Improving the Quality of Vocational Students' Collaboration and Knowledge Acquisition through Instruction and Joint Reflection

Autor/inn/en	Eshuis, Elise H.; ter Vrugte, Judith; Anjewierden, Anjo; Bollen, Lars; Sikken, Jakob; de Jong, Ton
Titel	Improving the Quality of Vocational Students' Collaboration and Knowledge Acquisition through Instruction and Joint Reflection
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 14 (2019) 1, S.53-76 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eshuis, Elise H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-019-09296-0
Schlagwörter	Educational Quality; Vocational Education; Computer Assisted Instruction; Cooperative Learning; Student Behavior; Computer Mediated Communication; Self Evaluation (Individuals); Goal Orientation; Energy; Conventional Instruction; Reflection; Tests; Knowledge Level; Teaching Methods; Comparative Analysis; Achievement Gains; Peer Evaluation + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Ausbildung; Berufsbildung; Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Student behaviour; Schülerverhalten; Computerkonferenz; Zielorientierung; Zielvorstellung; Energie; Examination; Prüfung; Examen; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung
Abstract	New societal demands call for schools to train students' collaboration skills. However, research thus far has focused mainly on promoting collaboration to facilitate knowledge acquisition and has rarely provided insight into how to train students' collaboration skills. This study demonstrates the positive effects on the quality of students' collaboration and their knowledge acquisition of an instructional approach that consists of conventional instruction and an online tool that fosters students' joint reflection on their collaborative behavior by employing self- and peer assessment and goal setting. Both the instruction and the collaboration reflection tool were designed to promote students' awareness of effective collaboration characteristics (the RIDE rules) and their own collaborative behavior. First-year technical vocational students (N = 198, M[subscript age] = 17.7 years) worked in heterogeneous triads in a computer-supported collaborative learning environment (CSCL) on topics concerning electricity. They received either 1) conventional instruction about collaboration and the online collaboration reflection tool, 2) collaboration instruction only, or 3) no collaboration instruction and no tool. Analysis of chat data (n = 92) and knowledge tests (n = 87) showed that students from the instruction with tool condition outperformed the other students as far as their collaborative behavior and their domain knowledge gains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01