Designing a Preliminary Model of Coaching Pedagogy for Synchronous Collaborative Online Learning

IF 2.8 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY
P. Timonen, H. Ruokamo
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引用次数: 13

Abstract

In recent years, webinar platforms have been broadly utilized in online learning where students meet one another synchronously online. This research’s underlying value is its recognition of the utmost importance of the awareness that online learning is a social process, as is all learning. This study aims to find out what kinds of synchronous collaborative online coaching pedagogy models have been used in previous research and proceeds to construct a preliminary pedagogical model for a coaching pedagogy for synchronous collaborative online learning (CPSCOL). The methods comprise a systematic literature review and qualitative-data and theory-driven content analysis. Through the systematic literature review, peer-reviewed articles spanning 2014–2018 are carefully examined. The results identify the following pedagogical framework, theory, and model combinations for synchronous collaborative online learning: the Community of Inquiry framework, including social, cognitive, and teaching presence; social presence in conjunction with the media synchronicity theory or the broaden-and-build theory, or the 4E Learning Cycle (engagement, exploration, explanation, and extension); no specific pedagogy; problem-based learning with Community of Inquiry framework or FISh (focus, investigate, and share); collaborative learning and collaborative learning connected to social presence; Carpe Diem with the Five-Step Model; and coaching pedagogy. The preliminary results indicate a scarcity of research on synchronous coaching pedagogy in online education. Consequently, the CPSCOL model for collaborative online learning, including cognitive, social, and teaching presence, is introduced to formulate a new perspective regarding webinar pedagogy. The process of learners, skills, and competences should factor in the pedagogical methods designed by a coach (teacher), and the results show that webinar pedagogy enables and enhances active collaborative learning and knowledge construction in groups. In addition, 18 CPSCOL principles of practice have been developed to support the practical implementation of the CPSCOL model.
为同步协作在线学习设计一个初步的辅导教学模型
近年来,网络研讨会平台已被广泛用于在线学习,学生们可以在网上同步见面。这项研究的潜在价值在于,它认识到在线学习和所有学习一样是一个社会过程,这一点至关重要。本研究旨在了解在先前的研究中使用了哪些类型的同步协作在线辅导教学法模型,并构建了同步协作在线学习辅导教学法(CPSCOL)的初步教学法模型。方法包括系统的文献综述、定性数据和理论驱动的内容分析。通过系统的文献综述,仔细审查了2014-2018年的同行评审文章。研究结果确定了以下同步协作在线学习的教学框架、理论和模型组合:探究社区框架,包括社交、认知和教学存在;与媒体同步性理论或拓宽与构建理论或4E学习周期(参与、探索、解释和扩展)相结合的社会存在;没有具体的教学法;基于问题的学习,采用调查社区框架或FISh(关注、调查和分享);协作学习和与社会存在相关的协作学习;用五步模型处理Diem;以及指导教学法。初步结果表明,在线教育中同步辅导教学法的研究较少。因此,引入了协作在线学习的CPSCOL模型,包括认知、社交和教学存在,以形成关于网络研讨会教学法的新视角。学习者的过程、技能和能力应纳入教练(教师)设计的教学方法中,结果表明,网络研讨会教学法能够促进并加强小组中的积极协作学习和知识构建。此外,还制定了18项CPSCOL实践原则,以支持CPSCOL模式的实际实施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Pacific Rim Psychology
Journal of Pacific Rim Psychology PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
4.00
自引率
0.00%
发文量
12
审稿时长
20 weeks
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