Collaborative Learning in Higher Education: Evoking Positive Interdependence.
Collaborative Learning in Higher Education: Evoking Positive Interdependence.
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DOI：
10.1187/cbe.16-07-0219
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Wiegant F
中科院分区：
文献类型：
--
作者：
Scager K;Boonstra J;Peeters T;Vulperhorst J;Wiegant F
本研究的重点是提高协作学习的有效性的因素。结果表明，具有挑战性的，开放的，复杂的小组任务，要求学生创造新的和原始的诱发有效的合作。协作学习是一种广泛应用的教学方法，但这种教学方法的学习潜力在实践中往往没有得到充分利用。因此，有效的协作学习的各种因素的重要性，应确定。在目前的研究中，五个不同的生命科学本科课程与成功的合作学习的结果被选中。根据学生的说法，这项研究的重点是提高这些课程中合作效率的因素。九个焦点小组访谈进行了分析。结果表明，引起有效合作的因素是学生的自主性和自我调节行为，结合一个具有挑战性的，开放的，复杂的小组任务，需要学生创造新的和原创的东西。这些课程的设计因素培养了一种责任感和对协作过程和小组任务的最终产品的共同所有权。此外，学生们报告说，在这些小组作业中没有任何搭便车者。有趣的是，据观察，学生们似乎更重视他们的成就感，他们的学习过程，以及他们正在努力的产品，而不是他们的成绩。它的结论是，在高等教育中的协作学习应设计使用具有挑战性的和相关的任务，建立与学生共享的所有权。
This study focuses on factors increasing the effectiveness of collaborative learning. Results show that challenging, open, and complex group tasks that required the students to create something new and original evoked effective collaboration. Collaborative learning is a widely used instructional method, but the learning potential of this instructional method is often underused in practice. Therefore, the importance of various factors underlying effective collaborative learning should be determined. In the current study, five different life sciences undergraduate courses with successful collaborative-learning results were selected. This study focuses on factors that increased the effectiveness of collaboration in these courses, according to the students. Nine focus group interviews were conducted and analyzed. Results show that factors evoking effective collaboration were student autonomy and self-regulatory behavior, combined with a challenging, open, and complex group task that required the students to create something new and original. The design factors of these courses fostered a sense of responsibility and of shared ownership of both the collaborative process and the end product of the group assignment. In addition, students reported the absence of any free riders in these group assignments. Interestingly, it was observed that students seemed to value their sense of achievement, their learning processes, and the products they were working on more than their grades. It is concluded that collaborative learning in higher education should be designed using challenging and relevant tasks that build shared ownership with students.
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影响因子：
2.2
作者：
Chinn, CA;O'Donnell, AM;Jinks, TS
通讯作者：
Jinks, TS
影响因子：
3.2
作者：
King, A
通讯作者：
King, A
影响因子：
9.9
作者：
Gully, SM;Incalcaterra, KA;Beaubien, JM
通讯作者：
Beaubien, JM
影响因子：
3.2
作者：
Kidd, PS;Parshall, MB
通讯作者：
Parshall, MB
DOI：
10.1007/s11423-006-9603-3
发表时间：
2006-08-01
影响因子：
5
作者：
Brewer, Susan;Klein, James D.
通讯作者：
Klein, James D.