Annotated Resource - Enhancing Project-Based Learning Through Between-Group Collaboration
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Yiping, L., & MacGregor, S. (2004). Enhancing project-based learning through online between-group collaboration. Educational Research & Evaluation, 10(4-6), 419-440. Retrieved from EBSCOhost.
The authors have written articles regarding instructional design, integrating technology in education, web-based learning, learning with Internet resources and more. The research for this article studied project-based learning and group collaboration in higher education. One of the main topics focused on student perceptions of computer supported group collaboration. The purpose of the research was to consider progressing away from traditional teacher-centered instructional strategies toward a social-constructivist strategy where learning is student-centered. The authors present group collaboration as the most important component of project-based learning and further suggest the compatibility of each as complementary and essential. In addition, the authors deem project-based collaborative learning can be successful in online environments if well-designed instructional strategies are implemented. The evaluated data can be used by instructional designers and instructors to improve learning in online environments.
The authors conducted research on two case studies. One case study focused on between-group mentoring in an educational research class. The other case study focused on between-group project reviews in an educational technology class. A mixed-method was utilized to gather qualitative and quantitative data which was collected throughout one semester and with permission from students. The results measured the impact of project processes and performances in between-group collaboration. Study perceptions were also documented and presented. Student perceptions were positive and useful information was gained about computer-supported collaboration processes in higher education. The results support current literature regarding online instructional strategies. The authors caution that the results are limited to the small group participating in the study and therefore recommend more research.
The authors conducted research on two case studies. One case study focused on between-group mentoring in an educational research class. The other case study focused on between-group project reviews in an educational technology class. A mixed-method was utilized to gather qualitative and quantitative data which was collected throughout one semester and with permission from students. The results measured the impact of project processes and performances in between-group collaboration. Study perceptions were also documented and presented. Student perceptions were positive and useful information was gained about computer-supported collaboration processes in higher education. The results support current literature regarding online instructional strategies. The authors caution that the results are limited to the small group participating in the study and therefore recommend more research.
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