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The Effects of Online Teachers’ Social Role and Learning Style on Students’ Essay Writing Performance and Critical Thinking in a Wiki Environment

机译:Wiki环境中在线教师的社会角色和学习方式对学生论文写作表现和批判性思维的影响

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This study aims to investigate the effects of online teachers’ social roles and students’ learning style on their performance and critical thinking skill in a wiki environment. A total of 120 high school students from two sub-urban secondary schools in a northern state in Malaysia were involved in this 2x2 factorial quasi-experimental study. The students were instructed to write and edit their essays in wiki with the assistance of e-moderators with either social roles (SROT) or pedagogical roles (PROT). While a learning style questionnaire was used to measure the students’ active or reflective learning style, their post-test scores were used to gauge their essay performance. Also, their postings in the wiki environment were analyzed to determine their critical thinking. The findings indicated that the SROT group performed significantly lower in essay performance than the PROT group. However, there were no significant differences in critical thinking and performance between the reflective and active students in the SROT group. This study revealed that as the roles of SROT teacher are limited, it has affected the students’ performance. Also, the differences in learning style did not influence their performance and critical thinking in a wiki environment.
机译:这项研究旨在调查在Wiki环境中在线教师的社交角色和学生的学习风格对其表现和批判性思维能力的影响。来自马来西亚北部州立两所郊区中学的120名高中生参与了这项2x2析因准实验研究。指导学生在具有社会角色(SROT)或教学角色(PROT)的电子主持人的帮助下编写和编辑Wiki中的文章。虽然使用学习风格的问卷来衡量学生的主动或反思学习风格,但使用他们的测验后成绩来衡量他们的论文表现。此外,还分析了他们在Wiki环境中的帖子,以确定他们的批判性思维。研究结果表明,SROT组的论文表现明显低于PROT组。但是,SROT组的反思型和积极型学生在批判性思维和绩效上没有显着差异。这项研究表明,由于SROT教师的角色有限,因此影响了学生的表现。同样,学习风格的差异不会影响其在Wiki环境中的表现和批判性思维。

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