Using Active Learning, Group Formation, and Discussion to Increase Student Learning: A Business Intelligence Skills Analysis
Using Active Learning, Group Formation, and Discussion to Increase Student Learning: A Business Intelligence Skills Analysis
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利用主动学习、小组形成和讨论来提高学生的学习能力：商业智能技能分析
DOI：
10.1558/jate.v4i1.48
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Melinda K. Cline
中科院分区：
文献类型：
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作者：
Darryl Romanow;Nannette P. Napier;Melinda K. Cline
本文介绍了在大学水平的商业智能类整合主动学习，小组形成，课堂讨论的过程。为了评估主动学习和讨论对学习成果的影响，我们在越来越多的协作和讨论部分中捕捉了学生在最终数据挑战学期项目中的表现。为了在课堂作业中激发反思性讨论并促进合作和协作团队精神，我们根据即将到来的商业智能相关技能自我评估建立了小组。我们的回归结果表明，一个技能为基础的小组形成的方法，使在课堂上完成任务的水平提高，促进了反思性的讨论在课堂上。我们还发现，积极的学习和讨论增加了对商业智能概念和分析工具的占用。商业智能教育的内在细微差别，以及在技术类设置改进课堂讨论的影响和策略，进行审查。
This paper describes the process used to integrate active learning, group formation, and classroom discussion in a college-level business intelligence class. To assess the impact of active learning and discussion on learning outcomes, we captured student performance on their final data challenge term project across increasingly collaborative and discussion-based sections. To stimulate reflective discussion and to promote cooperative and collaborative teamwork during in-class assignments, we established small groups based on an incoming business intelligence-related skills self-assessment. Our regression results indicate that a skills-based group formation approach enabled an enhanced level of in-class assignment completion and promoted reflective discussion in the classroom. We also find that active learning and discussion increased appropriation of business intelligence concepts and analytical tools. The inherent nuances of business intelligence education, as well as the implications and strategies for improved classroom discussion in a technology class setting, are reviewed.
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DOI：
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发表时间：
2006
期刊：
影响因子：
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作者：
Nakano;M. 監修;中野美知子 監修;中野美知子 監修;中野美知子 監修;中野美知子 監修
通讯作者：
中野美知子 監修