Using collaborative activity as a means to explore student performance and understanding

Research output: Contribution to conferencePaper

9 Scopus citations

Abstract

This paper presents data from the beginning process of restructuring a usability-engineering course to incorporate aspects of collaborative-process theory with required course content. Students' collaborative processes were evaluated at the end of the semester in order to identify key areas that instructors would need to support better in future iterations of the course. Overall students were skilled communicators, but lacked ability in areas of planning, productivity and critical evaluation. A closer examination was made of difficulties that students had with critical evaluation and trade-off analysis processes since these were key aspects of the course. Findings from analyses were used to suggest ways that the course could be modified in the future to better prepare students to address these important concepts in usability engineering.

Original languageEnglish (US)
Pages889-896
Number of pages8
StatePublished - Dec 1 2010
Event9th International Conference of the Learning Sciences, ICLS 2010 - Chicago, IL, United States
Duration: Jun 29 2010Jul 2 2010

Other

Other9th International Conference of the Learning Sciences, ICLS 2010
CountryUnited States
CityChicago, IL
Period6/29/107/2/10

All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Education

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  • Cite this

    Borge, M., & Carroll, J. (2010). Using collaborative activity as a means to explore student performance and understanding. 889-896. Paper presented at 9th International Conference of the Learning Sciences, ICLS 2010, Chicago, IL, United States.