共享加模式作为控制学生学习任务的工具的有效性

Yelfiza Yelfiza, Siska Siska, S. Sesmiyanti, L. Perpisa, Zulfariati Zulfariati
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引用次数: 0

摘要

通过在线方式控制本科生的任务并监督过程可能会降低任务的质量,因为在线反馈无法很好地传递,进而导致意外的修改。 因此,本研究旨在找出 SHARINGPLUS 的有效性。本研究采用行动研究法,以 2020/2021 学年的 20 名学生为研究对象。该模型包含带有指标和子指标的任务种类、学生名单以及与学生期末成绩相关的任务选项。该模型包含每种任务的 11 个阶段,但在第 4 阶段之前成功完成任务的学生无需执行以下步骤。只有有困难的学生才需要按步骤完成任务。调查结果显示,45% 的学员可以完成 4 个过程(SHAR)。由于没有提交任务的限制,他们在 R 阶段重复工作。其余的学生则在系统中遇到困难,无法完成系统中的任务。因此,可以得出的结论是,该模型还不能有效地让学生按照预期工作,因此需要进一步开发。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
EFFECTIVENESS OF SHARINGPLUS MODEL AS ATOOL FOR CONTROLLING STUDENTS’ LEARNING TASKS
Controlling undergraduate students’ tasks and supervising the process via online could decrease the quality of the task, since online feedback could not be well transmitted, which then resulted in unexpected revision.  Therefore, this research was aimed at finding out the effectiveness of SHARINGPLUS. This research used the action research method, done to twenty students in even semester 2020/2021. The model contained kinds of tasks with indicators and sub-indicators, list of students, and task options related to their final grades. The model contains eleven stages for every kind of task, but the students who succeed in doing the task until stage 4 do not need to do the following steps. Only the students with difficulty should follow the steps until the end. Findings showed that 45 % participants could follow 4 processes (SHAR). They worked in R stage repeatedly, since there was no limitation of task submission. The remaining students found difficulty in working in the system so that they could not finish their tasks  in the system. Thus, conclusion can be stated that the model was not yet effective to make students work as expected so that it needs more development.
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