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首页> 外文会议>IEEE Global Engineering Education Conference >“Online versus Face-to-face Collaborative Learning: Perceptions of Students and Instructors of Technical Writing for Engineers”
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“Online versus Face-to-face Collaborative Learning: Perceptions of Students and Instructors of Technical Writing for Engineers”

机译：“在线与面对面的协作学习：对工程师技术写作的学生和教练的看法”

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摘要

Collaborative learning (CL) has become a popular teaching and learning approach in higher education. The sudden transition from normal face-to-face (FTF) to online learning during the spread of COVID-19 has required consideration of one’s digital competence to cope with online collaborative learning (OCL). This study investigates the perceptions of undergraduate engineering students and instructors -in a private university in Egypt- of using OCL tools, namely Google Suite or Quip to accomplish their assigned technical writing reports compared to other students who use the traditional FTF approach. The study adopts a quasi-experimental research design in which triangulation is applied for collecting data; the participants are 4 instructors and 133 students, divided into two disproportionate groups: 55 students represent the control group and 78 students represent the experimental treatment group which uses OCL to complete pretest and posttest report writing tasks. This paper focuses on stage one of the study. Two semi-structured questionnaires were distributed to students; the first indicated perceptions of students’ digital competence before starting the treatment, while the second assessed their perceptions of CL using either method: FTF CL vs. OCL. Instructors were interviewed about their experience of monitoring student’s progress through FTF CL or OCL. Results of the first questionnaire showed that most of students in both groups had adequate digital competence and would prefer FTF collaborative work to the online one. In the second questionnaire, results showed significant differences between FTF CL and OCL groups (p-value=0.01) in which the OCL group perceived “Task completion and effectiveness of work” and “Writing Skills” dimensions higher than the FTF group with mean differences (0.22) and (0.26), respectively. ANOVA test revealed significant differences between the 4 dimensions of CL in only the OCL (F(3, 308)=4.190, p=0.01) and Post HOC test showed that the “writing skills” is the most highly perceived dimension in OCL compared to other ones. In stage two of the study which will be presented in a future research, statistical analysis will be conducted to compare significant differences between the pretest and posttest scores of students’ collaborative report writing among FTF CL and OCL groups.
机译：协作学习（CL）已成为高等教育中受欢迎的教学和学习方法。在Covid-19传播期间，从正常面对面（FTF）到在线学习的突然转变，要求考虑一个人的数字能力来应对在线协同学习（OCL）。本研究调查了本科生工程学生和教师 - 在埃及的私立大学的看法使用OCL工具，即谷歌套件或Quip与使用传统的FTF方法的其他学生相比，完成其指定的技术写作报告。该研究采用了一种准实验研究设计，其中将采用三角测量来收集数据;参与者是4名教师和133名学生，分为两个不成比例的群体：55名学生代表对照组，78名学生代表了使用OCL完成预测和后面报告写作任务的实验处理组。本文重点介绍了一项研究的舞台。分发给学生的两个半结构化问卷;第一次表明在开始治疗之前对学生的数字能力看起来的看法，而第二种方法使用任一方法评估了对CL的看法：FTF CL与OCL。教师接受了通过FTF CL或OCL监控学生进步的访谈。第一个调查问卷的结果表明，两组大部分学生都有足够的数字能力，并更愿意将FTF协作工作到在线。在第二次调查问卷中，结果表明FTF CL和OCL组（P值= 0.01）之间的显着差异，其中OCL集团感知“任务完成和工作的有效性”和“写作技能”尺寸高于FTF组，具有平均差异（0.22）和（0.26）。 ANOVA测试显示CL的4维度在仅ICL（F（3,308）= 4.190，P = 0.01）之间的显着差异，并且后HOC测试表明，“写作技能”是ocl中最受欢迎的维度。其他。在将在未来的研究中呈现的研究中，将进行统计分析，以比较FTF CL和OCL组中的学生协作报告写入的预测试和后域分数之间的显着差异。

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