scholarly journals Cooperative Learning: Value-Added To Operations Management

2011 ◽  
Vol 15 (2) ◽  
pp. 31
Author(s):  
Brian Fitzpatrick ◽  
Shahid I. Ali
Keyword(s):  
Information Technology ◽  
Cooperative Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Learning Process ◽  
Operations Management ◽  
Learning Experience ◽  
Value Added ◽  
Learning Performance ◽  
Improve Student Performance

Integrating cooperative learning techniques with information technology and applying it to the field of Production and Operations Management (P/OM) will help to investigate how Computer-Supported Cooperative Learning (CSCL) can enhance learning performance of students. Research in CSCL provides evidence that collaborative communication technology can be a better mechanism to add value to education. Most studies, however, have examined learning performance only during the middle and end of the learning process. Thus, it is not clear how information technology can continuously facilitate and improve student performance and learning experience over time. The purpose of this research is to examine how information technology, when applied to communication medium, can facilitate the learning process in the field of production and operations management. This study compared traditional, face-to-face cooperative learning environments to computer-supported cooperative learning environments for differences in students learning performance and group member satisfaction.

scholarly journals The Impact of Social Media & Messaging Application Utilization to the Learning Effectiveness (Higher Education Learning Effectiveness Through Social Media & Messaging Application)

2019 ◽  
Vol 9 (2) ◽  
pp. 2112-2116
Keyword(s):  
Social Media ◽  
Student Performance ◽  
Learning Process ◽  
Positive Impact ◽  
Research Result ◽  
Research Unit ◽  
Learning Effectiveness ◽  
Improve Student Performance ◽  
Media Messaging ◽  
The Impact

Indonesian internet users reached 143,26 Million in 2017, most of them used internet for accessing messaging and social media application. We argue that usage of messaging and social media can give positive impact to the learning process. Our research method using questionnaire to collect data, research conduct in Private University in Jakarta, and student as our research unit analysis. The second year’s research shows that optimization of social media application and messenger services to improve student performance can be done by knowing the most common social media application and messenger services that used by student, socialize the process to increase number of participation, utilization of features of the application, continuous improvement, and communication about method’s success story that can attracts lecturer and students to apply and keep improve the more effective method and learning process. This research result can be use by the lecturer or educator to improve education through social media application and messenger.

A Computer-Assisted Approach to Conducting Cooperative Learning Process

2010 ◽  
pp. 50-66
Author(s):  
Tsai Pei-Jin ◽  
Hwang Gwo-Jen ◽  
C.R. Tseng Judy ◽  
Hwang Gwo-Haur
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Learning Performance ◽  
Computer Assisted ◽  
Learning Groups ◽  
Learning Group ◽  
Novel Approach ◽  
Learning Efficacy ◽  
Group Members ◽  
Cooperative Learning Groups

Cooperative learning has been proven to be helpful in enhancing the learning performance of students. The goal of a cooperative learning group is to maximize all members’ learning, which is accomplished via promoting each other’s success, through assisting, sharing, mentoring, explaining, and encouragement. To achieve the goal of cooperative learning, it is very important to organize well-structured cooperative learning groups, in which all group members have the ability to help each other during the learning process. In this article, a concept-based approach is proposed to organize cooperative learning groups, such that, for a given course each concept is precisely understood by at least one of the students in each group. An experiment on a computer science course has been conducted in order to evaluate the efficacy of this new approach. From the experimental results, we conclude that the novel approach is helpful in enhancing student learning efficacy.

scholarly journals Teaching Design Thinking in times of COVID-19: an online learning experience

2021 ◽  
Author(s):  
Guilherme Victorino ◽  
Roberto Henriques ◽  
Rita Bandeira
Keyword(s):  
Student Performance ◽  
Design Thinking ◽  
Innovation Management ◽  
Learning Experience ◽  
Learning Performance ◽  
Transformative Experience ◽  
Quality Outcomes ◽  
Course Materials ◽  
Online Setting ◽  
The Impact

Due to the COVID-19 pandemic, in March 2020, the Innovation Management & Design Thinking course at NOVA IMS suddenly transitioned to a 100% online setting after only two presential classes, requiring adaptations to the learning experience, course materials and class dynamics. There were concerns that the learning experience would suffer and if it would be possible to promote empathy in an online environment. This study evaluates the impact of this disruption on the learning experience, student performance and engagement by comparing the final grades, applying two surveys and conducting in-depth interviews. Our results show that instead of a contingency situation, it turned out to be a transformative experience. Learning performance and engagement were not meaningfully affected, as students were just as able to commit to their innovation projects and produce quality outcomes. We propose that blended learning experiences will leverage the best of both online and presential worlds in the future after COVID-19 and offer specific suggestions drawn from the collected data. The results are valuable for lecturers – from any course – who want to improve their learning experience in the new reality after the COVID-19 pandemic.

Using Software Technologies to Enhance Students Learning

2015 ◽  
Vol 6 (3) ◽  
pp. 59-71
Author(s):  
Mohammad Alshayeb
Keyword(s):  
Information Technology ◽  
Learning Environments ◽  
Learning Experience ◽  
Student Feedback ◽  
Software Project ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
Enhance Student Learning

The use of Information technology (IT) tools in teaching provides innovative learning environments that increases students' interaction with instructor and among students themselves. It is expected that the use of technology to enhance student learning experience. In this paper, I report my experience in teaching software project management course using different technologies. A survey was conducted, at the end of the semester, to evaluate students' experience; the student feedback indicates that using technology in teaching enhanced their learning experience.

Supporting Group and Individual Processes in Web-Based Collaborative Learning Environments

2010 ◽  
pp. 396-413 ◽  
Author(s):  
F. Pozzi
Keyword(s):  
Individual Differences ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Learning Process ◽  
Learning Experience ◽  
Group Differences ◽  
Web Based ◽  
Online Collaborative Learning ◽  
Monitoring Model ◽  
Different Levels

This chapter tackles the issue of how it is possible to integrate individual differences in the learning design of Web-based collaborative learning experiences. In particular, in online collaborative learning environments, it is quite common to adopt techniques to support collaboration and interactions among peers. This contribution proposes to monitor the enactment of the collaborative techniques to make individual and group differences emerge, thus allowing the consequent customization of the learning experience. To this aim, a monitoring model is proposed, whose flexibility allows the tutor to bring different aspects and different levels of the ongoing learning process under control.

Exploring the Relationship Between Learners' Uncertainty Level and Learning Performance in an Authentic Problem-Based Learning Environment

2021 ◽  
pp. 179-198
Author(s):  
Kah Heng Loh ◽  
You Ping Lim
Keyword(s):  
Learning Process ◽  
Engineering Students ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Learning Performance ◽  
Strong Negative Correlation ◽  
Learning Satisfaction ◽  
Learning Score ◽  
The Relationship ◽  
Uncertainty Level

Many educators believe that learners' learning experience can be enhanced by infusing uncertainty into their learning process. The authentic problem-based learning (APBL) model allows uncertainty to be incorporated into ill-structured problem to motivate learners' learning process. This study looks into the relationship between learners' uncertainty level and learning performance in APBL model which involve participation of 78 engineering students from Taylor's American Degree Program. A questionnaire consists of 30 items of uncertainty construct and 10 items of learning satisfaction is developed to measure learners' uncertainty level and satisfaction at the end of APBL. Learners' learning satisfaction, learning attitude, and learning score on APBL activities which form the learning performance is computed. The Cronbach's alphas for uncertainty construct and learning satisfaction are 0.89 and 0.92 respectively. The zero order Pearson's correlation analysis showed a strong negative correlation between uncertainty level and learning performance.

A Model for Understanding How Virtual Reality Aids Complex Conceptual Learning

1999 ◽  
Vol 8 (3) ◽  
pp. 293-316 ◽  
Author(s):  
Marilyn C. Salzman ◽  
Chris Dede ◽  
R. Bowen Loftin ◽  
Jim Chen
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Process ◽  
Learning Experience ◽  
Conceptual Learning ◽  
Individual Characteristics ◽  
Complex Nature ◽  
Immersive Virtual Reality ◽  
Abstract Concepts

Designers and evaluators of immersive virtual reality systems have many ideas concerning how virtual reality can facilitate learning. However, we have little information concerning which of virtual reality's features provide the most leverage for enhancing understanding or how to customize those affordances for different learning environments. In part, this reflects the truly complex nature of learning. Features of a learning environment do not act in isolation; other factors such as the concepts or skills to be learned, individual characteristics, the learning experience, and the interaction experience all play a role in shaping the learning process and its outcomes. Through Project Science Space, we have been trying to identify, use, and evaluate immersive virtual reality's affordances as a means to facilitate the mastery of complex, abstract concepts. In doing so, we are beginning to understand the interplay between virtual reality's features and other important factors in shaping the learning process and learning outcomes for this type of material. In this paper, we present a general model that describes how we think these factors work together and discuss some of the lessons we are learning about virtual reality's affordances in the context of this model for complex conceptual learning.

scholarly journals Learning Environment in the Digital Age: Supporting the Student

10.28945/2598 ◽  
2003 ◽  
Author(s):  
Seppo Sirkemaa
Keyword(s):  
Information Technology ◽  
Learning Environment ◽  
Digital Media ◽  
Learning Environments ◽  
Learning Process ◽  
Digital Age ◽  
Theoretical Contribution ◽  
Modern Learning ◽  
Key Dimensions ◽  
Study Development

Technology can be utilized in education in several ways. Here we study development of a modem learning environment that integrates information technology into the learning process. Modern learning environments have two main functions: they can help in using traditional and digital media in learning. In addition, learning environment provides information on the courses and studies. A learning environment is also important in managing the technology and media in the digital age. We argue that learning environme nts can become a valuable source of advice and support learning during the studies. The theoretical contribution of this article is recognition of key dimensions of the learning environment.

scholarly journals Examining the Effect of Personal Classroom Friendships with Online Learning

2020 ◽  
Vol 2 (3) ◽  
pp. p61
Author(s):  
Alicia T. Lamere ◽  
Kristin Kennedy
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Learning Environments ◽  
Task Difficulty ◽  
Traditional Classroom ◽  
Online Course ◽  
Classroom Setting ◽  
Improve Student Performance ◽  
Level Of Difficulty ◽  
And Performance

Friendships within learning environments have been established as valuable aspects of supporting student success. The literature clearly shows that: 1) a student can achieve a better grade depending on how he/she perceives the task in terms of level of difficulty, and 2) a student can perceive the level of difficulty to be more or less difficult, depending on who is in the room with him/her during the task. If task difficulty can be linked to perceived friendships in the room, then fostering friendships in a classroom could play a crucial role to improving performance. As universities continue to embrace online formats, an important question becomes how can friendships be fostered to improve student performance? We surveyed students at Bryant University to study this question. The students had completed the same marketing course, in either a traditional classroom setting, or as an online course, taught by the same professor during the same semester. Students were asked about their perceptions of the course and performance, as well as their interaction with each other and the instructor. We found that this course was able to foster friendships, despite the format, and that students themselves perceived this as a component of their own success.

scholarly journals Active Learning in the Context of the Teaching/Learning of Computer Programming: A Systematic Review

10.28945/4767 ◽  
2021 ◽  
Vol 20 ◽  
pp. 201-220
Author(s):  
João Henrique Berssanette ◽  
Antonio Carlos de Francisco
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Learning Process ◽  
Computer Programming ◽  
Selection Process ◽  
Learning Experience ◽  
Future Research ◽  
Pedagogical Techniques ◽  
Education Levels ◽  
Teaching Learning

Aim/Purpose: This paper presents the results of a systematic literature review that sought to identify the studies that relate the different pedagogical techniques by which active learning is developed in the context of the teaching/learning of computer programming, with the objective to characterize the approaches, the pedagogical techniques used, the application, the contributions, and difficulties of implementation reported by these studies. Background: The literature has shown that teachers in teaching programming have been less successful than they should and need to be, so dropout and failure rates for students remain high. In this sense, much has been discussed about the possibilities and limitations of using the active learning pedagogical techniques in this context. Methodology: For this review, an analysis from all studies mentioning active learning in the context of the teaching/learning of computer programming published between 2014 and 2019 was performed, retrieved in WOS, SCOPUS, ScienceDirect, and ACM Digital Library. The selection of studies was based on a set of criteria established to guide the selection process, including alignment with the research questions and evaluating the quality of studies. Contribution: This study contributes to an overview of the current scenario, characterizing the research studies that associate the different pedagogical techniques of active learning in the context of the teaching/learning of computer programming. Findings: The results showed that the studies’ approaches usually occur by intervention/pedagogical experiment or by the development of a tool, instrument or methodology. The lipped classroom methodology has obtained a notable prominence in research. The use of active learning pedagogical techniques results in greater acceptance or positive feedback from students, increasing their satisfaction or motivation to improve the learning experience, learning outcomes, or student performance. However, they require a greater effort/work by the teacher to plan and/or execute the teaching/learning process. It should be highlighted that the contributions observed for the teaching/learning process of computer programming derive from investigations mainly concentrated in the university context, aiming to observe if these contributions can be reproduced in other education levels. The contributions observed in the studies regarding the uses of pedagogical techniques of active learning in the context of computer programming indicate that their use can contribute significantly to the teaching/learning process, showing it to be a viable alternative and consistent with the reduction of the failures in the learning of programming. Recommendations for Practitioners: Considering that over the years the teaching/learning process of computer programming has been a challenge for students, based on the findings of this research, we recommend that teachers consider restructuring their traditional practices of teaching computer programming, making use of pedagogical techniques of active learning to obtain better learning results of their students. Recommendation for Researchers: We recommend that fellow scholars consider investigating how the difficulties inherent to teachers related to the teaching/learning process of programming may relate to difficulties concerning students and content, especially with regard to traditional teaching practices. Impact on Society: This study adds to previous systematic reviews of the literature, specifically studies that relate active learning to the context of teaching/learning of programming. It is hoped that the findings of this article can support other research that addresses the topic, enabling its development and deepening, through the developed basis from which active learning researchers can work. Future Research: Future studies may investigate the benefits of using different pedagogical techniques for active learning and the costs related to the higher cognitive burden imposed by these techniques for learning computer programming.

Sign in / Sign up

Export Citation Format

Share Document