The Influences of Discussion Rules on Students’ Problem Solving Process in CSCL

• Main Authors: Chia-Hui Huang, 黃嘉慧
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/59909005840609092122

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 101 === This study attempted to examine the effects of discussion rules on students’ problem solving process and learning performance in CSCL environment. The participants consist of 37 students from a university in Taiwan, including 22 males and 15 females. They took a general educational course offered by the secondary teacher education program. Students were divided into eight groups with four different discussion rules based on the critical thinking questionnaire heterogeneously. The discussion rules contain take-turn, time-token, free-talk and peer-tutor. The researcher finally obtained 3769 messages from students’ dialogues. Content analysis, questionnaire and interview were employed to analyze learners’ cognitive performance and opinions of different discussion rules. It was found that groups with take-turn could equally split speaking opportunities and could express their ideas completely with less non-cognitive contents; groups with time-token think more carefully and discuss more effectively ; groups with free-talk and peer-tutor made consensuses easily since learners could interact with others freely. The result also showed that groups with peer-tutor and time-token had better performances. However, not only in the synchronous environment but also in the asynchronous environment, students’ cognitive performances mainly focused on personal experience and relevant information. In addition, most learners preferred synchronous environment in that they could get feedback immediately. As to the asynchronous environment, students didn’t interact with others so often.