Computer technologies for model‐based collaborative learning: A research‐based approach with initial findings

Abstract

Computer‐based technologies are changing at an accelerating pace and becoming increasingly complex. Smart and context‐aware devices and Internet access enable children and adult learners to gain factual and procedure knowledge about many things anywhere at any time. These computer‐based technologies, if well‐utilized in support of learning, can promote personalized and collaborative education, which research suggests are valuable pedagogies. However, new technologies create a burden on designers and educators to use them effectively in support of learning and instruction. Emphasis on 21st century skills suggests that education should emphasize the development of critical thinking and complex problem‐solving skills. Meanwhile, many educators encounter students who lack motivation and are ill‐prepared in reading and mathematics. In addition, engineering educators face another challenge—namely, the need to frequently update curricula so that students can attain marketable skills and adapt to rapidly changing technologies in the workplace. As it happens, proper use of educational technologies can provide solutions to these challenges. This paper reports one such approach to integrate new technologies in two hybrid synchronous courses using technology‐enabled scaffolds in support of deep learning and enhanced problem‐solving competence in engineering education at small colleges in the United States. The emphasis here is on the developmental approach rather than research analysis.

A systematic literature review on synchronous hybrid learning: gaps identified

“…Anastasiades et al (2010) more specifically stressed that this setting can strengthen the social relations among students and teachers of the local and the remote class, and strengthen students' willingness to make new contacts all over the world. Also Liu, Spector, & Ikle (2018) stressed that social benefit to students included providing equal learning opportunities to under-represented students. Likewise, this flexibility ensures that the synchronous hybrid learning environment can guarantee continuity of instruction and promotes student retention (Lakhal, Bateman & Bédard, 2017;Ramsey, Evans & Levy, 2016;Wang, Lang Quek & Hu, 2017;Wiley & Ball, 2013).…”

“…As stated by Bower et al, 2015 , ideally in the years to come, rich-media collaborative technologies will become so invisible that students and teachers interacting from different locations will feel as though they are in the same room. Yet, Liu et al (2018) stress that we still have a long way to reach to these desired states.…”

Massive Open Online Course Fast Adaptable Computer Engineering Education Model

“…On the contrary, factor analysis is not appropriate. And there is KMO (Kaiser-Meyer-Olkin) test [5,[20][21][22][23][24][25][26]. Its mathematical expression is…”

Preservice Teachers’ Evolving View of the Impact of the COVID-19 Pandemic on Online Learning

“…This is due to its ability to accommodate students' needs by offering flexibility in course attendance so that students could learn anywhere anytime [4]. It helps bridge some educational equity gap especially for the underrepresented population who may have a conflicting work schedule or family responsibilities that may otherwise drop out of school [5,6]. However, research also shows that those who were firstgeneration, low income, and non-White had significantly lower levels of technological access (ownership, access to, and usage of computer devices as well as access to Internet services) [7].…”