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Learning together online: An invest...

McCabe, Melissa Christine.

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Learning together online: An investigation of the effect of collaborative instruction on students' demonstrated levels of cognition and self-reported course satisfaction in an online music appreciation course.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Learning together online: An investigation of the effect of collaborative instruction on students' demonstrated levels of cognition and self-reported course satisfaction in an online music appreciation course./
作者:	McCabe, Melissa Christine.
面頁冊數:	177 p.
附註:	Adviser: Joseph Parisi.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3257313

Learning together online: An investigation of the effect of collaborative instruction on students' demonstrated levels of cognition and self-reported course satisfaction in an online music appreciation course.
McCabe, Melissa Christine.

Learning together online: An investigation of the effect of collaborative instruction on students' demonstrated levels of cognition and self-reported course satisfaction in an online music appreciation course. - 177 p.

Adviser: Joseph Parisi.

Thesis (Ph.D.)--University of Missouri - Kansas City, 2007.

As the number of online courses continues to increase rapidly, there is limited empirical research regarding the pedagogy of developing successful online learning environments and expectations for student groups working online. Researchers have recently focused on how collaborative learning may contribute to educational effectiveness in both cognitive and social contexts. Extant research indicates that students engaged in collaboration may demonstrate cognition levels higher than those of learners in courses where individuals work alone.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Learning together online: An investigation of the effect of collaborative instruction on students' demonstrated levels of cognition and self-reported course satisfaction in an online music appreciation course.
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245 1 0 $a Learning together online: An investigation of the effect of collaborative instruction on students' demonstrated levels of cognition and self-reported course satisfaction in an online music appreciation course.
300 $a 177 p.
500 $a Adviser: Joseph Parisi.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1307.
502 $a Thesis (Ph.D.)--University of Missouri - Kansas City, 2007.
520 $a As the number of online courses continues to increase rapidly, there is limited empirical research regarding the pedagogy of developing successful online learning environments and expectations for student groups working online. Researchers have recently focused on how collaborative learning may contribute to educational effectiveness in both cognitive and social contexts. Extant research indicates that students engaged in collaboration may demonstrate cognition levels higher than those of learners in courses where individuals work alone.
520 $a The primary purpose of this study was to investigate the effect of collaborative instruction on students' demonstrated levels of cognition in an online undergraduate music appreciation course. In addition, this study sought to determine whether levels of cognition differed according to the type of instruction, class group size, and students' self-reported satisfaction with course assignments. Undergraduate students (N=91) enrolled in an online music appreciation class were recruited as volunteer participants for this study. Data were collected using online surveys and online discussion transcripts. Discussion transcripts were analyzed and rated for cognition level by trained judges using a system based on the principles of Bloom's Taxonomy of Learning. Results from the discussion transcripts analyses were used to compare types of instruction, levels of cognition and the levels of student satisfaction for each course assignment.
520 $a A one-way ANOVA indicated a significant difference (p<.05) between the types of instruction (collaborative versus non-collaborative) and students' demonstrated levels of cognition. Data indicated that collaborative small group assignments that foster high levels of discussion and interaction may encourage the use of higher order critical thinking skills. Additionally, a one-way ANOVA indicated a significant effect of types of instruction on levels of student satisfaction with course assignments. Post-hoc analyses revealed that students preferred to work independently rather than in small groups; however, students enjoyed the interaction that resulted from large group discussions. A Friedman Two-Way ANOVA found significant differences among student preference rankings indicating preference for a variety of instructional strategies implemented throughout the course.
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