Application of a Novel Collaboration Engineering Method for Learning Design: A Case Study

Autor/inn/en	Cheng, Xusen; Li, Yuanyuan; Sun, Jianshan; Huang, Jianqing
Titel	Application of a Novel Collaboration Engineering Method for Learning Design: A Case Study
Quelle	In: British Journal of Educational Technology, 47 (2016) 4, S.803-818 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12382
Schlagwörter	Case Studies; Cooperative Learning; Learning Processes; Teaching Methods; Discussion; Computer Assisted Instruction; Universities; Foreign Countries; Surveys; Interviews; Student Attitudes; Teacher Attitudes; Comparative Analysis; Instructional Design; China + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Kooperatives Lernen; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Diskussion; Computer based training; Computerunterstützter Unterricht; University; Universität; Ausland; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Collaborative case studies and computer-supported collaborative learning (CSCL) play an important role in the modern education environment. A number of researchers have given significant attention to learning design in order to improve the satisfaction of collaborative learning. Although collaboration engineering (CE) is a mature method widely used for collaboration design, there is limited research as to whether CE is useful for learning design, in particular, case studies. Therefore, in this paper, we designed a contrastive case study in two small classes of a Chinese university. In the first part, we encouraged a teacher to use CE tools to design a learning process. Since Chinese students had limited access to CE platforms, we used our special tool--the Discussion Platform as the main CE tool. A total of 40 students and a teacher collaborated in our first experiment and were asked to complete a survey upon completion of the interviews. In our comparison study, the teacher gave the same task to another 31 students, yet omitted the use of CE tools to design the learning process. In this paper, we compare the results obtained and determine the advantage that CE methods have on learning effectiveness and student satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01