Design of a Competitive and Collaborative Learning Strategy in a Communication Networks Course

Regueras, Luisa M.; Verdú, Elena; Verdú, María Jesús; Castro, Juan Pablo de

doi:10.1109/te.2010.2053933

Cited by 31 publications

(28 citation statements)

References 11 publications

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“…Engineering students rarely begin their curricula highly motivated to do engineering, but can graduate highly motivated if faculty make a point of emphasis to engage their learning along the way. A similar observation was made by Regueras, et al 3 , who investigated different approaches for motivating students' learning in collaborative and competitive environments, showing that the students enjoyed these particular learning environments more than the traditional approach taken in their other courses, where no such learning environments were intentionally implemented. Observations were made by Garrison, et al 4 of the effects of a guide document being provided to help high school students learn how to design experiments.…”

Section: Introductionsupporting

confidence: 73%

An Analysis of Recipe-based Instruction in an Introductory Fluid Mechanics Laboratory

Johnson

Morphew

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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topics of interest to him include boundary layer turbulence over realistic rough surfaces, film cooling of gas turbine engines, pressure-sensitive paint, and development of new teaching methods in introductory mechanics courses. Dr. Johnson now works as a lecturer and lab manager in the Department of Mechanical Science and Engineering (MechSE) at the University of Illinois. While remaining interested and active in the field of experimental fluid mechanics, he has chosen to spend most of his professional energy on improving the teaching of thermo/fluids laboratory courses through the development of engaging and intellectually-stimulating laboratory exercises, as well as improving introductory mechanics education and design courses in the MechSE department. AbstractUndergraduate mechanics laboratory classes have frequently been taught with a primary goal of demonstrating principles successfully through experimentation and a secondary goal of teaching proper experimental techniques, among others. Historically, this set of priorities has motivated laboratory courses to provide students with prescribed experimental methods, i.e. a "recipe" to follow. Because mechanics principles are already taught in the associated lecture portion of our mechanics classes, demonstration of them in the laboratory may be considered redundant. Research has demonstrated that labs which encourage active learning and inquiry promote the development of higher order skills and may lead to better preparation for future learning. This paper describes an intervention where lab sections were randomly assigned to either receive a recipe or to follow their own laboratory procedures. Results indicate that students who were required to utilize their own laboratory procedures outperformed students who received a recipe on their lab reports. Educational implications for these findings are discussed.

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Section: Introductionsupporting

confidence: 73%

An Analysis of Recipe-based Instruction in an Introductory Fluid Mechanics Laboratory

Johnson

Morphew

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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“…-Chang, Yang, and Yu (2003) present the Joyce system, which represents a table board and each participant advance depends on the resolution of quizzes. -Regueras, Verdu, Verdu, and de Castro (2010) evaluate an experience with the QUEST system, in which students interact with a set of questions and they are rewarded depending on the time to answer and the comparison with their opponents. - Silva and Madeira (2010) propose a collaborative system for competition based on a set of automated evaluation questions.…”

Section: Related Work and Innovation Of The Iscare Systemmentioning

confidence: 99%

An adaptive and innovative question-driven competition-based intelligent tutoring system for learning

Muñoz‐Merino

Muñoz-Organero

et al. 2012

Expert Systems with Applications

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ISCARE (Information System for Competition based on pRoblem solving in Education) is a new and inno-vative intelligent tutoring system that we have designed and implemented. This tool allows the compe-tition among students for improving their learning process in a course. The tool takes some ideas from the Swiss-system widely used in chess and adapts them to the educational area. The competition is based on different tournaments and rounds. In each round, students are assigned in pairs of two, which compete one against another, and each pair receives different questions that students have to solve in a limit of time. Students can see their partial ratings after each round and their final rating after a tournament. A lot of knowledge from different disciplines was used to design, and implement this system, as ISCARE includes different functionality such as the students' registration into the system, the creation of tourna-ments, the registration and assignment of students to tournaments, the management of each tournament life cycle (started, in execution, finished, etc.), the addition of the different exercises to tournaments, the calculation of pairs of students for each round with different algorithms, the assignment of exercises per round and pair, the scorings of the students per round and tournament, the management of the students' ratings, or the visualization of information. This paper presents the ISCARE intelligent tutoring system, describing its different options, menus, or functionality as well as its architecture and the specific mod-eling to achieve the desired features.

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“…The adoption of PBL in Computer Science courses is growing [9], [10], [11], [12], [13] because it enables the students to acquire soft skills such as to be able to work in group as a team, to respect deadline, to take ones own responsibility, to be able to communicate. All these skills are considered very relevant for organizations.…”

Section: Introductionmentioning

confidence: 99%

Supporting Mobile Development Project-Based learning by Software Project and Product Measures

Francese

Gravino

Risi

et al. 2016

International Conferences on Distributed Multimedia Systems

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Abstract-Project-based learning is a kind of learning activity which has great educative effect, but which presents also several issues. In particular, if we consider an university course that requires the design and the implementation of a software project, may be difficult to estimate the number of hours that a team of students has to take to accomplish that project. There is the risk to underestimate the project (too difficult) or to overestimate it (too easy) with respect to the other projects of the same course and the amount of foreseen work hours. In this paper, we present the experience we gained in the adoption of Software Project and Product Measures for addressing the project size of projects performed during a Mobile Application Development course for Computer Science students at the University of Salerno. The course foresaw a project work conducted by students organized in teams. The goal of the project work was to design and develop an Android-based application with back-end for smart devices. Software estimation project measures are applied to some metrics extracted in the requirement analysis phase to get an estimation of the effort in terms of man/hours and consequently to adjust the project size by adding/reducing requirements. The metrics extracted from the projects of academic year 2013/14 have been used in the successive year for estimating the project effort and intervene on the project size variables.

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Design of a Competitive and Collaborative Learning Strategy in a Communication Networks Course

Cited by 31 publications

References 11 publications

An Analysis of Recipe-based Instruction in an Introductory Fluid Mechanics Laboratory

An Analysis of Recipe-based Instruction in an Introductory Fluid Mechanics Laboratory

An adaptive and innovative question-driven competition-based intelligent tutoring system for learning

Supporting Mobile Development Project-Based learning by Software Project and Product Measures

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