & Evaluation in Higher Education》2007,32(3):313-330
The study sought to establish the level of students' self‐assessment skill—particularly inexperienced students—and to examine the relationship between self‐assessment skill and learning style, student perceptions of academic locus of control and academic self‐efficacy. Students were asked to evaluate and provide estimated marks for their own work, were which compared with tutors' actual marks. Students also completed measures of learning style, academic locus control and academic self‐efficacy. Comparisons of student estimated and tutor marks indicated a good level of self‐assessment skill in the majority of students. A significant minority of students did however fail to exhibit such skills. There was also some evidence of a tendency for students to underestimate their performance. While both strategic and deep approaches to learning were shown to be positively correlated with tutor mark, only surface approach was negatively correlated with students' estimated mark, suggesting that surface learners are inclined to provide lower evaluations of their own performance. Deep approach was also correlated with accuracy of student self‐assessment skill, suggesting that deep learning is associated with self‐assessment competency. No clear or convincing associations between self‐assessment skill and perceptions of academic locus of control or academic self‐efficacy were identified. Findings suggest that while self‐assessment skill undoubtedly develops, becoming more effective during students' academic career, inexperienced students do have the capacity for self‐evaluation and should therefore be included in self‐assessment activities. In the light of findings related to learning style and the heterogeneous nature of student groups, student monitoring and skill development are proposed in order to allow the integration of self‐assessment into the learning and assessment process. 相似文献
19.
School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth‐grade science students’ motivation, reported use of learning strategies, achievement, calibration, and task perceptions as they engage in a well‐structured task (WST) and an ill‐structured task (IST). Students achieved higher grades on, and reported more ease and value for, the WST whereas they utilised critical thinking and peer learning strategies more on the IST. Lower academic achievers calibrated their achievement less accurately on each task and experienced lower grades, interest, ease, and management capability on the IST. Conversely, higher academic achieving students reported more self‐efficacy and effort regulation and lower anxiety and elaboration on the IST. Motivation – notably less intrinsic goal orientation in low academic achievers and higher task value and self‐efficacy – predicted performance on the IST. The structure of tasks may provide prompts that illicit unique self‐regulated learning responses in students. 相似文献
20.
Educators and researchers are increasingly interested in the benefits of using Facebook groups attached to university courses, largely around connectedness, engagement and sense of belonging. However, thus far, there have been no broad-scale investigations on the potential outcomes of course-attached Facebook groups. The current study used both within- and between-group analyses on 471 participants, in order to investigate whether courses with an attached official or unofficial Facebook group was related to increased student engagement (in the categories of relationships with faculty members, peer relationships, behavioural engagement, cognitive engagement, valuing and a sense of belonging) and degree identity compared to courses without Facebook groups. Results indicated that students reported interacting more with unofficial than official Facebook groups. Courses with an official Facebook group had significantly greater staff connectedness compared to courses without an official Facebook group, while courses with either an official or unofficial Facebook group had a significantly higher peer relationships compared to courses without any Facebook group. Students with either an official or unofficial Facebook group had a significantly higher sense of belonging. Though students with either an official or unofficial Facebook group reported higher degree identity, this may be primarily due to the unofficial, rather than official Facebook groups; this difference may only exist in the unofficial, but not the official Facebook groups. 相似文献