http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
How Semi-Formal Group Work can Support Learning in Large Online Classes
Costley,Jamie,Lange,Christopher,Fanguy,Mik 한국외국어교육학회 2018 한국외국어교육학회 학술대회 자료집 Vol.2018 No.-
This research looking into how the amount of group-work a learner does and their role in the group affects learning. The learners (n = 2260) in this study were taking classes at the OCU (Open Cyber University), and the present study looks at the effects of their self-generated group-work. Of the learners who were a part of this study 62% participated in some type of semi-formal group-work. This group work was voluntary so the high level of participation shows that students felt that is would be helpful for their learning (Costley & Lange, 2018). This follows other research on the topic that shows that learners often found group work helpful when dealing with abstract of difficult contents when studying online (Butson & Thomson). The results of this study show a strong positive relationship between the level of group work students do and higher levels of learning. However, as an individual’s contribution to the group increased, there was a negative relationship with learning. This led to an interesting moderating effect, whereby as the strong positive relationship between group work level and learning was weakened by the inclusion of group contribution in the model. In other words, the high contributors did not get the benefits of group work to the same degree that the low contributors did. This research used the survey method and moderation analysis was done using PROCESS macro model 1 (Hayes, 2013).
The Effects of Structure on Participation: Informal Cooperative Learning in Small Groups
Christopher Lange,Jamie Costley 공주대학교 교육연구소 2014 교육연구 Vol.28 No.2
This study examines the use of structure within informal cooperative learning group work as well as participation that occurs within such group work. The structures of various cooperative learning techniques including Numbered Heads Together, Think-Pair-Share, Think-Pair-Share/Jigsaw, and Jigsaw are compar ed based on the nature and levels of participation they elicit. The varying structu res of these techniques are analyzed to explore the possibility that more structure in specific techniques can lead to increased levels of participation as well as more even participation among group members. Quantitative research was cond ucted to analyze the cause and effect of variables in order to examine the relation ship of the structuring of these techniques with participation output of students in informal cooperative learning groups. The results of this study appear to favor the Think-Pair-Share related techniques over the non-Think-Pair-Share relate d techniques in regards to equality of participation, number of words per group, number of words per student, and number of words per turn taken. These result s are analyzed and implications are made to suggest further research.
The Effects of Structure on Participation: Informal Cooperative Learning in Small Groups
Christopher Lange,Jamie Costley 공주대학교 교육연구소 2014 교육연구 Vol.28 No.2
This study examines the use of structure within informal cooperative learning group work as well as participation that occurs within such group work. The structures of various cooperative learning techniques including Numbered Heads Together, Think-Pair-Share, Think-Pair-Share/Jigsaw, and Jigsaw are compared based on the nature and levels of participation they elicit. The varying structures of these techniques are analyzed to explore the possibility that more structure in specific techniques can lead to increased levels of participation as well as more even participation among group members. Quantitative research was conducted to analyze the cause and effect of variables in order to examine the relationship of the structuring of these techniques with participation output of students in informal cooperative learning groups. The results of this study appear to favor the Think-Pair-Share related techniques over the non-Think-Pair-Share related techniques in regards to equality of participation, number of words per group, number of words per student, and number of words per turn taken. These results are analyzed and implications are made to suggest further research.