Impact of structured writing and awareness of cognition on effective teaming
Impact of structured writing and awareness of cognition on effective teaming
复制标题
结构化写作和认知意识对有效团队的影响
DOI：
10.18260/1-2--15560
复制
发表时间：
2005
影响因子：
4.2
通讯作者：
Heidi L. Newell
中科院分区：
文献类型：
--
作者：
J. Newell;K. Dahm;B. Lefebvre;Roberta Harvey;Heidi L. Newell
元认知是学生对自己的学习技能、表现、偏好和障碍的认识和理解。本文描述了在罗文大学的工程团队中通过结构化写作和学习组合清单（LCI）的使用来开发元认知的试点规模的努力。LCI的理论基础是交互式学习模型，该模型提出学习过程通过四种不同的学习模式发生：顺序学习、精确学习、技术学习和融合学习。LCI被用来描述罗文化学工程系每个学生的学习风格。在2004年秋季学期，初级/高级工程诊所的工程团队分为四个类别。第一类团队接受了LCI使用方面的指导，并与一名协调人及其团队成员会面，检查他们的LCI概况。在这次会议上，讨论了未来可能发生冲突的领域，团队制定了避免这些冲突的策略。第二类小组没有得到LCI的指导，但参加了一系列结构化的写作作业，旨在提高他们的团队意识。这些任务包括制定和批准团队章程，每两周提交关于成功障碍和团队动态的报告。第三类小组接受LCI培训并参与结构化写作作业，而第四类小组作为对照，不参与任何活动。在学期开始时，每个人都接受了调查，以确定他们对自己的团队技能的看法，他们对团队的看法，以及他们对学习团队的兴趣程度。学期结束时，参与者再次接受调查，并被要求评估这些策略的有效性。初步的数据分析表明，团队并不认为他们从结构化写作活动中受益，尽管有几个人提到，如果他们的团队遇到问题，他们会有所帮助。几乎所有参加LCI的人都说他们学到了很多东西，其中一些人认为这在与队友相处时很有用。与其他类别的团队成员相比，第三类团队对团队合作的看法有所改善，并且不太可能报告负面的团队合作经历。最后的报告也被收集和评估，使用规则来衡量对实际项目的影响，表明接受lci培训的小组在实现许多学习目标方面优于没有接受lci培训的小组。
Metacognition is the awareness and understanding by a student of his or her own learning own skills, performance, preferences, and barriers. This paper describes a pilot scale effort to develop metacognition in engineering teams at Rowan University, through structured writing, and the use of the Learning Combination Inventory (LCI). The theoretical basis for the LCI is the Interactive Learning Model, which proposes that learning processes occur through four distinct learning patterns: sequential, precise, technical, and confluent. The LCI was used to profile the learning style of each student in the Rowan Chemical Engineering department. During the Fall Semester of 2004, engineering teams in the Junior/Senior Engineering Clinics were broken into four categories. Category I teams received instruction in use of the LCI and met with a facilitator and their teammates to examine their LCI profiles. In this meeting, potential areas for future conflict were discussed and the teams developed strategies to avoid these conflicts. Category II teams received no LCI instruction but participated in a series of structured writing assignments designed to enhance their awareness of teaming. These assignments included developing and ratifying a team charter and submitting biweekly reports on barriers to success and team dynamics. Category III teams received both the LCI training and participated in the structured writing assignments, while Category IV teams served as a control and participated in none of the activities. At the beginning of the semester, each person was surveyed to determine their perception of their teaming skills, their opinion of teams, and their level of interest in learning about teaming. The participants were surveyed again at the end of the semester and were also asked to evaluate the usefulness of the strategies. Preliminary data analysis indicates that the teams did not feel that they benefited from the structured writing activities, though several individuals mentioned that they would have been helpful if their team was experiencing problems. Almost everyone that participated in the LCI said that they learned quite a bit and several found it useful in dealing with their teammates. Category III teams showed improvement in their perception of teaming and were less likely to report negative teaming experiences than members from the other categories. Final reports were also gathered and evaluated using rubrics to gauge impact on the actual projects, showing that groups that received LCI-training outperformed groups that did not in attaining many of the learning objectives.