{"title":"学习成果从学生生成","authors":"A. Tartaro, B. Goess, Jack Miller, Jasmine A. Bui","doi":"10.1145/2957276.2996291","DOIUrl":null,"url":null,"abstract":"To inform the design of collaborative learning systems and assignments, our research asks: What aspects of student-generated content truly enhance learning outcomes? Herein we detail the methodologies we have developed to answer this question, including comparing performance on exam questions, some of which are based on specific metaphors found in a student-created \"flipped\" wiki textbook, and automating wiki content analysis for correlation of performance with creative language forms.","PeriodicalId":244100,"journal":{"name":"Proceedings of the 2016 ACM International Conference on Supporting Group Work","volume":"168 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2016-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Learning Outcomes From a Student-generated\",\"authors\":\"A. Tartaro, B. Goess, Jack Miller, Jasmine A. Bui\",\"doi\":\"10.1145/2957276.2996291\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"To inform the design of collaborative learning systems and assignments, our research asks: What aspects of student-generated content truly enhance learning outcomes? Herein we detail the methodologies we have developed to answer this question, including comparing performance on exam questions, some of which are based on specific metaphors found in a student-created \\\"flipped\\\" wiki textbook, and automating wiki content analysis for correlation of performance with creative language forms.\",\"PeriodicalId\":244100,\"journal\":{\"name\":\"Proceedings of the 2016 ACM International Conference on Supporting Group Work\",\"volume\":\"168 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2016-11-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings of the 2016 ACM International Conference on Supporting Group Work\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1145/2957276.2996291\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the 2016 ACM International Conference on Supporting Group Work","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/2957276.2996291","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
To inform the design of collaborative learning systems and assignments, our research asks: What aspects of student-generated content truly enhance learning outcomes? Herein we detail the methodologies we have developed to answer this question, including comparing performance on exam questions, some of which are based on specific metaphors found in a student-created "flipped" wiki textbook, and automating wiki content analysis for correlation of performance with creative language forms.
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