Computer-mediated communication as a vehicle for learning: Engaging with students online
Notice bibliographique
Résumé
BACKGROUND Graduates of a Bachelor of Science must “be effective communicators of science by ... communicating scientific results, information, or arguments, to a range of audiences, for a range of purposes, and using a variety of modes” (Yates, Jones, & Kelder, 2011, p. 11). To achieve this outcome requires effective mechanisms for its assessment. AIMS The aim of this study was to investigate perception of an online communication tool used by first year undergraduate science students as part of an assessment task. This assessment task aimed to develop content and generic skills by using “…communication as a vehicle for learning” (Barrie, 2007, p. 456). DESIGN AND METHODS Students used Prezi, an online communication tool, as part of an assessment task in an introductory chemistry unit. This online modality replaced a face-to-face poster presentation; in the first semester volunteers were recruited, and in second semester all students were compelled to use Prezi. This task formed 10% of the final grade in this unit. Students were requested to construct a 5 to 10 minute Prezi presentation, and a short precis of their approach to this task. Students were provided with a chemical topic and target audience that their presentation should be aimed at, and peers and instructors assessed the outcomes. Student perception of this assessment task was measured with an established instrument (Maor & Fraser, 2005) and the possible effects of student age, gender and mode of study on perception were assessed. RESULTS The instrument used to survey students was found to function well, with no significant difference in response patterns between respondents in each semester. In exploring the measurement model items of interest relating to the ease of use of Prezi emerged indicating its general utility. Student age has a minor impact on their perception of the ease of use of Prezi, with students over the age of 21 finding the program more complex, challenging and therefore more engaging to use than students 21 years old or younger. Students provided positive feedback on the impact that Prezi had on their approach to the assessment task. There were issues with isolation caused by replacing a group task in a social environment, with an individual task in an online environment. CONCLUSIONS Students’ positive perceptions on the use of Prezi, regardless of whether they volunteered or were compelled to use the tool, strongly indicate its promise as a vehicle for learning through communication. Further work will focus on the effect Prezi has on student social engagement and motivation, and the role of age in perception. REFERENCES Barrie, S. C. (2007). A conceptual framework for the teaching and learning of generic graduate attributes. Studies in Higher Education, 32(4), 439–458. doi:10.1080/03075070701476100 Maor, D., & Fraser, B. J. (2005). An Online Questionnaire for Evaluating Students’ and Teachers’ Perceptions of Constructivist Multimedia Learning Environments. Research in Science Education, 35(2-3), 221–244. doi:10.1007/s11165-005-2148-3 Yates, B. J., Jones, S., & Kelder, J. (2011). Science Learning and Teaching Academic Standards Statement. Melbourne: Australian Learning and Teaching Council.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,004 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».