Project-Based Online Group Collaborative Learning Characteristics

2011 ◽  
pp. 188-202
Author(s):  
Jianxia Du ◽  
Byron Harvard ◽  
James Adams ◽  
Gang Ding ◽  
Wei-Chieh Yu
Keyword(s):  
Collaborative Learning ◽  
Leadership Style ◽  
Cognitive Skills ◽  
Project Based Learning ◽  
Learning Approach ◽  
Supportive Relationships ◽  
Group Environment ◽  
Mixed Gender ◽  
Individual Role ◽  
Online Group

This chapter illustrates a framework for Online Group Collaborative Learning based upon Piaget’s concepts of assimilation and accommodation and upon Vygotsky’s theory of social interaction. This chapter examined how an online project based learning approach affected students’ cognitive skills development and their motivation, and explored factors leading to successful collaborative projects. The findings indicated that in a project based online group environment unique characteristics exist for: leadership style and individual role, goal setting and project management, accountability and commitment, peer supportive relationships, individual accomplishment and group accomplishments, and mixed gender and race group preference.

Project-Based Online Group Collaborative Learning Characteristics

2008 ◽  
pp. 1190-1201
Author(s):  
Jianxia Du ◽  
Byron Harvard ◽  
James Adams ◽  
Gang Ding ◽  
Wei-Chieh Yu
Keyword(s):  
Collaborative Learning ◽  
Leadership Style ◽  
Cognitive Skills ◽  
Project Based Learning ◽  
Learning Approach ◽  
Supportive Relationships ◽  
Group Environment ◽  
Mixed Gender ◽  
Individual Role ◽  
Online Group

This chapter illustrates a framework for Online Group Collaborative Learning based upon Piaget’s concepts of assimilation and accommodation and upon Vygotsky’s theory of social interaction. This chapter examined how an online project based learning approach affected students’ cognitive skills development and their motivation, and explored factors leading to successful collaborative projects. The findings indicated that in a project based online group environment unique characteristics exist for: leadership style and individual role, goal setting and project management, accountability and commitment, peer supportive relationships, individual accomplishment and group accomplishments, and mixed gender and race group preference.

A Project-Based Learning Approach

2008 ◽  
pp. 1143-1152
Author(s):  
Jianxia Du ◽  
Byron Havard ◽  
James Adams
Keyword(s):  
Leadership Style ◽  
Cognitive Skills ◽  
Project Based Learning ◽  
Learning Approach ◽  
Supportive Relationships ◽  
Group Preference ◽  
Group Environment ◽  
Mixed Gender ◽  
Individual Role ◽  
Online Group

A framework for Online Group Collaborative Learning is illustrated in this paper. The foundation of the framework is based on Piaget’s concepts of assimilation and accommodation and Vygotsky’s theory of social interaction. This paper examines how an online project-based learning approach affected students’ cognitive skills development and motivation, and explored factors leading to successful collaborative projects. The results indicated that, in a project-based online group environment, unique characteristics exist for leadership style and individual role, goal setting and project management, accountability and commitment, peer supportive relationships, individual accomplishment and group accomplishments, and mixed gender and race group preference.

scholarly journals Project-Based Learning Approach for Teaching Mobile Application Development Using Visualization Technology

2020 ◽  
Vol 15 (08) ◽  
pp. 130
Author(s):  
Zhanat Nurbekova ◽  
Vadim Grinshkun ◽  
Gaukhar Aimicheva ◽  
Bakyt Nurbekov ◽  
Kalima Tuenbaeva
Keyword(s):  
Cognitive Skills ◽  
Mobile Application ◽  
Visual Learning ◽  
Project Based Learning ◽  
Educational Resources ◽  
Learning Approach ◽  
Application Development ◽  
Mobile Application Development ◽  
Visualization Technology ◽  
The Impact

This article is devoted to the experience of applying the Blended Project-Based Learning Approach Using Visualization Technology in teaching mobile application development for IT-students. The Blended Project-Based Learning Approach Using Visualization Technology is based on a project-based method, pair programming, teamwork and using of digital educational resources as a visual learning content. The authors describe the impact of the used teaching methods and digital educational resources on the student's cognitive skills during the mobile application development. During workshop the students gained hands-on experience on mobile application development through «active doing» method, interactive tasks and building different types of mobile application projects. The workshop's curriculum is developed in terms of the scaffolding. So, the students improve the skills develop projects starting from simple «Hi, Kazakhstan!» to a complete software with functions of search and update from the Internet. The well-designed project topics on development mobile application arise the interest and provide the high motivation of the learners. The impact of Blended Project-Based Learning Approach is evaluated through questionnaire, testing and evaluation of mobile application projects developed by students. The effectiveness of the blended approach for teaching mobile application development is confirmed by the empirical data

scholarly journals A mindtool-based collaborative learning approach to enhancing students' innovative performance in management courses

2013 ◽  
Vol 29 (1) ◽  
Author(s):  
Chih-Hsiang Wu ◽  
Gwo-Jen Hwang ◽  
Fan-Ray Kuo ◽  
Iwen Huang
Keyword(s):  
Collaborative Learning ◽  
Learning Task ◽  
Project Based Learning ◽  
Learning Activities ◽  
Educational Activity ◽  
Learning Approach ◽  
University Management ◽  
Innovative Performance ◽  
Creative Learning ◽  
Innovative Thinking

<p>Educators have indicated that creative teaching is the most important educational activity; nevertheless, most existing education systems fail to engage students in effective creative tasks. To address this issue, this study proposes a mind map based collaborative learning approach for supporting creative learning activities and enhancing students' innovative performance. An experiment has been conducted on a university management course to evaluate the effectiveness of the proposed method. The experimental results show that the proposed approach significantly enhanced the students' innovative performance in a project-based learning task. Such a finding not only provides evidence of the cultivability of innovative thinking, but also good references for those researchers who are interested in conducting creative learning activities.</p>

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

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