Designing Collaborative Reflection Supporting Tools in e-Project-Based Learning Environments
Designing Collaborative Reflection Supporting Tools in e-Project-Based Learning Environments
复制标题
在基于电子项目的学习环境中设计协作反思支持工具
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
Seunghee Lee
中科院分区：
文献类型：
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作者：
Dongsik Kim;Seunghee Lee
协作反思是基于电子项目的学习环境成功的关键因素之一。反思是指对自己的学习活动和过程进行监控的积极的、智力的思维，是一种不断探索自我以进行新学习的内在活动。此外，反思性活动是一种过程，不仅限于个人的、内部的探索，还包括学习者与学习者互动的社会方面。本文提出了协作反思在电子项目学习环境中的系统要素和功能，并提出了对教学设计和系统开发的几点启示。基于网络的学习是一种创造性的学习环境，在这种环境中，学习者可以最大限度地利用丰富的学习资源，通过跨越同行学习者的多个视角来扩展自己的学习体验。这意味着网络学习的引入宣告了一个转折点，即从长期存在的教学论到建构主义范式，即以学习者为中心的知识建构的新范式(Herrington&Standen，2000)。在情境学习条件下，具有社区感的学习者参与学习体验的流动。基于项目的学习(PBL)是一种优化基于网络的协作学习的特征或功能的替代方法之一，学习者在合作小组中管理任务以完成结果。为了在某个项目中有效地完成任务，学习者应该积极参与学习活动，
One of the key success factors for the e-project-based learning environments is collaborative reflection. Reflection refers to active, intellectual thinking for monitoring one’s own learning activity and process, and a continuous internal activity of exploring oneself for new learning. Also, reflective activity is a type of process not limited to individual, internal exploration, but includes the social aspect of learner-learner interaction. This article suggests system elements and functions of collaborative reflection in the e-project-based learning environments and presents several implications for instructional design and system development. Network-based learning is a creative environment in which learners can make the utmost use of rich learning resources and extend their own learning experiences by crossing over multiple perspectives of peer learners. This means that the introduction of network-based learning announces a turning point from the long-standing instructivism toward the paradigm of constructivism, that is, the new paradigm of learner-oriented knowledge construction (Herrington & Standen, 2000). Under situated learning conditions, learners with a sense of community get involved in the flow of the learning experience. Project-based learning (PBL) is one of the alternative methodologies for optimizing the characteristics or functions of network-based collaborative learning with learners in cooperative groups, managing tasks for the purpose of completing outcomes. For effective task performance in a certain project to be tackled, learners should get actively involved in learning activities,