共查询到20条相似文献，搜索用时 31 毫秒
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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
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柴少明 《现代远程教育研究》2012,(4):35-40
计算机支持的协作学习（CSCL）是近年来教育技术和学习科学研究的热点,协作知识建构是CSCL的主要学习方式和学习目标,如何支持和促进协作知识建构是教育研究者和实践者关注的焦点问题之一。在社会建构主义和对话学习理论基础上建立的基于对话的教学设计和基于研究与实践的协作学习过程模型可以作为一种系统的教学模式,引入到CSCL学习环境中来支持协作知识建构。网络环境下协作学习困难和问题调查,以及CSCL课程实践证明：旨在提高学生对话能力,促进学生不同类型对话产生和发展,培养学生批判性思维能力的促进协作知识建构的教学设计和实施策略是有效的,学生在协作学习中能掌握并运用这些策略来促进协作学习。实现知识建构的目标。 相似文献
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Chemistry knowledge can be represented at macro-, micro- and symbolic levels, and learning a chemistry topic requires students to engage in multiple representational activities. This study focused on scaffolding for inter-level connection-making in learning chemistry knowledge with graphical simulations. We also tested whether different sequences of representational activities produced different student learning outcomes in learning a chemistry topic. A sample of 129 seventh graders participated in this study. In a simulation-based environment, participants completed three representational activities to learn several ideal gas law concepts. We conducted a 2 × 3 factorial design experiment. We compared two scaffolding conditions: (1) the inter-level scaffolding condition in which participants received inter-level questions and experienced the dynamic link function in the simulation-based environment and (2) the intra-level scaffolding condition in which participants received intra-level questions and did not experience the dynamic link function. We also compared three different sequences of representational activities: macro-symbolic-micro, micro-symbolic-macro and symbolic-micro-macro. For the scaffolding variable, we found that the inter-level scaffolding condition produced significantly better performance in both knowledge comprehension and application, compared to the intra-level scaffolding condition. For the sequence variable, we found that the macro-symbolic-micro sequence produced significantly better knowledge comprehension performance than the other two sequences; however, it did not benefit knowledge application performance. There was a trend that the treatment group who experienced inter-level scaffolding and the micro-symbolic-macro sequence achieved the best knowledge application performance. 相似文献
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Addressing a drawback in current research on computer-supported collaborative learning (CSCL), this study investigated the influence of motivation on learning activities and knowledge acquisition during CSCL. Participants’ (N = 200 university students) task was to develop a handout for which they had first an individual preparing phase followed by a computer-supported collaborative learning phase immediately afterwards. It was hypothesized that in both phases current motivation (in terms of expectancy and value components) influences both learning activities and knowledge acquisition in a positive way. According to main results, only goal orientations (before learning) were associated with knowledge acquisition respectively observed learning activities during the collaborative phase. Expectancy and value components of current motivation related neither to observed learning activities nor to knowledge acquisition during collaborative learning but were in part associated with learning activities and knowledge acquisition during individual learning. The discussion addresses several possible explanations for these unexpected results. 相似文献
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Chuanpob Iaosanurak Sumalee Chanchalor Elizabeth Murphy 《Education and Information Technologies》2016,21(6):1639-1662
The purpose of the study reported on in this paper was to design and test an intervention with elementary-aged children to promote social and emotional learning around technology. The intervention structured learning around technology as a catalyst and scaffolding tool that engages learners in cross-cultural, collaborative interaction, dialogue, problem-solving, decision-making and reflection in a face-to-face context. Participants were five Thai and 18 Cambodian learners in a Thai elementary classroom. Data collection involved self-report use of the Thai Emotional Intelligence Screening Test (TEIST) before and after 8 weeks of an intervention consisting of learners’ collaborative and interactive use of online, animated stories, discussion forum, mind maps and learning journal. Results are presented as pre-post for the whole group, for Thai vs. Cambodian, and for males versus females. Whole group (N?=?23) T-values for the subcategory of Emotional self-control were significantly different at p?<?.05 from the pre- and post-TEIST (t?=?2.712). Comparisons of pre- and post-TEIST between Thai and Cambodian learners revealed no significant difference. Comparisons between males and females evidenced a significant difference at p?<?.01 for the post-TEIST (t?=?3.886, 3.092 respectively), showing increased Empathy and Responsibility among participating females. The paper concludes with an expanded model of social and emotional learning around technology. 相似文献
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针对传统项目学习存在周期长、自由度大等问题,O2O迭代式项目学习引入了"O2O迭代"为新型学习脚手架。它将复杂项目分解成前后知识相关的多个功能小项目,串接起线上线下的迭代学习和知识运用,螺旋式发展学习者融合知识解决复杂项目问题的能力。以首要教学原理为处方科学指导,它聚焦复杂项目增量式的解决,在O2O空间环境和协同机制的配合下,通过"结构、指导、辅导和反思"的过程,衔接"教与学"成为统一整体,服务于学习者在线上"需要知道"和线下"需要做"之间反复迭代的学习。在以开放教育"信息技术应用"课程为应用案例的实证研究中,样本统计显示,它能尽早发现和控制项目学习的过程变异,促进学习最终成果的绩效交付,一定程度上解决了传统项目学习容易遭遇过程障碍的难题。 相似文献
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Collis Betty Margaryan Anoush 《Educational technology research and development : ETR & D》2004,52(4):38-52
Business needs in many corporations call for learning outcomes that involve problem solutions, and creating and sharing new
knowledge within worksplace situation that may involve collaboration among members of a team. We argue that work-based activities
(WBA) and computer-supported collaborative learning (CSCL) are appropriate components for courses in such learning situations.
Via this approach, collaborative work situations become the core of a course. We further describe how activity theory can
provide a framework for the design of courses that involve WBA and CSCL as part of a workplace-oriented activity system for
learning. The use of this design approach for courses offered by the Learning and Leadership Development organization of Shell
International Exploration and Production is described and an example is elaborated. Finally, we identify four main issues
and challenges that arose during the use of the design approach. 相似文献
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Computer-supported collaborative learning (CSCL) environments provide learners with multiple representational tools for storing, sharing, and constructing knowledge. However, little is known about how learners organize knowledge through multiple representations about complex socioscientific issues. Therefore, the purpose of this study was to investigate learners’ knowledge organization (KO) through multiple representations in a CSCL environment. We designed a learning unit on nuclear energy and implemented it with a group of 20 college students. The participants used a web-based hypertext KO platform that incorporated three representational modes: textual, pictorial, and concept map. The platform interlinked learners’ knowledge entries based on similar keywords. Utilizing mixed methods research we analyzed the individual entries and the knowledge base to determine KO both at the individual and the collective levels. We found that the density of the knowledge base was high; the learners mostly benefited from their text- and concept map-based entries, though the picture-based entries were also an important means for connecting entries with similar content and hence creating a dense knowledge base. Our results suggest that KO with multiple representations can create a more comprehensive knowledge base. Using distinct analytical approaches will allow CSCL researchers to better identify KO both at the individual and collective levels. 相似文献
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STEM教育注重通过跨学科的协作学习发展学生的知识和技能。近年来,计算机支持的协作学习(CSCL)被广泛应用于STEM教育。然而,其效果如何?其采用的各类技术和教学策略对学习效果有何影响?上述问题的明确有助于完善STEM教育中跨学科的协作学习设计。基于对2009至2019年间发表在国际期刊上的142项相关实验和准实验研究成果的元分析发现:在STEM教育中应用CSCL整体上有助于提升学习效果,且相较于过程类和情感类,其对认知类学习效果的作用最为明显;从学科来看,其对科学、工程学和教育学的影响相对较大;从采用的技术来看,通信技术、动态呈现技术和共享共建技术对学习效果的影响更加显著;从教学策略来看,案例式、游戏化、知识建构和探究式等教学策略更能提升学习效果。因此,在将CSCL应用于STEM教育时,应当加强针对情感类目标的设计以激发高水平的认知活动和认知成果,注重发挥共享共建类技术在知识可视化表征、知识追踪等方面的作用,通过整合多种教学策略推进协作探究学习。 相似文献
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Ramazan Yilmaz Fatma Gizem Karaoglan Yilmaz Ebru Kilic Cakmak 《Interactive Learning Environments》2017,25(8):949-969
The purpose of this study is to examine the impacts of transactive memory system (TMS) and interaction platforms in computer-supported collaborative learning (CSCL) on social presence perceptions and self-regulation skills of learners. Within the scope of the study, social presence perceptions and self-regulation skills of students in collaborative groups constructing knowledge in wiki, blog, podcast and Facebook platforms in CSCL processes were compared. The study is designed as a pretest and post-test control group study and was carried out with 97 university students. Social presence and self-regulation scales were administered as pretest in the study. At the end of process, social presence, self-regulation, transactive memory scales and semi-structured student opinion forms were administered as post-test. When the findings were examined, it was seen that interaction platforms and the TMS level of the group did not have a significant impact on social presence perception individually; yet common impact of these two variables was significant. When the impact of interaction platforms and the TMS on self-regulation skills was examined, it was found that whilst interaction platforms had a significant impact, the TMS alone and interaction platforms–TMS common impact were not significant. 相似文献