研究混合学习环境中角色分配和讨论时间的综合效应

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2023-11-03 DOI:10.1016/j.iheduc.2023.100932
Peiyu Wang, Heng Luo, Bowen Liu, Tianjiao Chen, Huiting Jiang
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引用次数: 0

摘要

异步在线讨论(AOD)是混合学习的重要组成部分,角色分配和时间安排是讨论设计的两个重要考虑因素。为了通过有效的AOD设计来改善混合学习,本研究进行了两级析因实验,探讨了角色分配和时间安排对混合学习结果和体验的主要影响和交互作用。此外,本实验还考察了角色分配和时间安排对AOD中参与者社会沟通的影响,以及时间安排对基于角色讨论中个人角色表现的影响。在一个混合课程中,共有114名参与者被随机分配到四个实验条件下:基于角色的课前讨论(n = 29),无角色课前讨论(n = 29),基于角色的课后讨论(n = 28),以及无角色课后讨论(n = 28)。结果表明,以发起者、支持者和论证者为特征的角色分配策略改善了AOD在情感、社区感和论坛体验方面的学习体验,并增强了AOD的社会沟通;而时间安排会影响角色在基于角色的讨论中的制定、贡献和参与。然而,两种AOD策略之间没有显著的相互作用。一般来说,基于角色的课后AOD是在面对面授课后推荐的,因为它有更好的学习体验和角色表现。
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Investigating the combined effects of role assignment and discussion timing in a blended learning environment

Asynchronous online discussion (AOD) is an essential component of blended learning, and role assignment and timing are two important discussion design considerations. With the purpose of improving blended learning through effective AOD design, this study conducted a two-level factorial experiment to explore the main effects and interaction effects of role assignment and timing on blended learning outcome and experiences. In addition, this experiment examined the influence of role assignment and timing on participants' social communication in AOD and the effects of timing on individual role performance in role-based discussion. A total of 114 participants in a blended course were randomly assigned to four experimental conditions: role-based pre-class discussion (n = 29), role-free pre-class discussion (n = 29), role-based post-class discussion (n = 28), and role-free post-class discussion (n = 28). The results showed that the role assignment strategy featured by initiator, supporter, and arguer has led to improved learning experiences in terms of affection, sense of community, and forum experiences, as well as enhanced social communication in AOD; while timing affected the enactment, contribution, and participation of assigned roles in role-based discussions. However, there was no significant interaction between the two AOD strategies. In general, role-based post-class AOD is recommended after face-to-face lesson because of the better learning experience and role performance.

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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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