分配小组工作与增加学生的动力和归属感的感知有关,在异步的在线生理学实验室课程中
Shea E Carr1, Thad E Wilson2, Stacey A Slone3
1Department of Biology, University of Kentucky, Lexington, Kentucky, United States.
Advances in physiology education
|May 30, 2024
概括
在异步在线课程中分配小组工作可以提高学生的归属性和动机. 学生在小组中报告了更高的能力信念和更低的成本,而同行互动促进了包容.
科学领域:
- 在线教育在线教育.
- 教育心理学教育心理学
- 物理实验室指导 物理实验室指导
背景情况:
- 在线学习需要了解影响学生归属和动机的因素.
- 团队工作是有益的,但在异步在线课程中研究不足.
研究的目的:
- 在一个异步的在线生理学实验室中,研究分配小组工作对学生动机和归属感的影响.
- 为了比较学生对包容性和排他性的课程特征的看法,有和没有小组工作.
主要方法:
- 在一个异步的在线生理学实验室,在两个学期内对146名本科生进行了调查.
- 一个学期包括必要的小组工作;另一个没有.
- 评估小组工作对动机,归属感和包容性的感知的影响.
主要成果:
- 组中的学生报告了更高的归属感 (P = 0.006) 和能力信念 (P = 0.002).
- 团队工作导致了较低的感知力度和心理成本 (P = 0.04).
- 同行互动是参与小组的关键;教师互动是非小组学生的关键.
结论:
- 在异步在线课程中分配的小组工作有效地提高了学生的动力和归属感.
- 同行互动对于包容至关重要,但如果是负面的,也可能是排斥性的.
- 导师的互动对于被纳入非群组环境至关重要.
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