Introduction : Crowdsourcing mobile app for students to improve learning at university

0.1 Introduction

Knowledge of different learning styles has become essential to presenting information in an appealing way to students. By understanding their student’s individual learning preferences and formats, supervisors can make course information more accessible and help students feel more confident in the classroom.

The effectiveness of different learning styles, namely, active and passive, has been discussed a lot within universities. But what do the terms "active learning" and "passive learning" really mean? How do these two learning methods affect a student’s motivation?

According to Johnson and Johnson (2008), In universities all throughout the world, there is a focus on active learning. Studies have shown that having students participate in cooperative learning leads to better success, more retention, motivation, more favorable attitudes by the students towards one other and the subject matter, and stronger academic self-esteem, compared to passive learning. When we said cooperative groups Project-Based Learning (PjBL) shine, thus PjBL is an active learning method that places students at the center of the learning process, with the instructor playing a supportive role. One of the reasons why PjBL is mentioned as a major approach since there are hundreds of studies going back to the late 1800’s. Formally presented to schools by the philosopher and educator John Dewey (1859-1952), it was the work of Kilpatrick as we will mention in chapter 1.

In recent years, PjBL has increasingly been assisted by computer technology and has helped to promote the student-directed scientific investigation of challenges in real-world situations. When incorporating technology into learning, students are more likely to build on what they learn through technical abilities and experiences when their previous knowledge is recognized and made important to the learning process. From this viewpoint, integrating technology- focused knowledge creation to students’ needs and interest rather than just giving technical training separated from the curricular or instructional goals need to be stressed (ChanLin, 2008).

Among the recommended methods, Multi Role Project (MRP) which is a generally applicable project-based learning method, and outlines its implementation and assessment in the context of a Science, Technology, Engineering, and Mathematics (STEM) course. MRP method is con- structed around a meta-principle that perceives the project learning activity as a role-playing game. The results of its application to student projects show that MRP method was solidly implemented by the students, who learned to coordinate their activities in order to build com- munication and gained technical knowledge and non-technical abilities to a highly satisfying level.

However, the available literature demonstrates that the supervisors found PjBL very useful to use in their instruction such that it promotes students or teachers learning and motivation, collaboration and a sense of community at school level, student-centered learning, and brings versatility for their instruction. However, the most challenging aspects of PjBL implementation in reality were: project structure, technical concerns, resources, student-related obstacles and teamwork. Instructors pedagogical content knowledge in PjBL should be developed for better application of PjBL in practise via collaborative learning in which students, supervisors and other participants are learning from each other (Aksela and Haatainen, 2019). Some issues have been alleviated with the advent of MRP method, but there are still challenges, the most apparent of which is that MRP is a heavy-handed method.

0.2 Research problem and motivation

Several earlier studies have explored the impact of learning styles on student engagement in behavioral, emotional, and cognitive issues for PjBL(Halif et al., 2020).

The purpose of PjBL is an educational strategy that has been demonstrated to be successful because it enables students to take an active role in their own learning process. By engaging in the project-based learning paradigm, students are able to construct their own knowledge and reflect on their own learning projects, resulting in greater motivation and self-efficacy (Shin, 2018). The latter are information systems, increasingly computerized and complicated, in which numerous players (Student, Supervisor, IT Support). These studies suggest that real, student- driven methods to PjBL increase student achievement. Nevertheless, the solutions proposed in these studies still have low coverage and are insufficient to address the main issues. We are interested in PjBL applied to higher education.

As we said at the beginning of this introduction, the selected subject comprises 3 phases:

1. The first phase is connected to literature research on project-based learning to MRP method, with IT assistance. The proposed effort comprises the definition, specification, and assessment, in advance, of MRP method being a broadly applicable PjBL approach. In PjBL where a group of representatives works on the implementation of two projects: an educational project and a productive project. The main actors are the students, but for their projects to be successful, they must work with (supervisor representatives) who play different roles: Business Expert, Client, Education Expert, etc. As part of this study, these roles are identified utilizing an educational method: MRP method.

2. The second phase is to undertake an MRP analysis to work on the Algerian context. The suggested study consists of an assessment of MRP method, while it is a method that solves all the drawbacks, it is a successful approach. However, MRP is a fairly heavy-handed method that aims to be student-friendly and motivational. We have worked to adapt on Algerian university, and we have done what is termed MRP refactoring, as a consequence of MRP2.0 which extends to MRP. MRP took on a new dimension the fifth role.

3. The third phase is the procedure connected to creating content for education. A new phrase will join the research context, crowdsourcing. Crowdsourcing is an enhancement of MRP2.0 method, therefore the research term of our result we called Stud-E. Stud-E extends to MRP2.0 Which is an extension of MRP method.

However, the literature available in the context of research requires assistive development factors affecting the world of higher education (in order to be a favorable environment for student growth), in particular, pedagogical skills by utilizing MRP method. All issues faced by MRP have been passed on to Stud-E, with significantly greater issues. Training platforms like LMS (Learning Management System) give little or no aid for instructors. Al-Handhali et al. (2020) have argued that learning management systems tend to be course-centred rather than student-centred. The availability of tools may be utilized as required by the requirement to re- skill instructors. Now, a Learning Management System (LMS) does not handle the complete spectrum of teaching approaches and does not give tools for particular pedagogical practices. Adapted tools made utilizing current platform technologies such as LMS Moodle and making use of plug-in technology might encourage students and supervisors to make extensive use of these and from there, one can expect for a greater pedagogical quality of instruction. As part of

our study subject connected to project-based education, our hypothesis is to design an integrated system that adapts to the two generations and overcomes all issues that we think will lead to a higher education quality of teaching.

0.3 Research Questions

This thesis intends to address the following Research Questions (RQ):

• RQ1 (Acceptability): This question is part of a global context addressing student be- havior and motivation that arose with the use of PjBL in other words the use of MRP method in perspective of the value to which the student is motivated and considers his requirements and skills that he would obtain. It is divided into 4 sub-questions:

1. To what degree are students enthusiastic on adopting MRP method? Is it motivating to be an approach to learning, particularly at the Algerian Universities (Ibn khaldoun University)?

2. What are critical student needs for applying MRP method?

3. Is extrinsic motivation a good notion to assist apply MRP method?

4. Will Crowdsourcing be supportive of MRP method and more motivating for Ibn khaldoun University students?

• RQ2 (Effectiveness): MRP is a new method of PjBL with the assistance of technology, and at the same time, it is a heavy-handed one. The conditions fluctuate from one univer- sity to another, owing to the fact that the students of Ibn khaldoun University need help to apply them. Crowdsourcing is the one appropriate, Crowdsourcing is the act of gathering services, ideas or material via the participation of a large group of individuals. this RQ is divided into 2 sub-questions:

1. How effective is crowdsourcing to assist MRP, as we know MRP is a successful yet at the same time heavy-handed method, will crowdsourcing address MRP issues?

2. How effective is each process of the proposed crowdsourcing approach?

• RQ3 (Benefits): The crowdsourcing approach has unexpected solutions to difficult situa- tions. The approach may benefit MRP method for students, supervisors, and other parties

0.4

This thesis Aims(A) to present a novel approach which is crowdsourcing for education to enhance MRP2.0 to solve throughly the issues indicated in section 1.1. The approach has been reviewed in terms of efficacy, advantages, problems, and overall satisfaction, as well as drawing similarities with the present state of the art. The suggested approach is largely focused on 5 basic aspects:

• A1: Testing MRP method from several aspects, the motivation side, and the implementa- tion side within the scope of implementation on the Algerian university.

• A2: Investigating for an expanded approach to MRP that is technically practical and designed for the current generation.

• A3: Improving learning by utilizing a MRP method as exciting, and seeking to develop a connection between the academic side and the businesses side.

• A4: Improving communication and collaboration among students among themselves,

that will take MRP to another level. this RQ is divided into 2 sub-questions:

1. Does the crowdsourcing approach benefit MRP method for both students and su- pervisors? If so, is there a specific context in which a group outsourcing approach would be particularly useful to students and supervisors?

2. To what extent does our approach meet the needs of different student groups, super- visors, and external parties?

RQ4 (Satisfaction): MRP method is a method assisted by technology. Several proposals were given, but the fact that crowdsourcing will be provided to assist MRP, we are in the middle of a big challenge since crowdsourcing may be presented in another word, which is social networks. this RQ is divided into 2 sub-questions:

1. To what extent will are supervisors and students satisfied and keen to use the pro- posed crowdsourcing approach to enhance MRP method?

2. To what extent will supervisors and students be pleased with the usage of the new system that should be friendly to them and be realisable for the new approach?

Research Aims and Objectifs

• A5: Provides an insight into the new system IT support for MRP refactoring enhanced by crowdsourcing for education.

To accomplish the above aims, the following objectives(OBJ) need to be fulfilled:

• OBJ1: Review of the literature related to PjbL down to MRP method in relation to the student behavior and motivation issues.

• OBJ2:IdentifythemaincriteriaandneedsthatmustbeincludedintheproposedMRP2.0 which is an extend of MRP.

• OBJ3: Investigate the inclusion of a motivational component, which will be the connec- tion between the businesses and the universities.

• OBJ4: Suggesting a new tool for MRP2.0 method that provides the best experience for the two generations Y and Z.

• OBJ5: Proposing crowdsourcing as a way to enhance MRP2.0 in new challenges would necessitate a two-fold expansion of MRP.

• OBJ6: Evaluate the benefits, satisfaction, and effectiveness of the new approach in re- solving the student motivation concerns in diverse scenarios of students and supervisors.

• OBJ7: Design and implementation of a new approach to crowdsourcing for education to enhance MRP2.0 method.

• OBJ8: When it comes to crowdsourcing, we are challenged to build a social network for a novel method. The objective is to solve this challenge.

• OBJ9: Summarise the outcomes of this thesis and offer suggestions and guidelines to aid future researchers interested in creating effective MRP and crowdsourced-based solu- tions.

• OBJ10: Will create a user guide containing all app use details and responsive web for Stud-E.

0.5 Research methodology

Our research methodology is applied research aimed at acquiring new knowledge. It is di- rected towards a practical and determined objective which consists in setting up a crowdsourcing mobile application and learning analytics dashboard to enhance Project-Based Learning (PjBL) supported by technology. The case study is related to the application of the MRP method in the context of the Algerian university, particularly Ibn Khaldoun University of Tiaret. Knowing that MRP is inspired by the PjBL method in which students learn by actively engaging in real- world and personally meaningful projects, we conducted a literature review by collecting and analyzing numerous articles and scientific content, which allowed us to obtain a state-of-the-art view of scientific progress in PjBL in higher education. This part of the research allowed us to acquire new knowledge that will be very useful to us in the rest of our research.

Next, we moved on to evaluating MRP and examining the technology tools students use in their learning. The evaluation of MRP in the context of the Ibn Khaldun University of Tiaret led us to identify the gaps that could hinder its application. We used Viau’s theory which allowed us to find that MRP is lacking on the stimulus aspect, namely Motivation. Also, improving interaction and communication will encourage students to adhere to this new way of learning. Regarding the technology tools students use in their learning, we have noticed that this gener- ation of students far prefers the use of smartphones over desktop applications. To do this, we refactored MRP to adapt it to our context and called it MRP2.0. and we proposed Stud-E, an MRP2.0-based learning approach enhanced by Crowdsourcing for Education (CfE).

Once we completed this part of the research, we touched on the engineering of the Stud- E system. We designed a distributed system architecture in such a way as to solve large data structure problems. To get the most out of Stud-E, we have also built four software that basically communicates with each other dedicated to each stakeholder (Student, Supervisor, Database administrator, System administrator).

Resources:

Master thesis : Download [PDF]

@masterthesis{azzouz2022crowdsourcing,
  title={A Crowdsourcing Mobile Application and Interactive Learning Analytics Dashboard to enhance Project-Based Learning supported by technology.},
  author={AZZOUZ, Abdelhakim and HAMOU, Menaouer},
  year={2022},
  school={Universit{\'e} Ibn Khaldoun-Tiaret-}
}