Collaboration among students in the course of learning plays an important role in developing communication skills. In particular, it helps for team building and brainstorming on solutions of complex problems. While an effective group organization is critical for the success of such collaborative learning, many instructors would make arbitrary decisions about student grouping. This is mainly due to the lack of in-depth studies analyzing group setup in face-to face settings and providing recommendations and practical guidelines for group assignment and management. To address this problem, we conducted a series of experiments exploring the dynamic formation of collaborative groups among foreign language students at different proficiency levels. On the basis of the obtained results and the identified limitations of the current methods, we propose a novel technology-enhanced approach to optimized group setup and effective management. This approach provides a scaffold for integrating Tangible Technology Enhanced Learning and Computer Supported Collaborative Learning into an instructional system with advanced interaction capabilities for augmented learning and enhanced instructor support for dynamic group management.
Amara, S., Macedo, J., Bendella, F., & Santos, A. (2015). Dynamic group formation in mobile computer supported collaborative learning environment. In Helfert, M., Restivo, M.T., Zvacek, S., Uhomoibhi, J. (Eds.), Proceedings of the 7th International Conference on Computer Supported Education (pp. 530–539). Setúbal, Portugal: SCITEPRESS–Science and Technology Publications. doi:10.5220/0005438205300539.
2.
ArgoteL.InskoC. A.YovetichN.RomeroA. A. (1995) Group learning curves: The effects of turnover and task complexity on group performance. Journal of Applied Social Psychology25(6): 512–529.
3.
BarnevaR.BrimkovV.KanevK. (2009) Combining ubiquitous direction-sensitive digitizing with a multimedia electronic dictionary for enhanced understanding. International Journal of Imaging Systems and Technology19(2): 39–49.
4.
BarnevaR. P.KanevK.KapralosB.JenkinM.BrimkovB. (2017) Integrating technology-enhanced collaborative surfaces and gamification for the next generation classroom. Journal of Educational Technology Systems45(3): 309–325. doi:10.1177/0047239516671945.
5.
BettenhausenK. L. (1991) Five years of groups research: What we have learned and what needs to be addressed. Journal of Management17(2): 345–381.
Boytchev, P., Kanev, K., & Nikolov, R. (2012). Technology enhanced learning with subject field multiplicity support. In Klyuev, V. & Vazhenin, A. (Eds.), Proceedings of the 2012 joint international conference on human-centered computer environments HCCE 2012, Aizu-Wakamatsu, Japan, 8-13 March 2012, pp.39–44. New York, NY: ACM.
8.
ChenG.DonahueL. M.KlimoskiR. J. (2004) Training undergraduates to work in organizational teams. Academy of Management Learning & Education3(1): 27–40.
9.
Chen, R., & Wang, X. (2008). Tangible augmented reality for design learning: An implementation framework. In Nakapan, W., Mahaek, E., Teeraparbwong, K., & Nilkaew, P. (Eds.), International conference on the association for computer-aided architectural design research in Asia (2008) (pp. 350–356). Retrieved from https://cumincad.architexturez.net/system/files/pdf/caadria2008_43_session4b_350.content.pdf.
10.
Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Press Syndicate of the University of Cambridge. Retrieved from https://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf.
11.
DavidsonN.MajorC. H. (2014) Boundary crossings: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching25(3/4): 7–55.
12.
JongB.WuY.ChanT. (2006) Dynamic grouping strategies based on a conceptual graph for cooperative learning. IEEE Transactions on Knowledge and Data Engineering18(6): 738–747.
13.
KanevK. (2008) Tangible interfaces for interactive multimedia presentations. Mobile Information Systems4(3): 183–193.
14.
Kanev, K. (2012). Augmented tangible interface components and image based interactions. In Rachev, B., & Smrikarov, A. (Eds.), Proceedings of the 13th international conference on computer systems and technologies (pp. 23–29). New York, NY: ACM. doi:10.1145/2383276.2383280.
15.
KanevK.KimuraS. (2006) Direct Point-and-Click Functionality for Printed Materials. The Journal of Three Dimensional Images20(2): 51–59.
KanevK.KimuraS.OrrT. (2009) A framework for collaborative learning in dynamic group environments. Journal of Distance Education Technologies71(1): 58–77.
18.
KanevK.BarnevaR. P.BrimkovV. E.KanevaD. (2009) Interactive printouts integrating multilingual multimedia and sign language electronic resources. Journal of Educational Technology Systems38(2): 123–143. doi:10.2190/ET.38.2.e.
19.
Kanev, K., Kimura, S., Kobayashi, N., & Yamauchi, K. (2007). Employment of physical objects as interactive interface components. In Baranauskas, C., Palanque, P., Abascal, J., & Junqueira Barbosa, S. D. (Eds.), Proceedings of CLIHC2007 held in conjunction with the 11th IFIP TC 13 conference on human-computer interactions (INTERACT’2007) (pp. 10–14). Retrieved from http://www.clihc.org/2007/papers/EmplPhysicalObjects_ID15_shortpaper.pdf.
20.
Kanev, K., Oido, I., Yoshioka, R., Mirenkov, N. (2012). Employment of 3D printing for enhanced kanji learning. In Klyuev, V., & Vazhenin, A. (Eds.), Proceedings of the joint international conference on human-centered computer environments HCCE 2012, Aizu-Wakamatsu, Japan, March 8–13, 2012, pp. 165–170. New York, NY: ACM.
21.
Kanev, K., Turk, D., Brine, J., & Orr, T. (2007). CLUSPI support for collaborative learning in a dynamic group environment. In Spector, J.M., Sampson, D.G., Kinshuk, T.O., Cerri, S.A., Ueno, M., & Kashihara, A. (Eds.), Seventh IEEE international conference on advanced learning technologies (ICALT 2007) (pp. 320–321). Los Alamitos, CA, Washington, Tokyo: IEEE Computer Society. doi:10.1109/ICALT.2007.93.
22.
KanevK.OidoI.HungP. C. K.KapralosB.JenkinM. (2015) Case study: Approaching the learning of kanji through augmented toys in Japan. In: HungP. C. K. (ed.) Mobile services for toy computing, Cham, Switzerland: Springer International Publishing, pp. 175–192. doi:10.1007/978-3-319-21323-1_9.
23.
Lehtinen, E., Hakkarainen, K., Lipponen, L., Rahikainen, M., & Muukkonen, H. (1999). Computer supported collaborative learning: A review. The JHGI Giesbers Reports on Education, 10. Retrieved from http://www.academia.edu/download/36728327/etatehtava1.pdf.
24.
Mizeikis, V., Kanev, K. (2016). Sub-surface laser encoding of physical objects for enhanced privacy and digital security, Japanese Journal of Applied Physics Conference Proceedings, 4, 011602(1–6). doi:10.7567/JJAPCP.4.011602.
25.
Okada, A., Tarumi, H., & Kambayashi, Y. (2000). Real-time quiz functions for dynamic group guidance in distance learning systems. In Web Information Systems Engineering,Proceedings of the first international conference on web information systems engineering, 2000. (Vol. 2, pp. 188–195). Retrieved from http://ieeexplore.ieee.org/abstract/document/882879/.
26.
OxfordR. L. (1997) Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The Modern Language Journal81(4): 443. doi:10.2307/328888.
27.
PicaT. (1996) Second language learning through interaction: Multiple perspectives. Working Papers in Educational Linguistics12(1): 1–22.
28.
ReynoldsJ.MasonR. (2002) How do people learn?, London, England: CIPD Publishing.
29.
SrbaI.BielikovaM. (2015) Dynamic group formation as an approach to collaborative learning support. IEEE Transactions on Learning Technologies8(2): 173–186. doi:10.1109/TLT.2014.2373374.
30.
VerschaffelL.CorteE. D.LamoteC.DherdtN. (1998) The acquisition and use of an adaptive strategy for estimating numerosity. European Journal of Psychology of Education13(3): 347–370. doi:10.1007/BF03172950.
31.
Wang, Y., Ao, S.-I., Amouzegar, M. A., & Chen, S.-S. (2008). Collaborate to learn: A case study of technology-enhanced, collaborative language learning. In AIP conference proceedings (Vol. 1007, pp. 189–198). Retrieved from http://aip.scitation.org/doi/abs/10.1063/1.2937605.
32.
WeingartL. R. (1992) Impact of group goals, task component complexity, effort, and planning on group performance. Journal of Applied Psychology77(5): 682.
33.
WongL.-H.ChenW.JanM. (2012) How artefacts mediate small-group co-creation activities in a mobile-assisted seamless language learning environment?Journal of Computer Assisted Learning28(5): 411–424. doi:10.1111/j.1365-2729.2011.00445.x.
34.
ZuritaG.NussbaumM.SalinasR. (2005) Dynamic grouping in collaborative learning supported by wireless handhelds. Educational Technology & Society8(3): 149–161.
