Effects of group awareness tools on students' engagement, performance, and perceptions in online collaborative writing: Intergroup information matters

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education Pub Date : 2022-04-01 DOI:10.1016/j.iheduc.2022.100845

Yu Peng , Yanyan Li , You Su , Kailiang Chen , Shiyan Jiang

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引用次数: 12

Abstract

Low student engagement is still a problem in online collaborative writing. We integrated two types of awareness information (i.e., intergroup and intragroup information) into a collaborative writing platform to enhance student engagement. A quasi-experiment study was conducted to examine the effects of intergroup and intragroup awareness information. The experimental class of 81 students were presented with intergroup information while the control class of 80 students were presented with intragroup information, and these students were required to perform collaborative writing and peer evaluation activities. The Wilcoxon–Mann–Whitney U test revealed that the experimental class had significantly higher behavioral engagement in writing and better academic performance than the control class. Also, the results showed that the students with intergroup awareness information had deeper cognitive thinking and demonstrated more positive emotion than the students with intragroup awareness information in online discussion and peer evaluation. Additionally, this study investigated students' perceptions of the group awareness tool using the Technology Acceptance Model (TAM). This paper concludes with future research directions for supporting collaborative learning.

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小组意识工具对学生在线协作写作的参与、表现和认知的影响:小组间信息问题

在网络协作写作中，学生参与度低仍然是一个问题。我们将两种类型的意识信息(即组间信息和组内信息)整合到协作写作平台中，以提高学生的参与度。本研究采用准实验的方法，探讨了群体间和群体内意识信息的影响。实验班81名学生被提供小组间信息，对照组80名学生被提供小组内信息，这些学生被要求进行合作写作和同伴评价活动。Wilcoxon-Mann-Whitney U测试显示，实验组的写作行为参与度显著高于对照组，学习成绩也优于对照组。在网络讨论和同伴评价中，具有组间意识信息的学生比具有组内意识信息的学生有更深的认知思维，表现出更多的积极情绪。此外，本研究使用技术接受模型(TAM)调查了学生对群体意识工具的看法。最后，提出了支持协作学习的未来研究方向。

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来源期刊

Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.30

自引率

4.70%

发文量

审稿时长

40 days

期刊介绍： The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.