Analysis of the students’ interactions and satisfaction during a Collaborative Lab Project

The main purpose of this paper is to present the students' interactions and satisfaction in a Collaborative Lab Project supported by a Teaching Assistant System-TASystem. The goal of the developed TASystem is twofold: a) to assist the instructors with the design of collaborative learning activi...

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Autores:
Echeverría Rodríguez, Leovy
Cobos, Ruth
Machuca, Liliana
Tipo de recurso:
Article of journal
Fecha de publicación:
2019
Institución:
Universidad EIA .
Repositorio:
Repositorio EIA .
Idioma:
eng
OAI Identifier:
oai:repository.eia.edu.co:11190/5055
Acceso en línea:
https://repository.eia.edu.co/handle/11190/5055
https://doi.org/10.24050/reia.v16i31.1256
Palabra clave:
collaborative learning
Moodle
student-to-student interactions
students' satisfaction
TASystem
Rights
openAccess
License
Revista EIA - 2019
id REIA2_dbeb8affc22677b2f7eb54bf6aa63087
oai_identifier_str oai:repository.eia.edu.co:11190/5055
network_acronym_str REIA2
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repository_id_str
dc.title.spa.fl_str_mv Analysis of the students’ interactions and satisfaction during a Collaborative Lab Project
dc.title.translated.eng.fl_str_mv Analysis of the students’ interactions and satisfaction during a Collaborative Lab Project
title Analysis of the students’ interactions and satisfaction during a Collaborative Lab Project
spellingShingle Analysis of the students’ interactions and satisfaction during a Collaborative Lab Project
collaborative learning
Moodle
student-to-student interactions
students' satisfaction
TASystem
title_short Analysis of the students’ interactions and satisfaction during a Collaborative Lab Project
title_full Analysis of the students’ interactions and satisfaction during a Collaborative Lab Project
title_fullStr Analysis of the students’ interactions and satisfaction during a Collaborative Lab Project
title_full_unstemmed Analysis of the students’ interactions and satisfaction during a Collaborative Lab Project
title_sort Analysis of the students’ interactions and satisfaction during a Collaborative Lab Project
dc.creator.fl_str_mv Echeverría Rodríguez, Leovy
Cobos, Ruth
Machuca, Liliana
dc.contributor.author.spa.fl_str_mv Echeverría Rodríguez, Leovy
Cobos, Ruth
Machuca, Liliana
dc.subject.eng.fl_str_mv collaborative learning
Moodle
student-to-student interactions
students' satisfaction
TASystem
topic collaborative learning
Moodle
student-to-student interactions
students' satisfaction
TASystem
description The main purpose of this paper is to present the students' interactions and satisfaction in a Collaborative Lab Project supported by a Teaching Assistant System-TASystem. The goal of the developed TASystem is twofold: a) to assist the instructors with the design of collaborative learning activities in Learning Management Systems-LMS and b) to help the students when performing this type of activities in these systems. The TASystem was embedded into the LMS Moodle. In order to carry out this study, a research methodology was defined. Students from the School of Engineering at the Universidad del Valle-UNIVALLE (Colombia) took part in the research study. The mainly presented results in this research study showed that the students were motivated to interact and collaborate with their classmates in a small group level. And that most of the students were satisfied when using the TASystem in Moodle.
publishDate 2019
dc.date.accessioned.none.fl_str_mv 2019-01-20 00:00:00
2022-06-17T20:20:02Z
dc.date.available.none.fl_str_mv 2019-01-20 00:00:00
2022-06-17T20:20:02Z
dc.date.issued.none.fl_str_mv 2019-01-20
dc.type.spa.fl_str_mv Artículo de revista
dc.type.eng.fl_str_mv Journal article
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dc.relation.references.eng.fl_str_mv Abraham, D. and Yacef, K. (2002) ‘Adaptation in the Web-based Logic-ITA’, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2347, pp. 456–461. Available at: https://www.scopus.com/inward/record.uri?eid=2-s2.0-78549275573&partnerID=40&md5=a372e0d7c4ceee9ef76db65b5a5bf2b6.
Al-Ajlan, A. and Zedan, H. (2008) ‘Why Moodle’, 2008 12th IEEE International Workshop on Future Trends of Distributed Computing Systems, pp. 58–64. doi: 10.1109/FTDCS.2008.22.
Blackboard (2015). Available at: http://es.blackboard.com/sites/international/globalmaster/ (Accessed: 1 January 2015).
Van Boxtel, C., Van der Linden, J. and Kanselaar, G. (2000) ‘Collaborative learning tasks and the elaboration of conceptual knowledge’, Learning and Instruction, 10(4), pp. 311–330. doi: 10.1016/S0959-4752(00)00002-5.
Claroline (2015). Available at: http://www.claroline.net/ (Accessed: 1 January 2015).
Claros, I. et al. (2014) ‘Towards a Collaborative Pedagogical Model in MOOCs’, in 2014 IEEE Global Engineering Education Conference (EDUCON), pp. 905–911.
Claros, I., Echeverria, L. and Cobos, R. (2015) ‘Towards MOOCs scenaries based on collaborative learning approaches’, in Global Engineering Education Conference (EDUCON), 2015 IEEE, pp. 989–992. doi: 10.1109/EDUCON.2015.7096093.
Costa, C., Alvelos, H. and Teixeira, L. (2012) ‘The Use of Moodle e-learning Platform: A Study in a Portuguese University’, Procedia Technology, 5, pp. 334–343. doi: 10.1016/j.protcy.2012.09.037.
Diez, F. and Cobos, R. (2008) ‘A case study of a cooperative learning experiment in Artificial Intelligence’, Computer Applications in Engineering Education, 15(4), pp. 308–316. doi: 10.1002/cae.20114.
Dillenbourg, P. et al. (1996) ‘The evolution of research on collaborative learning’, Learning, pp. 189–211. Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.92.2555&rep=rep1&type=pdf.
Dillenbourg, P. (1999) ‘What do you mean by â€TM collaborative learning ’?’, Collaborative learning Cognitive and computational approaches, 1(6), pp. 1–15. doi: 10.1.1.167.4896.
Dokeos (2015). Available at: http://www.dokeos.com/ (Accessed: 12 June 2017).
Echeverria, L. (2017) UNA PROPUESTA DE UNA PLATAFORMA DE APRENDIZAJE BASADA EN ESCENARIOS COLABORATIVOS PARA LA REALIZACIÓN DE EXPERIENCIAS DE APRENDIZAJE MIXTO CON SOPORTE A LA INVESTIGACIÓN, Tesis doctoral. Universidad Autónoma de Madrid.
Echeverría, L. (2011) Motivation Booster based on the monitoring of users’ progress in collaborative learning scenarios. Trabajo Fin de Master, Universidad Autónoma de Madrid.
Echeverría, L. et al. (2017) ‘Using collaborative learning scenarios to teach programming to non-CS majors’, Computer applications in engineering education, 25(3), pp. 1–13.
Echeverría, L. and Cobos, R. (2015) ‘Designing the assessment of the collaborative learning process in LMS courses’, in Proceedings of the 2015 IEEE 19th International Conference on Computer Supported Cooperative Work in Design (CSCWD), pp. 218–223.
Echeverría, L., Cobos, R. and Buendía, S. (2013) ‘A Teaching Assistant for task and assessment management in Collaborative Learning Scenarios’, in Octavo Congreso Colombiano de Computación-8CCC 2013, pp. 26–29.
Echeverría, L., Cobos, R. and Morales, M. (2013) ‘Designing and evaluating collaborative learning scenarios in Moodle LMS Courses’, in Proceedings of the 10th International Conference on Cooperative Design, Visualization, and Engineering, pp. 61–66.
Koschmann, T. (2008) ‘Paradigm shifts and instructional technology: An introduction’, Radiologic technology, 80(1), pp. 67–74. Available at: http://www.ncbi.nlm.nih.gov/pubmed/23032751.
Kumar, S., Gankotiya, A. K. and Dutta, K. (2011) ‘A comparative study of moodle with other e-learning systems’, in ICECT 2011 - 2011 3rd International Conference on Electronics Computer Technology, pp. 414–418. doi: 10.1109/ICECTECH.2011.5942032.
Lesta, L. and Yacef, K. (2002) ‘An intelligent teaching assistant system for Logic’, Intelligent Tutoring Systems. Available at: http://link.springer.com/chapter/10.1007/3-540-47987-2_45.
Martín, M. et al. (2008) ‘Generating teacher adapted suggestions for improving distance educational systems with SIgMa’, in Proceedings - The 8th IEEE International Conference on Advanced Learning Technologies, ICALT 2008, pp. 449–453. doi: 10.1109/ICALT.2008.227.
Moodle (2015). Available at: https://moodle.org/ (Accessed: 1 January 2015).
Perikos, I., Grivokostopoulou, F. and Hatzilygeroudis, I. (2011) ‘TEACHING ASSISTANT TOOLS FOR NL TO FOL CONVERSION’, in IADIS International Conference e-Learning, pp. 337–344.
Pifarre, M. and Cobos, R. (2010) ‘Promoting metacognitive skills through peer scaffolding in a CSCL environment’, International Journal of Computer-Supported Collaborative Learning, 5(2), pp. 237–253. doi: 10.1007/s11412-010-9084-6.
Ploetzner, R. et al. (1999) ‘Learning by Explaining to Oneself and to Others’, Collaborative-learning; Cognitive and Computational Approaches, pp. 103–121.
Queirós, R. and Leal, J. (2012) ‘PETCHA: a programming exercises teaching assistant’, Proc. ITiCSE 2012, pp. 192–197. doi: 10.1145/2325296.2325344.
Risko, E. F. et al. (2013) ‘The collaborative lecture annotation system (CLAS): A new TOOL for distributed learning’, IEEE Transactions on Learning Technologies, 6(1), pp. 4–13. doi: 10.1109/TLT.2012.15.
Rivera, D. and Machuca, L. (2014) ‘A Virtual Assistant Architecture to support the delivery of texts in languages teaching - learning processes’, Ingeniería y Competitividad, 16(2), pp. 155–164.
Sakai (2018). Available at: https://sakaiproject.org/ (Accessed: 12 July 2018).
Smith, L. and Macgregor, J. T. (1992) What is Collaborative Learning ?, Collaborative Learning: A Sourcebook for Higher Education.
Vélez, J. (2009) Pelican. Una plataforma para el diseño y desarrollo de escenarios de aprendizaje colaborativo. Soporte a los aspectos dinámicos. Universidad Nacional de Educación a Distancia.
Villegas, L. E. M. and Carrillo, P. J. R. (2011) ‘Experiences in developing an e-learning system for language learning and teaching’, in 2011 6th Colombian Computing Congress (CCC). IEEE, pp. 1–6. doi: 10.1109/COLOMCC.2011.5936281.
Webb, N. M. (1991) ‘Task-Related Verbal Interaction and Mathematics Learning in Small Groups’, Journal for Research in Mathematics Education, 22(5), pp. 366–389. doi: 10.2307/749186.
Yacef, K. (2005) ‘The Logic-ITA in the classroom: a medium scale experiment’, International Journal of Artificial Intelligence in Education (IJAIED), 15(1), pp. 41–60.
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spelling Echeverría Rodríguez, Leovy3ec39113438f8efcb7af30c78cda4bd6300Cobos, Ruthb921dfa51f8fa144fab49ebeaa9d7718300Machuca, Lilianae127156a482326c2f0baeff9596065eb3002019-01-20 00:00:002022-06-17T20:20:02Z2019-01-20 00:00:002022-06-17T20:20:02Z2019-01-201794-1237https://repository.eia.edu.co/handle/11190/505510.24050/reia.v16i31.12562463-0950https://doi.org/10.24050/reia.v16i31.1256The main purpose of this paper is to present the students' interactions and satisfaction in a Collaborative Lab Project supported by a Teaching Assistant System-TASystem. The goal of the developed TASystem is twofold: a) to assist the instructors with the design of collaborative learning activities in Learning Management Systems-LMS and b) to help the students when performing this type of activities in these systems. The TASystem was embedded into the LMS Moodle. In order to carry out this study, a research methodology was defined. Students from the School of Engineering at the Universidad del Valle-UNIVALLE (Colombia) took part in the research study. The mainly presented results in this research study showed that the students were motivated to interact and collaborate with their classmates in a small group level. And that most of the students were satisfied when using the TASystem in Moodle.The main purpose of this paper is to present the students' interactions and satisfaction in a Collaborative Lab Project supported by a Teaching Assistant System-TASystem. The goal of the developed TASystem is twofold: a) to assist the instructors with the design of collaborative learning activities in Learning Management Systems-LMS and b) to help the students when performing this type of activities in these systems. The TASystem was embedded into the LMS Moodle. In order to carry out this study, a research methodology was defined. Students from the School of Engineering at the Universidad del Valle-UNIVALLE (Colombia) took part in the research study. The mainly presented results in this research study showed that the students were motivated to interact and collaborate with their classmates in a small group level. And that most of the students were satisfied when using the TASystem in Moodle.application/pdfengFondo Editorial EIA - Universidad EIARevista EIA - 2019https://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://revistas.eia.edu.co/index.php/reveia/article/view/1256collaborative learningMoodlestudent-to-student interactionsstudents' satisfactionTASystemAnalysis of the students’ interactions and satisfaction during a Collaborative Lab ProjectAnalysis of the students’ interactions and satisfaction during a Collaborative Lab ProjectArtículo de revistaJournal articlehttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/redcol/resource_type/ARTREFhttp://purl.org/coar/version/c_970fb48d4fbd8a85Abraham, D. and Yacef, K. (2002) ‘Adaptation in the Web-based Logic-ITA’, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2347, pp. 456–461. Available at: https://www.scopus.com/inward/record.uri?eid=2-s2.0-78549275573&partnerID=40&md5=a372e0d7c4ceee9ef76db65b5a5bf2b6.Al-Ajlan, A. and Zedan, H. (2008) ‘Why Moodle’, 2008 12th IEEE International Workshop on Future Trends of Distributed Computing Systems, pp. 58–64. doi: 10.1109/FTDCS.2008.22.Blackboard (2015). Available at: http://es.blackboard.com/sites/international/globalmaster/ (Accessed: 1 January 2015).Van Boxtel, C., Van der Linden, J. and Kanselaar, G. (2000) ‘Collaborative learning tasks and the elaboration of conceptual knowledge’, Learning and Instruction, 10(4), pp. 311–330. doi: 10.1016/S0959-4752(00)00002-5.Claroline (2015). Available at: http://www.claroline.net/ (Accessed: 1 January 2015).Claros, I. et al. (2014) ‘Towards a Collaborative Pedagogical Model in MOOCs’, in 2014 IEEE Global Engineering Education Conference (EDUCON), pp. 905–911.Claros, I., Echeverria, L. and Cobos, R. (2015) ‘Towards MOOCs scenaries based on collaborative learning approaches’, in Global Engineering Education Conference (EDUCON), 2015 IEEE, pp. 989–992. doi: 10.1109/EDUCON.2015.7096093.Costa, C., Alvelos, H. and Teixeira, L. (2012) ‘The Use of Moodle e-learning Platform: A Study in a Portuguese University’, Procedia Technology, 5, pp. 334–343. doi: 10.1016/j.protcy.2012.09.037.Diez, F. and Cobos, R. (2008) ‘A case study of a cooperative learning experiment in Artificial Intelligence’, Computer Applications in Engineering Education, 15(4), pp. 308–316. doi: 10.1002/cae.20114.Dillenbourg, P. et al. (1996) ‘The evolution of research on collaborative learning’, Learning, pp. 189–211. Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.92.2555&rep=rep1&type=pdf.Dillenbourg, P. (1999) ‘What do you mean by â€TM collaborative learning ’?’, Collaborative learning Cognitive and computational approaches, 1(6), pp. 1–15. doi: 10.1.1.167.4896.Dokeos (2015). Available at: http://www.dokeos.com/ (Accessed: 12 June 2017).Echeverria, L. (2017) UNA PROPUESTA DE UNA PLATAFORMA DE APRENDIZAJE BASADA EN ESCENARIOS COLABORATIVOS PARA LA REALIZACIÓN DE EXPERIENCIAS DE APRENDIZAJE MIXTO CON SOPORTE A LA INVESTIGACIÓN, Tesis doctoral. Universidad Autónoma de Madrid.Echeverría, L. (2011) Motivation Booster based on the monitoring of users’ progress in collaborative learning scenarios. Trabajo Fin de Master, Universidad Autónoma de Madrid.Echeverría, L. et al. (2017) ‘Using collaborative learning scenarios to teach programming to non-CS majors’, Computer applications in engineering education, 25(3), pp. 1–13.Echeverría, L. and Cobos, R. (2015) ‘Designing the assessment of the collaborative learning process in LMS courses’, in Proceedings of the 2015 IEEE 19th International Conference on Computer Supported Cooperative Work in Design (CSCWD), pp. 218–223.Echeverría, L., Cobos, R. and Buendía, S. (2013) ‘A Teaching Assistant for task and assessment management in Collaborative Learning Scenarios’, in Octavo Congreso Colombiano de Computación-8CCC 2013, pp. 26–29.Echeverría, L., Cobos, R. and Morales, M. (2013) ‘Designing and evaluating collaborative learning scenarios in Moodle LMS Courses’, in Proceedings of the 10th International Conference on Cooperative Design, Visualization, and Engineering, pp. 61–66.Koschmann, T. (2008) ‘Paradigm shifts and instructional technology: An introduction’, Radiologic technology, 80(1), pp. 67–74. Available at: http://www.ncbi.nlm.nih.gov/pubmed/23032751.Kumar, S., Gankotiya, A. K. and Dutta, K. (2011) ‘A comparative study of moodle with other e-learning systems’, in ICECT 2011 - 2011 3rd International Conference on Electronics Computer Technology, pp. 414–418. doi: 10.1109/ICECTECH.2011.5942032.Lesta, L. and Yacef, K. (2002) ‘An intelligent teaching assistant system for Logic’, Intelligent Tutoring Systems. Available at: http://link.springer.com/chapter/10.1007/3-540-47987-2_45.Martín, M. et al. (2008) ‘Generating teacher adapted suggestions for improving distance educational systems with SIgMa’, in Proceedings - The 8th IEEE International Conference on Advanced Learning Technologies, ICALT 2008, pp. 449–453. doi: 10.1109/ICALT.2008.227.Moodle (2015). Available at: https://moodle.org/ (Accessed: 1 January 2015).Perikos, I., Grivokostopoulou, F. and Hatzilygeroudis, I. (2011) ‘TEACHING ASSISTANT TOOLS FOR NL TO FOL CONVERSION’, in IADIS International Conference e-Learning, pp. 337–344.Pifarre, M. and Cobos, R. (2010) ‘Promoting metacognitive skills through peer scaffolding in a CSCL environment’, International Journal of Computer-Supported Collaborative Learning, 5(2), pp. 237–253. doi: 10.1007/s11412-010-9084-6.Ploetzner, R. et al. (1999) ‘Learning by Explaining to Oneself and to Others’, Collaborative-learning; Cognitive and Computational Approaches, pp. 103–121.Queirós, R. and Leal, J. (2012) ‘PETCHA: a programming exercises teaching assistant’, Proc. ITiCSE 2012, pp. 192–197. doi: 10.1145/2325296.2325344.Risko, E. F. et al. (2013) ‘The collaborative lecture annotation system (CLAS): A new TOOL for distributed learning’, IEEE Transactions on Learning Technologies, 6(1), pp. 4–13. doi: 10.1109/TLT.2012.15.Rivera, D. and Machuca, L. (2014) ‘A Virtual Assistant Architecture to support the delivery of texts in languages teaching - learning processes’, Ingeniería y Competitividad, 16(2), pp. 155–164.Sakai (2018). Available at: https://sakaiproject.org/ (Accessed: 12 July 2018).Smith, L. and Macgregor, J. T. (1992) What is Collaborative Learning ?, Collaborative Learning: A Sourcebook for Higher Education.Vélez, J. (2009) Pelican. Una plataforma para el diseño y desarrollo de escenarios de aprendizaje colaborativo. Soporte a los aspectos dinámicos. Universidad Nacional de Educación a Distancia.Villegas, L. E. M. and Carrillo, P. J. R. (2011) ‘Experiences in developing an e-learning system for language learning and teaching’, in 2011 6th Colombian Computing Congress (CCC). IEEE, pp. 1–6. doi: 10.1109/COLOMCC.2011.5936281.Webb, N. M. (1991) ‘Task-Related Verbal Interaction and Mathematics Learning in Small Groups’, Journal for Research in Mathematics Education, 22(5), pp. 366–389. doi: 10.2307/749186.Yacef, K. (2005) ‘The Logic-ITA in the classroom: a medium scale experiment’, International Journal of Artificial Intelligence in Education (IJAIED), 15(1), pp. 41–60.https://revistas.eia.edu.co/index.php/reveia/article/download/1256/1230Núm. 31 , Año 20192233120916Revista EIAPublicationOREORE.xmltext/xml2643https://repository.eia.edu.co/bitstreams/26bb8340-61eb-4ee2-a876-f3be3aa79e89/downloadaf8d2a24c79d84406564a22730f37babMD5111190/5055oai:repository.eia.edu.co:11190/50552023-07-25 17:10:11.855https://creativecommons.org/licenses/by-nc-sa/4.0/Revista EIA - 2019metadata.onlyhttps://repository.eia.edu.coRepositorio Institucional Universidad EIAbdigital@metabiblioteca.com

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