Wikis for a Collaborative Problem-Solving (CPS) Module for Secondary School Science

Autor/inn/en	DeWitt, Dorothy; Alias, Norlidah; Siraj, Saedah; Spector, Jonathan Michael
Titel	Wikis for a Collaborative Problem-Solving (CPS) Module for Secondary School Science
Quelle	In: Educational Technology & Society, 20 (2017) 1, S.144-155 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Web 2.0 Technologies; Problem Solving; Cooperation; Secondary School Science; Electronic Learning; Nutrition Instruction; Interviews; Pretests Posttests; Cognitive Processes; Interaction; Outcomes of Education; Secondary School Students; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Problemlösen; Co-operation; Kooperation; Nutrition education; Ernährungserziehung; Interviewing; Interviewtechnik; Cognitive process; Kognitiver Prozess; Interaktion; Lernleistung; Schulerfolg; Sekundarschüler; Ausland
Abstract	Collaborative problem solving (CPS) can support online learning by enabling interactions for social and cognitive processes. Teachers may not have sufficient knowledge to support such interactions, so support needs to be designed into learning modules for this purpose. This study investigates to what extent an online module for teaching nutrition in secondary school science, using a wiki for CPS, enables interactions, and social and cognitive processes. The module was implemented with 31 volunteer participants. Data collected from the online communications was analyzed for the types of interactions and processes based on the Community of Inquiry Framework. This was triangulated using transcripts of interviews with students. In addition, pretests and posttests were conducted to determine whether the learning outcomes were achieved. Analysis of the online communications showed that the interactions were mainly between learner and content (64.4%), with a large portion of cognitive processes (69.3%) but little social (4.0%), attitudes (9.9%), teaching processes (12.9%) and noise (5.9%). The findings suggest that the module could be used to improve outcomes of learning and encourage interactions for cognitive processes and online presences. The findings may provide insights in encouraging CPS for learning science online. (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	2020/1/01