In this study the dependencies between higher education students' profiles, activities, and learning outcomes in collaborative learning - as mediated by social software - were examined. Although the sample size in...
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The aim of this study was to examine and model changes in communication network structures during online discussions in a virtual course at the university level. Two small groups of Finnish students (N=46) from differ...
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The aim of this study was to examine and model changes in communication network structures during online discussions in a virtual course at the university level. Two small groups of Finnish students (N=46) from different universities attended a national virtual course concerning a specific topic in the history of science. The course assignment consisted of participating into seven different discussion topics using Optima, an asynchronous learning environment. The discussions were used to examine communication networks during the course. Social network analysis techniques were used to explore communication networks and changes in these networks at structural and dyadic levels in four discrete time points with the effects of degree, reciprocity, transitivity and 3-cycles modeled by using the conditional method of moments. The results of the study suggest that during a virtual course the participants tend to form subgroups and hierarchical structures as in the same way as any other social community.
Situational interest can be a prominent driver for learning, but little is known about how it is connected to the type of interactions students engage in during collaborative learning. To address this gap, we collecte...
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作者:
Tarja-Riitta HurmeKoen VeermansTuire PalonenSanna JärveläUniversity of Oulu
Department of Educational Sciences and Teacher Education Research Unit for Educational Technology University of Turku Centre for Learning Research Educational Technology Unit University of Turku
Centre for Learning Research Educational Technology Unit University of Oulu
Department of Educational Sciences and Teacher Education Research Unit for Educational Technology
The aim of this study was to examine and model changes in communication network structures during online discussions in a virtual course at the university level. Two small groups of Finnish students (N=46) from differ...
The aim of this study was to examine and model changes in communication network structures during online discussions in a virtual course at the university level. Two small groups of Finnish students (N=46) from different universities attended a national virtual course concerning a specific topic in the history of science. The course assignment consisted of participating into seven different discussion topics using Optima, an asynchronous learning environment. The discussions were used to examine communication networks during the course. Social network analysis techniques were used to explore communication networks and changes in these networks at structural and dyadic levels in four discrete time points with the effects of degree, reciprocity, transitivity and 3-cycles modeled by using the conditional method of moments. The results of the study suggest that during a virtual course the participants tend to form subgroups and hierarchical structures as in the same way as any other social community.
The aim of this exploratory study was to examine how the six matched triads of pre-service teachers share and construct metacognition in mathematical problem solving in WorkMates learning environment having or having ...
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The aim of this exploratory study was to examine how the six matched triads of pre-service teachers share and construct metacognition in mathematical problem solving in WorkMates learning environment having or having not a stimulated recall group interview. More specifically, we examined socially shared metacognition and we performed the qualitative content analysis of the discussion forum data from metacognition point of view. The results showed metacognition becoming shared and metacognition becoming visible but not shared in discussions.
In this study the dependencies between higher education students' profiles, activities, and learning outcomes in collaborative learning -- as mediated by social software -- were examined. Although the sample size ...
ISBN:
(纸本)9781409285984
In this study the dependencies between higher education students' profiles, activities, and learning outcomes in collaborative learning -- as mediated by social software -- were examined. Although the sample size in this study was small (n=22), Bayesian Dependency Modeling method provided statistically viable insight. The results show that learners who were active reflectors in their blogs, but who were also interested in what others achieved, obtained the best results in knowledge tests. Based on the analysis, two distinct learner profiles that reflect differences in the students' dependencies can be distinguished: monitor and reflector. Furthermore, an indirect dependencies found in the analysis suggests that both reflectors and monitors are also active wiki editors and participants in face-to-face discussions. Further qualitative analyses are needed in order to get an in-depth view of the complex interactions and dependencies within and between the face-to-face and virtual, but also individual and social, planes of collaboration.
To effectively utilize artificial intelligence (AI)-based technologies and realize their novel ethical issues, individuals must have a variety of knowledge and skills about AI. Such knowledge and skills have led to th...
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The aim of this exploratory study was to examine how the six matched triads of pre-service teachers share and construct metacognition in mathematical problem solving in WorkMates learning environment having or having ...
The aim of this exploratory study was to examine how the six matched triads of pre-service teachers share and construct metacognition in mathematical problem solving in WorkMates learning environment having or having not a stimulated recall group interview. More specifically, we examined socially shared metacognition and we performed the qualitative content analysis of the discussion forum data from metacognition point of view. The results showed metacognition becoming shared and metacognition becoming visible but not shared in discussions.
Collaborative digital learning is becoming increasingly popular in higher education. However, the use of collaborative digital learning does risk placing too big a responsibility on the learner and reducing face-to-fa...
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This study summarises existing instruments for measuring and supporting self-regulated learning (SRL) in schools using articles from the SCOPUS and Web of Science databases. We analyse how the instruments address cogn...
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