"The Analysis of Learning Outcomes based on Learners' Personality Types and Interactor Styles in Web-based Small group Collaborative Learning"

2008 ◽  
Vol 24 (1) ◽  
pp. 137-167
Author(s):  
Heajung Chang ◽  
Eunjung Jang
Keyword(s):  
Collaborative Learning ◽  
Small Group ◽  
Learning Outcomes ◽  
Personality Types ◽  
Web Based

"The Effects of Learner's Traits and Interactions on Web-Based Collaborative Learning Outcomes"

2010 ◽  
Vol 26 (3) ◽  
pp. 53-79
Author(s):  
Myunghee Kang ◽  
SoYeon Um ◽  
Jeongmin Lee
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Web Based

PENGARUH STRATEGI PEMBELAJARAN DAN TIPE KEPRIBADIAN SISWA TERHADAP HASIL BELAJAR EKONOMI

2017 ◽  
Vol 10 (2) ◽  
pp. 151
Author(s):  
Harningsih Fitri Situmorang
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Personality Type ◽  
Student Learning Outcomes ◽  
Personality Types ◽  
Descriptive Statistics ◽  
Scheffe Test ◽  
Inferential Statistic

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar ekonomi siswa yang diajar dengan strategi pembelajaran berbasis masalah lebih tinggi dari siswa yang diajar dengan strategi pembelajaran ekspositori. (2) Untuk mengetahui hasil belajar  ekonomi siswa yang memiliki tipe kepribadian ekstrovert dan siswa yang memiliki kepribadian introvert. (3) Untuk mengetahui interaksi antara strategi pembelajaran dengan tipe kepribadian  terhadap hasil belajar Ekonomi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2 x 2. Uji statistik yang digunakan adalah statistik deskriptif untuk menyajikan data dan dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran berbasis masalah lebih tinggi dari pada hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran ekspositori; (2) hasil belajar ekonomi siswa yang memiliki kepribadian ekstrovert lebih tinggi dari pada hasil belajar ekonomi siswa yang memiliki tipe kepribadian introvert; (3) terdapat interaksi antara strategi pembelajaran dengan tipe kepribadian  dalam mempengaruhi hasil belajar siswa. Hipotesis ini menunjukkan bahwa strategi pembelajaran berbasis masalah lebih tepat daripada model pembelajaran ekspositori dalam meningkatkan hasil belajar ekonomi siswa, dan siswa yang memiliki tipe kepribadian ekstrovert akan memperoleh hasil yang lebih baik dari pada siswa yang memiliki tipe kepribadian introvert. Kata Kunci: strategi pembelajaran, tipe kepribadian, hasil belajar ekonomi. Abstract: This study aims: (1) To find out the results of students' economic learning taught by problem-based learning strategy is higher than students who are taught by expository learning strategy. (2) To know the economic learning result of students who have extrovert personality type and students who have introverted personality. (3) To know the interaction between learning strategy with personality type to Economic learning result. The research method used is quasi experiment with 2 x 2 factorial design. Statistical test used is descriptive statistics to present the data and continued with inferential statistic by using two way ANOVA with significant level α = 0,05 followed by Scheffe test. The results showed: (1) the students 'economic learning outcomes taught with problem-based learning strategy is higher than the students' economic learning outcomes taught with expository learning strategies; (2) the students 'economic learning outcomes that have extroverted personality is higher than the students' economic learning outcomes that have introverted personality types; (3) there is interaction between learning strategy with personality type in influencing student learning outcomes. This hypothesis suggests that problem-based learning strategies are more appropriate than expository learning models in improving students' economic learning outcomes, and students with extroverted personality types will achieve better outcomes than students with introverted personality types. Keywords: learning strategy, personality type, economic learning result

scholarly journals Promoting regulation of equal participation in online collaboration by combining a group awareness tool and adaptive prompts. But does it even matter?

2021 ◽  
Author(s):  
Sebastian Strauß ◽  
Nikol Rummel
Keyword(s):  
Collaborative Learning ◽  
Online Collaboration ◽  
Online Course ◽  
Group Awareness ◽  
Web Based ◽  
Equal Distribution ◽  
Action Sequences ◽  
Awareness Tool ◽  
University Level ◽  
Additional Support

AbstractUnequal participation poses a challenge to collaborative learning because it reduces opportunities for fruitful collaboration among learners and affects learners’ satisfaction. Social group awareness tools can display information on the distribution of participation and thus encourage groups to regulate the distribution of participation. However, some groups might require additional explicit support to leverage the information from such a tool. Therefore, this study investigated the effect of combining a group awareness tool and adaptive collaboration prompts on the distribution of participation during web-based collaboration. In this field experiment, students in a university level online course collaborated twice for two-weeks (16 groups in the first task; 13 groups in the second task) and either received only a group awareness tool, a combination of a group awareness tool and adaptive collaboration prompts, or no additional support. Our results showed that students were more satisfied when the participation in their group was more evenly distributed. However, we only found tentative support that the collaboration support helped groups achieve equal participation. Students reported rarely using the support for shared regulation of participation. Sequence alignment and clustering of action sequences revealed that groups who initiated the collaboration early, coordinated before solving the problem and interacted continuously tended to achieve an equal distribution of participation and were more satisfied with the collaboration. Against the background of our results, we identify potential ways to improve group awareness tools for supporting groups in their regulation of participation, and discuss the premise of equal participation during collaborative learning.

Health and Medical Informatics Competencies: Call to Participate in Updating the IMIA Recommendations

2002 ◽  
Vol 41 (02) ◽  
pp. 86-88 ◽  
Author(s):  
Judith Douglas ◽  
Evelyn Hovenga
Keyword(s):  
Literature Review ◽  
Small Group ◽  
Learning Outcomes ◽  
Medical Informatics ◽  
Working Group ◽  
International Medical ◽  
Three Dimension ◽  
Virtual University ◽  
Group 1

Summary Objectives: On behalf of the International Medical Informatics Association (IMIA), its Working Group 1 (WG1) addresses health and medical informatics education. Methods: As part of its mission, WG1 developed recommendations for competencies, describing a three-dimension framework and defining learning outcomes. Results: Officially approved by IMIA in 1999, the recommendations have been translated into seven languages. In 2001, WG1 charged a small group with updating the recommendations and consider the work undertaken by others to develop competencies. Additional work underway in support of the recommendations includes a literature review to help extract the fundamental competencies from the recommendations. To ensure the highest quality of input in the updated recommendations, WG1 is issuing a call for participation to the international informatics community. Conclusions: Further work with the competencies will result in updated IMIA guidelines. These are expected to support the creation of a virtual university for health and medical informatics.

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