Implementing Collaborative Project-Based Learning using the Tablet PC to enhance student learning in engineering and computer science courses

Avery, Z.; Castillo, Mauricio; Guo, Hongchen; Guo, Jun; Warter-Perez, Nancy; Won, Deborah S.; Dong, Jianyu

doi:10.1109/fie.2010.5673215

Cited by 29 publications

(15 citation statements)

References 3 publications

(2 reference statements)

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“…Related to that, Donnelly & Fitzmaurice (2012) argue that students can integrate cognitive skills into the next level as application, analysis, and creating domains by the implementation of the PBCL strategy. The implementation, in this research, is aligned with the previous research (Avery et al, 2010;David, 2018;Shadiev, Hwang, & Huang, 2015), explaining that the learning result can be improved through the implementation of Project-based Collaborative Learning (PBCL) strategy.…”

Section: The Influence Of Learning Strategies Of Project-based Collabmentioning

confidence: 52%

“…Based on those findings, PBCL implementation and high social skills, strengthen students' concept application in learning biology. Project-based collaborative learning can create learning that is efficient, independent and active (Avery et al, 2010). This is what makes PBCL suitable for high school students.…”

Section: Resultsmentioning

confidence: 99%

“…This can be improved by implementing a Project-Based Collaborative Learning (PBCL) strategy. Project-based collaborative learning was developed at California State University, Los Angeles (CSULA) in 2009 to improve the study abilities of engineering faculty students (Avery et al, 2010). In learning using PBCL, collaborative learning is the basis of project work.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Project-based Collaborative Learning and Social Skills on Learning Outcomes in Biology Learning

Sukmawati

Setyosari

Sulton

et al. 2019

Journal for the Education of Gifted Young Scientists

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This research aims to examine the effect of Project-based Collaborative Learning (PBCL) strategy on conceptual understanding and application of biology for students with different social skills. The research design used a quasi-experimental design of a non-equivalent control group. The population in this study was all 11thgrade students at Al-Abidin Surakarta high school. Seventy-five students were taken as the research subjects and divided into two groups, 38 students in the experimental class with PBCL implementation and 37 ones in the control class with Collaborative Learning (CL) strategically. Sampling technique using cluster random sampling. The instruments used a questionnaire of social skills developed by Tapia-Gutierrez & Delgado (2015) and a test instrument of multiple choice and essay for conceptual understanding and concept application. The data were analyzed using Multivariate Analysis Of Variance. Based on the results of the research, all significance values 0.00<0.05. The result shows that a significant difference in both strategies PBCL & CL towards either conceptual understanding or concept application exists. In addition, a significant difference in social skills towards either conceptual understanding or concept application appears. The interaction effect between those strategies and social skills towards conceptual understanding and concept application was found.

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Section: The Influence Of Learning Strategies Of Project-based Collabmentioning

confidence: 52%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Effect of Project-based Collaborative Learning and Social Skills on Learning Outcomes in Biology Learning

Sukmawati

Setyosari

Sulton

et al. 2019

Journal for the Education of Gifted Young Scientists

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“…Boston University [10] adopted tablet-based problem solving exercises in their freshman mathematics class and reported noticeable increase in student attendance and course completion. Many other approaches [11]- [12] also reported enhanced educational experiences when technology such as mobile devices has been adopted in the classroom.…”

Section: Why and How To Extend This Model?mentioning

confidence: 98%

An Evidence Based Learning and Teaching Strategy for Computer Science Classrooms and Its Extension into a Mobile Classroom Response System

Fuad

Deb

Etim

2014

2014 IEEE 14th International Conference on Advanced Learning Technologies

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Evidence-based instructional practices were incorporated in class, which gave immediate indication on student's problem solving skills and class participation information. This pedagogy showed positive results and broader acceptance by students in several semesters of intervention. Significant usage of mobile devices during class motivates the extension of this pedagogical approach of asynchronous problem solving using mobile devices. We believe that use of such devices in the classroom for solving interactive problems will enhance student's abilities to solve problems by using their preferred interaction mode. This paper presents the results of the evidence based pedagogy and development of a mobile classroom response system that extends this pedagogy to help student solve interactive problems in their mobile devices to improve their class engagement and problem solving skills.

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“…The tablet-enabled learning environment introduces many changes to modern teaching and learning. One of the most significant learning behavior transformations is the active collaboration among students in class activities and course projects [11] [12] [13] . Numerous earlier studies have concurred that collaborative learning fosters the development of critical thinking and problem-solving skills through discussions, clarification of ideas, and evaluation of others' ideas [14] [15] [16] [17] [18] .…”

Section: Introductionmentioning

confidence: 99%

Students' Perceptions of Tablet-Enhanced Learning Environment on the Development of Communication and Critical Thinking Skills: An Interdisciplinary Study

Luo¹,

Wu²,

Bagdasarov³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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The ubiquitous presence of social media and recent advancement in mobile computing has been reshaping the higher education technology landscape, which leads to a more competency-based, learner-centered, and technology-driven learning environment. In response to this paradigm shift, Fresno State recently launched its tablet program called DISCOVERe as an aggressive initiative to break down the digital divide and explore new ways of teaching and learning. Selected course sections are offered as tablet only courses. These courses have been redesigned to provide students an enhanced learning experience.One of the most significant learning behavior transformations in a tablet-enhanced learning environment is the active collaboration and interaction among students and instructors in class activities and course projects. In this context, how we practice communication and critical thinking may change to accommodate new formats and purposes facilitated by technology. However, at this early phase of the DISCOVERe tablet program, it remains unclear to instructors what pedagogical approaches and curriculum designs are most effective to cultivate these two critical skills and prepare students for their academic and professional careers. In this interdisciplinary study, the researchers selected three tablet courses (i.e. Construction Graphics, Green Building Design and Delivery, and Administration of Personnel) from engineering and business management curricula. Project-based learning and flipped classroom pedagogies were adopted in all three courses. Direct and indirect measures, along with associated rubrics were developed to assess the targeted student learning outcomes: (1) oral/written/graphical communication, and (2) critical thinking, in a tablet-enhanced learning environment with an emphasis on active and collaborative learning. This paper discusses students' perceptions of the impact of the Tablet PC on engineering and business management education and provides recommendations on practical pedagogies and assessment strategies.

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Implementing Collaborative Project-Based Learning using the Tablet PC to enhance student learning in engineering and computer science courses

Cited by 29 publications

References 3 publications

The Effect of Project-based Collaborative Learning and Social Skills on Learning Outcomes in Biology Learning

The Effect of Project-based Collaborative Learning and Social Skills on Learning Outcomes in Biology Learning

An Evidence Based Learning and Teaching Strategy for Computer Science Classrooms and Its Extension into a Mobile Classroom Response System

Students' Perceptions of Tablet-Enhanced Learning Environment on the Development of Communication and Critical Thinking Skills: An Interdisciplinary Study

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