Social Networks-Based Adaptive Pairing Strategy for Cooperative Learning

Autor/inn/en	Chuang, Po-Jen; Chiang, Ming-Chao; Yang, Chu-Sing; Tsai, Chun-Wei
Titel	Social Networks-Based Adaptive Pairing Strategy for Cooperative Learning
Quelle	In: Educational Technology & Society, 15 (2012) 3, S.226-239 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Questionnaires; Academic Achievement; Low Achievement; Cooperative Learning; Teaching Methods; Achievement Gains; Social Networks; Educational Strategies; Friendship; Grade 6; Network Analysis; Peer Relationship; Social Influences; Pretests Posttests; Databases; Computer Uses in Education; Computer System Design; Programming; Instructional Effectiveness; Program Effectiveness; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Fragebogen; Schulleistung; Unterdurchschnittliche Leistung; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Social network; Soziales Netzwerk; Lehrstrategie; Freundschaft; School year 06; 6. Schuljahr; Schuljahr 06; Netzplantechnik; Peer-Beziehungen; Sozialer Einfluss; Datenbank; Computernutzung; Programmierung; Unterrichtserfolg; Statistische Analyse
Abstract	In this paper, we propose a grouping strategy to enhance the learning and testing results of students, called Pairing Strategy (PS). The proposed method stems from the need of interactivity and the desire of cooperation in cooperative learning. Based on the social networks of students, PS provides members of the groups to learn from or mimic learners who have good relationships with them. As such, the learning achievement can be raised. Our experimental results show that the proposed method can provide a better learning result, especially when compared to grouping at random, because it enables low achievers to find more appropriate collaborators. More precisely, the experimental results show that the learning achievement of approximately 17.64% of the students is increased. The average score is increased from 79 to 91.9 while the standard deviation is decreased from 16.9 to 13.6. (Contains 13 figures and 3 tables.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10