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首页> 外文期刊>Technology, Instruction, Cognition and Learning >Analysis of Online Facilitators' Social Relations and Facilitating Styles in Cross-Cultural Computer-Supported Collaborative Learning
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Analysis of Online Facilitators' Social Relations and Facilitating Styles in Cross-Cultural Computer-Supported Collaborative Learning

机译：跨文化计算机支持的协作学习中在线促进者的社会关系和促进方式分析

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摘要

Online facilitation in a cross-cultural collaborative context is increasingly prevalent, but limited research has been conducted on the related issues, two of which are examined in this paper with reference to the empirical data of an exploratory user trial involving multinational facilitators, students and researchers. Results of our meticulous content analysis of online forum mes-sages and videoconference protocols indicate that interpersonal relationships seem not necessary for realizing the task of online collaborative facilitation by a group of facilitators with salient group identity and fixed-term collaboration. The duration of the collaboration and the availability of social cues cannot consistently explain the group's heavy task-orientation. Sociograms illustrate the patterns of facilitator-student interactions. No consistent findings indicate that active facilitation could yield significantly higher students' perfor-mances.
机译：跨文化协作环境中的在线便利越来越普遍，但是对相关问题的研究却很有限，本文参考了涉及跨国协助者，学生和研究人员的探索性用户试验的经验数据，对其中的两项进行了研究。 。我们对在线论坛消息和视频会议协议进行的细致内容分析的结果表明，人与人之间的关系似乎对于由具有显着的小组身份和固定期限协作的协调员组实现在线协作促进任务不是必需的。合作的持续时间和社交提示的可用性不能始终如一地解释该小组繁重的任务导向。社会图说明了促进者与学生互动的模式。没有一致的发现表明积极的促进可能会显着提高学生的学习表现。

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