Reflective assessment in computer-supported collaborative learning for pre-service teachers
- Reflective assessment in computer-supported collaborative learning for pre-service teachers
- 17th Biennial EARLI Conference: Education in the crossroads of economy and politics – Role of research in the advancement of public good (2017: University of Tampere, Tampere, Finland)
- Hong Kong
- 1997.7 onwards
- This study examined the design of a computer-supported environment using online discussion for alignment of learning, collaboration and assessment. Participants were 155 student teachers attending a course in psychology of classroom learning in a teacher education program in Hong Kong. The design included students contributing to online forum; engaging in regular discussion; and reflecting on their discourse. For reflective assessment, student teachers identified three best examples (clusters of notes) from the class community’s discourse and explained why they were important for their inquiry. Data consisted of questionnaires on epistemic beliefs and collaboration; students’ postings on online forum; reflective assessment notes (3 best clusters of notes); and end-of-term theory-practice summary paper. Correlation analysis show that students’ beliefs about collaboration was related to their beliefs about knowledge (development); as well, regression analysis indicate that reflective assessment scores significantly predict summary paper (domain understanding). Implications of examining both individual and community learning through reflective assessment in computer-supported environments are discussed. Copyright © 2018 EARLI.
- Paper presented at the 17th Biennial EARLI Conference: Education in the crossroads of economy and politics – Role of research in the advancement of public good, University of Tampere, Tampere, Finland.
最近的會議論文Effects of experience on pre-service kindergarten teachers' attitudes toward the implementation of inclusive education in the Hong Kong vocational education context
會議論文Understanding gifted students’ self-assessment of career adaptability in Hong Kong: A Rasch analysis of the psychometric properties of CAAS-SF
會議論文Helping teachers to teach with corpora: The Corpus-Aided Platform for Language Teachers (CAP)
會議論文Problematising the Global North/South binaries: A critical review of the sociological literature of education of ethnic minority students in Hong Kong
會議論文The efficacy of educational apps for teaching in the humanities: Adopting the PICRAT model
會議論文Creating a MOOC to assist Non-Chinese Speaking (NCS) undergraduates with the learning of spoken Cantonese: Challenges and solutions
會議論文Western and Asian constructs of multicultural education: The role of caring in addressing Hong Kong’s classroom diversity