Experiential collaborative learning and preferential thinking

Antonio Volpentesta; Salvatore Ammirato; Francesco Sofo

doi:10.1007/978-3-642-13166-0_33

Experiential collaborative learning and preferential thinking

Antonio Volpentesta, Salvatore Ammirato, Francesco Sofo

Research output: A Conference proceeding or a Chapter in Book › Conference contribution › peer-review

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 language	English
Title of host publication	TInternational Conference on Technology Enhanced Learning, TECH-EDUCATION 2010
Subtitle of host publication	Technology Enhanced Learning. Quality of Teaching and Educational Reform
Editors	Miltiadis D. Lytras, Patricia Ordonez De Pablos, David Avison
Place of Publication	Germany
Publisher	Springer
Pages	230-236
Number of pages	7
Volume	73
ISBN (Print)	9783642131653
DOIs	https://doi.org/10.1007/978-3-642-13166-0_33
Publication status	Published - 2010
Event	First International Conference, TECH-EDUCATION 2010 - Athens, Greece Duration: 19 May 2010 → 21 May 2010

Conference

Conference	First International Conference, TECH-EDUCATION 2010
Country/Territory	Greece
City	Athens
Period	19/05/10 → 21/05/10

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-3-642-13166-0_33

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). 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

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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 Book › Conference contribution › peer-review

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N2 - 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

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 doi: 10.1007/978-3-642-13166-0_33