Evaluating Collaborative Learning and Community
Evaluating Collaborative Learning and Community
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评估协作学习和社区
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Marilla D. Svinicki
中科院分区：
文献类型：
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作者：
J. Summers;Joanna S. Gorin;S. N. Beretvas;Marilla D. Svinicki
本研究的目的是验证措施并评估真实课堂中协作小组学习方法对 3 个特定因变量的影响：校园连通性感觉、学术课堂社区和有效的小组处理（2 个因素）。进行验证性因素分析以评估四因素模型。使用分层线性建模技术，结果表明校园连通性和协作学习（与无协作学习相比）预示着积极的学术课堂社区。对于使用更正式的合作小组工作、校园连通性和小组处理的课程——评估预测了积极的学术课堂社区。讨论了进一步应用这些措施的建议。
The goal of this study was to validate measures and assess the effects of collaborative group-learning methods in real classrooms on 3 specific dependent variables: feelings of campus connectedness, academic classroom community, and effective group processing (2 factors). Confirmatory factor analyses were conducted to evaluate a 4-factor model. Using hierarchical linear modeling techniques, results indicated that campus connectedness and collaborative learning (compared with no collaborative learning) predicted positive academic classroom community. For classes using more formal cooperative group work, campus connectedness and group processingndash;evaluation predicted positive academic classroom community. Suggestions for further applications of the measures are discussed.