Supporting active cognitive processing in collaborative groups: The potential of Bloom's taxonomy as a labeling tool
Supporting active cognitive processing in collaborative groups: The potential of Bloom's taxonomy as a labeling tool
复制标题
DOI：
10.1016/j.iheduc.2009.08.003
复制
发表时间：
2009-12
期刊：
影响因子：
--
通讯作者：
M. Valcke;B. Wever;Chang Zhu;Craig Deed
中科院分区：
文献类型：
--
作者：
M. Valcke;B. Wever;Chang Zhu;Craig Deed
在计算机支持的协作学习领域的研究强调，需要促进协作过程，以实现所有参与者的最佳认知参与，更高水平的元认知调节和情感参与的增加。本研究涉及80名三年级的大学生，就读于教育科学，在一个准实验研究的影响，脚本的方法来支持他们的协作工作，在异步在线讨论组。实验条件下的学生被要求使用布卢姆的分类法来标记他们对讨论的所有贡献。结果点在一个显着的差异影响，这种脚本的方法：达到了更高水平的认知处理和学生在实验条件下反映了更高程度的元认知调节有关的规划，实现清晰度和监测。最后，实验条件下的学生情感参与程度更高。鉴于研究的持续时间为两周，值得注意的是，脚本方法的积极影响是在这一相对较短的时间内实现的。
Research in the field of computer supported collaborative learning stresses the need to foster the collaborative process in view of attaining optimal cognitive involvement of all participants, a higher level of metacognitive regulation and an increased level of affective involvement. The present study involved 80 third-year university students, enrolled in the educational sciences, in a quasi-experimental study to research the impact of a scripting approach to support their collaborative work in asynchronous online discussion groups. Students in the experimental condition were required to label all their contributions to the discussions using Bloom's taxonomy. The results point at a significant differential impact of this scripting approach: a higher level of cognitive processing was attained and students in the experimental condition mirrored a higher degree of metacognitive regulation in relation to planning, achieving clarity and monitoring. Lastly, the students in the experimental condition were more affectively involved. Given the two-week duration of the study, it is remarkable that the positive impact of the scripting approach was attained after this relatively short period of time.