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Full-Text Articles in Education
The Effects Of Group Size On Student Learning, Student Contributions, \Mental Effort, And Group Outcomes For Middle-Aged Adults Working In An Ill-Structured Problem-Solving Environment, Gary Lee Roemmich
STEMPS Theses & Dissertations
Group work has become increasingly important within adult education as educators strive to present students with problems and processes that they encounter in their professional lives. In many work environments, individuals are expected to function as a part of a team to solve complex problems. Consequently, there has been a shift towards teaching students how to solve problems as part of a group rather than individually. An important question becomes "What size group maximizes students learning?" This study compared student learning, student participation levels, and mental effort for middle-aged, professional students in large (six students) and small groups (three students) …
Using Social Annotation Tools To Foster Collaborative Learning, Tian Luo, Fei Gao, Yanyan Sun
Using Social Annotation Tools To Foster Collaborative Learning, Tian Luo, Fei Gao, Yanyan Sun
STEMPS Faculty Publications
Social annotation (SA) allows learners to highlight and comment on web pages and share annotations with each other online. Despite its potential in promoting collaborative learning, how to integrate it into educational settings has not been fully studied. This study aims at introducing and exploring three different ways of incorporating SA-based activities into an online course: (a) peer review; (b) annotated discussion; and (c) collaborative reading. Students participated all three SA- based activities and took a survey at the end reporting the effectiveness of these activities. In this proposal we reported the initial findings of student participation in the three …
Designing Microblogging-Based Class Activities, Tian Luo, Fei Gao
Designing Microblogging-Based Class Activities, Tian Luo, Fei Gao
STEMPS Faculty Publications
Microblogging tools such as Twitter have been frequently adopted in educational settings to facilitate learning. This study examined how a microblogging tool, Twiducate, was incorporated into a graduate-level class of ten students. During the 1.5 hour lesson, students participated in a series of Twiducate-supported collaborative and reflective activities. The analysis of in-class discussion transcripts, text-based posts on Twiducate and a pre- and post-test survey results revealed that students were highly engaged in classroom collaborative learning and there is a high level of interaction. Students reported the challenges of using microblogging tools, such as the possibility of creating distraction and disorder …