Literaturnachweis - Detailanzeige
| Autor/inn/en | Lin, Shu-Yuan; Xie, Ying |
|---|---|
| Titel | College Students' Use of Self-Generated Tagclouds for Knowledge Integration: Evidence from Reflections |
| Quelle | In: Journal of Computing in Higher Education, 31 (2019) 1, S.56-80 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Lin, Shu-Yuan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1042-1726 |
| DOI | 10.1007/s12528-018-9191-3 |
| Schlagwörter | Computer Software; College Students; Concept Mapping; Intervention; Metacognition; Learning Processes; Research Papers (Students); Group Discussion; Student Attitudes; Computer Assisted Instruction; Teaching Methods |
| Abstract | Student-generated tagclouds provided an intuitive overview of a group of learners' collective knowledge. Although such tagclouds may have the potential to be used as effective learning tools, it has not been clear how students use this tool for knowledge construction. In this paper, we report a two-stage study that investigated college students' experiences of using tagclouds for developing their domain knowledge, culminating in individual concept maps and research papers. Based on the results of the qualitative analyses of students' reflections from the first stage, an intervention was introduced: group discussions on tagclouds generated from different groups. The result of Study Stage II showed that group discussions highlighted the utility of the tagclouds. Treatment group participants were more likely to use tagclouds as metacognitive strategies for planning, searching, retrieving, and organizing their learning. The two-stage study also underscored the importance of collecting students' reflections earlier in the learning process when introducing a new technology tool to promote learning. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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