Final published version
Licence: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
}
TY - GEN
T1 - Triggering, developing and internalising teamworking skills in neuro-typical and neuro-atypical students with a computer orchestrated group learning environment
T2 - A multi-case study
AU - Malik, Manish
AU - Sime, Julie-Ann
PY - 2022/11/30
Y1 - 2022/11/30
N2 - Project-based learning and flipped classroom approaches are often used fordeveloping team working skills in graduates. However, many engineering schoolsface efficiency and effectiveness challenges when it comes to facilitating students in these settings. For neuro-atypical (NAT) students, such as those with AttentionDeficit Hyperactivity Disorder (ADHD) or Autism, support for developing teamworking skills can be limited. Even neuro-typical (NT) students find teamwork challenging and can benefit from an intervention that supports development of such skills. Self, Co and Shared regulation skills are considered important for effective team working. Regulation is a multi-staged process, which includes goal setting, planning, doing, monitoring and evaluating own and a team's work. Research on use of computer scripts to successfully orchestrate the multiple stages at a shared level shows only partial success. Many Computer Supported and Collaborative Learning studies cite over-scripting as a common criticism related to orchestration of shared regulation and team work. This work investigates "How computer orchestration scripts affect the triggering and internalisation of Self, Co and Social regulation skills in NT and NAT students when using a Computer Orchestrated Group Learning Environment (COGLE)?". COGLE was used with first year neurotypical and neuro-atypical engineering students to study its impact on triggering existing and/or internalising new regulation scripts in team working. Qualitative data from two literal replication cases were analysed. This work shows how different types of scripts in COGLE helped trigger, develop and internalise regulation skills and highlights areas where more work is needed.
AB - Project-based learning and flipped classroom approaches are often used fordeveloping team working skills in graduates. However, many engineering schoolsface efficiency and effectiveness challenges when it comes to facilitating students in these settings. For neuro-atypical (NAT) students, such as those with AttentionDeficit Hyperactivity Disorder (ADHD) or Autism, support for developing teamworking skills can be limited. Even neuro-typical (NT) students find teamwork challenging and can benefit from an intervention that supports development of such skills. Self, Co and Shared regulation skills are considered important for effective team working. Regulation is a multi-staged process, which includes goal setting, planning, doing, monitoring and evaluating own and a team's work. Research on use of computer scripts to successfully orchestrate the multiple stages at a shared level shows only partial success. Many Computer Supported and Collaborative Learning studies cite over-scripting as a common criticism related to orchestration of shared regulation and team work. This work investigates "How computer orchestration scripts affect the triggering and internalisation of Self, Co and Social regulation skills in NT and NAT students when using a Computer Orchestrated Group Learning Environment (COGLE)?". COGLE was used with first year neurotypical and neuro-atypical engineering students to study its impact on triggering existing and/or internalising new regulation scripts in team working. Qualitative data from two literal replication cases were analysed. This work shows how different types of scripts in COGLE helped trigger, develop and internalise regulation skills and highlights areas where more work is needed.
KW - Computer Supported Collaborative Learning (CSCL)
KW - Computer supported collaborative learning (CSCL) at computer
KW - ASD
KW - ADHD
KW - Neurologically atypical
KW - inclusion
KW - Technology-enhanced Learning
KW - Autism
U2 - 10.5821/conference-9788412322262.1163
DO - 10.5821/conference-9788412322262.1163
M3 - Conference contribution/Paper
SN - 9788412322262
SP - 499
EP - 509
BT - Towards a new future in engineering education, new scenarios that European alliances of tech universities open up
A2 - Jarvinen, Hannu-Matti
A2 - Silvestre, Santiago
A2 - Llorens, Ariadna
A2 - Nagy, Balazs
A2 - Quinones, Jose Miguel
A2 - Zalitis, Ernests Edvards
PB - European Society for Engineering Education (SEFI)
CY - Barcelona
ER -