Online Collaborative Note-Taking and Discussion Forums in Flipped Learning Environments

Autor/inn/en	Fanguy, Mik; Costley, Jamie; Almusharraf, Norah; Almusharraf, Asma
Titel	Online Collaborative Note-Taking and Discussion Forums in Flipped Learning Environments
Quelle	In: Australasian Journal of Educational Technology, 39 (2023) 2, S.142-158 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Flipped Classroom; Teaching Methods; Notetaking; English for Science and Technology; Second Language Learning; Second Language Instruction; Writing Instruction; Foreign Countries; Computer Mediated Communication; Group Discussion; Comparative Analysis; Cooperative Learning; Graduate Students; Writing Achievement; Writing Assignments; Outcomes of Education; South Korea + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Englisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Ausland; Computerkonferenz; Gruppendiskussion; Kooperatives Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernleistung; Schulerfolg; Korea; Republik
Abstract	As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion forum and one involving online collaborative note-taking. The subjects (N = 178) were all graduate students taking a flipped version of an English scientific writing class at a university in South Korea. The results show that students in the experimental conditions with online collaboration (collaborative note-taking and discussion forums) outperformed peers in the control condition (no online collaboration) on individual writing assignments. Furthermore, there was a benefit in the experimental condition with discussion forums regarding students' group writing scores compared to the control group. These results show the value of implementing online student-to-student collaboration in flipped learning contexts and that both modes of collaboration tested herein add value to students' learning. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01