Education 2.0: Student Generated Learning Materials through Collaborative Work

Ramírez-Velarde, Raúl V.; Perez-Cazares, Raul; Alexandrov, Nia; Garcia-Rueda, Jose Jesus

doi:10.1016/j.procs.2014.05.168

Cited by 6 publications

(2 citation statements)

References 5 publications

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“…The Integrated Learning Process (ILP) model is based on the repetition of four stages of learning: 1) concrete experience, 2) construction, 3) abstraction, and 4) action (Ramirez-Velarde et al 2014). Past studies have shown that ILPs that incorporate tasks requiring additional cognitive efforts such as retrieval practice, elaboration, concept mapping, or drawing encourage students to learn concepts on a deeper level and generate additional memory traces that aid with retention (Adesope, Trevisan, and Sundararajan 2017;Ebersbach, Feierabend, and Nazari 2020;Fernandes, Wammes, and Meade 2018).…”

Section: Student-generated Instructional Materialsmentioning

confidence: 99%

Context-Aware Analysis of Group Submissions for Group Anomaly Detection and Performance Prediction

Norouzi

Mazaheri

2023

AAAI

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Learning exercises that activate students’ additional cognitive understanding of course concepts facilitate contextualizing the content knowledge and developing higher-order thinking and problem-solving skills. Student-generated instructional materials such as course summaries and problem sets are amongst the instructional strategies that reflect active learning and constructivist philosophy. The contributions of this work are twofold: 1) We introduce a practical implementation of inside-outside learning strategy in an undergraduate deep learning course and will share our experiences in incorporating student-generated instructional materials learning strategy in course design, and 2) We develop a context-aware deep learning framework to draw insights from the student-generated materials for (i) Detecting anomalies in group activities and (ii) Predicting the median quiz performance of students in each group. This work opens up an avenue for effectively implementing a constructivism learning strategy in large-scale and online courses to build a sense of community between learners while providing an automated tool for instructors to identify at-risk groups.

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Section: Student-generated Instructional Materialsmentioning

confidence: 99%

Context-Aware Analysis of Group Submissions for Group Anomaly Detection and Performance Prediction

Norouzi

Mazaheri

2023

AAAI

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“…Collaborative learning signifies a major shift away from the typical teacher-centred in classrooms. It aids learners acquire the course material better and provides chances to develop further skills (Velarde et al, 2014;Zhou et al, 2019). In addition, Dillenbourg (1999, p. 1) defined collaborative learning as "a situation in which two or more people learn or attempt to learn something together," and more specifically as joint problem solving".…”

Section: Theoretical Background Of Collaborative Learningmentioning

confidence: 99%

The Effect of Gender Mixed Groups and Collaborative Interaction on Learners’ Achievements in Reading Comprehension

Elwerfalli,

Mohammed

2022

JOFOA

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Several studies have examined the impact of both gender mixed groups and collaborative learning on the process of language learning. Some studies found that females were better than males whereas others showed that males were better than females. As for collaborative learning, most studies have shown that this type of learning improves and accelerates the process of learning. The present study intended to investigate (1) the effect of gender mixed groups on learners’ interaction in reading comprehension, and (2) the influence of collaborative learning activities on learners' achievements. In order to achieve these goals, 45 male and female high school students from Benghazi, Libya were divided into three groups. Each group included 15 students. One group (GIRLS GROUP) contained only girls; the second group (BOYS GROUP) included only boys whereas the third group (MIXED GROUP) was a mixture of both girls and boys. They were all taught by the same instructor in order to emphasize equality of teaching. The treatment lasted for five weeks, two hours a day, three days a week. Instructional tasks based on collaborative learning techniques and activities were provided to the students. A pre-test and post-test design was utilized in this study. Regarding the effectiveness of gender mixed groups on reading comprehension , the results revealed that Group (GIRLS GROUP) achieved the best results. For the influence of collaborative learning techniques, the findings showed remarkable development in the students’ achievements when using collaborative learning.

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Student-Generated Instructional Materials

Coppola

Pontrello

2020

Active Learning in College Science

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Education 2.0: Student Generated Learning Materials through Collaborative Work

Cited by 6 publications

References 5 publications

Context-Aware Analysis of Group Submissions for Group Anomaly Detection and Performance Prediction

Context-Aware Analysis of Group Submissions for Group Anomaly Detection and Performance Prediction

The Effect of Gender Mixed Groups and Collaborative Interaction on Learners’ Achievements in Reading Comprehension

Student-Generated Instructional Materials

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