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

该奖项由2009年《美国复苏和再投资法案》(Public Law 111-5)资助。弗吉尼亚理工学院和州立大学与田纳西诺克斯维尔大学合作设立的这一工程教育研究奖将研究学习、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。这项工作将涉及与接受和使用网络学习环境有关的重要社会和教育方面的问题。它将探索参与和学习之间的关系，结果将极大地促进对工程教育中协作学习的理解。网络空间中的在线学习、分布式工作团队和社交网络是工程教育和专业实践中迅速增长的组成部分，成功的学生必须能够有效地参与其中。了解促进参与和学习的工具、方法和实践的各个方面，对于增加工程学的参与度和使工程学学生为现代工作场所的工作做好准备至关重要。

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.