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Fostering group autonomy through collaborative learning in an online environment
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Zhong, Dr. Qunyan ( Maggie). - : Kanda University of International Studies (KUIS), Chiba, Japan, 2021
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Fostering group autonomy through collaborative learning in an online environment
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Zhong, Dr. Qunyan ( Maggie). - : Kanda University of International Studies (KUIS), Chiba, Japan, 2021
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Fostering group autonomy through collaborative learning in an online environment
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Zhong, Dr. Qunyan ( Maggie). - : Kanda University of International Studies (KUIS), Chiba, Japan, 2021
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Äußerungen von Sprecher*innen in einer Gruppendiskussion. Überlegungen und Analysen aus unterschiedlichen diskurs- und subjektivierungstheoretischen Perspektiven ...
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Text Difficulty and Bilingual Student Interactions in Informational Book Discussions
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In: i.e.: inquiry in education (2020)
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Äußerungen von Sprecher*innen in einer Gruppendiskussion. Überlegungen und Analysen aus unterschiedlichen diskurs- und subjektivierungstheoretischen Perspektiven
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In: van Ackeren, Isabell [Hrsg.]; Bremer, Helmut [Hrsg.]; Kessl, Fabian [Hrsg.]; Koller, Hans Christoph [Hrsg.]; Pfaff, Nicolle [Hrsg.]; Rotter, Caroline [Hrsg.]; Klein, Dominique [Hrsg.]; Salaschek, Ulrich [Hrsg.]: Bewegungen. Beiträge zum 26. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft. Opladen; Berlin; Toronto : Verlag Barbara Budrich 2020, S. 83-97. - (Schriften der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)) (2020)
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Desafios e tensões de professores de matemática na dinamização de discussões em temas da Álgebra
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Bilingual Children's Talk about Informational Text: Focus on Ideas, Images, and Print
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In: Reading Horizons: A Journal of Literacy and Language Arts (2020)
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Construction of mathematical discourses on generalization during group interaction
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In: CERME11 ; Eleventh Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-02435256 ; Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands ; www.cerme11.org (2019)
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INTER AND INTRA-CULTURE-BASED GROUP DISCUSSION TO PROMOTE LEARNING AUTONOMY IN A BICULTURAL CLASS
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 6, Iss 1, Pp 25-50 (2019) (2019)
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METHODICAL TIPS FOR IMPROVING STUDENTS’ FOREIGN LANGUAGE SPEAKING SKILLS IN ENGLISH LESSONS
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In: Професіоналізм педагога: теоретичні й методичні аспекти; № 8 (2) (2018); 42-50 ; 2414-9292 (2018)
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Socio–Psychological Analysis Of Methods Of Adults' Teaching Foreign Language And Their Influence Upon The Success Of Foreign Language Acquisition ...
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Discussion, Cooperation, Collaboration: The Impact of Task Structure on Student Interaction in a Web-based Translation Exercise Module
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In: The ITB Journal (2017)
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The effects of L1 and L2 group discussions on L2 reading comprehension
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Collaborative Robotics, More Than Just Working in Groups: Effects of Student Collaboration on Learning Motivation, Collaborative Problem Solving, and Science Process Skills in Robotic Activities
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In: Boise State University Theses and Dissertations (2016)
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Abstract:
Robotics in education has shown the potential to positively benefit student learning and attitudes towards learning. However, a necessary part of robotics instruction is group collaboration. Therefore, the purpose of this study was to determine what collaborative scaffolds, or interventions, produce positive effects for students working on collaborative robotics projects for science process skills, collaborative problem solving, and motivation. In addition, the study examined the impact students’ prior robotics experience had on science process skills, collaborative problem solving, and motivation. The study had two experience levels, Novice and Experienced, and three intervention conditions. The interventions included Assigned Group Roles, Classroom Discussion, and Previous Instructional Practices, which followed practices from prior years without any additional collaborative supports. All the participants experienced problem-based learning during the collaborative robotics project with collaborative scaffolds based upon their intervention conditions. The goal of the study was to identify what collaboration interventions can best support the collaborative nature of robotics instruction and create a beneficial learning environment for students by supporting student collaboration and possibly improving student motivation, collaborative problem solving, and science process skills. Furthermore, the study sought to identify impacts of different robotics experience levels to fully understand collaborative robotics projects for students as they progress through a continuing robotics curriculum. The results of the study indicated experience level and collaboration interventions can have impacts on students. Assigned Group Roles had positive effects on students’ motivation and collaborative problem solving. Experience level also had effects upon student motivation and collaborative problem solving with the Novice level demonstrating higher outcomes. A collaboration intervention was identified that has the potential to produce positive effects for students in collaborative robotics projects as well as assist classroom educators in the purposeful design of collaborative robotics projects with scientifically based strategies to improve the attitudinal outcomes for students of various robotics experience.
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Keyword:
collaboration; group roles. discussion; Other Education; problem solving; robotics
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URL: https://scholarworks.boisestate.edu/td/1075
https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=2179&context=td
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Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners
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In: FIU Electronic Theses and Dissertations (2016)
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Validating an Academic Group Tutorial Discussion Speaking Test
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Reconstruction of teachers' professional vision concerning important aspects of classroom interaction
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287793 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1510-1516 (2015)
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Consistency in performance in the group oral discussion test: an interactional competence perspective
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