Quantitative approach to collaborative learning: performance prediction, individual assessment, and group composition

Cen, Ling; Ruta, Dymitr; Powell, Leigh; Hirsch, Benjamin; Ng, Jason

doi:10.1007/s11412-016-9234-6

Cited by 90 publications

(63 citation statements)

References 49 publications

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“…However, there is little quantitative research that have investigated how group size affect the nature of collaboration and the social dynamics in groups. Furthermore, most of the research conducted have investigated smaller groups, such as dyads and triples with relatively small sample size (comparing 8-12 groups of students) [10], or as in the study of Cen et al (2016), groups of 3 to 6 students with an analytical focus on how group size affect performance [11]. Akyol et al used the concept community of inquiry (CoI) to find out that there was more effective communication in an online course than in a blended learning course.…”

Section: Related Workmentioning

confidence: 99%

A Learning Analytics Study of the Effect of Group Size on Social Dynamics and Performance in Online Collaborative Learning

Saqr

Nouri

Jormanainen

2019

Lecture Notes in Computer Science

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Effective collaborative learning is rarely a spontaneous phenomenon. In fact, it requires that a set of conditions are met. Among these central conditions are group formation, size and interaction dynamics. While previous research has demonstrated that size might have detrimental effects on collaborative learning, few have examined how social dynamics develop depending on group size. This learning analytics paper reports on a study that asks: How is group size affecting social dynamics and performance of collaborating students? In contrast to previous research that was mainly qualitative and assessed a limited sample size, our study included 23,979 interactions from 20 courses, 114 groups and 974 students and the group size ranged from 7 to 15 in the context of online problem-based learning. To capture the social dynamics, we applied social network analysis for the study of how group size affects collaborative learning. In general, we conclude that larger groups are associated with decreased performance of individual students, poorer and less diverse social interactions. A high group size led to a less cohesive group, with less efficient communication and less information exchange among members. Large groups may facilitate isolation and inactivity of some students, which is contrary to what collaborative learning is about.

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Section: Related Workmentioning

confidence: 99%

A Learning Analytics Study of the Effect of Group Size on Social Dynamics and Performance in Online Collaborative Learning

Saqr

Nouri

Jormanainen

2019

Lecture Notes in Computer Science

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“…Collaborative learning is a type of learning where two or more students learn something together [10,11]; unlike individual learning, students work together in collaborative learning depending on one another's skills and resources (asking one another for information, monitoring one another's work, evaluating each other's ideas, etc.) [12,13].…”

Section: Collaborative Learningmentioning

confidence: 99%

Mobile Learning System for Egyptian Higher Education Using Agile-Based Approach

Elkhateeb

Shehab

El-Bakry

2019

Education Research International

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Nowadays, due to easiness and expansion in property of smart mobile devices, it is becoming inevitable for mobile applications to have an important role in higher education systems. The Egyptian public universities are facing the problem of students’ large number enrolled in each year. Thus, we lack proper communication between educators and learners. Mobile learning can solve that problem, and it enables adjustment of the curriculum to meet students' learning time and life situations. It provides different solutions better than traditional educational methods. Students and professors could exchange educational material or information even if they are not in the same class. Furthermore, the cost of universities’ materials reduced, as all course materials can be found online through mobile applications. This paper proposes a mobile learning system named “Easy-Edu.” The proposed system intended to make the learning process easier, focus on students’ needs, and encourage communication and collaboration between students and professors and supports collaborative scenario-based learning for university students. Unlike other traditional systems, the proposed “Easy-Edu” was built using an Agile-based approach that delivers sustainable and high-quality mobile learning system. In addition, it eliminates the chances of absolute system failure and detects and fixes issues faster. Summarily, everything related to the design and implementation of “Easy-Edu” is discussed.

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“…For instance, Poole (2008) reported that the low-ability students in heterogeneous groups read less and were interrupted more often than the other students. Cen, Ruta, Powell, Hirsch, and Ng (2016) reported the analysis of a high level of predictability of group performance based solely on the style and mechanics of collaboration. The finding supports the claim that heterogeneous groups with the diversity of skills and genders benefit more from collaborative learning than homogeneous groups.…”

Section: Introductionmentioning

confidence: 99%

Impact of Virtual Laboratory on the Achievement of Secondary School Chemistry Students in Homogeneous and Heterogeneous Collaborative Environments

2018

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The study investigated the impact of virtual laboratory on the achievements of secondary school chemistry students in homogeneous and heterogeneous collaborative settings in Minna, Niger state, Nigeria. Three hypotheses were formulated, analyzed and tested at 0.05 alpha level. Stratified sampling technique was used to select 60 Senior Secondary Class Two (SS II) Chemistry Students. The subjects were stratified along gender and ability levels. Sixty students were randomly selected from two secondary schools in Minna, Nigeria. Thirty students (male, n = 15; female, n = 15) were selected from each school. Pretest, posttest, and experimental group design was employed. Experts validated 20item multiple-choice Chemistry Achievement Test (CAT) was used for data collection. A reliability coefficient of 0.91 was obtained from the pilot testing using Kuder Richardson (KR-20). ANCOVA and Sidak post-hoc statistics were used for testing the hypotheses at 0.05 level of significance. The results showed that: (a) students in homogeneous ability grouping taught Chemistry using virtual laboratory instruction in collaborative setting performed better than their counterpart taught Chemistry in heterogeneous grouping composition; (b) female students in homogeneous group performed better than their counterparts in heterogeneous groups; (c) the higher achiever students in homogeneous groups outperformed those in heterogeneous groups. Based on these findings, it was recommended that the use of virtual laboratory instruction in homogeneous gender and ability level grouping in collaborative setting should be encouraged in teaching practical chemistry at senior secondary schools in Nigeria.

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Quantitative approach to collaborative learning: performance prediction, individual assessment, and group composition

Cited by 90 publications

References 49 publications

A Learning Analytics Study of the Effect of Group Size on Social Dynamics and Performance in Online Collaborative Learning

A Learning Analytics Study of the Effect of Group Size on Social Dynamics and Performance in Online Collaborative Learning

Mobile Learning System for Egyptian Higher Education Using Agile-Based Approach

Impact of Virtual Laboratory on the Achievement of Secondary School Chemistry Students in Homogeneous and Heterogeneous Collaborative Environments

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