Fostering Collaboration Among Students in Problem‐Based Learning

Speck, Bruce W.

doi:10.1002/tl.114

Cited by 21 publications

(15 citation statements)

References 8 publications

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“…The creation of suitable groups with regard to group size and a mix of genders, cultural backgrounds, personality types, and ages is important to the success of the PBL process. 25 In addition, the grouping of students with different learning styles may increase the success of the PBL process. 26 A staff member acts as a facilitator for the process, and aims to motivate the students to carry the process themselves.…”

Section: Why Alter Traditional Methods Of Teaching?mentioning

confidence: 99%

Problem-Based Learning in Veterinary Education

Lane¹

2008

Journal of Veterinary Medical Education

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Problem-based learning (PBL) replicates life experiences to stimulate learning, the integration of knowledge, and lifelong learning skills, all of which are requirements for veterinary medical education. As the curricular content of veterinary schools expands to immense proportions following advances in medical knowledge and biotechnology, it becomes impracticable to ensure that all students at the beginning of their careers have such a wide knowledge base. Students who are faced with vast amounts of information to learn by rote, much of which may seem irrelevant to their prospective career, may become disillusioned with their chosen course, hence the temptation to convert to a PBL curriculum. The PBL strategy of teaching is becoming increasingly popular in veterinary faculties worldwide, encompassing both curriculum content and a process of learning. In PBL, clinical cases are carefully selected to provoke deep student learning by the acquisition of both basic scientific and clinical knowledge critical to the case; cultivate problem-solving abilities; and encourage the development of team-building, self-directed learning, communication, and self- and peer-assessment skills. Problem-solving skills, understanding of the basic sciences, and clinical performance are all improved by the PBL process. The aim of this paper is to review a decade of literature pertaining to the inclusion of PBL in veterinary and medical curricula.

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Section: Why Alter Traditional Methods Of Teaching?mentioning

confidence: 99%

Problem-Based Learning in Veterinary Education

Lane¹

2008

Journal of Veterinary Medical Education

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“…Students interact with each other to solve a series of problems that demonstrate the concepts they were presented with during the previous week. This Group Problem Based Learning shares similarity to cognitive apprenticeship (Collins et al, 1989), reciprocal teaching (Palincsar and Brown, 1984), and problem based learning (Speck, 2003;HmeloSilver, 2004) in that students are coached by the instructor and their peers who model problem solving approaches in an environment where their goal is to solve problems. Enhanced learning interactions are given priority in the HFLE classroom whereas students in traditional engineering courses would have the responsibility to seek out these interactions outside of class.…”

Section: Computer Supported Collaborative Learningmentioning

confidence: 96%

“…Engineering education has a long culture of using problem solving practices to teach important skills but this tradition does not require structured group problem solving practice within the course meeting times. HFLE shifts the classroom focus to interaction and problem solving practice, adding a problem based learning aspect and creating more access to enriched interactions between the students, their peers and the instructor (Speck, 2003). Students interact with each other to solve a series of problems that demonstrate the concepts they were presented with during the previous week.…”

Section: Computer Supported Collaborative Learningmentioning

confidence: 99%

Hybrid Learning in Geological Engineering: Why, How, and to What End? Preliminary Results

Hagen

Fratta

2014

Geo-Congress 2014 Technical Papers

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As hybrid learning environments gain attention in post-secondary education, engineering educators and professionals are interested to know how the hybrid learning model affects undergraduate learning. The objective of this study is to analyze the effects of hybrid learning environments on student performance in engineering courses by comparing traditional lecture methods with hybrid methods in parallel over the same academic year. Half of the students in the study course experience a hybrid "flipped" classroom while the other half participate in traditional lecture delivery. Hybrid students watch online video lessons, read selected texts and take quizzes before coming to class each week for a problem solving session lead by the instructor. Group problem solving is emphasized while the instructor acts as a guide for learning in this student centered, modeled learning approach. Over the course of the study, student tool use was tracked and students participated in surveying and focus group sessions to identify effects on student achievement, time, and preference between hybrid and traditional methods of learning. In this paper, methods and preliminary results from the study in the 2012-2013 academic year are presented, along with anecdotal experiences on student performance, perception, and preferences, as well as the implications for sustainability.

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“…Bais et al [3] proponen un asistente para creación de grupos considerando sus estilos psicológicos, los roles de equipo y preferencias sociales de los estudiantes. Speck [4] propone algunas reglas para agrupar estudiantes considerando sus intereses sobre determinados tópicos y estilos de personalidad.…”

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An assistant agent for group formation in CSCL based on student learning styles

Costaguta

Menini

2014

Proceedings of the 7th Euro American Conference on Telematics and Information Systems

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In Computer Supported Collaborative Learning (CSCL) systems, students work in groups interacting by using computers. Each member of the team behaves in a particular way to collaborate with others, manifesting a particular learning style. In this paper we propose a new approach for automatically creating student groups in CSCL systems by considering their individual learning styles. Data mining techniques are applied to discover which existent combinations of learning styles lead to a better performance. The discovered knowledge will be used by a software agent to propose the creation of the most promising new groups. The approach also considers the creation and maintenance of a user model for each student and a group model for each team. The assistant agent will be implemented in an existing CSCL tool, and its performance will be validated with real students. RESUMENEn los sistemas de Aprendizaje Colaborativo Soportado por Computadora (ACSC) los estudiantes trabajan en grupos interactuando mediante el uso de computadoras. Cada integrante de equipo se comporta de una manera determinada al colaborar, manifestando así un determinado estilo de aprendizaje. En este artículo se propone un nuevo enfoque para realizar la creación automática de grupos de estudiantes en ACSC que considere sus estilos individuales de aprendizaje. Para ello se están aplicando técnicas de minería de datos que permitan descubrir cuáles son las combinaciones de estilos de aprendizaje presentes en los estudiantes de grupos que manifiestan un buen rendimiento. El conocimiento descubierto será utilizado por un agente asistente para proponer la constitución más prometedora de nuevos grupos. El enfoque considera también la creación y el mantenimiento de un modelo de usuario para cada estudiante y de un modelo de grupo para cada equipo. El agente asistente será implementado en una herramienta de ACSC existente, y se validará su funcionamiento mediante la experimentación con estudiantes universitarios.Aprendizaje colaborativo soportado por computadora, Estilo de aprendizaje, Agente asistente, Reglas de asociación. INTRODUCCIÓNEn los últimos años los avances tecnológicos han impactado en muchas áreas de nuestras vidas, entre ellas, la educación. En la última década la adopción de Internet como un canal más para llegar a los estudiantes ha cambiado irremediablemente la forma en que el conocimiento y la información son transmitidos y compartidos por docentes y estudiantes. Esta realidad ha sido determinante en el surgimiento de nuevos escenarios, como el Aprendizaje Colaborativo Soportado por Computadoras (ACSC).

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Fostering Collaboration Among Students in Problem‐Based Learning

Abstract: To foster positive interaction among students in collaborative groups, professors can establish behavioral norms by the way they form groups and train students to work effectively in goups.

Cited by 21 publications

References 8 publications

Problem-Based Learning in Veterinary Education

Problem-Based Learning in Veterinary Education

Hybrid Learning in Geological Engineering: Why, How, and to What End? Preliminary Results

An assistant agent for group formation in CSCL based on student learning styles

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