Collaborative learning frameworks to promote a positive learning culture

Willey, Keith; Gardner, Anne

doi:10.1109/fie.2012.6462401

Cited by 15 publications

(15 citation statements)

References 12 publications

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“…Some students that are strong contributors in groups and appears to have learned course contents can only demonstrate this in a collaborative environment. Gaps in the understanding are revealed in assessment where these students are not supported by the group [8].…”

Section: Group Learningmentioning

confidence: 92%

“…The group serves as an arena for discussing course contents and thus giving practice in communication within the core subject. In the ideal case, collaborative learning should be more effective than individual learning, especially if the complexity of the material to be learned is high [8]. However, just forming groups and handing out assignments is not enough to ensure that these benefits are achieved.…”

Section: Group Learningmentioning

confidence: 95%

“…Willey and Gardner [8] identify a number of components that increase the chance of successful collaborative learning activities: activities should be formative, scaffolding is needed, there should be several cycles of activities with increasing complexity, activities should be followed by individual confirmation tasks to allow each student to confirm their learning. For open-ended activities, confirmation tasks that allow students to discover strengths and weaknesses of their thinking is important.…”

Section: Group Learningmentioning

confidence: 99%

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Enhanced learning by promoting engineering competencies

Cassel

Nylén

Victor

2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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An engineering graduate needs to master a number of important skills: problem solving, critical thinking, communication, collaboration, etc. In this paper we describe how a course in computer security, taught in the Computer and Information Engineering programme at Uppsala University, has been developed over a period of three years. The aim is to better develop the engineering competencies of students, improving their understanding of course contents, training their ability to reflect on it, and to apply their knowledge when facing realistic problems.The course is designed to activate students, based on practical labs and theoretical tasks which are solved in groups. The student reports are assessed at seminars, where the solutions are presented orally, peer-reviewed and discussed. The seminars encourage and reward activities at the higher levels of taxonomies such as Bloom's.The results of the development, based on a CEQ-based course evaluation, indicate that students take a deeper approach to learning. They develop their problem-solving skills to a high degree, appreciate the practical solving of open-ended problems, and take responsibility for collaborative learning. Their overall satisfaction with the course is quite high, despite indications that they find the workload high.

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Section: Group Learningmentioning

confidence: 92%

Section: Group Learningmentioning

confidence: 95%

Section: Group Learningmentioning

confidence: 99%

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Enhanced learning by promoting engineering competencies

Cassel

Nylén

Victor

2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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“…We recommend that for all assessment activities (both summative and formative) we should explain to students (Willey and Gardner 2012):…”

Section: Editorialmentioning

confidence: 99%

Editorial

Gardner

Willey

2013

European Journal of Engineering Education

Self Cite

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“…Similarly, collaboration networks are key elements through which members of an organization access to knowledge, offering opportunities for shared learning, knowledge transfer, and information exchange [2]. In a learning context, collaboration is generally described as activities involving joint intellectual efforts between learners and instructors [3]. Actually, a group learning could be more effective than an individual learning in cases of complex subjects [4] [5].…”

Section: Introductionmentioning

confidence: 99%

An approach to a graph-based model for encouraging transfer of knowledge in learning activities

Carpio

2015

eChallenges E-2015 Conference

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Knowledge transfer is a key aspect of securing the continuous improvement of learning, being the reuse and recombination of knowledge a difficult task. Hence, this process can be enriched by approaches such as graph theory, transactive memory and social networks to boost and facilitate the team members' learning. This paper presents an approaching of representing knowledge transfer of learning contexts, applying graph structures to perceive dynamically the collaborative learning under transactive memory mechanisms and social network aspects when connecting participants in building knowledge. The proposed model allows rate the learning process and determines weak elements to so reinforcing the understanding and comprehension of a determined subject. Through case studies, this approach was validated by people belonging to academic and business context, which participated in learning collaboratively specific topics and provided support for acquiring skills. The dynamic of the model, supported by a graph structure was analysed to disclose encouraging perceptions on this proposal.

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Collaborative learning frameworks to promote a positive learning culture

Cited by 15 publications

References 12 publications

Enhanced learning by promoting engineering competencies

Enhanced learning by promoting engineering competencies

Editorial

An approach to a graph-based model for encouraging transfer of knowledge in learning activities

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