Students' collaboration experiences of a purposeful group assignment strategy and team building in an online graduate class
Başlık çevirisi mevcut değil.
- Tez No: 403405
- Danışmanlar: Dr. ELIZABETH BOLING
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2017
- Dil: İngilizce
- Üniversite: Indiana University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 235
Özet
Özet yok.
Özet (Çeviri)
The purpose of the study was to explore students' collaboration experiences with and perceptions of a purposeful group assignment and team-building process in an online graduate class and gain a better understanding of effective grouping strategies in online environments. In this study, students in an online graduate class were assigned to teams based on a purposeful group assignment strategy, and then several team-building activities (e.g., developing agreedupon group norms, having a rotating facilitator schedule, writing reflections), collectively called the collaborative strategy, are used to keeping the collaborative learning alive. The study was conducted in a web-delivered graduate level course in an education department and data were collected in the form of discussion records, student reflections on their collaborative works, and student interviews, as well as instructor's reflections. Each of the components of the collaborative strategy provided various experiences for the students; however, outcomes of this study demonstrate that students preferred like-minded team members because having similar working styles naturally facilitated collaboration, and having similar working styles appeared to increase the level of satisfaction with the group work. It is found that although an online environment has been designed using collaborative group strategies, it is not realistic to count on these strategies alone. It is necessary to pay close attention to other factors that influence the course in general and specifically the instructional design to support collaboration. There is interplay among external factors, the planned strategies, and the students' experiences with them. Rather than predicting certain outcomes, it may be more realistic to say that the collaborative strategy lays out a playing field. It provides kind of a framework within which people play out their own predilections.
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