Peer reviewed
Direct linkERIC Number: EJ1099117
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0304-3797
EISSN: N/A
Available Date: N/A
Using Technology-Enhanced, Cooperative, Group-Project Learning for Student Comprehension and Academic Performance
Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan
European Journal of Engineering Education, v41 n3 p263-278 2016
Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.
Descriptors: Technology Uses in Education, Comprehension, Academic Achievement, Cooperative Learning, Active Learning, Student Projects, Engineering, Engineering Education, Questionnaires, Experiments, Structural Equation Models, Outcomes of Education, Learner Engagement, Incentives, Motivation, Peer Relationship, Help Seeking, Employees, Teamwork, Telecommunications, Handheld Devices, Electronic Mail, Internet, Synchronous Communication, Information Technology, Social Media, Higher Education, Foreign Countries, Metallurgy, Control Groups, Experimental Groups, Pretests Posttests, Surveys, Statistical Analysis, Comparative Analysis, Learning Strategies, College Students
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire; Study Process Questionnaire
Grant or Contract Numbers: N/A
Author Affiliations: N/A
