An Approach to Encouraging and Evaluating Learner's Knowledge Contribution in Web-Based Collaborative Learning

Autor/inn/en	Lan, Yu-Feng; Lin, Pin-Chuan; Hung, Chun-Ling
Titel	An Approach to Encouraging and Evaluating Learner's Knowledge Contribution in Web-Based Collaborative Learning
Quelle	In: Journal of Educational Computing Research, 47 (2012) 2, S.107-135 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Foreign Countries; Programming; Databases; Web Sites; Comparative Analysis; Control Groups; Experimental Groups; Attitude Measures; Cooperative Learning; Feedback (Response); Reflection; Evaluation Methods; Student Evaluation; Computer Software Evaluation; Computer Managed Instruction; Computer System Design; Web Based Instruction; Computer Science Education; College Students; College Instruction; Instructional Effectiveness; Pretests Posttests; Data Analysis; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Programmierung; Datenbank; Web-Design; Kooperatives Lernen; Schulnote; Studentische Bewertung; Softwareanalyse; Computer-assisted instruction; Computerunterstützter Unterricht; Web Based Training; Computer science lessons; Informatikunterricht; Collegestudent; Hochschullehre; Unterrichtserfolg; Auswertung
Abstract	Although previous research has demonstrated learning benefits for both instructors and students in the web-based collaborative learning environments, one of them major difficulties is the lack of a practical approach to assist teachers in evaluating the knowledge contribution of learners. A novel method of merging multi-modes of assessment and reward mechanism in a collaborative learning system was examined in this study. The developed system has been applied to a learning activity of a web programming and design course and 102 2nd-year college students from two classes were invited to participate in this research. The system logs and assessment results were analyzed through system use over 6 weeks. The experimental results showed not only could the proposed approach provide instructors with feedback, it could also evaluate and improve learning. In addition, learners could easily and efficiently manage their learning outcomes, share knowledge with one another, reflect on and notify others of learning outcomes and learning status, and engage in high-level reflective practices. (Contains 7 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10