Online collaborative note-taking and discussion forums in flipped learning environments

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2023-07-25 DOI:10.14742/ajet.8580
Mik Fanguy, J. Costley, N. Almusharraf, Asma Almusharraf
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Abstract

As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion forum and one involving online collaborative note-taking. The subjects (N = 178) were all graduate students taking a flipped version of an English scientific writing class at a university in South Korea. The results show that students in the experimental conditions with online collaboration (collaborative note-taking and discussion forums) outperformed peers in the control condition (no online collaboration) on individual writing assignments. Furthermore, there was a benefit in the experimental condition with discussion forums regarding students’ group writing scores compared to the control group. These results show the value of implementing online student-to-student collaboration in flipped learning contexts and that both modes of collaboration tested herein add value to students’ learning. Implications for practice or policy: Incorporating online collaborative learning activities improves performance in flipped courses. Using collaborative forums and collaborative note-taking provide similar benefits. and their implementation will improve the online portion of a flipped class. Flipped classes generally include an online lecture component but should also feature online collaboration as well.
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翻转学习环境中的在线协作笔记和讨论论坛
随着在网上和翻转环境中学习的学生人数的增加,一个重要的问题出现了:在多大程度上有必要让学生就课程内容进行互动?本文研究了三种翻转学习环境:一种没有在线协作,一种以在线讨论论坛为特色,另一种涉及在线协作笔记。受试者(N=178)都是在韩国一所大学上英语科学写作课的研究生。结果表明,在有在线协作(协作笔记和讨论论坛)的实验条件下,学生在个人写作作业上的表现优于对照条件(无在线协作)下的同龄人。此外,与对照组相比,在实验条件下,讨论论坛对学生的集体写作成绩也有好处。这些结果表明了在翻转学习环境中实现在线学生对学生协作的价值,并且本文测试的两种协作模式都为学生的学习增加了价值。对实践或政策的影响:纳入在线协作学习活动可以提高翻转课程的表现。使用协作论坛和协作笔记也有类似的好处。并且它们的实现将改善翻转课堂的在线部分。翻转课程通常包括在线讲座部分,但也应以在线协作为特色。
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
期刊最新文献
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