Interactive Collaborative Learning: Proceedings of the 19th by Michael E. Auer, David Guralnick, James Uhomoibhi

By Michael E. Auer, David Guralnick, James Uhomoibhi

This ebook provides the lawsuits of the nineteenth foreign convention on Interactive Collaborative studying, held 21-23 September 2016 at Clayton lodge in Belfast, UK.

We are at the moment witnessing an important transformation within the improvement of schooling. The impression of globalisation on all components of human existence, the exponential acceleration of advancements in either expertise and the worldwide markets, and the transforming into want for flexibility and agility are crucial and not easy components of this technique that experience to be addressed normally, yet particularly within the context of engineering schooling. to stand those topical and extremely genuine demanding situations, greater schooling is named upon to discover cutting edge responses.

seeing that being based in 1998, this convention has constantly been dedicated to discovering new ways to studying, with a spotlight on collaborative studying. at the present time the ICL meetings have validated themselves as an essential discussion board for the trade of knowledge on key traits and findings, and of sensible classes realized whereas constructing and checking out parts of latest applied sciences and pedagogies in learning.

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Extra info for Interactive Collaborative Learning: Proceedings of the 19th ICL Conference - Volume 1

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Dhindsa, Makarimi-Kasim, and Anderson [14] found that MMs are perceived as more enjoyable compared to traditional teaching approach, but not significantly different in personal relevance. The current research of mind mapping implementation focuses on academic results or functions executed by this technique, but except rare exclusion [13] there is a lack of attention to students’ experience during usage of MM. 3 CSCL Through the Mind Mapping DMMs have become widely used and investigated teaching technique.

This research has certain limitations. Firstly, all the estimations are subjective. It raises the question of development objective criteria of estimation of MMs adoption process. Secondly, the sample is quite limited that makes impossible applications results out of it. The results need to be tested on the other samples. Thirdly, the paper considers the evaluation issue of mind mapping not so deep as it deserves. Further search of optimal design for evaluation is also the important direction for future research.

Some of them completed their assignments sooner, some did later, which is indicative of a difference in skills levels even within one group. However, the time limit was not exceed, and the students demonstrated an expected skills level. In contrast, PhD students in the experimental group working in accordance with the traditional scheme exceeded the time limit overwhelmingly. This group demonstrated lower results, in comparison with the control group. Starting from the second lesson the control group continued to work according to the traditional scheme, whereas the collaborative learning techniques were applied in the experimental group.

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