Impact of collaborative approach in workplace education classes on participants\u27 achievement and attitudes

Collaborative instructional approaches have been used effectively in elementary and secondary classes, but there is little that indicates whether collaboration can be successful in workplace classes. This study compared three workplace education classes, two collaborative classrooms and a non-collaborative classroom, to determine the efficacy of such an approach. Both qualitative and quantitative measures were used to determine the effectiveness of collaboration. Instructors\u27 beliefs and attitudes regarding instruction. student learning and classroom environment, as determined by instructor surveys and interviews, were compared with actual classroom observations. T-tests of pre-post content tests were compared with participant surveys, interviews and observations to determine the effects of collaboration on students\u27 learning and changes in students\u27 attitudes. Achievement showed that students in collaborative classes learned more than those in less collaborative classes. These participants also were more satisfied with their class. Participants in the collaborative classes had more positive perceptions of their ability to learn, participate in teamwork and solve problems. Although this study is limited by the size and composition of the classes, the results suggest that clear implications for providing collaborative instructional opportunities for adult learners are effective, especially in workplace education, where team work and problem solving are valued and needed

Synergistic Team Composition

Effective teams are crucial for organisations, especially in environments that require teams to be constantly created and dismantled, such as software development, scientific experiments, crowd-sourcing, or the classroom. Key factors influencing team performance are competences and personality of team members. Hence, we present a computational model to compose proficient and congenial teams based on individuals' personalities and their competences to perform tasks of different nature. With this purpose, we extend Wilde's post-Jungian method for team composition, which solely employs individuals' personalities. The aim of this study is to create a model to partition agents into teams that are balanced in competences, personality and gender. Finally, we present some preliminary empirical results that we obtained when analysing student performance. Results show the benefits of a more informed team composition that exploits individuals' competences besides information about their personalities

What makes a 'good group'? Exploring the characteristics and performance of undergraduate student groups

Group work forms the foundation for much of student learning within higher education, and has many educational, social and professional benefits. This study aimed to explore the determinants of success or failure for undergraduate student teams and to define a ‘good group’ through considering three aspects of group success: the task, the individuals, and the team. We employed a mixed methodology, combining demographic data with qualitative observations and task and peer evaluation scores. We determined associations between group dynamic and behaviour, demographic composition, member personalities and attitudes towards one another, and task success. We also employed a cluster analysis to create a model outlining the attributes of a good small group learning team in veterinary education. This model highlights that student groups differ in measures of their effectiveness as teams, independent of their task performance. On the basis of this, we suggest that groups who achieve high marks in tasks cannot be assumed to have acquired team working skills, and therefore if these are important as a learning outcome, they must be assessed directly alongside the task output

Researching Writing Program Administration Expertise in Action: A Case Study of Collaborative Problem Solving as Transdisciplinary Practice

Theorizing WPA expertise as problem-oriented, stakeholder-inclusive practice, we apply the twenty-first-century paradigm of transdisciplinarity to a campus WID Initiative to read and argue that data-driven research capturing transdisciplinary WPA methods in action will allow us to better understand, represent, and leverage rhetoric-composition/writing studies’ disciplinary expertise in twenty-first-century higher education

Environmental Engineering (Laboratory)

This module will give the students an understanding of the Environmental Engineering (Laboratory) for the course DAC 12203 offered by the Centre of Diploma Studies (CeDS), Universiti Tun Hussein Onn Malaysia (UTHM)

Evolution of project-based learning in small groups in environmental engineering courses

This work presents the assessment of the development and evolution of an active methodology (Project-Based Learning –PBL-) implemented on the course “Unit Operations in Environmental Engineering”, within the bachelor’s degree in Environmental Engineering, with the purpose of decreasing the dropout rate in this course. After the initial design and implementation of this methodology during the first academic year (12/13), different modifications were adopted in the following ones (13-14, 14-15 & 15-16) in order to optimize the student’s and professor’s work load as well as correct some malfunctions observed in the initial design of the PBL. This active methodology seeks to make students the main architects of their own learning processes. Accordingly, they have to identify their learning needs, which is a highly motivating approach both for their curricular development and for attaining the required learning outcomes in this field of knowledge. The results obtained show that working in small teams (cooperative work) enhances each group member’s self–learning capabilities. Moreover, academic marks improve when compared to traditional learning methodologies. Nevertheless, the implementation of more active methodologies, such as project-based learning, in small groups has certain specific characteristics. In this case it has been implemented simultaneously in two different groups of 10 students each one. Such small groups are more heterogeneous since the presence of two highly motivated students or not can vary or affect the whole group’s attitude and academic resultsPeer Reviewe

Innovation and communication technologies + Problem based learning: a new approach for teaching architecture

This article presents the results obtained during its first year of application in the educational innovation project called “New frameworks of teaching: ICT applied to problem based learning in technical bachelors” (PIE 15-166) developed at the School of Architecture in the University of Malaga. This has been focused on the development of educational strategies based on exploiting the potential of ICT, taking as a framework the ABP. Its application on subjects from different areas of knowledge (architectural composition, urban planning, projects and architectural constructions) has allowed assessing the adaptability of this methodology depending on the content. Among the obtained results can be highlighted the improvement in cross curricular coordination between subjects from different fields of studies, providing different ways of synchronous and asynchronous communication between students and teachers to generate a greater interaction between all the involved subjects; increasing in addition the interest and an improvement of the results.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation

This report presents one-year implementation and impact findings on two supplemental academic instruction approaches developed for after-school settings -- one for math and one for reading. Compared with regular after-school programming, the supplemental math program had impacts on student SAT 10 test scores and the supplemental reading program did not --although the reading program had some effect on reading fluency