Enhancing Equity and Access Via Digitally-mediated Collaborative Learning Experiences

通过数字化协作学习体验增强公平性和获取机会

• 批准号: 2121412
• 负责人: Mariana Silva
• 金额: $ 30万
• 依托单位: University of Illinois at Urbana-Champaign
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-15 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2121412&HistoricalAwards=false
• 关键词: Enhancing; Equity; Access; Via; Digitally

This project aims to serve the national interest by establishing best practices to increase access to high-quality education for all students regardless of where they live. Research indicates that engaging students in collaborative activities is associated with increased student persistence and improved student learning outcomes and retention. Different teaching methods and resources have been developed and tested to improve collaboration during face-to-face instruction. However, there is a lack of evidence-based practices to maximize synchronous collaborative learning in online environments. COVID-19 exposed the need to adapt collaborative learning activities to fit a variety of delivery modes, with the use of video conferences and other technology tools. However, the need to provide high quality online and collaborative experiences may be a vital strategy for increasing future equity and access to education in general, especially to the increasingly diverse population of students who seek STEM education. This project will advance understanding about the interconnections between online learning, equity and access. Synchronous online collaborative learning activities have the potential to widen the digital equity gap, affecting students from low socioeconomic groups, or across different time zones. On the other hand, these activities increase the perception of “real interactions,” which are negatively impacted by reliance on e-mails, online forums, and chat messaging systems. The first part of this project will investigate the impact of students’ choice of synchronous or asynchronous classes on their learning goals, sense of belonging and satisfaction. The second part of this project will develop online strategies for collaborative learning that are adapted from the evidence-based face-to-face facilitation strategies, including the use of group awareness tools and designated team roles.To better understand how online collaborative learning can bolster equity and provide critical social support for students as they wrestle through the challenges of learning, the project will answer the following research questions: 1) How does the schedule of synchronous computer-supported collaborative learning activities affect access and equity?; and 2) How face-to-face facilitation strategies can be adapted for use in online environments, especially to enhance equity and access? To address the first question, students will be split into two sections which will determine how they will complete the collaborative learning activities, either following the designated university schedule time, or a time of their choosing. Performance and participation data will be collected to measure the impact of the intervention, as well as class observations, and sense of belonging and satisfaction surveys. For the second research question, this research project will develop online tools to incorporate facilitation strategies for online collaborative learning activities. As part of this research, the new tools will be tested, and several metrics will be used to measure its effectiveness. All the online tools developed for this project will be part of an open-source software that is currently widely adopted in many universities. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在为国家利益服务，建立最佳做法，增加所有学生获得高质量教育的机会，无论他们住在哪里。研究表明，让学生参与协作活动与提高学生的持久性和改善学生的学习成果和保留有关。不同的教学方法和资源已经开发和测试，以提高面对面教学过程中的协作。然而，有一个基于证据的做法，以最大限度地提高同步协作学习在线环境中缺乏。COVID-19暴露了调整协作学习活动以适应各种交付模式的必要性，并使用视频会议和其他技术工具。然而，需要提供高质量的在线和协作体验，这可能是提高未来公平性和普遍获得教育的重要战略，特别是对寻求STEM教育的日益多样化的学生群体。该项目将促进对在线学习、公平和机会之间相互联系的理解。同步在线协作学习活动有可能扩大数字公平差距，影响来自低社会经济群体或不同时区的学生。另一方面，这些活动增加了“真实的互动”的感觉，而这种互动受到依赖电子邮件、在线论坛和聊天信息系统的负面影响。该项目的第一部分将调查学生选择同步或异步课程对他们的学习目标、归属感和满意度的影响。本项目的第二部分将根据基于证据的面对面促进策略，开发在线协作学习策略，包括使用群体意识工具和指定团队角色。为了更好地了解在线协作学习如何促进公平，并为学生提供重要的社会支持，因为他们正在努力应对学习挑战，本项目将回答以下研究问题：1）同步计算机支持的协作学习活动的时间表如何影响访问和公平？以及2）如何调整面对面的便利化战略，使之适用于在线环境，特别是加强公平和机会？为了解决第一个问题，学生将被分为两个部分，这将决定他们将如何完成合作学习活动，要么按照指定的大学时间表的时间，或他们选择的时间。将收集表现和参与数据，以衡量干预措施的影响，以及课堂观察，归属感和满意度调查。对于第二个研究问题，本研究项目将开发在线工具，以纳入在线协作学习活动的促进策略。作为这项研究的一部分，将对新工具进行测试，并将使用几个指标来衡量其有效性。为该项目开发的所有在线工具将成为目前在许多大学广泛采用的开源软件的一部分。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Developing an Observation Protocol for Cooperative Learning

开发合作学习的观察协议

• 发表时间: 2022
• 期刊: American Society for Engineering Education Annual Conference & Exposition
• 作者: Fong, M.;Chen, H.;Butler, L.;Herman, G.
• 通讯作者: Herman, G.

First Try, No (Autograder) Warm Up: Motivating Quality Coding Submissions

第一次尝试，没有（自动评分器）热身：激励高质量的编码提交

• 发表时间: 2023
• 期刊: 2023 ASEE Annual Conference & Exposition
• 作者: Butler, Liia;Herman, Geoffrey
• 通讯作者: Herman, Geoffrey

Student Autonomy in Collaborative Learning: Effects of Meeting Time and Team Consistency

协作学习中的学生自主权：会议时间和团队一致性的影响

• 发表时间: 2023
• 期刊: 2023 IEEE Frontiers in Education Conference
• 作者: Chen, Hongxuan;Fong, Morgan;Herman, Geoffrey;Silva, Mariana
• 通讯作者: Silva, Mariana

An Analytic Comparison of Student-Scheduled and Instructor-Scheduled Collaborative Learning in Online Contexts

在线环境中学生安排和教师安排的协作学习的分析比较

• 发表时间: 2022
• 期刊: American Society for Engineering Education Annual Conference & Exposition
• 作者: Herman, G.;Jiang, Y.;Jiang, Y.;Poulsen, S.;West, M.;Silva, M.
• 通讯作者: Silva, M.

Point or Time: Motivating Quality Coding Submissions

点或时间：激发高质量编码提交

• DOI: 10.1145/3545947.3573291
• 发表时间: 2022
• 期刊: 54th ACM Technical Symposium on Computer Science Education
• 作者: Butler, Liia