Promoting Reflective Thinking in Collaborative Learning Activities
Promoting Reflective Thinking in Collaborative Learning Activities
复制标题
在协作学习活动中促进反思性思维
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
John Millar Carroll
中科院分区：
文献类型：
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作者：
Lu Xiao;Shawna M. Clark;M. Rosson;John Millar Carroll
建构主义学习理论家认为，重要的是要鼓励反思，帮助学习者思考他们如何处理问题，以及他们如何寻找和找到解决方案。理由是对决策、结论和解释背后的原因的解释。在本研究中，要求和支持的理由在组内共享的建议，作为一种方式，促进反思性思维在协作学习活动。一个合作学习活动的设计和实施，在本科项目管理课程，需要文件和共享的决策依据。开发了一个协作工具来支持这项活动。研究结果表明，参与记录决策原理的过程可能有助于参与者表达他们的想法和想法，有效地探索课程概念，并进行更高层次的思考。收集了Pampantspsila对设计用于共享原理的协作空间的反馈意见，并得出了设计影响。
Constructivist learning theorists believe that it is important to encourage reflexivity, helping learners to think about how they approach problems, and how they look for and find solutions. A rationale is an explanation of the reasons underlying decisions, conclusions, and interpretations. In this study, requiring and supporting rationale sharing within the group is proposed as one way of promoting reflective thinking during collaborative learning activities. A collaborative learning activity was designed and implemented in an undergraduate project management course, requiring the documentation and sharing of decision rationales. A collaborative tool was developed to support the activity. The results of the study show that engaging in the process of documenting decision rationales potentially helped the participants to articulate their thoughts and ideas, effectively explore the course concepts, and engage in higher order thinking. Participantspsila feedback on the design of the collaborative space for rationale sharing was collected and design implications elicited.