How Technology and Collaboration Promote Formative Feedback: A Role for CSCL Research in Active Learning Interventions [Konferenzbericht] Paper presented at the International Conference on Computer Supported Collaborative Learning (CSCL) (12th, Philadelphia, PA, Jun 18-22, 2017).

Autor/inn/en	Wu, Sally P. W.; Rau, Martina A.
Titel	How Technology and Collaboration Promote Formative Feedback: A Role for CSCL Research in Active Learning Interventions [Konferenzbericht] Paper presented at the International Conference on Computer Supported Collaborative Learning (CSCL) (12th, Philadelphia, PA, Jun 18-22, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Formative Evaluation; Feedback (Response); Active Learning; STEM Education; Technology Uses in Education; Educational Technology; Cooperation; Learner Engagement; Undergraduate Students; Chemistry; Group Discussion; Observation; Interviews; Expertise; Evaluation Methods; Cooperative Learning + Suchen Sie Ihr Suchwort? Aktives Lernen; STEM; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Co-operation; Kooperation; Chemie; Gruppendiskussion; Beobachtung; Interviewing; Interviewtechnik; Expert appraisal; Kooperatives Lernen
Abstract	Recent evidence for the effectiveness of active learning interventions has led educators to advocate for widespread adoption of active learning in undergraduate science, technology, engineering, and mathematics courses. Active learning interventions implement technology and collaboration to engage students actively with the content. Yet, it is unclear how these features contribute to their effectiveness. Research suggests that these features may enhance learning by providing formative feedback. To understand how technology and collaboration support learning by providing formative feedback, we conducted an observational study in a traditional and an active learning version of an undergraduate chemistry course. Results suggest that technology-provided feedback in the active learning intervention enhanced collaboration. We identify specific challenges and opportunities in technology design and active learning interventions for computer-supported collaborative learning research to address. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01