Asking Questions about Asking Questions in Collaborative Enterprise Modelling

Hoppenbrouwers, S.J.B.A.

doi:10.1007/978-3-642-34549-4_2

Cited by 6 publications

(3 citation statements)

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“…It is also known that answering questions from a collaborative environment, generating new questions, and learning are more permanent (Cano et. al., 2014;Kawalkar & Vijapurkar, 2011;Hoppenbrouwers, 2012). Students' group-generated or individual questions affect collaborative work and knowledge (Chin & Brown, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Öğretmen-öğrenci, öğrenci-öğrenci etkileşimi bilginin yapılandırılmasını hızlandırır. Soruları işbirlikçi bir ortamdan yanıtlamanın, yeni sorular üretmenin ve öğrenmenin daha kalıcı olduğu da bilinmektedir (Cano ve ark., 2014;Kawalkar & Vijapurkar, 2011;Hoppenbrouwers, 2012). Öğrencilerin grup tarafından oluşturulan veya bireysel soruları, işbirlikçi çalışmayı ve bilgiyi etkiler (Chin & Brown, 2010).…”

Section: Introductionunclassified

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Question Tree Technique in Science Education; Sample Application

Gülen,

Yadigar

2024

Educational Academic Research

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The main purpose of this study is to determine the effect of the question tree technique used in the science lesson and the questions brought independently by the students on academic success. In addition, it is to get the opinions of the students about the use of question tree. Mixed method was used in the study. In the study lasting eight weeks, 61 participants participated with random sampling method. A fully structured interview form was preferred in the collection of qualitative data. Question tree questions and academic achievement test were used to collect quantitative data. The data obtained from the measurement tools were analyzed descriptively and content. In these analyzes, assistance was taken from Microsoft Excel and SPSS 17 programs. T-Test, ANCOVA, frequency and percentage and participant citations were used to interpret the data. According to the findings; It was determined that the question tree technique did not make a significant difference on the academic achievement of the experimental and control groups. The test of question tree questions did not affect academic success. It is thought that bringing the questions out of the book, freeing them not under the control of the teacher and using the low level questions are effective on this result. Students' question tree; It has been determined that they are useful and entertaining, sharing the questions with the class and solving them together, and using them in learning the subjects they cannot understand. It has been determined that the questions put on the question tree of the students have effects such as giving them information, learning new and different questions and solutions. In line with the results, suggestions are presented.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionunclassified

Question Tree Technique in Science Education; Sample Application

Gülen,

Yadigar

2024

Educational Academic Research

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“…As conversations on how to best model a given scenario are helpful on the learning journeyand play a crucial role in practice as well (Hoppenbrouwers, 2012) placing the students in groups can be another integral component of such courses to give them a 'forum' for those conversations. To achieve a match between learning objectives and assignments, the assignments are often also of a practical nature and may comprise individual and/or group work.…”

Section: Introductionmentioning

confidence: 99%

From Synchronous Face-to-Face Group Work to Asynchronous Individual Work: Pivoting an Enterprise Modelling Course for Teaching during a COVID-19 Lockdown

Drechsler¹

2020

Preprint

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This paper outlines the challenges faced in a particular instance of an enterprise modelling (EM) course that lost the ability to have face-to-face interactions and describes a solution that proved to be at least equally effective and appreciated when moved online. The revised course design is primarily driven by exercise and assignment work, provides course content in a ‘piecemeal’ fashion, and relies almost exclusively on asynchronous interactions. This paper distils the solution into specific design features of the revised course as well as more general design principles that can be applied to other EM courses (and potentially beyond).

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