Distributed collaboration activities in a blended learning scenario and the effects on learning performance.
The aim of this study was to investigate the nature of tutor and student online communication and collaboration activities in a blended learning course. The hypothesis that these activities are related to student learning performance (exam results) was tested based on the number of messages posted,...
| Publicado en: | Journal of Computer Assisted Learning Vol. 24; no. 3; pp. 232 - 245 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105344567&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344567 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2008 vid: 24 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344567 105344567 2010457710 10.1111/j.1365-2729.2007.00256.x 105344567 ppf: 232 ppct: 13 formats: tig: atl: Distributed collaboration activities in a blended learning scenario and the effects on learning performance. aug: au: Gerber M Grund S Grote G affil: Swiss Federal Institute of Technology, Department of Management, Technology, and Economics, Kreuzplatz 5, 8032 Zurich, Switzerland. Email: mgerber@ethz.ch sug: subj: Collaboration Electronic Bulletin Boards Utilization Learning Methods Adult Colleges and Universities Computer-Assisted Instruction Content Analysis Descriptive Statistics Economics Education Faculty-Student Relations Female kappa Statistic Male Outcomes of Education Step-Wise Multiple Regression Students, College Summated Rating Scaling Teachers Time Factors Human Adult: 19-44 years Female Male ab: The aim of this study was to investigate the nature of tutor and student online communication and collaboration activities in a blended learning course. The hypothesis that these activities are related to student learning performance (exam results) was tested based on the number of messages posted, as well as the nature of these messages (type of content transmitted in terms of course content-related, interpersonal and organizational activities). Descriptive results show that tutors were mainly involved in organizational tasks, whereas students communicated mostly at content-related and interpersonal levels. Student performance was not related to the quantity of tutors' activity, but to the quantity of students' activity. Closer examination of the nature of different activities showed that not only tutors' interpersonal, but also students' own content-related and interpersonal messages had an impact on students' learning performance. This study raises the possibility that the nature of messages is more important than their quantity. It calls into question former research, which has indicated the importance of the amount of activity while mostly neglecting to discriminate between the differences in nature of activities and which has based its findings almost entirely on subjective ratings for both activities and performance. Implications for evaluation of activities and design of personal support are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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