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Computer technologies for model‐based collaborative learning: A research‐based approach with initial findings
Author(s) -
Liu Hong,
Spector J. Michael,
Ikle Matthew
Publication year - 2018
Publication title -
computer applications in engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.478
H-Index - 29
eISSN - 1099-0542
pISSN - 1061-3773
DOI - 10.1002/cae.22049
Subject(s) - pace , computer science , curriculum , the internet , competence (human resources) , emerging technologies , context (archaeology) , 21st century skills , knowledge management , engineering ethics , multimedia , mathematics education , pedagogy , engineering , artificial intelligence , world wide web , psychology , social psychology , paleontology , geodesy , biology , geography
Computer‐based technologies are changing at an accelerating pace and becoming increasingly complex. Smart and context‐aware devices and Internet access enable children and adult learners to gain factual and procedure knowledge about many things anywhere at any time. These computer‐based technologies, if well‐utilized in support of learning, can promote personalized and collaborative education, which research suggests are valuable pedagogies. However, new technologies create a burden on designers and educators to use them effectively in support of learning and instruction. Emphasis on 21st century skills suggests that education should emphasize the development of critical thinking and complex problem‐solving skills. Meanwhile, many educators encounter students who lack motivation and are ill‐prepared in reading and mathematics. In addition, engineering educators face another challenge—namely, the need to frequently update curricula so that students can attain marketable skills and adapt to rapidly changing technologies in the workplace. As it happens, proper use of educational technologies can provide solutions to these challenges. This paper reports one such approach to integrate new technologies in two hybrid synchronous courses using technology‐enabled scaffolds in support of deep learning and enhanced problem‐solving competence in engineering education at small colleges in the United States. The emphasis here is on the developmental approach rather than research analysis.