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Community college students' percepti...

Jenkins-Farve, Debra.

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Community college students' perceptions of collaborative learning in developmental writing classes: Identifying the factors that promote positive active learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Community college students' perceptions of collaborative learning in developmental writing classes: Identifying the factors that promote positive active learning./
作者:	Jenkins-Farve, Debra.
面頁冊數:	159 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3248.
Contained By:	Dissertation Abstracts International65-09A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3145195
ISBN:	0496046535

Community college students' perceptions of collaborative learning in developmental writing classes: Identifying the factors that promote positive active learning.
Jenkins-Farve, Debra.

Community college students' perceptions of collaborative learning in developmental writing classes: Identifying the factors that promote positive active learning. - 159 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3248.

Thesis (Ed.D.)--University of Southern California, 2004.

This study examined students' perceptions regarding their involvement in collaborative learning in community college developmental writing classes and identified those aspects of collaborative learning which contribute to maximizing adult learning. The research employed a mixed method design, with the quantitative study as the dominant approach and the qualitative component as the accompanying study. The sample comprised 112 community college students enrolled in developmental writing classes.

ISBN: 0496046535Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Community college students' perceptions of collaborative learning in developmental writing classes: Identifying the factors that promote positive active learning.
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245 1 0 $a Community college students' perceptions of collaborative learning in developmental writing classes: Identifying the factors that promote positive active learning.
300 $a 159 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3248.
500 $a Adviser: Linda Serra Hagedorn.
502 $a Thesis (Ed.D.)--University of Southern California, 2004.
520 $a This study examined students' perceptions regarding their involvement in collaborative learning in community college developmental writing classes and identified those aspects of collaborative learning which contribute to maximizing adult learning. The research employed a mixed method design, with the quantitative study as the dominant approach and the qualitative component as the accompanying study. The sample comprised 112 community college students enrolled in developmental writing classes.
520 $a A factor analysis of the 19 survey statements generated four scales: Discrimination, Active Participation, Satisfaction with Collaborative Learning, and Comfort. In addition to the survey instrument, interviews were conducted with 18 students from the same sample and 6 developmental writing instructors.
520 $a From the students' perspectives Factor 3, Satisfaction with Collaborative Learning received the highest scores in a comparison between factors, followed by Factors 1, 2, and 4. Based on Factor 3, students seemed to find satisfaction with the social interaction inherent in collaborative teaming, the ideas/knowledge transmitted and gained through collaboration, and the chance to be active participants in the learning process.
520 $a Factor 1, Discrimination, revealed that students perceived their collaborative learning groups' climate to be free of gender, ethnic or age discrimination. This made for a positive learning experience.
520 $a In Factor 2, Active Participation, the majority of students in both the quantitative and qualitative study revealed that they thought of themselves as participants who very often to often explained a concept or helped someone who did not understand, and encouraged or praised other group members.
520 $a In Factor 4, Comfort Level, students responded that they did not feel gender or ethnic discrimination within the group.
520 $a There was no difference in perceptions between Whites, African-Americans, and Hispanics. However, although Asian-American students do express satisfaction with the collaborative process, their scores on Factor 3 were slightly lower than the other ethnic groups'.
520 $a There was no identifiable difference between male and female students when controlling for the four factors. Women scored just slightly higher than men did on Factor 3.
520 $a From the developmental mentors' perspectives, the variables that contribute to a positive collaborative learning experience occurred when the instructor acted as facilitator, guide or coach.
590 $a School code: 0208.
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650 4 $a Education, Language and Literature. $3 1018115
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710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 65-09A.
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790 $a 0208
791 $a Ed.D.
792 $a 2004
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