Assessment of Three-Dimensional Engagement Levels in a Global Peer Learning Environment

2020 ◽  
Author(s):  
Chu-Yi Wang ◽  
Mary Bessell ◽  
Stephen Lu
Keyword(s):  
Learning Environment ◽  
Cultural Difference ◽  
Three Dimensional ◽  
Peer Learning ◽  
Emotional Engagement ◽  
Global Learning ◽  
Student Activities ◽  
Global Engineering ◽  
Engagement Assessment ◽  
Remote Learning

Abstract The global learning classroom is an emerging educational trend. The iPodia alliance promotes its peer-learning pedagogy by offering engineering classes with universities around the world. Students’ engagement as one of the important metrics to assess the effectiveness of education design methodology has been under considerable interest for several years. Tri-engagement, comprised of behavioral, cognitive, and emotional engagement provides a comprehensive assessment of learning success. This paper illustrates how a tri-engagement assessment was implemented in a global learning environment and examines the effectiveness of the peer-learning pedagogy in such highly diverse environment. This paper proposes a quantitative method using a modified Likert scale to assess students’ tri-engagement levels comprised of student and teaching assistant surveys, video observations, and analysis of facial emotion recognition, through preparation, data collection, and analysis stages. Comparisons of tri-engagements between the instructor-student activities and the peer-peer discussions, different continent regions, and on-site/remote learning are offered. Results show that the overall iPodia peer-learning activities experienced all positive tri-engagement levels and were not significantly affected by the region diversity (< 6% difference) or the remote learning (< 3% difference) of the iPodia learning classroom. That preliminarily proved that the iPodia peer-learning pedagogy maintains positive tri-engagements in a global engineering class. Additional findings were that the self-raters and observers experienced students’ cognitive engagement differently, and cultural difference would mainly affect students’ behavioral engagement, but unfamiliarity of the content may increase their emotional engagement.

scholarly journals `What Price Respect` - Exploring The Notion Of Respect In A 21st Century Global Learning Environment

2010 ◽  
Vol 3 (1) ◽  
pp. 95 ◽  
Author(s):  
Doirean Wilson
Keyword(s):  
Learning Environment ◽  
Focus Groups ◽  
21St Century ◽  
Cultural Difference ◽  
Culturally Diverse ◽  
Research Approach ◽  
Minority Ethnic Group ◽  
Global Learning ◽  
Positive Approach ◽  
Mental Programming

This paper evaluates the meaning of respect in a 21st century global learning environment, with a view to exploring the implications for promoting harmonious working relationships among students of culturally diverse ethnic backgrounds in the classroom. Research conducted since 2005 that investigates the understanding, meaning and experience of respect between final-year undergraduate students on a consulting to business module, provides the context for this paper. The methodology consists of the following four consulting teams of volunteer focus groups, comprising of between four and seven students each, over a two year period of the study that includes two phases (based on two focus groups per phase). Each team is made-up of students from different ethnic minorities and cultures and of mixed genders, aged between 22 and 43 years. The focus group sessions are conducted weekly or fortnightly over a 28 week period (the life of a module in an academic year) with each session lasting 30 minutes or an hour, which are also videoed. These focus groups are facilitated using a collaborative dialogue research approach which as acknowledged by Kitzinger 1995 who stated that “although group interviews are often used simply as a quick and convenient way to collect data from several people simultaneously, focus groups explicitly use group interaction as part of the method” and share stories of respect and disrespect as they emerge and affect them.      I draw on the work of Prado (2006), Cohen (2001), Langdon (2007) and Noddings (2005) to explore definitions of respect research and provide a framework for discussion and analysis.  I intend to disseminate findings from this research that reviews perceptions and attitudes to respect and their impact on beliefs and behaviour of the students in the study. The aim is to improve interaction and dialogue while promoting a positive approach to cultural difference. A review of historical concepts of respect is conducted to determine its influence in today’s 21st century global age.  An exploration of key factors regarding the notion of respect will also be discussed. Langdon (2007) intimates that research evidence indicates that whilst acknowledgement of respect is frequently reputed to be the driving force in improving situations where there is conflict or a need for dialogue, there is limited evidence to show that its relevance and effects have been assessed.  This is something I intend to do in this paper. Findings to date indicate that respect is an important shared value for members from culturally diverse learning environments. The research findings also show that respect has a common meaning for those with similar cultural upbringing. That is, those students from collectivist societies (using Hofstede 2001, `Three levels of Human Mental Programming` Values and Culture mode model). According to Hofstede, (ibid) “at the collective level, most or all of our mental programming is learned, which is shown by the fact that we share it with people who have gone through the same learning processes but who do not have the same genetic makeup”. Those from collectivist societies are therefore likely to exhibit the same or similar attitudes and behaviour towards respect such as, respect for extended family members and for members from their minority ethnic group. Initial findings suggest that these behavioural characteristics remain fairly consistent over different generations though marginal change is evident amongst second generations. This suggests that perceptions of respect are culturally situated and reinforced and can make behavioural change problematic. However, an awareness of difference based on facts, qualitative experience, rather than fiction or stereotypes are possible drivers for a positive approach to respect that can shift behaviours and mental models which Senge (2006) refers to as “internal pictures of how the world work” (pp. 163).   The significance of respect from a global educational perspective is therefore crucial in society today.

scholarly journals Perceptions of a Remote Learning Pathology Elective for Advanced Clinical Medical Students

2021 ◽  
Vol 8 ◽  
pp. 237428952110068
Author(s):  
Kara S. Tanaka ◽  
Rageshree Ramachandran
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Online Survey ◽  
Learning Goals ◽  
Asynchronous Learning ◽  
Self Directed Learning ◽  
Anatomic Pathology ◽  
Institutional Review ◽  
Clinical Clerkships ◽  
Remote Learning

In mid-March 2020, our institution removed most medical students from in-person clinical clerkships due to the COVID-19 pandemic. The Department of Pathology responded by transitioning a fourth-year clinical elective to an all-remote format composed of synchronous didactics, daily clinical sign-out utilizing digital microscopy, and asynchronous learning materials. Thirty-seven medical students completed 2- or 4-week anatomic pathology electives tailored to meet their career goals and allowing them to progress toward graduation. Institutional Review Board approval was granted to survey students’ perceptions of engagement in the remote learning environment. Quantitative and qualitative data were collected using a standardized school-wide end-of-rotation survey, an online survey developed by the authors, and students’ self-directed learning goals. End-of-rotation data showed the remote pathology course performed well (4.88 of possible 5) when compared to all advanced clinical clerkships (4.51, n = 156 courses), all elective rotations (4.41, n = 50 courses), and the traditional in-person pathology elective (4.73). Core strengths in the virtual environment included high educational value, flexibility of content and schedule, organization, tailoring to an individual’s learning goals, and a positive education environment. Deficits included the inability to gross surgical specimens, inadequate observation or feedback about students’ skills, and impaired social connections. Areas for improvement included requests for in-person experiences and development of themed tracks for career exploration. Many aspects of anatomic pathology appear well-suited to the remote learning environment. While the remote model may not be sufficient for students pursuing careers in pathology, it can be adapted to increase nonpathologists’ understanding of interdisciplinary clinical collaboration with pathologists.

scholarly journals The Global Studio - Incorporating Peer-Learning into the Design Curriculum

2015 ◽  
Vol 8 (1) ◽  
Author(s):  
Aysar Ghassan ◽  
Erik Bohemia
Keyword(s):  
Learning Environment ◽  
Peer Tutoring ◽  
Design Education ◽  
Peer Learning ◽  
Working Life ◽  
Learning Spaces ◽  
Alternative Learning ◽  
Complex Project

In ‘tutor-led’ design education, lecturers reside at the centre of teaching & learning activi­ties. We argue that tutor-led design education does not prepare graduates sufficiently for working in highly complex professional capacities. We outline an alternative learning envi­­ron­ment named the Global Studio in which lecturers are more ‘distant’ in pedagogical activities. This ‘distance’ opens up learning spaces which expose students to complex project situations in preparation for professional working life. Global Studio projects are ‘student-led’ and contain explicit opportunities for peer tutoring to ensue. Feedback indicates that learners benefitted from engaging in peer tutoring. However, many students struggled with making important decisions when operating outside of the tutor-led learning environment. To maximise their benefit, we argue that student-led projects featuring peer-tutoring should be scaffolded throughout design programmes to provide students with a sufficient level of expo­sure to this mode of learning. Image by artist Malcom Jones. http://www.malcomjones.com/index.htm

scholarly journals Understanding immersion in 2D platform-based online collaborative learning environments

2020 ◽  
pp. 57-67
Author(s):  
Gibran Garcia ◽  
Insung Jung
Keyword(s):  
Video Games ◽  
Collaborative Learning ◽  
Virtual Worlds ◽  
Learning Experience ◽  
Three Dimensional ◽  
Physical World ◽  
Emotional Engagement ◽  
Sensory Stimuli ◽  
Online Collaborative Learning ◽  
Video Gamers

Previous studies have revealed that when video gamers, or users of three-dimensional (3D) virtual worlds, display intense concentration coupled with an emotional engagement in their undertaking, they are affected by multisensory stimuli. This can lead to developing a feeling of detachment from the physical world, which, in turn, can lead to high levels of participation and engagement. Notwithstanding these results, it remains unclear as to whether students can experience the same kind of immersion in two-dimensional (2D) platform-based online collaborative learning spaces as has been achieved in video games and 3D worlds and, if they actually can, which features would lead to similar levels of increased engagement. This study is one of the first attempts to investigate the immersion experiences of students engaged in two 2D online collaborative learning platforms, one text-based and the other video-based. Data from eight students revealed that key features of immersion observed in video games and 3D worlds also appeared during the online collaborative activities but that the way such immersion was perceived by the students was greatly affected by the characteristics of the individual platform. When emotional engagement was considered, empathy was found to play an important role in the participants’ immersion experiences. Implications for practice or policy: Text-based platforms could be effective in motivating students to focus more on the postings, while video-based platforms may be more effective in generating empathy with others through observation of body language. When selecting a communication platform for online collaboration, sensory stimuli of the platform should be carefully examined. Empathy could be developed prior to an online collaborative activity so that students reflect on their thoughts and consider others’ feelings for a more immersive learning experience.

scholarly journals The Wiki Learning Project: Wikipedia as an Open Learning Environment

Comunicar ◽  
2016 ◽  
Vol 24 (49) ◽  
pp. 61-69 ◽  
Author(s):  
Paola Ricaurte-Quijano ◽  
Arianna Carli-Álvarez
Keyword(s):  
Learning Environment ◽  
Knowledge Production ◽  
Collective Intelligence ◽  
Mobile Technologies ◽  
Global Learning ◽  
Open Learning ◽  
Global Knowledge ◽  
Educational Models ◽  
Digital Platforms ◽  
Open Learning Environment

Traditional educational models limit learning possibilities to formal and closed environments. However, mobile technologies and digital platforms are changing this paradigm, expanding learning opportunities. Based on the principles of peer knowledge production, we argue that Wikipedia can be used as an open learning environment that serves several purposes: a) it allows the acquisition of basic skills; b) it contributes to collective intelligence; c) it shortens the global knowledge gap; and, d) it enables the creation of global learning networks. The aim of this study is to introduce the process, strategies, and results of the implementation of the Wiki Learning project at a Mexican university, as an open learning model for the use of Wikipedia as a learning tool. This project included a variety of activities, from article production to workshops by and for students and teachers; 115 students and 57 teachers were surveyed to identify their perception about Wikipedia, its use and potential as educational tool. The results showed that, although the majority are Wikipedia users, there is still a lack of knowledge about its functioning, structure and communities, and a negative perception of the Wikipedia. This poses a great challenge to overcome this stigma and recover the value of collective knowledge production, the purpose of the encyclopedia and its place as a relevant product of collective intelligence. Los enfoques predominantes en el sistema educativo tradicional circunscriben las posibilidades de aprendizaje a entornos formales y cerrados. Sin embargo, las tecnologías móviles y plataformas digitales están transformando este paradigma, expandiendo las posibilidades de aprendizaje. A partir de esta condición y en el marco de la producción del conocimiento entre pares, sostenemos que Wikipedia puede ser utilizada como un entorno de aprendizaje abierto que cumple varios propósitos: a) permite adquirir competencias básicas; b) contribuye a la inteligencia colectiva; c) acorta la brecha global de conocimiento; y, d) facilita la construcción de redes globales de aprendizaje. Este estudio de caso tiene como objetivo presentar el proceso, estrategias y resultados del proyecto Wiki Learning, como modelo de aprendizaje abierto a través del uso de Wikipedia en una universidad mexicana. El proyecto abarcó desde la producción de artículos hasta talleres para el desarrollo de capacidades de profesores y estudiantes. Se realizaron encuestas a 57 docentes y 115 alumnos para identificar la percepción acerca de Wikipedia, su uso y posibilidades como herramienta educativa. Los resultados demostraron que a pesar de que todos son usuarios de Wikipedia, existe un desconocimiento general sobre su funcionamiento, estructura y comunidades, además de cierta desconfianza. Se presenta un desafío para romper el estigma y recuperar el valor de la gestión compartida del conocimiento, el propósito de la enciclopedia y su lugar como producto de la inteligencia colectiva.

Analyzing the Effects of a 3D Online Virtual Museum in Visitors’ Discourse, Attitudes, Preferences, and Knowledge Acquisition

2013 ◽  
pp. 26-47 ◽  
Author(s):  
Adriana D’Alba ◽  
Greg Jones
Keyword(s):  
Learning Environment ◽  
Knowledge Acquisition ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Three Dimensional ◽  
Virtual Museum ◽  
Educational Settings ◽  
Museum Visit

This chapter presents the results of a study conducted in Mexico in 2011 with a group of undergraduate students. It examines the effectiveness of an online three-dimensional learning environment and its effects in visitors’ discourse, attitudes, preferences, and knowledge acquisition during and after a real museum visit. Primary results show that: a) participants who used the virtual museum previous to the museum visit showed an increase in discourse, enjoyment, and knowledge about the exhibition, and b) using a three dimensional previsualization can enhance and influence the learning experience in educational settings in a positive way.

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