Online Chemistry Modules: Interaction and Effective Faculty Facilitation
Online Chemistry Modules: Interaction and Effective Faculty Facilitation
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在线化学模块：互动和有效的教师促进
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
T. Zielinski
中科院分区：
文献类型：
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作者：
Laura E. Slocum;Towns Marcy Hamby;T. Zielinski
这里提出的在线促进建议是基于物理化学在线模块的持续研究。这项研究的重点是讨论板的互动和有效的教师促进两个实施问题，随着项目的进展出现。讨论板档案从“有多热是火焰？“模块在2000年秋季学期运行的情况按消息类型进行了分析。然后，讨论板按消息类型进行标记，并连接后续消息，以便可以轻松区分线程。每个讨论板也进行了分析，使用来自合作学习文献的编码方案，以确定合作行为。将讨论板中最长的线程与协作编码方案相结合，使研究人员能够为有效的在线促进提出建议。文章中所包含的数据分析方法为化学教育工作者提供了新的方法来检查电子交互。
Recommendations for online facilitation presented here are based upon an on-going study of Physical Chemistry OnLine Modules. This particular piece of research focused on discussion board interactions and effective faculty facilitation—two implementation issues that emerged as the project progressed. The discussion board archives from the "How Hot Is That Flame?" module run during the fall semester of 2000 were analyzed by message type. The discussion boards were then diagramed by message type, and follow-up messages were connected so that threads could be easily distinguished. Each discussion board was also analyzed using a coding scheme derived from the cooperative learning literature to identify collaborative behaviors. Combining the longest thread in a discussion board with the collaborative coding scheme allowed researchers to craft recommendations for effective online facilitation. The data analysis methods contained in the article present new ways for chemical educators to examine electronic interactions.