Using learning style‐based diagnosis tool to enhance collaborative learning in an undergraduate engineering curriculum

Huang, Chenn‐Jung; Liao, Jia-Jian; Shen, Hung-Yen; Aye, Nwe Ni; Wang, Yu-Wu; Chen, Hongxin; Yang, Dian-Xiu; Luo, Yun-Cheng; Chuang, Yi-Ta

doi:10.1002/cae.20359

Cited by 10 publications

(8 citation statements)

References 24 publications

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“…Some team members might experience difficulties in communication, coordination, and interaction with other team members [12], mostly because of the lack of visual contact and body language. Therefore, one of the real strengths of computer supported collaborative learning is in the negotiation and interaction among peers through computer-supported social networks in which they seek to solve a problem together collaboratively [13], [14], [15]. A variety of studies in the field of mobile Computer Supported Collaborative Learning (mCSCL) have explored opportunities for designing learning applications through networked mobile technologies (e.g., [1], [6], [7], [8]).…”

Section: Enhancing Educational Practices Through Collaboration and Momentioning

confidence: 99%

Designing Technology for Content-Independent Collaborative Mobile Learning

Botički

Wong

Looi

2013

IEEE Trans. Learning Technol.

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This paper describes the design of a technology platform for supporting content-independent collaborative mobile learning in the classroom. The technical architecture provides mechanisms for assigning different content or materials to students and then guiding them to form groups with other students in which the combination and integration of their content satisfies some pre-assigned critera or goal. The uniqueness of this lies in the dynamic forming of collaborative groups rather than having fixed or preassigned groupings of students for doing collaborative work. We present the theoretical underpinnings of our approach, the initial design of the software and the iterative cycles of a Design-based Research (DBR) approach that tries out the continuously being-refined design with primary school students. Feedback and data collected from observing students' actual learning behaviors and motivations in the cycles were used to propose a new cycle of the system and user-interface redesign. Such school-based trials provided demonstrations of the platform in supporting two content-specific learning applications, namely in mathematics and Chinese language learning activities in a primary school setting. They show the enactment of collaborative scaffolding comprising peer, technological and teacher scaffolding in supporting the students' formation of groups, and their collaboration and learning.

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Section: Enhancing Educational Practices Through Collaboration and Momentioning

confidence: 99%

Designing Technology for Content-Independent Collaborative Mobile Learning

Botički

Wong

Looi

2013

IEEE Trans. Learning Technol.

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“…Further, in an undergraduate engineering curriculum, [14] proposed an intelligent learning style aware diagnosis agent to analyze each student's learning portfolio and automatically issue feedback messages to enhance collaborative learning. Then, [23] promoted peer-learning to multi-layers in engineering courses and they found that peer tutors learned through reflecting on their own experience.…”

Section: Related Workmentioning

confidence: 99%

“…Huang et al [14] tried to develop an intelligent learning style aware diagnosis agent to dynamically analyze each learner's learning portfolio and then real-time issue feedback to notify his/her state of peer learning. However, regarding the analysis tools for peer learning, it is still under-researched.…”

Section: Analysis Toolmentioning

confidence: 99%

Peer learning efficacy analysis on undergraduate software design course

Cheng

Chen

2017

Comp Applic In Engineering

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Knowledge sharing and peer learning are important characteristics for learning similar engineering topics, especially suitable for the learning in college. Software design is an advanced required course for software engineering departments. However, most students might have no enough incentives to learn it by themselves.To distinguish the performance of the peer learning, we adopted the peer learning in software design course to analyze the possibility of adoption. Our selected course was a junior major and held on the second semester. Its regulations are declared twice before the due date of the course selection. Students can group their peer learning team by at most three ones, so they can choose as individual learning. Both review and summary quizzes were held at the first and the last 15-min in the Moodle every week, respectively. There were 34 students attending this experiment with four 3-student groups, five 2-student groups, and 12 singles. A web-based tool was designed to illustrate the peer learning performance and students can browse their own score

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“…Among them, we can refer the proposal of learning sequenced by an application which bounds advance to new lessons until achieve some minimum marks in previous lessons [003]. Other works published on learning guided by computer application, are a system that generates messages to the students that not show progress on their work [002], and a system that helps to find the solution of guided exercises [007].…”

Section: Related Workmentioning

confidence: 99%

Computer‐assisted method based on continuous feedback to improve the academic achievements of first‐year students on computer engineering

Lemus

Montañana

Buendía

et al. 2015

Comp Applic In Engineering

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. This paradigm is characterized by applying innovative methods of teaching that involve students as active participants in their own learning.In this paper, it is proposed a method based on detecting the students' learning gains by using low time consuming "Pretests" and "Posttests", on a selection of learning activities.The overload of using the "Pretest-Posttest" is minimized by the use of information and communication technologies.The results of the "Pretests" and "Posttests" allows the students to be aware of their learning progress. The analysis of the results of the "Pretests" and "Posttests" helps teachers adapt their strategies when presenting the learning activities.The method has been applied on a first course on Computer Engineering, during the 1 The authors are with the

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Using learning style‐based diagnosis tool to enhance collaborative learning in an undergraduate engineering curriculum

Cited by 10 publications

References 24 publications

Designing Technology for Content-Independent Collaborative Mobile Learning

Designing Technology for Content-Independent Collaborative Mobile Learning

Peer learning efficacy analysis on undergraduate software design course

Computer‐assisted method based on continuous feedback to improve the academic achievements of first‐year students on computer engineering

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