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CONSIDER: A Novel, Online Approach to Conflict-Driven Collaborative-Learning

机译：考虑：一种新颖的在线方法，以冲突驱动的协作学习

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摘要

Piaget's classic work on cognitive development showed that engaging learners in critical discussions with peers about ideas that are different than theirs leads to deep conceptual understanding. Implementing such an approach in college-level STEM (Science, Technology, Engineering, Math) courses has some specific challenges: (a) Short meeting times and large class sizes; (b) Competitive nature of the courses and single answer questions on assignments and exams; and (c) Overall lack of collaborative learning culture where students are unsure of how to seek help and many faculty members tend to think that engaging in collaborative activities may affect content coverage; etc. Based on Piaget's theory, I have developed a highly innovative collaborative-learning approach that exploits specific affordances of web technologies to address these challenges. This approach, named CONSIDER, short for CONflicting Student Ideas Discussed Evaluated and Resolved, allows creation of small groups of students with different ideas about the topic in question, engages them in a highly-structured rounds-based discussion so that the group progresses at an equitable pace, and makes their submissions anonymous to others so that students can receive the comments without any preconceived notions they may have about the poster. While a number of researchers have explored approaches to collaborative-learning, a key difference with this work is that my focus is helping individual students develop their own understanding, whereas the focus of much of this other work is on developing students' team skills, effective communication abilities, and the like.;While a discussion in CONSIDER is always among small groups of students, typically 4 students in each group, with each group consisting of students with distinct conceptions of the topic being discussed, the discussion may be organized as either a rounds-based discussion or a forum-based discussion. In a rounds-based discussion, the discussion takes place in a series of rounds, each of specified duration with each student in the group making exactly one post in each round; the student's post is not available to the other students in the group until the end of round; indeed, each student will be able to freely edit her post until the end of the round. The other possibility is to have the discussion organized in a forum-based manner where each student makes as many or as few posts as she chooses and each post becomes visible to all the students in the group as soon as it is made. In addition, the discussion may be either anonymous with the students in the group being known to the others in the group as simply S1, S2, etc., or they may know each other's identities. Since the default setting in the CONSIDER system is rounds-based and anonymous, I will use the term "CONSIDER-approach" to refer to this type of discussion.;A platform independent responsive web application was developed to implement this approach and to compare it with the forum-based approach. This app was used in three offerings of two junior/senior level undergraduate Computer Science and Engineering courses at The Ohio State University, where one discussion was conducted using the forum-based approach and the other using the CONSIDER approach in each class. Students performance on the pre- and post-discussion question and participation of individual students was measured. In two of the studies, a significant difference was found in the discussion that used the CONSIDER approach, compared to the forum-based approach on both these measures: improvement in learning (Study 1: N=37, r=-.63, p<.05; Study 2: N=26, r=-.38, p<.05) and participation (Study 1: r=-.57, p<.05; Study 2: r=-.76, p<.05). In the third study, there was no significant effect on the post-activity scores (p=.37), and the participation in the two types of discussions did not differ significantly, either ( r=-.20, p=.09). In an anonymous, optional post-activity survey, a majority of the students self reported that they found the rounds-based structure (55%) and anonymity (80%) to be helpful in their participation and learning.
机译：皮亚杰关于认知发展的经典著作表明，让学习者与同龄人就与他们的想法不同的想法进行批判性讨论会导致深刻的概念理解。在大学级别的STEM（科学，技术，工程，数学）课程中采用这种方法存在一些特定的挑战：（a）会议时间短，班级规模大； （b）课程的竞争性质以及关于作业和考试的单一答案问题； （c）总体上缺乏合作学习文化，学生无法确定如何寻求帮助，许多教师倾向于认为参与合作活动可能会影响内容的覆盖范围；基于伯爵的理论，我开发了一种高度创新的协作学习方法，该方法利用网络技术的特定能力来应对这些挑战。这种名为CONSIDER的方法，是“已评估和解决的有争议的学生想法冲突”的缩写，它允许创建一小群对所讨论主题有不同想法的学生，使他们参与高度结构化的基于回合的讨论，从而使小组在步调一致，并使其提交的内容对其他人匿名，以便学生可以收到评论，而无需对海报有任何先入为主的想法。尽管许多研究人员已经探索了协作学习的方法，但这项工作的主要区别在于，我的重点是帮助单个学生发展自己的理解，而其他许多工作的重点在于发展学生的团队技能，有效交流能力等；虽然CONSIDER中的讨论始终是一小群学生，通常每组4名学生，每组由对主题有不同概念的学生组成，但讨论可以组织为基于回合的讨论或基于论坛的讨论。在基于回合的讨论中，讨论将进行一系列回合，每个回合都指定了持续时间，小组中的每个学生在每个回合中均只发表一个帖子；直到回合结束时，该组中的其他学生才能获得该学生的职位；实际上，每个学生都可以自由编辑自己的帖子，直到回合结束。另一种可能性是使讨论以基于论坛的方式进行组织，其中每个学生发表自己选择的帖子数量尽可能少，每个帖子在小组中的所有学生都可以看到。另外，讨论可能是匿名的，而该组中的其他人只是简单地称为S1，S2等，而该组中的学生则是匿名的，或者他们可能知道彼此的身份。由于CONSIDER系统中的默认设置是基于回合的并且是匿名的，因此我将使用术语“ CONSIDER-approach”来指代这种类型的讨论。;开发了一个平台无关的响应式Web应用程序来实现这种方法并进行比较基于论坛的方法。该应用程序在俄亥俄州立大学的两门初级/高级计算机科学与工程课程的三门课程中使用，其中每堂课均使用基于论坛的方法进行讨论，而另一堂课则使用CONSIDER方法进行讨论。测量了学生在讨论前后的问题表现以及个别学生的参与程度。在两项研究中，与基于论坛的方法相比，在使用这两种方法的讨论中发现了使用CONSIDER方法的情况：学习的改善（研究1：N = 37，r =-。63，p <.05；研究2：N = 26，r =-。38，p <.05）和参与（研究1：r =-。57，p <.05；研究2：r =-。76，p <。 .05）。在第三项研究中，对活动后评分没有显着影响（p = .37），并且两种类型的讨论的参与也没有显着差异（r =-。20，p = .09） 。在一项匿名的，可选的活动后调查中，大多数学生自我报告说，他们发现基于回合的结构（55％）和匿名（80％）有助于他们的参与和学习。

著录项

  • 作者

    Joshi, Swaroop Ravindra.;

  • 作者单位

    The Ohio State University.;

  • 授予单位 The Ohio State University.;
  • 学科 Behavioral psychology.;Computer science.;Educational technology.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 156 p.
  • 总页数 156
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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