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Learning Partners as an instructional design strategy to promote collaboration and community building in the online classroom.

机译：学习合作伙伴是一种教学设计策略，可促进在线教室中的协作和社区建设。

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摘要

This study analyzed how one collaborative learning strategy, Learning Partners, affected various pedagogical outcomes in the online classroom, such as community building, task completion, and learning. Learning Partners is defined as a grouping of two classmates for the purpose of facilitating learning based on course-related goals.; Two case studies were used to observe the Learning Partner interactions. Case Study 1 studied 96 students enrolled in the preservice teacher physical and health education program at OISE/UT. Case Study 2 observed 7 doctoral students enrolled at OISE/UT in a seminar course on research issues in computer applications. Using two case studies facilitated the examination of a broad range of conditions that stimulated or conversely inhibited Learning Partner interactions. Both case studies used WebKF (Web Knowledge Forum) as their computer conferencing component to the course.; A qualitative approach to data collection was conducted in order to attain a greater awareness of the variables involved with online Learning Partnerships. Pre and post questionnaires were distributed at the beginning and end of the course, field notes were generated based on online observations in the WebKF database, and student interviews were conducted at the mid-point of the academic year.; The Learning Partners design generated many positive learning outcomes. Both case studies indicated that Learning Partners helped to establish a sense of online community-making students feel closer to their classmates and feeling less isolated online. Learning Partners also resulted in some students initially feeling less intimidated by computer conferencing.; However, the results were not all positive. Students from both case studies indicated that they found the tasks assigned in the courses did not lend themselves well to using a Learning Partner because the tasks were considered to be straightforward enough to do individually, and did not depend greatly on a Learning Partner's input or feedback. If the tasks were made more challenging or more conducive to seeking a Learning Partner's input, many students felt that their Learning Partner would be a good first alternative to turn to for assistance and guidance.
机译：这项研究分析了一种协作学习策略“学习伙伴”如何影响在线教室中的各种教学成果，例如社区建设，任务完成和学习。学习伙伴被定义为两个同学的组合，目的是促进基于课程相关目标的学习。使用两个案例研究来观察学习伙伴的互动。案例研究1研究了96名在OISE / UT参加职前教师体育和健康教育计划的学生。案例研究2观察了7位博士生在OISE / UT参加了有关计算机应用研究问题的研讨会课程。使用两个案例研究有助于检查各种条件，这些条件会刺激或相反地抑制学习伙伴的互动。这两个案例研究都使用WebKF（Web知识论坛）作为课程的计算机会议组件。为了使人们更加了解在线学习合作伙伴关系所涉及的变量，进行了数据收集的定性方法。在课程开始和结束时分发了问卷调查表前后，根据WebKF数据库中的在线观察结果生成了现场笔记，并在学年中点进行了学生访谈。学习合作伙伴的设计产生了许多积极的学习成果。这两个案例研究都表明，学习合作伙伴有助于建立一种在线社区感，使学生与同学更加亲密，并减少了与外界的孤立感。学习伙伴还使一些学生起初没有受到计算机会议的威胁。但是，结果并不都是积极的。来自这两个案例研究的学生均表示，他们发现课程中分配的任务不适合使用学习伙伴，因为这些任务被认为足够简单，可以单独进行，并且在很大程度上不依赖于学习伙伴的输入或反馈。如果任务变得更具挑战性或更有利于寻求学习伙伴的投入，许多学生会认为他们的学习伙伴将是寻求帮助和指导的首选。

著录项

  • 作者

    Stathakos, John.;

  • 作者单位

    University of Toronto (Canada).;

  • 授予单位 University of Toronto (Canada).;
  • 学科 Education Technology.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 236 p.
  • 总页数 236
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 T-4;
  • 关键词

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