The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science
The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science
复制标题
在线协作对八年级物理青少年社区意识的影响
DOI：
10.1007/s10956-015-9556-6
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发表时间：
2015
影响因子：
4.4
通讯作者：
Amanda J. Rockinson
中科院分区：
文献类型：
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作者：
Jillian L. Wendt;Amanda J. Rockinson
研究人员采用准实验的、非等价的前测/后测控制组设计，考察了在线协作学习对八年级学生在物理课堂上的社区感的影响。在9周的时间里，控制组的学生在面对面的学习环境中参与协作活动，而实验组的学生在混合式学习环境中使用Edmodo教育平台参与在线协作活动。作为前测和后测，学生完成了课堂社区量表调查。结果表明，参与面对面课堂教学的学生总体社区意识和学习社区意识高于参与网络协作活动的学生。对研究结果和启示进行了讨论，并对未来研究提出了建议。
Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student’s sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning environment, whereas students in the experimental group participated in online collaborative activities using the Edmodo educational platform in a hybrid learning environment. Students completed the Classroom Community Scale survey as a pretest and posttest. Results indicated that the students who participated in the face-to-face classroom had higher overall sense of community and learning community than students who participated in collaborative activities in the online environment. Results and implications are discussed and suggestions for future research are provided.