Effects of collaborative filtering‐based peer recommendation mechanism on in‐service teachers' learning performance, knowledge construction, and social network during online training.
Background: Collaborative learning has become a crucial approach to promoting online in‐service teacher training. Appropriate peer recommendation for group composition is the basis to ensure productive learning outcomes of collaborative learning. However, there is a lack of understanding of the impa...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 6; pp. 1972 - 1988 |
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| Autores principales: | , , |
| Formato: | equations & formulas research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2023
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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=173586100&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 173586100 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2023 vid: 39 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 173586100 167346650 173586100 173586100 10.1111/jcal.12858 173586100 ppf: 1972 ppct: 16 formats: tig: atl: Effects of collaborative filtering‐based peer recommendation mechanism on in‐service teachers' learning performance, knowledge construction, and social network during online training. aug: au: Ma, Ning Gong, Kaixin Zeng, Min affil: School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, China sug: subj: Online Education Teachers Education Collaboration Peer Group Academic Performance Evaluation Professional Knowledge Evaluation Group Dynamics Communication Skills Evaluation Social Networks Outcomes of Education Learning Methods Human Male Female Surveys Questionnaires Pretest-Posttest Design Course Content Coefficient alpha Data Analysis Software Content Analysis Paired T-Tests Descriptive Statistics Clinical Assessment Tools Funding Source Male Female ab: Background: Collaborative learning has become a crucial approach to promoting online in‐service teacher training. Appropriate peer recommendation for group composition is the basis to ensure productive learning outcomes of collaborative learning. However, there is a lack of understanding of the impact of peer recommendation on in‐service teachers' online training. Objectives: Therefore, based on the collaborative filtering approach, a peer recommendation mechanism for in‐service teachers was constructed in this study. We investigated the effects of the constructed mechanism on in‐service teachers' online learning performance, interactive knowledge construction behavioural patterns and social networks. Methods: In this study, 82 in‐service teachers were recruited to participate in the study. Participants under the experimental condition (n = 41) were invited to apply collaborative filtering‐based peer recommendation mechanism for grouping, while participants under the control condition (n = 41) were invited to use random grouping method. Participants' interaction data were collected from online collaborative discussion activities in a 5‐week asynchronous online course. The pre‐post knowledge test, content analysis, lag sequential analysis and social network analysis were used to analyse the differences between groups. Results and Conclusions: The following findings were revealed: (1) the experimental group performed better than the control group in terms of online learning performance; (2) interactive knowledge construction behavioural patterns generated in collaborative activities showed that the experimental group achieved deeper level of knowledge construction in collaboration than the control group; (3) social networks generated in collaborative activities showed that the experimental group had tighter interaction relationships than the control group. Therefore, the peer recommendation mechanism could be useful to improve peer recommendation for group composition and had positive effects on in‐service teachers' online training. Implications: This study can shed light on the construction of peer recommendation mechanism in recommending appropriate peers for in‐service teachers and different learners in online collaborative learning. Lay Description: What is currently known about this topic: Appropriate learning peers are conducive to promoting effective online collaborative learning. What this paper adds: This study constructed a collaborative filtering‐based peer recommendation mechanism for recommending appropriate learning peers to improve online collaborative learning of in‐service teachers. The implications of study findings for practitioners: The study findings provide insights into the construction of mechanisms for recommending learning peers in online teacher training and computer‐supported collaborative learning. pubtype: Academic Journal doctype: equations & formulas research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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