The field experiment described in this paper explores self-reported learning and actual learning outcomes when asynchronous learning networks (ALN) vs. manual methods are used in the individual and group solution of ethical scenarios. A 2/spl times/2 factorial design crosses two modes of communication (manual vs. asynchronous computer conference) and two types of teamwork (individuals working along vs. individuals working in groups). The results of this field experiment suggest that the use of ALNs can be as effective as a traditional or face-to-face medium for conducting collaborative activities, such as the discussion and solution of cases in groups. Teamwork combined with asynchronous support can enhance the perception of learning. However, individual work in interaction with online materials negatively affects the perception of learning and subsequent exam performance.
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机译:本文描述的现场实验探索了在道德情景的个人和小组解决方案中使用异步学习网络(ALN)与手动方法时的自我报告的学习和实际学习成果。 2 / spl times / 2阶乘设计跨越了两种通信模式(手动与异步计算机会议)和两种类型的团队合作(个人与团队合作的个人与个人)。该现场实验的结果表明,ALN的使用与进行协作活动(如小组讨论和解决案件)的传统或面对面媒体一样有效。团队合作与异步支持可以增强对学习的感知。但是,与在线资料互动的个人工作会对学习和随后的考试表现产生负面影响。
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