A study of holistic thinking in an agricultural leadership development program using asynchronous computer conferencing
Notice bibliographique
Résumé
The primary goal of this qualitative case study was to investigate the nature of holistic thinking in the context of an asynchronous computer conference. Holistic thinking was defined as a constellation of higher-order thinking skills to include content/basic, critical, creative, and complex thinking. In addition, this study examined the utility of the Integrated Thinking Model (1989) as a conceptual framework for investigating such phenomena. A central tenet of constructivism applied to the design of online learning environments is these ought to facilitate processes whereby learners build and integrate complex representations of knowledge into patterns that are personally meaningful. A potential outcome of these processes is a "deeper" learning, one where "the learning exchange seems to go deeper than normal, when a certain aliveness and engagement falls upon us, capturing our minds and hearts." Facilitating the activation and use of holistic thinking in collaborative online learning environments is seen as key to the realization of this goal. For this reason, contextual factors (e.g., design of the online learning environment) and process factors (e.g., collaboration, facilitation) were seen as significant considerations worthy of investigation. Results of this study indicated that the case study participants did appear to be thinking holistically about the issues under discussion and demonstrated particular configurations of holistic thinking skills as described by the model used. Also, the conceptual framework used for this study has great utility for analyzing the presence or absence of a range of holistic thinking indicators. Potential areas of weakness include the range of thinking skills addressed by the model, resulting in a research tool that is perhaps too unwieldy for general use. Design features of the learning environment, specifically those constructivist principles embedded within the small group learning project, were thought to positively impact the demonstration of holistic skills by participants. Process factors such as the emphasis on collaboration, active peer facilitation, and effective project/information management were seen to confirm the assertion that these are important considerations in the design and delivery of online learning facilitative of holistic thinking and deep learning. This case study examined four adult learners' experiences and interactions within a particular collaborative on-line learning environment incorporated as part of the larger context of participation in a unique Canadian agricultural leadership development program. Using the asynchronous computer conference transcripts and other data sources generated by this group, this study describes the dimensions of the presence or absence of various indices of holistic thinking as operationally defined by the Integrated Thinking Model (ITM).
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 machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,011 | 0,008 |
| Communication savante | 0,004 | 0,003 |
| Science ouverte | 0,002 | 0,004 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 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; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».