Abstract
Although team-based projects have become a popular practice in colleges with focus on helping students learn subjects collaboratively and effectively, the current education paradigm mainly adopts ad hoc collaboration practices. There lacks a quantitative methodology for enabling appropriate and scientific approaches to guide the educational community in teaching and transforming educational practices to support the development, implementation, and improvement of state-of-the-art collaborative-learning practices on campuses. This paper presents a new computational model and framework to quantitatively explore the collaboration-based behavioral dynamics of student teams and its impact on team performance. More specifically, a suite of mathematical models in the form of computations, structural equation modeling, and principal component analysis are created to describe and analyze a variety of learning circumstances, aimed at generating rules of thumb to guide student teams to retune collaborative practices in a proactive and realtime manner for improved performance.
| Original language | English (US) |
|---|---|
| Title of host publication | 40th Annual Frontiers in Education Conference |
| Subtitle of host publication | Celebrating Forty Years of Innovation, FIE 2010 - Conference Program |
| DOIs | |
| State | Published - Dec 1 2010 |
| Event | 40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010 - Arlington, VA, United States Duration: Oct 27 2010 → Oct 30 2010 |
Other
| Other | 40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010 |
|---|---|
| Country/Territory | United States |
| City | Arlington, VA |
| Period | 10/27/10 → 10/30/10 |
All Science Journal Classification (ASJC) codes
- Software
- Education
- Computer Science Applications