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Role of task-specific adapted knowledge of response feedback on a computer-based collaborative problem-solving task from the graduate school.

机译：特定于任务的适应性响应反馈知识在研究生院基于计算机的协作式问题解决任务中的作用。

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摘要

Collaborative problem-solving and collaborative skills are considered necessary skills for success in today's world. Collaborative problem-solving is defined as problem-solving activities that involve interactions among a group of individuals. Large-scale and small-scale assessment programs increasingly use collaborative group tasks in which students work together to solve problems or to accomplish projects.; This study attempts to research into the role of feedback on a computer-based collaborative problem-solving task by extending Hsieh and O'Neil's (2002) computer-based collaborative knowledge mapping study. In her study groups of students searched a web environment of information to improve a knowledge map. Various types of feedback were investigated. She found that searching has a negative relationship with group outcome (knowledge map scores). By teaching searching and by providing different types of feedback, this study explores the effects of students' teamwork and problem-solving processes on students' knowledge mapping performance. Moreover, the effects of two types of feedback (adapted knowledge of response feedback and task-specific adapted knowledge of response feedback) were also investigated.; 120 college students (60 groups) participated in the main study. The students were randomly assigned either to be a group leader whose responsibility was to construct the map or to be a group searcher whose responsibility was to help the leader construct the map by seeking information and accessing feedback from the Web environment. Results showed that task-specific adapted knowledge of response feedback was significantly more beneficial to group outcome than adapted knowledge of response feedback. In addition, as predicted, for the problem-solving process, information seeking including request of feedback, browsing, searching for information and searching using Boolean operators were all significantly related to group outcome for both groups.; Last, this study confirmed that computer-based performance assessment in collaborative problem solving was effective. The collaboration between team members and individual students' problem solving process and strategies were effectively recorded by the computers. In addition, the use of computers to assess and report group interaction and students' thinking processes was proven to be an inexpensive and less time consuming than other alternatives.
机译：解决问题和协作技能被认为是当今世界成功的必要技能。解决问题的协作定义为解决问题的活动，其中涉及一组个人之间的相互作用。大型和小型评估程序越来越多地使用协作小组任务，其中学生可以共同解决问题或完成项目。本研究试图通过扩展Hsieh和O'Neil（2002）的基于计算机的协作知识映射研究来研究反馈在基于计算机的协作问题解决任务中的作用。在她的研究小组中，学生们搜索了一个信息网络环境，以改善知识图谱。调查了各种类型的反馈。她发现搜索与小组结果（知识图谱得分）负相关。通过教学搜索和提供不同类型的反馈，本研究探索了学生的团队合作和解决问题的过程对学生知识图谱表现的影响。此外，还研究了两种类型的反馈的影响（响应反馈的适应性知识和响应反馈的特定任务适应性知识）。 120名大学生（60组）参加了这项主要研究。将学生随机分配为负责构建地图的小组组长，或作为负责通过查找信息和访问Web环境的反馈来帮助组长构建地图的小组搜索者。结果表明，与任务反馈的适应性知识相比，适应任务反馈的特定于任务的知识对小组结果明显更有益。另外，正如预测的那样，在解决问题的过程中，包括反馈请求，浏览，信息搜索和使用布尔运算符的搜索在内的信息搜索都与两组的组结果显着相关。最后，这项研究证实在协作问题解决中基于计算机的绩效评估是有效的。计算机可以有效地记录团队成员与个别学生的问题解决过程和策略之间的协作。此外，事实证明，与其他替代方法相比，使用计算机来评估和报告小组互动以及学生的思维过程便宜，并且耗时少。

著录项

  • 作者

    Chuang, San-hui.;

  • 作者单位

    University of Southern California.;

  • 授予单位 University of Southern California.;
  • 学科 Education Curriculum and Instruction.; Education Educational Psychology.; Education Technology.
  • 学位 Ph.D.
  • 年度 2004
  • 页码 182 p.
  • 总页数 182
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;教育心理学;
  • 关键词

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