Student-centered Collaborative Learning Research Articles

정보 시각화 디자인을 통한 고전 문학 교수-학습효과 증진 융합교육 프로그램 개발 사례연구

Objectives The empirical goal of this study is improving students’ academic ability through visualization of information. To achieve the goal, through case study, this study aims to find out what teaching-learning experience effect teachers and learners can have by developing and applying convergence education program using visualization design of classical literature which belongs to high school national curriculum. Methods For the investigation, this study developed a teaching model using organized information planning process. The participants for the teaching model was Korean teachers, art teachers and 24 students of middle ranked high school in Chungcheongbukdo Cheongju. To identify the effectiveness, this study conducted in-depth interview and before-after test strip which can evaluate affective and cognitive constructs. Teachers’ instructions were analyzed with integrative perspective of Curriculum-Class-Evaluation-Feedback. The results of students’ before-after test strip and individual interviews according to the achievement level were classified by visualization of information and learning effect. Then, students’ experiences were organized based on the results. Results As a result, systematically organized information planning and information visualization design made students learn classical novel more constructively. Also this teaching model encouraged the integration of Curriculum- Class-Evaluation-Feedback and student-centered collaborative learning. In addiction, this study suggests advantages and concerns for application of digital device in visualizing process. Conclusions Through this study, it was confirmed that both teachers and students have positive learning experience in the process of producing text information into visual information during the teaching-leaning process of classic novel. The findings of this study will become an alternative method to revive marginalized classic novel teaching. Also, it extended the availability of information visualization design in the teaching and learning.

INFLUENCE OF E-LEARNING POLICY PEDAGOGY ON STUDENT-CENTERED COLLABORATIVE LEARNING AND DEVELOPMENT IN HIGHER INSTITUTIONS

Background: this research on E-learning was geared towards determining how E-learning policy pedagogy influences student-centred collaborative learning and development in higher institutions. Objectives: the objectives were to determine: the effect of E-learning on students' achievement; the extent of the relationship between learner-centered pedagogy and students' performance; the extent to which students-centered collaborative learning affect development. Design: 246 was realised as sample size using Topmans formula at 5% level of tolerance and 95% level of confidence from infinite population. Questionnaire was used to collect data, 246 copies of the questionnaire were distributed and 230 copies were returned. Method: Descriptive research method was adopted for the study. Three hypotheses were tested; the first and the third were tested using linear regression while the second was tested using Pearson product moment correlation coefficient statistics. Findings: The findings show that E-learning had a significant positive effect on students' achievement; secondly, there is a significant relationship between learner-centered pedagogy and students' performance; thirdly, Student-centered collaborative learning had a significant positive effect on development. Result: Teachers, students and other administrative staff should be involved in the full utilisation of the educational system of teaching, learning and the use of modern information and communication technologies (ICT). Recommendation: The study recommends that for e-learning to be effective, E-learning facilities should be appropriately maintained. Stable internet should be provided to support easy and fast learning and teaching; the staff and students should learn the basic knowledge on how to operate the computer and its peripheral devices; electricity is a basic requirement needed for the computer and its peripheral devices to function, so government should ensure that all institutions are connected to a stable electric grid.

Students Choice of Group Mates: Avoiding Conflict to Enhance Learning

The use of group work in student centered collaborative learning in STEM courses has widely increased over the past decades. There is significant evidence available in literature about the benefits of group work in terms of student learning, peer acceptance, and retention of knowledge. However, group work is not beneficial if the groups are not structured strategically. There is conflicting evidence in the literature about what type of group structures are most beneficial for enhanced learning. There is a significant gap in the literature about how to compose groups in order to maximize cognitive engagement, performance, and satisfaction and minimize interpersonal conflicts in undergraduate inquiry‐based introductory labs. One of the goals of our study is to understand the impact of the group selection methods on student network formation in association with group dynamics and conflicts that arise.To explore this idea, we used a socio‐cognitive perspective in combination with the framework of Cooperative Learning Effects on Learning to conduct a longitudinal study in thirty‐five sections of an undergraduate inquiry‐based biology laboratory at the University of Georgia (n=796). Our data was collected over a 3‐week period in the form of 7 surveys over the summer semester and over 7 weeks in the Spring semester. After each lab, students were given a survey that asked them to report who they worked with, things they noted as good and bad traits in their group mates, how frequently they communicated, how they rated effort from their group mates, and if they planned to work with these students again the following week. The data from the first five surveys in each of the semesters was analyzed quantitatively by social network analysis.The student network analysis showed that there is clustering with respect to gender and ethnicity regardless of whether students are in the structured or unstructured lab. Empirical observations suggest that pre‐class friends choose to work together. In the unstructured sections, students chose to work with the same group members throughout the lab course, even when given the option to change groups. Students would rather stay with a problem group member that they know rather than confront the issue and change groups. In the preliminary data, students were asked to identify “good” and “bad” group member traits. The top three good group member traits were “prepared” “interested in class”, and “participated.” Students in the unstructured labs (9%; n= 540) are less likely to report negative comments about their group members in comparison to students in structured labs (16%; n=532). In the future, we are going to run qualitative analysis in case studies to understand at what point students will report intragroup conflicts.Support or Funding InformationThis study was funded by the National Science Foundation (NSF) under grant no. 1659423 as part of the UBER‐REU program, however; the findings of this study do not explicitly represent the views of the NSF. We would like to thank the GLAs and students who contributed data to this study. Additionally, we would like to thank Destiny Williams, Franklin College of Arts and Sciences, the Department of Cellular Biology, and the SEER Centre for contributions to this project.

Implementing Student-Centered Collaborative Learning when Teaching Productive Skills in An ESL Primary Classroom

The English language plays a crucial role in serving its purposes in various fields such as in the education system, business and economy because of its standard as an international language. Young English language learners often face difficulties in mastering the English language productive skills which are the speaking and writing skills. Therefore, English language educators often apply 21st century teaching styles aim to enhance learners’ ESL language learning which include collaborative learning for young learners. This qualitative case study aims to explore Malaysian teachers’ perceptions on the implementation of the student-centered collaborative learning in the teaching of productive skills namely the speaking and writing skills in a Malaysian ESL primary classroom. Specifically, the study focuses on how the ESL teachers implement collaborative learning, the effective ways of implementing collaborative learning as well as the challenges they encountered during the implementation of the student-centered collaborative learning. Document analysis, observation and interviews are employed as the research instruments. Findings revealed that assigning learners’ roles, group evaluation, the application of differentiated instruction as well as assigning more language-based, personal-response and stylistic activities are the teachers’ current practices in promoting the collaborative learning. This study found out the effective ways of implementing the collaborative learning are by assigning learners’ roles, use of teaching aids, evaluation of the learning process and products as well as providing more language-based activities whereas classroom management is proven to be the main obstacle faced.

Self-Generation in the Context of Inquiry-Based Learning.

Self-generation of knowledge can activate deeper cognitive processing and improve long-term retention compared to the passive reception of information. It plays a distinctive role within the concept of inquiry-based learning, which is an activity-oriented, student-centered collaborative learning approach in which students become actively involved in knowledge construction by following an idealized hypothetico-deductive method. This approach allows students to not only acquire content knowledge, but also an understanding of investigative procedures/inquiry skills – in particular the control-of-variables strategy (CVS). From the perspective of cognitive load theory, generating answers and solutions during inquiry-based learning is inefficient as it imposes an intrinsic and extraneous load on learners. Previous research on self-generation of content knowledge in inquiry-based learning has demonstrated that (1) a high cognitive load impairs retention of the generated information, (2) feedback is a fundamental requirement for self-generation of complex content knowledge, (3) self-generation success is key to long-term retention, and (4) generating and rereading place different demands on learners. However, there is still no research on the self-generation of scientific reasoning skills (procedural knowledge) and no knowledge of interaction between the (long-term) retention of these skills with prior knowledge, feedback and self-generation success. That is why this experiment was conducted. The focus of this research is to analyze the distinctive role of self-generation of scientific reasoning skills within the concept of inquiry-based learning and to identify the influence of prior knowledge and self-generation success on short-term and long-term retention. For this purpose, an experiment involving 133 6th and 7th graders was conducted. An inquiry activity that included the self-generation of scientific reasoning skills was compared to an inquiry task that had students simply read information about the experimental design. We used both an immediate and a delayed test to examine which treatment better developed a deeper understanding of CVS and an ability to apply this knowledge to novel problems (transfer). Direct instruction was clearly superior to self-generation in facilitating students’ acquisition of CVS immediately after the inquiry task. However, after a period of 1 week had elapsed, both treatment conditions turned out to be equally effective. A generation effect was only found among students with high self-generation success after a 1-week delay.

Student-Centered Collaborative Learning in the Online Classroom: Perceptions of Virtual Group Projects

Student-Centered Collaborative Learning in the Online Classroom: Perceptions of Virtual Group Projects