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Digital collaborative learning: identifying what students value
Digital technologies are changing the learning landscape and connecting classrooms to learning environments beyond the school walls. Online collaborations among students, teachers, and scientists are new opportunities for authentic science experiences. Here we present findings generated on Plantin...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
F1000Research
2015
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4457119/ https://www.ncbi.nlm.nih.gov/pubmed/26097690 http://dx.doi.org/10.12688/f1000research.6223.1 |
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author | Hemingway, Claire Adams, Catrina Stuhlsatz, Molly |
author_facet | Hemingway, Claire Adams, Catrina Stuhlsatz, Molly |
author_sort | Hemingway, Claire |
collection | PubMed |
description | Digital technologies are changing the learning landscape and connecting classrooms to learning environments beyond the school walls. Online collaborations among students, teachers, and scientists are new opportunities for authentic science experiences. Here we present findings generated on PlantingScience ( www.plantingscience.org), an online community where scientists from more than 14 scientific societies have mentored over 14,000 secondary school students as they design and think through their own team investigations on plant biology. The core intervention is online discourse between student teams and scientist mentors to enhance classroom-based plant investigations. We asked: (1) what attitudes about engaging in authentic science do students reveal, and (2) how do student attitudes relate to design principles of the program? Lexical analysis of open-ended survey questions revealed that students most highly value working with plants and scientists. By examining student responses to this cognitive apprenticeship model, we provide new perspectives on the importance of the personal relationships students form with scientists and plants when working as members of a research community. These perspectives have implications for plant science instruction and e-mentoring programs. |
format | Online Article Text |
id | pubmed-4457119 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2015 |
publisher | F1000Research |
record_format | MEDLINE/PubMed |
spelling | pubmed-44571192015-06-19 Digital collaborative learning: identifying what students value Hemingway, Claire Adams, Catrina Stuhlsatz, Molly F1000Res Research Article Digital technologies are changing the learning landscape and connecting classrooms to learning environments beyond the school walls. Online collaborations among students, teachers, and scientists are new opportunities for authentic science experiences. Here we present findings generated on PlantingScience ( www.plantingscience.org), an online community where scientists from more than 14 scientific societies have mentored over 14,000 secondary school students as they design and think through their own team investigations on plant biology. The core intervention is online discourse between student teams and scientist mentors to enhance classroom-based plant investigations. We asked: (1) what attitudes about engaging in authentic science do students reveal, and (2) how do student attitudes relate to design principles of the program? Lexical analysis of open-ended survey questions revealed that students most highly value working with plants and scientists. By examining student responses to this cognitive apprenticeship model, we provide new perspectives on the importance of the personal relationships students form with scientists and plants when working as members of a research community. These perspectives have implications for plant science instruction and e-mentoring programs. F1000Research 2015-03-20 /pmc/articles/PMC4457119/ /pubmed/26097690 http://dx.doi.org/10.12688/f1000research.6223.1 Text en Copyright: © 2015 Hemingway C et al. http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. http://creativecommons.org/publicdomain/zero/1.0/ Data associated with the article are available under the terms of the Creative Commons Zero "No rights reserved" data waiver (CC0 1.0 Public domain dedication). |
spellingShingle | Research Article Hemingway, Claire Adams, Catrina Stuhlsatz, Molly Digital collaborative learning: identifying what students value |
title | Digital collaborative learning: identifying what students value |
title_full | Digital collaborative learning: identifying what students value |
title_fullStr | Digital collaborative learning: identifying what students value |
title_full_unstemmed | Digital collaborative learning: identifying what students value |
title_short | Digital collaborative learning: identifying what students value |
title_sort | digital collaborative learning: identifying what students value |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4457119/ https://www.ncbi.nlm.nih.gov/pubmed/26097690 http://dx.doi.org/10.12688/f1000research.6223.1 |
work_keys_str_mv | AT hemingwayclaire digitalcollaborativelearningidentifyingwhatstudentsvalue AT adamscatrina digitalcollaborativelearningidentifyingwhatstudentsvalue AT stuhlsatzmolly digitalcollaborativelearningidentifyingwhatstudentsvalue |