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Improving engineering student team collaborative discussions by moving them online: an investigation of synchronous chat and face-to-face team conversations.

机译：通过在线进行交流来改善工程专业学生团队的协作讨论：对同步聊天和面对面的团队对话的调查。

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摘要

Collaborative learning, particularly in the context of team-based, project-based learning, is common in undergraduate engineering education and is associated with deeper learning and enhanced student motivation and retention. However, grouping students in teams for project-based learning sometimes has negative outcomes, which can include lowered participation by sub-groups of students, unwillingness or inability of students to critique peers' ideas, and decreased tendency of students to provide externalized rationales in support of their perspectives. Online chat was investigated as a medium for improving group conversations because it allows multiple students to contribute simultaneously, because it allows students to avoid some of the social pressures associated with meeting face-to-face (F2F), and because its text-based nature leaves a record of the conversation.;Student design teams of 4 or 5 students were assigned to F2F (n = 73 students on 17 teams) or Google Drawing tool with synchronous chat (n = 158 students on 37 teams) contexts for a single design negotiation conversation at the beginning of a design-build-test cycle in a first year "Introduction to Engineering" course. Participants also completed a post-conversation survey and end-of-semester team evaluation. Transcripts of the design conversations and student reflections were analyzed to compare student participation and characteristics of the design conversation in F2F versus online environments.;The analyses showed that team member contribution levels were more even in the synchronous chat tool compared to the F2F conversations. Student perspectives on the post-conversation survey supported this quantitative result, with some F2F students reporting lowered ability to contribute due to academic intimidation and to unwillingness to interrupt team members. The same pattern was observed with female students. Many women contributed to F2F team conversations at particularly high or particularly low levels relative to their teammates; women online participated at more average levels. Non-native speakers on teams meeting F2F contributed at significantly lower levels than their native-English-speaking peers, but non-native speakers on teams meeting via synchronous chat contributed at average levels on their teams.;The conversations were similar in terms of what the students discussed and how they did so rhetorically, with a few exceptions: Online groups spent less time on course logistics and more time discussing the to-be-built object compared to their peers meeting F2F. Students meeting in synchronous chat were significantly more likely to express disagreement and more likely to provide explicit rationales in support of their positions.;This study suggests that instructors should consider moving some group conversations of first-year engineering project-based learning teams to synchronous chat contexts, to better balance participation and to increase characteristics of collaboration that lead to learning (disagreement and explicit rationalizations). Further research should investigate whether the discourse patterns initiated in the synchronous chat meetings persist when teams move to F2F contexts, such as the laboratory.
机译：协作学习，特别是在基于团队，基于项目的学习中，在本科工程教育中很常见，并且与更深入的学习以及增强的学生动力和忠诚度相关。但是，将学生分组进行基于项目的学习有时会产生负面结果，这可能包括降低学生分组的参与，学生不愿意或无法批评同to的想法，以及降低学生提供外在支持的可能性。他们的观点。研究人员将在线聊天作为改善小组对话的一种媒介，这是因为它允许多个学生同时进行贡献，因为它可以让学生避免与面对面交流（F2F）相关的一些社会压力，并且其基于文本的性质留下对话记录。；将4个或5个学生的学生设计团队分配给F2F（n = 17个团队中的73个学生）或具有同步聊天功能的Google绘图工具（n = 37个团队中的158个学生），用于单个设计在第一年的“工程概论”课程的设计-构建-测试周期开始时进行谈判对话。参与者还完成了对话后调查和学期末团队评估。分析了设计对话的笔录和学生的反思，以比较F2F与在线环境下的学生参与度和设计对话的特征。;分析表明，与F2F对话相比，在同步聊天工具中团队成员的贡献水平甚至更高。学生对对话后调查的看法支持了这种定量结果，一些F2F学生报告由于学术上的恐吓和不愿打扰团队成员而降低了贡献能力。女学生的情况也一样。相对于队友，许多女性为F2F团队对话做出了特别高或特别低的贡献。女性上网的平均水平更高。满足F2F的团队的非母语发言人的贡献水平明显低于以英语为母语的同行，但是通过同步聊天进行会议的团队的非母语发言者的平均贡献水平较低。除了少数例外，学生们讨论了他们的言辞，以及他们的言辞举止如何：与参加F2F的同龄人相比，在线小组在课程后勤上花费的时间更少，而在讨论待建对象上花费的时间更多。在同步聊天中开会的学生明显更有可能表达分歧，并且更有可能提供明确的理由来支持其职位。；本研究表明，教师应考虑将基于工程项目的一年级学习团队的一些小组对话转移到同步聊天中为了更好地平衡参与并增加导致学习的协作特征（分歧和明确的合理化）。进一步的研究应该调查当团队转到F2F环境（例如实验室）时，在同步聊天会议中发起的演讲模式是否继续存在。

著录项

  • 作者

    Fowler, Robin Revette.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Education Educational Psychology.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 137 p.
  • 总页数 137
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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