在线协作学习:论文写作中的好、坏和预期

IF 0.3 Q3 AREA STUDIES
Leslie B. Abance, Jay-ann Gabrillo, Joseph B. Quinto
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引用次数: 0

摘要

尽管有许多研究探讨了在线环境下的学习,但关于论文写作中的在线协作学习的论述却很少受到关注。因此,本研究旨在了解在线协作学习(OCL)在菲律宾科迪勒拉行政区一所主要州立大学传播与英语文学士本科论文写作中的经验。值得注意的是,本研究侧重于本科生的利益、挑战和建议。采用定性现象学研究,通过半结构化的一对一深度访谈收集数据。他们是按照Braun和Clarke(2006)的主题分析阶段进行分析的。因此,产生了以下主题。首先,好处包括共同承担责任,这包括(a)分担工作量和(b)分享想法和灵活的沟通。其次,挑战是由外部问题组成的,包括(a)工作和学校的要求,(b)模糊的指示,以及(c)有限的访问和成员绩效问题,涉及背景知识,低质量产出和缺乏参与。最后,建议是参与,特别是认识责任,群体动力和指导。在此基础上,对今后的研究方向提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Online Collaborative Learning: The Good, the Bad, and the Purported in Thesis Writing
The discourse on online collaborative learning in thesis writing has received less attention despite numerous studies which explored learning in the online milieu. Hence, this study aimed to fathom the Online Collaborative Learning (OCL) experiences in undergraduate thesis writing of Bachelor of Arts in Communication and English Language students in a prime state university in the Cordillera Administrative Region, Philippines. Notably, this study focused on undergraduate students’ benefits, challenges, and suggestions. Employing qualitative phenomenological research, the data were gathered through semi-structured one-on-one in-depth interviews. They were analyzed following the phases of thematic analysis by Braun and Clarke (2006). Ergo, the following themes were generated. First, the benefits included joint responsibility, which envelopes (a) a divided workload and (b) shared ideas and flexible communication. Second, the challenges were composed of external problems that bracket (a) work and school demands, (b) vague instructions, and (c) limited access and member performance issues which involve background knowledge, low quality outputs, and a lack of participation. Finally, the suggestions were engagement particularly recognizing responsibility, group dynamics, and guidance. Based on the findings, recommendations are suggested for future research directions.
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来源期刊
CiteScore
1.20
自引率
11.10%
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