天生的社会动物：对网络小组工作认知的探索

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2023-05-08 DOI:10.1080/0305764X.2023.2206795

Christopher Hill, Emad A. S. Abu-Ayyash, T. Charles

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引用次数: 1

摘要

摘要这项研究通过研究生对参与度的感知来探索在线小组工作的价值，调查了71名学生，采访了11名学生，共收集了三轮数据。参与者在阿拉伯联合酋长国的一所高等教育机构接受研究生教育。这些发现与我们对在线小组工作的理解有关；评估设计；表达以及社区建设。研究历时12个月，从新冠肺炎前开始，于2020年2月进行面对面教学，到2021年1月第三学期完全在线教学结束。这项现象学研究描绘了学生的感知和态度变化。社会认知理论、技术接受模型和社会建构主义构成了探索参与者参与、行为和感知的理论框架。研究结果对学生对在线小组作业的感知、参与和接受程度进行了反思性分析，认为这是实现学习成果的有效方法。

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By nature, a social animal: an exploration of perceptions of online group work

ABSTRACT This research, exploring the value of online group work through postgraduate student perceptions of engagement, surveyed 71 students and interviewed 11, over three rounds of data collection. Participants were taught postgraduate students in a higher education institution education faculty in the United Arab Emirates. The findings are relevant for our understanding of online group work; assessment design; communication; and community building. Research took place over a 12-month period, beginning before COVID-19, in February 2020 with face to face teaching, and ending during the third term of fully online teaching in January 2021. This phenomenological research charts student perception and attitude changes. Social Cognitive Theory, the Technology Acceptance Model and Social Constructivism form the theoretical framework within which participant engagement, behaviour and perception are explored. The findings provide a reflective analysis regarding student perception, engagement and acceptance of online group work as a valid approach to meeting learning outcomes.

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来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.