Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context
Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context
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使用多种 Web 2.0 工具支持小组学习：高等教育背景下的案例研究
DOI：
10.1016/j.iheduc.2011.08.004
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发表时间：
2012
影响因子：
8.6
通讯作者：
Sanna Järvelä
中科院分区：
文献类型：
--
作者：
Jari Laru;Piia Näykki;Sanna Järvelä
在这个单一案例的研究中，在高等教育的背景下，使用多种社交软件工具和面对面的活动来支持小群体的学习者。本研究的目的是探讨设计的学习活动如何通过研究变量之间的概率相关性来促进学生的学习成果。探索性贝叶斯分类分析显示，与维基相关的活动是良好学习结果的最佳预测因子。根据贝叶斯依赖模型，积极通过拍照来概念化问题的学生在其小组中也是积极的博客反映者和协作知识构建者。总体而言，结果表明，个人和集体行为之间的互动可能会增加个人在课程中的知识获取。
In this single-case study, small groups of learners were supported by use of multiple social software tools and face-to-face activities in the context of higher education. The aim of the study was to explore how designed learning activities contribute to students' learning outcomes by studying probabilistic dependencies between the variables. Explorative Bayesian classification analysis revealed that the best predictors of good learning outcomes were wiki-related activities. According to the Bayesian dependency model, students who were active in conceptualizing issues by taking photos were also active blog reflectors and collaborative knowledge builders in their group. In general, the results indicated that interaction between individual and collective actions likely increased individual knowledge acquisition during the course.