Design of Online Report Writing Based on Constructive and Cooperative Learning for a Course on Traditional General Physics Experiments

Autor/in	Lo, Hao-Chang
Titel	Design of Online Report Writing Based on Constructive and Cooperative Learning for a Course on Traditional General Physics Experiments
Quelle	In: Educational Technology & Society, 16 (2013) 1, S.380-391 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Undergraduate Students; Cooperative Learning; Physics; College Science; Computer Mediated Communication; Technical Writing; Science Experiments; Constructivism (Learning); Writing Achievement; Student Attitudes; Computer Uses in Education; Collaborative Writing; Reports; Science Instruction; Writing Assignments; Educational Technology; Questionnaires; Interviews; Interaction; Interpersonal Competence; Scientific Concepts + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Physik; Computerkonferenz; Technical documentation; Technische Dokumentation; Schülerverhalten; Computernutzung; Abschlussbericht; Berichten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Fragebogen; Interviewing; Interviewtechnik; Interaktion; Interpersonale Kompetenz
Abstract	The objective of this study was to develop an online report writing activity that was a constructive and cooperative learning process for a course on traditional general physics experiments. Wiki, a CMC authoring tool, was used to construct the writing platform. Fifty-eight undergraduate students (33 men and 25 women), working in randomly assigned groups of 2 to 3 members, participated in this course. Both quantitative and qualitative data, including assessments of reports, questionnaires, interviews, and records of discussion on wiki, were collected and analyzed to investigate the course design of online report writing. Results showed that students recalled, discussed, searched for, and integrated auxiliary information, reflected on the experiment, and shared meaning in the process of online writing. Evidence of positive interdependence, promotive interaction, individual accountability, social skills, and group processing proved that students worked cooperatively to accomplish shared learning goals. A higher average score of online writing than that of traditional paper writing indicated that students wrote online reports better, compared to the traditional method. Student participants and the instructor in the course responded positively when they were questioned on their perceptions of the Wiki-based report writing. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10