A Proposal for the Global and Collaborative PBL Learning Environment Where All Global Members on Different Campuses Are "On the Same Page" throughout the Process of Learning in the Project

Yamamoto, Tosh; Liao, Anthony Y. H.; Wu, Wen-Chi Vivian; Shih, Meilun; Shih, Ju-Ling

doi:10.1109/taai.2018.00029

Cited by 4 publications

(5 citation statements)

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“…In recent years, the integration of information technology into education has revolutionized instructional methodologies, with portable computers becoming ubiquitous tools in educational organizations (Ruiz-Mercader et al, 2006;Gikas and Grant, 2013;Shatri, 2020;Sheikh et al, 2021;Akhmedov, 2022;Fathi et al, 2023;Garcia and Garcia, 2023;Liu et al, 2023). This technological surge has empowered educational institutions to enrich their curricula by incorporating virtual learning environments for instructional tasks (Hamuddin, 2018;Yamamoto et al, 2018). Among the array of technological advancements, artificial intelligence (AI) has emerged as a potent force in the realm of education, particularly in the domain of spoken communication, which has witnessed remarkable progress (Pokulevska, 2018).…”

Section: Introductionmentioning

confidence: 99%

Artificial intelligence-based language learning: illuminating the impact on speaking skills and self-regulation in Chinese EFL context

Qiao,

Zhao

2023

Front. Psychol.

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IntroductionThis study investigated the effectiveness of artificial intelligence-based instruction in improving second language (L2) speaking skills and speaking self-regulation in a natural setting. The research was conducted with 93 Chinese English as a foreign language (EFL) students, randomly assigned to either an experimental group receiving AI-based instruction or a control group receiving traditional instruction.MethodsThe AI-based instruction leveraged the Duolingo application, incorporating natural language processing technology, interactive exercises, personalized feedback, and speech recognition technology. Pre- and post-tests were conducted to assess L2 speaking skills and self-regulation abilities.ResultsThe results of the study demonstrated that the experimental group, which received AI-based instruction, exhibited significantly greater improvement in L2 speaking skills compared to the control group. Moreover, participants in the experimental group reported higher levels of self-regulation.DiscussionThese findings suggest that AI-based instruction effectively enhances L2 speaking skills and fosters self-regulatory processes among language learners, highlighting the potential of AI technology to optimize language learning experiences and promote learners’ autonomy and metacognitive strategies in the speaking domain. However, further research is needed to explore the long-term effects and specific mechanisms underlying these observed improvements.

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Section: Introductionmentioning

confidence: 99%

Artificial intelligence-based language learning: illuminating the impact on speaking skills and self-regulation in Chinese EFL context

Qiao,

Zhao

2023

Front. Psychol.

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“…It employs PBL in a global setup to understand the socio-cultural aspects and uses IT (Information Technology) to generate virtual environments. The teams' spatial and temporal differences are solved by IT tools [16], [17] and cloud services.…”

Section: Introductionmentioning

confidence: 99%

“…Such experiences usually target senior year courses or capstone projects [11]- [12]; a student team may visit the host university under International exposure programs [13]. This engagement needs physical travel and stay for the duration of typically 4 to 12 weeks; the projects execute virtually using ICT [14]- [17] for students of diverse courses.…”

Section: Introductionmentioning

confidence: 99%

Experiments with Multinational Cross-Course Project

Raval

Kaya

Zaveri

et al. 2020

2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

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A modern engineer needs global competencies to work in a multinational team. Active learning during education helps to understand the nuances of such future engagements. Therefore, this paper discusses the dynamics of the crosscourse project for sophomores in a multicultural environment. The project is embedded within courses offered at two universities, which are spatially and temporally separated. At each university the course uses blended learning with project providing opportunities for online interactions and rest content coverage through classroom dialogues. The paper outlines the experiences of the students, faculty and provides recommendations for future implementations. The essential advisory is for: (1) Fine-tuning the framework for improving teamwork. (2) Supervising the groups and evaluating them as per the onshore university norms.

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“…Hence the recruitment was carried out by emails and word of mouth by the Dean and other colleagues of the English Language Faculty of Engineering (ELFE) at TU-Sofia towards students from all year standings and all programs as long as the students were comfortable with taking a course in English, without other prerequisites. The ELFE program offers the Industrial Engineering program taught solely in English at TU-Sofia, and naturally, the majority of the PBL class (9) was from this Industrial Engineering program, but the other students (4) were from the Electronic Engineering and Technologies program. The students who were interested in the course were encouraged to talk to Dr. Yan to get more information.…”

Section: Course Setupmentioning

confidence: 99%

“…Given the advantages of PBL and vertical integration, the authors aim to implement PBL in a Fulbright Scholar program in Bulgaria during the pandemic, which came with another set of challenges beyond what was mentioned earlier. Originally, COIL (Collaborative Online International Learning) was planned for the students from both WCU and TU-Sofia to do a common project with remote collaboration, because COIL, as the global level PBL, was shown to help the students learn self-efficacy [9], but the mismatched academic calendars made the COIL plan impossible to materialize. However, some interactions between the Bulgarian students and the visitors from the U.S. in Bulgaria were made possible.…”

Section: Introductionmentioning

confidence: 99%

A Project-Based Learning (PBL) Course Offered in Bulgaria in a Fulbright U.S. Scholar Project During the Pandemic

Yan,

Draganov,

Jack (duplicate)

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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The first author visited the Technical University of Sofia (TU-Sofia) in Bulgaria in Fall 2021 as a Fulbright U.S. Scholar to conduct a research/teaching combination project, with the support from the other authors of this paper at both institutions. A project-based learning (PBL) course was offered at TU-Sofia as a facultative course, with 13 students enrolled from two programs and from freshmen to seniors. This paper reports the extensive efforts on course planning, the adaptation of the course offering on the go, and a follow-up plan such as a faculty-led trip to provide an opportunity for the U.S. students to visit Bulgaria (although the May 2022 trip had to be canceled due to the nearby war, the connections that were made and the trip planning will enable another trip in the future). All these activities were impacted adversely by the pandemic, such as the postponement of this trip from Spring 2021 to Fall 2021, the transition of in-person instruction to online instruction in late October, and the less than perfect final project's completion rate, beyond the normal adaptation of a course in a different country given the facility and product differences. The different academic calendars in the U.S. and Bulgarian institutions also made it impossible in finding a suitable period for the students from both institutions to interact, but we were able to connect the students with other American visitors in Bulgaria to get comments on their designs. There were many other challenges, including the cultural influences on design, and communication (often asynchronous with English not being the mother tongue for some), on top of the normal project constraints, which were exactly what stretched the students. This project aimed at carrying out and evaluating high-impact practices such as PBL and vertical integration in a different institution, via a comparison between precourse and post-course surveys. These practices could continue in various forms at TU-Sofia, and the collaboration could grow into COIL (Collaborative Online International Learning) opportunities. We encouraged the students to discover and learn from each other. From the students' point of view, the senior students will be prepared for their intensive 7-week capstone project in the next semester, and the younger students will gain valuable experiences while shadowing and actively engaging in the development of the projects. The practices presented in this paper could provide some timely ideas and inspiration for other colleagues who wish to continue international collaborations during the pandemic.

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A Proposal for the Global and Collaborative PBL Learning Environment Where All Global Members on Different Campuses Are "On the Same Page" throughout the Process of Learning in the Project

Cited by 4 publications

References 1 publication

Artificial intelligence-based language learning: illuminating the impact on speaking skills and self-regulation in Chinese EFL context

Artificial intelligence-based language learning: illuminating the impact on speaking skills and self-regulation in Chinese EFL context

Experiments with Multinational Cross-Course Project

A Project-Based Learning (PBL) Course Offered in Bulgaria in a Fulbright U.S. Scholar Project During the Pandemic

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