Exploring college students' cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools

文化大學機構典藏 CCUR > 商學院 > 資訊管理學系暨資訊管理研究所 > 期刊論文 > Item 987654321/29182

jsp.display-item.identifier=請使用永久網址來引用或連結此文件: https://irlib.pccu.edu.tw/handle/987654321/29182

题名:	Exploring college students' cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools
作者:	Lin, Peng-Chun Hou, Huei-Tse Wu, Sheng-Yi Chang, Kuo-En
贡献者:	資管系
关键词:	Facebook Simulation-based learning Collaborative problem solving Cognitive process Sequential analysis
日期:	2014-07
上传时间:	2015-01-26
摘要:	Simulation and manipulation play vital roles in teaching procedural knowledge in science, technology, engineering, and mathematics (STEM) education. However, most studies in these fields have only focused on learning effectiveness rather than on students' collaborative problem-solving (CPS) processes and cognitive processing patterns in problem-solving activities. This paper aims to analyze learners' cognitive processing patterns in a CPS teaching activity that integrates Facebook discussion tools and simulation-based teaching software. The participants in this study included 45 students from the College of Management at a university in northern Taiwan. These students took an elective course titled "Introduction to the Network." This study used a quantitative content analysis (QCA) to code the online discussions and to explore the represented cognitive levels. Next, a lag sequential analysis (LSA) was conducted to analyze the coding results of the QCA to assess the behavioral patterns during the discussion process. The results indicate that students' network troubleshooting abilities improved over the course of the study. The learners' discussion patterns and cognitive levels during the activity are analyzed and discussed here. Differences in sequential cognitive processing patterns were found between the "discussion-centered" and "manipulation-centered" groups. The findings of this research may serve as a reference for instructors of STEM classes when integrating social networking services (e.g., Facebook) and CPS when designing virtual learning activities to improve learning effectiveness and increase cognitive levels. (C) 2014 Elsevier Inc. All rights reserved.
關聯:	INTERNET AND HIGHER EDUCATION 卷: 22 頁碼: 51-56
显示于类别:	[資訊管理學系暨資訊管理研究所 ] 期刊論文

文件中的档案:

档案	描述	大小	格式	浏览次数
index.html		0Kb	HTML	454	检视/开启

检视Licence

在CCUR中所有的数据项都受到原著作权保护.

数据加载中.....