Peng Sixiong, Komatsuzaki Shunsaku, Sen Ryota
Independent Researcher, Tokyo, Japan.
The IDEC Institute, Hiroshima University, Higashi-Hiroshima City, Hiroshima, Japan.
PLoS One. 2025 Mar 24;20(3):e0318122. doi: 10.1371/journal.pone.0318122. eCollection 2025.
For teaching 21st century skills, collaborative learning has been increasingly adopted in educational programs nowadays. However, learners often fail to engage in effective collaboration, which severely deteriorates learning gains. To develop support tools for collaborative learning, participation is one of the promising aspects considering its effect on learning gains and its viability for real-time measurement in modern learning environments. This study quantitatively and qualitatively examined the relationship between temporal equal and active participation and learning gains in synchronous collaboration. Our data included 10 teams that collaboratively learn analogical thinking in university coursework. Our result demonstrated the positive relationship between temporal equal and active participation and team learning gains. Detailed observation revealed that equal and active participation often reflected joint information processing which in turn affected learning gains, although this relationship depends on the discussion contents. The effect could be direct, indirect or absent depending on discussion topics and other factors. Our comparative analysis also proposed three antecedents for equal and active participation; maintaining a shared understanding of what to discuss and why to discuss, critical comments for extending discussion, and arguing without completion. We lastly summarized our theoretical implications for equal and active participation and practical implications for supporting collaborative learning.
在21世纪技能教学中，协作学习如今在教育项目中越来越多地被采用。然而，学习者往往未能进行有效的协作，这严重降低了学习效果。为了开发协作学习的支持工具，考虑到参与对学习效果的影响以及在现代学习环境中进行实时测量的可行性，参与是一个很有前景的方面。本研究定量和定性地考察了同步协作中时间上平等且积极的参与与学习效果之间的关系。我们的数据包括10个在大学课程中协作学习类比思维的团队。我们的结果表明了时间上平等且积极的参与与团队学习效果之间的正相关关系。详细观察发现，平等且积极的参与往往反映了联合信息处理，这反过来又影响了学习效果，尽管这种关系取决于讨论内容。根据讨论主题和其他因素，这种影响可能是直接的、间接的或不存在的。我们的比较分析还提出了平等且积极参与的三个前提条件；对讨论内容和讨论原因保持共同理解、为拓展讨论提出批判性意见以及未完成讨论就进行争论。我们最后总结了平等且积极参与的理论意义以及支持协作学习的实践意义。
