Technology Enhanced Learning (TEL) Environment to Develop Expansionist-Reductionist (ER) Thinking Skills through Software Design Problem Solving

2018 ◽  
Author(s):  
Deepti Reddy ◽  
Sridhar Iyer ◽  
Sasikumar M
Keyword(s):  
Problem Solving ◽  
Software Design ◽  
Design Problem ◽  
Thinking Skills ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning

2019 ◽  
Vol 11 (4) ◽  
pp. 1005 ◽  
Author(s):  
Gülsüm Aşıksoy
Keyword(s):  
Problem Solving ◽  
Concept Mapping ◽  
Concept Learning ◽  
Meaningful Learning ◽  
Control Group ◽  
Technology Enhanced Learning ◽  
Problem Solving Skills ◽  
Computer Based ◽  
Enhanced Learning ◽  
Experimental Group

Technology enhanced learning is a wide area that covers all uses of digital technology to support learning and teaching activities. The computer-based concept mapping has shown potential in enhancing meaningful learning in education. Concept mapping is an important tool that is used in the field of education to help students in understanding the basic concepts and the relationships between them. This research proposes a computer-based concept mapping (CBCM) environment combined with Google classroom to help students reduce their misconceptions and to improve their problem solving skills. Furthermore, it examines the effect of CBCM on the sustainability of concept learning according to student views. The participants were first-year engineering students. The study was conducted in a physics class, and a true-experimental design was used. The experimental group students learned with the Google classroom combined with computer-based concept mapping (CBCM), while the concept group students learned with Google classroom and the traditional method. Data were collected from a physics concept test, problem solving inventory, and semi-structured interviews. The research results indicated that teaching in the CBCM environment combined with Google Classroom provides meaningful learning by correcting the misconceptions of the students. Moreover, there was a significant increase in the problem solving skills of the experimental group as compared to the control group. According to the students’ views, it was determined that CBCM enhances the sustainability of concept learning. The results of this study can help educators and researchers to integrate computer-based concept mapping (CBCM) techniques into Google Classroom.

Using Video as a Retrospective Tool to Understand Self-Regulated Learning in Mathematical Problem Solving

2010 ◽  
pp. 194-209
Author(s):  
I-Pei Tung ◽  
Kevin Chin
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
School Level ◽  
Sociocultural Factors ◽  
Mathematical Problem Solving ◽  
Technology Enhanced Learning ◽  
Self Regulated Learning ◽  
Novel Approach ◽  
Regulated Learning ◽  
Enhanced Learning

This chapter presents a novel approach that combines self-regulated learning (SRL) with Activity Systems Theory (AST). While SRL focuses primarily on individual cognitive and social aspects, it does not address sociocultural factors that inherently play a role in learning processes. The combination of SRL and AST is effective due to the central role that feedback plays in both theories. The viability of this approach is tested with data collected from Canadian secondary school-level students engaged in mathematical problem solving (MPS) using video as a retrospective feedback tool. Analysis using this theoretical framework based on SRL and AST provides a richer understanding of how video can contribute to learning within technology-enhanced learning environments (TELEs). Based on these findings, suggestions for implementation are provided for educators who would like to effectively use video in classroom situations.

scholarly journals Assessing Collaborative Problem Solving Skills in Technology-Enhanced Learning Environments – The PISA Framework and Modes of Communication

2017 ◽  
Vol 12 (04) ◽  
pp. 163 ◽  
Author(s):  
Jalal Nouri ◽  
Anna Åkerfeldt ◽  
Uno Fors ◽  
Staffan Selander
Keyword(s):  
Problem Solving ◽  
Predictive Validity ◽  
Collaborative Problem Solving ◽  
Technology Enhanced Learning ◽  
Assessment Framework ◽  
Problem Solving Skills ◽  
Assessment Task ◽  
Collaborative Problem ◽  
Computer Based ◽  
Enhanced Learning

As been highlighted by many, for instance by PISA, Collaborative Problem Solving (CPS) is a critical and necessary 21st century skill across educational settings. While many initiatives have been launched to investigate the nature of these skills, fewer are the attempts to understand how they should be assessed. However, in 2015, the PISA organization presented a framework for assessing CPS skills. This paper reports on a study investigating the predictive validity of the PISA assessment framework and if and how modes of communication influence the assessment of 24 students’ collaborative problem solving activities when using a computer-based assessment task system. The findings presented demonstrate that the PISA CPS assessment framework have a weak predictive validity, does not count for quality or productivity in communication, and that the mode of communication indeed influence CPS processes and in turn what is possible to assess.

Design Problem Solving

2006 ◽  
Vol 214 (2) ◽  
pp. 73-86 ◽  
Author(s):  
Constance Winkelmann ◽  
Winfried Hacker
Keyword(s):  
Problem Solving ◽  
Design Problem

Zusammenfassung. In zwei experimentellen Studien werden mögliche alternative Bedingungen der lösungsgüteverbessernden Wirkung einer Frage-Antwort-Technik im Entwurfsdenken (Design Problem Solving) geprüft. In der ersten Studie (N = 84) wurden differential- und kognitionspsychologische Bedingungen geprüft. Eine Aussagenanalyse in einer zweiten Studie (N = 94) sollte die nachgewiesenen Ergebnisse vertiefen. Für die in beiden Studien ermittelten Lösungsgüteverbesserungen konnten keine differentialpsychologischen Abhängigkeiten von Vorgehensstilen nachgewiesen werden. In kognitionspsychologischer Hinsicht zeigte sich, dass sowohl Fragen, die die Forderungen der Aufgabe in Erinnerung bringen, als auch Fragen, deren Beantwortung die Auslösung von Denkprozessen fördern, zur Lösungsgüteverbesserung beitragen. Größere Effekte werden bei der Kombination beider Fragenarten nahe gelegt. Die Ergebnisse der Aussagenanalyse weisen auf eine sowohl beschreibende als auch begründende und bewertende Vorgehensweise der Untersuchungsteilnehmer hin, die Verbesserungen erzielten. Fragen für weiterführende Untersuchungserfordernisse werden abgeleitet.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

Cultures of Inquiry in Technology Enhanced Learning and Beyond

2011 ◽  
Vol 4 (2) ◽  
pp. 291-311 ◽  
Author(s):  
Patrick Carmichael
Keyword(s):  
Research And Development ◽  
Educational Research ◽  
Technology Enhanced Learning ◽  
Common Problems ◽  
Culture Of Inquiry ◽  
Enhanced Learning ◽  
Educational Research And Development

Interdisciplinary working is often understood as involving individuals or teams from different disciplines to engage with common problems, but this has proved to be an enduring challenge. An alternative framing of interdisciplinary working is Hall's ‘culture of inquiry’, in which it is conceptualised as narrative creation in an environment of formative critique. This paper explores the relevance and applicability of this idea to educational research and development, specifically in the context of purportedly interdisciplinary TEL projects. It draws on the author's experience in projects in which multiple narratives — pedagogical, technological and social — have the potential to contribute to both to individual and collective understanding and the development of new practice.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

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