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首页> 外文学位 >Impacts of cognitive structuring methods on students' critical thinking enhancement in on-line collaborative learning.
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Impacts of cognitive structuring methods on students' critical thinking enhancement in on-line collaborative learning.

机译：认知结构化方法对在线协作学习中学生批判性思维增强的影响。

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摘要

The purpose of this study is to learn more about ways to promote critical thinking skills in this emerging learning environment and to investigate the impact of the cognitive structuring methods on students' critical thinking skill development.; For the purposes of this study, we identified critical thinking skills as application, analysis, synthesis, and evaluation, based on Bloom's (1956) taxonomy of learning objectives in the cognitive domain. We also identified three cognitive structuring methods in online collaborative learning environment: suggesting framework, progress review, and message labeling.; For the experiment 78 Subjects were divided into four groups, one control group, which received no cognitive structuring method, and one group for each of three different cognitive structuring methods. The transcripts of the posttest and online discussion were analyzed with protocol analysis. For statistical analysis we applied loglinear analysis and series of Chi-square tests to see group differences on each type of critical skill.; The analysis produced mixed results regarding the impact of suggesting cognitive structuring methods on critical thinking skill enhancement produced. We also found a discontinuity between the discussion session and posttest session. This discontinuity suggests to us that having longer time duration would improve the test results. Our finding also suggests that using cognitive structuring methods that depend on too complicated or overriding use of technology would decrease the effectiveness of the methods.
机译：这项研究的目的是更多地了解在这种新兴的学习环境中提高批判性思维技能的方法，并研究认知结构方法对学生批判性思维技能发展的影响。出于本研究的目的，我们根据布鲁姆（1956）的认知领域学习目标分类法，将批判性思维技能识别为应用，分析，综合和评估。我们还确定了在线协作学习环境中的三种认知结构化方法：建议框架，进度审查和消息标签。对于该实验，将78名受试者分为四组，一个对照组，其不接受任何认知结构方法，以及一组，分别针对三种不同的认知结构方法。通过协议分析对后期测试和在线讨论的成绩单进行了分析。为了进行统计分析，我们应用了对数线性分析和一系列卡方检验，以查看每种关键技能的组别差异。有关建议的认知结构方法对产生的批判性思维技能的影响，分析产生了不同的结果。我们还发现讨论会话和测试后会话之间不连续。这种不连续性向我们表明，更长的持续时间将改善测试结果。我们的发现还表明，使用依赖于过于复杂或压倒性使用技术的认知结构化方法会降低方法的有效性。

著录项

  • 作者

    Lee, Myungsin C.;

  • 作者单位

    University of Illinois at Chicago.;

  • 授予单位 University of Illinois at Chicago.;
  • 学科 Business Administration Management.; Education Business.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 130 p.
  • 总页数 130
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 贸易经济;
  • 关键词

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