超越技术:影响教师音频反馈对学生项目学习影响的因素

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Technology Pedagogy and Education Pub Date : 2023-01-01 DOI:10.1080/1475939X.2022.2093965
Y. Zhan
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引用次数: 1

摘要

摘要教师的音频反馈对学生项目学习的影响及其影响因素,在高等教育背景下很少有实证研究。为了弥补这一研究空白,香港一组大一新生(18-23岁)和他们的老师参与了这项研究。在参与者在普通教育课程的小组项目中体验到音频反馈后,从学生的回顾性期刊、期刊后访谈和教师访谈中收集数据。研究结果表明,教师的音频反馈提高了学生的学习参与度、批判性思维和项目产出。学生们还报告说,音频反馈提供了方便、及时、丰富的信息、异步讨论和社交存在。其他因素,包括音频反馈的特征、学生和教师之间对收到的反馈的沟通以及他们的学习动机,也对确定音频反馈对学生基于项目的学习的影响至关重要。
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Beyond technology: factors influencing the effects of teachers’ audio feedback on students’ project-based learning
ABSTRACT The effects of teachers’ audio feedback on students’ project-based learning and its influencing factors have seldom been empirically explored in the higher education context. To address this research gap, a group of Hong Kong freshmen (18–23 years old) and their teachers were involved in this study. Data were collected from students’ retrospective journals, post-journal interviews and teacher interviews after the participants experienced audio feedback during their group projects in a General Education course. The findings demonstrated that teachers’ audio feedback enhanced students’ learning engagement, critical thinking and project output. The students also reported that audio feedback provided convenience, timeliness, rich information, asynchronous discussion and social presence. Other factors including the features of audio feedback, communication between student and teacher on the received feedback and their learning motivation were also crucial in determining the effects of audio feedback on student project-based learning.
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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