|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|4938790||1435574||2018||9 صفحه PDF||سفارش دهید||دانلود کنید|
- Investigate students' behavioral patterns in online cooperative translation activities.
- All behavior stayed within the medium level of knowledge construction.
- Distinctions existed between higher- and lower-engagement students with respect to behavioral patterns.
- Negotiation and knowledge co-construction behaviors occurred more frequently in the higher-engagement group.
This study investigated the behavioral patterns of students' knowledge construction in online cooperative translation activities. Forty-eight college students participated in the study. Methods of lag sequential analysis and frequency analysis were adopted. Results showed that 1) all behavior stayed within the medium level of knowledge construction, and from which four significant behavioral sequences were identified; 2) distinctions existed between higher- and lower-engagement students with respect to behavioral patterns; and 3) the behaviors of negotiation and knowledge co-construction occurred more frequently and continually in the higher-engagement group. In addition, this study also revealed certain limitations of students' knowledge construction behavior in online cooperative translation environments without teacher guidance, specifically the exorbitant social-emotional interaction and the inactive engagement of some students.
Journal: The Internet and Higher Education - Volume 36, January 2018, Pages 13-21