Difference between revisions of "Cheng2018"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Kai-Wen Cheng | |Author(s)=Kai-Wen Cheng | ||
| − | |Title=Dynamic | + | |Title=Dynamic problem-solving processes in a web-based cooperative learning environment for an accounting course |
| − | |Tag(s)=EMCA; Problem solving; Web-based learning; Learning; Education; | + | |Tag(s)=EMCA; Problem solving; Web-based learning; Learning; Education; |
|Key=Cheng2018 | |Key=Cheng2018 | ||
|Year=2018 | |Year=2018 | ||
| Line 10: | Line 10: | ||
|Volume=2 | |Volume=2 | ||
|Number=2 | |Number=2 | ||
| − | |Pages= | + | |Pages=16–31 |
| − | |URL=http://journal.julypress.com/index.php/jed | + | |URL=http://journal.julypress.com/index.php/jed/article/view/415 |
|DOI=10.20849/jed.v2i2.415 | |DOI=10.20849/jed.v2i2.415 | ||
| − | |Abstract= | + | |Abstract=his study investigated the dynamic processes involved in problem solving in a web-based cooperative learning environment implemented for a university accounting course. 54 students were recruited in a 4-year hospitality management program. The messages of participants in group discussions were counted and categorized to investigate the dynamic processes of problem-solving employed by students. These dialogues and follow-up interviews revealed a number of interesting findings: (1) students felt that the web-based cooperative learning environment was similar to a social network; (2) peer-interaction in web-based cooperative learning is highly beneficial; (3) the course of study may influence the nature of problem-solving messages; (4) the teaching method could alter the cognitive level of problem-solving; (5) a co-working style was the most common approach employed in the web-based cooperative learning environment; (6) cooperative learning is becoming increasingly popular in education; (7) technological developments can be expected to boost the adoption of web-based cooperative learning. |
| − | environment implemented for a university accounting course. 54 students were recruited in a 4-year hospitality | ||
| − | management program. The messages of participants in group discussions were counted and categorized to | ||
| − | investigate the dynamic processes of problem-solving employed by students. These dialogues and follow-up | ||
| − | interviews revealed a number of interesting findings: (1) students felt that the web-based cooperative learning | ||
| − | environment was similar to a social network; (2) peer-interaction in web-based cooperative learning is highly | ||
| − | beneficial; (3) the course of study may influence the nature of problem-solving messages; (4) the teaching | ||
| − | method could alter the cognitive level of problem-solving; (5) a co-working style was the most common | ||
| − | approach employed in the web-based cooperative learning environment; (6) cooperative learning is becoming | ||
| − | increasingly popular in education; (7) technological developments can be expected to boost the adoption of | ||
| − | web-based cooperative learning. | ||
}} | }} | ||
Latest revision as of 01:29, 14 January 2020
| Cheng2018 | |
|---|---|
| BibType | ARTICLE |
| Key | Cheng2018 |
| Author(s) | Kai-Wen Cheng |
| Title | Dynamic problem-solving processes in a web-based cooperative learning environment for an accounting course |
| Editor(s) | |
| Tag(s) | EMCA, Problem solving, Web-based learning, Learning, Education |
| Publisher | |
| Year | 2018 |
| Language | English |
| City | |
| Month | |
| Journal | Journal of Education and Development |
| Volume | 2 |
| Number | 2 |
| Pages | 16–31 |
| URL | Link |
| DOI | 10.20849/jed.v2i2.415 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
his study investigated the dynamic processes involved in problem solving in a web-based cooperative learning environment implemented for a university accounting course. 54 students were recruited in a 4-year hospitality management program. The messages of participants in group discussions were counted and categorized to investigate the dynamic processes of problem-solving employed by students. These dialogues and follow-up interviews revealed a number of interesting findings: (1) students felt that the web-based cooperative learning environment was similar to a social network; (2) peer-interaction in web-based cooperative learning is highly beneficial; (3) the course of study may influence the nature of problem-solving messages; (4) the teaching method could alter the cognitive level of problem-solving; (5) a co-working style was the most common approach employed in the web-based cooperative learning environment; (6) cooperative learning is becoming increasingly popular in education; (7) technological developments can be expected to boost the adoption of web-based cooperative learning.
Notes
