Why do Higher Secondary Students Like Cooperation but Reject Collaboration in an Online Environment?

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Why do Higher Secondary Students Like Cooperation but Reject Collaboration in an Online Environment?

Popis výsledku v původním jazyce

The purpose of this case study was to investigate the impact of online learning tools on students’ attitudes to cooperation and collaboration within a short-term out-class project. After a successful implementation of cooperation into a classroom based learning environment, our aim was to explore students’ learning behaviour and strategies while working in teams on an out-class project in CLIL Social Science lessons. The project included both cooperative and collaborative activities dealing with the financial literacy. Before the experiment, we had to carefully select and define the collaborative skills, which our students were to learn and practise, since collaborative skills might vary into complexity and difficulty depending on the age of the class. The methods of questionnaire and focus-group reflection were used to analyse the contributions from 88 students. At first, the study researches both terms of cooperation and collaboration in an online environment, then the out-class project is outlined. Finally, the study presents the outcomes and findings and provides the close insight into team out-class learning. The study reveals that majority of students are able to cooperate in an on-line environment, however, if we look deeper, it is evident that the rate of cooperation varies a lot depending on attributes such as e.g. student’s motivation, learning preferences, their relationships or leader skills. On the other hand, the study points out difficulties the students might have in online collaboration. These findings might be of interests to higher secondary teachers, who are engaged in out-class projects or intend to implement online technologies in teamwork.

Název v anglickém jazyce

Why do Higher Secondary Students Like Cooperation but Reject Collaboration in an Online Environment?

Popis výsledku anglicky

The purpose of this case study was to investigate the impact of online learning tools on students’ attitudes to cooperation and collaboration within a short-term out-class project. After a successful implementation of cooperation into a classroom based learning environment, our aim was to explore students’ learning behaviour and strategies while working in teams on an out-class project in CLIL Social Science lessons. The project included both cooperative and collaborative activities dealing with the financial literacy. Before the experiment, we had to carefully select and define the collaborative skills, which our students were to learn and practise, since collaborative skills might vary into complexity and difficulty depending on the age of the class. The methods of questionnaire and focus-group reflection were used to analyse the contributions from 88 students. At first, the study researches both terms of cooperation and collaboration in an online environment, then the out-class project is outlined. Finally, the study presents the outcomes and findings and provides the close insight into team out-class learning. The study reveals that majority of students are able to cooperate in an on-line environment, however, if we look deeper, it is evident that the rate of cooperation varies a lot depending on attributes such as e.g. student’s motivation, learning preferences, their relationships or leader skills. On the other hand, the study points out difficulties the students might have in online collaboration. These findings might be of interests to higher secondary teachers, who are engaged in out-class projects or intend to implement online technologies in teamwork.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of the 15 European Conference on e-learning ECEL 2016

ISBN

978-1-911218-17-3

ISSN

2048-8637

e-ISSN

neuvedeno

Počet stran výsledku

8

Strana od-do

216-223

Název nakladatele

Academic Conferences and Publishing International Limited

Místo vydání

Reading

Místo konání akce

Praha, Česká republika

Datum konání akce

27. 10. 2016

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000400303700029