Saylor Catherine D, Keselyak Nancy T, Simmer-Beck Melanie, Tira Daniel
Division of Periodontics, School of Dentistry, University of Missouri-Kansas City, 650 E. 25th Street, Kansas City, MO 64108-2784, USA.
J Dent Educ. 2011 Feb;75(2):180-9.
The purpose of this study was to evaluate the impact of collaborative learning on the development of social interaction, task management, and trust in dental hygiene students. These three traits were assessed with the Teamwork Assessment Scale in two different learning environments (traditional lecture/lab and collaborative learning environment). A convenience sample of fifty-six entry-level dental hygiene students taking an introductory/preclinic course at two metropolitan area dental hygiene programs provided comparable experimental and control groups. Factor scores were computed for the three traits, and comparisons were conducted using the Ryan-Einot-Gabriel-Welsh multiple comparison procedure among specific cell comparisons generated from a two-factor repeated measures ANOVA. The results indicate that the collaborative learning environment influenced dental hygiene students positively regarding the traits of social interaction, task management, and trust. However, comparing dental hygiene students to undergraduate students overall indicates that dental hygiene students already possess somewhat higher levels of these traits. Future studies on active learning strategies should examine factors such as student achievement and explore other possible active learning methodologies.
本研究的目的是评估合作学习对口腔卫生专业学生社交互动、任务管理和信任发展的影响。在两种不同的学习环境（传统讲座/实验室和合作学习环境）中，使用团队合作评估量表对这三个特质进行了评估。从两个大都市地区口腔卫生项目中选取了56名参加入门/临床前课程的入门级口腔卫生专业学生作为便利样本，组成了可比的实验组和对照组。计算了这三个特质的因子得分，并使用Ryan-Einot-Gabriel-Welsh多重比较程序，对双因素重复测量方差分析产生的特定单元格比较结果进行了比较。结果表明，合作学习环境对口腔卫生专业学生在社交互动、任务管理和信任特质方面产生了积极影响。然而，总体上将口腔卫生专业学生与本科生进行比较表明，口腔卫生专业学生在这些特质方面已经具有较高水平。未来关于主动学习策略的研究应考察学生成绩等因素，并探索其他可能的主动学习方法。
