دراسات ( التعلم التعاوني )

 

الدراسات الأجنبية:

(1)

Student Perceptions of Collaborative Learning, Social Presence and Satisfaction in a Blended Learning Environment: Relationships and Critical Factors

Author(s):

So, Hyo-JeongBrush, Thomas A.

Source:

Computers & Education, v51 n1 p318-336 Aug 2008

Pub Date:

2008-08-00

Pub Type(s):

Journal Articles; Reports – Descriptive

Peer-Reviewed:

Yes

Descriptors:
Graduate StudentsInstructional DesignHealth EducationOnline CoursesSexually Transmitted DiseasesEducational EnvironmentCooperative LearningStudent AttitudesDistance EducationInterviews

Abstract:
The purpose of this study was to examine the relationships of the students’ perceived levels of collaborative learning, social presence and overall satisfaction in a blended learning environment. This research studied the relationship of these three variables and identified critical factors related to them. The participants were 48 graduate students who took a blended-format course in health education and worked on a collaborative group project related to the development of a comprehensive HIV-AIDS prevention plan. Data was collected from the Student Perception Questionnaire and face-to-face interviews. The analysis of quantitative data indicated that student perceptions of collaborative learning have statistically positive relationships with perceptions of social presence and satisfaction. This means that students who perceived high levels of collaborative learning tended to be more satisfied with their distance course than those who perceived low levels of collaborative learning. Similarly, students with high perceptions of collaborative learning perceived high levels of social presence as well. Surprisingly, the relationship between social presence and overall satisfaction was positive but not statistically significant. Interview data revealed that (a) course structure, (b) emotional support, and (c) communication medium were critical factors associated with student perceptions of collaborative learning, social presence, and satisfaction. Explanations about findings and implications for instructional design are discussed in the conclusion. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show

 

(2)

 

 

Bridging the Gap between Students and Computers: Supporting Activity Awareness for Network Collaborative Learning with GSM Network

Author(s):

Liu, C.-C.Tao, S.-Y.Nee, J.-N.

Source:

Behaviour & Information Technology, v27 n2 p127-137 Mar 2008

Pub Date:

2008-03-00

Pub Type(s):

Journal Articles; Reports – Descriptive

Peer-Reviewed:

No

Descriptors:
Student ParticipationCooperative LearningForeign CountriesInternetPartnerships in EducationEducational EnvironmentComputersUndergraduate StudentsExperimentsLearning ActivitiesAcademic AchievementTelecommunicationsComputer Mediated Communication

Abstract:
The internet has been widely used to promote collaborative learning among students. However, students do not always have access to the system, leading to doubt in the interaction among the students, and reducing the effectiveness of collaborative learning, since the web-based collaborative learning environment relies entirely on the availability of computers and the internet. A web-based collaborative learning scheme based on activity awareness carried out through mobile phones is proposed herein. The proposed mechanism automatically sends SMS messages on a GSM network, based on student identity and learning activity, making the student aware of the collaborative learning context, and further improving the student’s learning. A web-based collaborative learning activity was implemented in a Taiwan undergraduate class to examine the proposed scheme. Experiments demonstrated that awareness of the collaborative learning context through mobile phones significantly increased student participation in learning activity and improving student learning performance. (Contains 4 figures and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software.

 

(3)

 

. Users’ Attitudes toward Web-Based Collaborative Learning Systems for Knowledge Management (EJ784507)

  

Author(s):

Liaw, Shu-ShengChen, Gwo-DongHuang, Hsiu-Mei

Source:

Computers & Education, v50 n3 p950-961 Apr 2008

Pub Date:

2008-04-00

Pub Type(s):

Journal Articles; Reports – Evaluative

Peer-Reviewed:

Yes

Descriptors:
Learning ActivitiesIntentionCooperative LearningFactor AnalysisEducational TechnologyInternetWeb Based InstructionModelsInformation TechnologyKnowledge ManagementUse StudiesParticipant SatisfactionStudent AttitudesStudent Characteristics

Abstract:
The Web-based technology is a potential tool for supported collaborative learning that may enrich learning performance, such as individual knowledge construction or group knowledge sharing. Thus, understanding Web-based collaborative learning for knowledge management is a critical issue. The present study is to investigate learners’ attitudes toward Web-based collaborative learning systems. Based on this research, the results of factor analysis show that five attitude factors (system functions, system satisfaction, collaborative activities, learners’ characteristics, and system acceptance) should be examined at the same time when building a Web-based collaborative learning system. The results also provide an acceptance model for understanding users’ behavioral intention of facilitating Web-based collaborative systems

 

 

(4)

 

 

Assessing the Impact of Group Projects on Examination Performance in Social Statistics (EJ768565)

  

Author(s):

Delucchi, Michael

Source:

Teaching in Higher Education, v12 n4 p447-460 Aug 2007

Pub Date:

2007-08-00

Pub Type(s):

Journal Articles; Reports – Evaluative

Peer-Reviewed:

Yes

Descriptors:
StatisticsCooperative LearningGrouping (Instructional Purposes)Instructional EffectivenessStatistical StudiesPerformance Based AssessmentUndergraduate StudentsPortfolio AssessmentResearch MethodologyGroup Activities

Abstract:
College teachers in the sciences and professional studies have endorsed collaborative learning group strategies for teaching undergraduate statistics courses, but few researchers provide empirical evidence that students’ quantitative skills actually increase as a result of the collaborative experience. Assessment of the efficacy of collaborative learning group techniques is frequently subjectively based, and often relies on casual comments from students or faculty. Despite this shortcoming, instructors searching for new and effective ways of teaching quantitative courses continue to experiment with collaborative pedagogy. Consequently, an exploration of the effectiveness of collaborative teaching modalities on students’ statistical knowledge seems warranted. This study examined the relationship between performance on collaborative learning group assignments and students’ examination scores in statistics. Data were derived from 270 students enrolled in nine sections of a social statistics course, taught between 1996 and 2004. The results both challenge and support the efficacy of collaborative learning groups, and suggest that faculty modify such techniques when evidence of student learning cannot be empirically linked to the collaborative experience. (Contains 3 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software.

 

دراسات عربية:

(1)

 

أثر استخدام استراتيجية التعلم التعاوني فى تدريس الدراسات الاجتماعية على التحصيل المعرفي لدى تلاميذ الصف الثاني الإعدادي وتنمية وعيهم ببعض المشكلات الاقتصادية المحيطة بهم ” .

خالد عبد اللطيف محمد عمران.

قد توصلت الدراسة إلى أن استخدام استراتيجية التعلم التعاوني فى تدريس الدراسات الاجتماعية أدى إلى تفوق تلاميذ المجموعة التجريبية على تلاميذ المجموعة الضابطة فى التحصيل والوعي ببعض المشكلات الاقتصادية المحيطة بهم، كما توصلت الدراسة إلى وجود علاقة ارتباطيه دالة موجبة بين درجات أفراد المجموعة التجريبية فى القياس البعدي للاختبار التحصيلي ودرجاتهم فى مقياس الوعي بالمشكلات الاقتصادية المحيطة بهم والمتضمنة فى وحدة الدراسة، ومن ثم يمكن التنبؤ بالوعي فى ضوء نتائج التحصيل.

 

(2)

 

فاعلية إستراتيجية التعلم التعاوني الإتقاني في تنمية التحصيل الدراسي لوحدة الخلية والوارثة والإتجاه نحوها لدى طالبات الصف الأول الثانوي بمدينة الرياض .العام الجامعي 1421هـ / 2000م

 

د.سلطانة بنت قاسم الفالح

 1 –  تؤدي الإستراتيجية المقترحة ( إستراتيجية التعلم التعاوني الإتقاني ) إلى تنمية التحصيل الدراسي الكلي لوحدة الخلية والوراثة

2  –  تؤدي الإستراتيجية المقترحة ( إستراتيجية التعلم التعاوني الإتقاني ) إلى تنمية التحصيل الدراسي لوحدة الخلية والوراثة وذلك عند مستويات ( الحفظ ، إعادة الصياغة ، التفسير ، المقارنة ، التعميم ، التطبيق ) .

3  –  تؤدي الإستراتيجية المقترحة ( إستراتيجية التعلم التعاوني الإتقاني ) إلى تنمية الإتجاهات نحو وحدة الخلية والوراثة .

التعليقات مغلقة.

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