国际商科学生在网上小组作业中探索性谈话基本规则的经验个案研究

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Martha Clabby Kjølseth, Fazilat Siddiq
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引用次数: 0

摘要

摘要本研究调查了在国际商务(IB)在线课程中,学生在学习了Barnes的探索性谈话基本规则(ETGRs)后,如何体验和描述小组工作。ETGRs促进了对话规范,鼓励参与者分享想法和信息,并共同思考。本研究考察了14名IB本科生参加为期四周的国际管理在线课程的对话。最初,学生们听取了关于ETGRs的简报,并在整个课程中写了自我报告,我们对其进行了专题分析。我们的研究结果表明,参与并应用ETGRs的学生在小组工作中对协作学习有更多的共同责任,对探索小组成员的观点有更大的兴趣,总的来说,更积极的学习经历。这意味着使ETGRs透明被认为有利于小组工作中的社会互动。然而,教师在创造有利于合作学习的课堂环境方面起着关键作用,而且必须满足有效的小组工作的先决条件,包括良好的作业结构和适当的技术准备。本文讨论了研究结果及其意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Case Study of International Business students’ Experiences with Exploratory Talk Ground Rules in Online Group Work

ABSTRACT

This study investigates how students experience and describe group work in an online course in international business (IB) after being introduced to Barnes’ exploratory talk ground rules (ETGRs) which promote norms for dialog that encourage participants to share ideas and information and to think together. This study examines the dialog in groups of fourteen IB undergraduates attending a four-week online course in International Management. Initially, the students received briefings about the ETGRs and wrote self-reports throughout the course, on which we conducted a thematic analysis. Our findings show that students who engage with and apply the ETGRs describe more shared responsibility for collaborative learning in the group work, a greater interest in exploring the perspectives of group members, and overall, more positive learning experiences. This implies that making the ETGRs transparent is considered beneficial for social interactions in group work. However, the teacher plays a key role in creating a class environment conducive for collaborative learning, and preconditions for productive group work, including a good assignment structure and proper technology preparation, must be met. The findings and their implications are discussed herein.

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来源期刊
Journal of Teaching in International Business
Journal of Teaching in International Business EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
53.30%
发文量
7
期刊介绍: The Journal of Teaching in International Business instructs international business educators, curriculum developers, and institutions of higher education worldwide on methods and techniques for better teaching to ensure optimum, cost-effective learning on the part of students of international business. It is generally assumed that the teaching of international business is universal, but that the application of teaching methods, processes, and techniques in varying socioeconomic and cultural environments is unique. The journal offers insights and perspectives to international business educators and practitioners to share concerns, problems, opportunities, and solutions to the teaching and learning of international business subjects.
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