Araştırma Makalesi
PDF Zotero Mendeley EndNote BibTex Kaynak Göster

Yıl 2020, Cilt 6, Sayı 16, 98 - 104, 10.09.2020

Öz

Kaynakça

  • Winchester-Seeto, T. (2002). Assessment of collaborative work – collaboration versus assessment. . Invited paper presented at the Annual Uniserve Science Symposium. Sydney: University of Sydney

ASSESSMENT OF AN INNOVATIVE GROUP-BASED LEARNING TECHNOLOGY TO IMPROVE STUDENTS’ PERFORMANCE

Yıl 2020, Cilt 6, Sayı 16, 98 - 104, 10.09.2020

Öz

Group-Based Learning (GBL) is a well-established and widely-used collaborative student-centric pedagogy in education. It provides improved learning, better classroom participation and enjoyable learning experience for students. Through GBL, students interact and learn from each other under the supervision of a teacher. Students are usually given a task to work on whilst the teacher goes around supporting and assessing them. Unfortunately, there exist several drawbacks of GBL: tracking individual student learning progress is extremely difficult; student grouping is usually done in an arbitrary manner; typically, group assessment marks are noted manually by the instructor; this results untimely and delayed feedback to students about their performance. Currently, all software applications are unable to solve these issues. Here we report on an innovative technology-based app (Group Based Learning or GBL) that greatly improves student learning and reduces teachers’ workload by eliminating hours of work on analyzing student data, reporting and providing timely feedback to students. The GBL app is based on a recently introduced ROFSET (Real-time Objective Feedback System for Effective Teaching) Framework. This App allows both the teacher and students to capture key data on all important 21st century skills within group learning. The analysis of the data is done automatically in real-time and is available for students and teachers. Our results show that using the GBL app, the students became much more responsive to learning. Also it allows the teacher to identify and support students who need more help (differentiated learning). In this work we present our findings on tracking students’ skills in the following areas: Social, Communication, Analytics, Leadership and Effort (SCALE) for an introductory Physics class.

Kaynakça

  • Winchester-Seeto, T. (2002). Assessment of collaborative work – collaboration versus assessment. . Invited paper presented at the Annual Uniserve Science Symposium. Sydney: University of Sydney

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Izharul HAQ Bu kişi benim
Prince Mohammad Bin Fahd University
Saudi Arabia


Masood AHMED Bu kişi benim (Sorumlu Yazar)
SZABIST
Pakistan


Rubina HAQ Bu kişi benim
International Islamic University
Pakistan

Yayımlanma Tarihi 10 Eylül 2020
Başvuru Tarihi 4 Şubat 2020
Kabul Tarihi 13 Mayıs 2020
Yayınlandığı Sayı Yıl 2020, Cilt 6, Sayı 16

Kaynak Göster

EndNote %0 International E-Journal of Advances in Education ASSESSMENT OF AN INNOVATIVE GROUP-BASED LEARNING TECHNOLOGY TO IMPROVE STUDENTS’ PERFORMANCE %A Izharul Haq , Masood Ahmed , Rubina Haq %T ASSESSMENT OF AN INNOVATIVE GROUP-BASED LEARNING TECHNOLOGY TO IMPROVE STUDENTS’ PERFORMANCE %D 2020 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 6 %N 16 %R %U

                                                           Published and Sponsored by OCERINT International © 2015

                                                                              Contact: ijaedujournal@hotmail.com