The Effects of Content, Task, and Pre-Structures on Online Group-based Learning Strategy In Terms of Critical Thinking and Interaction Patterns PROCEEDINGS
Sunyoung Joung, Professional Development in Florida Department of Revenue, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study experimented with the effects of two extreme group-based learning strategies, high structured group versus low structured group differing in the pre-structure, task structure, and content structure. The study compared the effects of the high structured group (HSG), which had pre-assigned debate positions as a pre-structure, argumentation scaffolding as a task structure, and evaluation scaffolding as a content structure, with the low structured group (LSG), which did not have these structures, on pre-service teachers' critical thinking, and interaction patterns during online debates. Results demonstrated that there were more improvement of critical thinking, and critical and dynamic interaction patterns in the HSG than LSG group.
Joung, S. (2004). The Effects of Content, Task, and Pre-Structures on Online Group-based Learning Strategy In Terms of Critical Thinking and Interaction Patterns. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 513-519). Chesapeake, VA: AACE.
© 2004 AACE