A "Mixed" Strategy for Collaborative Group Formation and Its Learning Outcomes

Autor/inn/en	Acharya, Anal; Sinha, Devadatta
Titel	A "Mixed" Strategy for Collaborative Group Formation and Its Learning Outcomes
Quelle	In: Journal of Educational Technology Systems, 46 (2018) 4, S.440-462 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/0047239517749246
Schlagwörter	Cooperative Learning; Outcomes of Education; Multiple Regression Analysis; Cognitive Style; Statistical Analysis; Comparative Analysis; Learning Experience; Scores; Correlation; Computer Software; Computer Literacy; Communication Skills; Course Content; Knowledge Level; Mentors; Group Dynamics; Computer Science Education; Introductory Courses; Undergraduate Students; Pretests Posttests; Teaching Methods + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Lernleistung; Schulerfolg; Cognitive styles; Kognitiver Stil; Statistische Analyse; Lernerfahrung; Korrelation; Computerkenntnisse; Kommunikationsstil; Kursprogramm; Wissensbasis; Gruppendynamik; Computer science lessons; Informatikunterricht; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study uses homogeneity in personal learning styles and heterogeneity in subject knowledge for collaborative learning group decomposition indicating that groups are "mixed" in nature. Homogeneity within groups was formed using K-means clustering and greedy search, whereas heterogeneity imbibed using agenda-driven search. For checking learning effectiveness, a simple schema of collaborative learning was proposed and prototype learning system developed using Android Emulator. Multiple regression analysis was applied on their learning results to derive regression coefficients for determining learning efficiency. The derived set of regression coefficients suggests more the time taken to form groups, better the student learning quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01