Investigating student engagement in computer-supported inquiry: a process-oriented analysis
Investigating student engagement in computer-supported inquiry: a process-oriented analysis
复制标题
调查学生参与计算机支持的探究：面向过程的分析
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Piritta Leinonen
中科院分区：
文献类型：
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作者：
Sanna Järvelä;M. Veermans;Piritta Leinonen
本文的目的是描述和分析计算机支持的研究性学习对两名中学生参与识字学习项目的影响。通过对不同数据来源的比较分析，我们旨在了解什么是敬业度，它是如何以及为什么随着时间的推移而变化的，以及敬业度的变化如何反映在学习者在实际学习环境中的行为中。实施了一套方法，目的是在自然的学习环境中进行面向过程的分析，即观察、访谈、计算机笔记的内容分析和经验抽样问卷。结果表明，尽管在传统课堂上，学生的动机倾向有很大的不同，但在这一学习项目中，他们都表现出了进步性的任务投入。这些数据还说明了技术支持的环境如何影响学生构建目标和组织活动的方式。我们的结论是，多维概念，如参与度，有可能将学生的行为、感受和思考的前因和后果联系起来，特别是在新的教学和基于技术的学习环境中。
The aim of this article is to describe and analyze how computer supported inquiry learning effects two secondary school students’ engagement in a literacy learning project. With comparative analysis of various sources of data we aim to understand what engagement is, how and why it changes over time and how changes in engagement are reflected in what learners do in an actual learning context. A set of methods was implemented that aimed at process-oriented analyses in a natural context of learning, that is, observations, interviews, content analysis of computer notes and an experience sampling questionnaire. The results show that even though the students had very different motivational tendencies in a traditional classroom, both of them showed progressive task engagement in this learning project. The data also illustrate how a technology supported environment can influence the way the students construct their goals and structure their activity. We conclude that multidimensional concepts, like engagement, have the potential to link the antecedents and consequences of how students behave, how they feel, and how they think, especially in the context of new pedagogical and technology-based learning environments.
通过生态瞬时评估和回顾性回忆评估的应对方式的比较。
影响因子：
7.6
作者：
Stone,AA;Schwartz,JE;Neale,JM;Shiffman,S;Marco,CA;Hickcox,M;Paty,J;Porter,LS;Cruise,LJ
通讯作者：
Cruise,LJ