Computers and Education Open最新文献

Does technology-based non-interactive teaching enhance students’ learning in the classroom? 基于技术的非交互式教学是否能提高学生的课堂学习效果？

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-11-14 DOI: 10.1016/j.caeo.2024.100233

Leonie Sibley , Heike Russ , Ghazallah Ahmad , Benjamin Baumgärtner , Daniel Bräutigam , Sonja Brümmer , Hannah Bussmann , Nadja Erb , Leah Evans , Silke Fischer , Lucie Gradl , Rebecca Guddemi , Kathrin-Beatrice Hauptmann , Julian Hieke , Samantha Hilsdorf , Friedemann Högerle , Bärbel Hoppe-Brixner , Woomok Jeong , Susanne Karl , Sarah Lang , Andreas Lachner

The use of evidence-based practices can be regarded as the gold standard in technology-based learning and instruction. A steadily adopted educational practice is technology-mediated non-interactive teaching, in which students generate explanations of the previously learned contents to a fictitious audience by means of technologies (e.g., video, messenger). Although recent laboratory studies documented benefits of non-interactive teaching, field-oriented evidence is scarce. Research is needed to examine how laboratory evidence applies to authentic learning environments with school students and to determine whether these effects are generalizable to different authentic contexts. We applied a ManyClasses study to a) examine the generalizability of technology-based non-interactive teaching and b) explore context-related (domain, school type), demographical-related (age, gender, language), and implementation-related (grading, medium, timing) boundary conditions. In collaboration with teachers, we realized k = 20 different teaching units (each consisting of two lessons) in authentic settings across various school types and domains. Using a within-participants design, school students (N = 191) either taught the previously learned contents by means of technology to a fictitious peer or retrieved the contents in mind after the lesson. Results showed no main effect of non-interactive teaching; but domain and school type moderated the learning activity. The findings indicate that non-interactive teaching is not effective per se, but rather depends on the instructional contexts in which it is implemented. The investigation of the teaching effect with new approaches allows, for the first time, more generalizable conclusions to be drawn about non-interactive teaching with technology for students in authentic settings.

在以技术为基础的学习和教学中，循证实践的使用可被视为黄金标准。以技术为中介的非交互式教学是一种稳定采用的教育实践，在这种教学中，学生通过技术手段（如视频、信使）向虚构的听众解释先前所学的内容。虽然最近的实验室研究记录了非互动教学的好处，但面向实地的证据却很少。我们需要开展研究，考察实验室证据如何适用于在校学生的真实学习环境，并确定这些效果是否可以推广到不同的真实情境中。我们应用了一项 ManyClasses 研究，以 a) 检验基于技术的非交互式教学的可推广性；b) 探索与情境相关（领域、学校类型）、人口相关（年龄、性别、语言）和实施相关（分级、媒介、时间安排）的边界条件。我们与教师合作，在不同学校类型和领域的真实环境中实现了 k = 20 个不同的教学单元（每个单元由两节课组成）。采用参与者内设计，在校学生（N = 191）要么通过技术手段向虚构的同伴传授以前学过的内容，要么在课后在头脑中检索这些内容。结果显示，非互动式教学没有主效应；但领域和学校类型对学习活动有调节作用。研究结果表明，非交互式教学本身并不有效，而是取决于其实施的教学情境。通过采用新方法对教学效果进行调查，我们第一次可以对在真实环境中使用技术对学生进行非交互式教学得出更具普遍性的结论。

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引用次数: 0

Does testing environment matter for virtual school students? 考试环境对虚拟学校的学生重要吗？

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-11-12 DOI: 10.1016/j.caeo.2024.100232

Ian Kingsbury , Robert Maranto , Andrea Honeycutt

Standardized test performance among students in full-time virtual schools generally lags behind that of students in traditional, face-to-face schools. One largely unexplored potential cause is the requirement to complete tests at unfamiliar facilities rather than from home, the normal learning environment for these students. The COVID-19 pandemic enabled some full-time virtual school students to test from home, providing a unique opportunity to assess how testing environment might influence outcomes. Using data from an educational management organization (EMO) running virtual schools in 21 U.S. states, we test whether full-time virtual school students perform better on standardized exams administered at home (n = 524) relative to those testing at an unfamiliar testing site (n = 1,443) in 2020–21. Home testing is associated with nearly one fifth of a standard deviation improvement in math and ELA performance even after controlling for prior test performance. Moreover, tests taken from home more strongly correlate with other measures of academic performance than do tests taken at designated facilities, indicating they better capture academic progress. Analyses investigating whether home testing enables cheating are inconclusive.

全日制虚拟学校学生的标准化考试成绩通常落后于传统面授学校的学生。其中一个尚未探究的潜在原因是，这些学生需要在不熟悉的设施中完成测试，而不是在家里完成测试，而家里才是他们正常的学习环境。COVID-19 大流行使得一些全日制虚拟学校的学生可以在家进行测试，这为评估测试环境如何影响测试结果提供了一个独特的机会。利用在美国 21 个州开办虚拟学校的教育管理组织（EMO）提供的数据，我们测试了 2020-21 年在家参加标准化考试的全日制虚拟学校学生（n = 524 人）是否比在陌生考场参加考试的学生（n = 1443 人）成绩更好。即使控制了之前的考试成绩，在家考试也能使数学和英语语言学习成绩提高近五分之一个标准差。此外，与在指定机构进行的测试相比，在家进行的测试与其他学业成绩指标的相关性更强，这表明它们能更好地反映学业进步情况。有关在家考试是否会导致作弊的分析并无定论。

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引用次数: 0

What influences teachers’ implementation of ICT in early childhood education? A qualitative exploration based on an ecological-TPACK framework 是什么影响了教师在幼儿教育中使用信息与传播技术？基于生态 TPACK 框架的定性探索

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-10-24 DOI: 10.1016/j.caeo.2024.100228

Tian Yang , Chuanmei Dong

Teachers’ implementation of information and communication technologies (ICT) directly shapes how children learn in early childhood education (ECE) contexts. While the number of studies on teachers’ implementation of ICT in ECE settings has increased in recent years, a more comprehensive understanding of what decides teachers’ actual technology-based practices are still needed. Therefore, this study aims to gain an in-depth understanding of what factors may influence ECE teachers’ ICT implementation. Drawing on the TPACK model and the ecological theory, this study develops the ecological-TPACK framework that provides a lens for interpreting the complex explanations behind teachers’ ICT implementation practices. A qualitative research design that involves individual interviews, classroom observations and field notes was used to collect data. The findings show that participants made decisions about ICT implementation based on their TPACK, which is further shaped by the ecological context surrounding them. The analysis based on the ecological-TPACK framework found factors influencing participants’ ICT implementation are complex and interrelated, which shows this framework is a valuable tool for understanding the complicated story behind teachers’ ICT implementation. Implications for policy-making and future research direction, are addressed at the end of this article.

教师对信息与传播技术（ICT）的应用直接影响着儿童在幼儿教育（ECE）环境中的学习方式。近年来，有关教师在幼教环境中实施信息与传播技术的研究数量有所增加，但我们仍需要更全面地了解是什么决定了教师基于技术的实际做法。因此，本研究旨在深入了解哪些因素可能影响幼教教师实施信息与传播技术。本研究借鉴 TPACK 模型和生态理论，建立了生态-TPACK 框架，为解读教师信息与传播技术实施实践背后的复杂解释提供了一个视角。研究采用了定性研究设计，包括个人访谈、课堂观察和现场记录来收集数据。研究结果表明，参与者是根据自己的知识专长（TPACK）来决定是否实施信息与传播技术的，而周围的生态环境又进一步影响了他们。基于生态 TPACK 框架的分析发现，影响参与者实施信息与传播技术的因素是复杂和相互关联的，这表明该框架是了解教师实施信息与传播技术背后复杂故事的宝贵工具。本文末尾讨论了对政策制定和未来研究方向的影响。

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引用次数: 0

Middle school teachers’ implementation and perceptions of automated writing evaluation 初中教师对自动化写作评价的实施和看法

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-10-19 DOI: 10.1016/j.caeo.2024.100231

Joshua Wilson , Amanda Delgado , Corey Palermo , Tania M. Cruz Cordero , Matthew C. Myers , Halley Eacker , Andrew Potter , Jessica Coles , Saimou Zhang

Despite research supporting the efficacy of Automated Writing Evaluation (AWE) in improving writing outcomes, inconsistent implementation by teachers raises concerns about the efficacy of these systems in practice. However, little is known about what factors influence teachers’ implementation and perceptions of AWE. This study examined the relationship between teachers’ implementation and perceptions of the MI Write AWE system, seeking to identify actionable factors that could enhance AWE implementation and acceptance in the future. A mixed-methods design was utilized, combining quantitative analysis of usage logs and survey data with qualitative insights from focus groups and interviews with 19 teachers who participated in a randomized controlled trial (RCT) testing the efficacy of MI Write on students’ writing outcomes. Quantitative data were subjected to descriptive and non-parametric statistical analyses, while qualitative data underwent a deductive coding process, offering an integrated view of MI Write's use and educators’ perceptions. Teachers implemented MI Write variably and not to the extent expected of them within the RCT, but they did report generally positive attitudes towards MI Write. Findings indicated that positive perceptions of system usability and usefulness may be insufficient to promote effective implementation. Instead, ecological factors such as curricular alignment and the challenge of incorporating AWE into existing workload, administrative support, and broader social and educational policy appeared as factors influencing implementation. Findings emphasize that teachers’ implementation and perceptions of AWE are dependent on a range of contextual elements beyond mere system functionality, suggesting that successful adoption requires addressing broader ecological considerations.

尽管有研究支持自动写作评价（AWE）在提高写作成果方面的功效，但教师在实施过程中的不一致性引起了人们对这些系统在实践中的功效的担忧。然而，对于哪些因素会影响教师对 AWE 的实施和看法却知之甚少。本研究考察了教师对 MI Write AWE 系统的实施和看法之间的关系，试图找出可操作的因素，以提高 AWE 在未来的实施和接受程度。本研究采用了混合方法设计，将使用日志和调查数据的定量分析与焦点小组的定性分析以及对参与随机对照试验（RCT）的 19 名教师的访谈相结合，测试了 MI Write 对学生写作成果的影响。对定量数据进行了描述性和非参数统计分析，对定性数据进行了演绎编码，从而提供了关于多元智能写作的使用情况和教育工作者的看法的综合视角。教师对 MI Write 的使用情况参差不齐，也没有达到 RCT 所期望的程度，但他们对 MI Write 的态度总体上是积极的。研究结果表明，对系统可用性和有用性的积极看法可能不足以促进有效实施。取而代之的是影响实施的生态因素，如课程调整、将亚博app客服融入现有工作量的挑战、行政支持以及更广泛的社会和教育政策。研究结果强调，除了系统的功能外，教师对 AWE 的实施和看法还取决于一系列环境因素，这表明成功采用 AWE 需要考虑到更广泛的生态因素。

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引用次数: 0

University student and instructor experiences with HyFlex learning: A scoping review 大学生和教师对 HyFlex 学习的体验：范围审查

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-10-18 DOI: 10.1016/j.caeo.2024.100229

Therese M. Cumming , Chen Han , Lisa Gilanyi

The global pandemic precipitated the movement of higher education course delivery from face-to-face to teaching online. During the post-pandemic period, some universities adopted the HyFlex model, which involves teaching students on-campus and online simultaneously. Widespread use of this model is in its infancy, therefore little is known about the experiences of university students and instructors using HyFlex mode. This knowledge is essential to the consideration of whether to continue, modify, or cease this form of course delivery. Therefore, the aim of this scoping review was to fill this gap in the literature by exploring the experiences of university instructors and students with the HyFlex model via a scoping review that followed Arksey and O'Malley's scoping review framework. A thematic analysis approach was used to analyse the data from each study reviewed. Four key themes emerged from the analysis: (a) learning satisfaction, (b) benefits of the HyFlex mode, (c) barriers and challenges related to the HyFlex mode, and (d) external factors that influence the quality of teaching and learning in the HyFlex mode. Each of these is discussed in detail and implications for future practice and further research directions are considered. The review also uncovered that there is a dearth of studies that included the voice of instructors, hence highlighting an underresearched area regarding the HyFlex mode of instruction.

全球大流行促使高等教育课程从面授转向在线教学。在大流行后的时期，一些大学采用了 HyFlex 模式，即同时在校内和网上为学生授课。这种模式的广泛使用尚处于起步阶段，因此对大学生和教师使用 HyFlex 模式的经验知之甚少。这些知识对于考虑是否继续、修改或停止这种授课形式至关重要。因此，本次范围界定研究的目的是按照 Arksey 和 O'Malley 的范围界定研究框架，通过范围界定研究探索大学教师和学生使用 HyFlex 模式的经验，从而填补文献中的这一空白。我们采用了主题分析方法来分析每项研究的数据。分析得出了四个关键主题：(a) 学习满意度，(b) HyFlex 模式的益处，(c) 与 HyFlex 模式相关的障碍和挑战，以及 (d) 影响 HyFlex 模式教学质量的外部因素。我们对每一个因素都进行了详细讨论，并考虑了对未来实践和进一步研究方向的影响。综述还发现，包含教师意见的研究很少，因此凸显了 HyFlex 教学模式研究不足的问题。

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引用次数: 0

Exploring teacher characteristics and participation in TPACK-related online teacher professional development in Assam, India 探索印度阿萨姆邦教师的特点和参与与 TPACK 相关的在线教师专业发展的情况

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-10-16 DOI: 10.1016/j.caeo.2024.100227

Amina Charania , Simon Cross , Freda Wolfenden , Sohini Sen , Lina Adinolfi

Recent years have seen a significant increase in professional development opportunities to support teachers in enhancing their digital skills in India. However, to date, there is little evidence that teachers are confidently harnessing digital technologies within their classrooms. We suggest that this may be explained by insufficient attention on how teachers’ participation in TPACK-focused teacher professional development (TPD) programmes is mediated by their values, prior experiences and positioning within society. To explore this, we examined government upper primary and secondary school teachers’ experiences of participating in a course entitled ‘Constructivist teaching and learning with technology within the TPACK framework’ (CTLT), which was offered to over 500 teachers in 23 districts in the Indian state of Assam. Based on the survey responses of 209 (pre-course) and 109 (post-course) teachers, the findings of the study indicated that, contrary to expectations and much current scholarship, the female teachers significantly outperformed the male teachers in terms of course completion. However, the teachers who undertook the survey in English performed better than those who did so in Assamese. This paper explores possible reasons for these outcomes while recommending the need to take teacher characteristics into account when designing and implementing inclusive large-scale TPD programmes for TPACK.

近年来，印度支持教师提高数字技能的专业发展机会大幅增加。然而，迄今为止，几乎没有证据表明教师在课堂上能够自信地利用数字技术。我们认为，造成这种情况的原因可能是，人们对教师参与以 TPACK 为重点的教师专业发展（TPD）项目如何受到其价值观、先前经验和社会定位的影响关注不够。为了探究这个问题，我们研究了公立小学高年级和中学教师参加题为 "TPACK 框架内的建构主义教学与技术学习"（CTLT）课程的经历，该课程面向印度阿萨姆邦 23 个地区的 500 多名教师。根据对 209 名教师（课前）和 109 名教师（课后）的调查，研究结果表明，与人们的预期和目前的许多学术研究结果相反，女教师在完成课程方面明显优于男教师。然而，用英语进行调查的教师比用阿萨姆语进行调查的教师表现更好。本文探讨了出现这些结果的可能原因，同时建议在设计和实施包容性的大规模教师专业知识培训项目时，需要考虑到教师的特点。

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引用次数: 0

Disentangling the influence of mobile learning usability and its determinants–PLS-SEM and importance-performance investigation 厘清移动学习可用性的影响及其决定因素--PLS-SEM和重要性绩效调查

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-10-15 DOI: 10.1016/j.caeo.2024.100230

Andreas Janson , Sissy-Josefina Ernst

Today, numerous mobile learning applications are used to enable learning during the working process or on-the-go. However, few insights that are available regarding mobile application usability (MAU) and its determinants in the context of mobile learning. More specifically, there is a critical need to disentangle the determinants of MAU and their overall impact on MAU while also acknowledging the possible motivational consequences. Therefore, we developed a theoretical model of MAU, its determinants, and its consequences. By utilizing a free simulation experiment, we investigated the role of MAU in the domain of mobile learning. We used structural equation modeling to analyze the theoretical model. The results show a significant influence of MAU on mobile learning compatibility, performance expectancy, and self-efficacy. The results also indicate that compatibility acts as a partial mediator of usability on performance expectancy. Finally, we conducted an importance-performance analysis that reveals key usability insights: UI output, the most critical factor, underperforms, highlighting a major improvement area. UI structure and application design also need enhancement. In contrast, UI input and application utility perform well despite lower importance, with UI graphics showing adequate performance despite being least crucial. The present paper contributes to the discussion concerning MAU and its impact on mobile learning, while delivering formative insights of MAU for mobile learning applications.

如今，许多移动学习应用程序被用于在工作过程中或随时随地进行学习。然而，关于移动应用的可用性（MAU）及其在移动学习中的决定因素，却鲜有深入的见解。更具体地说，我们亟需厘清移动应用可用性的决定因素及其对移动应用可用性的总体影响，同时也要认识到移动应用可用性可能对学习动机产生的影响。因此，我们建立了一个关于 MAU、其决定因素及其后果的理论模型。通过自由模拟实验，我们研究了 MAU 在移动学习领域的作用。我们使用结构方程模型对理论模型进行了分析。结果表明，MAU 对移动学习的兼容性、绩效预期和自我效能感有重要影响。结果还表明，兼容性是可用性对绩效预期的部分中介。最后，我们进行了重要性-绩效分析，揭示了关键的可用性见解：用户界面输出作为最关键的因素，表现不佳，突出了一个主要的改进领域。用户界面结构和应用设计也需要改进。相比之下，用户界面输入和应用程序实用性尽管重要性较低，但表现良好，而用户界面图形尽管是最不重要的因素，但也表现出了足够的性能。本文为有关 MAU 及其对移动学习的影响的讨论做出了贡献，同时也为移动学习应用的 MAU 提供了形成性见解。

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引用次数: 0

Balancing enjoyment and learning in teaching software project management with game-based learning 在软件项目管理教学中利用基于游戏的学习方法兼顾寓教于乐

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-10-10 DOI: 10.1016/j.caeo.2024.100226

Alf Inge Wang, Vegard Aas Knutsen, Eivind Askestad

Despite advancements in project management education, project failures remain common, often due to insufficient experience and skills. Games offer a valuable platform for teaching practical project management skills, allowing players to learn from mistakes without significant economic costs. However, many serious games in this field lack focus on engagement and motivation. The "Software Project Management Game" introduced in this article addresses these issues by incorporating motivational game design principles, drawing inspiration from entertainment games like Game Dev Tycoon and The Sims. The game ensures a smooth flow without unnecessary interruptions, putting players in control. Players progress through five projects of increasing complexity, gradually developing their skills and learning soft skills and task dependencies. This article details the design, implementation, and evaluation of the game, focusing on gameflow, intrinsic motivation, perceived learning, and usability. The results indicate that the game successfully balances enjoyment and learning, making it an effective tool for teaching core project management skills.

尽管项目管理教育取得了进步，但项目失败仍很常见，原因往往是经验和技能不足。游戏为传授实用的项目管理技能提供了一个宝贵的平台，让玩家能够从错误中学习，而无需付出高昂的经济成本。然而，该领域的许多严肃游戏都缺乏对参与性和积极性的关注。本文介绍的 "软件项目管理游戏 "从《游戏开发大亨》（Game Dev Tycoon）和《模拟人生》（The Sims）等娱乐游戏中汲取灵感，融入了激励性游戏设计原则，从而解决了这些问题。游戏确保流程顺畅，没有不必要的干扰，让玩家掌握主动权。玩家通过五个复杂程度不断增加的项目，逐步发展自己的技能，学习软技能和任务依赖性。本文详细介绍了该游戏的设计、实施和评估，重点关注游戏流程、内在动力、学习感知和可用性。结果表明，该游戏成功地平衡了娱乐性和学习性，是教授项目管理核心技能的有效工具。

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引用次数: 0

Examining peer review network dynamics in higher education visual communication courses using ERGM 利用 ERGM 研究高等教育视觉传播课程中的同行评审网络动态

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-09-30 DOI: 10.1016/j.caeo.2024.100222

Ly Dinh , Alon Friedman , Kevin Hawley

Peer review plays a pivotal role in shaping collaborative learning environments and evaluating student engagement, but there is a lack of research on the relational dynamics that underlie the interactions between students during the peer review process, which is critical for understanding the effectiveness of peer review for students’ learning outcomes. Using explanatory sequential study design, this study’s objectives are to explore the dynamics of peer review as a feedback mechanism in higher education within a social network context, focusing on student interactions during the feedback process. Specifically, we applied dyadic-independent Exponential Random Graph Modeling (ERGM), along with mixed-methods design to analyze peer review interactions within a visual communication course at a large state university. We collected and analyzed two samples: a quantitative sample of 167 students for network analysis, drawn from 3082 peer reviews and rubric scores, and a qualitative sample of 136 students from post-course surveys that provided feedback on the peer review process and course methodologies. Our investigation revealed the inherently social network nature of peer review, shedding light on its significance in engaging students and assessing student engagement. Specifically, we examined the role of students’ performance levels, edge-based attributes derived from the visual peer review rubric, and language used in the feedback on the likelihood of forming peer review connections in the network. Our findings indicate that attributes derived from the visual peer review rubric significantly influence the likelihood of peer connections. On the other hand, students’ performance levels do not have any impact on the formation of peer connections. The findings highlight the importance of visual peer review activities in shaping peer connections in the classroom. Future studies will incorporate higher-order structures, such as transitivity and triadic closure, into our ERGM model to further enhance our understanding of peer review dynamics in educational settings.

同行评议在塑造协作学习环境和评估学生参与度方面发挥着举足轻重的作用，但对于同行评议过程中学生之间互动的关系动态却缺乏研究，而这对于了解同行评议对学生学习成果的影响至关重要。本研究采用解释性序列研究设计，目的是在社会网络背景下探讨作为反馈机制的同行评议在高等教育中的动态变化，重点关注反馈过程中的学生互动。具体地说，我们采用了不依赖于学生的指数随机图模型（ERGM）以及混合方法设计来分析一所大型州立大学视觉传达课程中的同行评议互动。我们收集并分析了两个样本：一个是 167 名学生的定量样本，用于网络分析，样本来自 3082 份同行评议和评分标准；另一个是 136 名学生的定性样本，来自对同行评议过程和课程方法提供反馈的课后调查。我们的调查揭示了同行评议固有的社会网络性质，阐明了其在吸引学生参与和评估学生参与度方面的重要意义。具体来说，我们研究了学生的成绩水平、从可视化互评标准中得出的基于边缘的属性以及反馈中使用的语言对在网络中形成互评联系的可能性所起的作用。我们的研究结果表明，从可视化互评标准中得出的属性对建立互评联系的可能性有显著影响。另一方面，学生的成绩水平对同伴联系的形成没有任何影响。研究结果凸显了可视化互评活动在课堂上形成同伴联系的重要性。未来的研究将在 ERGM 模型中加入更高阶的结构，如传递性和三元封闭性，以进一步加深我们对教育环境中同伴互评动态的理解。

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引用次数: 0

Online collaborative PBL – The Bridge21 approach 在线协作式 PBL--Bridge21 方法

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-09-29 DOI: 10.1016/j.caeo.2024.100224

B. Tangney, K. Sullivan, J. Lawlor

Collaborative project-based learning is one pedagogical approach which has the potential to play a meaningful role in synchronous online teaching but its use at second level, or high school, is under-explored. This paper describes the use, in an online setting, of the Bridge21 pedagogical model for collaborative project-based learning with secondary school students. It compares the experiences of a group (N = 119) of students (aged 15–16) who, in an Emergency Remote Teaching offered during Covid, experienced the model in an online, synchronous modality with that of a group (N = 253) who participated face-to-face in the following year.

Two related research questions are addressed. (RQ1) Are the Bridge to College collaborative project-based learning workshops as effective, in terms of enhancing secondary school student confidence in Transversal Skills, when delivered in a synchronous online modality as they were when delivered face-to-face? (RQ2) If so, then what are the elements of the workshops which contribute to their effectiveness?

Data on improvement in student confidence in Transversal Skills show that the online experience was on a par with face-to-face offerings. Student feedback suggests that the focus on collaborative work, and the structured approach to PBL, were key factors in the success of the model in the online setting. The modifications needed to adapt the model for use online were minimal. Thus, the contribution of the paper is to provide a model for synchronous online learning, for secondary schools, which preserves the benefits arising from face-to-face collaborative PBL.

基于项目的协作式学习是一种有可能在同步在线教学中发挥重要作用的教学方法，但其在第二阶段（即高中）的应用还未得到充分探索。本文介绍了在在线环境下，Bridge21 教学模式在中学生协作式项目学习中的应用。它比较了一组学生（N = 119）（15-16 岁）与另一组学生（N = 253）（第二年参加面对面教学）的经验，前者在 Covid 期间提供的紧急远程教学中以在线同步模式体验了该模式。(问题 1）就增强中学生对横向技能的信心而言，"通向大学之桥 "基于项目的协作式学习研讨会在以同步在线模式开展时，是否与面对面开展时一样有效？问题 2）如果有效，那么研讨会的哪些因素有助于提高其有效性？学生的反馈表明，注重协作和结构化的 PBL 方法是该模式在网络环境中取得成功的关键因素。为使该模式适用于在线教学，所需的修改微乎其微。因此，本文的贡献在于为中学提供了一种同步在线学习模式，它保留了面对面协作式 PBL 的优点。

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引用次数: 0