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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Project-based Learning in Virtual Groups - Collaboration and Learning Outcomes in a Virtual Training Course for Teachers
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Project-based Learning in Virtual Groups - Collaboration and Learning Outcomes in a Virtual Training Course for Teachers

机译：虚拟小组中基于项目的学习-教师虚拟培训课程中的协作和学习成果

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The pressure on the ability of training to teach useful and applied knowledge is growing, as society becomes more competitive and more information consumer. The aim of this research is to show whether the application of a project-based task in virtual groups has led to a greater significant knowledge to participants. Forty teachers who were studying a master program at a fully online institution participated in the study. Teachers worked in groups of 4 or 5 members through forums where they exchanged messages and files during four weeks. They had to carry out a project on how to integrate technology in schools and classes. Three types of knowledge were analyzed: academic, professional and applied. The results of our analysis show significant improvement in all three types of knowledge. Teachers were able to use more ideas, propose more actions and place them in a given context. Our results support project-based learning in virtual environments to foster meaningful learning.
机译：随着社会变得更具竞争力和更多的信息消费者，对培训教授有用的和应用知识的能力的压力越来越大。这项研究的目的是表明在虚拟小组中基于项目的任务的应用是否已为参与者带来了更多的重要知识。在一家完全在线的机构学习硕士课程的40名教师参加了这项研究。教师通过论坛以4个或5个成员为一组，在四个星期内交换消息和文件。他们必须执行一个有关如何在学校和班级中整合技术的项目。分析了三种类型的知识：学术知识，专业知识和应用知识。我们的分析结果表明，所有三种类型的知识都有显着改善。教师能够运用更多的想法，提出更多的行动，并将其置于特定的环境中。我们的结果支持在虚拟环境中基于项目的学习，以促进有意义的学习。

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