Experiential collaborative learning and preferential thinking

Antonio Volpentesta, Salvatore Ammirato, Francesco Sofo

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    1 Citation (Scopus)

    Abstract

    The paper presents a Project-Based Learning (shortly, PBL) approach in a collaborative educational environment aimed to develop design ability and creativity of students coming from different engineering disciplines. Three collaborative learning experiences in product design were conducted in order to study their impact on preferred thinking styles of students. Using a thinking style inventory, pre- and post-survey data was collected and successively analyzed through ANOVA techniques. Statistically significant results showed students successfully developed empathy and an openness to multiple perspectives. Furthermore, data analysis confirms that the proposed collaborative learning experience positively contributes to increase awareness in students’ thinking styles
    Original languageEnglish
    Title of host publicationTInternational Conference on Technology Enhanced Learning, TECH-EDUCATION 2010
    Subtitle of host publicationTechnology Enhanced Learning. Quality of Teaching and Educational Reform
    EditorsMiltiadis D. Lytras, Patricia Ordonez De Pablos, David Avison
    Place of PublicationGermany
    PublisherSpringer
    Pages230-236
    Number of pages7
    Volume73
    ISBN (Print)9783642131653
    DOIs
    Publication statusPublished - 2010
    EventFirst International Conference, TECH-EDUCATION 2010 - Athens, Greece
    Duration: 19 May 201021 May 2010

    Conference

    ConferenceFirst International Conference, TECH-EDUCATION 2010
    CountryGreece
    CityAthens
    Period19/05/1021/05/10

    Fingerprint

    learning
    student
    product design
    empathy
    creativity
    experience
    data analysis
    engineering
    ability

    Cite this

    Volpentesta, A., Ammirato, S., & Sofo, F. (2010). Experiential collaborative learning and preferential thinking. In M. D. Lytras, P. Ordonez De Pablos, & D. Avison (Eds.), TInternational Conference on Technology Enhanced Learning, TECH-EDUCATION 2010: Technology Enhanced Learning. Quality of Teaching and Educational Reform (Vol. 73, pp. 230-236). Germany: Springer. https://doi.org/10.1007/978-3-642-13166-0_33
    Volpentesta, Antonio ; Ammirato, Salvatore ; Sofo, Francesco. / Experiential collaborative learning and preferential thinking. TInternational Conference on Technology Enhanced Learning, TECH-EDUCATION 2010: Technology Enhanced Learning. Quality of Teaching and Educational Reform. editor / Miltiadis D. Lytras ; Patricia Ordonez De Pablos ; David Avison. Vol. 73 Germany : Springer, 2010. pp. 230-236
    @inproceedings{3aaa5cde17da42dbbac97011d22100b8,
    title = "Experiential collaborative learning and preferential thinking",
    abstract = "The paper presents a Project-Based Learning (shortly, PBL) approach in a collaborative educational environment aimed to develop design ability and creativity of students coming from different engineering disciplines. Three collaborative learning experiences in product design were conducted in order to study their impact on preferred thinking styles of students. Using a thinking style inventory, pre- and post-survey data was collected and successively analyzed through ANOVA techniques. Statistically significant results showed students successfully developed empathy and an openness to multiple perspectives. Furthermore, data analysis confirms that the proposed collaborative learning experience positively contributes to increase awareness in students’ thinking styles",
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    Volpentesta, A, Ammirato, S & Sofo, F 2010, Experiential collaborative learning and preferential thinking. in MD Lytras, P Ordonez De Pablos & D Avison (eds), TInternational Conference on Technology Enhanced Learning, TECH-EDUCATION 2010: Technology Enhanced Learning. Quality of Teaching and Educational Reform. vol. 73, Springer, Germany, pp. 230-236, First International Conference, TECH-EDUCATION 2010, Athens, Greece, 19/05/10. https://doi.org/10.1007/978-3-642-13166-0_33

    Experiential collaborative learning and preferential thinking. / Volpentesta, Antonio; Ammirato, Salvatore; Sofo, Francesco.

    TInternational Conference on Technology Enhanced Learning, TECH-EDUCATION 2010: Technology Enhanced Learning. Quality of Teaching and Educational Reform. ed. / Miltiadis D. Lytras; Patricia Ordonez De Pablos; David Avison. Vol. 73 Germany : Springer, 2010. p. 230-236.

    Research output: A Conference proceeding or a Chapter in BookConference contribution

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    AU - Sofo, Francesco

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    AB - The paper presents a Project-Based Learning (shortly, PBL) approach in a collaborative educational environment aimed to develop design ability and creativity of students coming from different engineering disciplines. Three collaborative learning experiences in product design were conducted in order to study their impact on preferred thinking styles of students. Using a thinking style inventory, pre- and post-survey data was collected and successively analyzed through ANOVA techniques. Statistically significant results showed students successfully developed empathy and an openness to multiple perspectives. Furthermore, data analysis confirms that the proposed collaborative learning experience positively contributes to increase awareness in students’ thinking styles

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    Volpentesta A, Ammirato S, Sofo F. Experiential collaborative learning and preferential thinking. In Lytras MD, Ordonez De Pablos P, Avison D, editors, TInternational Conference on Technology Enhanced Learning, TECH-EDUCATION 2010: Technology Enhanced Learning. Quality of Teaching and Educational Reform. Vol. 73. Germany: Springer. 2010. p. 230-236 https://doi.org/10.1007/978-3-642-13166-0_33