迈向线上合作学习的概念模式:一项针对线上MLIS学生经验与认知的多阶段调查

S. Shahvar, Rong Tang
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引用次数: 0

摘要

尽管LIS领域的在线教学并不是什么新鲜事,但在美国,很少有人对图书馆和信息科学硕士(MLIS)项目学生的在线协作学习(OCL)成功与社会存在及其价值之间的关系进行深入研究。本文重点研究了人口统计学因素、技术技能和过去的在线经历对强迫症的影响,以及影响强迫症成功的情感和社会变量。此外,文章还报告了参与者对其强迫症表现的看法和经验。此外,它还探讨了参与者认为与OCL体验相关的机会和障碍。假设人口统计学因素、技术技能和过去的经历会对强迫症的表现和感知产生重大影响。这项研究采用了一种混合方法,并采用了分两个阶段的顺序解释设计。第一阶段是对来自ALA认可的MLIS项目的457名受访者进行在线调查,而第二阶段是对完成第一阶段调查的29名受访者进行后续采访。在人口统计学变量、技术使用和强迫症经历之间,受访者对表现/行为和感知陈述的一致性评级存在统计学显著差异。定性分析揭示了团队构成、团队环境和团队协作的结构。数据的三角测量产生了一个OCL概念模型,该模型提供了对社会存在在OCL过程中的作用的全面理解,并为帮助促进和增强在线学习者成功和积极的OCL体验的关键因素的操作提供了指导。
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Toward a Conceptual Model of Online Collaborative Learning: A Multi-Phased Investigation into Experiences and Perceptions of Online MLIS Students
Even though online teaching and learning in the LIS field is not new, in-depth research efforts specifically addressing the relationship between social presence and its value to the success of online collaborative learning (OCL) for students in Master of Library and Information Science (MLIS) programs in the United States has seldom been conducted. This article focuses on the impact of demographic factors, technological skills, and past online experiences on OCL, as well as the affective and social variables that influence the success of OCL. In addition, the article reports on the participants’ perceptions and experiences with regard to their OCL performance. Furthermore, it explores the opportunities and obstacles that participants identify as associated with the OCL experience in general. It was hypothesized that demographic factors, technological skills, and past experiences would have a significant impact on OCL performance and perception. The study employed a mixed-methods approach with a sequential explanatory design that involved two phases. While Phase I featured an online survey with 457 respondents from ALA-accredited MLIS programs, Phase II consisted of follow-up interviews with 29 respondents who completed their Phase I survey. Statistically significant differences were found among demographic variables, technology usage, and OCL experiences with respect to respondents’ agreement ratings of performance/behavior and perception statements. The qualitative analysis uncovered constructs of group composition, group environment, and group collaboration. The triangulation of data resulted in an OCL conceptual model, which provides a comprehensive understanding of the role of social presence in the OCL process and offers guidance toward the operationalization of key factors that help to facilitate and enhance success and positive OCL experience among online learners.
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来源期刊
Journal of Education for Library and Information Science
Journal of Education for Library and Information Science Social Sciences-Library and Information Sciences
CiteScore
1.70
自引率
0.00%
发文量
46
期刊介绍: The Journal of Education for Library and Information Science (JELIS) is a fully refereed scholarly periodical that has been published quarterly by the Association for Library and Information Science Education (ALISE) since 1960. JELIS supports scholarly inquiry in library and information science (LIS) education by serving as the primary venue for the publication of research articles, reviews, and brief communications about issues of interest to LIS educators.
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