提高学生在线协作PBL学习表现在基于共同创作技术的背景下:wiki技术的案例
Ying-Lien Lin1, Wei-Tsong Wang1
1Department of Industrial and Information Management, National Cheng Kung University No.1, University Road, Tainan City, 701 Taiwan Republic of China.
概括
当优先考虑平台的可理解性和完整性时,在线协作基于问题的学习 (PBL) 的有效性会得到提高. 信任会对学生产生积极的影响.
科学领域:
- 教育技术的教育技术
- 社会科学 社会科学 社会科学
背景情况:
- 现代的协作数字平台通过共同撰写和共同审视来改变传统教育.
- 在线协作基于问题的学习 (PBL) 需要进一步的独立探索.
- 社会资本和社会身份理论为理解在线学习动态提供了一个框架.
研究的目的:
- 调查在线PBL有效性,关系质量和社会身份如何影响学生的感知表现.
- 检查平台可理解性和完整性对共同撰写流程的影响.
- 分析在线学习环境中对学生的社会身份信任的调解作用.
主要方法:
- 利用社会资本和社会身份理论.
- 采用对共同作者的整体观点,专注于平台,共同创造和解决问题.
- 对240名学生的数据进行了部分最小方程分析.
主要成果:
- 在线PBL有效性,关系质量和社会认同积极影响学生的表现.
- 共同撰写过程的可理解性和完整性显著影响PBL结果.
- 信任调解了在线学习活动和学生的社会身份之间的关系.
结论:
- 教师可以通过专注于平台的可理解性和完整性来提高感知到的PBL性能.
- 可以利用维基技术来改善协作学习体验.
- 培养信任对于加强在线协作学习中学生的社会身份至关重要.
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