Structure and messaging techniques for online peer learning systems that increase stickiness
Structure and messaging techniques for online peer learning systems that increase stickiness
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提高粘性的在线同伴学习系统的结构和消息传递技术
DOI：
10.1145/2724660.2724676
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
S. Klemmer
中科院分区：
文献类型：
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作者：
Yasmine Kotturi;Chinmay Kulkarni;Michael S. Bernstein;S. Klemmer
当学生与同伴一起工作时，他们会更积极地学习，建立更丰富的知识结构，并将材料与他们的生活联系起来。然而，并非所有在线同伴学习体验都能得到成功采用。本文阐述并解决了全球范围内同行学习的三个采用挑战。首先，同伴互动难以引导临界群体。然而，类别激励可以表明重要性并刺激初始使用。其次，在线课程的同伴可见度和意识有限，因此即使周围有同伴，学生也常常感到孤独。我们发现强调相互依存和加强规范可以缓解这个问题。第三，教师可以轻松访问“大”聚合数据，但无法访问有助于建立直觉的“厚”上下文数据，因此软件应该指导教师构建同伴互动的框架。我们通过研究 8,500 名学生对两个同伴学习平台 Talkabout 和 PeerStudio 的使用情况来说明这些挑战。本文通过注册率和参与率以及学生互动的结构和持续时间来衡量效果。
When students work with peers, they learn more actively, build richer knowledge structures, and connect material to their lives. However, not every peer learning experience online sees successful adoption. This paper articulates and addresses three adoption challenges for global-scale peer learning. First, peer interactions struggle to bootstrap critical mass. However, class incentives can signal importance and spur initial usage. Second, online classes have limited peer visibility and awareness, so students often feel alone even when surrounded by peers. We find that highlighting interdependence and strengthening norms can mitigate this issue. Third, teachers can readily access "big" aggregate data but not "thick" contextual data that helps build intuitions, so software should guide teachers' scaffolding of peer interactions. We illustrate these challenges through studying 8,500 students' usage of two peer learning platforms, Talkabout and PeerStudio. This paper measures efficacy through sign-up and participation rates and the structure and duration of student interactions.