Collaborative Proposal (IEECI Exploratory): Identifying Practices and Tools to Promote Newcomer Participation in Cyberlearning Environments

该奖项是根据2009年美国复苏和再投资法案（公法111-5）资助的。该工程教育研究奖授予弗吉尼亚理工学院和州立大学，与田纳西大学诺克斯维尔合作，将研究学习、知识共享和参与开源社区，以更好地了解如何鼓励新人参与网络学习教育环境。这项工作将处理与接受和使用网络化学习环境有关的重要社会和教育问题。它将探讨参与和学习之间的关系，其结果将显着推进在工程教育中的协作学习的理解。在线学习，分布式工作团队和网络空间中的社交网络是工程教育和专业实践的快速增长的组成部分，成功的学生必须能够有效地参与。了解促进参与和学习的工具，方法和实践方面是必不可少的，以增加对工程的参与，并为工程专业的学生准备工作的现代工作场所。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5) This engineering education research award to Virginia Polytechnic Institute and State University in collaboration with University of Tennessee Knoxville will study learning, knowledge sharing, and participation in open-source communities to better understand how to encourage newcomer participation in cyber-learning educational environments. The work will address important social and educational aspects related to acceptance and use of cyber-enabled learning environments. It will explore the relationship between participation and learning, and the results will significantly advance understanding of collaborative learning in engineering education. On-line learning, distributed working teams, and social networking in cyberspace are rapidly growing components of engineering education and professional practice, and successful students must be able to participate effectively. Understanding the aspects of tools, methods and practices which promote participation and learning are essential to increasing participation in engineering and to preparing engineering students for jobs the modern workplace.