An Alternative to a Traditional Lecture Course

McBroom, William H.; Reed, Fred W.

doi:10.2307/1318925

Cited by 8 publications

(3 citation statements)

References 9 publications

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“…Previous studies indicate that social loafing and process losses have negative effects on collaborative learning (McBroom & Reed, 1994;McCorkle et al, 1999;Hansen, 2006;Shimazoe & Aldrich, 2010). Students who participated in GW also confirmed this point in the open space of the survey.…”

Section: Q3: Do Different Forms Of Cscl Have Different Effects On Qua...supporting

confidence: 55%

Online collaboration in a large university class supports quality teaching

Yang

Ghislandi

Dellantonio

2017

Education Tech Research Dev

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Quality teaching in large classes is generally challenging to achieve. In large classes, there are fewer possibilities for students to interact with the teacher and with each other; the motivation to study decreases as does the possibility for receiving feedback during the learning process. This can result, among other things, in reduced understanding of the learning material and therefore in lower academic performance. The aim of this study is to investigate whether computer-supported collaborative learning (CSCL) can have a positive impact on aspects of quality teaching such as interaction, motivation and understanding. Two online collaborative activities were designed and implemented in a regularly scheduled course with approximately 200 undergraduate students. This study adopted a mixed method of both qualitative and quantitative analysis: data were collected from surveys, in-depth interviews, forum logs, and exam scores. The results show that CSCL facilitates motivation, interaction and achievement of deep understanding. More particularly, one CSCL activity was found to be a significant contributor to students' academic performance and this confirmed that traditional lecturing blended with CSCL improves the quality of the teaching compared to traditional lecturing only, at least as far as understanding is concerned.Moreover, the study indicates that different types of collaborative activities have different effects on learning and that the design of collaborative activities is therefore critical to outcomes. In this respect, it also reveals that social loafing, which is usually considered to have only negative effects on collaboration, can instead have a positive impact on learning if the task is appropriately designed.

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Section: Q3: Do Different Forms Of Cscl Have Different Effects On Qua...supporting

confidence: 55%

Online collaboration in a large university class supports quality teaching

Yang

Ghislandi

Dellantonio

2017

Education Tech Research Dev

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show abstract

“…We can tell students why we value their participation (e.g., they learn by participating; it makes the class more interesting for all). There is also an abundance of pedagogical research (for examples see Bell & Bradburn, 1996;Hamlin & Janssen 1981;Longmore & Jarboe, 1996;McBroom & Reed, 1994;McKinney & Graham-Buxton, 1993;Sernau, 1995) that offers suggestions for collaborative learning and other strategies for getting students involved in classroom discussion. The task is daunting, but not impossible.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Student Participation and Instructor Gender in the Mixed-Age College Classroom

Howard¹,

Henney²

1998

The Journal of Higher Education

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“…Existe um corpo substancial de evidências experimentais e correlacionais que sugerem que envolver ativamente o estudante na aprendizagem tem impacto positivo na aquisição de novos conhecimentos no ensino superior (Dora, 1994;Dori & Yochin, 1994;Hake, 1998;Hall & McCurdy, 1990;Kritch, Bostow & Dedrick, 1995;McBroom & Reed, 1994;McCarthy & Anderson, 2000;Terezini, Cabrera, Parente & Bjorklund, 1998;Tudor & Bostow, 1991;Van Heuvelen, 1991). Mas, para isso, é importante que o estudante conheça e use condicionalmente diferentes estratégias de aprendizagem.…”

Section: Apresentaçãounclassified

Eficácia de um programa híbrido de promoção da autorregulação da aprendizagem para estudantes do ensino superior

Pelissoni¹

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An Alternative to a Traditional Lecture Course

Cited by 8 publications

References 9 publications

Online collaboration in a large university class supports quality teaching

Online collaboration in a large university class supports quality teaching

Student Participation and Instructor Gender in the Mixed-Age College Classroom

Eficácia de um programa híbrido de promoção da autorregulação da aprendizagem para estudantes do ensino superior

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