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Autor/inn/en | Fanguy, Mik; Costley, Jamie; Almusharraf, Norah; Almusharraf, Asma |
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Titel | Online Collaborative Note-Taking and Discussion Forums in Flipped Learning Environments |
Quelle | In: Australasian Journal of Educational Technology, 39 (2023) 2, S.142-158 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1449-3098 |
Schlagwörter | Flipped Classroom; Teaching Methods; Notetaking; English for Science and Technology; Second Language Learning; Second Language Instruction; Writing Instruction; Foreign Countries; Computer Mediated Communication; Group Discussion; Comparative Analysis; Cooperative Learning; Graduate Students; Writing Achievement; Writing Assignments; Outcomes of Education; South Korea Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Englisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Ausland; Computerkonferenz; Gruppendiskussion; Kooperatives Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernleistung; Schulerfolg; Korea; Republik |
Abstract | As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion forum and one involving online collaborative note-taking. The subjects (N = 178) were all graduate students taking a flipped version of an English scientific writing class at a university in South Korea. The results show that students in the experimental conditions with online collaboration (collaborative note-taking and discussion forums) outperformed peers in the control condition (no online collaboration) on individual writing assignments. Furthermore, there was a benefit in the experimental condition with discussion forums regarding students' group writing scores compared to the control group. These results show the value of implementing online student-to-student collaboration in flipped learning contexts and that both modes of collaboration tested herein add value to students' learning. (As Provided). |
Anmerkungen | Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |