Synchronous Collaboration Competencies in Web-Conferencing Environments--Their Impact on the Learning Process

ERIC Educational Resources Information Center

Bower, Matt

2011-01-01

Based on a three-semester design-based research study examining learning and teaching in a web-conferencing environment, this article identifies types of synchronous collaboration competencies and reveals their influence on learning processes. Four levels of online collaborative competencies were observed--operational, interactional, managerial,…

Observing tutorial dialogues collaboratively: insights about human tutoring effectiveness from vicarious learning.

PubMed

Chi, Michelene T H; Roy, Marguerite; Hausmann, Robert G M

2008-03-01

The goals of this study are to evaluate a relatively novel learning environment, as well as to seek greater understanding of why human tutoring is so effective. This alternative learning environment consists of pairs of students collaboratively observing a videotape of another student being tutored. Comparing this collaboratively observing environment to four other instructional methods-one-on-one human tutoring, observing tutoring individually, collaborating without observing, and studying alone-the results showed that students learned to solve physics problems just as effectively from observing tutoring collaboratively as the tutees who were being tutored individually. We explain the effectiveness of this learning environment by postulating that such a situation encourages learners to become active and constructive observers through interactions with a peer. In essence, collaboratively observing combines the benefit of tutoring with the benefit of collaborating. The learning outcomes of the tutees and the collaborative observers, along with the tutoring dialogues, were used to further evaluate three hypotheses explaining why human tutoring is an effective learning method. Detailed analyses of the protocols at several grain sizes suggest that tutoring is effective when tutees are independently or jointly constructing knowledge: with the tutor, but not when the tutor independently conveys knowledge. 2008 Cognitive Science Society, Inc.

Supporting Distance Learners for Collaborative Problem Solving.

ERIC Educational Resources Information Center

Verdejo, M. F.; Barros, B.; Abad, M. T.

This paper describes a computer-supported environment designed to facilitate distance learning through collaborative problem-solving. The goal is to encourage distance learning students to work together, in order to promote both learning of collaboration and learning through collaboration. Collaboration is defined as working together on a common…

Investigating Factors That Influence Students' Management of Study Environment in Online Collaborative Groupwork

ERIC Educational Resources Information Center

Du, Jianxia; Xu, Jianzhong; Fan, Xitao

2015-01-01

The present study examines empirical models of students' management of the learning environment in the context of online collaborative groupwork. Such environment management is an important component of students' overall self-regulated learning strategy for effective learning. Student- and group-level predictors for study environment management in…

Comparison of 1:1 and 1:m CSCL Environment for Collaborative Concept Mapping

ERIC Educational Resources Information Center

Lin, C.-P.; Wong, L.-H.; Shao, Y.-J.

2012-01-01

This paper reports an investigation into the effects of collaborative concept mapping in a digital learning environment, in terms of students' overall learning gains, knowledge retention, quality of student artefacts (the collaboratively created concept maps), interactive patterns, and learning perceptions. Sixty-four 12-year-old students from two…

Evaluation of Intelligent Grouping Based on Learners' Collaboration Competence Level in Online Collaborative Learning Environment

ERIC Educational Resources Information Center

Muuro, Maina Elizaphan; Oboko, Robert; Wagacha, Waiganjo Peter

2016-01-01

In this paper we explore the impact of an intelligent grouping algorithm based on learners' collaborative competency when compared with (a) instructor based Grade Point Average (GPA) method level and (b) random method, on group outcomes and group collaboration problems in an online collaborative learning environment. An intelligent grouping…

Learning and Teaching in a Synchronous Collaborative Environment.

ERIC Educational Resources Information Center

Marjanovic, Olivera

1999-01-01

Describes a new synchronous collaborative environment that combines interactive learning and Group Support Systems for computer-mediated collaboration. Illustrates its potential to improve critical thinking, problem solving, and communication skills, and describes how teachers' roles are changed. (Author/LRW)

Interaction Forms in Successful Collaborative Learning in Virtual Learning Environments

ERIC Educational Resources Information Center

Vuopala, Essi; Hyvönen, Pirkko; Järvelä, Sanna

2016-01-01

Despite the numerous studies on social interaction in collaborative learning, little is known about interaction forms in successful computer-supported collaborative learning situations. The purpose of this study was to explore and understand student interaction in successful collaborative learning during a university course which was mediated by…

Learning in 3D Virtual Environments: Collaboration and Knowledge Spirals

ERIC Educational Resources Information Center

Burton, Brian G.; Martin, Barbara N.

2010-01-01

The purpose of this case study was to determine if learning occurred within a 3D virtual learning environment by determining if elements of collaboration and Nonaka and Takeuchi's (1995) knowledge spiral were present. A key portion of this research was the creation of a Virtual Learning Environment. This 3D VLE utilized the Torque Game Engine…

EVA: Collaborative Distributed Learning Environment Based in Agents.

ERIC Educational Resources Information Center

Sheremetov, Leonid; Tellez, Rolando Quintero

In this paper, a Web-based learning environment developed within the project called Virtual Learning Spaces (EVA, in Spanish) is presented. The environment is composed of knowledge, collaboration, consulting, experimentation, and personal spaces as a collection of agents and conventional software components working over the knowledge domains. All…

EVA: An Interactive Web-Based Collaborative Learning Environment

ERIC Educational Resources Information Center

Sheremetov, Leonid; Arenas, Adolfo Guzman

2002-01-01

In this paper, a Web-based learning environment developed within the project called Virtual Learning Spaces (EVA, in Spanish) is described. The environment is composed of knowledge, collaboration, consulting and experimentation spaces as a collection of agents and conventional software components working over the knowledge domains. All user…

Online Collaborative Learning: Theory and Practice

ERIC Educational Resources Information Center

Roberts, Tim, Ed.

2004-01-01

"Online Collaborative Learning: Theory and Practice" provides a resource for researchers and practitioners in the area of online collaborative learning (also known as CSCL, computer-supported collaborative learning), particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both…

Application of a Novel Collaboration Engineering Method for Learning Design: A Case Study

ERIC Educational Resources Information Center

Cheng, Xusen; Li, Yuanyuan; Sun, Jianshan; Huang, Jianqing

2016-01-01

Collaborative case studies and computer-supported collaborative learning (CSCL) play an important role in the modern education environment. A number of researchers have given significant attention to learning design in order to improve the satisfaction of collaborative learning. Although collaboration engineering (CE) is a mature method widely…

Detecting and Understanding the Impact of Cognitive and Interpersonal Conflict in Computer Supported Collaborative Learning Environments

ERIC Educational Resources Information Center

Prata, David Nadler; Baker, Ryan S. J. d.; Costa, Evandro d. B.; Rose, Carolyn P.; Cui, Yue; de Carvalho, Adriana M. J. B.

2009-01-01

This paper presents a model which can automatically detect a variety of student speech acts as students collaborate within a computer supported collaborative learning environment. In addition, an analysis is presented which gives substantial insight as to how students' learning is associated with students' speech acts, knowledge that will…

Teachers' Attitudes to and Beliefs about Web-Based Collaborative Learning Environments in the Context of an International Implementation

ERIC Educational Resources Information Center

Kollias, V.; Mamalougos, N.; Vamvakoussi, X.; Lakkala, M.; Vosniadou, S.

2005-01-01

Fifty-six teachers, from four European countries, were interviewed to ascertain their attitudes to and beliefs about the Collaborative Learning Environments (CLEs) which were designed under the Innovative Technologies for Collaborative Learning Project. Their responses were analysed using categories based on a model from cultural-historical…

Applying Adaptive Swarm Intelligence Technology with Structuration in Web-Based Collaborative Learning

ERIC Educational Resources Information Center

Huang, Yueh-Min; Liu, Chien-Hung

2009-01-01

One of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. We posit that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. In this paper, we propose an ant swarm collaborative learning (ASCL)…

Using a Game Environment to Foster Collaborative Learning: A Design-Based Study

ERIC Educational Resources Information Center

Hamalainen, Raija

2011-01-01

Designing collaborative three-dimensional learning games for vocational learning may be one way to respond to the needs of working life. The theoretical vantage points of collaborative learning for game development and the "design-based research" methodology are described; these have been used to support collaborative learning in the…

Finnish upper secondary students' collaborative processes in learning statistics in a CSCL environment

NASA Astrophysics Data System (ADS)

Kaleva Oikarinen, Juho; Järvelä, Sanna; Kaasila, Raimo

2014-04-01

This design-based research project focuses on documenting statistical learning among 16-17-year-old Finnish upper secondary school students (N = 78) in a computer-supported collaborative learning (CSCL) environment. One novel value of this study is in reporting the shift from teacher-led mathematical teaching to autonomous small-group learning in statistics. The main aim of this study is to examine how student collaboration occurs in learning statistics in a CSCL environment. The data include material from videotaped classroom observations and the researcher's notes. In this paper, the inter-subjective phenomena of students' interactions in a CSCL environment are analysed by using a contact summary sheet (CSS). The development of the multi-dimensional coding procedure of the CSS instrument is presented. Aptly selected video episodes were transcribed and coded in terms of conversational acts, which were divided into non-task-related and task-related categories to depict students' levels of collaboration. The results show that collaborative learning (CL) can facilitate cohesion and responsibility and reduce students' feelings of detachment in our classless, periodic school system. The interactive .pdf material and collaboration in small groups enable statistical learning. It is concluded that CSCL is one possible method of promoting statistical teaching. CL using interactive materials seems to foster and facilitate statistical learning processes.

Development and Testing of the Collaboration in the Clinical Learning Environment (CCLE) Tool

ERIC Educational Resources Information Center

Hooven, Katie J.

2016-01-01

The purpose of this study was to develop and psychometrically test the Collaboration in the Clinical Learning Environment (CCLE) Tool. The researcher acknowledged two distinct populations that required input into this particular tool development: staff nurses who work on floors that are considered clinical learning environments for students, and…

Elearn: A Collaborative Educational Virtual Environment.

ERIC Educational Resources Information Center

Michailidou, Anna; Economides, Anastasios A.

Virtual Learning Environments (VLEs) that support collaboration are one of the new technologies that have attracted great interest. VLEs are learning management software systems composed of computer-mediated communication software and online methods of delivering course material. This paper presents ELearn, a collaborative VLE for teaching…

Using Social Networking Environments to Support Collaborative Learning in a Chinese University Class: Interaction Pattern and Influencing Factors

ERIC Educational Resources Information Center

Lu, Jie; Churchill, Daniel

2014-01-01

This paper reports a study that investigated the social interaction pattern of collaborative learning and the factors affecting the effectiveness of collaborative learning in a social networking environment (SNE). A class of 55 undergraduate students enrolled in an elective course at a Chinese university was recruited for the study. The…

Collaborative learning in pre-clinical dental hygiene education.

PubMed

Mueller-Joseph, Laura J; Nappo-Dattoma, Luisa

2013-04-01

Dental hygiene education continues to move beyond mastery of content material and skill development to learning concepts that promote critical-thinking and problem-solving skills. The purpose of this research was to evaluate the effectiveness of collaborative learning and determine the growth in intellectual development of 54 first-year dental hygiene students. The control group used traditional pre-clinical teaching and the experimental group used collaborative pedagogy for instrument introduction. All students were subjected to a post-test evaluating their ability to apply the principles of instrumentation. Intellectual development was determined using pre- and post-tests based on the Perry Scheme of Intellectual Development. Student attitudes were assessed using daily Classroom Assessment Activities and an end-of-semester departmental course evaluation. Findings indicated no significant difference between collaborative learning and traditional learning in achieving pre-clinical competence as evidenced by the students' ability to apply the principles of instrumentation. Advancement in intellectual development did not differ significantly between groups. Value added benefits of a collaborative learning environment as identified by the evaluation of student attitudes included decreased student reliance on authority, recognition of peers as legitimate sources of learning and increased self-confidence. A significant difference in student responses to daily classroom assessments was evident on the 5 days a collaborative learning environment was employed. Dental hygiene students involved in a pre-clinical collaborative learning environment are more responsible for their own learning and tend to have a more positive attitude toward the subject matter. Future studies evaluating collaborative learning in clinical dental hygiene education need to investigate the cost/benefit ratio of the value added outcomes of collaborative learning.

The Self-Formation of Collaborative Groups in a Problem Based Learning Environment

ERIC Educational Resources Information Center

Raiyn, Jamal; Tilchin, Oleg

2016-01-01

The aim of this paper is to present "the three steps method" of the self-formation of collaborative groups in a problem-based learning environment. The self-formation of collaborative groups is based on sharing of accountability among students for solving instructional problems. The steps of the method are planning collaborative problem…

Preservice Science Teachers' Collaborative Knowledge Building through Argumentation on Healthy Eating in a Computer Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Namdar, Bahadir

2017-01-01

The purpose of this study was to investigate preservice science teachers' collaborative knowledge building through socioscientific argumentation on healthy eating in a multiple representation-rich computer supported collaborative learning (CSCL) environment. This study was conducted with a group of preservice science teachers (n = 18) enrolled in…

Using Visualization to Motivate Student Participation in Collaborative Online Learning Environments

ERIC Educational Resources Information Center

Jin, Sung-Hee

2017-01-01

Online participation in collaborative online learning environments is instrumental in motivating students to learn and promoting their learning satisfaction, but there has been little research on the technical supports for motivating students' online participation. The purpose of this study was to develop a visualization tool to motivate learners…

Collaborative project-based learning: an integrative science and technological education project

NASA Astrophysics Data System (ADS)

Baser, Derya; Ozden, M. Yasar; Karaarslan, Hasan

2017-04-01

Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills.

The Effects of Different Computer-Supported Collaboration Scripts on Students' Learning Processes and Outcome in a Simulation-Based Collaborative Learning Environment

ERIC Educational Resources Information Center

Wieland, Kristina

2010-01-01

Students benefit from collaborative learning activities, but they do not automatically reach desired learning outcomes when working together (Fischer, Kollar, Mandl, & Haake, 2007; King, 2007). Learners need instructional support to increase the quality of collaborative processes and individual learning outcomes. The core challenge is to find…

Students' Views about the Problem Based Collaborative Learning Environment Supported by Dynamic Web Technologies

ERIC Educational Resources Information Center

Ünal, Erhan; Çakir, Hasan

2017-01-01

The purpose of this study was to design a problem based collaborative learning environment supported by dynamic web technologies and to examine students' views about this learning environment. The study was designed as a qualitative research. Some 36 students who took an Object Oriented Programming I-II course at the department of computer…

Assessing a Collaborative Online Environment for Music Composition

ERIC Educational Resources Information Center

Biasutti, Michele

2015-01-01

The current pilot study tested the effectiveness of an e-learning environment built to enable students to compose music collaboratively. The participants interacted online by using synchronous and asynchronous resources to develop a project in which they composed a new music piece in collaboration. After the learning sessions, individual…

Can a Hypermedia Cooperative e-Learning Environment Stimulate Constructive Collaboration?

ERIC Educational Resources Information Center

Pragnell, Mary Victoria; Roselli, Teresa; Rossano, Veronica

2006-01-01

The growing use of the Internet in learning environments has led to new models being created addressing specific learning domains, as well as more general educational goals. In particular, in recent years considerable attention has been paid to collaborative learning supported by technology, because this mode can enhance peer interaction and group…

Teachers as Designers of Collaborative Distance Learning.

ERIC Educational Resources Information Center

Spector, J. Michael

There is an obvious growth in the use of distributed and online learning environments. There is some evidence to believe that collaborative learning environments can be effective, especially when using advanced technology to support learning in and about complex domains. There is also an extensive body of research literature in the areas of…

Online Collaborative Learning in a Project-Based Learning Environment in Taiwan: A Case Study on Undergraduate Students' Perspectives

ERIC Educational Resources Information Center

Zhang, Ke; Peng, Shiang Wuu; Hung, Jui-long

2009-01-01

This case study investigated undergraduate students' first experience in online collaborative learning in a project-based learning (PBL) environment in Taiwan. Data were collected through interviews of 48 students, instructor's field notes, researchers' online observations, students' online discourse, and group artifacts. The findings revealed…

Use of an Interculturally Enriched Collaboration Script in Computer-Supported Collaborative Learning in Higher Education

ERIC Educational Resources Information Center

Popov, Vitaliy; Biemans, Harm J. A.; Kuznetsov, Andrei N.; Mulder, Martin

2014-01-01

In this exploratory study, the authors introduced an interculturally enriched collaboration script (IECS) for working in culturally diverse groups within a computer-supported collaborative learning (CSCL) environment and then assessed student online collaborative behaviour, learning performance and experiences. The question was if and how these…

Designing new collaborative learning spaces in clinical environments: experiences from a children's hospital in Australia.

PubMed

Bines, Julie E; Jamieson, Peter

2013-09-01

Hospitals are complex places that provide a rich learning environment for students, staff, patients and their families, professional groups and the community. The "new" Royal Children's Hospital opened in late 2011. Its mission is focused on improving health and well-being of children and adolescents through leadership in healthcare, research and education. Addressing the need to create "responsive learning environments" aligned with the shift to student-centred pedagogy, two distinct learning environments were developed within the new Royal Children's Hospital; (i) a dedicated education precinct providing a suite of physical environments to promote a more active, collaborative and social learning experience for education and training programs conducted on the Royal Children's Hospital campus and (ii) a suite of learning spaces embedded within clinical areas so that learning becomes an integral part of the daily activities of this busy Hospital environment. The aim of this article is to present the overarching educational principles that lead the design of these learning spaces and describe the opportunities and obstacles encountered in the development of collaborative learning spaces within a large hospital development.

The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science

NASA Astrophysics Data System (ADS)

Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.

2015-10-01

Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning environment, whereas students in the experimental group participated in online collaborative activities using the Edmodo educational platform in a hybrid learning environment. Students completed the Classroom Community Scale survey as a pretest and posttest. Results indicated that the students who participated in the face-to-face classroom had higher overall sense of community and learning community than students who participated in collaborative activities in the online environment. Results and implications are discussed and suggestions for future research are provided.

Virtual collaboration in the online educational setting: a concept analysis.

PubMed

Breen, Henny

2013-01-01

This study was designed to explore the concept of virtual collaboration within the context of an online learning environment in an academic setting. Rodgers' method of evolutionary concept analysis was used to provide a contextual view of the concept to identify attributes, antecedents, and consequences of virtual collaboration. Commonly used terms to describe virtual collaboration are collaborative and cooperative learning, group work, group interaction, group learning, and teamwork. A constructivist pedagogy, group-based process with a shared purpose, support, and web-based technology is required for virtual collaboration to take place. Consequences of virtual collaboration are higher order thinking and learning to work with others. A comprehensive definition of virtual collaboration is offered as an outcome of this analysis. Clarification of virtual collaboration prior to using it as a pedagogical tool in the online learning environment will enhance nursing education with the changes in nursing curriculum being implemented today. Further research is recommended to describe the developmental stages of the collaborative process among nursing students in online education and how virtual collaboration facilitates collaboration in practice. © 2013 Wiley Periodicals, Inc.

Examining the Roles of Blended Learning Approaches in Computer-Supported Collaborative Learning (CSCL) Environments: A Delphi Study

ERIC Educational Resources Information Center

So, Hyo-Jeong; Bonk, Curtis J.

2010-01-01

In this study, a Delphi method was used to identify and predict the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments. The Delphi panel consisted of experts in online learning from different geographic regions of the world. This study discusses findings related to (a) pros and cons of blended…

Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments

ERIC Educational Resources Information Center

Panconesi, Gianni, Ed.; Guida, Maria, Ed.

2017-01-01

Modern technology has enhanced many aspects of life, including classroom education. By offering virtual learning experiences, educational systems can become more efficient and effective at teaching the student population. The "Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments" highlights program…

Combining Collaborative Learning with Learning Management Systems in Teaching Programming Language

ERIC Educational Resources Information Center

Cavus, Nadire; Uzunboylu, Huseyin; Ibrahim, Dogan

2006-01-01

The development of collaborative studies in learning has led to a renewed interest in the field of web-based education. In this experimental study, a highly interactive and collaborative teaching environment was created using Moodle, a learning management system with two types of Collaborative Tools (CTs): Standard CT and Advanced CT to create a…

Bridging the Gap between Students and Computers: Supporting Activity Awareness for Network Collaborative Learning with GSM Network

ERIC Educational Resources Information Center

Liu, C.-C.; Tao, S.-Y.; Nee, J.-N.

2008-01-01

The internet has been widely used to promote collaborative learning among students. However, students do not always have access to the system, leading to doubt in the interaction among the students, and reducing the effectiveness of collaborative learning, since the web-based collaborative learning environment relies entirely on the availability…

Evaluation of social interaction, task management, and trust among dental hygiene students in a collaborative learning environment.

PubMed

Saylor, Catherine D; Keselyak, Nancy T; Simmer-Beck, Melanie; Tira, Daniel

2011-02-01

The purpose of this study was to evaluate the impact of collaborative learning on the development of social interaction, task management, and trust in dental hygiene students. These three traits were assessed with the Teamwork Assessment Scale in two different learning environments (traditional lecture/lab and collaborative learning environment). A convenience sample of fifty-six entry-level dental hygiene students taking an introductory/preclinic course at two metropolitan area dental hygiene programs provided comparable experimental and control groups. Factor scores were computed for the three traits, and comparisons were conducted using the Ryan-Einot-Gabriel-Welsh multiple comparison procedure among specific cell comparisons generated from a two-factor repeated measures ANOVA. The results indicate that the collaborative learning environment influenced dental hygiene students positively regarding the traits of social interaction, task management, and trust. However, comparing dental hygiene students to undergraduate students overall indicates that dental hygiene students already possess somewhat higher levels of these traits. Future studies on active learning strategies should examine factors such as student achievement and explore other possible active learning methodologies.

A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks

ERIC Educational Resources Information Center

Kirschner, Femke; Paas, Fred; Kirschner, Paul A.

2009-01-01

This article presents a review of research comparing the effectiveness of individual learning environments with collaborative learning environments. In reviewing the literature, it was determined that there is no clear and unequivocal picture of how, when, and why the effectiveness of these two approaches to learning differ, a result which may be…

Finnish Upper Secondary Students' Collaborative Processes in Learning Statistics in a CSCL Environment

ERIC Educational Resources Information Center

Oikarinen, Juho Kaleva; Järvelä, Sanna; Kaasila, Raimo

2014-01-01

This design-based research project focuses on documenting statistical learning among 16-17-year-old Finnish upper secondary school students (N = 78) in a computer-supported collaborative learning (CSCL) environment. One novel value of this study is in reporting the shift from teacher-led mathematical teaching to autonomous small-group learning in…

Solitary Learner in Online Collaborative Learning: A Disappointing Experience?

ERIC Educational Resources Information Center

Ke, Fengfeng; Carr-Chellman, Alison

2006-01-01

Research suggests that the solitary learner's learning preferences might be a mismatch with collaborative instructional settings. A question is therefore posed: "In online learning environments that require collaboration, how do solitary learners experience their own learning?" It is important to answer this question to understand and…

Accountability for Project-Based Collaborative Learning

ERIC Educational Resources Information Center

Jamal, Abu-Hussain; Essawi, Mohammad; Tilchin, Oleg

2014-01-01

One perspective model for the creation of the learning environment and engendering students' thinking development is the Project-Based Collaborative Learning (PBCL) model. This model organizes learning by collaborative performance of various projects. In this paper we describe an approach to enhancing the PBCL model through the creation of…

Widget, Widget on the Wall, Am I Performing Well at All?

ERIC Educational Resources Information Center

Scheffel, Maren; Drachsler, Hendrik; de Kraker, Joop

2017-01-01

In collaborative learning environments, students work together on assignments in virtual teams and depend on each other's contribution to achieve their learning objectives. The online learning environment, however, may not only facilitate but also hamper group communication, coordination, and collaboration. Group awareness widgets that visualize…

Integrating Collaborative and Decentralized Models to Support Ubiquitous Learning

ERIC Educational Resources Information Center

Barbosa, Jorge Luis Victória; Barbosa, Débora Nice Ferrari; Rigo, Sandro José; de Oliveira, Jezer Machado; Rabello, Solon Andrade, Jr.

2014-01-01

The application of ubiquitous technologies in the improvement of education strategies is called Ubiquitous Learning. This article proposes the integration between two models dedicated to support ubiquitous learning environments, called Global and CoolEdu. CoolEdu is a generic collaboration model for decentralized environments. Global is an…

Predicting Student Performance in a Collaborative Learning Environment

ERIC Educational Resources Information Center

Olsen, Jennifer K.; Aleven, Vincent; Rummel, Nikol

2015-01-01

Student models for adaptive systems may not model collaborative learning optimally. Past research has either focused on modeling individual learning or for collaboration, has focused on group dynamics or group processes without predicting learning. In the current paper, we adjust the Additive Factors Model (AFM), a standard logistic regression…

Collaborative Project-Based Learning: An Integrative Science and Technological Education Project

ERIC Educational Resources Information Center

Baser, Derya; Ozden, M. Yasar; Karaarslan, Hasan

2017-01-01

Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills. Purpose: The study aims to understand how seventh grade students…

Collaborative Approaches to Deepen Student Learning: Information Literacy, Curriculum Design, and Student Learning Workshops

ERIC Educational Resources Information Center

Hurvitz, Tate; Benvau, Roxane; Parry, Megan

2015-01-01

Creating a collaborative environment across student services and instruction is often more challenging than it may first seem. Although effective collaboration is context specific, keeping student learning at the center of the work is a powerful element in successful collaborations. Grossmont College's first year experience program has attempted…

Collaborative Learning Processes in an Asynchronous Environment: An Analysis through Discourse and Social Networks

ERIC Educational Resources Information Center

Tirado, Ramon; Aguaded, Ignacio; Hernando, Angel

2011-01-01

This article analyses an experience in collaborative learning in an asynchronous writing environment through discussion forums on a WebCt platform of the University of Huelva's virtual campus, and was part of an innovative teaching project in 2007-08. The main objectives are to describe the processes of collaborative knowledge construction and the…

Intelligent Assistance for Teachers in Collaborative E-Learning Environments

ERIC Educational Resources Information Center

Casamayor, Agustin; Amandi, Analia; Campo, Marcelo

2009-01-01

Collaborative learning environments provide a set of tools for students acting in groups to interact and accomplish an assigned task. In this kind of systems, students are free to express and communicate with each other, which usually lead to collaboration and communication problems that may require the intervention of a teacher. In this article,…

Using Wiki to Teach Part-Time Adult Learners in a Blended Learning Environment

ERIC Educational Resources Information Center

Basar, Siti Mariam Muhammad Abdul; Yusop, Farrah Dina

2014-01-01

This exploratory study investigated the perceptions of 31 part-time adult learners who participated in an online collaborative writing experience. Situated in the context of a blended learning environment of an advanced English learning course, this study looked into learners' perceptions with respect to the benefits of collaborative writing using…

Collaborative Blended Learning Writing Environment: Effects on EFL Students' Writing Apprehension and Writing Performance

ERIC Educational Resources Information Center

Challob, Ala'a Ismael; Bakar, Nadzrah Abu; Latif, Hafizah

2016-01-01

This study examined the effects of collaborative blended learning writing environment on students' writing apprehension and writing performance as perceived by a selected group of EFL students enrolled in one of the international schools in Malaysia. Qualitative case study method was employed using semi-structured interview, learning diaries and…

Communication in Collaborative Discovery Learning

ERIC Educational Resources Information Center

Saab, Nadira; van Joolingen, Wouter R.; van Hout-Wolters, Bernadette H. A. M.

2005-01-01

Background: Constructivist approaches to learning focus on learning environments in which students have the opportunity to construct knowledge themselves, and negotiate this knowledge with others. "Discovery learning" and "collaborative learning" are examples of learning contexts that cater for knowledge construction processes. We introduce a…

A Framework for Collaborative and Convenient Learning on Cloud Computing Platforms

ERIC Educational Resources Information Center

Sharma, Deepika; Kumar, Vikas

2017-01-01

The depth of learning resides in collaborative work with more engagement and fun. Technology can enhance collaboration with a higher level of convenience and cloud computing can facilitate this in a cost effective and scalable manner. However, to deploy a successful online learning environment, elementary components of learning pedagogy must be…

Virtual Learning Spaces in the Web: An Agent-Based Architecture of Personalized Collaborative Learning Environment.

ERIC Educational Resources Information Center

Nunez Esquer, Gustavo; Sheremetov, Leonid

This paper reports on the results and future research work within the paradigm of Configurable Collaborative Distance Learning, called Espacios Virtuales de Apredizaje (EVA). The paper focuses on: (1) description of the main concepts, including virtual learning spaces for knowledge, collaboration, consulting, and experimentation, a…

Successful Implementation of a Computer-Supported Collaborative Learning System in Teaching E-Commerce

ERIC Educational Resources Information Center

Ngai, E. W. T.; Lam, S. S.; Poon, J. K. L.

2013-01-01

This paper describes the successful application of a computer-supported collaborative learning system in teaching e-commerce. The authors created a teaching and learning environment for 39 local secondary schools to introduce e-commerce using a computer-supported collaborative learning system. This system is designed to equip students with…

The Proposed Model of Collaborative Virtual Learning Environment for Introductory Programming Course

ERIC Educational Resources Information Center

Othman, Mahfudzah; Othman, Muhaini

2012-01-01

This paper discusses the proposed model of the collaborative virtual learning system for the introductory computer programming course which uses one of the collaborative learning techniques known as the "Think-Pair-Share". The main objective of this study is to design a model for an online learning system that facilitates the…

Collaborative Tasks in Wiki-Based Environment in EFL Learning

ERIC Educational Resources Information Center

Zou, Bin; Wang, Dongshuo; Xing, Minjie

2016-01-01

Wikis provide users with opportunities to post and edit messages to collaborate in the language learning process. Many studies have offered findings to show positive impact of Wiki-based language learning for learners. This paper explores the effect of collaborative task in error correction for English as a Foreign Language learning in an online…

Mathematical Language Development and Talk Types in Computer Supported Collaborative Learning Environments

ERIC Educational Resources Information Center

Symons, Duncan; Pierce, Robyn

2015-01-01

In this study we examine the use of cumulative and exploratory talk types in a year 5 computer supported collaborative learning environment. The focus for students in this environment was to participate in mathematical problem solving, with the intention of developing the proficiencies of problem solving and reasoning. Findings suggest that…

Collaborative Instructional Strategies to Enhance Knowledge Convergence

ERIC Educational Resources Information Center

Draper, Darryl C.

2015-01-01

To promote knowledge convergence through collaborative learning activities in groups, this qualitative case study involved a layered approach for the design and delivery of a highly collaborative learning environment incorporating various instructional technologies grounded in learning theory. In a graduate-level instructional technology course,…

Facilitating Learning in Multidisciplinary Groups with Transactive CSCL Scripts

ERIC Educational Resources Information Center

Noroozi, Omid; Teasley, Stephanie D.; Biemans, Harm J. A.; Weinberger, Armin; Mulder, Martin

2013-01-01

Knowledge sharing and transfer are essential for learning in groups, especially when group members have different disciplinary expertise and collaborate online. Computer-Supported Collaborative Learning (CSCL) environments have been designed to facilitate transactive knowledge sharing and transfer in collaborative problem-solving settings. This…

From boring to scoring - a collaborative serious game for learning and practicing mathematical logic for computer science education

NASA Astrophysics Data System (ADS)

Schäfer, Andreas; Holz, Jan; Leonhardt, Thiemo; Schroeder, Ulrik; Brauner, Philipp; Ziefle, Martina

2013-06-01

In this study, we address the problem of low retention and high dropout rates of computer science university students in early semesters of the studies. Complex and high abstract mathematical learning materials have been identified as one reason for the dropout rate. In order to support the understanding and practicing of core mathematical concepts, we developed a game-based multitouch learning environment in which the need for a suitable learning environment for mathematical logic was combined with the ability to train cooperation and collaboration in a learning scenario. As application domain, the field of mathematical logic had been chosen. The development process was accomplished along three steps: First, ethnographic interviews were run with 12 students of computer science revealing typical problems with mathematical logic. Second, a multitouch learning environment was developed. The game consists of multiple learning and playing modes in which teams of students can collaborate or compete against each other. Finally, a twofold evaluation of the environment was carried out (user study and cognitive walk-through). Overall, the evaluation showed that the game environment was easy to use and rated as helpful: The chosen approach of a multiplayer game supporting competition, collaboration, and cooperation is perceived as motivating and "fun."

Comparison of Collaboration and Performance in Groups of Learners Assembled Randomly or Based on Learners' Topic Preferences

ERIC Educational Resources Information Center

Cela, Karina L.; Sicilia, Miguel Ángel; Sánchez, Salvador

2015-01-01

Teachers and instructional designers frequently incorporate collaborative learning approaches into their e-learning environments. A key factor of collaborative learning that may affect learner outcomes is whether the collaborative groups are assigned project topics randomly or based on a shared interest in the topic. This is a particularly…

Chinese Students' Perceptions of a Collaborative E-Learning Environment and Factors Affecting Their Performance: Implementing a Flemish E-Learning Course in a Chinese Educational Context

ERIC Educational Resources Information Center

Zhu, Chang; Valcke, Martin; Schellens, Tammy; Li, Yifei

2009-01-01

This study was set up in a Chinese university in Beijing by implementing a Flemish e-learning course in a Chinese setting. A main feature of the e-learning environment is the asynchronous "task-based" online group discussion. The purpose of the study is to understand Chinese students' perceptions of a collaborative e-learning environment…

Working Collaboratively in Virtual Learning Environments: Using Second Life with Korean High School Students in History Class

ERIC Educational Resources Information Center

Kim, Mi Hwa

2013-01-01

The purpose of this experimental study was to investigate the impact of the use of a virtual environment for learning Korean history on high school students' learning outcomes and attitudes toward virtual worlds (collaboration, engagement, general use of SL [Second Life], and immersion). In addition, this experiment examined the relationships…

Using Learning Analytics to Support Engagement in Collaborative Writing

ERIC Educational Resources Information Center

Liu, Ming; Pardo, Abelardo; Liu, Li

2017-01-01

Online collaborative writing tools provide an efficient way to complete a writing task. However, existing tools only focus on technological affordances and ignore the importance of social affordances in a collaborative learning environment. This article describes a learning analytic system that analyzes writing behaviors, and creates…

Computer-Supported Collaborative Learning in Higher Education

ERIC Educational Resources Information Center

Roberts, Tim, Ed.

2005-01-01

"Computer-Supported Collaborative Learning in Higher Education" provides a resource for researchers and practitioners in the area of computer-supported collaborative learning (also known as CSCL); particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both theory and practice in…

Case-Based Learning in Virtual Groups--Collaborative Problem Solving Activities and Learning Outcomes in a Virtual Professional Training Course

ERIC Educational Resources Information Center

Kopp, Birgitta; Hasenbein, Melanie; Mandl, Heinz

2014-01-01

This article analyzes the collaborative problem solving activities and learning outcomes of five groups that worked on two different complex cases in a virtual professional training course. In this asynchronous virtual learning environment, all knowledge management content was delivered virtually and collaboration took place through forums. To…

Discovery of Action Patterns and User Correlations in Task-Oriented Processes for Goal-Driven Learning Recommendation

ERIC Educational Resources Information Center

Zhou, Xiaokang; Chen, Jian; Wu, Bo; Jin, Qun

2014-01-01

With the high development of social networks, collaborations in a socialized web-based learning environment has become increasing important, which means people can learn through interactions and collaborations in communities across social networks. In this study, in order to support the enhanced collaborative learning, two important factors, user…

A Case Study of the Dynamics of Scaffolding among ESL Learners and Online Resources in Collaborative Learning

ERIC Educational Resources Information Center

Hsieh, Yi Chin

2017-01-01

Collaborative learning has been widely applied in education, and has been seen as conducive to student learning. The advent of technology and its applications in education have also greatly enhanced the classroom learning environment, leading to increasing research attention on the combination of technology and collaboration. The case study…

From Assumptions to Practice: Creating and Supporting Robust Online Collaborative Learning

ERIC Educational Resources Information Center

Lock, Jennifer; Johnson, Carol

2017-01-01

Collaboration is more than an activity. In the contemporary online learning environment, collaboration needs to be conceived as an overarching way of learning that fosters continued knowledge building. For this to occur, design of a learning task goes beyond students working together. There are integral nuances that give rise to: how the task is…

Technology Supported Facilitation and Assessment of Small Group Collaborative Inquiry Learning in Large First-Year Classes

ERIC Educational Resources Information Center

Lawrie, Gwendolyn A.; Gahan, Lawrence R.; Matthews, Kelly E.; Weaver, Gabriela C.; Bailey, Chantal; Adams, Peter; Kavanagh, Lydia J.; Long, Phillip D.; Taylor, Matthew

2014-01-01

Collaborative learning activities offer the potential to support mutual knowledge construction and shared understanding amongst students. Introducing collaborative tasks into large first-year undergraduate science classes to create learning environments that foster student engagement and enhance communication skills is appealing. However,…

The Integration of Personal Learning Environments & Open Network Learning Environments

ERIC Educational Resources Information Center

Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

2012-01-01

Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

Culture-Aware Collaborative Learning

ERIC Educational Resources Information Center

Economides, Anastasios A.

2008-01-01

Purpose: In a collaborative learning environment there will be many learners with diverse cultures. These learners should be supported to communicate and collaborate among themselves. The variety of the communication and collaboration tools and modes available to each learner would depend on his/her personal cultural background. The purpose of…

Space ALIVE!: A Multimedia-Enhanced Collaborative Learning Environment.

ERIC Educational Resources Information Center

Looi, Chee-Kit; Ang, D.

2000-01-01

Discusses online text-based collaborative learning environments such as Multi-User Dimensions (MUDs) and Object-Oriented MUDs (MOOs) and describes a multimedia-enhanced, Web-based MOO (WOO) called SpaceALIVE! that was the subject of a pilot project with Singapore secondary school students. (Contains 15 references.) (LRW)

Managing the Collaborative Learning Environment.

ERIC Educational Resources Information Center

Wagner, June G.

2002-01-01

The feature story in this issue, "Managing the Collaborative Learning Environment," focuses on the growing emphasis on teamwork in the workplace. It discusses how the concept of empowering employees in the workplace is evolving and the benefits--faster decision making, lower costs and absenteeism, higher productivity and quality, and…

Knowledge Organization through Multiple Representations in a Computer-Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Namdar, Bahadir; Shen, Ji

2018-01-01

Computer-supported collaborative learning (CSCL) environments provide learners with multiple representational tools for storing, sharing, and constructing knowledge. However, little is known about how learners organize knowledge through multiple representations about complex socioscientific issues. Therefore, the purpose of this study was to…

Developing an Instrument to Characterise Peer-Led Groups in Collaborative Learning Environments: Assessing Problem-Solving Approach and Group Interaction

ERIC Educational Resources Information Center

Pazos, Pilar; Micari, Marina; Light, Gregory

2010-01-01

Collaborative learning is being used extensively by educators at all levels. Peer-led team learning in a version of collaborative learning that has shown consistent success in science, technology, engineering and mathematics disciplines. Using a multi-phase research study we describe the development of an observation instrument that can be used to…

Pre-test and post-test evaluation of students' perceptions of a collaborative clinical education model on the learning environment.

PubMed

Henderson, Amanda; Heel, Alison; Twentyman, Michelle; Lloyd, Belinda

2006-01-01

This study investigated the impact of a collaborative clinical education model on students' perception of the psycho-social learning environment. A pre-test and post-test quasi experimental design. A tertiary referral centre. Second and third year undergraduate nursing students were asked to rate their perceptions of the psycho-social learning environment at the completion of the clinical practicum. TOOL: The tool used to measure psycho-social perceptions of the clinical learning environment was the Clinical Learning Environment Inventory previously validated in Australian health care contexts. A collaborative arrangement with the university and ward staff where eight students are placed on a ward and a ward staff member is paid by the university to be 'off-line' from a clinical workload to supervise the students. This is in contrast to the standard facilitation model where students are placed with registered nurses in different localities under the supervision of a 'roving' registered nurse paid by the university. No significant differences were found in pre-test mean scores when comparing wards. Significant differences in post-test scores for the intervention group were identified in the sub scales of Student Involvement, Satisfaction, Personalisation and Task Orientation. The adoption of a collaborative clinical education model where students are integrated into the ward team and the team is responsible for student learning can positively enhance capacity for student learning during their clinical practicum.

A Social Contract for University-Industry Collaboration: A Case of Project-Based Learning Environment

NASA Astrophysics Data System (ADS)

Vartiainen, Tero

This study determines a social contract for a form of university-industry collaboration to a project-based learning environment in close collaboration with industry. The author's previous studies on moral conflicts in a project-based learning (PjBL) environment and his 5-year engagement in the PjBL environment are used as background knowledge, and John Rawls' veil of ignorance is used as a method in the contract formulation. Fair and impartial treatment of actors is strived for with the contract which constitutes of sets of obligations for each party, students, clients, and university (instructors) in the chosen project course. With the contract fair and impartial treatment of actors is strived for and the most dilemmatic moral conflicts are tried to be avoided. The forming of the social contract is evaluated, and implications for research and collaborations in practice are offered.

CLEW: A Cooperative Learning Environment for the Web.

ERIC Educational Resources Information Center

Ribeiro, Marcelo Blois; Noya, Ricardo Choren; Fuks, Hugo

This paper outlines CLEW (collaborative learning environment for the Web). The project combines MUD (Multi-User Dimension), workflow, VRML (Virtual Reality Modeling Language) and educational concepts like constructivism in a learning environment where students actively participate in the learning process. The MUD shapes the environment structure.…

Learning through Blogging: Students' Perspectives in Collaborative Blog-Enhanced Learning Communities

ERIC Educational Resources Information Center

Kuo, Yu-Chun; Belland, Brian R.; Kuo, Yu-Tung

2017-01-01

This study employed a mixed method approach to investigate the relationships between learners' blogging self-efficacy, sense of community, perceived collaborative learning, and perceived learning in classroom environments. Learners' perspectives of group learning experiences in blog-enhanced settings were examined. Participants were minority adult…

The Impact of Integrated Coaching and Collaboration within an Inquiry Learning Environment

ERIC Educational Resources Information Center

Dragon, Toby

2013-01-01

This thesis explores the design and evaluation of a collaborative, inquiry learning Intelligent Tutoring System for ill-defined problem spaces. The common ground in the fields of Artificial Intelligence in Education and Computer-Supported Collaborative Learning is investigated to identify ways in which tutoring systems can employ both automated…

Collaborative Annotation System Environment (CASE) for Online Learning

ERIC Educational Resources Information Center

Glover, Ian; Hardaker, Glenn; Xu, Zhijie

2004-01-01

This paper outlines the design and development process of an online annotation system and how it is applied to the sphere of collaborative online learning. The architecture and design of the annotation system, illustrated in this paper, have been developed to enrich collaborative learning content through adding a layer of information in online…

Causal learning is collaborative: Examining explanation and exploration in social contexts.

PubMed

Legare, Cristine H; Sobel, David M; Callanan, Maureen

2017-10-01

Causal learning in childhood is a dynamic and collaborative process of explanation and exploration within complex physical and social environments. Understanding how children learn causal knowledge requires examining how they update beliefs about the world given novel information and studying the processes by which children learn in collaboration with caregivers, educators, and peers. The objective of this article is to review evidence for how children learn causal knowledge by explaining and exploring in collaboration with others. We review three examples of causal learning in social contexts, which elucidate how interaction with others influences causal learning. First, we consider children's explanation-seeking behaviors in the form of "why" questions. Second, we examine parents' elaboration of meaning about causal relations. Finally, we consider parents' interactive styles with children during free play, which constrains how children explore. We propose that the best way to understand children's causal learning in social context is to combine results from laboratory and natural interactive informal learning environments.

Effective collaborative learning in biomedical education using a web-based infrastructure.

PubMed

Wu, Yunfeng; Zheng, Fang; Cai, Suxian; Xiang, Ning; Zhong, Zhangting; He, Jia; Xu, Fang

2012-01-01

This paper presents a feature-rich web-based system used for biomedical education at the undergraduate level. With the powerful groupware features provided by the wiki system, the instructors are able to establish a community-centered mentoring environment that capitalizes on local expertise to create a sense of online collaborative learning among students. The web-based infrastructure can help the instructors effectively organize and coordinate student research projects, and the groupware features may support the interactive activities, such as interpersonal communications and data sharing. The groupware features also provide the web-based system with a wide range of additional ways of organizing collaboratively developed materials, which makes it become an effective tool for online active learning. Students are able to learn the ability to work effectively in teams, with an improvement of project management, design collaboration, and technical writing skills. With the fruitful outcomes in recent years, it is positively thought that the web-based collaborative learning environment can perform an excellent shift away from the conventional instructor-centered teaching to community- centered collaborative learning in the undergraduate education.

Instructional Design Issues in a Distributed Collaborative Engineering Design (CED) Instructional Environment

ERIC Educational Resources Information Center

Koszalka, Tiffany A.; Wu, Yiyan

2010-01-01

Changes in engineering practices have spawned changes in engineering education and prompted the use of distributed learning environments. A distributed collaborative engineering design (CED) course was designed to engage engineering students in learning about and solving engineering design problems. The CED incorporated an advanced interactive…

Use of FirstClass as a Collaborative Learning Environment.

ERIC Educational Resources Information Center

Persico, Donatella; Manca, Stefania

2000-01-01

Describes the use of SoftArc Intranet FirstClass, a collaborative learning environment that uses computer conferencing, and discusses pros and cons of choosing this system for running online courses from a distance. Presents case studies from Italy and presents viewpoints of students, tutors, designers and administrators. (Author/LRW)

Students' Groupwork Management in Online Collaborative Learning Environments

ERIC Educational Resources Information Center

Xu, Jianzhong; Du, Jianxia; Fan, Xitao

2015-01-01

The present study investigates empirical models of groupwork management in online collaborative learning environments, based on the data from 298 students (86 groups) in United States. Data revealed that, at the group level, groupwork management was positively associated with feedback and help seeking. Data further revealed that, at the individual…

Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology.

PubMed

Taradi, Suncana Kukolja; Taradi, Milan; Radic, Kresimir; Pokrajac, Niksa

2005-03-01

World Wide Web (Web)-based learning (WBL), problem-based learning (PBL), and collaborative learning are at present the most powerful educational options in higher education. A blended (hybrid) course combines traditional face-to-face and WBL approaches in an educational environment that is nonspecific as to time and place. To provide educational services for an undergraduate second-year elective course in acid-base physiology, a rich, student-centered educational Web-environment designed to support PBL was created by using Web Course Tools courseware. The course is designed to require students to work in small collaborative groups using problem solving activities to develop topic understanding. The aim of the study was to identify the impact of the blended WBL-PBL-collaborative learning environment on student learning outcomes. Student test scores and satisfaction survey results from a blended WBL-PBL-based test group (n = 37) were compared with a control group whose instructional opportunities were from a traditional in-class PBL model (n = 84). WBL students scored significantly (t = 3.3952; P = 0.0009) better on the final acid-base physiology examination and expressed a positive attitude to the new learning environment in the satisfaction survey. Expressed in terms of a difference effect, the mean of the treated group (WBL) is at the 76th percentile of the untreated (face-to-face) group, which stands for a "medium" effect size. Thus student progress in the blended WBL-PBL collaborative environment was positively affected by the use of technology.

The Relationships among Group Size, Participation, and Performance of Programming Language Learning Supported with Online Forums

ERIC Educational Resources Information Center

Shaw, Ruey-Shiang

2013-01-01

This study examined the relationships among group size, participation, and learning performance factors when learning a programming language in a computer-supported collaborative learning (CSCL) context. An online forum was used as the CSCL environment for learning the Microsoft ASP.NET programming language. The collaborative-learning experiment…

A Compound LAMS-MOODLE Environment to Support Collaborative Project-Based Learning: A Case Study with the Group Investigation Method

ERIC Educational Resources Information Center

Paschalis, Giorgos

2017-01-01

Collaborative project-based learning is well established as a component of several courses in higher education, since it seems to motivate students and make them active in the learning process. Collaborative Project-Based Learning methods are demanded so that tutors become able to intervene and guide the students in flexible ways: by encouraging…

Multi-Agent Framework for Virtual Learning Spaces.

ERIC Educational Resources Information Center

Sheremetov, Leonid; Nunez, Gustavo

1999-01-01

Discussion of computer-supported collaborative learning, distributed artificial intelligence, and intelligent tutoring systems focuses on the concept of agents, and describes a virtual learning environment that has a multi-agent system. Describes a model of interactions in collaborative learning and discusses agents for Web-based virtual…

Assessing the Success Rate of Students Using a Learning Management System Together with a Collaborative Tool in Web-Based Teaching of Programming Languages

ERIC Educational Resources Information Center

Cavus, Nadire; Ibrahim, Dogan

2007-01-01

The development of collaborative studies in learning has led to a renewed interest in the field of Web-based education. In this experimental study a highly interactive and collaborative virtual teaching environment has been created by supporting Moodle LMS with collaborative learning tool GREWPtool. The aim of this experimental study has been to…

Issues of Learning Games: From Virtual to Real

ERIC Educational Resources Information Center

Carron, Thibault; Pernelle, Philippe; Talbot, Stéphane

2013-01-01

Our research work deals with the development of new learning environments, and we are particularly interested in studying the different aspects linked to users' collaboration in these environments. We believe that Game-based Learning can significantly enhance learning. That is why we have developed learning environments grounded on graphical…

Agent-Based Learning Environments as a Research Tool for Investigating Teaching and Learning.

ERIC Educational Resources Information Center

Baylor, Amy L.

2002-01-01

Discusses intelligent learning environments for computer-based learning, such as agent-based learning environments, and their advantages over human-based instruction. Considers the effects of multiple agents; agents and research design; the use of Multiple Intelligent Mentors Instructing Collaboratively (MIMIC) for instructional design for…

Collaborative Multimedia Learning: Influence of a Social Regulatory Support on Learning Performance and on Collaboration

ERIC Educational Resources Information Center

Acuña, Santiago Roger; López-Aymes, Gabriela

2016-01-01

This paper analyzes the effects of a support aimed at favoring the social regulatory processes in a computer-supported collaborative learning (CSCL) environment, specifically in a comprehension task of a multimedia text about Psychology of Communication. This support, named RIDE (Saab, van Joolingen, & van Hout-Wolters, 2007; 2012), consists…

Collaborative Learning Environments: Exploring Student Attitudes and Satisfaction in Face-to-Face and Asynchronous Computer Conferencing Settings

ERIC Educational Resources Information Center

Ocker, Rosalie J.; Yaverbaum, Gayle J.

2004-01-01

Although collaborative learning techniques have been shown to enhance the learning experience, it is difficult to incorporate these concepts into courses without requiring students to collaborate outside of class. There is an ever increasing number of nontraditional university students who find it difficult to schedule the necessary meetings with…

Adaptive Intelligent Support to Improve Peer Tutoring in Algebra

ERIC Educational Resources Information Center

Walker, Erin; Rummel, Nikol; Koedinger, Kenneth R.

2014-01-01

Adaptive collaborative learning support (ACLS) involves collaborative learning environments that adapt their characteristics, and sometimes provide intelligent hints and feedback, to improve individual students' collaborative interactions. ACLS often involves a system that can automatically assess student dialogue, model effective and…

Collaborative learning in gerontological clinical settings: The students' perspective.

PubMed

Suikkala, Arja; Kivelä, Eeva; Käyhkö, Pirjo

2016-03-01

This study deals with student nurses' experiences of collaborative learning in gerontological clinical settings where aged people are involved as age-experts in students' learning processes. The data were collected in 2012 using the contents of students' reflective writing assignments concerning elderly persons' life history interviews and the students' own assessments of their learning experiences in authentic elder care settings. The results, analyzed using qualitative content analysis, revealed mostly positive learning experiences. Interaction and collaborative learning activities in genuine gerontological clinical settings contributed to the students' understanding of the multiple age-related and disease-specific challenges as well as the issues of functional decline that aged patients face. Three types of factors influenced the students' collaborative learning experiences in gerontological clinical settings: student-related, patient-related and learning environment-related factors. According to the results, theoretical studies in combination with collaboration, in an authentic clinical environment, by student nurses, elderly patients, representatives of the elder care staff and nurse educators provide a feasible method for helping students transform their experiences with patients into actual skills. Their awareness of and sensitivity to the needs of the elderly increase as they learn. Copyright © 2016 Elsevier Ltd. All rights reserved.

Effects of Online Mentoring in Computer-Supported Collaborative Learning Environments: Mentor Presence and Cognitive Engagement

ERIC Educational Resources Information Center

Dorner, Helga

2012-01-01

This study examines online mentor roles and effects with the online mentoring process in computer-supported collaborative learning environments in communities of in-service teachers. Interest in the online mentors' activity encompassed their participation in the online interactions, the influence of their activity on participants' patterns of…

Designing Collaborative Learning Environments Mediated by Computer Conferencing: Issues and Challenges in the Asian Socio-Cultural Context.

ERIC Educational Resources Information Center

Gunawardena, Charlotte N.

1998-01-01

Explores issues related to the design of collaborative-learning environments mediated by computer conferencing from the perspective of challenges faced in the sociocultural context of the Indian sub-continent. Examines the impact of online features on social cohesiveness, group dynamics, interaction, communication anxiety, and participation.…

Examining the Effect of Problem Type in a Synchronous Computer-Supported Collaborative Learning (CSCL) Environment

ERIC Educational Resources Information Center

Kapur, Manu; Kinzer, Charles K.

2007-01-01

This study investigated the effect of well- vs. ill-structured problem types on: (a) group interactional activity, (b) evolution of group participation inequities, (c) group discussion quality, and (d) group performance in a synchronous, computer-supported collaborative learning (CSCL) environment. Participants were 60 11th-grade science students…

Collaborative Learning and Knowledge-Construction through a Knowledge-Based WWW Authoring Tool.

ERIC Educational Resources Information Center

Haugsjaa, Erik

This paper outlines hurdles to using the World Wide Web for learning, specifically in a collaborative knowledge-construction environment. Theoretical solutions based directly on existing Web environments, as well as on research and system prototypes in the areas of Intelligent Tutoring Systems (ITS) and ITS authoring systems, are suggested. Topics…

Graduate Students' Knowledge Construction and Attitudes toward Online Synchronous Videoconferencing Collaborative Learning Environments

ERIC Educational Resources Information Center

Akarasriworn, Chatchada; Ku, Heng-Yu

2013-01-01

This study investigated 28 graduate students' knowledge construction and attitudes toward online synchronous videoconferencing collaborative learning environments. These students took an online course, self-selected 3 or 4 group members to form groups, and worked on projects across 16 weeks. Each group utilized Elluminate "Live!" for the…

Pattern of Non-Task Interactions in Asynchronous Computer-Supported Collaborative Learning Courses

ERIC Educational Resources Information Center

Abedin, Babak; Daneshgar, Farhad; D'Ambra, John

2014-01-01

Despite the importance of the non-task interactions in computer-supported collaborative learning (CSCL) environments as emphasized in the literature, few studies have investigated online behavior of people in the CSCL environments. This paper studies the pattern of non-task interactions among postgraduate students in an Australian university. The…

The Brink of Change: Gender in Technology-Rich Collaborative Learning Environments

ERIC Educational Resources Information Center

Goldstein, Jessica; Puntambeka, Sadhana

2004-01-01

This study was designed to contribute to a small but growing body of knowledge on the influence of gender in technology-rich collaborative learning environments. The study examined middle school students attitudes towards using computers and working in groups during scientific inquiry. Students attitudes towards technology and group work were…

Argumentative Knowledge Construction in Online Learning Environments in and across Different Cultures: A Collaboration Script Perspective

ERIC Educational Resources Information Center

Weinberger, A.; Clark, D. B.; Haekkinen, P.; Tamura, Y.; Fischer, F.

2007-01-01

In recent years, information and communication technology has established new opportunities to participate in online learning environments around the globe. These opportunities include the dissemination of specific online learning environments as well as opportunities for learners to connect to online learning environments in distant locations.…

Virtual Representations in 3D Learning Environments

ERIC Educational Resources Information Center

Shonfeld, Miri; Kritz, Miki

2013-01-01

This research explores the extent to which virtual worlds can serve as online collaborative learning environments for students by increasing social presence and engagement. 3D environments enable learning, which simulates face-to-face encounters while retaining the advantages of online learning. Students in Education departments created avatars…

Analysing a Web-Based E-Commerce Learning Community: A Case Study in Brazil.

ERIC Educational Resources Information Center

Joia, Luiz Antonio

2002-01-01

Demonstrates the use of a Web-based participative virtual learning environment for graduate students in Brazil enrolled in an electronic commerce course in a Masters in Business Administration program. Discusses learning communities; computer-supported collaborative work and collaborative learning; influences on student participation; the role of…

Collaboration and Computer-Assisted Acquisition of a Second Language.

ERIC Educational Resources Information Center

Renie, Delphine; Chanier, Thierry

1995-01-01

Discusses how collaborative learning (CL) can be used in a computer-assisted learning (CAL) environment for language learning, reviewing research in the fields of applied linguistics, educational psychology, and artificial intelligence. An application of CL and CAL in the learning of French as a Second Language, focusing on interrogative…

Modeling Learner Situation Awareness in Collaborative Mobile Web 2.0 Learning

ERIC Educational Resources Information Center

Norman, Helmi; Nordin, Norazah; Din, Rosseni; Ally, Mohamed

2016-01-01

The concept of situation awareness is essential in enhancing collaborative learning. Learners require information from different awareness aspects to deduce a learning situation for decision-making. Designing learning environments that assist learners to understand situation awareness via monitoring actions and reaction of other learners has been…

Do action learning sets facilitate collaborative, deliberative learning?: A focus group evaluation of Graduate Entry Pre-registration Nursing (GEN) students' experience.

PubMed

Maddison, Charlotte; Strang, Gus

2018-01-01

The aim of this study was to investigate if by participating in action learning sets, Graduate Entry Pre-registration Nursing (GEN) students were able to engage in collaborative and deliberative learning. A single focus group interview involving eleven participants was used to collect data. Data analysis identified five themes; collaborative learning; reflection; learning through case study and problem-solving; communication, and rejection of codified learning. The themes are discussed and further analysed in the context of collaborative and deliberative learning. The evidence from this small scale study suggests that action learning sets do provide an environment where collaborative and deliberative learning can occur. However, students perceived some of them, particularly during year one, to be too 'teacher lead', which stifled learning. Copyright © 2017 Elsevier Ltd. All rights reserved.

Internal and External Scripts in Computer-Supported Collaborative Inquiry Learning

ERIC Educational Resources Information Center

Kollar, Ingo; Fischer, Frank; Slotta, James D.

2007-01-01

We investigated how differently structured external scripts interact with learners' internal scripts with respect to individual knowledge acquisition in a Web-based collaborative inquiry learning environment. Ninety students from two secondary schools participated. Two versions of an external collaboration script (high vs. low structured)…

Improving Collaborative Learning by Supporting Casual Encounters in Distance Learning.

ERIC Educational Resources Information Center

Contreras, Juan; Llamas, Rafael; Vizcaino, Aurora; Vavela, Jesus

Casual encounters in a learning environment are very useful in reinforcing previous knowledge and acquiring new knowledge. Such encounters are very common in traditional learning environments and can be used successfully in social environments in which students can discover and construct knowledge through a process of dialogue, negotiation, or…

The Influence of Social Media on Collaborative Learning in a Cohort Environment

ERIC Educational Resources Information Center

Wandera, Silas; James-Waldon, Natasha; Bromley, Debbi; Henry, Zandra

2016-01-01

This paper provides an overview of the impact that social media has on the development of collaborative learning within a cohort environment in a doctoral program. The researchers surveyed doctoral students in an education program to determine how social media use has influenced the doctoral students. The study looked at the following areas: a)…

Online Computer Games as Collaborative Learning Environments: Prospects and Challenges for Tertiary Education

ERIC Educational Resources Information Center

Papastergiou, Marina

2009-01-01

This study is aimed at presenting a critical overview of recent research studies on the use of educational online games as collaborative learning environments in Tertiary Education (TE), namely higher education and vocational training, with a view to identifying: a) the elements that online games should include in order to support fruitful and…

The Effects of Digital Storytelling on Student Achievement, Social Presence, and Attitude in Online Collaborative Learning Environments

ERIC Educational Resources Information Center

Nam, Chang Woo

2017-01-01

This study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The "digital…

Fostering Verbal and Non-Verbal Social Interactions in a 3D Collaborative Virtual Learning Environment: A Case Study of Youth with Autism Spectrum Disorders Learning Social Competence in iSocial

ERIC Educational Resources Information Center

Wang, Xianhui; Laffey, James; Xing, Wanli; Galyen, Krista; Stichter, Janine

2017-01-01

This case study describes the verbal and nonverbal social interaction of 11 youth with Autism Spectrum Disorders in a 3D Collaborative Virtual Learning Environment-iSocial. The youth were developing social competence through participation in a social competence intervention curriculum implemented online so as to provide access to high quality…

CoLeMo: A Collaborative Learning Environment for UML Modelling

ERIC Educational Resources Information Center

Chen, Weiqin; Pedersen, Roger Heggernes; Pettersen, Oystein

2006-01-01

This paper presents the design, implementation, and evaluation of a distributed collaborative UML modelling environment, CoLeMo. CoLeMo is designed for students studying UML modelling. It can also be used as a platform for collaborative design of software. We conducted formative evaluations and a summative evaluation to improve the environment and…

Cultivating Collaborations: Site Specific Design for Embodied Science Learning.

PubMed

Gill, Katherine; Glazier, Jocelyn; Towns, Betsy

2018-05-21

Immersion in well-designed outdoor environments can foster the habits of mind that enable critical and authentic scientific questions to take root in students' minds. Here we share two design cases in which careful, collaborative, and intentional design of outdoor learning environments for informal inquiry provide people of all ages with embodied opportunities to learn about the natural world, developing the capacity for understanding ecology and the ability to empathize, problem-solve and reflect. Embodied learning, as facilitated by and in well-designed outdoor learning environments, leads students to develop new ways of seeing, new scientific questions, new ways to connect with ideas, with others and new ways of thinking about the natural world. Using examples from our collaborative practices as experiential learning designers, we illustrate how creating the habits of mind critical to creating scientists, science-interested, and science-aware individuals benefits from providing students spaces to engage in embodied learning in nature. We show how public landscapes designed in creative partnerships between educators, scientists, designers and the public have potential to amplify science learning for all.

Student Learning Centre (SLC) Embraces the New Melbourne Model of Teaching: Facilitating Collaborative Learning

ERIC Educational Resources Information Center

Ball, Sarah

2010-01-01

Learning is about discovery and change. As schools and universities look to the future, it is fundamental that they provide environments that facilitate collaborative learning and act as points for interaction and social activity. The redevelopment of the existing Engineering Library into a Student Learning Centre (SLC) embraces the new Melbourne…

Development of a Peer-Assisted Learning Strategy in Computer-Supported Collaborative Learning Environments for Elementary School Students

ERIC Educational Resources Information Center

Tsuei, Mengping

2011-01-01

This study explores the effects of Electronic Peer-Assisted Learning for Kids (EPK), on the quality and development of reading skills, peer interaction and self-concept in elementary students. The EPK methodology uses a well-developed, synchronous computer-supported, collaborative learning system to facilitate students' learning in Chinese. We…

Integrating Technology-Enhanced Collaborative Surfaces and Gamification for the Next Generation Classroom

ERIC Educational Resources Information Center

Barneva, Reneta P.; Kanev, Kamen; Kapralos, Bill; Jenkin, Michael; Brimkov, Boris

2017-01-01

We place collaborative student engagement in a nontraditional perspective by considering a novel, more interactive educational environment and explaining how to employ it to enhance student learning. To this end, we explore modern technological classroom enhancements as well as novel pedagogical techniques which facilitate collaborative learning.…

Students' Views of Collaboration and Online Participation in Knowledge Forum

ERIC Educational Resources Information Center

Chan, Carol K. K.; Chan, Yuen-Yan

2011-01-01

This study examined students- views of collaboration and learning, and investigated how these predict students- online participation in a computer-supported learning environment. The participants were 521 secondary school students in Hong Kong, who took part in online collaborative inquiry conducted using Knowledge Forum[TM]. We developed a…

The Impact of Using Synchronous Collaborative Virtual Tangram in Children's Geometric

ERIC Educational Resources Information Center

Lin, Chiu-Pin; Shao, Yin-juan; Wong, Lung-Hsiang; Li, Yin-Jen; Niramitranon, Jitti

2011-01-01

This study aimed to develop a collaborative and manipulative virtual Tangram puzzle to facilitate children to learn geometry in the computer-supported collaborative learning environment with Tablet PCs. In promoting peer interactions and stimulating students' higher-order thinking and creativity toward geometric problem-solving, we designed a…

Challenges for Collaborative Blended Learning in Undergraduate Students

ERIC Educational Resources Information Center

Monteiro, Elisa; Morrison, Keith

2014-01-01

This study reports a quasi-experiment in collaborative blended learning (CBL) with undergraduate students who, despite being in a world-leading, enriched digital environment, were new to collaboration and CBL. The mixed-methods research found that only small improvements to students' CBL took place over time, and explanations for this are…

Creating and Nurturing Distributed Asynchronous Learning Environments.

ERIC Educational Resources Information Center

Kochtanek, Thomas R.; Hein, Karen K.

2000-01-01

Describes the evolution of a university course from a face-to-face experience to a Web-based asynchronous learning environment. Topics include cognition and learning; distance learning and distributed learning; student learning communities and the traditional classroom; the future as it relates to education and technology; collaborative student…

Students' Perceptions of Self-Directed Learning and Collaborative Learning with and without Technology

ERIC Educational Resources Information Center

Lee, K.; Tsai, P.-S.; Chai, C. S.; Koh, J. H. L.

2014-01-01

This study explored students' perceptions of self-directed learning (SDL) and collaborative learning (CL) with/without technology in an information and communications technology-supported classroom environment. The factors include SDL, CL, SDL supported by technology, and CL supported by technology. Based on the literature review, this study…

ICT Support for Collaborative Learning--A Tale of Two Cities

ERIC Educational Resources Information Center

Consiglio, Teresa; van der Veer, Gerrit C.

2013-01-01

Based on experiences in teaching service design in a blended learning context, we developed an electronic learning environment (ELE) including features that turned out to be suitable for learners from different cultures. We used this ELE in Italy and in China. Students were guided through collaborative learning and mutual teaching. Students were…

Students' approaches to learning in clinical interprofessional context.

PubMed

Hylin, Uffe; Lonka, Kirsti; Ponzer, Sari

2011-01-01

Health care professionals are supposed to work in teams. Students in health care need to learn how to collaborate during their undergraduate education. Interprofessional learning environments, where collaboration is necessary, may be differently accepted by students depending on their approach to learning. We investigated health care students' evaluations of interprofessional clinical training in relation to their study orientations. The participants were 369 students (40 occupational therapy-, 85 medical-, 52 physiotherapy-, and 192 nursing students) attending an IPE course at a Swedish University Hospital. Data were collected by questionnaires measuring orientations to studying and attitudes towards the clinical training and the IPE concept before and after the training. The response rate was 77 %. Study groups were formed by a cluster analysis on the basis of the students' learning orientations. Three clusters were found: Low collaboration-, Collaborative Constructivist-, and Cookbook groups. These clusters were related to different professions and how students perceived their interprofessional learning environment. Study orientations appear to play a role in the way students evaluate interprofessional training. This should be taken into account in instruction. Students with a 'Cookbook' approach to learning showed an increased understanding of interprofessional collaboration after the course.

Immersive Environments - A Connectivist Approach

NASA Astrophysics Data System (ADS)

Loureiro, Ana; Bettencourt, Teresa

We are conducting a research project with the aim of achieving better and more efficient ways to facilitate teaching and learning in Higher Level Education. We have chosen virtual environments, with particular emphasis to Second Life® platform augmented by web 2.0 tools, to develop the study. The Second Life® environment has some interesting characteristics that captured our attention, it is immersive; it is a real world simulator; it is a social network; it allows real time communication, cooperation, collaboration and interaction; it is a safe and controlled environment. We specifically chose tools from web 2.0 that enable sharing and collaborative way of learning. Through understanding the characteristics of this learning environment, we believe that immersive learning along with other virtual tools can be integrated in today's pedagogical practices.

Validation of a Spanish Version of the Distance Education Learning Environments Survey (DELES) in Spain

ERIC Educational Resources Information Center

Fernández-Pascual, Maria Dolores; Ferrer-Cascales, Rosario; Reig-Ferrer, Abilio; Albaladejo-Blázquez, Natalia; Walker, Scott L.

2015-01-01

The aim of this study was to examine the validity of the Spanish version of the Distance Education Learning Environments Survey (Sp-DELES). This instrument assesses students' perceptions of virtual learning environments using six scales: Instructor Support, Student Interaction and Collaboration, Personal Relevance, Authentic Learning, Active…

Preservice Teachers' Perception and Use of Personal Learning Environments (PLEs)

ERIC Educational Resources Information Center

Sahin, Sami; Uluyol, Çelebi

2016-01-01

Personal learning environments (PLEs) are Web 2.0 tools and services by which users' access, construct, manage, and share educational contents in order to meet their learning needs. These environments enable users to manage their learning according to their own personal preferences. They further promote socialization and collaboration with their…

Learning from Multiple Collaborating Intelligent Tutors: An Agent-based Approach.

ERIC Educational Resources Information Center

Solomos, Konstantinos; Avouris, Nikolaos

1999-01-01

Describes an open distributed multi-agent tutoring system (MATS) and discusses issues related to learning in such open environments. Topics include modeling a one student-many teachers approach in a computer-based learning context; distributed artificial intelligence; implementation issues; collaboration; and user interaction. (Author/LRW)

Triangulating Assessment of Online Collaborative Learning

ERIC Educational Resources Information Center

Lock, Jennifer; Johnson, Carol

2015-01-01

Collaboration plays an integral role in the construction of knowledge in online learning environments. A supportive foundation for learning can be created through the intentional design of formative and summative assessments that embrace self-, peer-, and instructor assessment practices. The purpose of this article is to: (1) examine current…

Building of a Disaster Recovery Framework for E-Learning Environment Using Private Cloud Collaboration

ERIC Educational Resources Information Center

Togawa, Satoshi; Kanenishi, Kazuhide

2014-01-01

In this research, we have built a framework of disaster recovery such as against earthquake, tsunami disaster and a heavy floods for e-Learning environment. Especially, our proposed framework is based on private cloud collaboration. We build a prototype system based on IaaS architecture, and this prototype system is constructed by several private…

Assessing the Available ICT Infrastructure for Collaborative Web Technologies in a Blended Learning Environment in Tanzania: A Mixed Methods Research

ERIC Educational Resources Information Center

Pima, John Marco; Odetayo, Michael; Iqbal, Rahat; Sedoyeka, Eliamani

2016-01-01

This paper is about the use of a Mixed Methods approach in an investigation that sought to assess the available Information and Communication Technologies (ICT) infrastructure capable of supporting Collaborative Web Technologies (CWTs) in a Blended Learning (BL) environment in Tanzanian Higher Education Institutions (HEIs). We first used…

Communication Resource Use in a Networked Collaborative Design Environment.

ERIC Educational Resources Information Center

Gay, Geri; Lentini, Marc

The purpose of this exploratory study was to examine student use of a prototype networked collaborative design environment to support or augment learning about engineering design. The theoretical framework is based primarily on Vygotsky's social construction of knowledge and the belief that collaboration and communication are critical components…

Students' Experiences of Learning in a Virtual Classroom

ERIC Educational Resources Information Center

Gedera, Dilani S. P.

2014-01-01

Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, the integration of educational technologies also presents challenges and concerns in relation to students' learning. This article attempts to develop a better…

Collaborative-Group Testing Improves Learning and Knowledge Retention of Human Physiology Topics in Second-Year Medical Students

ERIC Educational Resources Information Center

Vázquez-García, Mario

2018-01-01

The present study examined the relationship between second-year medical students' group performance and individual performance in a collaborative-learning environment. In recent decades, university professors in the scientific and humanistic disciplines have successfully put into practice different modalities of collaborative approaches to…

Evaluating Interdisciplinary Collaborative Learning and Assessment in the Creative Arts and Humanities

ERIC Educational Resources Information Center

Miles, Melissa; Rainbird, Sarah

2015-01-01

This article responds to the rising emphasis placed on interdisciplinary collaborative learning and its implications for assessment in higher education. It presents findings from a research project that examined the effectiveness of an interdisciplinary collaborative student symposium as an assessment task in an art school/humanities environment.…

Computer-Supported Collaborative Learning: Best Practices and Principles for Instructors

ERIC Educational Resources Information Center

Orvis, Kara L., Ed.; Lassiter, Andrea L. R., Ed.

2008-01-01

Decades of research have shown that student collaboration in groups doesn't just happen; rather it needs to be a deliberate process facilitated by the instructor. Promoting collaboration in virtual learning environments presents a variety of challenges. This book answers the demand for a thorough resource on techniques to facilitate effective …

Authoring Tools for Collaborative Intelligent Tutoring System Environments

ERIC Educational Resources Information Center

Olsen, Jennifer K.; Belenky, Daniel M.; Aleven, Vincent; Rummel, Nikol; Sewall, Jonathan; Ringenberg, Michael

2014-01-01

Authoring tools have been shown to decrease the amount of time and resources needed for the development of Intelligent Tutoring Systems (ITSs). Although collaborative learning has been shown to be beneficial to learning, most of the current authoring tools do not support the development of collaborative ITSs. In this paper, we discuss an extension…

Studying the Effectiveness of Multi-User Immersive Environments for Collaborative Evaluation Tasks

ERIC Educational Resources Information Center

Lorenzo, Carlos-Miguel; Sicilia, Miguel Angel; Sanchez, Salvador

2012-01-01

Massively Multiuser On-line Learning (MMOL) Platforms, often called "virtual learning worlds", constitute a still unexplored context for communication-enhanced learning, where synchronous communication skills in an explicit social setting enhance the potential of effective collaboration. In this paper, we report on an experimental study of…

Real-Time Collaboration of Virtual Laboratories through the Internet

ERIC Educational Resources Information Center

Jara, Carlos A.; Candelas, Francisco A.; Torres, Fernando; Dormido, Sebastian; Esquembre, Francisco; Reinoso, Oscar

2009-01-01

Web-based learning environments are becoming increasingly popular in higher education. One of the most important web-learning resources is the virtual laboratory (VL), which gives students an easy way for training and learning through the Internet. Moreover, on-line collaborative communication represents a practical method to transmit the…

Group Formation in Mobile Computer Supported Collaborative Learning Contexts: A Systematic Literature Review

ERIC Educational Resources Information Center

Amara, Sofiane; Macedo, Joaquim; Bendella, Fatima; Santos, Alexandre

2016-01-01

Learners are becoming increasingly divers. They may have much personal, social, cultural, psychological, and cognitive diversity. Forming suitable learning groups represents, therefore, a hard and time-consuming task. In Mobile Computer Supported Collaborative Learning (MCSCL) environments, this task is more difficult. Instructors need to consider…

University students' emotions, interest and activities in a web-based learning environment.

PubMed

Nummenmaa, Minna; Nummenmaa, Lauri

2008-03-01

Within academic settings, students experience varied emotions and interest towards learning. Although both emotions and interest can increase students' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a web-based learning environment (WBLE). This study examined how emotions experienced while using a WBLE, students' interest towards the course topic and interest towards web-based learning are associated with collaborative visible and non-collaborative invisible activities and 'lurking' in the WBLE. Participants were 99 Finnish university students from five web-based courses. All the students enrolled in the courses filled out pre- and post-test questionnaires of interest, and repeatedly completed an on-line questionnaire on emotions experienced while using the WBLE during the courses. The fluctuation of emotional reactions was positively associated with both visible collaborative and invisible non-collaborative activities in the WBLE. Further, interest towards the web-based learning was positively associated with invisible activity. The results also demonstrated that students not actively participating in the collaborative activities (i.e. lurkers) had more negative emotional experiences during the courses than other students. The results highlight the distinct impacts that emotions and interest have on different web-based learning activities and that they should be considered when designing web-based courses.

A Collaborative Game-Based Learning Approach to Improving Students' Learning Performance in Science Courses

ERIC Educational Resources Information Center

Sung, Han-Yu; Hwang, Gwo-Jen

2013-01-01

In this study, a collaborative game-based learning environment is developed by integrating a grid-based Mindtool to facilitate the students to share and organize what they have learned during the game-playing process. To evaluate the effectiveness of the proposed approach, an experiment has been conducted in an elementary school natural science…

Using the Cognitive Apprenticeship Model with a Chat Tool to Enhance Online Collaborative Learning

ERIC Educational Resources Information Center

Rodríguez-Bonces, Mónica; Ortiz, Kris

2016-01-01

In Colombia, many institutions are in the firm quest of virtual learning environments to improve instruction, and making the most of online tools is clearly linked to offering quality learning. Thus, the purpose of this action research was to identify how the Cognitive Apprenticeship Model enhances online collaborative learning by using a chat…

Cocreating Collaborative Leadership Learning Environments: Using Adult Learning Principles and a Coach Approach

ERIC Educational Resources Information Center

Page, M. Beth; Margolis, Rhonda L.

2017-01-01

As educators, we seek to answer the following question: "What magic can happen when you believe that people are whole and resourceful and you hold the space for generative, collective wisdom?" This chapter explores collaborative leadership and learning with adult learners. We focus on creative ways to optimize learning and enhance…

Working Together: How Teachers Teach and Students Learn in Collaborative Learning Environments

ERIC Educational Resources Information Center

Burns, Mary; Pierson, Elizabeth; Reddy, Shylaja

2014-01-01

Active Learning in Maths and Science (ALMS) was a six-month face-to-face professional development program for middle school maths and science teachers carried out between June and November, 2010 in two Indian states. ALMS's theory of action is grounded in the belief that collaborative learning serves as a "gateway" to learner-centered…

The Student Experience of a Collaborative E-Learning University Module

ERIC Educational Resources Information Center

Biasutti, Michele

2011-01-01

The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that…

Utilizing the Active and Collaborative Learning Model in the Introductory Physics Course

ERIC Educational Resources Information Center

Nam, Nguyen Hoai

2014-01-01

Model of active and collaborative learning (ACLM) applied in training specific subject makes clear advantage due to the goals of knowledge, skills that students got to develop successful future job. The author exploits the learning management system (LMS) of Hanoi National University of Education (HNUE) to establish a learning environment in the…

Experiential Collaborative Learning and Preferential Thinking

NASA Astrophysics Data System (ADS)

Volpentesta, Antonio P.; Ammirato, Salvatore; Sofo, Francesco

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.

High-Fidelity e-Learning: SEI’s Virtual Training Environment (VTE)

DTIC Science & Technology

2009-01-01

Assessment 2.4 Collaboration 2.4.1 Peer-Student Collaboration 2.4.2 Instructor Support 2.5 Accessibility 2.6 Modularity 2.6.1 Design for Re-Use 2.6.2 Design ...ing Environment as an implementation of a high-fidelity e-Ieaming system. This report does not cover concepts of pedagogy or instructional design in e...pedagogical agents. This is the basis for Clark and Mayer’s Personalization principle for designing media for e-learning [Clark & Mayer 2003]. E-learning

Education and training column: the learning collaborative.

PubMed

MacDonald-Wilson, Kim L; Nemec, Patricia B

2015-03-01

This column describes the key components of a learning collaborative, with examples from the experience of 1 organization. A learning collaborative is a method for management, learning, and improvement of products or processes, and is a useful approach to implementation of a new service design or approach. This description draws from published material on learning collaboratives and the authors' experiences. The learning collaborative approach offers an effective method to improve service provider skills, provide support, and structure environments to result in lasting change for people using behavioral health services. This approach is consistent with psychiatric rehabilitation principles and practices, and serves to increase the overall capacity of the mental health system by structuring a process for discovering and sharing knowledge and expertise across provider agencies. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Learning Tools for Knowledge Nomads: Using Personal Digital Assistants (PDAs) in Web-based Learning Environments.

ERIC Educational Resources Information Center

Loh, Christian Sebastian

2001-01-01

Examines how mobile computers, or personal digital assistants (PDAs), can be used in a Web-based learning environment. Topics include wireless networks on college campuses; online learning; Web-based learning technologies; synchronous and asynchronous communication via the Web; content resources; Web connections; and collaborative learning. (LRW)

Investigating 6th graders' use of a tablet-based app supporting synchronous use of multiple tools designed to promote collaborative knowledge building in science

NASA Astrophysics Data System (ADS)

Sherwood, Carrie-Anne

At this pivotal moment in time, when the proliferation of mobile technologies in our daily lives is influencing the relatively fast integration of these technologies into classrooms, there is little known about the process of student learning, and the role of collaboration, with app-based learning environments on mobile devices. To address this gap, this dissertation, comprised of three manuscripts, investigated three pairs of sixth grade students' synchronous collaborative use of a tablet-based science app called WeInvestigate . The first paper illustrated the methodological decisions necessary to conduct the study of student synchronous and face-to-face collaboration and knowledge building within the complex WeInvestigate and classroom learning environments. The second paper provided the theory of collaboration that guided the design of supports in WeInvestigate, and described its subsequent development. The third paper detailed the interactions between pairs of students as they engaged collaboratively in model construction and explanation tasks using WeInvestigate, hypothesizing connections between these interactions and the designed supports for collaboration. Together, these manuscripts provide encouraging evidence regarding the potential of teaching and learning with WeInvestigate. Findings demonstrated that the students in this study learned science through WeInvestigate , and were supported by the app - particularly the collabrification - to engage in collaborative modeling of phenomena. The findings also highlight the potential of the multiple methods used in this study to understand students' face-to-face and technology-based interactions within the "messy" context of an app-based learning environment and a traditional K-12 classroom. However, as the third manuscript most clearly illustrates, there are still a number of modifications to be made to the WeInvestigate technology before it can be optimally used in classrooms to support students' collaborative science endeavors. The findings presented in this dissertation contribute in theoretical, methodological, and applied ways to the fields of science education, educational technology, and the learning sciences, and point to exciting possibilities for future research on students' collaborations using future iterations of WeInvestigate with more embedded supports; comparative studies of students' use of synchronous collaboration; and studies focused on elucidating the role of the teacher using WeInvestigate - and similar mobile platforms - for teaching and learning.

No Student Left Behind: A Collaborative and Competitive Game-Based Learning Environment to Reduce the Achievement Gap of EFL Students in Taiwan

ERIC Educational Resources Information Center

Hung, Hui-Chun; Young, Shelley Shwu-Ching; Lin, Chiu-Pin

2015-01-01

How to close the achievement gap in the classroom so that no student is left behind becomes one of the most important issues nowadays. This study aims to construct a collaborative and competitive game-based learning environment to improve English proficiencies and reduce the achievement gap for disadvantaged students. The Wireless Crossword…

Collaborative Learning across Physical and Virtual Worlds: Factors Supporting and Constraining Learners in a Blended Reality Environment

ERIC Educational Resources Information Center

Bower, Matt; Lee, Mark J. W.; Dalgarno, Barney

2017-01-01

This article presents the outcomes of a pilot study investigating factors that supported and constrained collaborative learning in a blended reality environment. Pre-service teachers at an Australian university took part in a hybrid tutorial lesson involving a mixture of students who were co-located in the same face-to-face (F2F) classroom along…

Asynchronous Cooperative e-Learning System and Its Evaluation

NASA Astrophysics Data System (ADS)

Eto, Kazuhiro; Miyoshi, Takumi

Much attention has been attracted to collaborative learning on an e-learning system. However, it is difficult to implement the collaborative environment to an asynchronous e-learning system since collaboration would be realized only when learners join the system at the same time. On the other hand, cooperative learning has been proposed. In this method, learners can study on their own pace without making mutual agreement but with receiving cognitive information from others. In this paper, the authors have developed the asynchronous cooperative e-learning system that provides learners' attendance and studying progress as the cognitive information. The subjective evaluation experiments show that our system is slightly inferior to the synchronous collaborative e-learning system, but it can motivate the learners more than the conventional system.

Online Teacher Development: Collaborating in a Virtual Learning Environment

ERIC Educational Resources Information Center

Ernest, Pauline; Guitert Catasús, Montse; Hampel, Regine; Heiser, Sarah; Hopkins, Joseph; Murphy, Linda; Stickler, Ursula

2013-01-01

Over recent years, educational institutions have been making increasing use of virtual environments to set up collaborative activities for learners. While it is recognized that teachers play an important role in facilitating learner collaboration online, they may not have the necessary skills to do so successfully. Thus, a small-scale professional…

An Empirical Verification of a-priori Learning Models on Mailing Archives in the Context of Online Learning Activities of Participants in Free\\Libre Open Source Software (FLOSS) Communities

ERIC Educational Resources Information Center

Mukala, Patrick; Cerone, Antonio; Turini, Franco

2017-01-01

Free\\Libre Open Source Software (FLOSS) environments are increasingly dubbed as learning environments where practical software engineering skills can be acquired. Numerous studies have extensively investigated how knowledge is acquired in these environments through a collaborative learning model that define a learning process. Such a learning…

Predicting User Acceptance of Collaborative Technologies: An Extension of the Technology Acceptance Model for E-Learning

ERIC Educational Resources Information Center

Cheung, Ronnie; Vogel, Doug

2013-01-01

Collaborative technologies support group work in project-based environments. In this study, we enhance the technology acceptance model to explain the factors that influence the acceptance of Google Applications for collaborative learning. The enhanced model was empirically evaluated using survey data collected from 136 students enrolled in a…

A Design and Development of Distance Learning Support Environment for Collaborative Problem Solving in Group Learners

ERIC Educational Resources Information Center

Nitta, Takuya; Takaoka, Ryo; Ahama, Shigeki; Shimokawa, Masayuki

2014-01-01

The competency and curriculum for human resource development in knowledge based society are proposed in each country. We think the keywords are "collaborative problem solving" and "effective use of ICT". In particular, the competency to perform the collaborative problem solving and learning with others on the network is…

E-Learning Agents

ERIC Educational Resources Information Center

Gregg, Dawn G.

2007-01-01

Purpose: The purpose of this paper is to illustrate the advantages of using intelligent agents to facilitate the location and customization of appropriate e-learning resources and to foster collaboration in e-learning environments. Design/methodology/approach: This paper proposes an e-learning environment that can be used to provide customized…

Case study on perspicacity of collaborative learning experiences

NASA Astrophysics Data System (ADS)

Abdullah, Fadzidah; Majid, Noor Hanita Abdul; Numen, Ibrahim; Kesuma Azmin, Aida; Abd. Rahim, Zaiton; Denan, Zuraini; Emin Sisman, Muhammet

2017-12-01

In the attempt to relate to the architectural practice, architectural education today has augmented the development of collaborative learning environment in the campus scenario. Presently, collaborative work among students from the same program and university is considered common. Hence, attempts of collaboration is extended into having learning and teaching collaboration by means of inter-universities. The School of Architecture, at the International Islamic University Malaysia (IIUM) has explored into having collaboration across the continent with Fatih Sultan Mehmet Waqf University (FSMWU), among faculty members and students of the two (2) universities This paper explicates the empirical study on students’ perspicacity of their collaborative learning experiences; in term of effectiveness, generative behaviour, and teamwork. Survey with three (3) open-ended questions are distributed to students to express their opinions on learning collaboration that they have had during the execution of the Joint Summer School Program (JSSP). Feedback on their perspicacity is obtained and organised into numerical and understandable data display, using qualitative data processing software. Albeit the relevancy of collaborative learning, students gave both positive and negative feedbacks on their experiences. Suggestions are given to enhance the quality of collaborative learning experience for future development

Toward Effective Group Formation in Computer-Supported Collaborative Learning

ERIC Educational Resources Information Center

Sadeghi, Hamid; Kardan, Ahmad A.

2016-01-01

Group formation task as a starting point for computer-supported collaborative learning plays a key role in achieving pedagogical goals. Various approaches have been reported in the literature to address this problem, but none have offered an optimal solution. In this research, an online learning environment was modeled as a weighted undirected…

Promoting Individual and Group Regulated Learning in Collaborative Settings: An Experience in Higher Education

ERIC Educational Resources Information Center

Onrubia, Javier; Rochera, Maria José; Engel, Anna

2015-01-01

We present a teaching innovation intervention aimed at promoting individual and group learning regulation in undergraduate students working in a computer supported collaborative learning environment. Participants were 127 students and three teachers of a compulsory course on Educational Psychology at the University of Barcelona (Spain). As a…

Collaborative Learning in Multicultural Classrooms: A Case Study of Dutch Senior Secondary Vocational Education

ERIC Educational Resources Information Center

Tielman, Kennedy; den Brok, Perry; Bolhuis, Sanneke; Vallejo, Bertha

2012-01-01

This research presents a descriptive study regarding collaborative learning in a multicultural classroom at a vocational education school in The Netherlands. The study bridges two domains of research: research on culturally diverse learning environments--which has mostly concerned primary and general secondary education--and studies on…

Harnessing the Power of Technologies to Manage Collaborative e-Learning Projects in Dispersed Environments

ERIC Educational Resources Information Center

Gosper, Maree Veroncia; McNeill, Margot Anne; Woo, Karen

2010-01-01

"The impact of web-based lecture technologies on current and future practice in learning and teaching" was a collaborative project across four Australian universities, funded by the Australian Learning and Teaching Council (ALTC). The project was both exploratory and developmental in nature and according to the project's external…

Conceptual and Socio-Cognitive Support for Collaborative Learning in Videoconferencing Environments

ERIC Educational Resources Information Center

Ertl, Bernhard; Fischer, Frank; Mandl, Heinz

2006-01-01

Studies have shown that videoconferencing is an effective medium for facilitating communication between parties who are separated by distance, particularly when learners are engaged in complex collaborative learning tasks. However, as in face-to-face communication, learners benefit most when they receive additional support for such learning tasks.…

A Working Model for Intercultural Learning and Engagement in Collaborative Online Language Learning Environments

ERIC Educational Resources Information Center

Lawrence, Geoff

2013-01-01

Given the emerging focus on the intercultural dimension in language teaching and learning, language educators have been exploring the use of information and communications technology ICT-mediated language learning environments to link learners in intercultural language learning communities around the globe. Despite the potential promise of…

The Effects of Integrating Social Learning Environment with Online Learning

ERIC Educational Resources Information Center

Raspopovic, Miroslava; Cvetanovic, Svetlana; Medan, Ivana; Ljubojevic, Danijela

2017-01-01

The aim of this paper is to present the learning and teaching styles using the Social Learning Environment (SLE), which was developed based on the computer supported collaborative learning approach. To avoid burdening learners with multiple platforms and tools, SLE was designed and developed in order to integrate existing systems, institutional…

Mapping students' ideas to understand learning in a collaborative programming environment

NASA Astrophysics Data System (ADS)

Harlow, Danielle Boyd; Leak, Anne Emerson

2014-07-01

Recent studies in learning programming have largely focused on high school and college students; less is known about how young children learn to program. From video data of 20 students using a graphical programming interface, we identified ideas that were shared and evolved through an elementary school classroom. In mapping these ideas and their resulting changes in programs and outputs, we were able to identify the contextual features which contributed to how ideas moved through the classroom as students learned. We suggest this process of idea mapping in visual programming environments as a viable method for understanding collaborative, constructivist learning as well as a context under which experiences can be developed to improve student learning.

A Collaborative Model for Ubiquitous Learning Environments

ERIC Educational Resources Information Center

Barbosa, Jorge; Barbosa, Debora; Rabello, Solon

2016-01-01

Use of mobile devices and widespread adoption of wireless networks have enabled the emergence of Ubiquitous Computing. Application of this technology to improving education strategies gave rise to Ubiquitous e-Learning, also known as Ubiquitous Learning. There are several approaches to organizing ubiquitous learning environments, but most of them…

Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians.

PubMed

Henderson, Saras; Dalton, Megan; Cartmel, Jennifer

2016-01-01

Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs.

Coordinated Implicitly? An Empirical Study on the Role of Social Media in Collaborative Learning

ERIC Educational Resources Information Center

Zhang, Xi; Chen, Hui; Ordóñez de Pablos, Patricia; Lytras, Miltiadis D.; Sun, Yongqiang

2016-01-01

As social media is widely adopted in collaborative learning, which places teams in a virtual environment, it is critical for teams to identify and leverage the knowledge of their members. Yet little is known about how social media influences teams to coordinate their knowledge and collaborate effectively. In this research, we explore the roles of…

eLearning, knowledge brokering, and nursing: strengthening collaborative practice in long-term care.

PubMed

Halabisky, Brenda; Humbert, Jennie; Stodel, Emma J; MacDonald, Colla J; Chambers, Larry W; Doucette, Suzanne; Dalziel, William B; Conklin, James

2010-01-01

Interprofessional collaboration is vital to the delivery of quality care in long-term care settings; however, caregivers in long-term care face barriers to participating in training programs to improve collaborative practices. Consequently, eLearning can be used to create an environment that combines convenient, individual learning with collaborative experiential learning. Findings of this study revealed that learners enjoyed the flexibility of the Working Together learning resource. They acquired new knowledge and skills that they were able to use in their practice setting to achieve higher levels of collaborative practice. Nurses were identified as team leaders because of their pivotal role in the long-term care home and collaboration with all patient care providers. Nurses are ideal as knowledge brokers for the collaborative practice team. Quantitative findings showed no change in learner's attitudes regarding collaborative practice; however, interviews provided examples of positive changes experienced. Face-to-face collaboration was found to be a challenge, and changes to organizations, systems, and technology need to be made to facilitate this process. The Working Together learning resource is an important first step toward strengthening collaboration in long-term care, and the pilot implementation provides insights that further our understanding of both interprofessional collaboration and effective eLearning.

Promoting Collaboration in a Project-Based E-Learning Context

ERIC Educational Resources Information Center

Papanikolaou, Kyparisia; Boubouka, Maria

2011-01-01

In this paper we investigate the value of collaboration scripts for promoting metacognitive knowledge in a project-based e-learning context. In an empirical study, 82 students worked individually and in groups on a project using the e-learning environment MyProject, in which the life cycle of a project is inherent. Students followed a particular…

Development of a Mobile Learning System Based on a Collaborative Problem-Posing Strategy

ERIC Educational Resources Information Center

Sung, Han-Yu; Hwang, Gwo-Jen; Chang, Ya-Chi

2016-01-01

In this study, a problem-posing strategy is proposed for supporting collaborative mobile learning activities. Accordingly, a mobile learning environment has been developed, and an experiment on a local culture course has been conducted to evaluate the effectiveness of the proposed approach. Three classes of an elementary school in southern Taiwan…

A Methodological Approach to Support Collaborative Media Creation in an E-Learning Higher Education Context

ERIC Educational Resources Information Center

Ornellas, Adriana; Muñoz Carril, Pablo César

2014-01-01

This article outlines a methodological approach to the creation, production and dissemination of online collaborative audio-visual projects, using new social learning technologies and open-source video tools, which can be applied to any e-learning environment in higher education. The methodology was developed and used to design a course in the…

How Working Collaboratively with Technology Can Foster a Creative Learning Environment

ERIC Educational Resources Information Center

Gómez, Susana

2016-01-01

Research has shown that collaborative learning is a very powerful methodology as it ensures interaction among students, humanises the learning process and has positive effects on academic achievement. An activity based on this approach can also benefit from the use of technology, making this task more appealing to our students today. The aim of…

Learning in the "Café": Pilot Testing the Collaborative Application for Education in Facebook

ERIC Educational Resources Information Center

McCarthy, Josh

2015-01-01

This paper reports on a pilot study using the "Café," the collaborative application for education as an online learning environment within the Facebook framework, for first-year tertiary design students. The "Café," a new e-learning application, has been designed based on five principles of user interface design--visibility,…

The Evolution of Constructivist Learning Environments: Immersion in Distributed, Virtual Worlds.

ERIC Educational Resources Information Center

Dede, Chris

1995-01-01

Discusses the evolution of constructivist learning environments and examines the collaboration of simulated software models, virtual environments, and evolving mental models via immersion in artificial realities. A sidebar gives a realistic example of a student navigating through cyberspace. (JMV)

The GLOBAL Learning and Observations to Benefit the Environment (GLOBE) Collaboration System. Building a robust international collaboration environment for teachers, scientists and students.

NASA Astrophysics Data System (ADS)

Overoye, D.; Lewis, C.

2016-12-01

The Global Learning and Observations to Benefit the Environment (GLOBE) Program is a worldwide hands-on, primary and secondary school-based science and education program founded on Earth Day 1995. Implemented in 117 countries, GLOBE promotes the teaching and learning of science, supporting students, teachers and scientists worldwide to collaborate with each other on inquiry-based investigations of the Earth system. As an international platform supporting a large number and variety of stakeholders, the GLOBE Data Information System (DIS) was re-built with the goal of providing users the support needed to foster and develop collaboration between teachers, students and scientists while supporting the collection and visualization of over 50 different earth science investigations (protocols). There have been many challenges to consider as we have worked to prototype and build various tools to support collaboration across the GLOBE community - language, security, time zones, user roles and the Child Online Protection Act (COPA) to name a few. During the last 3 years the re-built DIS has been in operation we have supported user to user collaboration, school to school collaboration, project/campaign to user collaboration and scientist to scientist collaboration. We have built search tools to facilitate finding collaboration partners. The tools and direction continue to evolve based on feedback, evolving needs and changes in technology. With this paper we discuss our approach for dealing with some of the collaboration challenges, review tools built to encourage and support collaboration, and analyze which tools have been successful and which have not. We will review new ideas for collaboration in the GLOBE community that are guiding upcoming development.

Facilitating Argumentative Knowledge Construction through a Transactive Discussion Script in CSCL

ERIC Educational Resources Information Center

Noroozi, Omid; Weinberger, Armin; Biemans, Harm J. A.; Mulder, Martin; Chizari, Mohammad

2013-01-01

Learning to argue is prerequisite to solving complex problems in groups, especially when they are multidisciplinary and collaborate online. Environments for Computer-Supported Collaborative Learning (CSCL) can be designed to facilitate argumentative knowledge construction. This study investigates how argumentative knowledge construction in…

Towards Careful Practices for Automated Linguistic Analysis of Group Learning

ERIC Educational Resources Information Center

Howley, Iris; Rosé, Carolyn Penstein

2016-01-01

The multifaceted nature of collaborative learning environments necessitates theory to investigate the cognitive, motivational, and relational dimensions of collaboration. Several existing frameworks include aspects related to each of these three. This article explores the capability of multi-dimensional frameworks for analysis of collaborative…

Inclusion: Something More Than Sitting Together

ERIC Educational Resources Information Center

Bulbul, Mustafa Sahin

2011-01-01

Awareness about students with learning difficulty brought us to inclusive learning environments. The acceptance was to build collaborative atmospheres in the class. Unfortunately, when teachers are not enthusiastic and adequate to develop the interaction, the inclusive learning environment never occurs. This conclusion bases on this studies…

The Role of Professional Objects in Technology-Enhanced Learning Environments in Higher Education

ERIC Educational Resources Information Center

Zitter, Ilya; de Bruijn, Elly; Simons, Robert-Jan; ten Cate, Olle

2012-01-01

We study project-based, technology-enhanced learning environments in higher education, which should produce, by means of specific mechanisms, learning outcomes in terms of transferable knowledge and learning-, thinking-, collaboration- and regulation-skills. Our focus is on the role of objects from professional practice serving as boundary objects…

A Framework for Adaptive Learning Design in a Web-Conferencing Environment

ERIC Educational Resources Information Center

Bower, Matt

2016-01-01

Many recent technologies provide the ability to dynamically adjust the interface depending on the emerging cognitive and collaborative needs of the learning episode. This means that educators can adaptively re-design the learning environment during the lesson, rather than purely relying on preemptive learning design thinking. Based on a…

Supporting Effective Collaboration: Using a Rearview Mirror to Look Forward

ERIC Educational Resources Information Center

McManus, Margaret M.; Aiken, Robert M.

2016-01-01

Our original research, to design and develop an Intelligent Collaborative Learning System (ICLS), yielded the creation of a Group Leader Tutor software system which utilizes a Collaborative Skills Network to monitor students working collaboratively in a networked environment. The Collaborative Skills Network was a conceptualization of…

Information Infrastructure, Information Environments, and Long-Term Collaboration

NASA Astrophysics Data System (ADS)

Baker, K. S.; Pennington, D. D.

2009-12-01

Information infrastructure that supports collaborative science is a complex system of people, organizational arrangements, and tools that require co-management. Contemporary studies are exploring how to establish and characterize effective collaborative information environments. Collaboration depends on the flow of information across the human and technical system components through mechanisms that create linkages, both conceptual and technical. This transcends the need for requirements solicitation and usability studies, highlighting synergistic interactions between humans and technology that can lead to emergence of group level cognitive properties. We consider the ramifications of placing priority on establishing new metaphors and new types of learning environments located near-to-data-origin for the field sciences. In addition to changes in terms of participant engagement, there are implications in terms of innovative contributions to the design of information systems and data exchange. While data integration occurs in the minds of individual participants, it may be facilitated by collaborative thinking and community infrastructure. Existing learning frameworks - from Maslow’s hierarchy of needs to organizational learning - require modification and extension if effective approaches to decentralized information management and systems design are to emerge. Case studies relating to data integration include ecological community projects: development of cross-disciplinary conceptual maps and of a community unit registry.

Designing a Web-Based Science Learning Environment for Model-Based Collaborative Inquiry

NASA Astrophysics Data System (ADS)

Sun, Daner; Looi, Chee-Kit

2013-02-01

The paper traces a research process in the design and development of a science learning environment called WiMVT (web-based inquirer with modeling and visualization technology). The WiMVT system is designed to help secondary school students build a sophisticated understanding of scientific conceptions, and the science inquiry process, as well as develop critical learning skills through model-based collaborative inquiry approach. It is intended to support collaborative inquiry, real-time social interaction, progressive modeling, and to provide multiple sources of scaffolding for students. We first discuss the theoretical underpinnings for synthesizing the WiMVT design framework, introduce the components and features of the system, and describe the proposed work flow of WiMVT instruction. We also elucidate our research approach that supports the development of the system. Finally, the findings of a pilot study are briefly presented to demonstrate of the potential for learning efficacy of the WiMVT implementation in science learning. Implications are drawn on how to improve the existing system, refine teaching strategies and provide feedback to researchers, designers and teachers. This pilot study informs designers like us on how to narrow the gap between the learning environment's intended design and its actual usage in the classroom.

Automating Expertise in Collaborative Learning Environments

ERIC Educational Resources Information Center

LaVoie, Noelle; Streeter, Lynn; Lochbaum, Karen; Wroblewski, David; Boyce, Lisa; Krupnick, Charles; Psotka, Joseph

2010-01-01

We have developed a set of tools for improving online collaborative learning including an automated expert that monitors and moderates discussions, and additional tools to evaluate contributions, semantically search all posted comments, access a library of hundreds of digital books and provide reports to instructors. The technology behind these…

A Mixed-Methods Exploration of an Environment for Learning Computer Programming

ERIC Educational Resources Information Center

Mather, Richard

2015-01-01

A mixed-methods approach is evaluated for exploring collaborative behaviour, acceptance and progress surrounding an interactive technology for learning computer programming. A review of literature reveals a compelling case for using mixed-methods approaches when evaluating technology-enhanced-learning environments. Here, ethnographic approaches…

Maker Culture and "Minecraft": Implications for the Future of Learning

ERIC Educational Resources Information Center

Niemeyer, Dodie J.; Gerber, Hannah R.

2015-01-01

Collaborative learning environments found with gaming communities can provide excellent structures to study the way that learners act within informal learning environments. For example, many of these gaming communities encourage gamers to create videogames and virtual world walkthroughs and commentaries. Walkthroughs and commentaries provide…

The Insiders' Perspectives: A Focus Group Study on Gender Issues in a Computer-Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Huynh, Minh Q.; Lee, Jae-Nam; Schuldt, Barbara A.

2005-01-01

There is little doubt that the advent of collaborative technologies in recent years has brought some significant changes in the way students learn, communicate, and interact with one another. In recent years, this emergence has sparked increased interest for research into the role and impact of instructional technologies on group learning. Despite…

Encouraging Innovativeness through Computer-Assisted Collaborative Learning

ERIC Educational Resources Information Center

Thorsteinsson, Gisli; Page, Tom

2012-01-01

This article puts forward a three related case study series, using a Virtual Reality Learning Environment (VRLE) with a view to supporting the development of students' ideation skills in conventional primary and secondary education. This learning environment is fairly new and therefore it is necessary to examine its educational uses and determine…

Social Knowledge Awareness Map for Computer Supported Ubiquitous Learning Environment

ERIC Educational Resources Information Center

El-Bishouty, Moushir M.; Ogata, Hiroaki; Rahman, Samia; Yano, Yoneo

2010-01-01

Social networks are helpful for people to solve problems by providing useful information. Therefore, the importance of mobile social software for learning has been supported by many researches. In this research, a model of personalized collaborative ubiquitous learning environment is designed and implemented in order to support learners doing…

Web Geometry Laboratory: Case Studies in Portugal and Serbia

ERIC Educational Resources Information Center

Santos, Vanda; Quaresma, Pedro; Maric, Milena; Campos, Helena

2018-01-01

The role of information and communication technologies (ICT) in education is well recognised--learning environments where the ICT features included are being proposed for many years now. The Web Geometry Laboratory (WGL) innovates in proposing a blended learning, collaborative and adaptive learning Web-environment for geometry. It integrates a…

Creating an Interactive and Responsive Teaching Environment to Inspire Learning

ERIC Educational Resources Information Center

Paladino, Angelina

2008-01-01

Teaching students to understand, disable, and solve problems is one of the largest challenges educators face in undergraduate marketing education. My teaching philosophy is centered on the creation of an interactive learning environment. This encompasses problem-based teaching and collaborative learning to foster discussions between students and…

Moving Apart and Coming Together: Discourse, Engagement, and Deep Learning

ERIC Educational Resources Information Center

Gomoll, Andrea S.; Hmelo-Silver, Cindy E.; Tolar, Erin; Šabanovic, Selma; Francisco, Matthew

2017-01-01

An important part of "doing" science is engaging in collaborative science practices. To better understand how to support these practices, we need to consider how students collaboratively construct and represent shared understanding in complex, problem-oriented, and authentic learning environments. This research presents a case study…

Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review

ERIC Educational Resources Information Center

Huang, Xi

2018-01-01

Computer-supported collaborative learning facilitates the extension of second language acquisition into social practice. Studies on its achievement effects speak directly to the pedagogical notion of treating communicative practice in synchronous computer-mediated communication (SCMC): real-time communication that takes place between human beings…

Successfully Carrying out Complex Learning-Tasks through Guiding Teams' Qualitative and Quantitative Reasoning

ERIC Educational Resources Information Center

Slof, B.; Erkens, G.; Kirschner, P. A.; Janssen, J.; Jaspers, J. G. M.

2012-01-01

This study investigated whether and how scripting learners' use of representational tools in a computer supported collaborative learning (CSCL)-environment fostered their collaborative performance on a complex business-economics task. Scripting the problem-solving process sequenced and made its phase-related part-task demands explicit, namely…

Analysis of Cross-Cultural Online Collaborative Learning with Social Software

ERIC Educational Resources Information Center

Law, Effie Lai-Chong; Nguyen-Ngoc, Anh Vu

2010-01-01

Purpose: The rising popularity of social software poses challenges to the design and evaluation of pedagogically sound cross-cultural online collaborative learning environments (OCLEs). In the literature of computer-mediated communications, there exist only a limited number of related empirical studies, indicating that it is still an emergent…

Collaborative Self-Study of Online Teaching in Early Childhood Teacher Education

ERIC Educational Resources Information Center

Green, Nicole; Wolodko, Brenda; Stewart, Cherry; Edwards, Helen; Brooks, Margaret; Littledyke, Ros

2013-01-01

Six academics at a regional university in Australia engaged in collaborative research examining their teaching and learning practices, their current understandings and beliefs about teacher education pedagogy and, specifically, the online teaching and learning environments. This collegial self-study project was guided by the goal of achieving…

Promoting Critical, Elaborative Discussions through a Collaboration Script and Argument Diagrams

ERIC Educational Resources Information Center

Scheuer, Oliver; McLaren, Bruce M.; Weinberger, Armin; Niebuhr, Sabine

2014-01-01

During the past two decades a variety of approaches to support argumentation learning in computer-based learning environments have been investigated. We present an approach that combines argumentation diagramming and collaboration scripts, two methods successfully used in the past individually. The rationale for combining the methods is to…

Relationships among Individual Task Self-Efficacy, Self-Regulated Learning Strategy Use and Academic Performance in a Computer-Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Wilson, Kimberly; Narayan, Anupama

2016-01-01

This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with…

Designing Collaborative E-Learning Environments Based upon Semantic Wiki: From Design Models to Application Scenarios

ERIC Educational Resources Information Center

Li, Yanyan; Dong, Mingkai; Huang, Ronghuai

2011-01-01

The knowledge society requires life-long learning and flexible learning environment that enables fast, just-in-time and relevant learning, aiding the development of communities of knowledge, linking learners and practitioners with experts. Based upon semantic wiki, a combination of wiki and Semantic Web technology, this paper designs and develops…

Online Collaboration and Cooperation: The Recurring Importance of Evidence, Rationale and Viability

ERIC Educational Resources Information Center

Hammond, Michael

2017-01-01

This paper investigates collaboration in teaching and learning and draws out implications for the promotion of collaboration within online environments. It is divided into four sections. First the case for collaboration, including specifically cooperative approaches, is explored. This case revolves around the impact of collaboration on the quality…

A collaboration among health sciences schools to enhance faculty development in teaching.

PubMed

Sicat, Brigitte L; O'Kane Kreutzer, Kathy; Gary, Judy; Ivey, Carole K; Marlowe, Elizabeth P; Pellegrini, Joan M; Shuford, Veronica P; Simons, Dianne F

2014-06-17

Those involved in providing faculty development may be among only a few individuals for whom faculty development is an interest and priority within their work setting. Furthermore, funding to support faculty development is limited. In 2010, an interprofessional, self-formed, faculty learning community on faculty development in teaching was established to promote collaboration on faculty development initiatives that have transference to faculty members across disciplines and to share expertise and resources for wider impact. The organic structure and processes of the faculty learning community created an environment that has not only resulted in an increased offering of faculty development opportunities and resources across the health science campus, but has created a rich environment that combines the knowledge, innovation, and experience to promote collaborative efforts that benefit all. The background, structure, processes, successes, and lessons learned of the interprofessional faculty learning community on faculty development in teaching are described.

Netbook - A Toolset in Support of a Collaborative Learning.

DTIC Science & Technology

1997-01-30

As part of its collaborative efforts on the project Netbook - A Toolset in Support of a Collaborative and Cooperative Learning Environment, the...Interactive Multimedia Group (IMG) at Cornell University conducted a usability test of the latest version of Netbook , developed by Odyssey Research...Associates (ORA) in Ithaca, New York. Cornell’s goal was to test the concepts and current functionality of the Netbook software, which is designed to help

Supporting Social Awareness in Collaborative E-Learning

ERIC Educational Resources Information Center

Lambropoulos, Niki; Faulkner, Xristine; Culwin, Fintan

2012-01-01

In the last decade, we have seen the emergence of virtual learning environments. Initially, these environments were a little more than document repositories that tutor used unicast to the students. Informed in part by social constructivist theories of education, later environments included capabilities for tutor-student and student-student,…

Collaborative Filtering for Expansion of Learner's Background Knowledge in Online Language Learning: Does "Top-Down" Processing Improve Vocabulary Proficiency?

ERIC Educational Resources Information Center

Yamada, Masanori; Kitamura, Satoshi; Matsukawa, Hideya; Misono, Tadashi; Kitani, Noriko; Yamauchi, Yuhei

2014-01-01

In recent years, collaborative filtering, a recommendation algorithm that incorporates a user's data such as interest, has received worldwide attention as an advanced learning support system. However, accurate recommendations along with a user's interest cannot be ideal as an effective learning environment. This study aims to develop and…

Developing a Biostatistical Collaboration Course in a Health Science Research Methodology Program

ERIC Educational Resources Information Center

Thabane, Lehana; Walter, Stephen D.; Hanna, Steven; Goldsmith, Charles H.; Pullenayegum, Eleanor

2008-01-01

Effective statistical collaboration in a multidisciplinary health research environment requires skills not taught in the usual statistics courses. Graduates often learn such collaborative skills through trial and error. In this paper, we discuss the development of a biostatistical collaboration course aimed at graduate students in a Health…

Students Assessing Their Own Collaborative Knowledge Building

ERIC Educational Resources Information Center

Lee, Eddy Y. C.; Chan, Carol K. K.; van Aalst, Jan

2006-01-01

We describe the design of a knowledge-building environment and examine the role of knowledge-building portfolios in characterizing and scaffolding collaborative inquiry. Our goal is to examine collaborative knowledge building in the context of exploring the alignment of learning, collaboration, and assessment in computer forums. The key design…

Designing and Deploying 3D Collaborative Games in Education

ERIC Educational Resources Information Center

Mavridis, Apostolos; Tsiatsos, Thrasyvoulos; Terzidou, Theodouli

2016-01-01

This paper focuses on methodologies of serious games deployment and evaluation. Particularly, this study will present a specific category of serious games that are based on Collaborative Virtual Environments and they aim to support Collaborative Learning. We call these serious games Collaborative Virtual Educational Games (CVEG). The paper aims to…

Collaborative Accounting Problem Solving via Group Support Systems in a Face-to-Face versus Distant Learning Environment.

ERIC Educational Resources Information Center

Burke, Jacqueline A.

2001-01-01

Accounting students (n=128) used either face-to-face or distant Group support systems to complete collaborative tasks. Participation and social presence perceptions were significantly higher face to face. Task difficulty did not affect participation in either environment. (Contains 54 references.) (JOW)

Use of Communication Resources in a Networked Collaborative Design Environment.

ERIC Educational Resources Information Center

Gay, Geri; Lentini, Marc

1995-01-01

Examines student use of a prototype networked collaborative design environment to support or augment learning about engineering design. Finds that students use the channels for a variety of activities to increase depth of communication, increase breadth of communication, and overcome technical difficulty. Suggests that students need multiple…

Social and Collaborative Interactions for Educational Content Enrichment in ULEs

ERIC Educational Resources Information Center

Araújo, Rafael D.; Brant-Ribeiro, Taffarel; Mendonça, Igor E. S.; Mendes, Miller M.; Dorça, Fabiano A.; Cattelan, Renan G.

2017-01-01

This article presents a social and collaborative model for content enrichment in Ubiquitous Learning Environments. Designed as a loosely coupled software architecture, the proposed model was implemented and integrated into the Classroom eXperience, a multimedia capture platform for educational environments. After automatically recording a lecture…

Changes in Teachers' Beliefs and Practices in Technology-Rich Classrooms.

ERIC Educational Resources Information Center

Dwyer, David C.; And Others

1991-01-01

The Apple Classrooms of Tomorrow (ACOT) project is a flexible consortium of researchers, educators, students, and parents who have worked collaboratively to create and study innovative learning environments since 1985. ACOT classrooms are true multimedia environments where students move from competitive work patterns toward collaborative ones. (10…

Wiki Technology: A Virtual, Cooperative Learning Tool Used to Enhance Student Learning

ERIC Educational Resources Information Center

Barrera, Alessandra L.

2015-01-01

This study demonstrates the use of wiki technology (an editable webpage environment) to provide a virtual, asynchronous collaborative-learning environment for students for the purpose of working on course-content-focused study-guide questions. To analyze the effectiveness of this course tool, students' responses to various qualitative and…

Collaborative Embodied Learning in Mixed Reality Motion-Capture Environments: Two Science Studies

ERIC Educational Resources Information Center

Johnson-Glenberg, Mina C.; Birchfield, David A.; Tolentino, Lisa; Koziupa, Tatyana

2014-01-01

These 2 studies investigate the extent to which an Embodied Mixed Reality Learning Environment (EMRELE) can enhance science learning compared to regular classroom instruction. Mixed reality means that physical tangible and digital components were present. The content for the EMRELE required that students map abstract concepts and relations onto…

Military Social Perspectives in an Online Learning Environment

ERIC Educational Resources Information Center

Bishop, Gregory Irvin

2018-01-01

Article one of this dissertation utilizes a comprehensive literature review to depict the many cultural and social differences that are inherent to military personnel and how it may be translated into an online learning environment. In recent years, the military began the transition from an organizational and collaborative learning model to an…

An Adaptive Approach to Managing Knowledge Development in a Project-Based Learning Environment

ERIC Educational Resources Information Center

Tilchin, Oleg; Kittany, Mohamed

2016-01-01

In this paper we propose an adaptive approach to managing the development of students' knowledge in the comprehensive project-based learning (PBL) environment. Subject study is realized by two-stage PBL. It shapes adaptive knowledge management (KM) process and promotes the correct balance between personalized and collaborative learning. The…

Modeling Peer Assessment as Agent Negotiation in a Computer Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Lai, K. Robert; Lan, Chung Hsien

2006-01-01

This work presents a novel method for modeling collaborative learning as multi-issue agent negotiation using fuzzy constraints. Agent negotiation is an iterative process, through which, the proposed method aggregates student marks to reduce personal bias. In the framework, students define individual fuzzy membership functions based on their…

A Study of Professional Learning Communities in International Schools in Bangkok, Thailand

ERIC Educational Resources Information Center

Gerhard, James Herbert

2010-01-01

Teacher collaboration and professional development are crucial components to any school improvement process. In an international school context differences among teachers emerging from culture, language, training, and environment can present a unique view of how teachers collaborate and learn together. The purpose of the study was to determine…

Emotional Intelligence and Collaborative Learning in Adult Education

ERIC Educational Resources Information Center

Martinez, Luz M.

2011-01-01

The changing social and economic reality of our world continues to shape how learning is conducted and acquired in the adult classroom and beyond. Given the pivotal importance for an adult to develop a variety of cognitive and emotional skills and given the need to work in collaboration with others, within educational environments and the…

Transforming the Undergraduate Research Experience through Sustained Mentoring: Creating a Strong Support Network and a Collaborative Learning Environment

ERIC Educational Resources Information Center

Camacho, Erika T.; Holmes, Raquell M.; Wirkus, Stephen A.

2015-01-01

This chapter describes how sustained mentoring together with rigorous collaborative learning and community building contributed to successful mathematical research and individual growth in the Applied Mathematical Sciences Summer Institute (AMSSI), a program that focused on women, underrepresented minorities, and individuals from small teaching…

Promoting a Culture of Collaboration and Reflection through a Professional Learning Community

ERIC Educational Resources Information Center

Murdaugh, Erica Charlanda Russell

2017-01-01

The purpose of this qualitative Action Research Study was to describe eight elementary English Language Arts (ELA) teachers' perceptions of a Professional Learning Community (PLC). The teacher-participants' opinions about the PLC were used to improve the existing PLC to promote a more reflective and collaborative environment where ELA teachers…

Mathematical Teachers' Perception: Mobile Learning and Constructing 21st Century Collaborative Cloud-Computing Environments in Elementary Public Schools in the State of Kuwait

ERIC Educational Resources Information Center

Alqallaf, Nadeyah

2016-01-01

The purpose of this study was to examine Kuwaiti mathematical elementary teachers' perceptions about their ability to integrate M-learning (mobile learning) into their current teaching practices and the major barriers hindering teachers' ability to create an M-learning environment. Furthermore, this study sought to understand teachers' perceptions…

Eco-Dialogical Learning and Translanguaging in Open-Ended 3D Virtual Learning Environments: Where Place, Time, and Objects Matter

ERIC Educational Resources Information Center

Zheng, Dongping; Schmidt, Matthew; Hu, Ying; Liu, Min; Hsu, Jesse

2017-01-01

The purpose of this research was to explore the relationships between design, learning, and translanguaging in a 3D collaborative virtual learning environment for adolescent learners of Chinese and English. We designed an open-ended space congruent with ecological and dialogical perspectives on second language acquisition. In such a space,…

Proposing a Wiki-Based Technique for Collaborative Essay Writing (Propuesta de un modelo pedagógico para la escritura colaborativa de ensayos en un entorno virtual wiki)

ERIC Educational Resources Information Center

Ortiz Navarrete, Mabel; Ferreira Cabrera, Anita

2014-01-01

This paper aims at proposing a technique for students learning English as a foreign language when they collaboratively write an argumentative essay in a wiki environment. A wiki environment and collaborative work play an important role within the academic writing task. Nevertheless, an appropriate and systematic work assignment is required in…

A Review of Global Learning & Observations to Benefit the Environment (GLOBE)

ERIC Educational Resources Information Center

Executive Office of the President, 2010

2010-01-01

The Global Learning and Observations to Benefit the Environment (GLOBE) program is a worldwide, hands-on, primary and secondary school-based science and education program. GLOBE supports students, teachers, and scientists in collaborations using inquiry-based investigations of the environment and the earth system. GLOBE currently works in close…

Guiding Learners into Reengagement through the SCALE Environment: An Empirical Study

ERIC Educational Resources Information Center

Verginis, Ilias; Gouli, Evangelia; Gogoulou, Agoritsa; Grigoriadou, Maria

2011-01-01

The paper presents the facilities offered by the open learner model maintained in the web-based, adaptive, activity-oriented learning environment SCALE (Supporting Collaboration and Adaptation in a Learning Environment), in order to guide online students who become disengaged and support their reengagement. The open learner model (OLM_SCALE)…

The Effects of Embedded Generative Learning Strategies and Collaboration on Knowledge Acquisition in a Cognitive Flexibility-Based Computer Learning Environment

DTIC Science & Technology

1998-08-07

cognitive flexibility theory and generative learning theory which focus primarily on the individual student’s cognitive development , collaborative... develop "Handling Transfusion Hazards," a computer program based upon cognitive flexibility theory principles. The Program: Handling Transfusion Hazards...computer program was developed according to cognitive flexibility theory principles. A generative version was then developed by embedding

The Brink of Change: Gender in Technology-Rich Collaborative Learning Environments

NASA Astrophysics Data System (ADS)

Goldstein, Jessica; Puntambekar, Sadhana

2004-12-01

This study was designed to contribute to a small but growing body of knowledge on the influence of gender in technology-rich collaborative learning environments. The study examined middle school students' attitudes towards using computers and working in groups during scientific inquiry. Students' attitudes towards technology and group work were analyzed using questionnaires. To add depth to the findings from the survey research, the role of gender was also investigated through the analysis of student conversations in the context of two activities: exploring science information on a hypertext text and conducting hands-on investigations. The data suggest that not only are girls and boys are similar with regard to attitudes about computers and group work, but that during collaborative learning activities, girls may actually participate more actively and persistently regardless of the nature of the task.

Task-Related and Social Regulation during Online Collaborative Learning

ERIC Educational Resources Information Center

Janssen, Jeroen; Erkens, Gijsbert; Kirschner, Paul A.; Kanselaar, Gellof

2012-01-01

This study investigated how students collaborate in a CSCL environment and how this collaboration affects group performance. To answer these questions, the collaborative process of 101 groups of secondary education students when working on a historical inquiry task was analyzed. Our analyses show that group members devote most of their efforts to…

Does the Medium Matter in Collaboration? Using Visually Supported Collaboration Technology in an Interior Design Studio

ERIC Educational Resources Information Center

Cho, Ji Young; Cho, Moon-Heum; Kozinets, Nadya

2016-01-01

With the recognition of the importance of collaboration in a design studio and the advancement of technology, increasing numbers of design students collaborate with others in a technology-mediated learning environment (TMLE); however, not all students have positive experiences in TMLEs. One possible reason for unsatisfactory collaboration…

Developing a grounded theory for interprofessional collaboration acquisition using facilitator and actor perspectives in simulated wilderness medical emergencies.

PubMed

Smith, Heather A; Reade, Maurianne; Marr, Marion; Jeeves, Nicholas

2017-01-01

Interprofessional collaboration is a complex process that has the potential to transform patient care for the better in urban, rural and remote healthcare settings. Simulation has been found to improve participants' interprofessional competencies, but the mechanisms by which interprofessionalism is learned have yet to be understood. A rural wilderness medicine conference (WildER Med) in northern Ontario, Canada with simulated medical scenarios has been demonstrated to be effective in improving participants' collaboration without formal interprofessional education (IPE) curriculum. Interprofessionalism may be taught through rural and remote medical simulation, as done in WildER Med where participants' interprofessional competencies improved without any formal IPE curriculum. This learning may be attributed to the informal and hidden curriculum. Understanding the mechanism by which this rural educational experience contributed to participants' learning to collaborate requires insight into the events before, during and after the simulations. The authors drew upon feedback from facilitators and patient actors in one-on-one interviews to develop a grounded theory for how collaboration is taught and learned. Sharing emerged as the core concept of a grounded theory to explain how team members acquired interprofessional collaboration competencies. Sharing was enacted through the strategies of developing common goals, sharing leadership, and developing mutual respect and understanding. Further analysis of the data and literature suggests that the social wilderness environment was foundational in enabling sharing to occur. Medical simulations in other rural and remote settings may offer an environment conducive to collaboration and be effective in teaching collaboration. When designing interprofessional education, health educators should consider using emergency response teams or rural community health teams to optimize the informal and hidden curriculum contributing to interprofessional learning.

Towards a Framework for Creative Online Collaboration: A Research on Challenges and Context

ERIC Educational Resources Information Center

Stockleben, Björn; Thayne, Martyn; Jäminki, Seija; Haukijärvi, Ilkka; Mavengere, Nicholas Blessing; Demirbilek, Muhammet; Ruohonen, Mikko

2017-01-01

The OnCreate project was initiated by ten universities with expertise in collaborative work in online-based learning environments and explores the specific challenges of implementing university courses in creative disciplines in such an environment. The first research phase comprises a literature search on creativity and its contextual factors in…

Collaboration Modality, Cognitive Load, and Science Inquiry Learning in Virtual Inquiry Environments

ERIC Educational Resources Information Center

Erlandson, Benjamin E.; Nelson, Brian C.; Savenye, Wilhelmina C.

2010-01-01

Educational multi-user virtual environments (MUVEs) have been shown to be effective platforms for situated science inquiry curricula. While researchers find MUVEs to be supportive of collaborative scientific inquiry processes, the complex mix of multi-modal messages present in MUVEs can lead to cognitive overload, with learners unable to…

Scientific and Policy Statements on Environmental Agents Associated with Neurodevelopmental Disorders

ERIC Educational Resources Information Center

Gilbert, Steven G.; Miller, Elise; Martin, Joyce; Abulafia, Laura

2010-01-01

Damage to the brain or nervous system at an early developmental stage creates lifelong challenges for the individual. To examine one source of harm to the developing nervous system, the Collaborative on Health and the Environment's (CHE) Learning and Developmental Disabilities Initiative (LDDI) (Collaborative on Health and the Environment, 2009)…

Scripting for Construction of a Transactive Memory System in Multidisciplinary CSCL Environments

ERIC Educational Resources Information Center

Noroozi, Omid; Biemans, Harm J. A.; Weinberger, Armin; Mulder, Martin; Chizari, Mohammad

2013-01-01

Establishing a Transactive Memory System (TMS) is essential for groups of learners, when they are multidisciplinary and collaborate online. Environments for Computer-Supported Collaborative Learning (CSCL) could be designed to facilitate the TMS. This study investigates how various aspects of a TMS (i.e., specialization, coordination, and trust)…

Coral-View: A Network-Based Design Environment for Collaborative Learning

ERIC Educational Resources Information Center

Sun, Chuen-Tsai; Lin, Sunny S. J.

2004-01-01

The vast majority of complex engineering tasks in today's business world are completed using a team-oriented approach. Therefore, teaching collaborative skills to university students can be viewed as a practical means of enhancing their employability. With these goals in mind, the authors developed a network environment that helps Taiwanese…

Evolution from Collaborative Learning to Symbiotic E-Learning: Creation of New E-Learning Environment for Knowledge Society

ERIC Educational Resources Information Center

Songhao, He; Saito, Kenji; Maeda, Takashi; Kubo, Takara

2011-01-01

For people who live in the knowledge society which has rapidly been changing, learning in the widest sense becomes indispensable in all phases of working, living and playing. The construction of an environment, to meet the demands of people who need to acquire new knowledge and skills as the need arises, and enlighten each other regularly, is…

Spontaneous Group Learning in Ambient Learning Environments

NASA Astrophysics Data System (ADS)

Bick, Markus; Jughardt, Achim; Pawlowski, Jan M.; Veith, Patrick

Spontaneous Group Learning is a concept to form and facilitate face-to-face, ad-hoc learning groups in collaborative settings. We show how to use Ambient Intelligence to identify, support, and initiate group processes. Learners' positions are determined by widely used technologies, e.g., Bluetooth and WLAN. As a second step, learners' positions, tasks, and interests are visualized. Finally, a group process is initiated supported by relevant documents and services. Our solution is a starting point to develop new didactical solutions for collaborative processes.

The Effects of Collaborative Models in Second Life on French Learning

ERIC Educational Resources Information Center

Hsiao, Indy Y. T.; Yang, Stephen J. H.; Chia-Jui, Chu

2015-01-01

French is the ninth most widely used language globally, but French-learning environments in Taiwan have been insufficient. Language acquisition is easier in a natural setting, and so such a setting should be available to language learners wherever possible. This study aimed to (1) create an authentic environment for learning French in Second Life…

SciEthics Interactive: Science and Ethics Learning in a Virtual Environment

ERIC Educational Resources Information Center

Nadolny, Larysa; Woolfrey, Joan; Pierlott, Matthew; Kahn, Seth

2013-01-01

Learning in immersive 3D environments allows students to collaborate, build, and interact with difficult course concepts. This case study examines the design and development of the TransGen Island within the SciEthics Interactive project, a National Science Foundation-funded, 3D virtual world emphasizing learning science content in the context of…

Teaching an Interdisciplinary Graduate-Level Methods Course in an Openly-Networked Connected Learning Environment: A Glass Half-Full

ERIC Educational Resources Information Center

Secret, Mary; Bryant, Nita L.; Cummings, Cory R.

2017-01-01

Our paper describes the design and delivery of an online interdisciplinary social science research methods course (ISRM) for graduate students in sociology, education, social work, and public administration. Collaborative activities and learning took place in two types of computer-mediated learning environments: a closed Blackboard course…

The Voice of Feedback: A Study of Asynchronous Audio Communication in the Online Classroom

ERIC Educational Resources Information Center

Johnson Van Den Elzen, Jolene M.

2011-01-01

The interaction between learners and the instructor in an online learning environment has been shown to contribute to increases in learning through promotion of a cooperative and collaborative environment, which allows students to learn from course materials, the instructor, and each other (Jiang & Ting, 2000; Jung et al., 2002; Kollock, 1998;…

The Relationship between an Online Synchronous Learning Environment and Knowledge Acquisition Skills and Traits: The Blackboard Collaborate Experience

ERIC Educational Resources Information Center

Politis, John; Politis, Denis

2016-01-01

Online learning is becoming more attractive to perspective students because it offers them greater accessibility, convenience and flexibility to study at a reduced cost. While these benefits may attract prospective learners to embark on an online learning environment there remains little empirical evidence relating the skills and traits of…

Representational Tools in Computer-Supported Collaborative Argumentation-Based Learning: How Dyads Work with Constructed and Inspected Argumentative Diagrams

ERIC Educational Resources Information Center

van Amelsvoort, Marije; Andriessen, Jerry; Kanselaar, Gellof

2007-01-01

This article investigates the conditions under which diagrammatic representations support collaborative argumentation-based learning in a computer environment. Thirty dyads of 15- to 18-year-old students participated in a writing task consisting of 3 phases. Students prepared by constructing a representation (text or diagram) individually. Then…

An Effective Online Teaching Method: The Combination of Collaborative Learning with Initiation and Self-Regulation Learning with Feedback

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2013-01-01

In modern business environments, work and tasks have become more complex and require more interdisciplinary skills to complete, including collaborative and computing skills for website design. However, the computing education in Taiwan can hardly be recognised as effective in developing and transforming students into competitive employees. In this…

Distribution of Feedback among Teacher and Students in Online Collaborative Learning in Small Groups

ERIC Educational Resources Information Center

Coll, Cesar; Rochera, Maria Jose; de Gispert, Ines; Diaz-Barriga, Frida

2013-01-01

This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1 = 629 & N2 = 224) involved in the collaborative…

The Impact of Computer Supported Collaborative Learning on Internship Outcomes of Pharmacy Students

ERIC Educational Resources Information Center

Timmers, S.; Valcke, M.; de Mil, K.; Baeyens, W. R. G.

2008-01-01

This article focuses on an evaluation of the impact of an innovative instructional design of internships in view of a new integrated pharmaceutical curriculum. A key innovative element was the implementation of a computer-supported collaborative learning environment. Students were, as part of their formal curriculum, expected to work in a…

Mobile Voting Tools for Creating Collaboration Environment and a New Educational Design of the University Lecture

ERIC Educational Resources Information Center

Titova, Svetlana

2014-01-01

Mobile devices can enhance learning experience in many ways: provide instant feedback and better diagnosis of learning problems; enhance learner autonomy; create mobile networking collaboration; help design enquiry-based activities based on augmented reality, geo-location awareness and video-capture. One of the main objectives of the international…

Computer-Supported Collaborative Inquiry on Buoyancy: A Discourse Analysis Supporting the "Pieces" Position on Conceptual Change

ERIC Educational Resources Information Center

Turcotte, Sandrine

2012-01-01

This article describes in detail a conversation analysis of conceptual change in a computer-supported collaborative learning environment. Conceptual change is an essential learning process in science education that has yet to be fully understood. While many models and theories have been developed over the last three decades, empirical data to…

Evaluating the Use of a Wiki for Collaborative Learning

ERIC Educational Resources Information Center

Su, Feng; Beaumont, Chris

2010-01-01

A wiki is able to provide a learning environment which is closely aligned with the social-constructivist approach and is more natural than many tools where open collaboration and the exchange of ideas are important. This case study analyses and evaluates essential aspects for the successful deployment of a wiki in a higher education setting using…

Interaction between Tool and Talk: How Instruction and Tools Support Consensus Building in Collaborative Inquiry-Learning Environments

ERIC Educational Resources Information Center

Gijlers, H.; Saab, N.; Van Joolingen, W. R.; De Jong, T.; Van Hout-Wolters, B. H. A. M.

2009-01-01

The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus-building process, based on a re-analysis of data from four studies. We distinguish…

Why Virtual, Why Environments? Implementing Virtual Reality Concepts in Computer-Assisted Language Learning.

ERIC Educational Resources Information Center

Schwienhorst, Klaus

2002-01-01

Discussion of computer-assisted language learning focuses on the benefits of virtual reality environments, particularly for foreign language contexts. Topics include three approaches to learner autonomy; supporting reflection, including self-awareness; supporting interaction, including collaboration; and supporting experimentation, including…

Supporting Inquiry in Science Classrooms with the Web

ERIC Educational Resources Information Center

Simons, Krista; Clark, Doug

2005-01-01

This paper focuses on Web-based science inquiry and five representative science learning environments. The discussion centers around features that sustain science inquiry, namely, data-driven investigation, modeling, collaboration, and scaffolding. From the perspective of these features five science learning environments are detailed: Whyville,…

Learning Systems in Post-Statutory Education

ERIC Educational Resources Information Center

Catherall, Paul

2008-01-01

This article examines the broad scope of systemised learning (e-learning) in post-statutory education. Issues for discussion include the origins and forms of learning systems, including technical and educational concepts and approaches, such as distributed and collaborative learning. The VLE (Virtual Learning Environment) is defined as the…

Creating collaborative learning environments for transforming primary care practices now.

PubMed

Miller, William L; Cohen-Katz, Joanne

2010-12-01

The renewal of primary care waits just ahead. The patient-centered medical home (PCMH) movement and a refreshing breeze of collaboration signal its arrival with demonstration projects and pilots appearing across the country. An early message from this work suggests that the development of collaborative, cross-disciplinary teams may be essential for the success of the PCMH. Our focus in this article is on training existing health care professionals toward being thriving members of this transformed clinical care team in a relationship-centered PCMH. Our description of the optimal conditions for collaborative training begins with delineating three types of teams and how they relate to levels of collaboration. We then describe how to create a supportive, safe learning environment for this type of training, using a different model of professional socialization, and tools for building culture. Critical skills related to practice development and the cross-disciplinary collaborative processes are also included. Despite significant obstacles in readying current clinicians to be members of thriving collaborative teams, a few next steps toward implementing collaborative training programs for existing professionals are possible using competency-based and adult learning approaches. Grasping the long awaited arrival of collaborative primary health care will also require delivery system and payment reform. Until that happens, there is an abundance of work to be done envisioning new collaborative training programs and initiating a nation-wide effort to motivate and reeducate our colleagues. PsycINFO Database Record (c) 2010 APA, all rights reserved.

The Role of Scaffolding in CSCL in General and in Specific Environments

ERIC Educational Resources Information Center

Verdú, N.; Sanuy, J.

2014-01-01

This paper aims to analyse if virtual forums set up in an environment specifically designed to improve collaborative learning can effectively influence students' discourse quality and learning when compared with those forums set up in a general environment. Following a coding schema based upon the set of scaffolds offered in the Knowledge…

An Online Task-Based Language Learning Environment: Is It Better for Advanced- or Intermediate-Level Second Language Learners?

ERIC Educational Resources Information Center

Arslanyilmaz, Abdurrahman

2012-01-01

This study investigates the relationship of language proficiency to language production and negotiation of meaning that non-native speakers (NNSs) produced in an online task-based language learning (TBLL) environment. Fourteen NNS-NNS dyads collaboratively completed four communicative tasks, using an online TBLL environment specifically designed…

Emerging CAE technologies and their role in Future Ambient Intelligence Environments

NASA Astrophysics Data System (ADS)

Noor, Ahmed K.

2011-03-01

Dramatic improvements are on the horizon in Computer Aided Engineering (CAE) and various simulation technologies. The improvements are due, in part, to the developments in a number of leading-edge technologies and their synergistic combinations/convergence. The technologies include ubiquitous, cloud, and petascale computing; ultra high-bandwidth networks, pervasive wireless communication; knowledge based engineering; networked immersive virtual environments and virtual worlds; novel human-computer interfaces; and powerful game engines and facilities. This paper describes the frontiers and emerging simulation technologies, and their role in the future virtual product creation and learning/training environments. The environments will be ambient intelligence environments, incorporating a synergistic combination of novel agent-supported visual simulations (with cognitive learning and understanding abilities); immersive 3D virtual world facilities; development chain management systems and facilities (incorporating a synergistic combination of intelligent engineering and management tools); nontraditional methods; intelligent, multimodal and human-like interfaces; and mobile wireless devices. The Virtual product creation environment will significantly enhance the productivity and will stimulate creativity and innovation in future global virtual collaborative enterprises. The facilities in the learning/training environment will provide timely, engaging, personalized/collaborative and tailored visual learning.

Adventure Learning: Theory and Implementation of Hybrid Learning

NASA Astrophysics Data System (ADS)

Doering, A.

2008-12-01

Adventure Learning (AL), a hybrid distance education approach, provides students and teachers with the opportunity to learn about authentic curricular content areas while interacting with adventurers, students, and content experts at various locations throughout the world within an online learning environment (Doering, 2006). An AL curriculum and online environment provides collaborative community spaces where traditional hierarchical classroom roles are blurred and learning is transformed. AL has most recently become popular in K-12 classrooms nationally and internationally with millions of students participating online. However, in the literature, the term "adventure learning" many times gets confused with phrases such as "virtual fieldtrip" and activities where someone "exploring" is posting photos and text. This type of "adventure learning" is not "Adventure Learning" (AL), but merely a slideshow of their activities. The learning environment may not have any curricular and/or social goals, and if it does, the environment design many times does not support these objectives. AL, on the other hand, is designed so that both teachers and students understand that their online and curriculum activities are in synch and supportive of the curricular goals. In AL environments, there are no disparate activities as the design considers the educational, social, and technological affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004); in other words, the artifacts of the learning environment encourage and support the instructional goals, social interactions, collaborative efforts, and ultimately learning. AL is grounded in two major theoretical approaches to learning - experiential and inquiry-based learning. As Kolb (1984) noted, in experiential learning, a learner creates meaning from direct experiences and reflections. Such is the goal of AL within the classroom. Additionally, AL affords learners a real-time authentic online learning experience concurrently as they study the AL curriculum. AL is also grounded in an inquiry- based approach to learning where learners are pursuing answers to questions they have posed rather than focusing on memorizing and regurgitating isolated, irrelevant facts. Both the curriculum and the online classroom are developed to foster students' abilities to inquire via "identifying and posing questions, designing and conducting investigations, analyzing data and evidence, using models and explanations, and communicating findings" (Keys and Bryan, 2001, p 121). The union of experiential and inquiry-based learning is the foundation of AL, guiding and supporting authentic learning endeavors. Based on these theoretical foundations, the design of the adventure learning experiences follows seven interdependent principles that further operationalize AL: researched curriculum grounded in inquiry; collaboration and interaction opportunities between students, experts, peers, and content; utilization of the Internet for curriculum and learning environment delivery; enhancement of curriculum with media and text from the field delivered in a timely manner; synched learning opportunities with the AL curriculum; pedagogical guidelines of the curriculum and the online learning environment; and adventure-based education. (Doering, 2006).

Innovative Socio-Technical Environments in Support of Distributed Intelligence and Lifelong Learning

ERIC Educational Resources Information Center

Fischer, G; Konomi, S.

2007-01-01

Individual, unaided human abilities are constrained. Media have helped us to transcend boundaries in thinking, working, learning and collaborating by supporting "distributed intelligence". Wireless and mobile technologies provide new opportunities for creating novel socio-technical environments and thereby empowering humans, but not without…

Collaborative Learning Environments for Management Education.

ERIC Educational Resources Information Center

Seufert, Sabine; Seufert, Andreas

Confronted with the pressure of a rapidly changing environment, organizations demand new skills and capabilities of future managers. These demands and the findings of learning theory necessitate a corresponding change in education of tomorrow's managers. Future management education requires a balance between the imparting of knowledge to the…

Wireless Handhelds to Support Clinical Nursing Practicum

ERIC Educational Resources Information Center

Wu, Cheng-Chih; Lai, Chin-Yuan

2009-01-01

This paper reports our implementation and evaluation of a wireless handheld learning environment used to support a clinical nursing practicum course. The learning environment was designed so that nursing students could use handhelds for recording information, organizing ideas, assessing patients, and also for interaction and collaboration with…

Instruction of Computer Supported Collaborative Learning Environment and Students' Contribution Quality

ERIC Educational Resources Information Center

Akgün, Ergün; Akkoyunlu, Buket

2013-01-01

Along with the integration of network and communication innovations into education, those technology enriched learning environments gained importance both qualitatively and operationally. Using network and communication innovations in the education field, provides diffusion of information and global accessibility, and also allows physically…

Lost in Interaction in IMS Learning Design Runtime Environments

ERIC Educational Resources Information Center

Derntl, Michael; Neumann, Susanne; Oberhuemer, Petra

2014-01-01

Educators are exploiting the advantages of advanced web-based collaboration technologies and massive online interactions. Interactions between learners and human or nonhuman resources therefore play an increasingly important pedagogical role, and the way these interactions are expressed in the user interface of virtual learning environments is…

Information Seeking in a Virtual Learning Environment.

ERIC Educational Resources Information Center

Byron, Suzanne M.; Young, Jon I.

2000-01-01

Examines the applicability of Kuhlthau's Information Search Process Model in the context of a virtual learning environment at the University of North Texas that used virtual collaborative software. Highlights include cognitive and affective aspects of information seeking; computer experience and confidence; and implications for future research.…

(Re)Designing Learning Environments.

ERIC Educational Resources Information Center

Edutopia, 2002

2002-01-01

This 20-page issue explores the opportunity for creating 21st century learning environments that not only focus on different kinds of educational architecture but also emphasize how time is used, teacher-student relationships, collaboration, the benefits of real-world projects, and community involvement. In Minnesota, high school juniors and…

The Effect of Dynamic Web Technologies on Student Academic Achievement in Problem-Based Collaborative Learning Environment

ERIC Educational Resources Information Center

Korucu, Agâh Tugrul; Cakir, Hasan

2018-01-01

Some of the 21st century proficiencies expected from people are determined as collaborative working and problem solving. One way to gain these proficiencies is by using collaborative problem solving based on social constructivism theory. Collaborative problem solving is one of the methods allowing for social constructivism in the class. In…

Using Feedback Strategies to Improve Peer-Learning in Welding

ERIC Educational Resources Information Center

Chan, Selena; Leijten, Flip

2012-01-01

Due to safety considerations, students' practice and learning of welding is conducted within individual welding booths. The booth setting presents some challenges to student learning as collaborative learning within a workshop learning environment is compromised. The project reported in this paper, established peer-learning (i.e., students…

Trajectories of collaborative scientific conceptual change: Middle school students learning about ecosystems in a CSCL environment

NASA Astrophysics Data System (ADS)

Liu, Lei

The dissertation aims to achieve two goals. First, it attempts to establish a new theoretical framework---the collaborative scientific conceptual change model, which explicitly attends to social factor and epistemic practices of science, to understand conceptual change. Second, it report the findings of a classroom study to investigate how to apply this theoretical framework to examine the trajectories of collaborative scientific conceptual change in a CSCL environment and provide pedagogical implications. Two simulations were designed to help students make connections between the macroscopic substances and the aperceptual microscopic entities and underlying processes. The reported study was focused on analyzing the aggregated data from all participants and the video and audio data from twenty focal groups' collaborative activities and the process of their conceptual development in two classroom settings. Mixed quantitative and qualitative analyses were applied to analyze the video/audio data. The results found that, overall participants showed significant improvements from pretest to posttest on system understanding. Group and teacher effect as well as group variability were detected in both students' posttest performance and their collaborative activities, and variability emerged in group interaction. Multiple data analyses found that attributes of collaborative discourse and epistemic practices made a difference in student learning. Generating warranted claims in discourse as well as the predicting, coordinating theory-evidence, and modifying knowledge in epistemic practices had an impact on student's conceptual understanding. However, modifying knowledge was found negatively related to students' learning effect. The case studies show how groups differed in using the computer tools as a medium to conduct collaborative discourse and epistemic practices. Only with certain combination of discourse features and epistemic practices can the group interaction lead to successful convergent understanding. The results of the study imply that the collaborative scientific conceptual change model is an effective framework to study conceptual change and the simulation environment may mediate the development of successful collaborative interactions (including collaborative discourse and epistemic practices) that lead to collaborative scientific conceptual change.

Neuro-Holistic Learning©: An Integrated Kinesthetic Approach to Cognitive Learning© Using Collaborative Interactive Thought Exchange© in a Blended Environment to Enhance the Learning of Young African American Males

ERIC Educational Resources Information Center

Osler, James Edward, II; Wright, Mark Anthony

2016-01-01

This paper is part two of the article entitled, "Dynamic Neuroscientific Systemology: Using Tri-Squared Meta-Analysis and Innovative Instructional Design to Develop a Novel Distance Education Model for the Systemic Creation of Engaging Online Learning Environments" published in the July-September 2015 issue of i-manager's "Journal…

A virtual environment for medical radiation collaborative learning.

PubMed

Bridge, Pete; Trapp, Jamie V; Kastanis, Lazaros; Pack, Darren; Parker, Jacqui C

2015-06-01

A software-based environment was developed to provide practical training in medical radiation principles and safety. The Virtual Radiation Laboratory application allowed students to conduct virtual experiments using simulated diagnostic and radiotherapy X-ray generators. The experiments were designed to teach students about the inverse square law, half value layer and radiation protection measures and utilised genuine clinical and experimental data. Evaluation of the application was conducted in order to ascertain the impact of the software on students' understanding, satisfaction and collaborative learning skills and also to determine potential further improvements to the software and guidelines for its continued use. Feedback was gathered via an anonymous online survey consisting of a mixture of Likert-style questions and short answer open questions. Student feedback was highly positive with 80 % of students reporting increased understanding of radiation protection principles. Furthermore 72 % enjoyed using the software and 87 % of students felt that the project facilitated collaboration within small groups. The main themes arising in the qualitative feedback comments related to efficiency and effectiveness of teaching, safety of environment, collaboration and realism. Staff and students both report gains in efficiency and effectiveness associated with the virtual experiments. In addition students particularly value the visualisation of "invisible" physical principles and increased opportunity for experimentation and collaborative problem-based learning. Similar ventures will benefit from adopting an approach that allows for individual experimentation while visualizing challenging concepts.

"Juxtapose": An Exploration of Mobile Augmented Reality Collaborations and Professional Practices in a Creative Learning Environment

ERIC Educational Resources Information Center

Menorath, Darren; Antonczak, Laurent

2017-01-01

This paper examines the state of the art of mobile Augmented Reality (AR) and mobile Virtual Reality (VR) in relation to collaboration and professional practices in a creative digital environment and higher education. To support their discussion, the authors use a recent design-based research project named "Juxtapose," which explores…

The Role of Collective Efficacy, Cognitive Quality, and Task Cohesion in Computer-Supported Collaborative Learning (CSCL)

ERIC Educational Resources Information Center

Wang, Shu-Ling; Hwang, Gwo-Jen

2012-01-01

Research has suggested that CSCL environments contain fewer social context clues, resulting in various group processes, performance or motivation. This study thus attempts to explore the relationship among collective efficacy, group processes (i.e. task cohesion, cognitive quality) and collaborative performance in a CSCL environment. A total of 75…

Student Collaboration and School Educational Technology: Technology Integration Practices in the Classroom

ERIC Educational Resources Information Center

Scalise, Kathleen

2016-01-01

With the onset of Web 2.0 and 3.0--the social and semantic webs--a next wave for integration of educational technology into the classroom is occurring. The aim of this paper is to show how some teachers are increasingly bringing collaboration and shared meaning-making through technology environments into learning environments (Evergreen Education…

General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction

NASA Astrophysics Data System (ADS)

Kersting, Magdalena; Henriksen, Ellen Karoline; Bøe, Maria Vetleseter; Angell, Carl

2018-06-01

Because of its abstract nature, Albert Einstein's theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18-19 years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students' learning from and interaction with the learning environment we analyzed focus group interviews and students' oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers.

Building an open academic environment – a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’

PubMed Central

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-01-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed ‘Shadow Modules’. The ‘Shadow Module’ takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In ‘Shadow Module’ activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. PMID:24117249

Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

PubMed

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-03-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. © 2013 Anatomical Society.

A team-based interprofessional education course for first-year health professions students.

PubMed

Peeters, Michael J; Sexton, Martha; Metz, Alexia E; Hasbrouck, Carol S

2017-11-01

Interprofessional education (IPE) is required within pharmacy education, and should include classroom-based education along with experiential interprofessional collaboration. For classroom-based education, small-group learning environments may create a better platform for engaging students in the essential domain of interprofessional collaboration towards meaningful learning within IPE sub-domains (interprofessional communication, teams and teamwork, roles and responsibilities, and values and ethics). Faculty envisioned creating a small-group learning environment that was inviting, interactive, and flexible using situated learning theory. This report describes an introductory, team-based, IPE course for first-year health-professions students; it used small-group methods for health-professions students' learning of interprofessional collaboration. The University of Toledo implemented a 14-week required course involving 554 first-year health-sciences students from eight professions. The course focused on the Interprofessional Education Collaborative's (IPEC) Core Competencies for Interprofessional Collaboration. Students were placed within interprofessional teams of 11-12 students each and engaged in simulations, standardized-patient interviews, case-based communications exercises, vital signs training, and patient safety rotations. Outcomes measured were students' self-ratings of attaining learning objectives, perceptions of other professions (from word cloud), and satisfaction through end-of-course evaluations. This introductory, team-based IPE course with 554 students improved students' self-assessed competency in learning objectives (p < 0.01, Cohen's d = 0.9), changed students' perceptions of other professions (via word clouds), and met students' satisfaction through course evaluations. Through triangulation of our various assessment methods, we considered this course offering a success. This interprofessional, team-based, small-group strategy to teaching and learning IPE appeared helpful within this interactive, classroom-based course. Copyright © 2017 Elsevier Inc. All rights reserved.

Evaluation of Keyphrase Extraction Algorithm and Tiling Process for a Document/Resource Recommender within E-Learning Environments

ERIC Educational Resources Information Center

Mangina, Eleni; Kilbride, John

2008-01-01

The research presented in this paper is an examination of the applicability of IUI techniques in an online e-learning environment. In particular we make use of user modeling techniques, information retrieval and extraction mechanisms and collaborative filtering methods. The domains of e-learning, web-based training and instruction and intelligent…

Multiagent cooperation and competition with deep reinforcement learning.

PubMed

Tampuu, Ardi; Matiisen, Tambet; Kodelja, Dorian; Kuzovkin, Ilya; Korjus, Kristjan; Aru, Juhan; Aru, Jaan; Vicente, Raul

2017-01-01

Evolution of cooperation and competition can appear when multiple adaptive agents share a biological, social, or technological niche. In the present work we study how cooperation and competition emerge between autonomous agents that learn by reinforcement while using only their raw visual input as the state representation. In particular, we extend the Deep Q-Learning framework to multiagent environments to investigate the interaction between two learning agents in the well-known video game Pong. By manipulating the classical rewarding scheme of Pong we show how competitive and collaborative behaviors emerge. We also describe the progression from competitive to collaborative behavior when the incentive to cooperate is increased. Finally we show how learning by playing against another adaptive agent, instead of against a hard-wired algorithm, results in more robust strategies. The present work shows that Deep Q-Networks can become a useful tool for studying decentralized learning of multiagent systems coping with high-dimensional environments.

Multiagent cooperation and competition with deep reinforcement learning

PubMed Central

Kodelja, Dorian; Kuzovkin, Ilya; Korjus, Kristjan; Aru, Juhan; Aru, Jaan; Vicente, Raul

2017-01-01

Evolution of cooperation and competition can appear when multiple adaptive agents share a biological, social, or technological niche. In the present work we study how cooperation and competition emerge between autonomous agents that learn by reinforcement while using only their raw visual input as the state representation. In particular, we extend the Deep Q-Learning framework to multiagent environments to investigate the interaction between two learning agents in the well-known video game Pong. By manipulating the classical rewarding scheme of Pong we show how competitive and collaborative behaviors emerge. We also describe the progression from competitive to collaborative behavior when the incentive to cooperate is increased. Finally we show how learning by playing against another adaptive agent, instead of against a hard-wired algorithm, results in more robust strategies. The present work shows that Deep Q-Networks can become a useful tool for studying decentralized learning of multiagent systems coping with high-dimensional environments. PMID:28380078

Using a NIATx based local learning collaborative for performance improvement

PubMed Central

Roosa, Mathew; Scripa, Joseph S.; Zastowny, Thomas R.; Ford, James H.

2012-01-01

Local governments play an important role in improving substance abuse and mental health services. The structure of the local learning collaborative requires careful attention to old relationships and challenges local governmental leaders to help move participants from a competitive to collaborative environment. This study describes one county’s experience applying the NIATx process improvement model via a local learning collaborative. Local substance abuse and mental health agencies participated in two local learning collaboratives designed to improve client retention in substance abuse treatment and client access to mental health services. Results of changes implemented at the provider level on access and retention are outlined. The process of implementing evidence-based practices by using the Plan-Do-Study-Act rapid-cycle change is a powerful combination for change at the local level. Key lessons include: creating a clear plan and shared vision, recognizing that one size does not fit all, using data can help fuel participant engagement, a long collaborative may benefit from breaking it into smaller segments, and paying providers to offset costs of participation enhances their engagement. The experience gained in Onondaga County, New York, offers insights that serve as a foundation for using the local learning collaborative in other community-based organizations. PMID:21371751

ENERGY-NET (Energy, Environment and Society Learning Network): Enhancing opportunities for learning using an Earth systems science framework

NASA Astrophysics Data System (ADS)

Elliott, E. M.; Bain, D. J.; Divers, M. T.; Crowley, K. J.; Povis, K.; Scardina, A.; Steiner, M.

2012-12-01

We describe a newly funded collaborative NSF initiative, ENERGY-NET (Energy, Environment and Society Learning Network), that brings together the Carnegie Museum of Natural History (CMNH) with the Learning Science and Geoscience research strengths at the University of Pittsburgh. ENERGY-NET aims to create rich opportunities for participatory learning and public education in the arena of energy, the environment, and society using an Earth systems science framework. We build upon a long-established teen docent program at CMNH and to form Geoscience Squads comprised of underserved teens. Together, the ENERGY-NET team, including museum staff, experts in informal learning sciences, and geoscientists spanning career stage (undergraduates, graduate students, faculty) provides inquiry-based learning experiences guided by Earth systems science principles. Together, the team works with Geoscience Squads to design "Exploration Stations" for use with CMNH visitors that employ an Earth systems science framework to explore the intersecting lenses of energy, the environment, and society. The goals of ENERGY-NET are to: 1) Develop a rich set of experiential learning activities to enhance public knowledge about the complex dynamics between Energy, Environment, and Society for demonstration at CMNH; 2) Expand diversity in the geosciences workforce by mentoring underrepresented teens, providing authentic learning experiences in earth systems science and life skills, and providing networking opportunities with geoscientists; and 3) Institutionalize ENERGY-NET collaborations among geosciences expert, learning researchers, and museum staff to yield long-term improvements in public geoscience education and geoscience workforce recruiting.

Peer-to-Peer Learning and the Army Learning Model

DTIC Science & Technology

2012-06-08

their goals. 4. Capability to operate and provide advice at the national level. 5. Cultural astuteness and ability to use this awareness and...Joint and cultural context of the Operating Environment, collaborative skills are required. This survey finds that collaboration among peers ranked...and engagement (oral, written, negotiation) • Critical thinking and problem solving • Cultural and joint, interagency, intergovernmental, and

The Use of MOOC as a Means of Creating a Collaborative Learning Environment in a Blended CLIL Course

ERIC Educational Resources Information Center

Titova, Svetlana

2017-01-01

The objective of this action research is to work out the possible ways of Massive Open Online Course (MOOC) integration in a blended Content and Language Integrated Learning (CLIL) course to create an authentic online collaborative community. The theoretical framework of the intervention is based on current MOOC theories, connectivism, and the…

Intertextuality and Multimodal Meanings in High School Physics: Written and Spoken Language in Computer-Supported Collaborative Student Discourse

ERIC Educational Resources Information Center

Tang, Kok-Sing; Tan, Seng-Chee

2017-01-01

The study in this article examines and illustrates the intertextual meanings made by a group of high school science students as they embarked on a knowledge building discourse to solve a physics problem. This study is situated in a computer-supported collaborative learning (CSCL) environment designed to support student learning through a science…

Collaborative Technologies, Higher Order Thinking and Self-Sufficient Learning: A Case Study of Adult Learners

ERIC Educational Resources Information Center

Johnson, Clare S.

2017-01-01

The inclusion of online elements in learning environments is becoming commonplace in Post Compulsory Education. A variety of research into the value of such elements is available, and this study aims to add further evidence by looking specifically at the use of collaborative technologies such as online discussion forums and wikis to encourage…

The School Buddy System: The Practice of Collaboration.

ERIC Educational Resources Information Center

Bush, Gail

This book explains how to create a collaborative learning environment involving librarians, teachers, administrators, and all team players in K-12 education. Building on existing educational standards, the book features such proven tools as a ready-to-use framework for establishing a collaborative relationship, 40 discussion prompts to help…

Student Perceptions of Collaborative Learning in Operations Management Classes

ERIC Educational Resources Information Center

Yazici, Hulya Julie

2004-01-01

Given today's global work environment, business education should prepare learners not only for technical excellence but also for effective collaboration. In this article, the author describes how collaborative activities--ranging from exams to projects and role playing--enhance the understanding of operations management (OM). The author found that…

Collaborative Leadership in Action: Partnering for Success in Schools

ERIC Educational Resources Information Center

Wepner, Shelley B.; Hopkins, Dee

2010-01-01

"Collaborative Leadership in Action" is about creating school-university-community partnerships and the leaders who build and sustain them. It defines and describes different types of collaborative partnerships and discusses how to develop, maintain, and evaluate relationships that enrich the PreK-16 learning environment. Speaking from the…

Tabletop Support for Collaborative Design: An Initial Evaluation of IdeaSpace

ERIC Educational Resources Information Center

Ioannou, Andri; Loizides, Fernando; Vasiliou, Christina; Zaphiris, Panayiotis; Parmaxi, Antigoni

2015-01-01

With the increasing availability of interactive tabletops, researchers and practitioners have the opportunity to expand the learning environment and provide further support for collaboration and reflective conversations around design problems. In this manuscript, we present IdeaSpace, a tabletop application designed to support collaborative design…

Accelerating what works: using qualitative research methods in developing a change package for a learning collaborative.

PubMed

Sorensen, Asta V; Bernard, Shulamit L

2012-02-01

Learning (quality improvement) collaboratives are effective vehicles for driving coordinated organizational improvements. A central element of a learning collaborative is the change package-a catalogue of strategies, change concepts, and action steps that guide participants in their improvement efforts. Despite a vast literature describing learning collaboratives, little to no information is available on how the guiding strategies, change concepts, and action items are identified and developed to a replicable and actionable format that can be used to make measurable improvements within participating organizations. The process for developing the change package for the Health Resources and Services Administration's (HRSA) Patient Safety and Clinical Pharmacy Services Collaborative entailed environmental scan and identification of leading practices, case studies, interim debriefing meetings, data synthesis, and a technical expert panel meeting. Data synthesis involved end-of-day debriefings, systematic qualitative analyses, and the use of grounded theory and inductive data analysis techniques. This approach allowed systematic identification of innovative patient safety and clinical pharmacy practices that could be adopted in diverse environments. A case study approach enabled the research team to study practices in their natural environments. Use of grounded theory and inductive data analysis techniques enabled identification of strategies, change concepts, and actionable items that might not have been captured using different approaches. Use of systematic processes and qualitative methods in identification and translation of innovative practices can greatly accelerate the diffusion of innovations and practice improvements. This approach is effective whether or not an individual organization is part of a learning collaborative.

Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

ERIC Educational Resources Information Center

Luo, Tian; Clifton, Lacey

2017-01-01

Aim/Purpose: The purpose of the study is to provide foundational research to exemplify how knowledge construction takes place in microblogging-based learning environments, to understand learner interaction representing the knowledge construction process, and to analyze learner perception, thereby suggesting a model of delivery for microblogging.…

Modelling Learners' Cognitive, Affective, and Social Processes through Language and Discourse

ERIC Educational Resources Information Center

Dowell, Nia M. M.; Graesser, Arthur C.

2014-01-01

An emerging trend toward computer-mediated collaborative learning environments promotes lively exchanges between learners in order to facilitate learning. Discourse can play an important role in enhancing epistemology, pedagogy, and assessments in these environments. In this paper, we highlight some of our recent work showing the advantages using…

Revealing Preconditions for Trustful Collaboration in CSCL

ERIC Educational Resources Information Center

Gerdes, Anne

2010-01-01

This paper analyses preconditions for trust in virtual learning environments. The concept of trust is discussed with reference to cases reporting trust in cyberspace and through a philosophical clarification holding that trust in the form of self-surrender is a common characteristic of all human co-existence. In virtual learning environments,…

Influence of Culture and Home Environment on Science Learning.

ERIC Educational Resources Information Center

Giddings, Geoff J.

This paper has the potential for identifying and codifying the home learning environment and parental factors in a unique multicultural setting within Australian schools, and for the establishment of research-based initiatives for more effective collaboration between schools and parents. The Third International Mathematics and Science Study…

A Virtual World for Collaboration: The AETZone

ERIC Educational Resources Information Center

Cheney, Amelia W.; Sanders, Robert L.; Matzen, Nita J.; Bronack, Stephen C.; Riedl, Richard E.; Tashner, John H.

2009-01-01

Participation in learning communities, and the construction of knowledge in communities of practice, are important considerations in the use of 3D immersive worlds. This article describes the creation of this type of learning environment in AETZone, an immersive virtual environment in use within graduate programs at Appalachian State University…

The Scratch Programming Language and Environment

ERIC Educational Resources Information Center

Maloney, John; Resnick, Mitchel; Rusk, Natalie; Silverman, Brian; Eastmond, Evelyn

2010-01-01

Scratch is a visual programming environment that allows users (primarily ages 8 to 16) to learn computer programming while working on personally meaningful projects such as animated stories and games. A key design goal of Scratch is to support self-directed learning through tinkering and collaboration with peers. This article explores how the…

Professional Connections through the Technology Learning Community

ERIC Educational Resources Information Center

Ancar, LeQuetia N.; Freeman, Steven A.; Field, Dennis W.

2007-01-01

A learning community is a relatively old phenomenon that has resurfaced; it is making educators at institutions of higher education stand up and take notice. Grounded in collaborative and cooperative learning theories, learning communities have created environments in which student learning is the center of attention. The social construction of…

Adventure Learning: Transformative Hybrid Online Education

ERIC Educational Resources Information Center

Doering, Aaron

2006-01-01

Adventure learning (AL) is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. This article defines this online distance education approach, outlines an AL framework, and showcases an AL archetype. In AL…

An inter-institutional collaboration: transforming education through interprofessional simulations.

PubMed

King, Sharla; Drummond, Jane; Hughes, Ellen; Bookhalter, Sharon; Huffman, Dan; Ansell, Dawn

2013-09-01

An inter-institutional partnership of four post-secondary institutions and a health provider formed a learning community with the goal of developing, implementing and evaluating interprofessional learning experiences in simulation-based environments. The organization, education and educational research activities of the learning community align with the institutional and instructional reforms recommended by the Lancet Commission on Health Professional Education for the 21st century. This article provides an overview of the inter-institutional collaboration, including the interprofessional simulation learning experiences, instructor development activities and preliminary results from the evaluation.

Collaboration amidst Disagreement and Moral Judgment: The Dynamics of Jewish and Arab Students' Collaborative Inquiry of Their Joint Past

ERIC Educational Resources Information Center

Pollack, Sarah; Kolikant, Yifat Ben-David

2012-01-01

We present an instructional model involving a computer-supported collaborative learning environment, in which students from two conflicting groups collaboratively investigate an event relevant to their past using historical texts. We traced one enactment of the model by a group comprised of two Israeli Jewish and two Israeli Arab students. Our…

An Instructional and Collaborative Learning System with Content Recommendation

ERIC Educational Resources Information Center

Zheng, Xiang-wei; Ma, Hong-wei; Li, Yan

2013-01-01

With the rapid development of Internet, e-learning has become a new teaching and learning mode. However, lots of e-learning systems deployed on Internet are just electronic learning materials with very limited interactivity and diagnostic capability. This paper presents an integrated e-learning environment named iCLSR. Firstly, iCLSR provides an…

Using wikis to stimulate collaborative learning in two online health sciences courses.

PubMed

Zitzelsberger, Hilde; Campbell, Karen A; Service, Dorothea; Sanchez, Otto

2015-06-01

The use of wiki technology fits well in courses that encourage constructive knowledge building and social learning by a community of learners. Pedagogically, wikis have attracted interest in higher education environments because they facilitate the collaborative processes required for developing student group assignments. This article describes a pilot project to assess the implementation of wikis in two online small- and mid-sized elective courses comprising nursing students in third- or fourth-year undergraduate levels within interdisciplinary health sciences courses. The need exists to further develop the pedagogical use of wiki environments before they can be expected to support collaboration among undergraduate nursing students. Adapting wiki implementation to suitable well-matched courses will make adaptation of wikis into nursing curricula more effective and may increase the chances that nursing students will hone the collaborative abilities that are essential in their future professional roles in communities of practice. Copyright 2015, SLACK Incorporated.

Learner Dashboards a Double-Edged Sword? Students' Sense-Making of a Collaborative Critical Reading and Learning Analytics Environment for Fostering 21st-Century Literacies

ERIC Educational Resources Information Center

Pei-Ling Tan, Jennifer; Koh, Elizabeth; Jonathan, Christin; Yang, Simon

2017-01-01

The affordances of learning analytics (LA) tools and solutions are being increasingly harnessed for enhancing 21st century pedagogical and learning strategies and outcomes. However, use cases and empirical understandings of students' experiences with LA tools and environments aimed at fostering 21st century literacies, especially in the K-12…

Transforming pedagogy in nursing education: a caring learning environment for adult students.

PubMed

Bankert, Esther G; Kozel, Victoria V

2005-01-01

This article is an account of a project involving nursing faculty and adult learners. Their purpose was to generate interactive and collaborative pedagogies. Reflection and dialogue were used to explore how the educational experience can be transformed into an engaging and caring learning environment for adult students. Principles derived from humanistic nursing and caring, reflection, and teaching and learning guided this project.

Learning, Engagement, and Technology: Middle School Students' Three-Year Experience in Pervasive Technology Environments in South Korea

ERIC Educational Resources Information Center

Hur, Jung Won; Oh, Jaekyeon

2012-01-01

This study explored an initiative that created a pervasive learning environment in a middle school in South Korea and examined its impact on student academic achievement and learning engagement. Forty students received a laptop to use for class projects, online collaboration, and lesson reviews over a 3-year period. To measure the effect of laptop…

Effects of Face-to-Face versus Chat Communication on Performance in a Collaborative Inquiry Modeling Task

ERIC Educational Resources Information Center

Sins, Patrick H. M.; Savelsbergh, Elwin R.; van Joolingen, Wouter R.; van Hout-Wolters, Bernadette H. A. M.

2011-01-01

In many contemporary collaborative inquiry learning environments, chat is being used as a means for communication. Still, it remains an open issue whether chat communication is an appropriate means to support the deep reasoning process students need to perform in such environments. Purpose of the present study was to compare the impact of chat…

M-Learning--On Path to Integration with Organisation Systems

ERIC Educational Resources Information Center

Srivastava, Shilpa; Gulati, Ved Prakash

2014-01-01

Learning is essential in organizations for them to survive. However, given the changing environment owing to global inter-connectedness, mobile workforce, global unpredictability and complexities, the learning approach must also change. Today the Learning and Development unit must be able to facilitate collaborative work, develop learning…

Collaborative Virtual Gaming Worlds in Higher Education

ERIC Educational Resources Information Center

Whitton, Nicola; Hollins, Paul

2008-01-01

There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multi-user virtual environments (MUVEs) and massively multi-player online role-playing games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider…

Dynamic Group Formation as an Approach to Collaborative Learning Support

ERIC Educational Resources Information Center

Srba, Ivan; Bielikova, Maria

2015-01-01

In the current time of globalization, collaboration among people in virtual environments is becoming an important precondition of success. This trend is reflected also in the educational domain where students collaborate in various short-term groups created repetitively but changing in each round (e.g. in MOOCs). Students in these kind of dynamic…

AMOEBA: Designing for Collaboration in Computer Science Classrooms through Live Learning Analytics

ERIC Educational Resources Information Center

Berland, Matthew; Davis, Don; Smith, Carmen Petrick

2015-01-01

AMOEBA is a unique tool to support teachers' orchestration of collaboration among novice programmers in a non-traditional programming environment. The AMOEBA tool was designed and utilized to facilitate collaboration in a classroom setting in real time among novice middle school and high school programmers utilizing the IPRO programming…

Culture, Role and Group Work: A Social Network Analysis Perspective on an Online Collaborative Course

ERIC Educational Resources Information Center

Stepanyan, Karen; Mather, Richard; Dalrymple, Roger

2014-01-01

This paper discusses the patterns of network dynamics within a multicultural online collaborative learning environment. It analyses the interaction of participants (both students and facilitators) within a discussion board that was established as part of a 3-month online collaborative course. The study employs longitudinal probabilistic social…

Exploring the Complex Computer-Mediated Communication Needs of Learners in a Multilingual, Multicultural Online Learning Environment

ERIC Educational Resources Information Center

Burger, William Peter

2013-01-01

The purpose of this study was to understand student perceptions of social presence that resulted from communicating and collaborating via different forms of Internet-based communication technologies in a diverse, multicultural, multilingual online learning environment. In that it describes how non-native English speaking students from different…

Cracking Her Codes: Understanding Shared Technology Resources as Positioning Artifacts for Power and Status in CSCL Environments

ERIC Educational Resources Information Center

Simpson, Amber; Bannister, Nicole; Matthews, Gretchen

2017-01-01

There is a positive relationship between student participation in computer-supported collaborative learning (CSCL) environments and improved complex problem-solving strategies, increased learning gains, higher engagement in the thinking of their peers, and an enthusiastic disposition toward groupwork. However, student participation varies from…

Understanding the Roles of Online Meetings in a Net-Based Course

ERIC Educational Resources Information Center

Berge, O.; Fjuk, A.

2006-01-01

It is argued elsewhere that online learning environments constitute new conditions for carrying out collaborative learning activities. This article explores the roles of a series of online meetings in such an environment. The online meetings are arranged as part of a net-based course on object-oriented programming, and constitute a recurring…

Constructing Liminal Blends in a Collaborative Augmented-Reality Learning Environment

ERIC Educational Resources Information Center

Enyedy, Noel; Danish, Joshua A.; DeLiema, David

2015-01-01

In vision-based augmented-reality (AR) environments, users view the physical world through a video feed or device that "augments" the display with a graphical or informational overlay. Our goal in this manuscript is to ask "how" and "why" these new technologies create opportunities for learning. We suggest that AR is…

QSIA--A Web-Based Environment for Learning, Assessing and Knowledge Sharing in Communities

ERIC Educational Resources Information Center

Rafaeli, Sheizaf; Barak, Miri; Dan-Gur, Yuval; Toch, Eran

2004-01-01

This paper describes a Web-based and distributed system named QSIA that serves as an environment for learning, assessing and knowledge sharing. QSIA--Questions Sharing and Interactive Assignments--offers a unified infrastructure for developing, collecting, managing and sharing of knowledge items. QSIA enhances collaboration in authoring via online…

Thematic Analysis of the "Games" Students Play in Asynchronous Learning Environments

ERIC Educational Resources Information Center

MacMillan, Thalia; Forte, Michele; Grant, Cynthia

2014-01-01

The dynamics of the student-student relationship within the asynchronous online classroom, as evidenced by conversations in an online discussion board, is a balancing act potentially more complex than those occurring in real-time. In order for learning to truly be considered effective, a collaborative, safe environment needs to exist among…

Students' Socio-Scientific Reasoning in an Astrobiological Context during Work with a Digital Learning Environment

ERIC Educational Resources Information Center

Hansson, Lena; Redfors, Andreas; Rosberg, Maria

2011-01-01

In a European project--CoReflect--researchers in seven countries are developing, implementing and evaluating teaching sequences using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective work. The learning environments will be iteratively tested and refined, during different phases of…

Measuring Flow Experience in an Immersive Virtual Environment for Collaborative Learning

ERIC Educational Resources Information Center

van Schaik, P.; Martin, S.; Vallance, M.

2012-01-01

In contexts other than immersive virtual environments, theoretical and empirical work has identified flow experience as a major factor in learning and human-computer interaction. Flow is defined as a "holistic sensation that people feel when they act with total involvement". We applied the concept of flow to modeling the experience of…

Some Technical Implications of Distributed Cognition on the Design on Interactive Learning Environments.

ERIC Educational Resources Information Center

Dillenbourg, Pierre

1996-01-01

Maintains that diagnosis, explanation, and tutoring, the functions of an interactive learning environment, are collaborative processes. Examines how human-computer interaction can be improved using a distributed cognition framework. Discusses situational and distributed knowledge theories and provides a model on how they can be used to redesign…

Awareness of Cognitive and Social Behaviour in a CSCL Environment

ERIC Educational Resources Information Center

Kirschner, P. A.; Kreijns, K.; Phielix, C.; Fransen, J.

2015-01-01

Most distributed and virtual online environments for and pedagogies of computer-supported collaborative learning (CSCL) neglect the social and social-emotional aspects underlying the group dynamics of learning and working in a CSCL group. These group dynamics often determine whether the group will develop into a well-performing team and whether a…

SCALE(ing)-UP Teaching: A Case Study of Student Motivation in an Undergraduate Course

ERIC Educational Resources Information Center

Chittum, Jessica R.; McConnell, Kathryne Drezek; Sible, Jill

2017-01-01

Teaching large classes is increasingly common; thus, demand for effective large-class pedagogy is rising. One method, titled "SCALE-UP" (Student-Centered Active Learning Environment for Undergraduate Programs), is intended for large classes and involves collaborative, active learning in a technology-rich and student-centered environment.…

Statistical Model for Predicting Roles and Effects in Learning Community

ERIC Educational Resources Information Center

Chang, Chih-Kai; Chen, Gwo-Dong; Wang, Chin-Yeh

2011-01-01

Functional roles may explain the learning performance of groups. Detecting a functional role is critical for promoting group learning performance in computer-supported collaborative learning environments. However, it is not easy for teachers to identify the functional roles played by students in a web-based learning group, or the relationship…

E-Classroom of the 21st Century: Information Gaps

ERIC Educational Resources Information Center

Oluwatumbi, Oso Senny

2015-01-01

The introduction of technology into the classroom has revolutionized teaching and learning process. The 21st century learning environment creates exciting learning for students to collaborate and learn at their own pace making them active participants in learning process. The teacher is no-longer a dictator, pouring knowledge into passive learners…

New Learning Design in Distance Education: The Impact on Student Perception and Motivation

ERIC Educational Resources Information Center

Martens, Rob; Bastiaens, Theo; Kirschner, Paul A.

2007-01-01

Many forms of e-learning (such as online courses with authentic tasks and computer-supported collaborative learning) have become important in distance education. Very often, such e-learning courses or tasks are set up following constructivist design principles. Often, this leads to learning environments with authentic problems in ill-structured…

Absent and Accounted For: Absenteeism and Cooperative Learning

ERIC Educational Resources Information Center

Koppenhaver, G. D.

2006-01-01

In a small section collaborative learning environment where student work teams promote mutual learning about investments, students limit the opportunity to learn from other students if they are absent from class. Absenteeism not only denies the student the opportunity to learn from others but also denies other members of the student's work team…

Building a Virtual Learning Network for Teachers in a Suburban School District

ERIC Educational Resources Information Center

Kurtzworth-Keen, Kristin A.

2011-01-01

Emerging research indicates that learning management systems such as Moodle can function as virtual, collaborative environments, where collegial interactions promote professional learning opportunities. This study deployed a mixed methods design in order to describe and analyze teacher participation in a virtual learning network (VLN) that was…

Assessing the Application of Three-Dimensional Collaborative Technologies within an E-Learning Environment

ERIC Educational Resources Information Center

McArdle, Gavin; Bertolotto, Michela

2012-01-01

Today, the Internet plays a major role in distributing learning material within third level education. Multiple online facilities provide access to educational resources. While early systems relied on webpages, which acted as repositories for learning material, nowadays sophisticated online applications manage and deliver learning resources.…

Using a NIATx based local learning collaborative for performance improvement.

PubMed

Roosa, Mathew; Scripa, Joseph S; Zastowny, Thomas R; Ford, James H

2011-11-01

Local governments play an important role in improving substance abuse and mental health services. The structure of the local learning collaborative requires careful attention to old relationships and challenges local governmental leaders to help move participants from a competitive to collaborative environment. This study describes one county's experience applying the NIATx process improvement model via a local learning collaborative. Local substance abuse and mental health agencies participated in two local learning collaboratives designed to improve client retention in substance abuse treatment and client access to mental health services. Results of changes implemented at the provider level on access and retention are outlined. The process of implementing evidence-based practices by using the Plan-Do-Study-Act rapid-cycle change is a powerful combination for change at the local level. Key lessons include: creating a clear plan and shared vision, recognizing that one size does not fit all, using data can help fuel participant engagement, a long collaborative may benefit from breaking it into smaller segments, and paying providers to offset costs of participation enhances their engagement. The experience gained in Onondaga County, New York, offers insights that serve as a foundation for using the local learning collaborative in other community-based organizations. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Design of Collaborative Learning for Teaching Physics in Vocational Secondary School

NASA Astrophysics Data System (ADS)

Ismayati, Euis

2018-04-01

Vocational secondary school (Sekolah Menengah Kejuruan or SMK) is a vocational education that is based on the principle of human resource investment (human capital investment) referring to the quality of education and productivity to compete in the global job market. Therefore, vocational education relates directly to business world/industry which fulfills the needs of the skilled worker. According to the results of some researches, the work ethics of vocational graduates are still unsatisfying. Most of them are less able to perform their works, to adapt to the changes and development of technology and science, to be retrained, to develop themselves, to collaborate, and to argue. Meanwhile, the employers in the world of work and industries require their employees to have abilities to think creatively and working collaboratively. In addition, the students’ abilities to adapt to the technology in working environment are greatly influenced by the learning process in their schools, especially in science learning. The process of science learning which can help the students to think and act scientifically should be implemented by teachers using a learning approach which is appropriate to the students’ need and the material taught to the students. To master technology and industry needs science mastery. Physics, as a part of science, has an important role in the development of technology since the products of technology strongly support further development of science. In order to develop the abilities to think critically and working collaboratively, education should be given to the students through the learning process using learning model which refers to a collaborative group discussion system called Collaborative Learning. Moreover, Collaborative learning for teaching Physics in vocational secondary school should be designed in such a way that the goal of teaching and learning can be achieved. Collaborative Learning is advantageous to improve the students’ creative thinking and collaborative working.

Immersive Collaboration Simulations: Multi-User Virtual Environments and Augmented Realities

NASA Technical Reports Server (NTRS)

Dede, Chris

2008-01-01

Emerging information technologies are reshaping the following: shifts in the knowledge and skills society values, development of new methods of teaching and learning, and changes in the characteristics of learning.

Learning Bridge Tool to Improve Student Learning, Preceptor Training, and Faculty Teamwork

PubMed Central

Cawley, Pauline; Arendt, Cassandra S.

2011-01-01

Objectives To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Design Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Assessment Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,1 the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. Conclusions The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members. PMID:21655400

Learning bridge tool to improve student learning, preceptor training, and faculty teamwork.

PubMed

Karimi, Reza; Cawley, Pauline; Arendt, Cassandra S

2011-04-11

To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,(1) the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members.

Ubiquitous Mobile Knowledge Construction in Collaborative Learning Environments

PubMed Central

Baloian, Nelson; Zurita, Gustavo

2012-01-01

Knowledge management is a critical activity for any organization. It has been said to be a differentiating factor and an important source of competitiveness if this knowledge is constructed and shared among its members, thus creating a learning organization. Knowledge construction is critical for any collaborative organizational learning environment. Nowadays workers must perform knowledge creation tasks while in motion, not just in static physical locations; therefore it is also required that knowledge construction activities be performed in ubiquitous scenarios, and supported by mobile and pervasive computational systems. These knowledge creation systems should help people in or outside organizations convert their tacit knowledge into explicit knowledge, thus supporting the knowledge construction process. Therefore in our understanding, we consider highly relevant that undergraduate university students learn about the knowledge construction process supported by mobile and ubiquitous computing. This has been a little explored issue in this field. This paper presents the design, implementation, and an evaluation of a system called MCKC for Mobile Collaborative Knowledge Construction, supporting collaborative face-to-face tacit knowledge construction and sharing in ubiquitous scenarios. The MCKC system can be used by undergraduate students to learn how to construct knowledge, allowing them anytime and anywhere to create, make explicit and share their knowledge with their co-learners, using visual metaphors, gestures and sketches to implement the human-computer interface of mobile devices (PDAs). PMID:22969333

Ubiquitous mobile knowledge construction in collaborative learning environments.

PubMed

Baloian, Nelson; Zurita, Gustavo

2012-01-01

Knowledge management is a critical activity for any organization. It has been said to be a differentiating factor and an important source of competitiveness if this knowledge is constructed and shared among its members, thus creating a learning organization. Knowledge construction is critical for any collaborative organizational learning environment. Nowadays workers must perform knowledge creation tasks while in motion, not just in static physical locations; therefore it is also required that knowledge construction activities be performed in ubiquitous scenarios, and supported by mobile and pervasive computational systems. These knowledge creation systems should help people in or outside organizations convert their tacit knowledge into explicit knowledge, thus supporting the knowledge construction process. Therefore in our understanding, we consider highly relevant that undergraduate university students learn about the knowledge construction process supported by mobile and ubiquitous computing. This has been a little explored issue in this field. This paper presents the design, implementation, and an evaluation of a system called MCKC for Mobile Collaborative Knowledge Construction, supporting collaborative face-to-face tacit knowledge construction and sharing in ubiquitous scenarios. The MCKC system can be used by undergraduate students to learn how to construct knowledge, allowing them anytime and anywhere to create, make explicit and share their knowledge with their co-learners, using visual metaphors, gestures and sketches to implement the human-computer interface of mobile devices (PDAs).

Utilising a Collaborative Macro-Script to Enhance Student Engagement: A Mixed Method Study in a 3D Virtual Environment

ERIC Educational Resources Information Center

Bouta, Hara; Retalis, Symeon; Paraskeva, Fotini

2012-01-01

This study examines the effect of using an online 3D virtual environment in teaching Mathematics in Primary Education. In particular, it explores the extent to which student engagement--behavioral, affective and cognitive--is fostered by such tools in order to enhance collaborative learning. For the study we used a purpose-created 3D virtual…

Virtual Collaborative Environments for System of Systems Engineering and Applications for ISAT

NASA Technical Reports Server (NTRS)

Dryer, David A.

2002-01-01

This paper describes an system of systems or metasystems approach and models developed to help prepare engineering organizations for distributed engineering environments. These changes in engineering enterprises include competition in increasingly global environments; new partnering opportunities caused by advances in information and communication technologies, and virtual collaboration issues associated with dispersed teams. To help address challenges and needs in this environment, a framework is proposed that can be customized and adapted for NASA to assist in improved engineering activities conducted in distributed, enhanced engineering environments. The approach is designed to prepare engineers for such distributed collaborative environments by learning and applying e-engineering methods and tools to a real-world engineering development scenario. The approach consists of two phases: an e-engineering basics phase and e-engineering application phase. The e-engineering basics phase addresses skills required for e-engineering. The e-engineering application phase applies these skills in a distributed collaborative environment to system development projects.

Improving nursing education classroom environments.

PubMed

Fisher, D L; Parkinson, C A

1998-05-01

This study describes the first use of a classroom environment questionnaire with a class in nursing education. An instructor of nursing students monitored classes using such a questionnaire. The questionnaire used was the College and University Classroom Environment Inventory and it was used to obtain practical and useful information about the learning environment in two different classes. Collaborative changes were made in the classes to improve the classroom environment and consequently the learning situation. Any instructor of nursing students could use this same process with this instrument.

VBOT: Motivating computational and complex systems fluencies with constructionist virtual/physical robotics

NASA Astrophysics Data System (ADS)

Berland, Matthew W.

As scientists use the tools of computational and complex systems theory to broaden science perspectives (e.g., Bar-Yam, 1997; Holland, 1995; Wolfram, 2002), so can middle-school students broaden their perspectives using appropriate tools. The goals of this dissertation project are to build, study, evaluate, and compare activities designed to foster both computational and complex systems fluencies through collaborative constructionist virtual and physical robotics. In these activities, each student builds an agent (e.g., a robot-bird) that must interact with fellow students' agents to generate a complex aggregate (e.g., a flock of robot-birds) in a participatory simulation environment (Wilensky & Stroup, 1999a). In a participatory simulation, students collaborate by acting in a common space, teaching each other, and discussing content with one another. As a result, the students improve both their computational fluency and their complex systems fluency, where fluency is defined as the ability to both consume and produce relevant content (DiSessa, 2000). To date, several systems have been designed to foster computational and complex systems fluencies through computer programming and collaborative play (e.g., Hancock, 2003; Wilensky & Stroup, 1999b); this study suggests that, by supporting the relevant fluencies through collaborative play, they become mutually reinforcing. In this work, I will present both the design of the VBOT virtual/physical constructionist robotics learning environment and a comparative study of student interaction with the virtual and physical environments across four middle-school classrooms, focusing on the contrast in systems perspectives differently afforded by the two environments. In particular, I found that while performance gains were similar overall, the physical environment supported agent perspectives on aggregate behavior, and the virtual environment supported aggregate perspectives on agent behavior. The primary research questions are: (1) What are the relative affordances of virtual and physical constructionist robotics systems towards computational and complex systems fluencies? (2) What can middle school students learn using computational/complex systems learning environments in a collaborative setting? (3) In what ways are these environments and activities effective in teaching students computational and complex systems fluencies?

Collaboration, Communication, and Connection: Collegial Support and Collective Efficacy among Health Science Teachers

ERIC Educational Resources Information Center

Loera, Gustavo; Nakamoto, Jonathan; Rueda, Robert; Oh, Youn Joo; Beck, Cindy; Cherry, Carla

2013-01-01

The social and collaborative aspects of work settings are becoming increasingly important. For example, recent research has placed emphasis on the social nature of learning. In addition, many authors have suggested that 21st century skills that will be required in future work and professional environments will involve collaborative skills, making…

Collaborative Technology. An Examination of Adults' Concurrent Use of Technology and Collaboration.

ERIC Educational Resources Information Center

Hill, Janice J.

A qualitative study examined what happens to the learning environment when a heterogeneous group of male adults uses technology and collaborative strategies to improve their writing skills. During the 14-week study, the teacher modeled the use of technology when introducing units in a writing course and used the abilities and strengths of the…

Achievement of Joint Perception in a Computer Supported Collaborative Learning Environment: A Case Study

ERIC Educational Resources Information Center

Afacan Adanir, Gulgun

2017-01-01

The case study focuses on the interactional mechanisms through which online collaborative teams co-construct a shared understanding of an analytical geometry problem by using dynamic geometry representations. The collaborative study consisted of an assignment on which the learners worked together in groups to solve a ship navigation problem as…

The Perceptions of Elementary Principals about Their Role in the Establishment of Collaborative Workplaces in Their School Buildings

ERIC Educational Resources Information Center

Sullivan, Bradley D.

2012-01-01

The purpose of this case study was to develop an understanding of the elementary principal's perceived role in creating and sustaining a collaborative workplace environment within their school. Collaboration among education professionals, when used effectively, is one strategy that has demonstrated improvement of instruction and student learning.…

Evaluating Two Models of Collaborative Tests in an Online Introductory Statistics Course

ERIC Educational Resources Information Center

Björnsdóttir, Auðbjörg; Garfield, Joan; Everson, Michelle

2015-01-01

This study explored the use of two different types of collaborative tests in an online introductory statistics course. A study was designed and carried out to investigate three research questions: (1) What is the difference in students' learning between using consensus and non-consensus collaborative tests in the online environment?, (2) What is…

Whole Person Learning: Embedding Ethical Enterprise Leadership in Business Education

ERIC Educational Resources Information Center

Carter, E. Vincent; Donohue, Mary

2012-01-01

This study introduces a collaborative business education curricular design known as "whole person learning." The post-financial crisis market environment requires business education to encompass curricular, commercial and community skills. Drawing on the Toronto based National Mentoring Program (NMP), "whole person learning"…

ICCE/ICCAI 2000 Full & Short Papers (Creative Learning).

ERIC Educational Resources Information Center

2000

This document contains the following full and short papers on creative learning from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Collaborative Learning Support System Based on Virtual Environment Server for Multiple Agents" (Takashi Ohno, Kenji…

Networked Learning: Design Considerations for Online Instructors

ERIC Educational Resources Information Center

Czerkawski, Betul C.

2016-01-01

The considerable increase in web-based knowledge networks in the past two decades is strongly influencing learning environments. Learning entails information retrieval, use, communication, and production, and is strongly enriched by socially mediated discussions, debates, and collaborative activities. It is becoming critical for educators to…

CopperCore Service Integration

ERIC Educational Resources Information Center

Vogten, Hubert; Martens, Harrie; Nadolski, Rob; Tattersall, Colin; van Rosmalen, Peter; Koper, Rob

2007-01-01

In an e-learning environment there is a need to integrate various e-learning services like assessment services, collaboration services, learning design services and communication services. In this article we present the design and implementation of a generic integrative service framework, called CopperCore Service Integration (CCSI). We will…

Education Technology and Hidden Ideological Contradictions

ERIC Educational Resources Information Center

Amory, Alan

2010-01-01

This article examined, through a Cultural Historical Activity Theory lens, how immersive- or pervasive environments and pedagogical agents could more easily support social collaboration as foundation of contemporary learning theory. It is argued that the fundamentalism-liberationism contradiction (learn "from" versus learn "with" technology) is no…

Cooperative Learning as a Tool To Teach Vertebrate Anatomy.

ERIC Educational Resources Information Center

Koprowski, John L.; Perigo, Nan

2000-01-01

Describes a method for teaching biology that includes more investigative exercises that foster an environment for cooperative learning in introductory laboratories that focus on vertebrates. Fosters collaborative learning by facilitating interaction between students as they become experts on their representative vertebrate structures. (SAH)

Contributing, Exchanging and Linking for Learning: Supporting Web Co-Discovery in One-to-One Environments

ERIC Educational Resources Information Center

Liu, Chen-Chung; Don, Ping-Hsing; Chung, Chen-Wei; Lin, Shao-Jun; Chen, Gwo-Dong; Liu, Baw-Jhiune

2010-01-01

While Web discovery is usually undertaken as a solitary activity, Web co-discovery may transform Web learning activities from the isolated individual search process into interactive and collaborative knowledge exploration. Recent studies have proposed Web co-search environments on a single computer, supported by multiple one-to-one technologies.…

Utilizing Twitter and #Hashtags toward Enhancing Student Learning in an Online Course Environment

ERIC Educational Resources Information Center

Bledsoe, T. Scott; Harmeyer, Dave; Wu, Shuang Frances

2014-01-01

The authors offer an answer to the research question, To what extent and in what ways is Twitter helpful to student learning when group hashtags are created and used in collaborative educational environments? Sixty-two students in a spring 2012 graduate online Research Methodology course worked individually and in groups to create discussions on…

Fifth Graders' Flow Experience in a Digital Game-Based Science Learning Environment

ERIC Educational Resources Information Center

Zheng, Meixun; Spires, Hiller A.

2014-01-01

This mixed methods study examined 73 5th graders' flow experience in a game-based science learning environment using two gameplay approaches (solo and collaborative gameplay). Both survey and focus group interview findings revealed that students had high flow experience; however, there were no flow experience differences that were contingent upon…

The Collaboratory Notebook: A Networked Knowledge-Building Environment for Project Learning.

ERIC Educational Resources Information Center

O'Neill, D. Kevin; Gomez, Louis M.

The Collaboratory Notebook, developed as part of the Learning Through Collaborative Visualization Project (CoVis), is a networked, multimedia knowledge-building environment which has been designed to help students, teachers and scientists share inquiry over the boundaries of time and space. CoVis is an attempt to change the way that science is…

The Future of the Physical Learning Environment: School Facilities that Support the User

ERIC Educational Resources Information Center

Kuuskorpi, Marko; Gonzalez, Nuria Cabellos

2011-01-01

This paper presents the conclusions of a study, carried out in collaboration with schools in six European countries, which focused on tomorrow's physical learning environments. The study, which stemmed from a project entitled Forum for the Future and which was funded by the Finnish National Board of Education (FNBE), was designed to contribute to…

Designing a Web-Based Science Learning Environment for Model-Based Collaborative Inquiry

ERIC Educational Resources Information Center

Sun, Daner; Looi, Chee-Kit

2013-01-01

The paper traces a research process in the design and development of a science learning environment called WiMVT (web-based inquirer with modeling and visualization technology). The WiMVT system is designed to help secondary school students build a sophisticated understanding of scientific conceptions, and the science inquiry process, as well as…

Creative Multimodal Learning Environments and Blended Interaction for Problem-Based Activity in HCI Education

ERIC Educational Resources Information Center

Ioannou, Andri; Vasiliou, Christina; Zaphiris, Panayiotis; Arh, Tanja; Klobucar, Tomaž; Pipan, Matija

2015-01-01

This exploratory case study aims to examine how students benefit from a multimodal learning environment while they engage in collaborative problem-based activity in a Human Computer Interaction (HCI) university course. For 12 weeks, 30 students, in groups of 5-7 each, participated in weekly face-to-face meetings and online interactions.…

The Global Classroom Project: Learning a Second Language in a Virtual Environment

ERIC Educational Resources Information Center

Knutzen, Brant; Kennedy, David

2012-01-01

This paper reports the progress of a pilot project exploring the integration of a collaborative virtual learning environment (Second Life) with the instruction of English courses at Lingnan University in Hong Kong. An educational partnership was developed with two TESOL teacher-training courses at Texas A&M University in the US. The project…

TELMA: Technology-enhanced learning environment for minimally invasive surgery.

PubMed

Sánchez-González, Patricia; Burgos, Daniel; Oropesa, Ignacio; Romero, Vicente; Albacete, Antonio; Sánchez-Peralta, Luisa F; Noguera, José F; Sánchez-Margallo, Francisco M; Gómez, Enrique J

2013-06-01

Cognitive skills training for minimally invasive surgery has traditionally relied upon diverse tools, such as seminars or lectures. Web technologies for e-learning have been adopted to provide ubiquitous training and serve as structured repositories for the vast amount of laparoscopic video sources available. However, these technologies fail to offer such features as formative and summative evaluation, guided learning, or collaborative interaction between users. The "TELMA" environment is presented as a new technology-enhanced learning platform that increases the user's experience using a four-pillared architecture: (1) an authoring tool for the creation of didactic contents; (2) a learning content and knowledge management system that incorporates a modular and scalable system to capture, catalogue, search, and retrieve multimedia content; (3) an evaluation module that provides learning feedback to users; and (4) a professional network for collaborative learning between users. Face validation of the environment and the authoring tool are presented. Face validation of TELMA reveals the positive perception of surgeons regarding the implementation of TELMA and their willingness to use it as a cognitive skills training tool. Preliminary validation data also reflect the importance of providing an easy-to-use, functional authoring tool to create didactic content. The TELMA environment is currently installed and used at the Jesús Usón Minimally Invasive Surgery Centre and several other Spanish hospitals. Face validation results ascertain the acceptance and usefulness of this new minimally invasive surgery training environment. Copyright © 2013 Elsevier Inc. All rights reserved.

The Effect of Higher Education Faculty Training in Improvisational Theatre Techniques on Student Learning and Perceptions of Engagement and Faculty Perceptions of Teaching and Learning

ERIC Educational Resources Information Center

Massie, DeAnna

2017-01-01

College instructors are content experts but ineffective at creating engaging and productive learning environments. This mixed methods study explored how improvisational theatre techniques affect college instructors' ability to increase student engagement and learning. Theoretical foundations included engagement, active learning, collaboration and…

Communication Behaviors and Trust in Collaborative Online Teams

ERIC Educational Resources Information Center

Bulu, Saniye Tugba; Yildirim, Zahide

2008-01-01

This study investigates preservice teachers' trust levels and collaborative communication behaviors namely leadership, feedback, social interaction, enthusiasm, task and technical uncertainties, and task-oriented interactions in online learning environment. A case study design involving qualitative and quantitative data collection and analysis was…

A Framework for Web-Based Interprofessional Education for Midwifery and Medical Students.

PubMed

Reis, Pamela J; Faser, Karl; Davis, Marquietta

2015-01-01

Scheduling interprofessional team-based activities for health sciences students who are geographically dispersed, with divergent and often competing schedules, can be challenging. The use of Web-based technologies such as 3-dimensional (3D) virtual learning environments in interprofessional education is a relatively new phenomenon, which offers promise in helping students come together in online teams when face-to-face encounters are not possible. The purpose of this article is to present the experience of a nurse-midwifery education program in a Southeastern US university in delivering Web-based interprofessional education for nurse-midwifery and third-year medical students utilizing the Virtual Community Clinic Learning Environment (VCCLE). The VCCLE is a 3D, Web-based, asynchronous, immersive clinic environment into which students enter to meet and interact with instructor-controlled virtual patient and virtual preceptor avatars and then move through a classic diagnostic sequence in arriving at a plan of care for women throughout the lifespan. By participating in the problem-based management of virtual patients within the VCCLE, students learn both clinical competencies and competencies for interprofessional collaborative practice, as described by the Interprofessional Education Collaborative Core Competencies for Interprofessional Collaborative Practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

E-Learning in Science and Technology via a Common Learning Platform in a Lifelong Learning Project

ERIC Educational Resources Information Center

Priem, Freddy; De Craemer, Renaat; Calu, Johan; Pedreschi, Fran; Zimmer, Thomas; Saighi, Sylvain; Lilja, Jarmo

2011-01-01

This three-year Virtual Measurements Environment curriculum development project for higher education within the Lifelong Learning Programme of the European Union is the result of intense collaboration among four institutions, teaching applied sciences and technology. It aims to apply the principles and possibilities of evolved distance and…

The Best of All Worlds: Immersive Interfaces for Art Education in Virtual and Real World Teaching and Learning Environments

ERIC Educational Resources Information Center

Grenfell, Janette

2013-01-01

Selected ubiquitous technologies encourage collaborative participation between higher education students and educators within a virtual socially networked e-learning landscape. Multiple modes of teaching and learning, ranging from real world experiences, to text and digital images accessed within the Deakin studies online learning management…

An Investigation of Coopetitive Pedagogic Design for Knowledge Creation in Web-Based Learning

ERIC Educational Resources Information Center

Fu, Fong-Ling; Wu, Ya-Ling; Ho, Hsi-Chuan

2009-01-01

Information and communication technologies (ICTs) have created a supportive environment for collaborative learning at the expense of student motivation and engagement. This study attempts to explore the development of a productive learning atmosphere in the context of Web-based learning. An experiment is conducted with university-level students…

Learning by Creating and Exchanging Objects: The SCY Experience

ERIC Educational Resources Information Center

De Jong, Ton; Van Joolingen, Wouter R.; Giemza, Adam; Girault, Isabelle; Hoppe, Ulrich; Kindermann, Jorg; Kluge, Anders; Lazonder, Ard W.; Vold, Vibeke; Weinberger, Armin; Weinbrenner, Stefan; Wichmann, Astrid; Anjewierden, Anjo; Bodin, Marjolaine; Bollen, Lars; D'Ham, Cedric; Dolonen, Jan; Engler, Jan; Geraedts, Caspar; Grosskreutz, Henrik; Hovardas, Tasos; Julien, Rachel; Lechner, Judith; Ludvigsen, Sten; Matteman, Yuri; Meistadt, Oyvind; Naess, Bjorge; Ney, Muriel; Pedaste, Margus; Perritano, Anthony; Rinket, Marieke; Von Schlanbusch, Henrik; Sarapuu, Tago; Schulz, Florian; Sikken, Jakob; Slotta, Jim; Toussaint, Jeremy; Verkade, Alex; Wajeman, Claire; Wasson, Barbara; Zacharia, Zacharias C.; Van Der Zanden, Martine

2010-01-01

Science Created by You (SCY) is a project on learning in science and technology domains. SCY uses a pedagogical approach that centres around products, called "emerging learning objects" (ELOs) that are created by students. Students work individually and collaboratively in SCY-Lab (the general SCY learning environment) on "missions" that are guided…

E-Learning in Engineering Education: Design of a Collaborative Advanced Remote Access Laboratory

ERIC Educational Resources Information Center

Chandra A. P., Jagadeesh; Samuel, R. D. Sudhaker

2010-01-01

Attaining excellence in technical education is a worthy challenge to any life goal. Distance learning opportunities make these goals easier to reach with added quality. Distance learning in engineering education is possible only through successful implementations of remote laboratories in a learning-by-doing environment. This paper presents one…

Using Active Learning in a Studio Classroom to Teach Molecular Biology

ERIC Educational Resources Information Center

Nogaj, Luiza A.

2013-01-01

This article describes the conversion of a lecture-based molecular biology course into an active learning environment in a studio classroom. Specific assignments and activities are provided as examples. The goal of these activities is to involve students in collaborative learning, teach them how to participate in the learning process, and give…

Collaborative Supervised Learning for Sensor Networks

NASA Technical Reports Server (NTRS)

Wagstaff, Kiri L.; Rebbapragada, Umaa; Lane, Terran

2011-01-01

Collaboration methods for distributed machine-learning algorithms involve the specification of communication protocols for the learners, which can query other learners and/or broadcast their findings preemptively. Each learner incorporates information from its neighbors into its own training set, and they are thereby able to bootstrap each other to higher performance. Each learner resides at a different node in the sensor network and makes observations (collects data) independently of the other learners. After being seeded with an initial labeled training set, each learner proceeds to learn in an iterative fashion. New data is collected and classified. The learner can then either broadcast its most confident classifications for use by other learners, or can query neighbors for their classifications of its least confident items. As such, collaborative learning combines elements of both passive (broadcast) and active (query) learning. It also uses ideas from ensemble learning to combine the multiple responses to a given query into a single useful label. This approach has been evaluated against current non-collaborative alternatives, including training a single classifier and deploying it at all nodes with no further learning possible, and permitting learners to learn from their own most confident judgments, absent interaction with their neighbors. On several data sets, it has been consistently found that active collaboration is the best strategy for a distributed learner network. The main advantages include the ability for learning to take place autonomously by collaboration rather than by requiring intervention from an oracle (usually human), and also the ability to learn in a distributed environment, permitting decisions to be made in situ and to yield faster response time.

Supporting a Course in New Literacies and Skills for Linguists with a Virtual Learning Environment. Results from a Staff/Student Collaborative Action-Research Project at Coventry University

ERIC Educational Resources Information Center

Orsini-Jones, Marina

2004-01-01

This paper reports on the results of an action research project at Coventry University that consisted of the evaluation of a curriculum innovation supported by the use of the Virtual Learning Environment (VLE) WebCT, i.e. a new module (course): "Academic and Professional Skills for Language Learning". The project was carried out…

Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education.

PubMed

Boulos, Maged N Kamel; Maramba, Inocencio; Wheeler, Steve

2006-08-15

We have witnessed a rapid increase in the use of Web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and ease of collaboration. Wikis are Web sites that can be edited by anyone who has access to them. The word 'blog' is a contraction of 'Web Log' - an online Web journal that can offer a resource rich multimedia environment. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning). Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that there are many free and Open Source versions of these tools may also be responsible for their explosive growth. Thus it would be relatively easy to implement any or all within a Health Professions' Educational Environment. Paradoxically, some of their disadvantages also relate to their openness and ease of use. With virtually anybody able to alter, edit or otherwise contribute to the collaborative Web pages, it can be problematic to gauge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content within a Web page, the veracity of these resources can be assured through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is still needed to build our pedagogic evidence base about the different aspects of these tools in the context of medical/health education. If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments. Therefore, research should be conducted to determine the best ways to integrate these tools into existing e-Learning programmes for students, health professionals and patients, taking into account the different, but also overlapping, needs of these three audience classes and the opportunities of virtual collaboration between them. Of particular importance is research into novel integrative applications, to serve as the "glue" to bind the different forms of Web-based collaborationware synergistically in order to provide a coherent wholesome learning experience.

Shaping Self-Regulation in Science Teachers' Professional Growth: Inquiry Skills

ERIC Educational Resources Information Center

Michalsky, Tova

2012-01-01

This study examined 188 preservice science teachers' professional growth along three dimensions--self-regulated learning (SRL) in a science pedagogical context, pedagogical content knowledge, and self-efficacy in teaching science--comparing four learner-centered, active-learning, peer-collaborative environments for learning to teach higher order…

Flexible Classroom Furniture

ERIC Educational Resources Information Center

Kim Hassell,

2011-01-01

Classroom design for the 21st-century learning environment should accommodate a variety of learning skills and needs. The space should be large enough so it can be configured to accommodate a number of learning activities. This also includes furniture that provides flexibility and accommodates collaboration and interactive work among students and…

Developing Dialogic Learning Space: The Case of Online Undergraduate Research Journals

ERIC Educational Resources Information Center

Walkington, Helen

2012-01-01

This paper explores the learning spaces associated with two geography undergraduate research journals. Wikis provide dedicated spaces for postgraduate reviewers to collaboratively develop constructive feedback to authors creating a supportive online learning environment. In becoming published authors, undergraduates reported that they gained not…

A national collaboration process: Finnish engineering education for the benefit of people and environment.

PubMed

Takala, A; Korhonen-Yrjänheikki, K

2013-12-01

The key stakeholders of the Finnish engineering education collaborated during 2006-09 to reform the system of education, to face the challenges of the changing business environment and to create a national strategy for the Finnish engineering education. The work process was carried out using participatory work methods. Impacts of sustainable development (SD) on engineering education were analysed in one of the subprojects. In addition to participatory workshops, the core part of the work on SD consisted of a research with more than 60 interviews and an extensive literature survey. This paper discusses the results of the research and the work process of the Collaboration Group in the subproject of SD. It is suggested that enhancing systematic dialogue among key stakeholders using participatory work methods is crucial in increasing motivation and commitment in incorporating SD in engineering education. Development of the context of learning is essential for improving skills of engineering graduates in some of the key abilities related to SD: systemic- and life-cycle thinking, ethical understanding, collaborative learning and critical reflection skills. This requires changing of the educational paradigm from teacher-centred to learner-centred applying problem- and project-oriented active learning methods.

Effects of personality traits on collaborative performance in problem-based learning tutorials

PubMed Central

Jang, Hye Won; Park, Seung Won

2016-01-01

Objectives To examine the relationship between students’ collaborative performance in a problem-based learning (PBL) environment and their personality traits. Methods This retrospective, cross-sectional study was conducted using student data of a PBL program between 2013 and 2014 at Sungkyunkwan University School of Medicine, Seoul, South Korea. Eighty students were included in the study. Student data from the Temperament and Character Inventory were used as a measure of their personality traits. Peer evaluation scores during PBL were used as a measure of students’ collaborative performance. Results Simple regression analyses indicated that participation was negatively related to harm avoidance and positively related to persistence, whereas preparedness for the group work was negatively related to reward dependence. On multiple regression analyses, low reward dependence remained a significant predictor of preparedness. Grade-point average (GPA) was negatively associated with novelty seeking and cooperativeness and was positively associated with persistence. Conclusion Medical students who are less dependent on social reward are more likely to complete assigned independent work to prepare for the PBL tutorials. The findings of this study can help educators better understand and support medical students who are at risk of struggling in collaborative learning environments. PMID:27874153

Effects of personality traits on collaborative performance in problem-based learning tutorials.

PubMed

Jang, Hye Won; Park, Seung Won

2016-12-01

To examine the relationship between students' collaborative performance in a problem-based learning (PBL) environment and their personality traits. Methods:This retrospective, cross-sectional study was conducted using student data of a PBL program between 2013 and 2014 at Sungkyunkwan University School of Medicine, Seoul, South Korea. Eighty students were included in the study. Student data from the Temperament and Character Inventory were used as a measure of their personality traits. Peer evaluation scores during PBL were used as a measure of students' collaborative performance. Results: Simple regression analyses indicated that participation was negatively related to harm avoidance and positively related to persistence, whereas preparedness for the group work was negatively related to reward dependence. On multiple regression analyses, low reward dependence remained a significant predictor of preparedness. Grade-point average (GPA)  was negatively associated with novelty seeking and cooperativeness and was positively associated with persistence.  Conclusion: Medical students who are less dependent on social reward are more likely to complete assigned independent work to prepare for the PBL tutorials. The findings of this study can help educators better understand and support medical students who are at risk of struggling in collaborative learning environments.

"WGL," a Web Laboratory for Geometry

ERIC Educational Resources Information Center

Quaresma, Pedro; Santos, Vanda; Maric, Milena

2018-01-01

The role of information and communication technologies (ICT) in education is nowadays well recognised. The "Web Geometry Laboratory," is an e-learning, collaborative and adaptive, Web environment for geometry, integrating a well known dynamic geometry system. In a collaborative session, teachers and students, engaged in solving…

Synchronous Writing Environments: Real-Time Interaction in Cyberspace (Technology Tidbits).

ERIC Educational Resources Information Center

Anderson-Inman, Lynne; And Others

1996-01-01

Discusses three types of synchronous writing environments, each offering teachers and students a vehicle for using electronic text to promote literacy-based learning communities: classroom collaboration, networked notetaking, and virtual communities. (SR)

Encrypted Objects and Decryption Processes: Problem-Solving with Functions in a Learning Environment Based on Cryptography

ERIC Educational Resources Information Center

White, Tobin

2009-01-01

This paper introduces an applied problem-solving task, set in the context of cryptography and embedded in a network of computer-based tools. This designed learning environment engaged students in a series of collaborative problem-solving activities intended to introduce the topic of functions through a set of linked representations. In a…

Guidelines for Conducting a Post-Graduate Module within a Blended Synchronous Learning Environment, Facilitator and Student Perspectives

ERIC Educational Resources Information Center

Upfold, Christopher

2016-01-01

Technology facilitated teaching and learning can now influence the way both lecturers and students collaborate. The problem is that many of these interventions are conducted in a non-systematic ad-hoc way. There are concerns that merely adopting a traditional lecturing approach to a technology based environment provides little if any advantage to…

Collaboration, Reflection and Selective Neglect: Campus-Based Marketing Students' Experiences of Using a Virtual Learning Environment

ERIC Educational Resources Information Center

Molesworth, Mike

2004-01-01

Previous studies have suggested significant benefits to using computer-mediated communication in higher education and the development of the relevant skills may also be important for preparing students for their working careers. This study is a review of the introduction of a virtual learning environment to support a group of 60 campus-based,…

Individual Innovation Competence: A Systematic Review and Future Research Agenda

ERIC Educational Resources Information Center

Hero, Laura-Maija; Lindfors, Eila; Taatila, Vesa

2017-01-01

Learning for innovation is a central element in European policymaking in developing higher education. Students often learn in project settings together with work organizations developing new solutions, products and services. These authentic creative, social and collaborative settings offer an attractive learning environment. The aim of this study…

Cooperative Learning Principles Enhance Online Interaction

ERIC Educational Resources Information Center

Jacobs, George; Seow, Peter

2014-01-01

This paper describes eight principles that can be used to promote cooperative interactions among students working in online environments. The principles derive from a well-established approach to education, known variously as cooperative learning and collaborative learning. Each principle is explained as to what it means, why it is important and…

Collaboration in E-Learning: A Study Using the Flexible E-Learning Framework

ERIC Educational Resources Information Center

Vandenhouten, C.; Gallagher-Lepak, S.; Reilly, J.; Ralston-Berg, P.

2014-01-01

E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E- Learning requires the talents of many team members from a variety of departments as well as the use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. As a result,…

Transformed Telepresence and Its Association with Learning in Computer-Supported Collaborative Learning: A Case Study in English Learning and Its Evaluation

ERIC Educational Resources Information Center

Ting, Yu-Liang; Tai, Yaming; Chen, Jun-Horng

2017-01-01

Telepresence has been playing an important role in a mediated learning environment. However, the current design of telepresence seems to be dominated by the emulation of physical human presence. With reference to social constructivism learning and the recognition of individuals as intelligent entities, this study explored the transformation of…

Fostering interprofessional learning in a rehabilitation setting: development of an interprofessional clinical learning unit.

PubMed

Vanderzalm, Jeanne; Hall, Mark D; McFarlane, Lu-Anne; Rutherford, Laurie; Patterson, Steven K

2013-01-01

The development and implementation of interprofessional (IP) clinical learning units as a method to enhance IP clinical education and improve patient care in a rehabilitation setting are described. Using a community-based participatory research approach, academia and healthcare delivery agencies formed a partnership to create an IP clinical learning unit in a rehabilitation setting. Preimplementation data from surveys and focus group data identified areas for improvement to enhance IP understanding and collaboration. A working group developed and implemented initiatives to enhance IP practice. Preimplementation, eight themes emerged from which the working group identified goals and implemented strategies to strengthen IP learning. Goals included Creation of an IP Learning Environment, Increased Awareness of IP Practice, Role Clarification, Enhanced IP Communication, and Reflection and Evaluation. Postimplementation data revealed six themes: Communication, Informal IP Learning, Role Awareness, Positive Learning Environment, Logistics, and Challenges. The development of the IP clinical learning unit was successful and rewarding, but not without its challenges. Formal IP education was necessary to enhance collaborative practice, even in a multidisciplinary environment. Commitment and support from all participants, particularly managers and administrators from the healthcare agency, were critical to success. The focus of this unit was on a stroke rehabilitation unit; however, the development and implementation principles identified may be applicable to any team-based clinical setting. © 2013 Association of Rehabilitation Nurses.

Virtual Teaching on the Tundra.

ERIC Educational Resources Information Center

McAuley, Alexander

1998-01-01

Describes how a teacher and a distance-learning consultant collaborate in using the Internet and Computer Supported Intentional Learning Environment (CISILE) to connect multicultural students on the harsh Baffin Island (Canada). Discusses the creation of the class's database and future implications. (AEF)

E-Learning

ERIC Educational Resources Information Center

Buzzi, Marina, Ed.

2010-01-01

E-Learning is a vast and complex research topic that poses many challenges in every aspect: educational and pedagogical strategies and techniques and the tools for achieving them; usability, accessibility and user interface design; knowledge sharing and collaborative environments; technologies, architectures, and protocols; user activity…

Thinking Style Diversity and Collaborative Design Learning

NASA Astrophysics Data System (ADS)

Volpentesta, Antonio P.; Ammirato, Salvatore; Sofo, Francesco

The paper explores the impact of structured learning experiences that were designed to challenge students’ ways of thinking and promote creativity. The aim was to develop the ability of students, coming from different engineering disciplines and characterized by particular thinking style profiles, to collaboratively work on a project-based learning experience in an educational environment. Three project-based learning experiences were structured using critical thinking methods to stimulate creativity. Pre and post-survey data using a specially modified thinking style inventory for 202 design students indicated a thinking style profile of preferences with a focus on exploring and questioning. Statistically significant results showed students successfully developed empathy and openness to multiple perspectives.

An E-Learning Collaborative Environment: Learning within a Masters in Education Programme

ERIC Educational Resources Information Center

Hendricks, Natheem

2012-01-01

This article contributes to the debate about e-learning as a form of adult education. It is based on the experiences of South African students, describes and analyses group interaction in an intercontinental Masters in Adult Education Programme which uses a computer electronic platform as the primary medium for learning and teaching. The article…

Investigating the Affective Learning in a 3D Virtual Learning Environment: The Case Study of the Chatterdale Mystery

ERIC Educational Resources Information Center

Molka-Danielsen, Judith; Hadjistassou, Stella; Messl-Egghart, Gerhilde

2016-01-01

This research is motivated by the emergence of virtual technologies and their potential as engaging pedagogical tools for facilitating comprehension, interactions and collaborations for learning; and in particular as applied to learning second languages (L2). This paper provides a descriptive analysis of a case study that examines affective…

Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan

ERIC Educational Resources Information Center

Perveen, Ayesha

2016-01-01

This case study evaluated the impact of synchronous and asynchronous E-Language Learning activities (ELL-ivities) in an E-Language Learning Environment (ELLE) at Virtual University of Pakistan. The purpose of the study was to assess e-language learning analytics based on the constructivist approach of collaborative construction of knowledge. The…

The Job Is the Learning Environment: Performance-Centered Learning To Support Knowledge Worker Performance.

ERIC Educational Resources Information Center

Dickover, Noel T.

2002-01-01

Explains performance-centered learning (PCL), an approach to optimize support for performance on the job by making corporate assets available to knowledge workers so they can solve actual problems. Illustrates PCL with a Web site that provides just-in-time learning, collaboration, and performance support tools to improve performance at the…

Actor Interdependence in Collaborative Telelearning.

ERIC Educational Resources Information Center

Wasson, Barbara; Bourdeau, Jacqueline

This paper presents a model of collaborative telelearning and describes how coordination theory has provided a framework for the analysis of actor (inter)dependencies in this scenario. The model is intended to inform the instructional design of learning scenarios, the technological design of the telelearning environment, and the design of…

Organizational Collaboration in Liberal Arts Colleges: Examining Structure, Culture, and Agency

ERIC Educational Resources Information Center

Salguero, Claudia F.

2009-01-01

Compelling evidence suggests that collaborative practices may enable higher education institutions to respond more effectively to changes in the external environment and implement more readily innovations in teaching and learning. However, historical practices, cultural values, and structural characteristics of higher education institutions are…

Innovation in global collaborations: from student placement to mutually beneficial exchanges.

PubMed

Suarez-Balcazar, Yolanda; Hammel, Joy; Mayo, Liliana; Inwald, Stephanie; Sen, Supriya

2013-06-01

Five years ago, an academic department in the United States and the Ann Sullivan Center of Peru (CASP) initiated an international partnership to foster research collaborations and reciprocal consultation, and to create an advanced clinical placement for occupational therapy doctoral students. CASP is a globally recognized hub for community-based research, demonstration and training for people with disabilities (most of whom are from low-income families). CASP has provided occupational therapy students and faculty with a rich cultural environment in which to learn and collaborate as well as opportunities for developing research collaborations. The purpose of this manuscript is to discuss an innovative model of international collaboration highlighting specific areas of exchange and reciprocal learning. First, we will describe the collaboration and CASP's rich learning opportunities. Second, we will discuss a model of collaboration that includes three main phases: planning and preparation, developing and sustaining the partnership, and evaluating and celebrating outcomes and benefits. We illustrate the partnership with a case example and describe exchanges between CASP and a local community agency with whom faculty have collaborated for 20 years. Finally, we discuss implications of our innovative model towards developing and sustaining global partnerships. . Copyright © 2013 John Wiley & Sons, Ltd.

An online app platform enhances collaborative medical student group learning and classroom management.

PubMed

Peacock, Justin G; Grande, Joseph P

2016-01-01

The authors presented their results in effectively using a free and widely-accessible online app platform to manage and teach a first-year pathology course at Mayo Medical School. The authors utilized the Google "Blogger", "Forms", "Flubaroo", "Sheets", "Docs", and "Slides" apps to effectively build a collaborative classroom teaching and management system. Students were surveyed on the use of the app platform in the classroom, and 44 (94%) students responded. Thirty-two (73%) of the students reported that "Blogger" was an effective place for online discussion of pathology topics and questions. 43 (98%) of the students reported that the "Forms/Flubaroo" grade-reporting system was helpful. 40 (91%) of the students used the remote, collaborative features of "Slides" to create team-based learning presentations, and 39 (89%) of the students found those collaborative features helpful. "Docs" helped teaching assistants to collaboratively create study guides or grading rubrics. Overall, 41 (93%) of the students found that the app platform was helpful in establishing a collaborative, online classroom environment. The online app platform allowed faculty to build an efficient and effective classroom teaching and management system. The ease of accessibility and opportunity for collaboration allowed for collaborative learning, grading, and teaching.

Collaborative Visualization Project: shared-technology learning environments for science learning

NASA Astrophysics Data System (ADS)

Pea, Roy D.; Gomez, Louis M.

1993-01-01

Project-enhanced science learning (PESL) provides students with opportunities for `cognitive apprenticeships' in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited today to asynchronous, text-only networking and unsuitable for collaborative science learning involving shared access to multimedia resources such as data, graphs, tables, pictures, and audio-video communication. Our work creates user technology (a Collaborative Science Workbench providing PESL design support and shared synchronous document views, program, and data access; a Science Learning Resource Directory for easy access to resources including two-way video links to collaborators, mentors, museum exhibits, media-rich resources such as scientific visualization graphics), and refine enabling technologies (audiovisual and shared-data telephony, networking) for this PESL niche. We characterize participation scenarios for using these resources and we discuss national networked access to science education expertise.

An evaluation of an interprofessional practice-based learning environment using student reflections.

PubMed

Housley, Cora L; Neill, Kathryn K; White, Lanita S; Tedder, Andrea T; Castleberry, Ashley N

2018-01-01

The 12th Street Health and Wellness Center is an interprofessional, student-led, community-based clinic. Students from all University of Arkansas for Medical Sciences colleges work together to provide healthcare services for residents of an underserved community. Interprofessional student teams assess patients and present to an interprofessional preceptor team. At the conclusion of clinic, teams reflect on their experience. The objective of this study is to generate key themes from the end of clinic reflections to describe learning outcomes in an interprofessional practice environment. Student teams were asked to reflect on what they learned about patient care and interprofessional practice while volunteering at the clinic. Three hundred eighty reflection statements were assessed using the constant comparative approach with open coding by three researchers who identified and categorised themes by selecting key phrases from reflections. Eight themes emerged from this process which illuminated students' self-perceived development during practice-based learning and interprofessional collaboration. Key phrases were also coded to the four core Interprofessional Education Collaborative competency domains. These results suggest learners' perception that the Center is a practice-based environment that provides an opportunity to learn, integrate, and apply interprofessional curricular content.

Multimedia Instruction Initiative: Building Faculty Competence.

ERIC Educational Resources Information Center

Haile, Penelope J.

Hofstra University began a university-wide initiative to enhance classroom instruction with multimedia technology and foster collaborative approaches to learning. The Multimedia Instruction Initiative emphasized teamwork among faculty, students, and computer center support staff to develop a technology-enriched learning environment supported by…

KDU E-Community Network.

ERIC Educational Resources Information Center

Jonhendro; Ching, Goh Bee; Wahab, Rohazna; Leng, Wang Meei; Aun, Jimmy Tan Lip; Yeoh, Eugene; Hock, Oon; Koo, W. K.

2001-01-01

Describes an education initiative developed by a company in Malaysia, the KDU, to implement a student-centered, teacher-facilitated, educational technology-enabled and knowledge-based learning environment. Explains the KDU e-Community Network that enables passive, interactive, collaborative, and constructivist learning for a variety of…

Creating Successful Scientist-Teacher-Student Collaborations: Examples From the GLOBE Program

NASA Astrophysics Data System (ADS)

Geary, E.; Wright, E.; Yule, S.; Randolph, G.; Larsen, J.; Smith, D.

2007-12-01

Actively engaging students in research on the environment at local, regional, and globe scales is a primary objective of the GLOBE (Global Learning and Observations to Benefit the Environment) Program. During the past 18 months, GLOBE, an international education and science program in 109 countries and tens of thousands of schools worldwide, has been working with four NSF-funded Earth System Science Projects to involve K-12 students, teachers, and scientists in collaborative research investigations of Seasons and Biomes, the Carbon Cycle, Local and Extreme Environments, and Watersheds. This talk will discuss progress to date in each of these investigation areas and highlight successes and challenges in creating effective partnerships between diverse scientific and educational stakeholders. More specifically we will discuss lessons learned in the following areas: (a) mutual goal and responsibility setting, (b) resource allocation, (c) development of adaptable learning activities, tools, and services, (d) creation of scientist and school networks, and (e) development of evaluation metrics, all in support of student research.

The relation between prior knowledge and students' collaborative discovery learning processes

NASA Astrophysics Data System (ADS)

Gijlers, Hannie; de Jong, Ton

2005-03-01

In this study we investigate how prior knowledge influences knowledge development during collaborative discovery learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a discovery learning task in the physics field of kinematics. The (face-to-face) communication between students was recorded and the interaction with the environment was logged. Based on students' individual judgments of the truth-value and testability of a series of domain-specific propositions, a detailed description of the knowledge configuration for each dyad was created before they entered the learning environment. Qualitative analyses of two dialogues illustrated that prior knowledge influences the discovery learning processes, and knowledge development in a pair of students. Assessments of student and dyad definitional (domain-specific) knowledge, generic (mathematical and graph) knowledge, and generic (discovery) skills were related to the students' dialogue in different discovery learning processes. Results show that a high level of definitional prior knowledge is positively related to the proportion of communication regarding the interpretation of results. Heterogeneity with respect to generic prior knowledge was positively related to the number of utterances made in the discovery process categories hypotheses generation and experimentation. Results of the qualitative analyses indicated that collaboration between extremely heterogeneous dyads is difficult when the high achiever is not willing to scaffold information and work in the low achiever's zone of proximal development.

Identifying Proactive Collaboration Strategies for Teacher Readiness for Marginalized Students

ERIC Educational Resources Information Center

Akin, Imani; Neumann, Crystal

2013-01-01

This research discusses the value of collaborating to develop strategies that enhance teacher readiness for the marginalized student and the use of qualitative data that can lead to student academic and social success. Education domains include the learning environment, technology, and building parent and community connections. This research…

The Development of Second Language Critical Thinking in a Virtual Language Learning Environment: A Process-Oriented Mixed-Method Study

ERIC Educational Resources Information Center

Mroz, Aurore

2015-01-01

This article presents a process-oriented mixed-method study, focusing on the emergence of second language (L2) critical thinking (CT) skills in the collaborative discourse produced by a focal group of five college-level students of French working in a virtual language learning environment (the VLLE Cinet Second Life). Levels of CT ability were…

Exploring the Social Competence of Students with Autism Spectrum Conditions in a Collaborative Virtual Learning Environment--The Pilot Study

ERIC Educational Resources Information Center

Cheng, Yufang; Ye, Jun

2010-01-01

Social reciprocity deficits are a core feature of the autism spectrum conditions (ASCs). Many individual with ASCs have difficulty with social interaction due to a frequent lack of social competence. This study focuses on using a virtual learning environment to help the deficiencies of social competence for people with ASCs, and to increase their…

The Prototype of the Virtual Classroom.

ERIC Educational Resources Information Center

Wilson, Jack M.; Mosher, David N.

1994-01-01

Introduces an interactive distance learning environment prototype developed jointly by Rensselaer Polytechnic Institute (RPI) and AT&T which allows students to participate in virtual classroom environments by using computer teleconferencing. Student collaboration, note taking, question answering capabilities, project background, learning…

Determining sociability, social space, and social presence in (a)synchronous collaborative groups.

PubMed

Kreijns, Karel; Kirschner, Paul A; Jochems, Wim; Van Buuren, Hans

2004-04-01

The effectiveness of group learning in asynchronous distributed learning groups depends on the social interaction that takes place. This social interaction affects both cognitive and socioemotional processes that take place during learning, group forming, establishment of group structures, and group dynamics. Though now known to be important, this aspect is often ignored, denied or forgotten by educators and researchers who tend to concentrate on cognitive processes and on-task contexts. This "one-sided" educational focus largely determines the set of requirements in the design of computer-supported collaborative learning (CSCL) environments resulting in functional CSCL environments. In contrast, our research is aimed at the design and implementation of sociable CSCL environments which may increase the likelihood that a sound social space will emerge. We use a theoretical framework that is based upon an ecological approach to social interaction, centering on the concept of social affordances, the concept of the sociability of CSCL environments, and social presence theory. The hypothesis is that the higher the sociability, the more likely that social interaction will take place or will increase, and the more likely that this will result in an emerging sound social space. In the present research, the variables of interest are sociability, social space, and social presence. This study deals with the construction and validation of three instruments to determine sociability, social space, and social presence in (a)synchronous collaborating groups. The findings suggest that the instruments have potential to be useful as measures for the respective variables. However, it must be realized that these measures are "first steps."

Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates’ Attitudes toward Science in Inquiry-Based Biology Laboratory Classes

PubMed Central

Gormally, Cara

2017-01-01

For science learning to be successful, students must develop attitudes toward support future engagement with challenging social issues related to science. This is especially important for increasing participation of students from underrepresented populations. This study investigated how participation in inquiry-based biology laboratory classes affected students’ attitudes toward science, focusing on deaf, hard-of-hearing, and hearing signing students in bilingual learning environments (i.e., taught in American Sign Language and English). Analysis of reflection assignments and interviews revealed that the majority of students developed positive attitudes toward science and scientific attitudes after participating in inquiry-based biology laboratory classes. Attitudinal growth appears to be driven by student value of laboratory activities, repeated direct engagement with scientific inquiry, and peer collaboration. Students perceived that hands-on experimentation involving peer collaboration and a positive, welcoming learning environment were key features of inquiry-based laboratories, affording attitudinal growth. Students who did not perceive biology as useful for their majors, careers, or lives did not develop positive attitudes. Students highlighted the importance of the climate of the learning environment for encouraging student contribution and noted both the benefits and pitfalls of teamwork. Informed by students’ characterizations of their learning experiences, recommendations are made for inquiry-based learning in college biology. PMID:28188279

Fostering Reflective Learning in Confucian Heritage Culture Environments

ERIC Educational Resources Information Center

De Vita, Glauco; Bernard, Mohan J.

2011-01-01

This paper reports on two tutors' efforts to foster reflective learning in the context of a business synoptic module delivered as part of a programme of collaborative provision at City University of Hong Kong. In assessing what the design and implementation of processes aimed at fostering reflective learning have accomplished, evaluatory evidence…

Component Exchange Community: A Model of Utilizing Research Components to Foster International Collaboration

ERIC Educational Resources Information Center

Deng, Yi-Chan; Lin, Taiyu; Kinshuk; Chan, Tak-Wai

2006-01-01

"One-to-one" technology enhanced learning research refers to the design and investigation of learning environments and learning activities where every learner is equipped with at least one portable computing device enabled by wireless capability. G1:1 is an international research community coordinated by a network of laboratories conducting…

LSQuiz: A Collaborative Classroom Response System to Support Active Learning through Ubiquitous Computing

ERIC Educational Resources Information Center

Caceffo, Ricardo; Azevedo, Rodolfo

2014-01-01

The constructivist theory indicates that knowledge is not something finished and complete. However, the individuals must construct it through the interaction with the physical and social environment. The Active Learning is a methodology designed to support the constructivism through the involvement of students in their learning process, allowing…

Influence of Participation, Facilitator Styles, and Metacognitive Reflection on Knowledge Building in Online University Courses

ERIC Educational Resources Information Center

Cacciamani, Stefano; Cesareni, Donatella; Martini, Francesca; Ferrini, Tiziana; Fujita, Nobuko

2012-01-01

Understanding how to foster knowledge building in online and blended learning environments is a key for computer-supported collaborative learning research. Knowledge building is a deeply constructivist pedagogy and kind of inquiry learning focused on theory building. A strong indicator of engagement in knowledge building activity is the…

An Attempt To Design Synchronous Collaborative Learning Environments for Peer Dyads on the World Wide Web.

ERIC Educational Resources Information Center

Lee, Fong-Lok; Liang, Steven; Chan, Tak-Wai

1999-01-01

Describes the design, implementation, and preliminary evaluation of three synchronous distributed learning prototype systems: Co-Working System, Working Along System, and Hybrid System. Each supports a particular style of interaction, referred to a socio-activity learning model, between members of student dyads (pairs). All systems were…

Graduate Students' Readiness and Perceptions of the Pedagogical Application of Collaborative Video Logs

ERIC Educational Resources Information Center

Fox, Heather L.; Cayari, Christopher

2016-01-01

Group work projects are common components of graduate course curricula. Instructors often try to mitigate the benefits of group work projects for students while avoiding negative effects. Informal learning and participatory culture practices like video logs can enhance learning environments. Video logs that promote both informal learning and…

Innovation Education Enabled through a Collaborative Virtual Reality Learning Environment

ERIC Educational Resources Information Center

Thorsteinsson, Gisli; Page, Tom; Lehtonen, Miika; Ha, Joong Gyu

2006-01-01

This article provides a descriptive account of the development of an approach to the support of design and technology education with 3D Virtual Reality (VR) technologies on an open and distance learning basis. This work promotes an understanding of the implications and possibilities of advanced virtual learning technologies in education for…

A Collaborative Virtual Environment for Situated Language Learning Using VEC3D

ERIC Educational Resources Information Center

Shih, Ya-Chun; Yang, Mau-Tsuen

2008-01-01

A 3D virtually synchronous communication architecture for situated language learning has been designed to foster communicative competence among undergraduate students who have studied English as a foreign language (EFL). We present an innovative approach that offers better e-learning than the previous virtual reality educational applications. The…

Lights, Camera, Action! Learning about Management with Student-Produced Video Assignments

ERIC Educational Resources Information Center

Schultz, Patrick L.; Quinn, Andrew S.

2014-01-01

In this article, we present a proposal for fostering learning in the management classroom through the use of student-produced video assignments. We describe the potential for video technology to create active learning environments focused on problem solving, authentic and direct experiences, and interaction and collaboration to promote student…

Designing for Discovery Learning of Complexity Principles of Congestion by Driving Together in the TrafficJams Simulation

ERIC Educational Resources Information Center

Levy, Sharona T.; Peleg, Ran; Ofeck, Eyal; Tabor, Naamit; Dubovi, Ilana; Bluestein, Shiri; Ben-Zur, Hadar

2018-01-01

We propose and evaluate a framework supporting collaborative discovery learning of complex systems. The framework blends five design principles: (1) individual action: amidst (2) social interactions; challenged with (3) multiple tasks; set in (4) a constrained interactive learning environment that draws attention to (5) highlighted target…

A Collaborative Learning Environment for Management Education Based on Experiential Learning

ERIC Educational Resources Information Center

Lidon, Ivan; Rebollar, Ruben; Moller, Charles

2011-01-01

In many areas of applied sciences, such as management and engineering, the generation and dissemination of theory and knowledge is increasingly woven into practice. This leaves teaching and research institutions with the challenge of developing and organising teaching activities that are effective from a student learning perspective. This paper…

Developing Global Leaders: Building Effective Global- Intercultural Collaborative Online Learning Environments

ERIC Educational Resources Information Center

Ivy, Karen Lynne-Daniels

2017-01-01

This paper shares the findings of a study conducted on a virtual inter-cultural global leadership development learning project. Mixed Methods analysis techniques were used to examine the interviews of U.S. and Uganda youth project participants. The study, based on cultural and social constructivist learning theories, investigated the effects of…

Effects of Group Reflection Variations in Project-Based Learning Integrated in a Web 2.0 Learning Space

ERIC Educational Resources Information Center

Kim, Paul; Hong, Ji-Seong; Bonk, Curtis; Lim, Gloria

2011-01-01

A Web 2.0 environment that is coupled with emerging multimodal interaction tools can have considerable influence on team learning outcomes. Today, technologies supporting social networking, collective intelligence, emotional interaction, and virtual communication are introducing new forms of collaboration that are profoundly impacting education.…

Student Interaction and Community Building: An Evaluation of Social Networking in Online Learning Environments

ERIC Educational Resources Information Center

Cardona-Divale, Maria Victoria

2012-01-01

Learners often report difficulty maintaining social connectivity in online courses. Technology is quickly changing how people communicate, collaborate and learn using online social networking sites (SNSs). These sites have transformed education in a way that provides new learning opportunities when integrated with web 2.0 tools. Little research is…

Agent Supported Serious Game Environment

ERIC Educational Resources Information Center

Terzidou, Theodouli; Tsiatsos, Thrasyvoulos; Miliou, Christina; Sourvinou, Athanasia

2016-01-01

This study proposes and applies a novel concept for an AI enhanced serious game collaborative environment as a supplementary learning tool in tertiary education. It is based on previous research that investigated pedagogical agents for a serious game in the OpenSim environment. The proposed AI features to support the serious game are the…

Making mLearning Work: Utilizing Mobile Technology for Active Exploration, Collaboration, Assessment, and Reflection in Higher Education

ERIC Educational Resources Information Center

Fisher, Mercedes; Baird, Derek E.

2007-01-01

The convergence of mobile technologies into student-centered learning environments requires academic institutions to design new and more effective learning, teaching, and user experience strategies. In this article we share results from an mLearning design experiment and analysis from a student survey conducted at the National College of Ireland.…

An Australian Approach to School Design

ERIC Educational Resources Information Center

Robinson, Leigh; Robinson, Taylor

2009-01-01

Contemporary education design strongly emphasises stimulating, adaptable learning environments, with spaces able to support various styles of teaching and learning. Delivering successful school buildings requires a close collaborative relationship between the architect and all key stakeholders from initial briefing through to project handover. The…

Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial.

PubMed

Sahota, Michael; Leung, Betty; Dowdell, Stephanie; Velan, Gary M

2016-12-12

Students in biomedical disciplines require understanding of normal and abnormal microscopic appearances of human tissues (histology and histopathology). For this purpose, practical classes in these disciplines typically use virtual microscopy, viewing digitised whole slide images in web browsers. To enhance engagement, tools have been developed to enable individual or collaborative annotation of whole slide images within web browsers. To date, there have been no studies that have critically compared the impact on learning of individual and collaborative annotations on whole slide images. Junior and senior students engaged in Pathology practical classes within Medical Science and Medicine programs participated in cross-over trials of individual and collaborative annotation activities. Students' understanding of microscopic morphology was compared using timed online quizzes, while students' perceptions of learning were evaluated using an online questionnaire. For senior medical students, collaborative annotation of whole slide images was superior for understanding key microscopic features when compared to individual annotation; whilst being at least equivalent to individual annotation for junior medical science students. Across cohorts, students agreed that the annotation activities provided a user-friendly learning environment that met their flexible learning needs, improved efficiency, provided useful feedback, and helped them to set learning priorities. Importantly, these activities were also perceived to enhance motivation and improve understanding. Collaborative annotation improves understanding of microscopic morphology for students with sufficient background understanding of the discipline. These findings have implications for the deployment of annotation activities in biomedical curricula, and potentially for postgraduate training in Anatomical Pathology.

Distributed interactive virtual environments for collaborative experiential learning and training independent of distance over Internet2.

PubMed

Alverson, Dale C; Saiki, Stanley M; Jacobs, Joshua; Saland, Linda; Keep, Marcus F; Norenberg, Jeffrey; Baker, Rex; Nakatsu, Curtis; Kalishman, Summers; Lindberg, Marlene; Wax, Diane; Mowafi, Moad; Summers, Kenneth L; Holten, James R; Greenfield, John A; Aalseth, Edward; Nickles, David; Sherstyuk, Andrei; Haines, Karen; Caudell, Thomas P

2004-01-01

Medical knowledge and skills essential for tomorrow's healthcare professionals continue to change faster than ever before creating new demands in medical education. Project TOUCH (Telehealth Outreach for Unified Community Health) has been developing methods to enhance learning by coupling innovations in medical education with advanced technology in high performance computing and next generation Internet2 embedded in virtual reality environments (VRE), artificial intelligence and experiential active learning. Simulations have been used in education and training to allow learners to make mistakes safely in lieu of real-life situations, learn from those mistakes and ultimately improve performance by subsequent avoidance of those mistakes. Distributed virtual interactive environments are used over distance to enable learning and participation in dynamic, problem-based, clinical, artificial intelligence rules-based, virtual simulations. The virtual reality patient is programmed to dynamically change over time and respond to the manipulations by the learner. Participants are fully immersed within the VRE platform using a head-mounted display and tracker system. Navigation, locomotion and handling of objects are accomplished using a joy-wand. Distribution is managed via the Internet2 Access Grid using point-to-point or multi-casting connectivity through which the participants can interact. Medical students in Hawaii and New Mexico (NM) participated collaboratively in problem solving and managing of a simulated patient with a closed head injury in VRE; dividing tasks, handing off objects, and functioning as a team. Students stated that opportunities to make mistakes and repeat actions in the VRE were extremely helpful in learning specific principles. VRE created higher performance expectations and some anxiety among VRE users. VRE orientation was adequate but students needed time to adapt and practice in order to improve efficiency. This was also demonstrated successfully between Western Australia and UNM. We successfully demonstrated the ability to fully immerse participants in a distributed virtual environment independent of distance for collaborative team interaction in medical simulation designed for education and training. The ability to make mistakes in a safe environment is well received by students and has a positive impact on their understanding, as well as memory of the principles involved in correcting those mistakes. Bringing people together as virtual teams for interactive experiential learning and collaborative training, independent of distance, provides a platform for distributed "just-in-time" training, performance assessment and credentialing. Further validation is necessary to determine the potential value of the distributed VRE in knowledge transfer, improved future performance and should entail training participants to competence in using these tools.

Effect of collaborative testing on learning and retention of course content in nursing students.

PubMed

Rivaz, Mozhgan; Momennasab, Marzieh; Shokrollahi, Paymaneh

2015-10-01

Collaborative testing is a learning strategy that provides students with the opportunity to learn and practice collaboration. This study aimed to determine the effect of collaborative testing on test performance and retention of course content in nursing students of Shiraz University of Medical Sciences, Shiraz, Iran. This quasi-experimental study was carried out on 84 students enrolled in the course of Medical-Surgical 2 in Spring 2013 and Fall 2013 semesters. The control group consisting of 39 students participated in the first mid-term exam in an individual format. The intervention group, on the other hand, consisted of 45 students who took the test in a two-stage process. The first stage included an individual testing, while the second stage was a collaborative one given in groups of five individuals chosen randomly. Four weeks later, in order to investigate retention of the course content, both groups took part in the second mid-term exam held individually. The study findings showed significant difference between the mean scores in the intervention group in the Fall 2013 semester (p=0.001). Besides, a statistically significant difference was found between the two groups regarding the tests mean scores (p=0.001). Moreover, retention of course content improved in the collaborative group (p=0.001). The results indicated an increase in test performance and a long-term learning enhancement in collaborative testing compared with the traditional method. Collaborative testing, as an active learning technique and a valuable assessment method, can help nursing instructors provide the alumni with strong problem-solving and critical thinking abilities at healthcare environments.

Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education

PubMed Central

Boulos, Maged N Kamel; Maramba, Inocencio; Wheeler, Steve

2006-01-01

Background We have witnessed a rapid increase in the use of Web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and ease of collaboration. Wikis are Web sites that can be edited by anyone who has access to them. The word 'blog' is a contraction of 'Web Log' – an online Web journal that can offer a resource rich multimedia environment. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning). Discussion Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that there are many free and Open Source versions of these tools may also be responsible for their explosive growth. Thus it would be relatively easy to implement any or all within a Health Professions' Educational Environment. Paradoxically, some of their disadvantages also relate to their openness and ease of use. With virtually anybody able to alter, edit or otherwise contribute to the collaborative Web pages, it can be problematic to gauge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content within a Web page, the veracity of these resources can be assured through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is still needed to build our pedagogic evidence base about the different aspects of these tools in the context of medical/health education. Summary and conclusion If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments. Therefore, research should be conducted to determine the best ways to integrate these tools into existing e-Learning programmes for students, health professionals and patients, taking into account the different, but also overlapping, needs of these three audience classes and the opportunities of virtual collaboration between them. Of particular importance is research into novel integrative applications, to serve as the "glue" to bind the different forms of Web-based collaborationware synergistically in order to provide a coherent wholesome learning experience. PMID:16911779

Interprofessional education and collaboration: A simulation-based learning experience focused on common and complementary skills in an acute care environment.

PubMed

Cunningham, S; Foote, L; Sowder, M; Cunningham, C

2018-05-01

The purpose of this mixed-methods study was to explore from the participant's perspective the influence of an interprofessional simulation-based learning experience on understanding the roles and responsibilities of healthcare professionals in the acute care setting, interprofessional collaboration, and communication. Participating students from two professional programs completed the Readiness for Interprofessional Learning Scale (RIPLS) prior to and following the simulation experience to explore the influence of the simulation experience on students' perceptions of readiness to learn together. A Wilcoxon signed rank analysis was performed for each of the four subscales of the RIPLS: shared learning (<.001), teamwork and collaboration (<.001), professional identity (.042), and roles and responsibilities (.001). In addition, participating students were invited to participate in focus group interviews to discuss the effectiveness of the simulation experience. Three key themes were discovered: interprofessional teamwork, discovering roles and responsibilities, and increased confidence in treatment skills. The integration of interprofessional education through a simulation-based learning experience within the nursing and physical therapy professional programs provided a positive experience for the students. Simulation-based learning experiences may provide an opportunity for institutions to collaborate and provide additional engagement with healthcare professions that may not be represented within a single institution.

Using VoiceThread to Promote Collaborative Learning in On-Line Clinical Nurse Leader Courses.

PubMed

Fox, Ola H

The movement to advance the clinical nurse leader (CNL) as an innovative new role for meeting higher health care quality standards continues with CNL programs offered on-line at colleges and universities nationwide. Collaborative learning activities offer the opportunity for CNL students to gain experience in working together in small groups to negotiate and solve care process problems. The challenge for nurse educators is to provide collaborative learning activities in an asynchronous learning environment that can be considered isolating by default. This article reports on the experiences of 17 CNL students who used VoiceThread, a cloud-based tool that allowed them to communicate asynchronously with one another through voice comments for collaboration and sharing knowledge. Participants identified benefits and drawbacks to using VoiceThread for collaboration as compared to text-based discussion boards. Students reported that the ability to hear the voice of their peers and the instructor helped them feel like they were in a classroom communicating with "real" instructor and peers. Students indicated a preference for on-line classes that used VoiceThread discussions to on-line classes that used only text-based discussion boards. Copyright © 2016 Elsevier Inc. All rights reserved.

DPT Student Perceptions of the Physical Therapist Assistant's Role: Effect of Collaborative Case-Based Learning Compared to Traditional Content Delivery and Clinical Experience.

PubMed

Colgrove, Yvonne M; VanHoose, Lisa D

2017-01-01

Doctor of physical therapy (DPT) student learning about role delineation of physical therapist assistants (PTAs) is essential to ethical and legal practice. Survey assessment of three DPT student cohorts compared collaborative interprofessional case-based learning with PTA students to traditional curriculum delivery strategies. Control cohorts were assessed one time. The intervention group was assessed pre-intervention, immediately post-intervention, and after completing a full-time clinical experience. The case-based learning covered 46% of survey content, allowing for the assessment of content-specific material and potential learning through collaboration. Following the educational intervention, the intervention group improved significantly in areas inside and outside the case-based study content, outscoring both control groups on 25-34% of the survey items. Following the clinical experience, the intervention group declined answer accuracy for patient evaluation and treatment implementation, suggesting unlearning. Improvement in the administrative section was observed after the clinical experience. Perceptions of the tasks within the PTA role were diminished while tasks outside the scope of practice appeared clarified following the clinical experience. While case-based collaborative intraprofessional learning proves effective in student learning about the PTA role, changes following the clinical experience raise questions about the influence of the clinical environment on learning and the practical application of recently learned knowledge.

Collaborative-group testing improves learning and knowledge retention of human physiology topics in second-year medical students.

PubMed

Vázquez-García, Mario

2018-06-01

The present study examined the relationship between second-year medical students' group performance and individual performance in a collaborative-learning environment. In recent decades, university professors in the scientific and humanistic disciplines have successfully put into practice different modalities of collaborative approaches to teaching. Essentially, collaborative approach refers to a variety of techniques that involves the joint intellectual effort of a small group of students, which encourages interaction and discussion among students and professors. The present results show the efficacy of collaborative learning, which, furthermore, allowed students to participate actively in the physiology class. Average student's grades were significantly higher when they engaged in single-best-response, multiple-choice tests as a student team, compared with taking the same examinations individually. The method improved notably knowledge retention, as learning is more effective when performed in the context of collaborative partnership. A selected subset of questions answered wrongly in an initial test, both individually and collectively, was used on a second test to examine student retention of studied material. Grade averages were significantly improved, both individually and groupwise, when students responded to the subset of questions a second time, 1, 2, or 3 wk after the first attempt. These results suggest that the collaborative approach to teaching allowed a more effective understanding of course content, which meant an improved capacity for retention of human physiology knowledge.

Enhancing Classroom Performance: A Technology Design to Support the Integration of Collaborative Learning and Participative Teams

ERIC Educational Resources Information Center

Marsh, Michael T.; Taylor, Ronald; Holoviak, Stephen J.

2008-01-01

Integral components of today's successful business models frequently include information technology, effective collaboration, and participative teamwork among employees. It is in the best interest of students for educators to provide classrooms that reflect a profitable practitioner's environment. Students studying for careers in business should…

Proceed with Caution: Uncommon Wisdom about Academic and Student Affairs Partnerships

ERIC Educational Resources Information Center

Magolda, Peter M.

2005-01-01

Collaborations between student affairs professionals and faculty are typically viewed as essential to the creation of successful student learning environments. Yet, the author warns that collaborations are more complicated than they may first appear. As someone who has been a student affairs administrator and a faculty member, the author has had a…

Teachers-Librarian Collaboration in Building the Curriculum for an IB World School: A Case Study

ERIC Educational Resources Information Center

Bhargava, Madhu

2010-01-01

Many schools are in the transition stage from passive learning environments into active ones. Teachers, librarians and administrators are forced to rethink the curriculum in terms of content and teaching methodology because of advancement of technology and competitions. The paper will demonstrate the need of collaborative work of…

A Collaborative Autoethnography of Literacy Professional Development Work in a High-Needs Environment

ERIC Educational Resources Information Center

Sanders, Jennifer Y.; Parsons, Sue Christian; Mwavita, Mwarumba; Thomas, Katherine

2015-01-01

This article presents the findings of a collaborative autoethnography (CAE) of three teacher educators' work as literacy professional development (PD) leaders in a high-needs, culturally diverse, urban, US school district. The research questions focused on what the facilitators learned about leading literacy PD in a high-needs/high-stakes…

Collaborative Practice of Science Construction in a Computer-Based Multimedia Environment.

ERIC Educational Resources Information Center

Kumpulainen, Kristiina; Mutanen, Mika

1998-01-01

Examines the ways in which the collaborative use of a multimedia-based CD-ROM encyclopedia in a sixth-grade Finnish classroom fosters science learning. Results show that students' activities during task-processing were highly procedural and product-oriented. Students had inefficient skills in accessing and retrieving information from the…

Prospects for Digital Campus with Extensive Applications of Virtual Collaborative Space

ERIC Educational Resources Information Center

Nishide, Ryo

2011-01-01

This paper proposes extensive applications of virtual collaborative space in order to enhance the efficiency and capability of Digital Campus. The usability of Digital Campus has been experimented in different learning environments and evaluated by questionnaire as that the presence technology and a sense of solidarity influence the participants'…

Design Thinking in Elementary Students' Collaborative Lamp Designing Process

ERIC Educational Resources Information Center

Kangas, Kaiju; Seitamaa-Hakkarainen, Pirita; Hakkarainen, Kai

2013-01-01

Design and Technology education is potentially a rich environment for successful learning, if the management of the whole design process is emphasised, and students' design thinking is promoted. The aim of the present study was to unfold the collaborative design process of one team of elementary students, in order to understand their multimodal…

Enacting Viewing Skills with Apps to Promote Collaborative Mathematics Learning

ERIC Educational Resources Information Center

Khoo, Kay Yong

2016-01-01

This paper comprises discussion on the research findings of this study into how apps can be used in the classroom to collaboratively promote construction of mathematical knowledge in children in ways that fundamentally transform the instructional environment. The study results identify how children enact viewing skills through digital texts to…

Instructional Design for Online Learning Environments and the Problem of Collaboration in the Cloud

ERIC Educational Resources Information Center

Mehlenbacher, Brad; Kelly, Ashley Rose; Kampe, Christopher; Kittle Autry, Meagan

2018-01-01

To investigate how college students understand and use cloud technology for collaborative writing, the authors studied two asynchronous online courses, on science communication and on technical communication. Students worked on a group assignment (3-4 per group) using Google Docs and individually reflected on their experience writing…

Graphing in Groups: Learning about Lines in a Collaborative Classroom Network Environment

ERIC Educational Resources Information Center

White, Tobin; Wallace, Matthew; Lai, Kevin

2012-01-01

This article presents a design experiment in which we explore new structures for classroom collaboration supported by a classroom network of handheld graphing calculators. We describe a design for small group investigations of linear functions and present findings from its implementation in three high school algebra classrooms. Our coding of the…

Getting Ready for the Real World: Student Perspectives on Bringing Industry Collaboration into the Classroom

ERIC Educational Resources Information Center

Marcketti, Sara B.; Karpova, Elena

2014-01-01

Learning through industry collaborations is critical in decreasing the gap between the real world and the academic environment. Working on challenges drawn from industry can increase students' knowledge and future employability, thus enhancing labor force preparation. This study explored students' perceptions (n = 110) of the benefits…

Assessment and Support of the Idea Co-Construction Process that Influences Collaboration

ERIC Educational Resources Information Center

Gweon, Gahgene

2012-01-01

Research in team science suggests strategies for addressing difficulties that groups face when working together. This dissertation examines how student teams work in project based learning (PBL) environments, with the goal of creating strategies and technology to improve collaboration. The challenge of working in such a group is that the members…

Programming for Fun: MUDs as a Context for Collaborative Learning.

ERIC Educational Resources Information Center

Bruckman, Amy

Multi-User Dungeons (MUDs), are text-based virtual reality environments in which participants separated by great physical distances can communicate and collaborate in programming. Most MUDs started out as adventure games but are quickly being adapted for more "serious" endeavors. This paper presents a case study of the experiences of a…

The Development of Virtual Educational Environments to Support Inter-School Collaboration

ERIC Educational Resources Information Center

Stevens, Ken

2007-01-01

The introduction of inter-school electronic networks has added a new dimension to education in Canada that has many implications for students who attend schools in rural communities. Collaborative internet-based teaching and learning and the creation of virtual classes within regional intranets now complement traditional on-site instruction in…

Learner Perceptions of Biophilia and the Learning Environment: A Phenomenological Study

ERIC Educational Resources Information Center

Matteson, Donna

2013-01-01

The purpose of this study was to address a local university's need to promote learner-centered instruction and collaboration through classroom design. Learner-centered collaborative experiences were proposed by the local university to enhance student satisfaction and build social connections and appreciation of diversity. This study builds on…

Validating Curriculum Development Using Text Mining

ERIC Educational Resources Information Center

West, Jason

2017-01-01

Interdisciplinarity requires the collaboration of two or more disciplines to combine their expertise to jointly develop and deliver learning and teaching outcomes appropriate for a subject area. Curricula and assessment mapping are critical components to foster and enhance interdisciplinary learning environments. Emerging careers in data science…

A Skype-Buddy Model for Blended Learning

ERIC Educational Resources Information Center

Macharaschwili, Carmen E.; Coggin, Linda Skidmore

2013-01-01

Online learning in higher education allows distance education students to complete degree requirements in virtual environments. Universities are challenged with providing quality education experiences for these students and meet the students' needs for engagement and challenge within a collaborative framework. This study proposes how Voice over…

Connectivism: 21st Century's New Learning Theory

ERIC Educational Resources Information Center

Kropf, Dorothy C.

2013-01-01

Transformed into a large collaborative learning environment, the Internet is comprised of information reservoirs namely, (a) online classrooms, (b) social networks, and (c) virtual reality or simulated communities, to expeditiously create, reproduce, share, and deliver information into the hands of educators and students. Most importantly, the…

Learning Dashboards

ERIC Educational Resources Information Center

Charleer, Sven; Klerkx, Joris; Duval, Erik

2014-01-01

This article explores how information visualization techniques can be applied to learning analytics data to help teachers and students deal with the abundance of learner traces. We also investigate how the affordances of large interactive surfaces can facilitate a collaborative sense-making environment for multiple students and teachers to explore…

Analyses of Student Learning in Global Change

NASA Astrophysics Data System (ADS)

Takle, E. S.; Moser, H.; Sorensen, E. K.

2004-12-01

The Global Change course at Iowa State University is a senior undergraduate and graduate level course that has been delivered over the internet with online dialog and learning activities since 1995. Students may enroll in the course as a distance education course, but in doing so they engage in dialog with students in the conventional on-campus face-to-face course. Online delivery and student participation offer opportunities for promoting use of critical thinking skills and collaborative learning not available in face-to-face environments. Students are required to research, post, and defend with authoritative information their positions on a variety of global change issues and specifically identify how they have demonstrated use of critical thinking skills in their online postings. Threaded dialog is used for structuring interactions toward promoting collaborative learning. We analyze collaborative learning by use of a rubric based on the theory of language games. By random selection of 1,350 online dialog comments posted over the last 10 years we evaluated student response to requirements for demonstrating critical thinking skills and collaboration in learning. We found that, by itself, the requirement of demonstrating critical thinking skills in online dialog was insufficient in promoting collaborative learned as measured by the standards of language game theory. But we also found that if an online comment clearly defines a situation and makes a clear expectation of a response, the likelihood is high that a game will be created. And if a game is established, there is a high probability that it will be closed, thereby giving evidence that collaborative learning had occurred. We conclude that a key component in collaborative online learning lies in establishing a lead-off comment that provides sufficient background information to clearly define an engaging situation. It also must include a clear expectation that a response is expected that will provide dialog participants an opportunity to demonstrate critical thinking skills in their responding comments.

Transforming Passive Receptivity of Knowledge into Deep Learning Experiences at the Undergraduate Level: An Example from Music Theory

ERIC Educational Resources Information Center

Ferenc, Anna

2015-01-01

This article discusses transformation of passive knowledge receptivity into experiences of deep learning in a lecture-based music theory course at the second-year undergraduate level through implementation of collaborative projects that evoke natural critical learning environments. It presents an example of such a project, addresses key features…

Social Media as Avenue for Personal Learning for Educators: Personal Learning Networks Encourage Application of Knowledge and Skills

ERIC Educational Resources Information Center

Eller, Linda S.

2012-01-01

Social media sites furnish an online space for a community of practice to create relationships and trust, collaboration and connections, and a personal learning environment. Social networking sites, both public and private, have common elements: member profiles, groups, discussions, and forums. A community of practice brings participants together…

What Good Teachers Do to Promote Effective Student Learning in a Problem-Based Learning Environment

ERIC Educational Resources Information Center

Goh, Karen

2014-01-01

This qualitative study examines the attributes of effective teachers in a problem-based learning (PBL) classroom, specifically in a polytechnic context in Singapore. The educational beliefs, approaches and strategies of a group of PBL facilitators who have received teaching awards are examined to understand how critical thinking, collaborative and…

Students' Perceived Challenges in an Online Collaborative Learning Environment: A Case of Higher Learning Institutions in Nairobi, Kenya

ERIC Educational Resources Information Center

Muuro, Maina Elizaphan; Wagacha, Waiganjo Peter; Oboko, Robert; Kihoro, John

2014-01-01

Earlier forms of distance education were characterized by minimal social interaction like correspondence, television, video and radio. However, the World Wide Web (WWW) and online learning introduced the opportunity for much more social interaction, particularly among learners, and this has been further made possible through social media in Web…

The Use of Social Media for Blended Learning in Tertiary Education

ERIC Educational Resources Information Center

Chan, Winslet Ting Yan; Leung, Chi Hong

2016-01-01

The use of social media facilitates communication and collaboration among users to support the student-centered learning environment. In this study, Twitter was used to support blended learning activities in two university courses. A survey was conducted and the results showed that Twitter was easy to use and it could facilitate knowledge sharing…

Changing the Instructional Model: Utilizing Blended Learning as a Tool of Inquiry Instruction in Middle School Science

ERIC Educational Resources Information Center

Longo, Christopher M.

2016-01-01

Educators need to delve further into effective ways to spark student interest, motivation, and curiosity both in the middle school classroom and in the online environment. A thoughtfully crafted blended learning process, infused with inquiry learning, can provide students with opportunities to collaborate, think critically, and pose questions,…

Applying Universal Design for Learning and the Inclusion Spectrum for Students with Severe Disabilities in General Physical Education

ERIC Educational Resources Information Center

Grenier, Michelle; Miller, Nancy; Black, Ken

2017-01-01

General physical education (GPE) affords many opportunities for students with and without disabilities to interact and develop positive peer relationships. This case study describes one teacher's use of collaborative practices, universal design for learning (UDL), and the inclusion spectrum to create an accessible learning environment in which the…

Designing Interactive and Collaborative Learning Tasks in a 3-D Virtual Environment

ERIC Educational Resources Information Center

Berns, Anke; Palomo-Duarte, Manuel; Fernández, David Camacho

2012-01-01

The aim of our study is to explore several possibilities to use virtual worlds (VWs) and game-applications with learners of the A1 level (CEFR) of German as a foreign language. Our interest focuses especially on designing those learning tools which increase firstly, learner motivation towards online-learning and secondly, enhance autonomous…

The Online Writing Lab (OWL) and the Forum: A Tool for Writers in Distance Education Environments.

ERIC Educational Resources Information Center

Terryberry, Karl

2002-01-01

Demonstrates how to integrate static web pages with the dynamic forum for an effective learning experience on the online writing lab (OWL). Explains why asynchronous feedback provides effective, individualized writing instruction to students with various learning styles and how collaborative learning is fostered through threaded discussion groups.…

A Real Community Bridge: Informing Community-Based Learning through a Model of Participatory Public Art

ERIC Educational Resources Information Center

Stephens, Pamela Geiger

2006-01-01

Community-based learning has the power to encourage and sustain the intellectual curiosity of learners. By most accounts, community-based learning is a process that creates a collaborative environment of scholarship that holds individual differences, as well as similarities, in high esteem. It is a process, as the phrase suggests, that extends…