Exploring Heterogeneous Grouping Strategies from the Learning Analytic Perspective
Abstract
In this paper, we present a mathematical model for forming heterogeneous learning groups under different teaching goals. This model requires a formulation which can effectively predict the learning performance of cooperative learning groups. Therefore, we explore the correlations between learning performance and various learner characteristics including learning motivation, learning strategy use, learning styles and gender based on real-world data. By means of analyzing learner data of 157 students in a cooperative learning course, learner attributes irrelevant to cooperative learning performance are excluded from the formulation; this sharply decreases the workload of group formation calculation. In future work, a tool will be implemented based on the adjustable mathematical model and this tool will be used in daily teaching to evaluate its effectiveness.
References
J. E. Camara, B. N. Carr, & B. L. Grota, “One approach to formulating and evaluating student work groups in legal environment of business courses,” Journal of Legal Studies Education, 24(1), 2007, pp.1-18.
D. H. Jonassen, & H. I. Kwon, “Communication patterns in computer-mediated and face-to-face group problem-solving,” Educational Technology Research and Development, 49(1), 2001, pp. 35–51.
J. I. Tutty, & J. D. Klein, “Computer-mediated instruction: a comparison of online and face-to-face collaboration,” Educational Technology Research and Development, 56(2), 2008, pp.101-124.
P. H. Miller, “Vygotsky’s theory and the contextualists”, Theories of developmental psychology, R. C. Atkinson, G. Lindzey, & R. F. Thompson, eds., New York: W. H. Freeman and Company, 1993, pp. 368-423.
M. Huxland, & R. Land, “Assigning students in group work projects: can we do better than random?” Innovations in Education and Training International, 37 (1), 2000, pp.17-22.
J. W. Li, Y. T. Wang, & Y. C. Chang, “The Differences between Self-Organized Group and Designated Group for Cooperative Learning,” 7th International Conference on Ubi-Media Computing and Workshops, 2014, DOI: 10.1109/U-MEDIA.2014.63.
G.J. Hwang, P.Y. Yin, C.W. Hwang, & C.C. Tsai, “An Enhanced Genetic Approach to Composing Cooperative Learning Groups for Multiple Grouping Criteria,” Journal of Educational Technology & Society, 11(1), 2008, pp.148-167.
J. Moreno, D.A. Ovalle, and R.M. Viccari, “A genetic algorithm approach for group formation in collaborative learning considering multiple student characteristics,” Computers and Education, 58, 2012, pp. 560–569.
W.M. Cruz, S. Isotani, “Group Formation Algorithms in Collaborative Learning Contexts: A Systematic Mapping of the Literature”, Collaboration and Technology, LNCS 8658, N. Baloian, F. Burstein, H. Ogata, F. Santoro, G. Zurita, eds., Springer, Cham, 2014, pp.199-214.
S. Graf, and R. Bekele, “Forming Heterogeneous Groups for Intelligent Collaborative Learning Systems with Ant Colony Optimization”, Intelligent Tutoring Systems, LNCS 4053, M. Ikeda, K.D. Ashley, T.-W. Chan, eds., Springer, Heidelberg, 2006, pp.217-226.
Y.-T. Lin, Y.-M. Huang, S.-C. Cheng, “An automatic group composition system for composing collaborative learning groups using enhanced particle swarm optimization,” Computers & Education, 55 (4), 2010, pp.1483-1493.
C.-C. Liu, and C.-C. Tsai, “An analysis of peer interaction patterns as discoursed by on-line small group problem-solving activity,” Computers & Education, 50 (3), 2008, pp.627-639.
Y. Taniguchi, Y. Gao, K. Kojima, S. Konomi, “Evaluating Learning Style-Based Grouping Strategies in Real-World Collaborative Learning Environment,”. Distributed, Ambient and Pervasive Interactions: Technologies and Contexts (DAPI 2018), LNCS 10922, N. Streitz, S. Konomi, eds., Springer, Cham, 2018, pp. 227-239.
S. Allan, “Grouping and the gifted ability-grouping research reviews: What do they say about grouping and the gifted? “Educational Leadership, 48(6), 1991, pp.60-65.
S. B. Watson, & J. E. Marshall, “Effects of cooperative incentives and heterogeneous arrangement on achievement and Interaction of cooperative learning groups in a college life science course,” Journal of Research in Science Teaching, 32(3), 1995, pp.291-299.
H. W. Marsh, “The big-fish-little-pond effect of academic self-concept,” Journal of Educational Psychology, 79, 1987, pp. 280-295.
N. M. Schullery, & S. E. Schullery, “Are heterogeneous or homogeneous groups more beneficial to students? Journal of Management Education,” 30(4), 2006, pp. 542-556.
K. Welner, & R. Mickelson, “School reform, politics and tracking: Should we pursue virtue?” Educational Researcher, 29(4), 2000, pp. 22-26.
M. Scherer, “On savage inequalities: A conversation with Jonathan Kozol,” Educational Leadership, 50, 1993, pp. 4-9.
M. Guralnick, “A hierarchical model of understanding children’s peer-related social competence,”. Social competence of young childrenwith disabilities: Issues and strategies for intervention, S.L. Odom, S.R. McConnell & M.A. McEvoy, eds., Baltimore: Paul H. Brookes, 1992, pp. 37-64.
T. Pica, & C. Doughty, “The role of group work in classroom second language acquisition,” Studies in Second Language Acquisition, 7, 1985. pp. 233-246.
P. Porter, “How learners talk to each other: Input and interaction in task-centered discussions,” Talking to learn: Conversation in second language acquisition, R. Day ed., Rowley, MA: Newbury House, 1986.
S. Cotterall, “Developing reading strategies through small-group interaction,” RELC Journal, 21, 1990, 55-69.
R. R. Pintrich, and E. V. DeGroot, “Motivational and self-regulated learning components of classroom academic performance,” J. Educational Psychology, 82, 1990, pp. 33-40.
F. Coffield, D. Moseley, E. Hall, and K. Ecclestone, Learning styles and pedagogy in post-16 learning: A systematic and critical review, London: Learning and Skills Research Centre, 2004.
H. Pashler, M. McDaniel, D. Rohrer, and R. Bjork, “Learning styles: Concepts and evidence,” Psychological Science in the Public Interest, 9(3), 2009, pp. 105–119.
R.M. Felder and E.R. Henriques, “Learning and Teaching Styles in Foreign and Second Language Education. Foreign Language Annals,” 28 (1), 1995, pp. 21–31.
R.M. Felder and J.E. Spurlin, “Applications, Reliability, and Validity of the Index of Learning Styles,” Intl. Journal of Engineering Education, 21(1), 2005, pp.103-112.
J.Y. Wang, & T. Mendori, “The Reliability and Validity of Felder- Silverman Index of Learning Styles in Mandarin Version,” Information Engineering Express, 1(3), 2015, pp. 1-8.
G. A. Livesay, K. C. Dee, E. A. Nauman and L. S., Jr. Hites, “Engineering student learning styles: a Statistical Analysis Using Felder's Index of Learning Styles,” Conference of the American society for engineering education 2002, Montreal, Quebec, 2002.
N. V. Zwanenberg, L J. Wilkinson, & A. Anderson, “Felder and Silverman’s Index of Learning Styles and Honey and Mumford’s Learning Styles Questionnaire: How do they compare and do they predict academic performance?” Educational Psychology, 20 (3), 2000, pp. 365-381.
M.S. Zywno, “A Contribution to Validation of Score Meaning for Felder Soloman’s Index of Learning Styles,” Proceedings of the 2003 ASEE Annual Conference, ASEE, 2003.
B.W. Tuckman, Conducting Educational Research, 5th edition, Belmont, CA: Wadsworth Group, 1999.
E. Aronson, and S. Patnoe, “The jigsaw classroom: building cooperation in the classroom,” 2nd edn, Addison Wesley Longman, New York, 1997.
N. Davidson, Cooperative Learning in Mathematics: A Handbook for Teachers, Menlo Park, CA: Addison-Wesley, 1990.
