2 results
Search Results
Now showing 1 - 2 of 2
Article Group Discussion in a Blended Environment in Engineering Education(Uikten - Assoc information Communication Technology Education & Science, 2021) Mishra, Deepti; Dalveren, Gonca Gokce Menekse; Volden, Frode S.; Allen, Carly GraceGroup work is a necessary element of engineering education and group members need information about one another, group process, shared attention and mutual understanding during group discussions. There are several important elements for establishing and maintaining a group discussion such as participant's role, seating arrangement, verbal and non-verbal cues, eye gaze, gestures etc. The present study investigates these elements for identifying the behavior of group members in a blend of traditional face-to-face discussion along with computer supported cooperative work (CSCW) setting. The results of this study have shown that, speaking duration is the key factor for identifying the leadership in a group and participants mostly used eye gazes for turn taking. Although this study is a mix of face-to-face and CSCW discussion setting, participants mostly behave like face-to-face group discussion. However, unlike the previous studies involving face-to-face discussion, the relation between seating arrangement and amount of attention is not apparent from the data during this study.Article Citation - Scopus: 5Heterogeneity in Classes: Cooperative Problem-Solving Activities Through Cooperative Learning;(FACTEACHEREDUCATION, 2014) Cigdemoglu,C.; Kapusuz,K.Y.; Kara,A.Teachers, from primary schools to college, experience challenges regarding both increased class sizes and a greater diversity of students having a broad spectrum of abilities, interests, needs, and goals. The aim of this paper is to investigate the effect of cooperative learning through Cooperative Problem-Solving (CPS) activities on homogenous and heterogeneous grouping in an engineering course. As a mixed method design, the study utilized both quantitative and qualitative data. The participants, 47 engineering students selected conveniently, were enrolled in a communication systems course. The analysis of the quantitative data indicated that no significant difference (p=.791) exists between the ways in which the students in homogenous and the students in heterogeneous group understand communication systems. In order to reveal the perceptions of students regarding the implementation, they were interviewed at the end of the semester. The qualitative data obtained from these interviews suggests that students prefer heterogeneous to homogenous grouping. The findings also imply that further research should concentrate on heterogeneous grouping strategies and more detailed qualitative data in order to reveal what kind of patterns emerge from students’ interactions in different groupings. © 2014, FAC TEACHER EDUCATION. All right reserved.
