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Group Regulation Guidance through Agile Learning Strategies: Empowering Co-Regulation, Transactive Memory, Group Cohesion, Atmosphere, and Participation
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Yildiz Durak, Hatice; Atman Uslu, Nilüfer – Educational Technology Research and Development, 2023
The main purpose of Computer-Supported Collaborative Learning (CSCL) is to improve academic performance through collaborative systems design. To increase the quantity and quality of interactions in CSCL and to reduce feelings of loneliness and burnout during online learning, learner group regulation should be supported. According to the…
Descriptors: Learning Strategies, Group Dynamics, Cooperative Learning, Computer Assisted Instruction
How Teams Learn to Regulate Collaborative Processes with Technological Support
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Borge, Marcela; Aldemir, Tugce; Xia, Yu – Educational Technology Research and Development, 2022
We examined the utility of a technologically enhanced collective regulation system for improving students' collaborative sense-making processes, i.e., discussion quality, over time. Participants were 27 online undergraduate students enrolled in an introductory information science course. Students were divided into teams tasked with carrying out…
Descriptors: Undergraduate Students, Science Instruction, Synchronous Communication, Computer Mediated Communication
Learning Teamwork through a Computer Game: For the Sake of Performance or Collaborative Learning?
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Riivari, Elina; Kivijärvi, Marke; Lämsä, Anna-Maija – Educational Technology Research and Development, 2021
Our study examined using a computer-based learning game as a tool to facilitate teaching and learning teamwork skills. The game was applied to an undergraduate level human resource management course at a business school in Finland. We focused on students' experiences and key learning outcomes of collaborative learning of teamwork skills through…
Descriptors: Computer Games, Cooperative Learning, Teamwork, Teaching Methods
Argue Like a Scientist with Technology: The Effect of Within-Gender versus Cross-Gender Team Argumentation on Science Knowledge and Argumentation Skills among Middle-Level Students
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Hsu, Pi-Sui; Van Dyke, Margot; Smith, Thomas J.; Looi, Chee-Kit – Educational Technology Research and Development, 2018
The purpose of this mixed-methods study was to explore the effect of within-gender and cross-gender team argumentation on seventh graders' science knowledge and argumentation skills in a computer-assisted learning environment in the United States. A total of 58 students were engaged in the collaborative within-gender team argumentation process…
Descriptors: Persuasive Discourse, Science Process Skills, Gender Differences, Middle School Students
Group Formation Based on Learning Styles: Can It Improve Students' Teamwork?
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Kyprianidou, Maria; Demetriadis, Stavros; Tsiatsos, Thrasyvoulos; Pombortsis, Andreas – Educational Technology Research and Development, 2012
This work explores the impact of teacher-led heterogeneous group formation on students' teamwork, based on students' learning styles. Fifty senior university students participated in a project-based course with two key organizational features: first, a web system (PEGASUS) was developed to help students identify their learning styles and…
Descriptors: Cognitive Style, Heterogeneous Grouping, Cognitive Processes, Teaching Methods
An Instructional Design Case Event: Exploring Issues in Professional Practice.
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Kinzie, Mable B.; Hrabe, M. Elizabeth; Larsen, Valerie A. – Educational Technology Research and Development, 1998
Defines case methods, a potentially valuable instructional tool for encouraging authentic, active learning. Describes an approach to the design and use of instructional design (ID) cases, and reports on the design and use of a Web-based ID case in a team case competition involving six universities. Team collaboration and competition were noted as…
Descriptors: Active Learning, Case Method (Teaching Technique), College Students, Competition