{"title":"一种干预，多种益处：在线教师教育课程中有意识的计算机辅助论证绘图实践","authors":"Suat Kaya","doi":"10.1111/jcal.13067","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Ambiguity prevails concerning the fundamental methodological characteristics of computer-assisted argument mapping (CAAM) learning environments, particularly in their capacity to facilitate critical thinking within tertiary education. Previous scholarly investigations have failed to furnish an exhaustive elucidation of the configuration of instructional interventions grounded in CAAM. Furthermore, prior research provides limited evidence to show how a course can be designed and implemented with CAAM practices.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study aimed to explore the influence of CAAM practices on the pre-service teachers' critical thinking skills and the lived experiences of pre-service teachers during CAAM practices based on their perspectives to guide more successful curriculum or instructional designs integrated with CAAM practices.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The intervention was conducted in an online course called ‘Instructional Methods and Techniques’, which included various instructional methods and techniques to be utilized while implementing a curriculum. This study employed a sequential explanatory mixed method research design conducted with 24 s grade pre-service teachers enrolled in the elementary school department. The quantitative data gathered through a critical thinking scoring rubric were analysed with repeated measures ANOVA to analyse the change in participants' critical thinking scores over time, while a semi-structured interview form developed by the researcher was used to collect data regarding pre-service teachers' experiences, which were analysed with content analysis.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The quantitative findings provided empirical support for the integration of CAAM practices into teacher education programs as a means to enhance the CT skills of pre-service teachers, while content analysis resulted in five themes named as ‘challenges, opportunities, views about Mindmup, feedback and suggestions’. The challenges encountered and subsequently overcome, the opportunities harnessed for critical thinking growth, the role of feedback in the learning process, elimination of interaction problems encountered during online learning, and the need for balanced CAAM usage all contributed to a comprehensive understanding of the potential benefits and considerations associated with CAAM in the context of teacher education.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>These insights are invaluable for teacher educators and curriculum designers seeking to prepare future educators as effective critical thinkers capable of addressing the complex challenges within the field of education. Ultimately, the study reinforces the importance of explicit CT instruction and highlights CAAM as a promising avenue for achieving this goal.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3230-3248"},"PeriodicalIF":5.1000,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13067","citationCount":"0","resultStr":"{\"title\":\"One intervention, several benefits: Deliberate computer-assisted argument mapping practices in an online teacher education course\",\"authors\":\"Suat Kaya\",\"doi\":\"10.1111/jcal.13067\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Ambiguity prevails concerning the fundamental methodological characteristics of computer-assisted argument mapping (CAAM) learning environments, particularly in their capacity to facilitate critical thinking within tertiary education. Previous scholarly investigations have failed to furnish an exhaustive elucidation of the configuration of instructional interventions grounded in CAAM. Furthermore, prior research provides limited evidence to show how a course can be designed and implemented with CAAM practices.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This study aimed to explore the influence of CAAM practices on the pre-service teachers' critical thinking skills and the lived experiences of pre-service teachers during CAAM practices based on their perspectives to guide more successful curriculum or instructional designs integrated with CAAM practices.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The intervention was conducted in an online course called ‘Instructional Methods and Techniques’, which included various instructional methods and techniques to be utilized while implementing a curriculum. This study employed a sequential explanatory mixed method research design conducted with 24 s grade pre-service teachers enrolled in the elementary school department. The quantitative data gathered through a critical thinking scoring rubric were analysed with repeated measures ANOVA to analyse the change in participants' critical thinking scores over time, while a semi-structured interview form developed by the researcher was used to collect data regarding pre-service teachers' experiences, which were analysed with content analysis.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>The quantitative findings provided empirical support for the integration of CAAM practices into teacher education programs as a means to enhance the CT skills of pre-service teachers, while content analysis resulted in five themes named as ‘challenges, opportunities, views about Mindmup, feedback and suggestions’. The challenges encountered and subsequently overcome, the opportunities harnessed for critical thinking growth, the role of feedback in the learning process, elimination of interaction problems encountered during online learning, and the need for balanced CAAM usage all contributed to a comprehensive understanding of the potential benefits and considerations associated with CAAM in the context of teacher education.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>These insights are invaluable for teacher educators and curriculum designers seeking to prepare future educators as effective critical thinkers capable of addressing the complex challenges within the field of education. Ultimately, the study reinforces the importance of explicit CT instruction and highlights CAAM as a promising avenue for achieving this goal.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"40 6\",\"pages\":\"3230-3248\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2024-09-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13067\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13067\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13067","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
One intervention, several benefits: Deliberate computer-assisted argument mapping practices in an online teacher education course
Background
Ambiguity prevails concerning the fundamental methodological characteristics of computer-assisted argument mapping (CAAM) learning environments, particularly in their capacity to facilitate critical thinking within tertiary education. Previous scholarly investigations have failed to furnish an exhaustive elucidation of the configuration of instructional interventions grounded in CAAM. Furthermore, prior research provides limited evidence to show how a course can be designed and implemented with CAAM practices.
Objectives
This study aimed to explore the influence of CAAM practices on the pre-service teachers' critical thinking skills and the lived experiences of pre-service teachers during CAAM practices based on their perspectives to guide more successful curriculum or instructional designs integrated with CAAM practices.
Methods
The intervention was conducted in an online course called ‘Instructional Methods and Techniques’, which included various instructional methods and techniques to be utilized while implementing a curriculum. This study employed a sequential explanatory mixed method research design conducted with 24 s grade pre-service teachers enrolled in the elementary school department. The quantitative data gathered through a critical thinking scoring rubric were analysed with repeated measures ANOVA to analyse the change in participants' critical thinking scores over time, while a semi-structured interview form developed by the researcher was used to collect data regarding pre-service teachers' experiences, which were analysed with content analysis.
Results
The quantitative findings provided empirical support for the integration of CAAM practices into teacher education programs as a means to enhance the CT skills of pre-service teachers, while content analysis resulted in five themes named as ‘challenges, opportunities, views about Mindmup, feedback and suggestions’. The challenges encountered and subsequently overcome, the opportunities harnessed for critical thinking growth, the role of feedback in the learning process, elimination of interaction problems encountered during online learning, and the need for balanced CAAM usage all contributed to a comprehensive understanding of the potential benefits and considerations associated with CAAM in the context of teacher education.
Conclusions
These insights are invaluable for teacher educators and curriculum designers seeking to prepare future educators as effective critical thinkers capable of addressing the complex challenges within the field of education. Ultimately, the study reinforces the importance of explicit CT instruction and highlights CAAM as a promising avenue for achieving this goal.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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