scholarly journals Learning log-based automatic group formation: system design and classroom implementation study

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Changhao Liang ◽  
Rwitajit Majumdar ◽  
Hiroaki Ogata
Keyword(s):  
Collaborative Learning ◽  
Group Work ◽  
Intelligent System ◽  
Group Formation ◽  
Modern Society ◽  
Computer Supported Collaborative Learning ◽  
Classroom Implementation ◽  
Actual Learning ◽  
Group Member ◽  
Learning Log

AbstractCollaborative learning in the form of group work is becoming increasingly significant in education since interpersonal skills count in modern society. However, teachers often get overwhelmed by the logistics involved in conducting any group work. Valid support for executing and managing such activities in a timely and informed manner becomes imperative. This research introduces an intelligent system focusing on group formation which consists of a parameter setting module and the group member visualization panel where the results of the created group are shown to the user and can be graded. The system supports teachers by applying algorithms to actual learning log data thereby simplifying the group formation process and saving time for them. A pilot study in a primary school mathematics class proved to have a positive effect on students’ engagement and affections while participating in group activities based on the system-generated groups, thus providing empirical evidence to the practice of Computer-Supported Collaborative Learning (CSCL) systems.

scholarly journals The Use of Personality Traits to Enhance Theory-driven Group Formation

2020 ◽  
Vol 28 ◽  
pp. 796-818
Author(s):  
Rachel Carlos Duque Reis ◽  
Kamila Takayama Lyra ◽  
Clausius Duque Gonçalves Reis ◽  
Bruno Elias Penteado ◽  
Seiji Isotani
Keyword(s):  
Collaborative Learning ◽  
Personality Traits ◽  
Group Work ◽  
Current Knowledge ◽  
Group Structure ◽  
Group Formation ◽  
Learning Theories ◽  
Average Percentage ◽  
Context Learning ◽  
New Learning

Group formation is an important and challenging element for designing successful CSCL scenarios. Despite efforts from the scientific community in developing more effective algorithms to support group formation processes, we still face problems related to learners’ resistance and demotivation towards group work. In this sense, diverse studies highlight the importance of considering learners’ personality traits to form groups, since this factor can influence students’ performance and induce diverse actions and behaviors in group work. Therefore, this paper presents G-FusionPT (Group Formation USIng Ontology and Personality Trait), a group formation algorithm that support new learning roles, denominated Affective Collaborative Learning roles, based on relation between collaborative learning theories and students’ personality traits. The algorithm is based on a collaborative ontology to understand the learning theories (e.g., context, learning activities, group structure), and learners profile to understand learners’ needs (e.g., target/current knowledge/skill). To evaluate the algorithm, we used a 300 student simulated sample wit varying group size (three, five, and seven members), and compared G-FusionPT results to other group formation algorithms: G-Fusion (based specifically on collaborative learning theories) and Random (no strategy or criterion). The results demonstrated the effectiveness of G-FusionPT against G-Fusion and Random algorithms, as it generated the highest average percentage of learners in well-formed groups and lowest averagepercentage of learners in unfit groups.

scholarly journals Collaborative Learning for the Net Generation

2012 ◽  
Vol 3 (3) ◽  
pp. 10-24
Author(s):  
S. Roodt ◽  
C. de Villiers ◽  
P. Joubert
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Undergraduate Students ◽  
Group Work ◽  
Learning Preferences ◽  
Net Generation ◽  
Web 2.0 Technologies ◽  
Computer Supported Collaborative Learning ◽  
First Year Students ◽  
Learning And Teaching

Educating learners is a challenging task for academics. Many challenges arise because of the unique learning preferences of today’s learners, known as the Net Generation, who have grown up with technology. For academic communities, these students provide an opportunity for Faculties to adapt and enhance the learning process. This paper explores the implementation of Web 2.0 technologies at an undergraduate level for an introductory business-driven technology course. These Web 2.0 technologies were selected specifically for their collaborative nature and ability to support large numbers of students. This paper summarises the experiences of undergraduate students in the context of group work and social networking within a computer supported collaborative learning environment. The findings are based on a questionnaire, completed by 890 first year students of their experiences. Through this questionnaire, the authors determine whether the students found the introduction of new learning and teaching tools to be effective. The findings of this paper indicate that group work can be significantly enhanced through the use of Web 2.0 technologies and social networks.

OPTIMISING COLLABORATIVE LEARNING AND GROUP WORK AMONGST TERTIARY STUDENTS

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Mehrdad Arashpour ◽  
Julia Lamborn ◽  
Parisa Farzanehfar
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Collaborative Learning ◽  
Communication Skills ◽  
Group Work ◽  
Theory And Practice ◽  
Team Work ◽  
Empirical Results ◽  
The Relationship ◽  
Group Member

Team work and group assessments have become very common in the higher education context with the aim of enhancing communication skills and student engagement. However, group member accountability introduces a new challenge and constraint to groups in achieving their best performance. To investigate this issue, the current research analyzes the relationship between performance of individual members and group composure to test their relationship and dependency. Towards this research aim, individual and group marks in several units in were analyzed statistically. Empirical results show that there is tendency amongst same-gender students to team up together and this has a significant impact on group results. The current research contributes to improvement of theory and practice in higher education and identifies opportunities to enhance effectiveness of group work.

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