Team formation instruments to enhance learner interactions in open learning environments

Open learning environments, such as Massive Open Online Courses (MOOCs), often lack adequate learner collaboration opportunities; they are also plagued by high levels of drop-out. Introducing project-based learning (PBL) can enhance learner collaboration and motivation, but PBL does not easily scale up into MOOCS. To support definition and staffing of projects, team formation principles and algorithms are introduced to form productive, creative, or learning teams. These use data on the project and on learner knowledge, personality and preferences. A study was carried out to validate the principles and the algorithms. Students (n = 168) and educational practitioners (n = 56) provided the data. The principles for learning teams and productive teams were accepted, while the principle for creative teams could not. The algorithms were validated using team classifying tasks and team ranking tasks. The practitioners classify and rank small productive, creative and learning teams in accordance with the algorithms, thereby validating the algorithms outcomes. When team size grows, for practitioners, forming teams quickly becomes complex, as demonstrated by the increased divergence in ranking and classifying accuracy. Discussion of the results, conclusions, and directions for future research are provided.     

Exploring regulatory processes during a computer-supported collaborative learning task using process mining

The purpose of this study was to explore sequences of social regulatory processes during a computer-supported collaborative learning task and their relationship to group performance. Analogous to self-regulation during individual learning, we conceptualized social regulation both as individual and as collaborative activities of analyzing, planning, monitoring and evaluating cognitive and motivational aspects during collaborative learning. We analyzed the data of 42 participants working together in dyads. They had 90 min to develop a common handout on a statistical topic while communicating only via chat and common editor. The log files of chat and editor were coded regarding activities of social regulation. Results show that participants in dyads with higher group performance (N = 20) did not differ from participants with lower group performance (N = 22) in the frequencies of regulatory activities. In an exploratory way, we used process mining to identify process patterns for high versus low group performance dyads. The resulting models show clear parallels between high and low achieving dyads in a double loop of working on the task, monitoring, and coordinating. Moreover, there are no major differences in the process of high versus low achieving dyads. Both results are discussed with regard to theoretical and empirical issues. Furthermore, the method of process mining is discussed.     

Team members' perceptions of online teamwork learning experiences and building teamwork trust: A qualitative study

Teamwork factors can facilitate team members, committing themselves to the purposes of maximizing their own and others' contributions and successes. It is important for online instructors to comprehend students' expectations on learning collaboratively. The aims of this study were to investigate online collaborative learning experiences and to identify important factors that were crucial for building teamwork trust. A qualitative research method was utilized in the study. Data were collected from students' responses of three open-ended questions and interviews. The results indicated that students who enjoyed working in the group setting had a good relationship with their team members and they trusted their team members. In contrast, the questionable behaviors of members (lack of communication and low level of individual accountability) were negative factors of their teamwork experiences. In addition, students considered individual accountability, familiarity with team members, commitment toward quality work, and team cohesion were important factors for building trust with team members. Quantitative analyses confirmed that teamwork trust was correlated significantly with two of the important factors for building trust indicated by team members: familiarity with members (r = .74) and team cohesion (r = .79). Implications and recommendations for future research were also discussed.     

Re-thinking physics teaching with web-based learning

There is extensive uptake of ICT in the teaching of science but more evidence is needed on how ICT impacts on the learning practice and the learning outcomes at the classroom level. In this study, a physics website (Getsmart) was developed using the cognitive apprenticeship framework for students at a high school in Australia. This website was designed to enhance students’ knowledge of concepts in physics. Reflexive pedagogies were used in the delivery learning materials in a blended learning environment. The students in the treatment group accessed the website over a 10 week period. Pre and post-test results of the treatment (N = 48) and comparison group (N = 32) were compared. The MANCOVA analysis showed that the web-based learning experience benefitted the students in the treatment group. It not only impacted on the learning outcomes, but qualitative data from the students suggested that it had a positive impact on their attitudes towards studying physics in a blended environment.     

A web based collaborative testing environment

This paper presents a computer supported collaborative testing system built upon the Siette web-based assessment environment. The application poses the same set of questions to a group of students. Each student in the group should answer the same question twice. An initial response is given individually, without knowing the answers of others. Then the system provides some tools to show the other partners' responses, to support distance collaboration. Finally a second individual answer is requested. In this way assessment and collaboration activities are interlaced. At the end of a collaborative testing session, each student will have two scores: the initial score and the final score. Three sets of experiments have been carried out: (1) a set of experiments designed to evaluate and fine tune the application, improve usability, and to collect users' feelings and opinions about the system; (2) a second set of experiments to analyze the impact of collaboration in test results, comparing individual and group performance, and analyzing the factors that correlate to those results; and (3) a set of experiments designed to measure individual short-term learning directly related to the collaborative testing activity. We study whether the use of the system is associated with actual learning, and whether this learning is directly related to collaboration between students. Our studies confirm previous results and provide the following evidence (1) the performance increase is directly related to the access to other partners' answers; (2) a student tends to reach a common answer in most cases; and (3) the consensus is highly correlated with the correct response. Moreover, we have found evidence indicating that most of the students really do learn from collaborative testing. High-performing students improve by self-reflection, regardless the composition of the group, but low-performing students need to be in a group with higher-performing students in order to improve.     

Motivating factors in online language teacher education in southern Argentina

Online teacher education is of growing interest and so is the study of motivation as a key factor in technology-mediated learning environments. This study is based on a pre-service language teacher education programme in Patagonia, a southern Argentinian region with no face-to-face training offers, limited Internet access and a large number of unqualified teachers. Our goal is to broaden the understanding of online teacher education programmes at undergraduate level in contexts where most trainees are practicing teachers and where online education is the only possibility for holding a teaching qualification. We focused on the motivating factors that led 71 trainees to enrol and to remain in this online teacher training course. Through a mixed methods approach, the trainees completed an online survey (n = 71) and participated in a follow-up interview (n = 24). Results showed that obtaining a teaching degree, autonomy, and individual activities were key factors in initial and sustaining motivation. Participants' experiences challenged collaborative learning in an online environment.     

Collaborative learning and engineering workspaces

Research studies aimed to improve remote collaboration and education are presented and related to practical results for control and automation engineering education. Individual, social and cultural aspects are considered as important requirements in the development of collaborative learning environments. A collaborative learning environment for control and automation education, which includes mixed-reality lab experiments, is presented. The proposed environment hosts remote lab experiments that enable the development of collaborative projects among students working at different sites. Experiences using the proposed learning environment in both university and vocational courses are presented.     

The influence of learner-generated domain representations on learning combinatorics and probability theory

The aim of the current study was to examine the effects of providing support in the form of tools for constructing representations, and in particular the differential effects of the representational format of these tools (conceptual, arithmetical, or textual) in terms of perceived affordances and learning outcomes. The domain involved was combinatorics and probability theory. A between-subjects pre-test–post-test design was applied with secondary education students randomly distributed over four conditions. Participants completed the same tasks in a simulation-based learning environment. Participants in three experimental conditions were provided with a representational tool that could be used to construct a domain representation. The experimental manipulation concerned the format of the tool (conceptual, arithmetical, or textual). Participants in a control condition did not have access to a representational tool. Data from 127 students were analyzed. It was found that the construction of a domain representation significantly improved learning outcomes. The format in which students constructed a representation did not directly affect learning outcomes or the quality of the created domain representations. The arithmetical format, however, was the least stimulating for students to engage in externalizing their knowledge.     

Challenging games help students learn: An empirical study on engagement,flow and immersion in game-based learning

In this paper, we investigate the impact of flow (operationalized as heightened challenge and skill), engagement, and immersion on learning in game-based learning environments. The data was gathered through a survey from players (N = 173) of two learning games (Quantum Spectre: N = 134 and Spumone: N = 40). The results show that engagement in the game has a clear positive effect on learning, however, we did not find a significant effect between immersion in the game and learning. Challenge of the game had a positive effect on learning both directly and via the increased engagement. Being skilled in the game did not affect learning directly but by increasing engagement in the game. Both the challenge of the game and being skilled in the game had a positive effect on both being engaged and immersed in the game. The challenge in the game was an especially strong predictor of learning outcomes. For the design of educational games, the results suggest that the challenge of the game should be able to keep up with the learners growing abilities and learning in order to endorse continued learning in game-based learning environments.     

Benefits of adding anxiety-reducing features to a computer-based multimedia lesson on statistics

The present study examined the effectiveness of techniques intended to reduce anxiety as students learn mathematical content from a computer-based lesson. In a between-subjects experiment, students learned statistical rules through worked examples in a computer-based learning environment that either did (treatment group) or did not (control group) include anxiety reducing features—a coping message delivered through the lesson by an online pedagogical agent concerning how to manage feelings of anxiety, and prompts for expressive writing, in which students summarize their thoughts and feelings. An independent samples t-test showed that the treatment group, which received added anxiety-reducing features, showed higher accuracy than the control group on solving practice problems (d = 0.71) and retention problems (d = 0.63) and reported higher perceived effort on learning the multimedia lesson (d = 0.66). In addition, a standard multiple linear regression found that anxiety, self-efficacy, and cognitive load as a set predicted performance (R² = 0.56), with self-efficacy as the strongest predictor (β = 0.63). Adding anxiety-reducing features to an online lesson may encourage greater effort, which leads to better learning outcomes.     

An investigation into effectiveness of different reflective learning strategies for learning operational software

Skill certification promotion is one of the main policies facilitated by the technological and vocational education, where application software instruction is regarded as the core curriculum to foster skill certification. With its close connection with problem-solving learning, application software instruction relies heavily on hands-on operation incorporating information technology to adequately unravel the challenges where living or working application is simulated as problem situations. According to Dewey (1963) and Edwards (1996), the process of reflection is characterized by the inference course where learners attempt to analyze and solve the problems. However, more evidence is needed to decide what reflective learning strategies are effective for students' learning. Application software operation is categorized as procedural knowledge. Repeated drills are requisite to reach the ultimate goal of spontaneous reaction without thinking. Features of CAL system offer a well-rounded environment to meet the demands. The purposes of this study were 1) to investigate how different reflective learning strategies can affect learning effectiveness of operational application software acquisition, 2) to identify effective learning strategies and to incorporate the CAL approach with instructional practices to foster learning performance. Aiming at characteristics of operational software, this study proposed operational software learning strategy theory model based on reflective learning and Adaptive Character of Thought-Rational (ACT-R) model theories. The proposed model modified the reflective learning theory and added cyclical loop into CAL to fit for operational software instruction. The CAL system is developed and incorporated into learning activities of reflective learning theory strategy model by collecting frequent operation errors made in the first-year experiment as the source drill items. This study is conducted in a two-year sequence. A total of 172 second-grade students was recruited from a vocational high school. Different reflective learning strategies, individual and group reflective learning strategy, are implemented on two experimental groups in the first year. CAL strategy is later added into the experimental groups in the second year. The results suggest that group reflective learning strategy can enhance learning effectiveness of the holistic and medium-score group students. When reflective learning strategy is incorporated with CAL, in addition to maintaining the first-year learning effectiveness, learning effectiveness of the holistic and low-score group students can be benefited by individual reflective learning strategy. Furthermore, reflective learning incorporating with CAL has greater learning effectiveness than the learning without CAL.     

Integration of behavioural feedback in web‐based systems nutrition learning among university students

This study evaluated whether nutrition knowledge and healthy eating patterns can be achieved through web‐based systems, a secondary analysis of learning activities and assessment records. Students used online dietary recording systems to capture food intake data for 2 weeks. The first cohort used a food photo‐upload method and the second cohort used a food text‐searching (TS) method. We compared nutrient intake profiles, nutrition knowledge, and reflective journals of the 2 groups. Interaction effects were tested by 1‐way multivariate ANOVA on outcomes between groups (p < .05). More reflective and action statements in reflective journals were observed in the TS group. The photo‐upload group exhibited significant improvement in saturated fat, sodium, cholesterol, and fat consumption (p < .001), as compared with TS group. Web‐based dietary systems can be adopted in nutrition education to effectively enhance students' nutrition knowledge and help them to reflect on their dietary patterns.     

Online engagement during COVID-19: Role of agency on collaborative learning orientation and learning expectations

During the COVID-19 outbreak, students had to cope with succeeding in video-conferencing classes susceptible to technical problems like choppy audio, frozen screens and poor Internet connection, leading to interrupted delivery of facial expressions and eye-contact. For these reasons, agentic engagement during video-conferencing became critical for successful learning outcomes. This study explores the mediating effect agentic engagement has on collaborative language learning orientations (CLLO) within an EFL video-conferencing course to understand better how interactions influence academic learning expectations. A total of 329 (Male = 132, Female = 197) students were recruited from four South Korean universities to participate in this questionnaire study. Data analysis was carried out using the statistical software packages SPSS, and a series of data screening procedures were carried out. Findings revealed that collaborative language learning orientations were a statistically significant predictor of academic learning expectations, but this relationship was fully mediated when agentic engagement was added to the model. Students with a propensity for social language learning strategies believe they will succeed; however, this relationship is explained by their propensity to interact with the instructor when video-conferencing. An assortment of learning activities should be provided to support both collaborative and individual learning orientations for academic success. Students with collaborative learning tendencies and a propensity to actively engage the instructor during video conference classes are active participants in the eLearning context, possibly leading to positive course expectations.     

Comparing the effects of representational tools in collaborative and individual inquiry learning

Constructing a representation in which students express their domain understanding can help them improve their knowledge. Many different representational formats can be used to express one’s domain understanding (e.g., concept maps, textual summaries, mathematical equations). The format can direct students’ attention to specific aspects of the subject matter. For example, creating a concept map can emphasize domain concepts and forming equations can stress arithmetical aspects. The focus of the current study was to examine the role of tools for constructing domain representations in collaborative inquiry learning. The study was driven by three questions. First, what are the effects of collaborative inquiry learning with representational tools on learning outcomes? Second, does format have differential effects on domain understanding? And third, does format have differential effects on students’ inclination to construct a representation? A pre-test post-test design was applied with 61 dyads in a (face-to-face) collaborative learning setting and 95 students in an individual setting. The participants worked on a learning task in a simulation-based learning environment equipped with a representational tool. The format of the tool was either conceptual or arithmetical or textual. Our results show that collaborative learners outperform individuals, in particular with regard to intuitive knowledge and situational knowledge. In the case of individuals a positive relation was observed between constructing a representation and learning outcomes, in particular situational knowledge. In general, the effects of format could not be linked directly to learning outcomes, but marked differences were found regarding students’ inclination to use or not use specific formats.     

Using pedagogical dialogue as a vehicle to encourage faculty technology use

The pace of technology adoption by university faculty is often slow. Slow faculty technology adoption may result from fear of failure, disinterest, or aversion to change. However, in 2007 we experienced a different faculty response while training faculty for technology-enhanced teaching at Butler University. During a technology upgrade of classrooms on our campus, we installed SMART^™ interactive whiteboards and Sympodiums^™ (SMART Technologies), visual presenters and CopyCams^™ (Polyvision/Steelcase). The technology trainers and information technology (IT) department anticipated a lack of faculty interest in training on these technologies. It was posited that faculty would not be interested in learning about these interactive and presentation technologies unless this learning could be connected in some way to their individual teaching interests and responsibilities. A novel, collaborative training model was developed to achieve this goal of placing technology training into a pedagogical context. A multidisciplinary group of faculty, working closely with representatives from IR, served as trainers for this highly successful faculty development effort in which 27% of the university faculty were trained over a three month period. This article details the methods and outcomes of this collaborative training team approach.     

Perceptions and experiences of,and outcomes for,university students in culturally diversified dyads in a computer-supported collaborative learning environment

The introduction of computer-supported collaborative learning (CSCL), specifically into intercultural learning environments, mirrors the largely internet-based and intercultural workplace of many professionals. This paper utilized a mixed methods approach to examine differences between students’ perceptions of collaborative learning, their reported learning experiences, and learning outcomes when they collaborated in a CSCL environment working with a culturally similar or dissimilar partner. Culturally diverse student dyads worked together to perform an online learning task in the domain of life sciences. Our sample of 120 BSc and MSc students was comprised of 56 Dutch and 64 international students, representing 26 countries. The results showed that students from an individualist cultural background had a more negative perception of collaborative learning than did students with a collectivist background, regardless of group composition. For women, working in a culturally similar dyad consisting of students from an individualist cultural background resulted in a more negative perception of collaborative learning than did working in this type of group for men or women working in a culturally similar dyad consisting of students from a collectivist cultural background. Students from an individualist cultural background achieved better learning outcomes than did students with a collectivist background, regardless of group composition. These findings suggest that cultural background adds an important dimension to collaborative learning, which requires students to manage collaboration that is not only virtual but also intercultural.     

Team Diversity,Learning, and Innovation: A Mediation Model

This study aims to examine the direct and mediating relationships between team diversity, individual and team learning, and individual and team innovation performance. Using a sample of 266 white-collar professionals in Hong Kong, we found that team diversity plays a substantial role in improving both individual and team learning. Individual learning and team learning are independent and positively related to individual and team innovation performance. Individual learning partially mediates the relationship between team diversity and team learning. Individual innovation performance is found to be a partial mediator of team learning and team innovation performance. This study contributes in understanding the unexplored mediating effects of individual learning on team learning, and the individual innovation performance on team innovation performance. Team diversity is found to be the main enabler in the overall model. It is hoped that the research paradigm of this article will generate further development of information systems and technology literature.