Modeling a Flat Learning Environment as a Social Network to Understand Effects of Peer-to-Peer Information Exchange on Learning

2014 ◽  
Author(s):  
Zahed Siddique ◽  
Gül E. Okudan Kremer ◽  
Firas Akasheh
Keyword(s):  
Social Network ◽  
Learning Environment ◽  
Information Exchange ◽  
Peer Learning ◽  
Dual Roles ◽  
University Of Oklahoma ◽  
Open Design ◽  
Collaborative Environment ◽  
Research Findings ◽  
The University

In this paper we present a technology assisted flat learning environment, Teaching to Learn (TeatoL), that capitalizes on the research findings on linkages between higher-order thinking and peer-learning. Within TeatoL students are introduced to a “flatter” instructional environment; all participants have dual roles as students and instructors who are embedded in a collaborative environment where all learn collectively from each other’s experiences, even the instructor. The main objective of this paper is to understand flat learning environment as a social network. The focus is on peer learning mode, where students are instructors to share their experience and then learn from fellow student instructors. In this paper, we present our initial analysis of a flat learning environment, implemented at the University of Oklahoma, as a network. The participants in the learning environment were given an open design problem related to sheet metal forming. We close the paper with observations from our initial implementations on peer-learning as a network.

Peer Learning Using Smart Devices: A Report on Work-in-Progress

2013 ◽  
Author(s):  
Gül E. Okudan Kremer ◽  
Firas Akashesh ◽  
Zahed Siddique ◽  
Guy Abou-Nassar
Keyword(s):  
Learning Environment ◽  
Peer Learning ◽  
Higher Order Thinking ◽  
Mobile Technologies ◽  
Smart Devices ◽  
Instructional Environment ◽  
Dual Roles ◽  
Collaborative Environment ◽  
Research Findings ◽  
Traditional Approaches

Our approach is to capitalize on the research findings on linkages between higher-order thinking and peer learning to create and evaluate a learning environment, entitled Teaching to Learn (TeatoL). TeatoL blends mobile smart devices and traditional approaches to enhance critical thinking and competencies essential for students to solve open-ended problems. The main objective is to understand, develop, implement and evaluate a peer-learning environment utilizing mobile technologies and devices. The focus is on peer learning mode, where students are instructors to share their experience and then learn from fellow student instructors. In this paper, we present our vision of this learning medium along with the foundation we have built it upon. Within TeatoL students are introduced to a “flatter” instructional environment; all participants have dual roles as students and instructors who are embedded in a collaborative environment where all learn collectively from each other’s experiences, even the instructor. We also discuss hypothesized benefits and our on-going work on initial implementation and its assessment. We close the paper with observations from our initial implementations across three data collection sites.

Scenario-Based Learning Environment to Support Peer-Learning

2012 ◽  
Author(s):  
Zahed Siddique ◽  
Mrinal C. Saha ◽  
Firas Akasheh ◽  
Shaiful Arif ◽  
Bipul Barua ◽  
...  
Keyword(s):  
Peer Interactions ◽  
3D Visualization ◽  
Learning Experience ◽  
Peer Learning ◽  
Design Problems ◽  
University Of Oklahoma ◽  
Manufacturing Engineering ◽  
Novel Concept ◽  
The University ◽  
The Impact

It is well documented that students learn more effectively when they are actively involved in the learning process, and interacting with peers. Interactive scenario-based education is a novel concept expected to stimulate active learning and provide a peer-learning experience. In this paper we present Create your Scenario Interactively (CSI) module, which is an interactive storybook-like learning tool composed of interactive storyline, 2D/3D visualization, simulation, and state-of-the-art interaction technology. The CSI method allows peer-interactions and prepares students to solve open-ended problems. The CSI module has been developed for metal casting and implemented in manufacturing engineering courses at the University of Oklahoma and Tuskegee University. In this paper, we discuss the impact of the CSI on students’ learning in manufacturing engineering education. Our preliminary results suggest that a majority of the students feels that the CSI module is very effective in keeping them engaged. We also analyze the effect of peer-learning to develop critical thinking and solve design problems. The details of the CSI module, implementation details, and assessment results are discussed in the paper.

DIGITAL LEARNING ENVIRONMENT AS MULTI-AGENT SYSTEM: STUDY OF THE EDUCATIONAL AGENTS EVALUATIVE POSITIONS IN RUSSIAN UNIVERSITIES

2020 ◽  
Vol 8 (4) ◽  
pp. 1026-1038
Author(s):  
Elena G. Pozdeeva ◽  
Olga D. Shipunova ◽  
Vladimir V. Evseev ◽  
Irina P. Berezovskaya ◽  
Elena M. Gashkova
Keyword(s):  
Comparative Analysis ◽  
Learning Environment ◽  
Information Exchange ◽  
Educational Environment ◽  
Educational Process ◽  
Education Quality ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
Multi Agent ◽  
The University

Purpose of the study: Sociological analysis of the university education digitalization; identifying the evaluative positions for the educational process agents; study of motivational factors for applying to online courses; comparative analysis of evaluative positions in terms of information exchange effectiveness in the digital learning environment and education quality. Methodology: We utilize sociological survey and comparative analysis to identify significant motivations of agents, to evaluate the quality of education by criteria of freedom of choice, preference for the learning format, individualization of the educational route. The empirical base consists of sociological data obtained by online and offline questioning. Principal Findings: The revealed trends of diversity and target conjugation in the university educational environment agent’s positions reflect the institutional shifts in the educational system. These bring about changes in the social role repertoire, the revision of norms and values in the context of the rapid growth of digital practices. Applications of this study: The study results can serve as a basis for improving the university's educational policy and technologies for information support of the educational process. Identifying the problem points of agency and their target conjugation seems to be a tool of social technology to achieve the effectiveness of digital education. Novelty of this study: We give accent to multi-agent approach in the study of distance learning, a comprehensive assessment of information exchange and motivational factors of interacting agents in the university educational environment, education quality evaluation by the criterion of meeting the expectations of students, teachers and administration in the context of learning environment digitalization.

Building research capacity and capabilities in Fiji: are we there yet?

2020 ◽  
Vol 21 (5) ◽  
pp. 265-271
Author(s):  
Jyotishna Mudaliar ◽  
Bridget Kool ◽  
Janice Natasha ◽  
Judith McCool
Keyword(s):  
Low Income ◽  
Research Capacity ◽  
Research Knowledge ◽  
Research Skills ◽  
Research Findings ◽  
Access And Quality ◽  
The University ◽  
Local Investigator ◽  
Research Capacity Development

Introduction: A barrier to local investigator-led research in low income settings, is the limited availability of personnel with appropriate research skills or qualifications to conduct the type of research required for evidence-informed policy making to improve access and quality of health care. In response to this, Fiji National University’s College of Medicine, Nursing and Health Sciences in Fiji, collaborated with academics based at the University of Auckland, New Zealand to deliver a series of research capacity development workshops in Fiji. Methods: Participants who attended any of the nine workshops (n=123) were contacted via email to take part in a brief survey regarding their perceptions of the effectiveness of the research capacity building workshops. Of the possible 123 participants, 80% (n=76) completed the questionnaire.  Results: Findings demonstrate that the majority of participants reported that they had gained research skills from the workshops (75%) including proposal development skills (68%) and knowledge of appropriate research methods (59%). Furthermore, 70% agreed that the workshops built their research confidence.  Since attending a workshop, 18% of respondents had successfully applied and received funding for research grants and/or fellowships.  Barriers to conduct research included workload (75%), lack of research knowledge, experience or skills (51%), and lack of institutional support (41%). Suggestions for future workshops included: more focus on data analysis, regular courses rather than ‘one offs’, and preparation of research findings (e.g. publications). Conclusion: Our findings indicate that research workshops of this nature may increase individual research capabilities but sustained, locally led initiatives, backed by institutional and supplementary technical support are essential.

scholarly journals The WxChallenge: Forecasting Competition, Educational Tool, and Agent of Cultural Change

2013 ◽  
Vol 94 (10) ◽  
pp. 1501-1506 ◽  
Author(s):  
Bradley G. Illston ◽  
Jeffrey B. Basara ◽  
Christopher Weiss ◽  
Mike Voss
Keyword(s):  
Cultural Change ◽  
State Of The Art ◽  
Learning Experience ◽  
The United States ◽  
Higher Learning ◽  
Educational Tool ◽  
Web Interfaces ◽  
Wind Speeds ◽  
University Of Oklahoma ◽  
The University

The WxChallenge, a project developed at the University of Oklahoma, brings a state-of-the-art, fun, and exciting forecast contest to participants at colleges and universities across North America. The challenge is to forecast the maximum and minimum temperatures, precipitation, and maximum wind speeds for select locations across the United States over a 24-h prediction period. The WxChallenge is open to all undergraduate and graduate students, as well as higher-education faculty, staff, and alumni. Through the use of World Wide Web interfaces accessible by personal computers, tablet computer, and smartphones, the WxChallenge provides a state-of-the-art portal to aid participants in submitting forecasts and alleviate many of the administrative issues (e.g., tracking and scoring) faced by local managers and professors. Since its inception in 2006, 110 universities have participated in the contest and it has been utilized as part of the curricula for 140 classroom courses at various institutions. The inherently challenging nature of the WxChallenge has encouraged its adoption as an educational tool. As its popularity has grown, professors have seen the utility of the Wx-Challenge as a teaching aid and it has become an instructional resource of many meteorological classes at institutions for higher learning. In addition to evidence of educational impacts, the competition has already begun to leave a cultural and social mark on the meteorological learning experience.

scholarly journals Sustainability and Stakeholder Awareness: A Case Study of a Scottish University

2021 ◽  
Vol 13 (8) ◽  
pp. 4186
Author(s):  
Abdulhakeem Raji ◽  
Abeer Hassan
Keyword(s):  
Signaling Theory ◽  
Relevant Information ◽  
Voluntary Exercise ◽  
Communication Tool ◽  
Individual Interviews ◽  
Study Approach ◽  
Research Findings ◽  
Definition Of ◽  
The University

This paper adopted a case study approach to investigate the sustainability practices of a Scottish university in order to understand if sustainability forms part of its central policy agenda. As such, the paper focuses on the levels of awareness and disclosure of their sustainable practices, measuring the impacts and effectiveness of those initiatives. This paper introduces signaling theory to explore the idea that appropriate communication via integrated thinking can close the gap between the organization and its stakeholders. We believe that the provision of this relevant information will lead to better communication between the organization and its stakeholders, supporting a signaling theory interpretation. Therefore, we are suggesting that integrated thinking is an internal process that organizations can follow to increase the level of disclosure as a communication tool with stakeholders. From the literature reviewed, four themes were identified (definition of university sustainability, sustainability awareness, disclosure framework within universities, and level of accountability). The research adopted a pragmatic view and conducted individual interviews with participants belonging to three stakeholder groups (members of the university’s senior management, the governing council, and the student union executive). Although this study focused on just one Scottish university, it should still provide some insight for the better understanding of the underpinning issues surrounding the sustainability accountability practices of Scottish universities in general. The research findings indicated that the university prioritized only two sustainability dimensions—economic and environmental—and that the university still perceived sustainability as a voluntary exercise. Additionally, it is evident that the university had no framework in place for measuring its sustainability delivery—and therefore had no established medium of communicating these activities to its stakeholders. Moreover, research findings showed that the social and educational context of sustainability was lacking at the university. The university has done little or nothing to educate its stakeholders on sustainability.

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