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白帽seo认知型动态分组对于问题解决线上讨论勾当之影响

浏览次数:    时间:2018-04-13

THE GROUPING EFFECT OF COGNITIVE STYLE ON THE PROBLEM SOLVING-BASED ONLINE INSTRUCTIONAL DISCUSSION ACTIVITY Sheng-Yi Wu 吳聲毅 康寧大學 Huei-Tse Hou 侯惠澤 台灣科技大學 認知型態分組對問題解決線上討論活動之影響 I.INTRODUCTION (1/3) ? Cooperative learning through peers has become a way of knowledge construction as the online learning co妹妹unity develops. ? Online discussion learning activity is one of the most co妹妹only used teaching activities. ? In order to obtain better learning achievement, online discussion activities are often held in groups. ? Heterogeneous grouping was often included in the past studies. ? learning performance ? Scaffolding ? such grouping may bring negative influences to students’ learning I.INTRODUCTION (2/3) ? To solve this problem, we will find out how the online discussion activities are affected by cognitive styles. ? Cognitive Style means the habit of handling information. ? Pask, Holists/Serialists Cognitive Styles ? Holists: learners are individuals that tend to learn from global approach. They first clarify the relationships between different ideas and build up a whole idea structure, and then insert the contents. ? Serialists: learners mainly take local approach. These types of learners usually deal with one subject at once, solving the logical relationship between the ideas afterwards. I.INTRODUCTION (3/3) ? To investigate the learning effects on online group discussions ? The problem solving-based activity ? In order to gain a better understanding of how the different cognitive style grouping methods affect the online learning achievement results ? Lag sequential analysis may analyze in a continual code category (i.e., in an interactive course of massive discussion), where discussion content code category would follow the previous code category and can visualize the behavior patterns. ? the research question of this study is: ? what is the problem-solving pattern of each online discussion group under different cognitive style? ? What are the differences among the behavior modes? II.RESEARCH DESIGN A. PROCEDURES AND PARTICIPANTS ? 36 freshmen (8 male students and 28 female) students of a university in Taiwan ? measured each student's cognitive style through the Ford’s Study Preference Questionnaire (SPQ) ? Each category had 3 groups and each group had 4 people. ? The procedures included: 1. using SPQ scale to measure and classify the students into “Holists Group”, ”SerialistsGroup,” and ”Intermediate Group.“ Each group had 12 people, and each group was divided into 3 teams. Each team had 4 people. They chose their own team members freely; 2. introducing Facebook Group and discuss the environment; 3. introduction and discussion of the task. The teacher assigned a Chinese language related website and asked the students to check the errors of web designing and producing from the point of view of client. The students had to find the problem of the website and present solutions; 4. for the following two weeks, the students discussed and shared opinions online, without showing discussions to other teams; 5. all discussions were downloaded for subsequent analysis after the activity was over. B. INSTRUMENTS (1/2) ? Study Preference Questionnaire (SPQ) ? SPQ the Study Preferences Questionnaire developed by Ford. ? SPQ contained 17 questions, each question containing Holists and Serialists two narratives, participants needed to choose one of these two narratives described more in line with their own approach to learning in the scoring areas ? (a) if the subjects were mostly in favor of Holists, they were classified as Holists group; ? (b) if the subjects were mostly in favor of Serialists, they were classified as Serialists group; ? (c) If the subjects did not particularly favor Holists or Serialists, they were classified as Intermediate groups. B. INSTRUMENTS (2/2) ? Coding scheme for problem solving discussion contents Code Phase Description P1 Propose, define, and clarify prob


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