Computer supported collaborative learning and vocational training: adapting the technology to the learners’ needs

Pohl, Margit; Rester, Markus; Stöckelmayr, Kerstin; Jerlich, Jutta; Judmaier, Peter; Reichl, Franz; Obermüller, Eva

doi:10.1007/s10209-008-0119-y

Cited by 6 publications

(3 citation statements)

References 24 publications

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“…Analysis of quantitative data for blended learning indicates improved performance of students in typical courses (Swartz et al, 2013). As well as, in more particular case studies such as vocational training (Pohl et al, 2008) and distance learning (So and Brush, 2008).…”

Section: Q2mentioning

confidence: 99%

Example of a micro-adaptive instruction methodology for the improvement of flipped-classrooms and adaptive-learning based on advanced blended-learning tools

Kakosimos

2015

Education for Chemical Engineers

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Section: Q2mentioning

confidence: 99%

Example of a micro-adaptive instruction methodology for the improvement of flipped-classrooms and adaptive-learning based on advanced blended-learning tools

Kakosimos

2015

Education for Chemical Engineers

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“…In the research reviewed that explicitly addresses some type of teaching and learning strategy, 30% of the authors value collaborative work and emphasize the value of specific competencies in technology for sharing resources and learning cooperatively (SHARIJA; WATTERS, 2012; TAYLOR; DURAN, 2006;;WARRIEM et al, 2014;WILLIAMS et al, 2008;ZHU, 2013;ZYAD, 2016). They also encourage self-direction and lifelong learning Models for the pedagogical integration of information and communication technologies: a literature review (DREHER et al, 2009;MARTÍN;DE ARRIBA, 2017;POHL et al, 2008;WEBB, 2006 ).…”

Section: How To Teach?mentioning

confidence: 99%

Models for the pedagogical integration of information and communication technologies: a literature review

Sosa

Manzuoli

2019

Ensaio: aval.pol.públ.Educ.

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Education was, is and will continue to be a field full of questions: Why to teach? What to teach? How to teach? What, how and when to evaluate? Moreover, while the same questions persist, answers to them do not. They are dynamic, and they are transformed according to the demands of the family, the company and government policies. To address these considerations, this article aims to present the results of research into the literature of the last two decades on the elements that characterize a pedagogical model and that have been taken into account in explorations with regard to the educational integration of information and communication technologies and to identify gaps for future research. The results show that only 11% of the literature reviewed addresses the four questions listed above and concludes on the need to deepen the factors that affect the success of the changes that are introduced in the school, which seek to generate processes of educational transformation, from a holistic perspective.

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“…The interactive learning between learners and the teacher, and knowledge sharing, both within and beyond the classroom, were able to improve students' self-education ability. Using technology in classroom activities, students will be enthusiastic and pay more attention to study within the class (Pierce & Fox, 2012;Pohl, et al, 2008;Qian & Clark, 2016;Zhang, Liu, & Wang, 2016). To do the class activities, students will learn how to work systematically.…”

Section: Enhanced Learning Of Innovation and Learning Skillsmentioning

confidence: 99%

The Effects of the SPACE Learning Model on Learning Achievement and Innovation & Learning Skills in Higher Education

Pradubthong¹,

Petsangsri²,

Pimdee³

2018

Mediterranean Journal of Social Sciences

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The objectives of this research were to develop a flipped classroom design, and to investigate the learning achievements and the innovation and learning skills of undergraduate students who had registered on a software engineering course which used the flipped classroom design. The suitability of flipped classroom lesson plans was evaluated by nine experts. The sample comprised 63 undergraduate students –33 students in the experimental group and 30 students in the control group - who had registered on the software engineering course in the first semester in 2017. The samples were selected by using the cluster random sampling method. The research instruments used were: (1) the flipped classroom lesson plans; (2) a multiple-choice learning achievement test, and (3) an evaluation form for learning and innovation skills rubric scoring. Mean (x̄), standard deviation, and one-way MANOVA were used to analyze data. The results found that: 1) The suitability of the flipped classroom lesson plans was at a high level (x̄ = 4.45, SD = 0.73). 2)The learning achievement results and the innovation and learning skills of undergraduate students who studied software engineering by the use of the flipped classroom design were higher than those of undergraduate students in a normal classroom, with a level of significance of 0.05.

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Computer supported collaborative learning and vocational training: adapting the technology to the learners’ needs

Cited by 6 publications

References 24 publications

Example of a micro-adaptive instruction methodology for the improvement of flipped-classrooms and adaptive-learning based on advanced blended-learning tools

Example of a micro-adaptive instruction methodology for the improvement of flipped-classrooms and adaptive-learning based on advanced blended-learning tools

Models for the pedagogical integration of information and communication technologies: a literature review

The Effects of the SPACE Learning Model on Learning Achievement and Innovation & Learning Skills in Higher Education

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