Information problem-solving skills in small virtual groups and learning outcomes.
This study investigated the frequency of use of information problem-solving (IPS) skills and its relationship with learning outcomes. During the course of the study, 40 teachers carried out a collaborative IPS task in small virtual groups in a 4-week online training course. The status of IPS skills...
| Publicado en: | Journal of Computer Assisted Learning Vol. 33; no. 4; pp. 382 - 393 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2017
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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=123928216&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 123928216 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2017 vid: 33 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 123928216 123928216 123928216 10.1111/jcal.12187 123928216 ppf: 382 ppct: 11 formats: tig: atl: Information problem-solving skills in small virtual groups and learning outcomes. aug: au: Garcia, Consuelo Badia, Antoni affil: Department of Psychology and Educational Sciences, Open University of Catalonia, Spain sug: subj: Problem Solving Outcomes of Education Spain Group Processes Education, Non-Traditional Spain Spain Human Female Male Adult Middle Age Spearman's Rank Correlation Coefficient T-Tests Wilcoxon Rank Sum Test Adult: 19-44 years Middle Aged: 45-64 years Female Male ab: This study investigated the frequency of use of information problem-solving (IPS) skills and its relationship with learning outcomes. During the course of the study, 40 teachers carried out a collaborative IPS task in small virtual groups in a 4-week online training course. The status of IPS skills was collected through self-reports handed in over the course of the 4 weeks. Learning was evaluated by means of open-ended questionnaires before and after the group task. Three types of knowledge learning were evaluated: declarative, procedural and situational. Teachers exhibited a recurrent use of all skills during the whole collaborative task, although periodic use differed from week to week. Results showed a relationship between some IPS skills and declarative and procedural knowledge. The skills that were statistically significant were share information, read peer's information and analyse information. Implications for learning support and instruction are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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