Observable, Traceable, Autograded Computer-Mediated Collaborative Learning: Scalable Team Design in the Engineering Classroom

Autor/inn/en	DeMara, Ronald F.; Salehi, Soheil; Hartshorne, Richard; Chen, Baiyun; Saqr, Eman
Titel	Observable, Traceable, Autograded Computer-Mediated Collaborative Learning: Scalable Team Design in the Engineering Classroom
Quelle	In: Journal of Interactive Learning Research, 30 (2019) 3, S.397-424 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Cooperative Learning; Group Activities; Design; Engineering Education; Computer Uses in Education; Student Attitudes; Blended Learning; STEM Education; Teaching Methods; College Students; Problem Based Learning + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Gruppenaktivität; Ingenieurausbildung; Computernutzung; Schülerverhalten; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Problem-based learning; Problemorientiertes Lernen
Abstract	The Group Learning At Significant Scale (GLASS) approach was developed to increase the scalability and efficacy of student design teams during large class sessions. GLASS utilizes freely available technology-mediated collaboration tools to facilitate instructional delivery, autograded assessment, and review of teams, alongside an innovative problem-based pedagogical approach. This immersive collaborative design experience is interwoven on a weekly basis with the technical content provided via video during the preceding week. Throughout the team design activity, the instructor monitors assignment progress in real-time for each team, examining solution drafts as they are constructed, and providing feedback via designated chat channels. This process affords students with varied opportunities to develop vital STEM knowledge and skills, such as designing a system/component/ process within specified constraints to meet desired needs, proficiency in working on multidisciplinary teams and communicating effectively, and the ability to formulate solutions to complex engineering problems. This paper discusses the rationale and components of GLASS, as well as results of a limited application study designed to examine student perceptions of the GLASS approach. GLASS was implemented within a Flipped Classroom format Electrical & Computer Engineering (ECE) course titled Computer Organization, with an enrollment of 116 students, and within the courses Software Engineering and Healthcare Systems Engineering, having enrollments of 140 students each. Student perceptions indicated that 71%, 70.1%, and 60.3% of respondents agreed or strongly agreed that the GLASS tools/procedures were sufficiently easy to learn, that group sessions promoted useful interactions, and that the collaboration mechanisms enhanced abilities to solve engineering problems, respectively. Results of this study inform the design of instructional settings in large enrollment STEM courses, while simultaneously addressing pedagogical and logistical challenges commonly seen in STEM and other education areas. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01