June 14, 2015
June 14, 2015
June 14, 2015
19.2.1 - 19.2.9
An Educational Model Based on More Deeply Cooperative LearningGenerally speaking, an interactive communications environment often refers to one wherebidirectional communications are combined with the difficulties of highly intentionalcommunications on a real-time basis. We have previously discussed the issues and mattersfor possible solutions on such an environment in publications and open lectures/seminars.As an example, one of the more remarkable case studies has been extended thanks to theintroduction of mobile terminals into long distance educational situations which coexistwith conventional education environments. This synergy of platforms involving interactivecommunications helps to create mutual understanding between students and their educators.Currently, we are enhancing this new educational environment so that it may be betterfacilitated by smoother communications and with more integrated knowledge/data bases inreal-time. With these enhancements, we are able to provide learners with a more deeplycooperative learning environment by applying the great features and functionalities thathave been extensively studied for teaching and learning to a more mobile focusedenvironment. Here, it should be important to design and develop higher qualitycommunications with minimal disturbance to the individual’s mental and/or behaviorprocesses in any situation regarding typical features such as instantaneousness, portability,physicality, integrity, and reality for unwired real-time architecture. Moreover, it`s worthnoting that an extended case study on software engineering education in a complexcomputer curriculum is showing improvements in a real-time basis for more deeplycooperative learning. It is facilitated with the practical functionalities that are available inhigher educational situations: i.e. contextual guidance on lectures/seminars, a widespreadconceptually sharable space ranging from personal to smaller or larger learning groups,integration of conceptual mapping in class situations, more qualified educational processeswith minimal to no delay to the individual learners’ reconfirmation cf. flipped class. Somekinds of concrete application examples are also given as resulting data from more severelyeducational situations. This new educational model based on more deeply cooperativelearning is expected to emerge rapidly from the former, more constrained, manners androles of distance education, leading to a more innovative approach to the standardeducational model and it`s practices based on scientific evidence to be made available forall learners with potential. Such an approach is required to educate those learners who areanticipated to take an active part in the advanced sites. In the future, using the concept ofelectronic media education, we will be able to provide extensive options in a moderneducational theory and practices that will enable individuals to keep up with nextgeneration learning at every stage of life in any educational situation of local to globalcommunities.
Ichiko, T. (2015, June), An Educational Model Based on More Deeply Cooperative Learning Paper presented at 2015 ASEE International Forum, Seattle, Washington. https://peer.asee.org/17125
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