Mik Fanguy, J. Costley, N. Almusharraf, Asma Almusharraf
{"title":"翻转学习环境中的在线协作笔记和讨论论坛","authors":"Mik Fanguy, J. Costley, N. Almusharraf, Asma Almusharraf","doi":"10.14742/ajet.8580","DOIUrl":null,"url":null,"abstract":"As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion forum and one involving online collaborative note-taking. The subjects (N = 178) were all graduate students taking a flipped version of an English scientific writing class at a university in South Korea. The results show that students in the experimental conditions with online collaboration (collaborative note-taking and discussion forums) outperformed peers in the control condition (no online collaboration) on individual writing assignments. Furthermore, there was a benefit in the experimental condition with discussion forums regarding students’ group writing scores compared to the control group. These results show the value of implementing online student-to-student collaboration in flipped learning contexts and that both modes of collaboration tested herein add value to students’ learning.\nImplications for practice or policy:\n\nIncorporating online collaborative learning activities improves performance in flipped courses.\nUsing collaborative forums and collaborative note-taking provide similar benefits. and their implementation will improve the online portion of a flipped class.\nFlipped classes generally include an online lecture component but should also feature online collaboration as well.\n","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":3.3000,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Online collaborative note-taking and discussion forums in flipped learning environments\",\"authors\":\"Mik Fanguy, J. Costley, N. Almusharraf, Asma Almusharraf\",\"doi\":\"10.14742/ajet.8580\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion forum and one involving online collaborative note-taking. The subjects (N = 178) were all graduate students taking a flipped version of an English scientific writing class at a university in South Korea. The results show that students in the experimental conditions with online collaboration (collaborative note-taking and discussion forums) outperformed peers in the control condition (no online collaboration) on individual writing assignments. Furthermore, there was a benefit in the experimental condition with discussion forums regarding students’ group writing scores compared to the control group. 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Online collaborative note-taking and discussion forums in flipped learning environments
As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion forum and one involving online collaborative note-taking. The subjects (N = 178) were all graduate students taking a flipped version of an English scientific writing class at a university in South Korea. The results show that students in the experimental conditions with online collaboration (collaborative note-taking and discussion forums) outperformed peers in the control condition (no online collaboration) on individual writing assignments. Furthermore, there was a benefit in the experimental condition with discussion forums regarding students’ group writing scores compared to the control group. These results show the value of implementing online student-to-student collaboration in flipped learning contexts and that both modes of collaboration tested herein add value to students’ learning.
Implications for practice or policy:
Incorporating online collaborative learning activities improves performance in flipped courses.
Using collaborative forums and collaborative note-taking provide similar benefits. and their implementation will improve the online portion of a flipped class.
Flipped classes generally include an online lecture component but should also feature online collaboration as well.