Search results

Computer Supported Collaborative Learning (CSCL): interview met Pierre Dillenbourg

Pierre Dillenbourg has proved by many articles and speeches to be a hands-on expert on the subject of collaborative learning. He started in 1976 as an Elementary school teacher; he graduated in 1996 in educational and psychological sciences and became PhD in artificial intelligence. At the moment Pierre Dillenbourg is working at the Ecole Polytechnique Fédérale de Lausanne (EPFL) of the Swiss Federal Institute of Technology, partly as a member of the board of directors. I happened to meet him for an interview at the Surf Education Days which were held on the 15th and 16th November in 2005.

Adaptive computational thinking

Exploring gender and gender pairing in the knowledge elaboration processes of students using computer-supported collaborative learning

The aim of the study is to investigate the influence of gender and gender pairing on students’ learning performances and knowledge elaboration processes in Computer-Supported Collaborative Learning (CSCL). A sample of ninety-six secondary school students, participated in a two-week experiment.Students were randomly paired and asked to solve several moderately structured problems concerning Newtonian mechanics. Students’ pretest and posttest performances were analyzed to see whether students’ gender and the gender pairing (mixed or single-gender) were significant factors in their problem solving learning in CSCL. Students’ online interactions were also analyzed to unravel the dynamic process of individual knowledge elaboration. The multilevel analyses revealed that a divergent pattern of knowledge elaboration was a significant predictor for students’ learning achievement, and in mixed-gender dyads students’ knowledge elaboration processes were more inclined to diverge from each other. Moreover, females in single-gender dyads significantly outperformed females in mixed-gender dyads. But this was not the case for male students.

Internationalization of Bachelor's programmes in social work in Europe

This article presents the results of a survey on the internationalization of Bachelor’s education in social work, which was carried out at 33 schools of social work across Europe. Many universities are seeking to “internationalize” their social work curriculum. However, although many social work educators are convinced of the importance of cross-border exchange, others are sceptical about the added value of internationalization for a professional career in social work. The aim of this study is to contribute to the discussion about the significance of internationalizing the curriculum of Bachelor’s programmes in social work. Since internationalization in itself is an ideological endeavour, educators must reflect on and formulate their own ideological motives and aspirations. To this end, representatives of schools of social work completed a questionnaire concerning the aim of internationalization, the structure of the curriculum, student and staff mobility, international policies and challenges. This study demonstrates that all universities have added an international dimension to their curricula. Many educators believe that internationalizing the social work curriculum contributes to qualitatively better future professionals “at home”. However, most of the respondents are dissatisfied with what has actually been achieved in terms of their universities’ international ambitions. This is due to a lack of language skills and facilities. Above all, we think, that this dissatisfaction is related to the underlying debate on universalism and indigenization in social work practice and education.

Motivating students in competency‐based education programmes: designing blended learning environments

Contemporary education increasingly involves a blended learning environment, which consists of a combination of offline and online delivery methods. Blended learning environments can motivate students to learn, but designing motivating blended learning environments is challenging and can result in environments that demotivate students. This conceptual article proposes a blended learning design that helps practitioners to design motivating blended learning environments. According to self-determination theory, students are motivated to learn when their three basic psychological needs for autonomy, competence, and relatedness are supported. Competency-based education (CBE) is intended to support students’ basic psychological needs. We have constructed design guidance for CBE programmes that help practitioners to design a combination of offline and online delivery methods that (1) give students choices in time and place to support their need for autonomy, (2) adapt to students’ competency levels to support their need for competence, and (3) stimulate students’ relationship building with peers and teachers to support their need for relatedness. Although the design guidance is tentative, practitioners can experiment with it to design blended learning environments that motivate students to learn.

Effectiveness and Outcome Moderators of Computer-Based Health Education for an Adult Population

This review of meta-analyses of outcome studies of adults receiving Computer-Based Health Education (CBHE) has two goals. The first is to provide an overview of the efficacy of CBHE interventions, and the second is to identify moderators of these effects. A systematic literature search resulted in 15 meta-analyses of 278 controlled outcome studies. The meta-analyses were analysed with regard to reported (overall) effect sizes, heterogeneity and interaction effects. The results indicate a positive relationship between CBHE interventions and improvements in health-related outcomes, with small overall effect sizes compared to non-computer-based interventions. The sustainability of the effects was observed for up to six months. Outcome moderators (31 variables) were studied in 12 meta-analyses and were clustered into three categories: intervention features (20 variables), participant characteristics (five variables) and study features (six variables). No relationship with effectiveness was found for four intervention features, theoretical background, use of internet and e-mail, intervention setting and self-monitoring; two participant features, age and gender; and one study feature, the type of analysis. Regarding the other 24 identified features, no consistent results were observed across meta-analyses. To enhance the effectiveness of CBHE interventions, moderators of effects should be studied as single constructs in high-quality study designs. http://www.journalofinterdisciplinarysciences.com/ https://www.linkedin.com/in/leontienvreeburg/