Evaluation of WhatsApp to Promote Collaborative Learning in the Use of Software in University Professionals

Montalvo, William; Ibarra-Torres, Fernando; García, Marcelo V.; Barona-Pico, Valeria

doi:10.1007/978-3-030-42520-3_1

Cited by 7 publications

(1 citation statement)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also, the findings state that any online interface can be used for scripted collaboration activities to engage in productive processes. There are a number of research works that has used WhatsApp to assist collaborative learning (La Hanisi et al , 2018; Montalvo et al , 2019; Urien et al , 2019). WhatsApp, a simple technology tool, engenders collaborative learning to a large extent (Udenze and Oshionebo, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course

Anitha¹,

Kavitha²

2022

ITSE

View full text Add to dashboard Cite

Purpose The purpose of this research study is to explore simple collaborative technique for teaching mathematics and thus improving the problem solving skills of the students. Better pedagogic activities are required to motivate the students to perceive mathematics as a subject that stimulates problem-solving skills required for engineers. Design/methodology/approach This paper presents a research study on the application of technology-supported collaborative learning in improving the problem-solving skills of first-year engineering students in a mathematics course. The experiment was conducted in a mathematics course “Engineering Calculus” with 286 first-year engineering students in two groups: experimental group (N = 60) and controlled group (N = 226). The academic performance of the students was measured and analyzed with statistical techniques. Findings From the results obtained, it was found that the academic performance of the experimental group was better than the controlled group. Also, interest shown by the students in the topic that dealt with collaborative learning was more than in other topics taught using conventional teaching methods. Research limitations/implications The teachers are required to find effective pedagogical activities to improve the problem-solving skills in mathematics. The research work proposes a collaborative method in mathematics for attaining higher cognitive level in an entry level engineering course. The limitation of this study lies in group formation techniques and the grading policy which deals only with individual assessment scores. Practical implications Practice of collaborative learning is made easy with simple technology. A clear strategy for the conduct of collaborative learning sessions has been presented. The solutions recommended are practically feasible and does not require any special infrastructure or specific training. Social implications Using technology in mathematics teaching may not be very easy for all teachers. Especially, for an undergraduate engineering fresher, mathematics may not be a very easy task. This work shall bridge the gap with simple technology-assisted collaborative learning. The teachers need not spend too much time and effort in learning technology for mathematics teaching. The effect of this learning is significant in terms of the performance and satisfaction evaluation. Originality/value This work presents a systematic implementation of collaborative learning that shall result in improved problem-solving skills and engaging learning sessions. The statistical analysis methods and the visualization of obtained results shall help in understanding the implications of the presented work. Practice of collaborative learning is made easy with simple technology. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.

show abstract