Exploring Factors that Influence Collaborative Problem Solving Awareness in Science Education

Chen, Li; Inoue, Kōichi; Goda, Yoshiko; Okubo, Fumiya; Taniguchi, Yuta; Oi, Misato; Konomi, Shin’ichi; Ogata, Hiroaki; Yamada, Masanori

doi:10.1007/s10758-020-09436-8

Cited by 26 publications

(18 citation statements)

References 38 publications

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“…In summary, each student has a learning style (Harrati et al, 2016) and this is an element to be considered by the teacher for the design of the subject (Sáiz-Manzanares et al, 2021a). Based on this, the learning environment in the LMS has to offer students several resources (visual, auditory and blended) and different assessment procedures (Bogarín et al, 2018) including process-oriented feedback and not only product-oriented feedback (Aikina & Bolsunovskaya, 2020;Chen et al, 2020;Liyanage et al, 2016) so that each learner can choose to access information in the way that best relates to the method they learn (De Kock, 2016;Sáiz-Manzanares et al, 2019c). Regarding RQ 3 (Are there significant differences in students' satisfaction with the development of the teaching-learning process in the LMS depending on the implemented teaching modality influenced by the covariate collaborative group?)…”

Section: Discussionmentioning

confidence: 99%

“…These platforms set the objective, the planning in the development of the resolution, the evaluation of the resolution steps and the evaluation of the final result from a respect for the student's learning pace (Sáiz-Manzanares et al, 2019a ). Working from the OPBL methodology combined with the feedback resources that LMSs include further increases motivation and autonomy in student learning (Chen et al, 2020 ). However, this is a complex and difficult process to measure (Zhang et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques

et al. 2021

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Monitoring students in Learning Management Systems (LMS) throughout the teaching–learning process has been shown to be a very effective technique for detecting students at risk. Likewise, the teaching style in the LMS conditions, the type of student behaviours on the platform and the learning outcomes. The main objective of this study was to test the effectiveness of three teaching modalities (all using Online Project-based Learning -OPBL- and Flipped Classroom experiences and differing in the use of virtual laboratories and Intelligent Personal Assistant -IPA-) on Moodle behaviour and student performance taking into account the covariate "collaborative group". Both quantitative and qualitative research methods were used. With regard to the quantitative analysis, differences were found in student behaviour in Moodle and in learning outcomes, with respect to teaching modalities that included virtual laboratories. Similarly, the qualitative study also analysed the behaviour patterns found in each collaborative group in the three teaching modalities studied. The results indicate that the collaborative group homogenises the learning outcomes, but not the behaviour pattern of each member. Future research will address the analysis of collaborative behaviour in LMSs according to different variables (motivation and metacognitive strategies in students, number of members, interactions between students and teacher in the LMS, etc.).

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques

et al. 2021

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“…Essential aspects of collaboration in knowledge have not yet been considered. Collaboration is a critical skill and should be maintained in learning [28,29]. On the other hand, the technology believed by educators to contribute to 21st-century learning has also not been studied constructively [4,19,30].…”

Section: Discussionmentioning

confidence: 99%

Enhancing Students' Motivation and Problem Solving Skills in Mathematics Using Guided Discovery Learning

Rahmawati¹,

Sulisworo²,

Prasetyo³

2020

ujer

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“…Another factor, Del_Ant indicates students' deleting previously-added annotations. In previous studies, annotation tools were shown to be positively related to students' participation during a lecture (Chen et al, 2020). Students always deleted annotations after they reconsidered or reflected on the content, which is related to metacognition behaviors.…”

Section: Effects On the Changes In Knowledge Of Cognitionmentioning

confidence: 92%

“…Del_yel_Mk indicates students deleting yellow markers, which were the parts they did not understand well. This behavior can be related to reflection, which is proven to have a positive relationship with learning performance (Chen et al, 2019b) and is effective during discussion or communication with others (Chen et al, 2020). However, some previous studies also indicate occasions when marker tools were ineffective in terms of learning.…”

Section: Effects On the Changes In Knowledge Of Cognitionmentioning

confidence: 96%

Factors of the Use of Learning Analytics Dashboard That Affect Metacognition

Chen

Min²,

Goda³

et al. 2020

Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020)

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In this study, we used a learning analytics dashboard (LAD) in a higher education course to support students' metacognition and evaluated the effects of its use. The LAD displays students' reading path and specific behaviors when viewing digital learning materials. The study was conducted on 53 university students to identify the factors that affected metacognition changes in terms of their awareness and behavior dimensions when using the LAD. In terms of results, first, the students' perception of visual attraction for the LAD, and behaviors related to reflection such as deleting annotations they had previously added, positively affected the changes in the knowledge of cognition dimension of metacognition. Second, students' perception of behavioral changes by using the LAD had positive effects on the regulation of cognition dimension of metacognition. However, the behaviors of using some cognitive tools, negatively affected knowledge of cognition, which indicated the necessity to provide more guidance or feedback to students.

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Exploring Factors that Influence Collaborative Problem Solving Awareness in Science Education

Cited by 26 publications

References 38 publications

Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques

Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques

Enhancing Students' Motivation and Problem Solving Skills in Mathematics Using Guided Discovery Learning

Factors of the Use of Learning Analytics Dashboard That Affect Metacognition

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