Evaluation of Intelligent Grouping Based on Learners’ Collaboration Competence Level in Online Collaborative Learning Environment

Maina Elizaphan Muuro,Peter Waiganjo Wagacha,Robert Obwocha Oboko

doi:10.19173/irrodl.v17i2.2066

Abstract

<p>In this paper we explore the impact of an intelligent grouping algorithm based on learners’ collaborative competency when compared with (a) instructor based Grade Point Average (GPA) method level and (b) random method, on group outcomes and group collaboration problems in an online collaborative learning environment. An intelligent grouping algorithm has been added in a Learning Management System (LMS) which is capable of forming heterogeneous groups based on learners’ collaborative competency level. True experiment design methodology was deployed to examine whether there is any association between group formation method and group scores, learning experiences and group problems. From the findings, all groups had almost similar mean scores in all group tests, and shared many similar group collaboration problems and learning experiences. However, with the understanding that GPA group formation method involves the instructor, may not be dynamic, and the random method does not guarantee heterogeneity based on learner’s collaboration competence level, instructors are more likely to adopt our intelligent grouping method as the findings show that it has similar results. Furthermore, it provides an added advantage in supporting group formation due to its guarantee on heterogeneity, dynamism, and less instructor involvement.</p>

Highlights

Group formation on group work has big impact on group performance
This research sought to investigate the impact of different group orientation techniques (GPA, Intelligent Grouping, and Random) on group outcomes in an online collaborative learning environment
The ANOVA analysis results shown in table 7 indicate that, the Sig. values (p) for pretest and posttests were above the alpha value (0.05)

Summary

Introduction

Group formation on group work has big impact on group performance. Depending on how the group is formed, it can result in homogeneity in student characteristics and ineffective peer learning. There is a need to constitute heterogeneous groups in collaborative learning which constitutes students with different collaborative competencies and knowledge levels. Previous research has focused on various group orientation techniques and their impact on group performance like different learning styles in group orientation (Alfonseca, Carro, Martin, Ortigosa, & Paredes, 2006; Deibel, 2005; Grigoriadou, Papanikolaou, & Gouli, 2006). There is need to investigate the impact of other group orientation techniques on group performance like grouping students based on their Collaboration Competence Levels (CCL). Most of the previous research in group formation lacks the true experiment design methodology which is recommend when investigating learning outcomes with different instructional methods. This research sought to investigate the impact of different group orientation techniques (GPA, Intelligent Grouping, and Random) on group outcomes in an online collaborative learning environment. The research questions we intended to answer in this respect are: 1. Which group of learners amongst the intelligently grouped, randomly grouped and instructor grouped methods using GPA collaborates more effectively and performs better in an online group task?

Methods

Results

Discussion

Conclusion