Collaborate like expert designers: An exploratory study of the role of individual preparation activity on students' collaborative learning

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2023-10-01 DOI:10.1016/j.iheduc.2023.100920
Qianru Lyu , Wenli Chen , Junzhu Su , Kok Hui Heng (John Gerard)
{"title":"Collaborate like expert designers: An exploratory study of the role of individual preparation activity on students' collaborative learning","authors":"Qianru Lyu ,&nbsp;Wenli Chen ,&nbsp;Junzhu Su ,&nbsp;Kok Hui Heng (John Gerard)","doi":"10.1016/j.iheduc.2023.100920","DOIUrl":null,"url":null,"abstract":"<div><p>Collaboration skill is one of the most critical skill sets for engineers-to-be while university engineering students have challenges engaging in productive collaborative learning practices. This study examined the effect of individual preparation before collaboration on students' collaborative learning outcomes and processes. A total of 82 engineering undergraduates (41 pairs) participated in the study and collaborated under two conditions: immediate collaboration and individual preparation before collaboration. A mixed-method approach was applied in this study. Students' online-design solutions and verbal discussions were collected for both collaborative learning outcomes and process analyses. Students produced higher quality design solutions with individual preparation before collaboration than immediate collaboration. There were different engineering design behavioral patterns under the two conditions, indicating different ways to define the design problem, generate solutions, and analyze and evaluate solutions. The findings and discussion provide insights for innovating pedagogical design to promote collaborative learning efficiency in real-world university classrooms.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"59 ","pages":"Article 100920"},"PeriodicalIF":6.4000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Internet and Higher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1096751623000180","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Collaboration skill is one of the most critical skill sets for engineers-to-be while university engineering students have challenges engaging in productive collaborative learning practices. This study examined the effect of individual preparation before collaboration on students' collaborative learning outcomes and processes. A total of 82 engineering undergraduates (41 pairs) participated in the study and collaborated under two conditions: immediate collaboration and individual preparation before collaboration. A mixed-method approach was applied in this study. Students' online-design solutions and verbal discussions were collected for both collaborative learning outcomes and process analyses. Students produced higher quality design solutions with individual preparation before collaboration than immediate collaboration. There were different engineering design behavioral patterns under the two conditions, indicating different ways to define the design problem, generate solutions, and analyze and evaluate solutions. The findings and discussion provide insights for innovating pedagogical design to promote collaborative learning efficiency in real-world university classrooms.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
像专家设计师一样合作:个体准备活动对学生合作学习作用的探索性研究
协作技能是工程师最关键的技能之一,而大学工程系学生在参与富有成效的协作学习实践方面面临挑战。本研究考察了合作前的个人准备对学生合作学习结果和过程的影响。共有82名工科本科生(41对)参与了这项研究,并在两个条件下进行了合作:立即合作和合作前的个人准备。本研究采用混合方法。收集学生的在线设计解决方案和口头讨论,用于合作学习结果和过程分析。与直接合作相比,学生们在合作前通过个人准备制作了更高质量的设计解决方案。在这两种情况下,存在不同的工程设计行为模式,表明定义设计问题、生成解决方案以及分析和评估解决方案的方式不同。研究结果和讨论为创新教学设计提供了见解,以提高现实世界大学课堂中的协作学习效率。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
期刊最新文献
Editorial Board The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1