Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462484
L. Stein, Caitrin Lynch
A hands-on special session at the Frontiers in Education conference introduces an experiential exercise in empathy. Participants will use prostheses to simulate some of the physical disabilities that often accompany aging, then attempt everyday activities to better understand how engineered artifacts - and engineering design choices - can facilitate or hinder these tasks. The “empathy exercise” introduced here is suitable for inclusion in a wide range of engineering classrooms. It draws student attention to the importance of end user understanding and increases student understanding of the connection between engineering decisions and societal impact at a visceral level.
{"title":"Special session: Connecting with community: Empathy, experience, and engineering with elders","authors":"L. Stein, Caitrin Lynch","doi":"10.1109/FIE.2012.6462484","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462484","url":null,"abstract":"A hands-on special session at the Frontiers in Education conference introduces an experiential exercise in empathy. Participants will use prostheses to simulate some of the physical disabilities that often accompany aging, then attempt everyday activities to better understand how engineered artifacts - and engineering design choices - can facilitate or hinder these tasks. The “empathy exercise” introduced here is suitable for inclusion in a wide range of engineering classrooms. It draws student attention to the importance of end user understanding and increases student understanding of the connection between engineering decisions and societal impact at a visceral level.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129623871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462309
Chris Plouff, Nael Barakat
Educating engineering students on ABET-required professional and nontechnical skills is usually a challenging task. The related challenges include finding a balance between the content, the delivery format, the time of delivery, and location in the curriculum for this material. This paper presents details on a pilot project to deliver professional and academic content to engineering students via distance learning during required co-op semesters. Assessment of this experience to solve multiple challenges simultaneously is also presented. Students were educated on engineering ethics, engineering economics, and project management, which are readily applied in workplace settings. This pilot study was conducted during the winter 2011 semester and included six modules, targeting the level of the first co-op course. Twelve co-op students were carefully chosen as a controlled sample to participate in the study. This sample included a horizontal cross section representing all engineering programs, and a vertical cross section including students from each of the three co-op courses. Direct and indirect assessment methods were conducted to assess the project. Students' perceptions of their knowledge in the targeted topics were greater than their demonstrated knowledge. Direct assessment showed an increase in students' knowledge for all three topic areas.
{"title":"Infusion of ABET — Specified professional and academic content into off-campus work experiences via distance learning modules","authors":"Chris Plouff, Nael Barakat","doi":"10.1109/FIE.2012.6462309","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462309","url":null,"abstract":"Educating engineering students on ABET-required professional and nontechnical skills is usually a challenging task. The related challenges include finding a balance between the content, the delivery format, the time of delivery, and location in the curriculum for this material. This paper presents details on a pilot project to deliver professional and academic content to engineering students via distance learning during required co-op semesters. Assessment of this experience to solve multiple challenges simultaneously is also presented. Students were educated on engineering ethics, engineering economics, and project management, which are readily applied in workplace settings. This pilot study was conducted during the winter 2011 semester and included six modules, targeting the level of the first co-op course. Twelve co-op students were carefully chosen as a controlled sample to participate in the study. This sample included a horizontal cross section representing all engineering programs, and a vertical cross section including students from each of the three co-op courses. Direct and indirect assessment methods were conducted to assess the project. Students' perceptions of their knowledge in the targeted topics were greater than their demonstrated knowledge. Direct assessment showed an increase in students' knowledge for all three topic areas.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128445127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462351
J. LeBeau, D. Davis, M. Trevisan, B. French, Shane A. Brown, H. Davis, Brian Dorgan
This paper describes the first-year progress of a TUES Type 2 project funded by the National Science Foundation (NSF) that supports scholarly innovation in engineering education. The project, known as the Appraisal System for Superior Engineering Education Evaluation-instrument Sharing and Scholarship (ASSESS), builds on a precursor NSF CCLI Type 1 project, the Inventory of Evaluation Tools for Engineering Education Projects. The paper reports on the process and framework for developing ASSESS as a sustainable library of superior evaluation instruments that promote scholarly innovation in engineering education. The online database supports information storage, retrieval, and input as well as expert review and user feedback. Adoption research currently being conducted will determine factors that influence broad utilization of the database. Feedback is invited from the community to produce a user-friendly website that enables engineering educators to locate and implement tools that can be used to credibly evaluate the impacts of engineering education innovations.
{"title":"Work in progress: Help in finding evaluation instruments for engineering education innovations","authors":"J. LeBeau, D. Davis, M. Trevisan, B. French, Shane A. Brown, H. Davis, Brian Dorgan","doi":"10.1109/FIE.2012.6462351","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462351","url":null,"abstract":"This paper describes the first-year progress of a TUES Type 2 project funded by the National Science Foundation (NSF) that supports scholarly innovation in engineering education. The project, known as the Appraisal System for Superior Engineering Education Evaluation-instrument Sharing and Scholarship (ASSESS), builds on a precursor NSF CCLI Type 1 project, the Inventory of Evaluation Tools for Engineering Education Projects. The paper reports on the process and framework for developing ASSESS as a sustainable library of superior evaluation instruments that promote scholarly innovation in engineering education. The online database supports information storage, retrieval, and input as well as expert review and user feedback. Adoption research currently being conducted will determine factors that influence broad utilization of the database. Feedback is invited from the community to produce a user-friendly website that enables engineering educators to locate and implement tools that can be used to credibly evaluate the impacts of engineering education innovations.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128991963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462344
M. Prince, M. Vigeant, Katharyn Nottis
This study examines the effectiveness of inquiry-based activities for addressing student misconceptions related to four concept areas in the thermal sciences that have been identified as both important and difficult for students to master: (1) temperature vs. energy, (2) factors that affect the rate vs. the amount of energy transferred, (3) temperature vs. perceptions of hot and cold and (4) the effect of surface properties on thermal radiation. Students' conceptual understanding was assessed using the newly developed Heat and Energy Concept Inventory (HECI). In the control sample, student performance on the overall HECI improved from 49.2% correct to a post-instruction performance of 54.4% correct. Using inquiry-based activities, the mean performance on the HECI improved from 46.6% correct prior to instruction to a postperformance score of 65.7%. Significant learning gains were found in each of the targeted concept areas when the activities were used. The study also examined the impact of the activities on near vs. far transfer of learning and found statistically significant improvements for both, but larger learning gains on HECI items involving near transfer.
{"title":"Using inquiry-based activities to repair student misconceptions related to Heat, energy and temperature","authors":"M. Prince, M. Vigeant, Katharyn Nottis","doi":"10.1109/FIE.2012.6462344","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462344","url":null,"abstract":"This study examines the effectiveness of inquiry-based activities for addressing student misconceptions related to four concept areas in the thermal sciences that have been identified as both important and difficult for students to master: (1) temperature vs. energy, (2) factors that affect the rate vs. the amount of energy transferred, (3) temperature vs. perceptions of hot and cold and (4) the effect of surface properties on thermal radiation. Students' conceptual understanding was assessed using the newly developed Heat and Energy Concept Inventory (HECI). In the control sample, student performance on the overall HECI improved from 49.2% correct to a post-instruction performance of 54.4% correct. Using inquiry-based activities, the mean performance on the HECI improved from 46.6% correct prior to instruction to a postperformance score of 65.7%. Significant learning gains were found in each of the targeted concept areas when the activities were used. The study also examined the impact of the activities on near vs. far transfer of learning and found statistically significant improvements for both, but larger learning gains on HECI items involving near transfer.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129012935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462449
R. Adams, A. Pawley, B. Jesiek
An ability to apply philosophical inquiry to both create and critique arguments about the current and future state of engineering education is a critical capability for future engineering educators to develop. However, there are few, if any, examples of how to do this. In this paper we describe a course that we have been offering for four years at Purdue University, History and Philosophy of Engineering Education, as an example of how to address this gap. We describe the learning objectives, conceptual frameworks used, learning and assessment activities, and examples of course assessments that illustrate learning outcomes.
{"title":"Applying philosophical inquiry: Bringing future engineering education researchers into the Philosophy of Engineering Education","authors":"R. Adams, A. Pawley, B. Jesiek","doi":"10.1109/FIE.2012.6462449","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462449","url":null,"abstract":"An ability to apply philosophical inquiry to both create and critique arguments about the current and future state of engineering education is a critical capability for future engineering educators to develop. However, there are few, if any, examples of how to do this. In this paper we describe a course that we have been offering for four years at Purdue University, History and Philosophy of Engineering Education, as an example of how to address this gap. We describe the learning objectives, conceptual frameworks used, learning and assessment activities, and examples of course assessments that illustrate learning outcomes.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129142193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462343
Ariana Arciero-Pino, B. Flores, H. Knaust
For 20 years, nine institutions in the University of Texas System and five partnering community colleges have collaborated to promote STEM undergraduate research through the Louis Stokes Alliance for Minority Participation (LSAMP). The primary programmatic activity of the Alliance is its Summer Research Academy (SRA) which has engaged a total of 1,565 undergraduates. Of these, 242 have been supported within the last five years. The Alliance has also partnered with the US Department of Energy to support a number of faculty and student teams (FaST) to engage in research at several national laboratories. Since 2003, 37 students and four faculty members have participated in this effort. This paper will describe both the SRA and FaST. Data on program participation and success will be discussed. The Alliance is now posed to expand its effort to include research abroad. The general direction of the Alliance for the next five years will be discussed.
{"title":"Work in progress: The University of Texas System Louis Stokes Alliance for Minority Participation: A state-wide initiative to promote STEM undergraduate research","authors":"Ariana Arciero-Pino, B. Flores, H. Knaust","doi":"10.1109/FIE.2012.6462343","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462343","url":null,"abstract":"For 20 years, nine institutions in the University of Texas System and five partnering community colleges have collaborated to promote STEM undergraduate research through the Louis Stokes Alliance for Minority Participation (LSAMP). The primary programmatic activity of the Alliance is its Summer Research Academy (SRA) which has engaged a total of 1,565 undergraduates. Of these, 242 have been supported within the last five years. The Alliance has also partnered with the US Department of Energy to support a number of faculty and student teams (FaST) to engage in research at several national laboratories. Since 2003, 37 students and four faculty members have participated in this effort. This paper will describe both the SRA and FaST. Data on program participation and success will be discussed. The Alliance is now posed to expand its effort to include research abroad. The general direction of the Alliance for the next five years will be discussed.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124634218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462526
K. Reid, D. Gorham
The IEEE Teacher In Service Program (TISP) enables teachers to effectively introduce engineering into the K-12 environment. The program consists of training for engineers to hold in-service workshops for teachers who then take hands-on engineering projects into their classroom. Teachers are provided with lesson plans (available in English and Spanish), tied to educational standards in the United States, all accessible on the website tryengineering.org. Each activity is designed to be inexpensive (often less than $10 for a classroom). This program has been successfully implemented throughout the United States for over ten years. Additionally, workshops have been implemented in other countries, including Malaysia, South Africa and Chile. The IEEE teamed with electrical engineering and engineering education faculty and students from Ohio Northern University to implement the TISP activities in a series of schools in impoverished regions in the Dominican Republic. This project allows the team to visit five schools and directly impact over 2000 students. The team will offer the initial workshops in May 2012, then visit the teachers to interview and conduct focus groups to assess the effectiveness of the workshops. A final assessment plan will be developed that will assist in assessment of other international offerings. This work-in-progress should be of interest to anyone working with international engineering education, especially within impoverished or developing countries.
{"title":"Work in progress: International teacher development: Engineering into the classroom in the Dominican Republic","authors":"K. Reid, D. Gorham","doi":"10.1109/FIE.2012.6462526","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462526","url":null,"abstract":"The IEEE Teacher In Service Program (TISP) enables teachers to effectively introduce engineering into the K-12 environment. The program consists of training for engineers to hold in-service workshops for teachers who then take hands-on engineering projects into their classroom. Teachers are provided with lesson plans (available in English and Spanish), tied to educational standards in the United States, all accessible on the website tryengineering.org. Each activity is designed to be inexpensive (often less than $10 for a classroom). This program has been successfully implemented throughout the United States for over ten years. Additionally, workshops have been implemented in other countries, including Malaysia, South Africa and Chile. The IEEE teamed with electrical engineering and engineering education faculty and students from Ohio Northern University to implement the TISP activities in a series of schools in impoverished regions in the Dominican Republic. This project allows the team to visit five schools and directly impact over 2000 students. The team will offer the initial workshops in May 2012, then visit the teachers to interview and conduct focus groups to assess the effectiveness of the workshops. A final assessment plan will be developed that will assist in assessment of other international offerings. This work-in-progress should be of interest to anyone working with international engineering education, especially within impoverished or developing countries.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124656176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462331
Ting Song, K. Becker
This study investigates the engineering design process. It compares expert and novice engineers during the processes of decomposition of a problem and the recomposition of subproblems when working in teams. The paper describes the research questions, research design, and method of collecting data and analyzing data of the study.
{"title":"Work in progress: Investigating the engineering design process: Novices vs. experts","authors":"Ting Song, K. Becker","doi":"10.1109/FIE.2012.6462331","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462331","url":null,"abstract":"This study investigates the engineering design process. It compares expert and novice engineers during the processes of decomposition of a problem and the recomposition of subproblems when working in teams. The paper describes the research questions, research design, and method of collecting data and analyzing data of the study.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124745335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462502
Alka Harriger, Alejandra J. Magana, Ryan Lovan
Declining interest in computing programs nationwide presents a threat to America's security and limits potential for innovation across all domains. One way to address this problem is to remove misconceptions held by the nation's youth about computing, including information about how it positively impacts many subjects and showing them that applying computing can be fun and rewarding. One program at a Midwestern university accomplished this goal through a week-long, residential, summer camp for high school students to educate them about career opportunities and possibilities for people with Information Technology skills. Participants completed a variety of hands-on activities daily, along with listening to work experiences of computing professionals. Feedback collected from the student participants showed that in addition t o raising awareness about computing opportunities, the program increased youth interest in IT, prompted many to enroll in computing/engineering courses, and improved their performance in school. This paper shares details about the program and participant feedback to make a case for offering similar programs to correct the knowledge people have about computing.
{"title":"Identifying the impact of the SPIRIT program in student knowledge, attitudes, and perceptions toward computing careers","authors":"Alka Harriger, Alejandra J. Magana, Ryan Lovan","doi":"10.1109/FIE.2012.6462502","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462502","url":null,"abstract":"Declining interest in computing programs nationwide presents a threat to America's security and limits potential for innovation across all domains. One way to address this problem is to remove misconceptions held by the nation's youth about computing, including information about how it positively impacts many subjects and showing them that applying computing can be fun and rewarding. One program at a Midwestern university accomplished this goal through a week-long, residential, summer camp for high school students to educate them about career opportunities and possibilities for people with Information Technology skills. Participants completed a variety of hands-on activities daily, along with listening to work experiences of computing professionals. Feedback collected from the student participants showed that in addition t o raising awareness about computing opportunities, the program increased youth interest in IT, prompted many to enroll in computing/engineering courses, and improved their performance in school. This paper shares details about the program and participant feedback to make a case for offering similar programs to correct the knowledge people have about computing.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129540740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462410
R. Mcdermott, M. Daniels, Å. Cajander, Mats Cullhed, T. Clear, C. Laxer
Collaborative Technology (CT) plays an important role in overcoming the challenges of globally distributed projects. It enables collaboration, but the specific choice of technology also imposes constraints on how projects are conducted. Over the past decade, we have engaged in an action research programme to develop an Open-Ended Group Project situated in an educational framework in which international collaboration, including interaction with a real world client, is an essential component. This paper investigates the manner in which students reflected on their patterns of CT use within the collaborative setting. In general, these reflections were found to be superficial and descriptive, exhibiting a reductive view of CT as a set of technological features, which acted as a neutral medium for communication and participation. One consequence of this was a lack of awareness of the ways in which the technology influenced the behaviour of individual students or the collaborative nature of the group. We explore some potential causes for this and reflect on some difficulties faced by the students. These have important pedagogical implications for courses in which the learning objectives include the development of suitable competencies for working in a global collaborative environment.
{"title":"Student reflections on Collaborative Technology in a globally distributed student project","authors":"R. Mcdermott, M. Daniels, Å. Cajander, Mats Cullhed, T. Clear, C. Laxer","doi":"10.1109/FIE.2012.6462410","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462410","url":null,"abstract":"Collaborative Technology (CT) plays an important role in overcoming the challenges of globally distributed projects. It enables collaboration, but the specific choice of technology also imposes constraints on how projects are conducted. Over the past decade, we have engaged in an action research programme to develop an Open-Ended Group Project situated in an educational framework in which international collaboration, including interaction with a real world client, is an essential component. This paper investigates the manner in which students reflected on their patterns of CT use within the collaborative setting. In general, these reflections were found to be superficial and descriptive, exhibiting a reductive view of CT as a set of technological features, which acted as a neutral medium for communication and participation. One consequence of this was a lack of awareness of the ways in which the technology influenced the behaviour of individual students or the collaborative nature of the group. We explore some potential causes for this and reflect on some difficulties faced by the students. These have important pedagogical implications for courses in which the learning objectives include the development of suitable competencies for working in a global collaborative environment.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126901224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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