共查询到20条相似文献，搜索用时 31 毫秒
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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
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Yanjie Song 《Educational technology research and development : ETR & D》2018,66(4):979-1008
The paper reports on an empirical study adopting a mixed research method, aiming at improving primary students’ collaborative problem solving competency in project-based learning with productive failure (PF) instructional design in a seamless learning environment. Two Grade Six classes participated in a project-based learning of “Plant Adaptations”. In Class 1 with 27 students, the project-based learning was conducted with PF instructional design; in Class 2 with 26 students, the project-based learning was conducted without PF instructional design. The learning activities spanned across farm, class, home and online spaces supported by mobile devices. Data collection includes various students’ created artifacts in groups in the inquiry process, student reflections, student focus group interviews and pre- and post-domain tests. Both qualitative and quantitative data analysis methods were employed. The research findings show that compared to Class 2, the students in Class 1 gained deeper understanding of conceptual knowledge and produced better group artifacts in collaborative problem-solving quality than those in Class 2; and the students in Class 1 were more positive in facing the challenges in their project-based learning process, and developed a sense of ownership of their learning. The findings imply that PF instructional design is conducive to developing primary students’ collaborative solving competency in science learning in a seamless learning environment. 相似文献
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Han-Yu Sung 《Interactive Learning Environments》2018,26(1):118-134
Researchers have recognized the potential of educational computer games in improving students’ learning engagement and outcomes; however, facilitating effective learning behaviors during the gaming process remains an important and challenging issue. In this paper, a collaborative knowledge construction strategy was incorporated into an educational computer game to facilitate students’ knowledge sharing and organizing during the game-based learning process. An experiment was conducted to examine the students’ learning behavioral patterns, group efficacy, and problem-solving awareness. The experimental results revealed that the proposed approach improved the students’ learning achievements and awareness of problem-solving. Moreover, from the analysis of the students’ behavior sequences, it was found that, with the collaborative knowledge construction mechanism, the students revealed significantly more aggressive learning behavioral patterns, such as “comparing and observing the learning targets” and “seeking clues and answers” during the gaming process. This implies that integrating the collaborative knowledge construction mechanism into the gaming process has great potential for helping students effectively learn and organize knowledge as well as fostering their awareness of applying the acquired knowledge to dealing with problems. 相似文献
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网络环境下的异步协作学习方式越来越受到教育工作者的关注,因为它能够为学习者提供延时性交流与协作环境,便于学习者能够以小组或个人的形式参与到学习讨论之中。为了探讨基于BBS的异步协作学习互动过程,通过以案例形式进行实证性研究,其中,运用了会话内容分析法、调查法等方法,对异步协作学习活动中的帖子总体数量情况、各组发帖时间情况、帖子间关系情况以及基于知识建构模型的异步协作学习过程进行了详细的分析。研究结果表明,异步协作学习活动促进了学生的自主学习能力的发展,但是在活动中存在的问题值得教育工作者的思考。因此,研究对于指导异步协作学习互动活动的开展具有积极的参考价值。 相似文献
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Nadira Saab Wouter van Joolingen Bernadette van Hout-Wolters 《Metacognition and Learning》2012,7(1):7-23
Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning,
students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning process
focused on the task at hand (task regulation). In this study, we investigate how support of collaborative inquiry learning
can influence the use of regulative activities of students. Furthermore, we explore the possible relations between task regulation,
team regulation and learning results. This study involves tenth-grade students who worked in pairs in a collaborative inquiry
learning environment that was based on a computer simulation, Collisions, developed in the program SimQuest. Students of the
same team worked on two different computers and communicated through chat. Chat logs of students from three different conditions
are compared. Students in the first condition did not receive any support at all (Control condition). In the second condition,
students received an instruction in effective communication, the RIDE rules (RIDE condition). In the third condition, students
were, in addition to receiving the RIDE rules instruction, supported by the Collaborative Hypothesis Tool (CHT), which helped
the students with formulating hypotheses together (CHT condition). The results show that students overall used more team regulation
than task regulation. In the RIDE condition and the CHT condition, students regulated their team activities most often. Moreover,
in the CHT condition the regulation of team activities was positively related to the learning results. We can conclude that
different measures of support can enhance the use of team regulative activities, which in turn can lead to better learning
results. 相似文献
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《College Teaching》2013,61(4):118-126
This study provides a greater understanding of which factors influence the effectiveness of service learning projects at improving graduate students’ professional skills. Data for this study was gathered from students in eight Master of Public Administration (MPA) courses taught during two semesters at a large state university. Younger students were more likely than older students to believe that their service learning project was helpful in improving their professional skills. We also find that students who spent more time working on a service learning project outside of class reported their projects were more helpful in improving their professional skills. In addition, our ANOVA analysis indicates that for projects involving group activities, students who were members of groups that worked as teams reported that their projects were more helpful in improving their professional skills than students in less cohesive groups. 相似文献
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Cindy De Smet Tammy Schellens Bram De Wever Pascale Brandt-Pomares Martin Valcke 《Interactive Learning Environments》2016,24(6):1076-1096
Learning paths have the potential to play an important role in the way educators serve their learners. Empirical research about learning paths is scarce, particularly in a secondary education setting. The present quasi-experimental study took place in the context of a biology course involving 360 secondary school students. A 2?×?2 factorial research design was adopted. Learners were engaged in learning activities in a learning path. These learning activities (1) differed in design and (2) were either undertaken individually or collaboratively. Gender was considered as a critical co-variable, given the focus on science learning. All learning paths were developed on the basis of visual representations, but in the experimental design conditions, learners worked with learning paths designed according to Mayer's multimedia guidelines (2003). Multilevel analyses were applied to study the impact on learning outcomes according to the design of learning paths, the individual/collaborative setting, and the co-variable gender. The study provides empirical evidence that both the design and the group setting (collaborative versus individual) have an impact on learning outcomes. Although there was no main effect, several significant interaction effects with gender were found. The results are helpful to direct research about the design and implementation of learning paths in a secondary school setting and underpin the relevance of representation modes in science learning. 相似文献
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This qualitative study investigated a situated learning environment implemented in an educational technology course where pre-service teachers worked collaboratively on meaningful real-world projects, assuming the role of professional teachers. With a traditional learning environment as a critical frame of reference, we found that the students in the situated learning environment demonstrated sophisticated problem-solving skills, exhibited metacognitive awareness, produced coherent artifacts, and showed high levels of motivation. The findings implied that if we want to successfully implement situated learning, effort should be made to promote a constructive learning culture, improve individual performance, manage students’ perceptions, and foster their positive attitudes. 相似文献
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This account of practice sets out the action learning experience of three doctoral students on the same Doctoral Programme in Business Administration at a UK university. It also include the sense-making of a fourth member of the set. It explores the tension between their area of work and their engagement in the action learning process and, in so doing, contributes to the ongoing debate about the relative priority of learning and problem-solving in action learning. The account narrates the students’ personal accounts of their involvement with the action learning set (ALS), what they felt worked and what did not before reflecting on their personal contributions as hybrid practitioner-learners. Insights into the experience are offered up to illuminate the function and purpose of the ALS within a management education programme. 相似文献
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马志强 《集美大学学报(教育科学版》2014,(1):53-58
基于问题解决的网络协作学习越来越受到CSCL领域研究者的重视。本研究利用设计研究的方法,设计并实施了一轮基于问题解决协作学习活动。数据分析显示50％以上的学习者认为问题解决网络协作学习活动可以发展他们的问题解决能力,并使之获得丰富的在线学习体验。学习者对任务和问题设计的满意度较高,对资源、工具及角色的满意度相对较低。设计存在的主要问题在于角色之间缺乏有效衔接,以至于不同角色的学习者难以协作完成任务。资源与工具缺乏使用提示,以至于学习者难于将资源与工具与具体的学习任务进行整合。 相似文献