scholarly journals Estrutura Ontológica para representar Papéis Colaborativos Afetivos em ambientes CSCL

2017 ◽  
Vol 25 (02) ◽  
pp. 87
Author(s):  
Rachel Carlos Duque Reis ◽  
Carla Lopes Rodriguez ◽  
Kamila Takayama Lyra ◽  
Seiji Isotani
Keyword(s):  
Collaborative Learning ◽  
Learning Theory ◽  
Personality Trait ◽  
Distributed Cognition ◽  
Group Performance ◽  
Homogeneous Groups ◽  
Alternative Hypotheses ◽  
Participant Role ◽  
The Impact

The use of ontologies to represent CSCL scenarios have been investigated by several researchers in the literature. Despite of important contributions of such works, we have observed the lack of studies that consider the aspects related to students’ affect (e.g., personality trait) to represent such scenarios. Thus, this paper aims at extending the ontological structure of Affective Collaborative Learning (ACL) role to represent the relation between Stable/Unstable Extroverted personality traits and Full Participant role defined by the Distributed Cognition learning theory. Based on such ontological structure we create three CSCL scenarios to deal with lack of students’ reflection. In order to evaluate the impact of low and high impulsivity characteristics on such scenarios, we developed a case study with children aged between 09-10 to verify three alternative hypotheses. The results indicate that low impulsivity in homogeneous groups, where students performed the ACL role Extroverted Stable Full Participant, does not influence the group performance. Based on such ontological structure we hope to contribute with solutions to create more effective and personalized CSCL scenarios.

scholarly journals The effects of grouping types on promoting critical thinking in EFL collaborative writing

2020 ◽  
Vol 9 (2) ◽  
pp. 108-120
Author(s):  
Nguyen Thi Minh Tram ◽  
Bui Thi Thuc Quyen
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Tertiary Education ◽  
Collaborative Writing ◽  
Homogeneous Groups ◽  
Learning And Teaching ◽  
Low Level ◽  
Heterogeneous Groups ◽  
High Level ◽  
The Impact

Nurturing critical thinking (CT) has been acknowledged as a core objective of tertiary education, and drawn attention from academia of teaching English as a Foreign Language (EFL), particularly in EFL argumentative writing. It has been claimed that collaborative learning which stimulates the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking. One of the important aspects of learning and teaching through collaboration is the group composition or grouping “who with whom”. The present study was an attempt to investigate the impact of homogeneous and heterogeneous groupings on critical thinking in collaborative writing. Having been required to write an argumentative essay as a pre-test, 75 participants, who were categorized by their prior critical thinking levels, were assigned into three group types: heterogeneous, homogeneous high and homogeneous low groups. As a consequence, four types of students were considered their improvement before and after the experiment: high-level students in heterogeneous groups, lowlevel students in heterogeneous groups, high-level students in homogeneous groups, low-level students in homogeneous groups. The results demonstrated that learners improved their critical thinking level through collaborative writing, whether working with stronger or weaker peers. However, heterogeneous grouping showed superiority over homogeneous grouping at the low level. The results revealed that cooperative learning could be especially beneficial for low students. It is hoped that the findings of the present study will give teachers deep insights into group compositions in collaborative learning courses, and will help them make better group experiences for students.

scholarly journals The impact of learning styles on student grouping for collaborative learning: a case study

2006 ◽  
Vol 16 (3-4) ◽  
pp. 377-401 ◽  
Author(s):  
Enrique Alfonseca ◽  
Rosa M. Carro ◽  
Estefanía Martín ◽  
Alvaro Ortigosa ◽  
Pedro Paredes
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Grouping ◽  
The Impact

scholarly journals The Architecture of Built Pedagogy for Active Learning—A Case Study of a University Campus in Hong Kong

Buildings ◽  
2019 ◽  
Vol 9 (11) ◽  
pp. 230
Author(s):  
Edmond W.M. Lam ◽  
Daniel W.M. Chan ◽  
Irene Wong
Keyword(s):  
Hong Kong ◽  
Active Learning ◽  
Collaborative Learning ◽  
Interior Design ◽  
Design Principles ◽  
University Education ◽  
Learning Spaces ◽  
Teachers And Students ◽  
The Impact

Traditional teaching modes are engaged with teachers delivering knowledge to students with minimum feedback. Teaching is conducted in lecture theaters and classrooms, which are sometimes designed with minimum flexibility for university education. However, the rapid development of information and communication technologies has altered the teaching pedagogy from traditionally teacher-centered to more collaborative learning between teachers and students. Learning spaces should be designed to be interactive and collaborative with suitable physical movement and social engagement among teachers and students. This paper aims to examine the relationships between modern technology and pedagogical shift, and to identify and discuss the essential design principles for effective active learning through built pedagogy. A recent renovation project of The Hong Kong Polytechnic University in converting conventional classrooms and lecture theaters to active learning spaces was adopted as a case study to illustrate and validate the design principles and their actual implementation. Feedback and responses from 410 end-user students on the impact of the renovated classrooms and lecture theaters on teaching and learning effectiveness were gleaned through empirical survey questionnaires dispatched face-to-face to students after attending classes in the renovated classrooms and lecture theaters. The results of factor analysis indicated that the 15 variables of key design criteria for active learning spaces were consolidated under six underlying clustered factor groups: (1) Versatility of learning space; (2) interior design of learning environment; (3) modern information technology / audio and video (IT/AV) technologies; (4) interior lighting; (5) comfortable furniture and acoustic design; and (6) interior temperature. The survey findings can serve as good references and useful insights for architects in designing new learning spaces and facilities that assist active and collaborative learning for university students in future.

Implementation of Outcome-Based Education for a Course

2020 ◽  
pp. 272-294 ◽  
Author(s):  
Tanya Buddi ◽  
Anitha Lakshmi Akkireddy ◽  
U. S. Jyothi
Keyword(s):  
Learning Theory ◽  
Assessment Tools ◽  
Direct Assessment ◽  
Outcome Based Education ◽  
Instructional Experience ◽  
Course Outcomes ◽  
Programme Outcomes ◽  
Assessment Strategies ◽  
The Impact

Outcome-based education (OBE) is a learning theory based on objectives that derive outcomes for each portion of an instructional scheme. Every student has to accomplish the objectives at the end of the instructional experience. OBE is not limited to well-defined teaching or direct assessment strategies but involves indirect assessments to assist the learners in the attainment of defined outcomes. In this chapter, a case study on a course is described in all aspects of direct and indirect assessments. Initially, a correlation between programme outcomes (POs) and course outcomes (COs) is established duly analyzing the impact of CO on PO. The evaluation of COs using assessment tools are well-defined. The CO attainment percentage is evaluated using statistical methodologies, and the same is categorized to high, medium, and low-level attainments. The achieved level of attainments is correlated to Pos, and the same is adapted for all the courses in order to initiate the corrective action for further improvements in successive years.

scholarly journals Implementing Collaborative Learning across the Engineering Curriculum

2017 ◽  
Vol 17 (3) ◽  
pp. 89-108 ◽  
Author(s):  
Patricia Stark Ralston ◽  
Thomas R Tretter ◽  
Marie Kendall Brown
Keyword(s):  
Collaborative Learning ◽  
Teaching Methods ◽  
Collaborative Teaching ◽  
Engineering Curriculum ◽  
Teaching Techniques ◽  
Large Numbers ◽  
Learning Techniques ◽  
Multiple Case ◽  
The Impact

Active and collaborative teaching methods increase student learning, and it is broadly accepted that almost any active or collaborative approach will improve learning outcomes as compared to lecture. Yet, large numbers of faculty have not embraced these methods. Thus, the challenge to encourage evidence-based change in teaching is not only how to educate faculty about collaborative learning techniques, but how to support them as they attempt to implement paradigmatic changes in how they deliver their courses. This paper presents a multiple case study detailing the approach one mid-sized Midwestern research university’s school of engineering used to encourage faculty in all departments to embrace the use of collaborative learning techniques, and then analyzes the impact of the approach on faculty participants. Support structures to enable faculty to implement collaborative teaching techniques, as well as the benefits participants experienced from pedagogical shifts, are discussed.

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