Toward effective group formation in computer-supported collaborative learning

Sadeghi, Hamid; Kardan, Ahmad A.

doi:10.1080/10494820.2013.851090

Cited by 33 publications

(20 citation statements)

References 39 publications

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“…These three methods have specific advantages and disadvantages (Sadeghi & Kardan, 2016). In the present study, the self-selection approach was adopted, and the process of forming groups was conducted by the students.…”

Section: Conclusion Discussion and Suggestionsmentioning

confidence: 99%

Learner Views about Cooperative Learning in Social Learning Networks

Çankaya¹,

Yünkül²

2017

IES

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The purpose of this study was to reveal the attitudes and views of university students about the use of Edmodo as a cooperative learning environment. In the research process, the students were divided into groups of 4 or 5 within the scope of a course given in the department of Computer Education and Instructional Technology. For each group, Edmodo small groups were formed, and the students used these Edmodo small groups to share and communicate with their group friends in relation to the group tasks assigned to them within the scope of the study. This process lasted one academic term. As the data collection tool, an online cooperative learning attitude scale and a semi-structured interview form were used. At the end of the academic term, 15 students were interviewed about their cooperative learning experiences within the scope of the course as well as about how they made use of Edmodo in the process. The results demonstrated that the students had positive attitudes towards online cooperative learning. The findings obtained via the qualitative data analysis were examined under the headings of "social networks used", "preferences of forming groups", "communication within group" and "views about the courses executed via Edmodo".

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Section: Conclusion Discussion and Suggestionsmentioning

confidence: 99%

Learner Views about Cooperative Learning in Social Learning Networks

Çankaya¹,

Yünkül²

2017

IES

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“…Amara et al [35] conducted research to form homogeneous groups in a mobile collaborative learning environment, with a personalized selection of training attributes; the technique used was the K-Means algorithm. Sadeghi and Kardan [36] and Amarasinghe et al [37] propose as an optimization technique for group formation the entire binary linear programming, based on task assignment, gender, and language preferences. Manske and Hoppe [38] used a semantic algorithm, which maximized the diversity of knowledge in the groups; artefacts produced by students were analyzed to extract knowledge from each of them; student concepts were added in a unified data model and used to calculate diversity.…”

Section: About Group Formationmentioning

confidence: 99%

A Strategy Based on Genetic Algorithms for Forming Optimal Collaborative Learning Groups: An Empirical Study

2021

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Considering that group formation is key when developing activities in collaborative learning scenarios, this paper aims to propose a strategy based on a genetic algorithm approach for achieving optimal collaborative learning groups, considering the students’ personality traits as grouping criteria. A controlled experiment was designed with 238 students, quantifying their personality traits through the “big five inventory” (BFI), forming working groups and developing a collaborative activity in programming and related courses. The experiment results allowed validation, not only from a computational point of view evaluating the algorithm performance but also from a pedagogical point of view, confronting the results obtained by students applying the proposed approach with those obtained through other group formation strategies. The highlight of the study is that those groups whose formation was pre-established by the teachers through the proposed strategy have generally had a better collaborative performance than the groups with traditional formation, except in the case of heterogeneous formation, at the time of developing a collaborative activity. In addition, through the experiment, it was found that not considering criteria related to personality traits before the group formation generally led to lower results.

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“…En este sentido, a las tradicionales fórmulas de generar equipos cuyos integrantes son seleccionados aleatoriamente o formados por el profesorado según criterios académicos, se van añadiendo otros. Así, se han ensayado agrupamientos de individuos heterogéneos en cuanto al factor de género (Hansen, Owanb & Panc, 2015) o a la capacidad de colaboración (Muuro, Oboko & Wagacha, 2016) o al nivel de interés (Sadeghi & Kardan, 2016) o se ha usado la optimización multi-objetivo para conseguir equipos homogéneos entre sí pero heterogéneos internamente en relación a varias características individuales (Moreno, Ovalle & Vicari 2012). También se han analizado los roles de equipos en la enseñanza universitaria dando lugar a clasificaciones de los mismos (Millis & Cottell, 1998;Fernández 2008) y se ha estudiado la relación existente entre el equilibrio de roles y la efectividad del TE (Aritzeta & Ayestarán, 2003).…”

Section: La Composición Del Equipo De Trabajounclassified

Trabajo en equipo y estilos de aprendizaje en la educación superior

López¹,

Fleta²,

Sardaña³

et al. 2017

Rev. Complut. Educ

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Resumen. El diseño pedagógico para la formación y evaluación de la competencia de trabajo en equipo ha de tener en cuenta los factores que influyen y mejoran la eficacia de los equipos. El modelo Inputs-Mediators-Outputs, ampliamente utilizado en el contexto de las organizaciones, conceptualiza esos factores en tres fases; en la primera de ellas, Inputs, se reúnen los aspectos de entrada que pueden afectar el funcionamiento del equipo y, en particular, se describe el valor de la heterogeneidad de los miembros de un equipo como variable que favorece la eficacia de ciertos tipos de equipos. En este artículo, se presenta una investigación de un caso en la educación superior, en el que se ha generado un grupo experimental de equipos de composición heterogénea en cuanto a los estilos de aprendizaje preferentes de sus miembros y un grupo de control de equipos constituidos aleatoriamente, con el fin de contrastar la influencia de esa diferente composición con el rendimiento académico. Los resultados obtenidos en el estudio indican que no hay diferencias significativas entre el grupo experimental y el de control en cuanto a las calificaciones del alumnado; si bien, queda patente que el curso en el que se realizó el estudio se produjo un incremento sustancial del número de estudiantes que permanecieron en las asignaturas en comparación con los tres cursos anteriores. Por otro lado, se ha demostrado que el rol de coordinador está ligado al estilo de aprendizaje activo; este dato parece revelar que es oportuno avanzar en esta línea de investigación, probando otro tipo de combinaciones de estilos. Palabras clave: Trabajo en equipo; estilos de aprendizaje; equipos heterogéneos; liderazgo; resultados educativos.[en] Teamwork and learning styles in higher education Abstract. The instructional design for training and assessment in teamwork competency must take into account the factors that influence and improve the efficiency of teams. The Inputs-Mediators-Outputs model, widely used in the context of organizations, conceptualizes these factors into three phases. The first, Inputs, considers the input aspects that can affect the team functioning and, in particular, describes the value of heterogeneity in team members as a variable that improves the effectiveness of certain types of teams. This paper presents a research carried out in Higher Education, with an experimental group

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Toward effective group formation in computer-supported collaborative learning

Cited by 33 publications

References 39 publications

Learner Views about Cooperative Learning in Social Learning Networks

Learner Views about Cooperative Learning in Social Learning Networks

A Strategy Based on Genetic Algorithms for Forming Optimal Collaborative Learning Groups: An Empirical Study

Trabajo en equipo y estilos de aprendizaje en la educación superior

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