Feature selection of teamwork based on the perception of graduate students and their effect on generating learning
DOI:
https://doi.org/10.33064/iycuaa2023894251Keywords:
collective learning, individual learning, teamwork, feature selection, learning analyticsAbstract
This study aims to determine the most relevant attributes that graduate students perceive as defining teamwork. The research design is non-experimental and comparative on the attributes that define teamwork before and after the COVID-19 pandemic. For this purpose, an adapted survey administered to 308 graduate students and analyzed by applying the feature selection algorithm. The results show that teamwork facilitates individual and collective learning and develops interpersonal and communicative skills, with communication, trust, empathy, and leadership being the essential attributes to strengthen; that teamwork is a pedagogical practice that favors a sense of belonging, enjoyment of work and helps to eliminate disturbing emotions.
Downloads
Metrics
References
• Almosallam, E. A., y Ouertani, H. C. (2013). Learning Analytics: definitions, applications and related fields. Proceedings of the First International Conference on Advanced Data and Information Engineering (DaEng-2013). 285, págs. 721–730. Singapore: Lecture Notes in Electrical Engineering. doi:https://doi.org/10.1007/978-981-4585-18-7_81
• Bayona Bohórquez, J. A., y Heredia Cruz, O. (2012). El concepto de equipo en la investigación sobre efectividad en equipos de trabajo. Estudios Gerenciales, 28(123), 121-132. Obtenido de https://bit.ly/3K7Gxbh
• Beddoes, K. (2020). Interdisciplinary teamwork artefacts and practices: a typology for promoting successful teamwork in engineering education. AUSTRALASIAN JOURNAL OF ENGINEERING EDUCATION, 25(2), 133-141. doi:https://doi.org/10.1080/22054952.2020.1836753
• Benishek, L. E., y Lazzara, E. H. (2019). Teams in a New Era: Some Considerations and Implications. 10, 1-15. doi:https://doi.org/10.3389/fpsyg.2019.01006
• Brownlee, J. (2014). Machine Learning Mastery. Obtenido de Classification Accuracy is Not Enough: More Performance Measures You Can Use: https://bit.ly/3MBXoaw
• Campbell, M. (2015). Collaborating on Critical Thinking: The Team Critique. Journal of Curriculum and Teaching, 4(2), 86-95. doi:http://dx.doi.org/10.5430/jct.v4n2p86
• Carter, K. M., Mead, B. A., Stewart, G. L., Nielsen, J. D., y Solimeo, S. L. (2018). Reviewing Work Team Design Characteristics Across Industries: Combining Meta-Analysis and Comprehensive Synthesis. Small Group Research, 50(1), 138–188. doi:https://doi.org/10.1177/1046496418797431
• Chandasiri, O. (2020). The COVID-19: Impact on Education. JOURNAL OF ASIAN AND AFRICAN SOCIAL SCIENCE AND HUMANITIES, 6(2), 37-42. Obtenido de https://bit.ly/3o2dOie
• Chatti, M. A., Dyckhoff, A., Schroeder, U., y Thüs, H. (2012). A reference model for learning analytics. International Journal of Technology Enhanced Learning, 4(56), 318-331. Obtenido de https://bit.ly/3koB03X
• Chaturvedi, K., Kumar Vishwakarm, D., y Singh, N. (2021). COVID-19 and its impact on education, social life and mental health of students: A survey. Children and Youth Services Review, 121, 1-6. doi:https://doi.org/10.1016/j.childyouth.2020.105866
• Chaturvedi, K., Vishwakarma, D. K., y Singh, N. (2021). COVID-19 and its impact on education, social life and mental health of students: A survey. Children and Youth Services Review, 1-6. doi:https://doi.org/10.1016/j.childyouth.2020.105866
• Chinoy, N., Stoub, H., Ogrodzinski, Y., Smith, K., Bahal, D., y Zubek, J. (2022). Assessing student desire for professional skills development within the undergraduate science curriculum: a focus on teamwork. Advances in Physiology Education, 46(16), 179-189. doi:10.1152/advan.00051.202
• Davis, D. C., y Ulseth, R. R. (2013). Building Student Capacity for High Performance Teamwork. 2013 ASEE Annual Conference y Exposition (págs. 1-26). Atlanta, Georgia: American Society for Engineering Education. doi:10.18260/1-2--19274
• Desarrollo Económico por el Estado de Chihuahua. (2021). IMPACTO COVID19 EN LA EDUCACIÓN EN MÉXICO: Resultados de la encuesta ECOVID-ED elaborada por el INEGI. Chihuahua, México: PICSP. Obtenido de https://bit.ly/3CoWPcQ
• desec. (2021). Impacto COVID19 EN LA Educación en México: Resultados de la encuesta ECOVID-ED elaborada por el INEGI. Chihuahua, México: INEGI. Obtenido de https://bit.ly/3Ut7eNZ
• Driskell, J. E., Salas, E., y Driskell, T. (2018). Foundations of teamwork and collaboration. American Psychologist, 73(4), 334-348. doi:https://doi.org/10.1037/amp0000241
• Espey, M. (2018). Enhancing critical thinking using team-based learning. Higher Education Research y Development, 37(1), 15-29. doi:https://doi.org/10.1080/07294360.2017.1344196
• Frank, E., Hall, M. A., y Witten, I. H. (2016). The Weka Workbench. Online Appendix for “Data Mining: Practical Machine Learning Tools and Techniques". Massachusetts, USA: Morgan Kaufmann.
• Gilbert, A., Tozer, W. C., y Westoby, M. (2017). Teamwork, Soft Skills, and Research Training. Teamwork, Soft Skills, and Research Training, 32(2), 81-84. doi:10.1016/j.tree.2016.11.004
• Hernández-Sampieri, R., y Mendoza-Torres, C. P. (2018). Metodología de la investigación: Rutas cuantitativa, cualitativa y mixta. Ciudad de México, México: McGraw Hill.
• Hobson, C. J., Strupeck, D., Griffin, A., Szostek, J., y Rominger, A. S. (2014). Teaching MBA Students Teamwork And Team Leadership Skills: An Empirical Evaluation Of A Classroom Educational Program. American Journal of Business Education, 7(3). doi:https://doi.org/10.19030/ajbe.v7i3.8629
• Hung, O., y Murphy, M. F. (2017). Management of the Difficult and Failed Airway. USA: McGraw Hill.
• Hwang, M. I. (2019). Relationship between Teamwork and Team Performance: Experiences from an ERPsim Competition. Journal of Information Systems Education, 29(3), 157-168. Obtenido de https://bit.ly/3GDG9BP
• INEGI. (2020). Encuesta para la Medición del Impacto COVID-19 en la Educación (ECOVID-ED) 2020. Ciudad de México: INEGI Informa. Obtenido de https://bit.ly/3nZIIaV
• Jalinus, N., Syahril, Nabawi, R. A., y Arbi, Y. (2020). How Project-Based Learning and Direct Teaching Models Affect Teamwork and Welding Skills among Students. International Journal of Innovation, Creativity and Change, 11(11), 85-111. Obtenido de https://bit.ly/3mvsplR
• Lau, P., Kwong, T., Chong, K., y Y W Yong, E. (2013). Developing students’ teamwork skills in a cooperative learning project. International Journal for Lesson and Learning Studies, 80-99. doi:10.1108/IJLLS-03-2013-0018
• Long, P., Siemens, G., Conole, G., y Gašević, D. (2011). Introduction to the conference. LAK '11: Proceedings of the 1st International Conference on Learning Analytics and Knowledge. Banff Alberta Canadá: Association for Computing Machinery, New York, NY, United States. Obtenido de https://bit.ly/3o548na
• Lukusa, L., Geeling, S., Lusinga, S., y Rivett, U. (2020). Teamwork and Project Success in Agile Software Development Methods: A Case Study in Higher Education. TEEM'20: Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality (págs. 885-891). Salamanca, España: ACM. doi:https://doi.org/10.1145/3434780.3436648
• Mercado del Collado, R. J., y Otero Escobar, A. D. (2022). Enseñanza remota de emergencia en la educación superior: ¿Base para la educación híbrida? Córdoba, México: Editorial Brujas Social TIC. Obtenido de https://bit.ly/3mtDHao
• Pelletier, K., Brown, M., Brooks, D. C., McCormack, M., Reeves, J., y Arbino, N. (2021). 2021 EDUCAUSE Horizon Report, Teaching and Learning Edition. Boulder, CO: EDUCAUSE. Obtenido de https://bit.ly/3o3ZHZI
• Pragholapati, A. (2020). COVID-19 IMPACT ON STUDENTS. OSFHOME. doi:https://doi.org/10.17605/OSF.IO/NUYJ9
• Puente-Palacios, K., Moreira, T., Puente, T., y Lira, N. (2015). El consenso estratégico como predictor de resultados de equipos de trabajo. Revista de Psicología, 33(1), 189-220. Obtenido de https://bit.ly/3Gx4wBa
• Romero, C., y Ventura, S. (2020). Educational data mining and learning analytics: An updated survey. WIREs Data Mining and Knowledge Discovery, 10(3), 1-21. doi:https://doi.org/10.1002/widm.1355
• Schleicher, A. (2020). The Impact of COVID-19 on Education: Insights from education at glance 2020. París, France: OECD. Obtenido de https://bit.ly/3mqD0yy
• Shariff, S. M., Johan, Z. J., y Jamil, N. A. (2013). Assessment of project management skills and learning outcomes in student´s projects. Procedia Social and Behavioral Sciences, 90, 745-754. doi:https://doi.org/10.1177/0002764213498851
• Siemens, G. (2013). Learning Analytics: The Emergence of a Discipline. American Behavioral Scientist, 57(10), 1380-1400. doi:https://doi.org/10.1177/0002764213498851
• Silberman, D., Carpenter, R., Takemoto, J. k., y Coyne, L. (2021). The impact of team-based learning on the critical thinking skills of pharmacy students. Currents in Pharmacy Teaching and Learning, 13(2), 116-121. doi:https://doi.org/10.1016/j.cptl.2020.09.008
• Sridharan , B., y Boud, D. (2019). The effects of peer judgements on teamwork and selfassessment ability in collaborative group work. ASSESSMENT y EVALUATION IN HIGHER EDUCATION, 44(6), 894–909. doi:https://doi.org/10.1080/02602938.2018.1545898
• Sutherland, J., y Sutherland, J. J. (2014). Scrum: The Art of Doing Twice the Work in Half the Time. USA: Currency.
• UNICEF. (2020). UNICEF para toda la infancia América Latina y el Caribe. Obtenido de El impacto del COVID-19 en la salud mental de adolescentes y jóvenes: https://www.unicef.org/lac/el-impacto-del-covid-19-en-la-salud-mental-de-adolescentes-y-j%C3%B3venes
• Urbina-Nájera, A. B., de la Calleja, J., y Medina, M. A. (2017). Associating students and teachers for tutoring in higher education using clustering and data mining. Computer Applications in Engineering Education, 823-832. doi:https://doi.org/10.1002/cae.21839
• van Barneveld, A., Arnold, K., y Campbell, J. (2012). EDUCAUSE. Obtenido de Analytics in Higher Education: Establishing a Common Language: https://bit.ly/43o66z0
• Verborg, R., y de Wilde, M. (2020). OpenRefine. Obtenido de OpenRefine A free, open source, powerful tool for working with messy data: https://openrefine.org/
• Volkov, A., y Volkov, M. (2015). Education + Training Teamwork Benefits in Tertiary Education: Student Perceptions that Lead to Best Practice Assessment Design. Education and Training, 57(3), 1-27. doi:DOI: 10.1108/ET-02-2013-0025
• Wilson, L., Ho, S., y Brookes, R. H. (2017). Student perception of teamwork within assessment tasks in undergraduate science degrees. Assessment y Evaluation in Higher Education, 43(5). doi:https://doi.org/10.1080/02602938.2017.1409334
• Witten, I. H., Frank, E., Hall, M. A., y Pal, C. J. (2016). Data Mining: Practical Machine Learning Tools and Techniques. Massachusetts, USA: Morgan Kaufmann.
• Xiao, Y., Henrickson Parker, S., y Manser, T. (2013). Teamwork and Collaboration. Reviews of Human Factors and Ergonomics, 8(1), online. doi:https://doi.org/10.1177/1557234X13495
• Yang, X., Fu, J., Rodríguez-Sedano, F., y Conde, M. Á. (2019). Enhancing Students' Academic Performance through Teamwork and Classroom Response Systems: Case Study with Chinese Students. TEEM'19: Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality (págs. 732–737). León, Spain: Association for Computing Machinery New York NY United States. doi:https://doi.org/10.1145/3362789.3362836
• Zacarías Flores, J. D., y Salgado Suárez, G. D. (2020). Estudio de la preparación del profesorado en México ante la pandemia del COVID-19 en la transición de enseñanza presencial a virtual o en línea. Revista Paradigma, XLI, 795 – 819. doi:10.37618/PARADIGMA.1011-2251.0.p795-819.id925
Published
License
Copyright (c) 2023 Argelia Berenice Urbina-Nájera
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Las obras publicadas en versión electrónica de la revista están bajo la licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
