评估学生参与和体验式学习在全球课堂:定性案例研究

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Selina Mae Quibrantar , Obidimma Ezezika
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引用次数: 0

摘要

全球课堂是教育机构在国际上使用的一种新兴的基于技术的教学法。为了评估全球课堂,我们基于两个理论框架:Kearsley和Shneiderman的参与理论和Kolb的体验式学习理论,对全球课堂参与者进行了书面反思和半结构化访谈的定性研究。我们使用NVivo软件包分析了学生的反思和转录采访,目的有两个:(1)评估全球课堂对学生的吸引力和体验性;(2)阐明如何通过体验式学习在全球课堂中培养学生的参与度。研究结果表明,学生参与度和体验式学习之间存在着复杂的关系。在体验式学习周期中,参与理论(关联-创造-捐赠)原则在不同水平和不同目的上促进了学生的参与。基于这项研究的结果,我们创建了一个框架,展示了参与理论和体验式学习理论的互动性,以描述在这个全球课堂上,学生的参与如何在体验式学习中发挥作用,并制定了最大限度地提高学生参与体验式学习的策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Evaluating student engagement and experiential learning in global classrooms: A qualitative case study

The global classroom is an emerging technology-based pedagogy used internationally by educational institutions. To evaluate a global classroom, we conducted a qualitative study using written reflections and semi-structured interviews of global classroom participants, based on two theoretical frameworks: Kearsley and Shneiderman’s engagement theory and Kolb’s experiential learning theory. We analyzed student reflections and transcribed interviews, using the software package, NVivo, with two objectives: (1) to evaluate if global classroom is engaging and experiential to students and (2) to elucidate how student engagement is fostered in the global classroom through experiential learning. Results illustrated a complex relationship between student engagement and experiential learning. During the experiential learning cycle, engagement theory (relate-create-donate) principles contributed to student engagement at varying levels and for different purposes. Based on the results of this study, we created a framework that demonstrates the interactivity of engagement theory and experiential learning theory to describe how student engagement featured in experiential learning during this global classroom, with strategies to maximize student engagement in experiential learning.

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来源期刊
CiteScore
6.90
自引率
6.50%
发文量
90
审稿时长
62 days
期刊介绍: Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
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