Structural model of team-based learning using Web 2.0 collaborative software

被引：16

作者：

Kam, Hwee-Joo ^{[1
]}

Katerattanakul, Pairin ^{[2
]}

机构：

[1] Ferris State Univ, Accounting Finance Informat Syst Dept, Big Rapids, MI 49307 USA

[2] Western Michigan Univ, Business Informat Syst Dept, Kalamazoo, MI 49008 USA

来源：

COMPUTERS & EDUCATION | 2014年 / 76卷

关键词：

Team-based learning; Web 2.0 collaborative software; Grounded Theory; TECHNOLOGIES; SYSTEMS; COMMUNICATION; PERFORMANCE; AWARENESS; EDUCATION; PATTERNS; BEHAVIOR;

D O I：

10.1016/j.compedu.2014.03.003

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

This study examines the phenomena occurring among team members during their participation in team-based learning using Web 2.0 collaborative software. Based on the Grounded Theory approach, this study analyzes students' feedback related to team collaborative learning using Web 2.0 collaborative tool. Data analysis yields a structural model of team-based learning facilitated by Web 2.0 collaborative software. This study draws inferences to suggest that Web 2.0 collaborative learning environment uncovers diverse communication media in support of synchronicity and group awareness. Subsequently, synchronicity and group awareness promote team-based learning. This study also reveals that four factors, namely, synchronicity, group awareness, learner autonomy and collective intelligence, support team-based learning facilitated by Web 2.0 technology. Published by Elsevier Ltd.

引用

页码：1 / 12

页数：12

共 45 条

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