Effects of an online team project-based learning environment with group awareness and peer evaluation on socially shared regulation of learning and self-regulated learning

Lin, Jian-Wei

doi:10.1080/0144929x.2018.1451558

Cited by 57 publications

(51 citation statements)

References 68 publications

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“…Specifically, the results of the two items “Preparation” and “Overall” also echoes that the high‐SRL students prepared better before class and performed better in class, compared with the low‐SRL students. This result is also in line with reports in the literature that students can give fair and objective rating marks on peer evaluation when they have objective evidence of individual efforts and contributions (i.e., because TBL requires students to work together as a team, they have knowledge of the efforts and contribution of their team members; Lin, ). Thus, the high‐SRL students should be major contributors to each team's TRAT and practical applications issued by the instructor.…”

Section: Discussionsupporting

confidence: 88%

“…Meanwhile, some studies stress that SRL ability should be discussed in the context of social (peer) groups, particular in collaborative environments (Lin, ; Yowell & Smylie, ). This is because from the prospective of social cognitive theory, SRL ability is based both on individual (intrapsychological) and on social (interpersonal) processes (Lin, ; Lin, Szu, & Lai, ). In other words, SRL ability is also influenced by social (or peer) context and interaction (Lin, ; Panadero & Järvelä, ; Zimmerman, ).…”

Section: Introductionmentioning

confidence: 99%

“…This is because from the prospective of social cognitive theory, SRL ability is based both on individual (intrapsychological) and on social (interpersonal) processes (Lin, ; Lin, Szu, & Lai, ). In other words, SRL ability is also influenced by social (or peer) context and interaction (Lin, ; Panadero & Järvelä, ; Zimmerman, ). A collaborative context can increase opportunities to enhance SRL learning skills such as planning, monitoring, and reflecting (Lin, ).…”

Section: Introductionmentioning

confidence: 99%

“…In other words, SRL ability is also influenced by social (or peer) context and interaction (Lin, ; Panadero & Järvelä, ; Zimmerman, ). A collaborative context can increase opportunities to enhance SRL learning skills such as planning, monitoring, and reflecting (Lin, ). For example, low‐SRL students have more opportunities of reflecting their learning in a collaborative context by observing peer interactions and learning behaviours of peers and subsequently adjust his/her learning strategy for achieve personal goal (Lin, et al, ).…”

Section: Introductionmentioning

confidence: 99%

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The impact of team‐based learning on students with different self‐regulated learning abilities

Lin

2019

Computer Assisted Learning

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Team‐based learning (TBL) stresses applying knowledge rather than absorbing knowledge in class; studies have investigated the use of TBL and its merits in different teaching courses (e.g., medical science and business). TBL is most effective when students learn autonomously before class. However, the ability of autonomous learning is highly associated with the ability of self‐regulated learning (SRL); most importantly, not every student possesses good (or high) SRL ability. Nevertheless, few studies have compared the effectiveness of TBL in students with different SRL abilities. To address this issue, this study analyzed approximately 90 students, whose course teaching involves office application software (Microsoft Excel). This study also developed an online TBL system (called Online TBL) to facilitate performing TBL and to collect the learning behaviours of students with different (high or low) SRL abilities on each TBL stage. The analytical results show that compared with the low‐SRL students, the high‐SRL students were more prepared for class because they spent more reviewing material and had better scores on personal uploaded Excel and Individual Readiness Assurance Test. From the feedback of the peer evaluation, the results also show that the high‐SRL students received more credits than the low‐SRL students did. The questionnaire survey revealed that both low‐SRL and high‐SRL students had a favourable impression of TBL. Further discussion is given to explain the above results.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The impact of team‐based learning on students with different self‐regulated learning abilities

Lin

2019

Computer Assisted Learning

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“…This method is widely used in engineering Bachelor's disciplines, primarily in courses related to design and engineering activities; it significantly develops cognitive abilities and improves self-efficacy, teamwork and communication skills [5]. Project-based learning contributes to the formation of an interactive team learning environment that positively affects learning outcomes and the self-regulation of students [6]. This teaching method is successfully applied not only in purely engineering disciplines, but also in those that provide a foundation of general technical competencies.…”

Section: Analysis Of Priority Technologiesmentioning

confidence: 99%

Technology for Training Creative Graduates in Engineering Bachelor’s Programs

Исаев

Plotnikov

2019

Vysš. obraz. Ross. (Print)

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This article is devoted to technologies of engineering education that produce the most in-demand professional qualities of graduates from Bachelor’s programs. A review of studies about introducing innovations to improve the educational process in practice-oriented Bachelor’s studies is carried out. The advantages and limitations of project-based and problem-based learning technologies are defined. The work presents the experience of developing and applying a unique teaching technology based on the integration of problemand project-based training approaches, designed to enhance the creativity of the study process in engineering Bachelor’s programs. It is described with a focus on the mechanisms for the integrated use of the advantages of methods of problemand project-based training in the formation of the professional competencies required for an engineer’s innovative activity in the development of a new product project. The data from an empirical study have been considered; they allow us to substantiate the conclusion that the integration of projectand problem-based learning in the form of a holistic technology is effective for developing students’ creative capacities.

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A project based innovative approach to an embedded systems course laboratory in software engineering education

Üstünel

2019

Comp Applic In Engineering

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In the software development process, which must be coded depending on the platform, software engineering students should have the optimum hardware competence. In this study, the embedded systems course in the software engineering curriculum is replanned based on the project development process. Sixty software engineering students formed the sample of the research. The sample was divided into two groups, as study and control groups. Presentations of the projects developed by taking into account the multivariate project development stages were realised. A measurement instrument was developed to determine whether there is a change in the attitudes of software engineering students towards embedded systems and related technologies (α = 0.829). At the end of the course, it was determined that the attitudes of the students (survey group) who took the embedded systems course and those who did not take this course (control group) differed significantly. This differentiation is in favour of the survey group.

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Effects of an online team project-based learning environment with group awareness and peer evaluation on socially shared regulation of learning and self-regulated learning

Cited by 57 publications

References 68 publications

The impact of team‐based learning on students with different self‐regulated learning abilities

The impact of team‐based learning on students with different self‐regulated learning abilities

Technology for Training Creative Graduates in Engineering Bachelor’s Programs

A project based innovative approach to an embedded systems course laboratory in software engineering education

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