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Sample records for circuit-measuring collaborative learning

  1. The Design of Circuit-Measuring Collaborative Learning System with Embedded Broker

    CERN Document Server

    Kao, Fu-Chien; Huang, Ting-Hao

    2010-01-01

    Recently, the academic community has been giving much attention to Cooperative Learning System, a group learning method combined with pedagogy and social psychology. It allows group members to gain knowledge through collaborations and interactions. Nowadays, most Internet cooperative learning systems are designed to provide students mainly with a convenient online environment to study theoretical courses but rarely with an online environment to operate practical instruments. Hence, this paper designed a 3D online cooperative learning system for operating virtual instruments with circuit-measuring function. By integrating with Virtual Reality, Remote Control Parameter Transmission and embedded system techniques, this system gives learners not only a cooperative learning environment via networking to jointly operate the 3D virtual instruments (for example, multi-meters, power supplies and oscilloscopes) but also the functions of instant messages and 3D puzzles to interact with one another. Therefore, learners c...

  2. Collaborations in Open Learning Environments

    NARCIS (Netherlands)

    Spoelstra, Howard

    2015-01-01

    This thesis researches automated services for professionals aiming at starting collaborative learning projects in open learning environments, such as MOOCs. It investigates the theoretical backgrounds of team formation for collaborative learning. Based on the outcomes, a model is developed describin

  3. Accounting Experiences in Collaborative Learning

    Science.gov (United States)

    Edmond, Tracie; Tiggeman, Theresa

    2009-01-01

    This paper discusses incorporating collaborative learning into accounting classes as a response to the Accounting Education Change Commission's call to install a more active student learner in the classroom. Collaborative learning requires the students to interact with each other and with the material within the classroom setting. It is a…

  4. Judgments of Learning in Collaborative Learning Environments

    NARCIS (Netherlands)

    Helsdingen, Anne

    2010-01-01

    Helsdingen, A. S. (2010, March). Judgments of Learning in Collaborative Learning Environments. Poster presented at the 1st International Air Transport and Operations Symposium (ATOS 2010), Delft, The Netherlands: Delft University of Technology.

  5. Messy Collaboration: Learning from a Learning Study

    Science.gov (United States)

    Adamson, Bob; Walker, Elizabeth

    2011-01-01

    Messy collaboration refers to complexity, unpredictability and management dilemmas when educators work together. Such messiness was evident in a Hong Kong English Learning Study, a structured cyclical process in which teachers and researcher-participants from a teacher education institution work collaboratively on effective student learning. This…

  6. Collaborating in Electronic Learning Communities

    Science.gov (United States)

    Miller, Ava S.

    2009-01-01

    There are obvious differences between face-to-face instruction and learning and online instruction and learning. Although collaboration and community building do occur in the campus classroom, as does active learning, it is imperative in an online class. Students today will reluctantly attend classes that consist entirely of faculty lectures and…

  7. Knowledge Convergence and Collaborative Learning

    Science.gov (United States)

    Jeong, Heisawn; Chi, Michelene T. H.

    2007-01-01

    This paper operationalized the notion of knowledge convergence and assessed quantitatively how much knowledge convergence occurred during collaborative learning. Knowledge convergence was defined as an increase in common knowledge where common knowledge referred to the knowledge that all collaborating partners had. Twenty pairs of college students…

  8. Performative Tools and Collaborative Learning

    DEFF Research Database (Denmark)

    Minder, Bettina; Lassen, Astrid Heidemann

    of performative tools used in transdisciplinary events for collaborative learning. The results of this single case study add to extant knowledge- and learning literature by providing the reader with a rich description of characteristics and learning functions of performative tools in transdisciplinary events......The use of performative tools can support collaborative learning across knowledge domains (i.e. science and practice), because they create new spaces for dialog. However, so far innovation literature provides little answers to the important discussion of how to describe the effects and requirements...... and a description of how they interrelate with the specific setting of such an event. Furthermore, they complement previous findings by relating performative tools to collaborative learning for knowledge intensive ideas....

  9. Learning Music from Collaboration

    Science.gov (United States)

    Sawyer, R. Keith

    2008-01-01

    I draw on two traditions of research: the social psychology of collaborative groups, and the ethnographic study of improvisational performance. I outline a general model of group creativity derived from these traditions. I show how the model can be used to better understand musical competence and performance, and I provide recommendations for how…

  10. Globally Collaborative Experiential Learning

    Directory of Open Access Journals (Sweden)

    Takeshi UTSUMI

    2005-07-01

    Full Text Available ABSTRACT The Global University System (GUS [Utsumi, et al, 2003] is a worldwide initiative to create advanced telecommunications infrastructure for access to educational resources across national and cultural boundaries for global peace. GUS aims to create a worldwide consortium of universities to provide the underdeveloped world with access to 21st Century education via broadband Internet technologies. The aim is to achieve “education and healthcare for all,” anywhere, anytime and at any pace. The GUS works in the major regions of the globe with partnerships of higher education and healthcare institutions. Learners in these regions will be able to take their courses from member institutions around the world to receive a GUS degree. These learners and their professors from partner institutions will also form a global forum for exchange of ideas and information and for conducting collaborative research and development with emerging global GRID computer network technology. Globally Collaborative Environmental Peace Gaming (GCEPG project [Utsumi, 2003] with a globally distributed computer simulation system, focusing on the issue of environment and sustainable development in developing countries, is to train would-be decision-makers in crisis management, conflict resolution, and negotiation techniques basing on “facts and figures.” The GUS will supply game players from around the world.

  11. Computer-Mediated Collaborative Learning

    Science.gov (United States)

    Beatty, Ken; Nunan, David

    2004-01-01

    The study reported here investigates collaborative learning at the computer. Ten pairs of students were presented with a series of comprehension questions about Mary Shelley's novel "Frankenstein or a Modern Prometheus" along with a CD-ROM, "Frankenstein Illuminated," containing the novel and a variety of source material. Five students worked with…

  12. Evaluating Collaborative Learning and Community

    Science.gov (United States)

    Summers, Jessica J.; Beretvas, S. Natasha; Svinicki, Marilla D.; Gorin, Joanna S.

    2005-01-01

    The goal of this study was to validate measures and assess the effects of collaborative group-learning methods in real classrooms on 3 specific dependent variables: feelings of campus connectedness, academic classroom community, and effective group processing (2 factors). Confirmatory factor analysis were conducted to evaluate a 4-factor model.…

  13. Managing the Collaborative Learning Environment.

    Science.gov (United States)

    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…

  14. Assessments That Promote Collaborative Learning

    Science.gov (United States)

    Watanabe, Maika; Evans, Laura

    2015-01-01

    This article discusses assessments that can be used to help encourage a collaborative classroom community, in which students help one another learn mathematics. The authors describe participation quizzes and explanation quizzes as assessment tools that encourage students to work together, share specific questions on challenging mathematics…

  15. Massively collaborative machine learning

    NARCIS (Netherlands)

    Rijn, van J.N.

    2016-01-01

    Many scientists are focussed on building models. We nearly process all information we perceive to a model. There are many techniques that enable computers to build models as well. The field of research that develops such techniques is called Machine Learning. Many research is devoted to develop comp

  16. Project Learning and Virtual Collaboration

    DEFF Research Database (Denmark)

    Fibiger, Bo; Nielsen, Janni; Sorensen, Elsebeth;

    2005-01-01

    on ICT and Learning. In addition, MIL provides a learning space where practice is under constant negotiation and reconstruction as an inherent, integrated part of the learning process. Consequently, we argue that MIL may be seen as an example of best practice in blended learning.......This paper will introduce a master program in ICT and Learning (MIL) and present some of the experiences we have gained so far. MIL is a result of a collaborative initiative taken by five Danish universities, and it is an accredited part-time 2-year master program. It is unique in the sense...... will be directed towards problems experienced by the students. From an analytical perspective, the paper will identify and discuss fundamental problems related to the organization, flexibility, and implementation of project pedagogy online. MIL is organized around ICT and Learning and the study theme focuses...

  17. Introverts and Collaborative Learning

    Directory of Open Access Journals (Sweden)

    george jacobs

    2014-09-01

    Full Text Available I was interested in reviewing Susan Cain’s (2013 “Quiet: The Power of Introverts in a World That Can’t Stop Talking” for two reasons. First, as an introvert I wanted to learn more about myself. Second, I wanted to explore Cain and others’ criticism that group activities in the workplace and in education are unfair to introverts. This book review contains two parts. The first part elaborates the general concept of introversion, borrowing heavily from the impressive amount of research and practical experience presented in Cain (2013. The second part addresses the criticism that teachers who use Cooperative Learning (CL are being unfair to their introvert students.   Saya tertarik untuk menelaah buku karya Susan Cain yang berjudul “Quiet: The Power of Introverts in a World That Can’t Stop Talking” karena dua alasan : pertama, sebagai seorang introvert saya ingin tahu lebih lanjut tentang diri saya; kedua, kritik tentang kegiatan kelompok dalam tempat kerja dan di tempat sekolah yang tidak fair bagi orang pendiam (introvert. Telaah buku ini berisi dua bagian. Bagian pertama mengelaborasi konsep umum tentang introversi, dengan mengacu ke sejumlah penelitian dan pengalaman praktis oleh Cain (2013. Bagian kedua, menelaah kritik tentang guru-guru yang menggunakan teknik “Cooperative Learning (CL” itu tidak adil bagi siswa-siswa yang bersifat introvert atau pendiam.

  18. Introverts and Collaborative Learning

    OpenAIRE

    george jacobs

    2014-01-01

    I was interested in reviewing Susan Cain’s (2013) “Quiet: The Power of Introverts in a World That Can’t Stop Talking” for two reasons. First, as an introvert I wanted to learn more about myself. Second, I wanted to explore Cain and others’ criticism that group activities in the workplace and in education are unfair to introverts. This book review contains two parts. The first part elaborates the general concept of introversion, borrowing heavily from the impressive amount of research and prac...

  19. Social Innovation and Collaborative Learning

    DEFF Research Database (Denmark)

    Andersen, Linda Lundgaard; Hulgård, Lars

    2014-01-01

    In this chapter we explore the roots and inspirations as well as the innovative pedagogy, learning and study programmes in social innovation and social entrepreneurship at Roskilde University in Denmark. We further outline the contribution of academic capacity building nationally...... and internationally in the area of social entrepreneurship and social innovation. We sketch out six inspirational traditions that influence learning and teaching in social innovation and social entrepreneurship: 1/ features and concepts of classic entrepreneurship teaching, 2/ critical pedagogy of the oppressed...... and critical experiential learning, 3/ reform pedagogy as critical societal and subjective learning formats, 4/ creativity, scenarios and future workshops, 5/ collaborative and action learning trends and 6/ social entrepreneurship innovation labs, incubators and hubs. Consequently, we conclude...

  20. Collaborative Lea(r)ning

    DEFF Research Database (Denmark)

    Nielsen, Jacob S.

    to establishing a joint improvement and learning culture with these organisations. Simply, if companies want to create new capabilities and improve their competitiveness, they must combine their knowledge and skills in a unique way, and create improvement and learning links to enable personal and information...... systems to work together closely. Although only limited research has been done in this area it is clear that creating a joint improvement and learning culture between organisations is not easy. One of the first major step to explore this field was started in 2001 when a three year EU-funded project......, the strategies of companies, and the work of managers. Alliances are both a cause and an effect of intensive competition. Collaboration can help firms to lower costs and risks, to expand markets, to develop new products and to learn or create new knowledge. One of the challenges is building capability...

  1. Assessment of (Computer-Supported) Collaborative Learning

    NARCIS (Netherlands)

    Strijbos, Jan-Willem

    2011-01-01

    Within the (Computer-Supported) Collaborative Learning (CS) CL research community, there has been an extensive dialogue on theories and perspectives on learning from collaboration, approaches to scaffold (script) the collaborative process, and most recently research methodology. In contrast, the iss

  2. PBL and beyond: trends in collaborative learning.

    Science.gov (United States)

    Pluta, William J; Richards, Boyd F; Mutnick, Andrew

    2013-01-01

    Building upon the disruption to lecture-based methods triggered by the introduction of problem-based learning, approaches to promote collaborative learning are becoming increasingly diverse, widespread and generally well accepted within medical education. Examples of relatively new, structured collaborative learning methods include team-based learning and just-in-time teaching. Examples of less structured approaches include think-pair share, case discussions, and the flipped classroom. It is now common practice in medical education to employ a range of instructional approaches to support collaborative learning. We believe that the adoption of such approaches is entering a new and challenging era. We define collaborate learning by drawing on the broader literature, including Chi's ICAP framework that emphasizes the importance of sustained, interactive explanation and elaboration by learners. We distinguish collaborate learning from constructive, active, and passive learning and provide preliminary evidence documenting the growth of methods that support collaborative learning. We argue that the rate of adoption of collaborative learning methods will accelerate due to a growing emphasis on the development of team competencies and the increasing availability of digital media. At the same time, the adoption collaborative learning strategies face persistent challenges, stemming from an overdependence on comparative-effectiveness research and a lack of useful guidelines about how best to adapt collaborative learning methods to given learning contexts. The medical education community has struggled to consistently demonstrate superior outcomes when using collaborative learning methods and strategies. Despite this, support for their use will continue to expand. To select approaches with the greatest utility, instructors must carefully align conditions of the learning context with the learning approaches under consideration. Further, it is critical that modifications are made

  3. Accountability for Project-Based Collaborative Learning

    Science.gov (United States)

    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…

  4. Learning Multidisciplinary Collaboration with Games

    DEFF Research Database (Denmark)

    Henriksen, Thomas Duus

    2015-01-01

    This chapter describes the design of a game-based learning process for developing communication in public organisations. The game-design presented here emphasises those parts of public organisations that tend to employ multidisciplinary teams for solving wicked problems. As such teams employ...... members from different, professional backgrounds, the game Public Professional sought to develop new understandings among team members and across professions. The purpose of this game was to facilitate an understanding among team members and across professions, a game-based learning process named Public...... Professional was designed. Its purpose was to a) provide team members with a shared language for discussing work related problems in regard to communication. To facilitate an understanding on the collaboration across professions, and to provide a space for dialogue about professional cooperation, Public...

  5. Social Media, Collaboration and Social Learning

    DEFF Research Database (Denmark)

    Mondahl, Margrethe; Razmerita, Liana

    2014-01-01

    a social media-enhanced collaborative learning environment in case-based teaching of foreign languages. Based on social constructivismwe argue that foreign language learning is an individual as well as collaborative process and cognitive processes underlying learning and in particular foreign language....... The case-study findings indicate that collaborative learning processes that are embedded in a social media enhanced learning platform are supportive and conducive to successful problem-solving which leads to successful adult foreign language learning. Furthermore, the study reports on some......Social media has created new possibilities for digitally native students to engage, interact and collaborate in learning tasks that foster learning processes and the overall learning experience. Using both qualitative and quantitative data, this article discusses experiences and challenges of using...

  6. Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments.

    OpenAIRE

    Dewiyanti, Silvia; Brand-Gruwel, Saskia; Jochems, Wim; Broers, Nick

    2008-01-01

    Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.

  7. Cross-Disciplinary Collaboration and Learning

    Directory of Open Access Journals (Sweden)

    Deana D. Pennington

    2008-12-01

    Full Text Available Complex environmental problem solving depends on cross-disciplinary collaboration among scientists. Collaborative research must be preceded by an exploratory phase of collective thinking that creates shared conceptual frameworks. Collective thinking, in a cross-disciplinary setting, depends on the facility with which collaborators are able to learn and understand each others' perspectives. This paper applies three perspectives on learning to the problem of enabling cross-disciplinary collaboration: Maslow's hierarchy of needs, constructivism, and organizational learning. Application of learning frameworks to collaboration provides insights regarding receptive environments for collaboration, and processes that facilitate cross-disciplinary interactions. These environments and interactions need time to develop and require a long phase of idea generation preceding any focused research effort. The findings highlight that collaboration is itself a complex system of people, scientific theory, and tools that must be intentionally managed. Effective management of the system requires leaders who are facilitators and are capable of orchestrating effective environments and interactions.

  8. Supportive Learning: Linear Learning and Collaborative Learning

    Science.gov (United States)

    Lee, Bih Ni; Abdullah, Sopiah; Kiu, Su Na

    2016-01-01

    This is a conceptual paper which is trying to look at the educational technology is not limited to high technology. However, electronic educational technology, also known as e-learning, has become an important part of today's society, which consists of a wide variety of approaches to digitization, components and methods of delivery. In the…

  9. National Wind Distance Learning Collaborative

    Energy Technology Data Exchange (ETDEWEB)

    Dr. James B. Beddow

    2013-03-29

    Executive Summary The energy development assumptions identified in the Department of Energy's position paper, 20% Wind Energy by 2030, projected an exploding demand for wind energy-related workforce development. These primary assumptions drove a secondary set of assumptions that early stage wind industry workforce development and training paradigms would need to undergo significant change if the workforce needs were to be met. The current training practice and culture within the wind industry is driven by a relatively small number of experts with deep field experience and knowledge. The current training methodology is dominated by face-to-face, classroom based, instructor present training. Given these assumptions and learning paradigms, the purpose of the National Wind Distance Learning Collaborative was to determine the feasibility of developing online learning strategies and products focused on training wind technicians. The initial project scope centered on (1) identifying resources that would be needed for development of subject matter and course design/delivery strategies for industry-based (non-academic) training, and (2) development of an appropriate Learning Management System (LMS). As the project unfolded, the initial scope was expanded to include development of learning products and the addition of an academic-based training partner. The core partners included two training entities, industry-based Airstreams Renewables and academic-based Lake Area Technical Institute. A third partner, Vision Video Interactive, Inc. provided technology-based learning platforms (hardware and software). The revised scope yielded an expanded set of results beyond the initial expectation. Eight learning modules were developed for the industry-based Electrical Safety course. These modules were subsequently redesigned and repurposed for test application in an academic setting. Software and hardware developments during the project's timeframe enabled redesign providing

  10. Collaborative Learning in the Cloud

    DEFF Research Database (Denmark)

    Kirchner, Kathrin; Razmerita, Liana

    2015-01-01

    This present study aims to investigate how students perceive collaboration and identifies associated technologies used to collaborate. In particular we aim to address the following research questions: What are the factors that impact satisfaction with collaboration? How do these factors differ...... in different collaborative settings? Based on data from 75 students from Denmark and Germany, the article identifies collaborative practices and factors that impact positively and negatively satisfaction with collaboration....

  11. Teacher Collaborative Planning in Professional Learning Communities

    Science.gov (United States)

    Hart, Kimberly S.

    2013-01-01

    Teacher collaboration is essential for the improvement of student achievement and teacher performance. Classrooms comprise a variety of learners with individual learning needs that must be met for effective learning to take place. In the past, teachers have taught in isolation without the assistance of collaboration. A professional learning…

  12. Different Futures of Adaptive Collaborative Learning Support

    Science.gov (United States)

    Rummel, Nikol; Walker, Erin; Aleven, Vincent

    2016-01-01

    In this position paper we contrast a Dystopian view of the future of adaptive collaborative learning support (ACLS) with a Utopian scenario that--due to better-designed technology, grounded in research--avoids the pitfalls of the Dystopian version and paints a positive picture of the practice of computer-supported collaborative learning 25 years…

  13. The classroom group work for collaborative learning

    Institute of Scientific and Technical Information of China (English)

    王雪珍

    2009-01-01

    This paper addresses the issues in the field of collaborative learning,and put its sDess on the c|agsroom group work for collaborative learning.The way to deal with group work and teacher's role in the process will also be discussed.

  14. The classroom group work for collaborative learning

    Institute of Scientific and Technical Information of China (English)

    王雪珍

    2009-01-01

    This paper addresses the issues in the field of collaborative learning,and put its stress on the classroom group work for collaborative learning.The way to deal with group work and teacher's role in the process will also be discussed.

  15. The influence of learning in collaborative improvement

    DEFF Research Database (Denmark)

    Nielsen, Jacob S.; Boer, Harry; Gertsen, Frank

    2008-01-01

    takes a learning perspective on collaborative improvement and addresses the question: How do organisational learning and collaboration interplay and affect improvement performance? Based on an analysis of three dyads of the same Extended Manufacturing Enterprise, this paper concludes that a robust......Collaborative improvement is a purposeful inter-company interactive process that focuses on continuous incremental innovation aimed at enhancing the partnership's overall performance. Considering that in such an environment the capability to learn jointly and individually is crucial, this paper...... learning environment (willing and able to learn) creates operational, relational and learning outcomes - a self-reinforcing process. A weak learning environment (some willingness but limited ability to learn) creates operational outcomes but is sensitive to 'accidents' and thus at risk of actually...

  16. Collaborative exams: Cheating? Or learning?

    Science.gov (United States)

    Jang, Hyewon; Lasry, Nathaniel; Miller, Kelly; Mazur, Eric

    2017-03-01

    Virtually all human activity involves collaboration, and yet, collaboration during an examination is typically considered cheating. Collaborative assessments have not been widely adopted because of the perceived lack of individual accountability and the notion that collaboration during assessments simply causes propagation of correct answers. Hence, collaboration could help weaker students without providing much benefit to stronger students. In this paper, we examine student performance in open-ended, two-stage collaborative assessments comprised of an individually accountable round followed by an automatically scored, collaborative round. We show that collaboration entails more than just propagation of correct answers. We find greater rates of correct answers after collaboration for all students, including the strongest members of a team. We also find that half of teams that begin without a correct answer to propagate still obtain the correct answer in the collaborative round. Our findings, combined with the convenience of automatic feedback and grading of open-ended questions, provide a strong argument for adopting collaborative assessments as an integral part of education.

  17. Teacher learning in collaborative curriculum design

    NARCIS (Netherlands)

    Vries, Bregje de; Voogt, J.; Westbroek, H.; Handelzalts, A.; Walraven, A.; McKenney, S.; Pieters, J.

    2011-01-01

    The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ colla

  18. Teacher learning in collaborative curriculum design

    NARCIS (Netherlands)

    Voogt, Joke; Westbroek, Hanna; Handelzalts, Adam; Walraven, Amber; McKenney, Susan; Pieters, Jules; De Vries, Bregje

    2011-01-01

    Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J., & De Vries, B. (2011). Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27(8), 1235-1244.

  19. An Historical Perspective on Collaborative Learning.

    Science.gov (United States)

    Gaillet, Lynee Lewis

    1994-01-01

    Presents a historical study of the contribution of George Jardine to the field of composition. Considers why Jardine has been omitted from histories of writing instruction. Outlines Jardine's plan for using collaborative learning and peer editing in the classroom. (HB)

  20. Teacher Learning in Collaborative Curriculum Design

    Science.gov (United States)

    Voogt, J.; Westbroek, H.; Handelzalts, A.; Walraven, A.; McKenney, S.; Pieters, J.; de Vries, B.

    2011-01-01

    The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers' collaborative curriculum design were analyzed to…

  1. Teacher learning in collaborative curriculum design

    NARCIS (Netherlands)

    Voogt, J.; Westbroek, H.B.; Handelzalts, A.; Walraven, A.; McKenney, S.; Pieters, J.M.; Vries, de B.

    2011-01-01

    Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the l

  2. Lessons Learned from the Collaborative Writing Process

    Science.gov (United States)

    Bhavsar, Victoria; Ahn, Ruth

    2013-01-01

    We reflect on how to implement the instrumental aspect of collaborative writing in such a way that the developmental aspect of collaborative writing is maximally fostered, based on conditions necessary for socially constructed learning. We discuss four instrumental strategies that bolster mutual ownership of the writing and protect the social…

  3. Teaching & Learning Across Collaborative Digital contexts

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth Korsgaard

    This paper addresses the challenge of teaching and learning in a blended, collaborative Digital Context. It reports on a case study in which the promotion of learners empowerment and meta-learning are key objectives. The findings of the case study suggest the presence of a promising potential...... in a marriage between theory-led designs, digital technology, and dialogic collaborative knowledge building for cultivating and enhancing student empowerment....

  4. Collaborative Leadership Learning; Developing Facilitation Skills for Collaborative Learning in Leadership Learning Groups.

    OpenAIRE

    James, Kim; Mann, Jasbir; Creasy, Jane

    2003-01-01

    many organisations working for example, with less hierarchical structures, with cross- organisational partners, or in professional environments. Leadership at all levels must be supported by leaders in top executive positions who develop their own capabilities both as leaders and in their role of leading the learning of leadership throughout their organisations. Their ideas of their role in leading learning will be shaped by their own leadership development experiences. Collaborative learning...

  5. Collaborative Learning Framework in Business Management Systems

    Directory of Open Access Journals (Sweden)

    Vladimir GRIGORE

    2008-01-01

    Full Text Available This paper presents a solution based on collaboration with experts and practitioner from university and ERP companies involved in process learning by training and learning by working. The solution uses CPI test to establish proper team for framework modules: Real-Time Chat Room, Discussion Forum, E-mail Support and Learning through Training. We define novice, practitioner and expert competence level based on CORONET train methodology. ERP companies have own roles for mentoring services to knowledge workers and evaluate the performance of learning process with teachers’ cooperation in learning by teaching and learning by working module.

  6. Mixed artefacts as mediators for collaborative learning

    DEFF Research Database (Denmark)

    Christiansen, Ellen Tove; Davidsen, Jacob; Konnerup, Ulla

    2012-01-01

    eLearningLab at Aalborg University conduct teaching and research in the intersection between Human Computer Interaction (technology), Information architecture (organization) and learning and development (human action). Inspired by the lay out of workshops spaces at architecture schools, e......-through-construction as part of the Problem Based Learning pedagogy, and to increase students‘ awareness of the role of embodied interaction in learning. Simultaneously the Lab facilitates design of prototypes and exploration of use situations within the fields of Human-Computer Interaction, Computer Supported Cooperative...... Work and Computer Supported Collaborative Learning. This paper presents the ideas behind the eLearning Lab‘s DesignLab....

  7. Application Protocol Design for Collaborative Learning

    Directory of Open Access Journals (Sweden)

    Joung-Souk Sung

    2009-12-01

    Full Text Available This presentation will describe the effort to construct an effective educational support environment and to develop meaningful educational applications, This system is a framework supporting interactive collaboration which enables both teachers and students to interact in real-time from remote sites. The purpose of this collaboration is to bring interactive multimedia learning in real-time. In order to induce collaborative learning, this paperproposes protocol design process that shares knowledge awareness information for learning environments. The protocol helps learner to mediate and recognize collaborators in the shared knowledge space. We are developing an open-ended collaborative learning supportsystem, which is called prototype system for protocol design, and facilities to share individual knowledge and to learn through collaboration. This system architecture can be viewed asdivided in four logical parts: the infrastructure, the service functions, the advanced service functions and the application. The session management is creates/destroys the sessions and performs the functions controlling the QOS by detaching the network load. Session manager include: session control, floor control, media instance control, packet interpreter, event interpreter, media server instance, media interface, network interface private applicationinterface and media server control.

  8. Learning to Collaborate by Collaborating: A Face-to-Face Collaborative Activity for Measuring and Learning Basics about Teamwork

    Science.gov (United States)

    Cortez, C.; Nussbaum, M.; Woywood, G.; Aravena, R.

    2009-01-01

    In today's fast-changing business environment, teams have emerged as a requirement for business success. However, in schools and universities, students are usually not taught teamwork skills. In this paper, we introduce learning to collaborate by collaborating, a process that enables collaboration and teamwork skills to be taught and measured…

  9. How children regulate their own collaborative learning

    NARCIS (Netherlands)

    Dekker, R.; Elshout-Mohr, M.; Wood, T.

    2006-01-01

    In this article we analyze the dialogic learning of one pair of students in order to investigate how these students cope with a collaborative learning situation in the classroom. Our aim is to substantiate the claims that not only are young students (8 year olds) capable of solving mathematical prob

  10. Discussion across Borders: Benefits for Collaborative Learning.

    Science.gov (United States)

    Whatley, Janice; Bell, Frances

    2003-01-01

    Discussion of computer mediated communication in higher education online learning focuses on a report of two cycles of action research into the use of online discussion forums to enable groups of students from different countries to collaborate with each other in achieving learning outcomes specific to each group. (Author/LRW)

  11. Learning commons evolution and collaborative essentials

    CERN Document Server

    Schader, Barbara

    2008-01-01

    This book examines successfully planned and implemented learning commons at several different academic institutions around the world. These case studies provide a methodology for effective planning, implementation and assessment. Practical information is provided on how to collaborate with campus stakeholders, estimate budgeting and staffing and determine the equipment, hardware and software needs. Also provided are memoranda of understandings (MOUs), planning checklists and assessment tools. This book reflects a unifying focus on both the evolution of learning commons to learning spaces and t

  12. Collaborative Inquiry Learning: Models, tools, and challenges

    Science.gov (United States)

    Bell, Thorsten; Urhahne, Detlef; Schanze, Sascha; Ploetzner, Rolf

    2010-02-01

    Collaborative inquiry learning is one of the most challenging and exciting ventures for today's schools. It aims at bringing a new and promising culture of teaching and learning into the classroom where students in groups engage in self-regulated learning activities supported by the teacher. It is expected that this way of learning fosters students' motivation and interest in science, that they learn to perform steps of inquiry similar to scientists and that they gain knowledge on scientific processes. Starting from general pedagogical reflections and science standards, the article reviews some prominent models of inquiry learning. This comparison results in a set of inquiry processes being the basis for cooperation in the scientific network NetCoIL. Inquiry learning is conceived in several ways with emphasis on different processes. For an illustration of the spectrum, some main conceptions of inquiry and their focuses are described. In the next step, the article describes exemplary computer tools and environments from within and outside the NetCoIL network that were designed to support processes of collaborative inquiry learning. These tools are analysed by describing their functionalities as well as effects on student learning known from the literature. The article closes with challenges for further developments elaborated by the NetCoIL network.

  13. On the Task-based Collaborative Learning

    Institute of Scientific and Technical Information of China (English)

    曲囡囡; 马卓

    2008-01-01

    <正>Task-based language teaching(TBLT) has been a prevalent teaching practice in the TEFL field in the recent years and its momentum for striving to be the legitimate one has never ceased. The present study tries to provide a theoretical foundation for its application in the communicative learning approach of English as the second language(ESL),namely the collaborative learning mode.

  14. Automating Expertise in Collaborative Learning Environments

    Science.gov (United States)

    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…

  15. Multimodal representations in collaborative history learning

    NARCIS (Netherlands)

    Prangsma, M.E.

    2007-01-01

    This dissertation focuses on the question: How does making and connecting different types of multimodal representations affect the collaborative learning process and the acquisition of a chronological frame of reference in 12 to 14-year olds in pre vocational education? A chronological frame of refe

  16. Wiki Based Collaborative Learning in Interuniversity Scenarios

    Science.gov (United States)

    Katzlinger, Elisabeth; Herzog, Michael A.

    2014-01-01

    In business education advanced collaboration skills and media literacy are important for surviving in a globalized business where virtual communication between enterprises is part of the day-by-day business. To transform these global working situations into higher education, a learning scenario between two universities in Germany and Austria was…

  17. Supporting Collaborative Grammar Learning via a Virtual Learning Environment

    Science.gov (United States)

    Orsini-Jones, Marina; Jones, David

    2007-01-01

    This article reports the results of an investigation into the issues encountered by undergraduate language students while engaging in "the Grammar Project"--a collaborative assessment task for the module Academic and Professional Skills for Language Learning--and shows how encouraging students to take ownership of their learning process…

  18. Learning by collaborating on the Internet

    DEFF Research Database (Denmark)

    Bundsgaard, Jeppe

    2007-01-01

    demands greater efforts of the writer than does speech, and that with forum technology social relations are created solely on the verbal level and therefore has to be encouraged by the students’ entourage and promoted in the organization of the collaboration. To promote learning is not just a question...... of preparing the cognitive subject matter, but also of organizing a motivating learning environ ment that incorporate and appreciate social relations so that the students experience benefits that counter - balance the greater efforts of writing and relating in virtual forums.These deliberations lead......This study discusses the importance of considering motivational and not only cognitive factors when organizing collaborative learning on the Internet. The argument is based on thorough analysis of the characteristics of the modality of writing and forum technology. A study which shows that writing...

  19. A Path to Collaborative Strategic Learning

    Energy Technology Data Exchange (ETDEWEB)

    Nancy M. Carlson

    2003-10-01

    Collaborative learning is critical for the future of any organization and must align with the strategic organizational processes that result in products valued by others. To discover these processes, proposal preparation is explored using topic-oriented ethnography, grounded theory, and an innovative addition to qualitative interviewing, called metainquiry. Using interview data from editors, graphic artists, text processors, scientists, engineers, and technical managers, substantive theory emerges. The research discovers the five essential processes of owning, visioning, reviewing, producing, and contributing needed for organizational strategic learning to occur. The dimensions of these processes are made explicit and can be used to gauge the health of any organization. The substantive theory also provides insight into the ability of collaborative learning to evolve, flourish, and adapt to the strategic advantage of the organization. Lastly, actionable goals with ten essential elements emerge that link owning, visioning, reviewing, producing, and contributing as a path for all organizations to follow to promote collaborative learning communities and enhance their competitive advantage.

  20. Enhancing Collaborative Learning through Group Intelligence Software

    Science.gov (United States)

    Tan, Yin Leng; Macaulay, Linda A.

    Employers increasingly demand not only academic excellence from graduates but also excellent interpersonal skills and the ability to work collaboratively in teams. This paper discusses the role of Group Intelligence software in helping to develop these higher order skills in the context of an enquiry based learning (EBL) project. The software supports teams in generating ideas, categorizing, prioritizing, voting and multi-criteria decision making and automatically generates a report of each team session. Students worked in a Group Intelligence lab designed to support both face to face and computer-mediated communication and employers provided feedback at two key points in the year long team project. Evaluation of the effectiveness of Group Intelligence software in collaborative learning was based on five key concepts of creativity, participation, productivity, engagement and understanding.

  1. A Simulated Student Can Improve Collaborative Learning

    OpenAIRE

    Vizcaíno, Aurora

    2005-01-01

    Copyright 2005, the International AIED Society. Permission is hereby granted to copy this article provided that copies are not sold or distributed and that IJAIED is credited. The final, printed version is obtainable on-line from IOS Press; This paper describes a Simulated Student architecture designed to detect and avoid three situations that decrease the benefits of learning in collaboration. These are off-topic conversations, students with passive behaviour and problems related to students...

  2. Fostering Interdisciplinary Collaboration to Improve Student Learning

    Directory of Open Access Journals (Sweden)

    Ronald A. Styron Jr.

    2014-08-01

    Full Text Available The purpose of this study was to compare the impact on student learning of those enrolled in courses where instructors participated in collegial coaching and peer mentoring. A nonequivalent group design methodology was employed along with an analysis of variance to analyze data. Findings indicated higher mastery levels of student learning outcomes, higher levels of perceived critical thinking and collaboration by students, statistical significance in critical thinking constructs, higher levels of persistence, and more A's and B's and fewer D's and F's in courses where faculty members were mentored as compared to courses where faculty members were not.

  3. Implementing Collaborative Learning Methods in the Political Science Classroom

    Science.gov (United States)

    Wolfe, Angela

    2012-01-01

    Collaborative learning is one, among other, active learning methods, widely acclaimed in higher education. Consequently, instructors in fields that lack pedagogical training often implement new learning methods such as collaborative learning on the basis of trial and error. Moreover, even though the benefits in academic circles are broadly touted,…

  4. Structured collaboration versus individual learning in solving physics problems

    NARCIS (Netherlands)

    Harskamp, Egbert; Ding, Ning

    2006-01-01

    The research issue in this study is how to structure collaborative learning so that it improves solving physics problems more than individual learning. Structured collaborative learning has been compared with individual learning environments with Schoenfeld's problem-solving episodes. Students took

  5. Techniques for fostering collaboration in online learning communities

    OpenAIRE

    Pozzi, Francesca; Persico, Donatella

    2011-01-01

    Collaboration is, to date, extensively adopted for supporting learning processes, both in face-to-face and in virtual learning contexts. However, technology profoundly changes the nature of human interactions and, consequently, also changes the nature of the collaborative learning process, yielding a range of new potentialities and problems. "Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives" provides a focused assessment of the pecu...

  6. Collaborative action research: implementation of cooperative learning.

    Science.gov (United States)

    Smith-Stoner, Marilyn; Molle, Mary E

    2010-06-01

    Nurse educators must continually improve their teaching skills through innovation. However, research about the process used by faculty members to transform their teaching methods is limited. This collaborative study uses classroom action research to describe, analyze, and address problems encountered in implementing cooperative learning in two undergraduate nursing courses. After four rounds of action and reflection, the following themes emerged: students did not understand the need for structured cooperative learning; classroom structure and seating arrangement influenced the effectiveness of activities; highly structured activities engaged the students; and short, targeted activities that involved novel content were most effective. These findings indicate that designing specific activities to prepare students for class is critical to cooperative learning.

  7. Effectiveness of Collaborative Learning with 3D Virtual Worlds

    Science.gov (United States)

    Cho, Young Hoan; Lim, Kenneth Y. T.

    2017-01-01

    Virtual worlds have affordances to enhance collaborative learning in authentic contexts. Despite the potential of collaborative learning with a virtual world, few studies investigated whether it is more effective in student achievements than teacher-directed instruction. This study investigated the effectiveness of collaborative problem solving…

  8. Supporting Awareness for Augmenting Participation in Collaborative Learning.

    Science.gov (United States)

    Ogata, Hiroaki; Yano, Yoneo

    This paper describes Coconuts (Concurrent Collaborative Learning Environment Supported by Awareness), a proposed module of Sharlok (Sharing, Linking and Looking-for Knowledge), an open-ended and collaborative learning environment that integrates a knowledge building tool with a collaborative interface tool. Coconuts was developed in order to…

  9. The Effects of a Creative Commons Approach on Collaborative Learning

    Science.gov (United States)

    Liu, Chen-Chung; Tao, Shu-Yuan; Chen, Wei-Hung; Chen, Sherry Y.; Liu, Baw-Jhiune

    2013-01-01

    Social media on the World Wide Web, such as Wiki, are increasingly applied to support collaborative learning for students to conduct a project together. However, recent studies indicated that students, learning in the collaborative project, may not actively contribute to the collaborative work and are involved only in a limited level of positive…

  10. Extending the Engagement Taxonomy: Software Visualization and Collaborative Learning

    Science.gov (United States)

    Myller, Niko; Bednarik, Roman; Sutinen, Erkki; Ben-Ari, Mordechai

    2009-01-01

    As collaborative learning in general, and pair programming in particular, has become widely adopted in computer science education, so has the use of pedagogical visualization tools for facilitating collaboration. However, there is little theory on collaborative learning with visualization, and few studies on their effect on each other. We build on…

  11. Collaborative learning situated in the university context

    Directory of Open Access Journals (Sweden)

    María de los Ángeles MARTÍNEZ RUIZ

    2009-11-01

    Full Text Available Effective strategies in teacher education can be based on conceptual change and social constructivism models. From this framework theory, we assume that, in order to improve the succession of the different progressive stages of teachers'conceptual development, social and collaborative strategies are more adequate than individual methodologies. The main aim of this research is to analyze the use of particular and appropiate strategies in a constructivist and collaborative teacher education context. The case-study carried out proves that conceptual change is more effective when it is implemented synergistically with strategies directed towards group autonomy and group-regulation of learning rhythms and goals. The results demostrate the benefits derived from the use of strategies that propitiate the sharing and comparing practice among prospective teachers, especially, if they are, as usual, at heterogenous levels of teaching expertise.

  12. Collaborative Learning in a Japanese Language Course

    Directory of Open Access Journals (Sweden)

    Megumu D. Burress

    2015-04-01

    Full Text Available This article describes ethnographic action research that explored experiences of the first author and her undergraduate students as they engaged in collaborative learning (CL activities in a university Japanese language course. The purpose of the study was to generate new practical knowledge of CL for her, so that she might subsequently improve her teaching practice. A thematic analysis of the interview and descriptive data revealed that the incorporation of CL helped promote a comfortable environment and reduce the effects of the hierarchical authority of the instructor. While facing new challenges, the class also co-constructed its own knowledge about the reading content, language concepts, and cultural matters by working as a collaborative group. These findings are represented in the form of a performative text that invites readers to actively engage with the study’s findings.

  13. Using Agents in Web-Based Constructivist Collaborative Learning System

    Institute of Scientific and Technical Information of China (English)

    刘莹; 林福宗; 王雪

    2004-01-01

    Web-based learning systems are one of the most interesting topics in the area of the application of computers to education. Collaborative learning, as an important principle in constructivist learning theory, is an important instruction mode for open and distance learning systems. Through collaborative learning, students can greatly improve their creativity, exploration capability, and social cooperation. This paper used an agent-based coordination mechanism to respond to the requirements of an efficient and motivating learning process. This coordination mechanism is based on a Web-based constructivist collaborative learning system, in which students can learn in groups and interact with each other by several kinds of communication modes to achieve their learning objectives efficiently and actively. In this learning system, artificial agents represent an active part in the collaborative learning process; they can partially replace human instructors during the multi-mode interaction of the students.

  14. Learning curves and collaboration in reconceiving refugee settlements

    Directory of Open Access Journals (Sweden)

    Mariano-Florentino Cuéllar

    2014-09-01

    Full Text Available A collaboration between UNHCR, Ennead Architects and Stanford University uses settlement design to promote innovation and further development in the refugee protection model but collaborators initially face a steep learning curve.

  15. When Collaborative Learning Meets Nature: Collaborative Learning as a Meaningful Learning Tool in the Ecology Inquiry Based Project

    Science.gov (United States)

    Rozenszayn, Ronit; Ben-Zvi Assaraf, Orit

    2011-01-01

    This research suggests utilizing collaborative learning among high school students for better performance on ecology inquiry-based projects. A case study of nine 12th grade students who participated in collaborative learning sessions in the open field and in class is examined. The results show that the students concentrated on discussing the methods of measurement and observation in the open field, rather than the known methods from class or from the laboratory. Another major part of their discussions concentrated on knowledge construction. Knowledge construction occurred between students with same or similar learning abilities. The role of the teacher in these discussions was crucial: she had to deal with and dispel misconceptions; and she had to bridge the gap between low-ability and high-ability students, for enabling meaningful learning to occur. The article ends with a number of recommendations for using collaborative learning as a tool for achieving meaningful learning in high school ecology inquiry-based projects.

  16. CSCL in Teacher Training: What Learning Tasks Lead to Collaboration?

    Science.gov (United States)

    Lockhorst, Ditte; Admiraal, Wilfried; Pilot, Albert

    2010-01-01

    Professional teacher communities appear to be positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. In initial teacher training as well as in-service training and other initiatives for teacher learning, collaborative skills should be…

  17. Collaborative Tasks in Wiki-Based Environment in EFL Learning

    Science.gov (United States)

    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…

  18. Predicting Student Performance in a Collaborative Learning Environment

    Science.gov (United States)

    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…

  19. Collaborative Learning in Higher Education: Evoking Positive Interdependence

    Science.gov (United States)

    Scager, Karin; Boonstra, Johannes; Peeters, Ton; Vulperhorst, Jonne; Wiegant, Fred

    2016-01-01

    Collaborative learning is a widely used instructional method, but the learning potential of this instructional method is often underused in practice. Therefore, the importance of various factors underlying effective collaborative learning should be determined. In the current study, five different life sciences undergraduate courses with successful…

  20. Collaborative learning in teaching information management

    Science.gov (United States)

    Natho, N.; Knipping, L.; Pfeiffer, O.; Schröder, C.; Zorn, E.; Jeschke, S.

    2010-08-01

    In this paper, we present the course called 'New Media in Education and Research', which employs a blended learning approach. This course is a part of a new bachelor's programme 'Natural Sciences in the Information Society' that is in place in TU Berlin. The main goal of this course is to provide the students with the appropriate information technology literacy that they will need during their studies and beyond. A more specific goal of the course is to train the students to collaborate in small groups. Tablet PCs with OneNote installed on it act as agents to communicate some of the technological aspects as well as soft skills in a blended learning scenario. We discuss the pedagogical and technological backgrounds of the course and we present the implementation of the course. We conclude with a review of our results and an outlook to future work.

  1. Improving together: collaborative learning in science communication

    Science.gov (United States)

    Stiller-Reeve, Mathew

    2015-04-01

    Most scientists today recognise that science communication is an important part of the scientific process. Despite this recognition, science writing and communication are generally taught outside the normal academic schedule. If universities offer such courses, they are generally short-term and intensive. On the positive side, such courses rarely fail to motivate. At no fault of their own, the problem with such courses lies in their ephemeral nature. The participants rarely complete a science communication course with an immediate and pressing need to apply these skills. And so the skills fade. We believe that this stalls real progress in the improvement of science communication across the board. Continuity is one of the keys to success! Whilst we wait for the academic system to truly integrate science communication, we can test and develop other approaches. We suggest a new approach that aims to motivate scientists to continue nurturing their communication skills. This approach adopts a collaborative learning framework where scientists form writing groups that meet regularly at different institutes around the world. The members of the groups learn, discuss and improve together. The participants produce short posts, which are published online. In this way, the participants learn and cement basic writing skills. These skills are transferrable, and can be applied to scientific articles as well as other science communication media. In this presentation we reflect on an ongoing project, which applies a collaborative learning framework to help young and early career scientists improve their writing skills. We see that this type of project could be extended to other media such as podcasts, or video shorts.

  2. PROMOTING MEANINGFUL LEARNING THROUGH CREATE-SHARE-COLLABORATE

    OpenAIRE

    Sailin, Siti Nazuar; Mahmor, Noor Aida

    2017-01-01

    Students in this 21st century are required to acquire these 4C skills: Critical thinking, Communication, Collaboration and Creativity. These skills can be integrated in the teaching and learning through innovative teaching that promotes active and meaningful learning. One way of integrating these skills is through collaborative knowledge creation and sharing. This paper providesan example of meaningful teaching and learning activities designed within the Create-Share-Collaborate instructional...

  3. Enhancing collaborative learning by means of collaborative serious games:providing requirements to collaborative serious games' design

    OpenAIRE

    Parzhetskaya, L. (Lyana)

    2014-01-01

    The current study is a theoretical overview which aim is to define collaborative serious games, identify the problems arising in using and implementation of these games in learning and education and search of ways of improvement of the collaborative process by means of providing the requirements to collaborative serious games’ design. The study makes connections among the following concepts: collaboration, gaming and technology and shows how they can be combined into a one study in order to i...

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

    Science.gov (United States)

    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…

  5. Scripting intercultural computer-supported collaborative learning in higher education

    NARCIS (Netherlands)

    Popov, V.

    2013-01-01

    Introduction of computer-supported collaborative learning (CSCL), specifically in an intercultural learning environment, creates both challenges and benefits. Among the challenges are the coordination of different attitudes, styles of communication, and patterns of behaving. Among the benefits are t

  6. Collaborative learning of clinical skills in health professions education

    DEFF Research Database (Denmark)

    Tolsgaard, Martin G; Kulasegaram, Kulamakan M; Ringsted, Charlotte V

    2016-01-01

    social interaction, motivation, accountability and positive interdependence between learners. Motor skills learning theory suggests that positive effects rely on observational learning and action imitation, and negative effects may include decreased hands-on experience. Finally, a cognitive perspective......OBJECTIVES: This study is designed to provide an overview of why, how, when and for whom collaborative learning of clinical skills may work in health professions education. WHY: Collaborative learning of clinical skills may influence learning positively according to the non-medical literature....... Training efficiency may therefore be improved if the outcomes of collaborative learning of clinical skills are superior or equivalent to those attained through individual learning. HOW: According to a social interaction perspective, collaborative learning of clinical skills mediates its effects through...

  7. A Collaborative Virtual Environment for Situated Learning of Car Driving

    NARCIS (Netherlands)

    Miao, Yongwu; Pinkwart, Niels; Hoppe, Ulrich

    2007-01-01

    Miao, Y., Pinkwart, N., and Hoppe, H.U. (2006). "A Collaborative Virtual Environment for Situated Learning of Car Driving". International Journal on Advanced Technology for Learning (ATL), 3(4), 233-240.

  8. Collaborative testing as a learning strategy in nursing education.

    Science.gov (United States)

    Sandahl, Sheryl S

    2010-01-01

    A primary goal of nursing education is to prepare nurses to work collaboratively as members of interprofessional health care teams on behalf of patients. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision making, and group processing skills. This study incorporated a quasi-experimental design with a comparison group to examine the effect of collaborative testing as a learning strategy on student learning and retention of course content as well as group process skills and student perceptions of their learning and anxiety. The setting was a baccalaureate nursing program; the sample consisted of two groups of senior students enrolled in Medical-Surgical Nursing II. Student learning, as measured by unit examination scores, was greater for students taking examinations collaboratively compared to individually. Retention of course content, as measured by final examination scores, was not greater for students taking examinations collaboratively compared to individually. Student perceptions were overwhelmingly positive, with students reporting increased learning as a result of the collaborative testing experiences. Despite the lack of data to support increased retention, collaborative testing may be a learning strategy worth implementing in nursing education. Students reported more positive interactions and collaboration with their peers, skills required by the professional nurse.

  9. Collaborative learning and competence development in school health nursing

    DEFF Research Database (Denmark)

    Nordentoft, Helle Merete; Wistoft, Karen

    2012-01-01

    to introduce peer collaboration in a working culture in which school nurses traditionally work alone under a prominent work and time pressure. Research limitations/implications The study is explorative. Further research may explore the connection between collaborative learning among school nurses......Purpose The purpose of this paper is to investigate the process and learning outcomes of peer collaboration in a Danish health developmental project in school health nursing. The paper explores how peer collaboration influences the school nurses’ collaborative learning and competence development...... subprojects after the project was over. In the workshops, the questionnaire surveys and the focus group interviews the school nurses were asked to reflect on the developmental process, their collaboration, own and mutual pedagogical competence development. Findings Systematic peer collaboration between school...

  10. Focus on Collaborative Learning. Classroom Practices in Teaching English, 1988.

    Science.gov (United States)

    Golub, Jeff; And Others

    Written by English teachers considered successful in directing collaborative learning, this collection of essays focuses on the effective use of collaborative learning in the English language arts classroom. The essays and their authors are, as follows: (1) "None of Us Is as Smart as All of Us" (Dana Herreman); (2) "Collaborative…

  11. Face-to-Face Collaborative Learning Supported by Mobile Phones

    Science.gov (United States)

    Echeverria, Alejandro; Nussbaum, Miguel; Calderon, Juan Felipe; Bravo, Claudio; Infante, Cristian; Vasquez, Andrea

    2011-01-01

    The use of handheld computers in educational contexts has increased considerably in recent years and their value as a teaching tool has been confirmed by many positive experiences, particular within collaborative learning systems (Mobile Computer Supported Collaborative Learning [MCSCL]). The cost of the devices has hindered widespread use in…

  12. Multiple Mice Based Collaborative One-to-One Learning

    Science.gov (United States)

    Infante, Cristian; Hidalgo, Pedro; Nussbaum, Miguel; Alarcon, Rosa; Gottlieb, Andres

    2009-01-01

    Exchange is a collaborative learning application, originally developed for wirelessly interconnected Pocket PCs, that provides support for students and a teacher performing a face-to-face computer supported collaborative learning (CSCL) activity in a Single Input/Single Display (SISD) mode. We extend the application to support a single display…

  13. Deriving Value from Inter-Organizational Learning Collaborations

    Science.gov (United States)

    van Winkelen, Christine

    2010-01-01

    Purpose: This paper aims to develop the understanding of how organizations can derive more value from participating in inter-organizational learning collaborations. Design/methodology/approach: The collaboration is viewed as one "level" within an extended organizational learning system and both feedback processes between levels and the…

  14. E-Collaboration Technologies in Teaching/Learning Activity

    Science.gov (United States)

    Zascerinska, Jelena; Ahrens, Andreas

    2009-01-01

    A proper use of e-collaboration technologies in the teaching/learning process is provided by varied cooperative networks, which penetrate teachers' and students' activity more thoroughly with the availability of broadband services. However, the successful use of e-collaboration technologies in teaching/learning activity within a multicultural…

  15. Learn More, Stress Less: Exploring the Benefits of Collaborative Assessment

    Science.gov (United States)

    Ioannou, Andri; Artino, Anthony R., Jr.

    2010-01-01

    Many classroom instructors use collaborative learning activities to promote student learning, raise academic achievement, and support cognitive engagement. We conducted a collaborative assessment in a small undergraduate educational psychology course (N = 31) and used survey methodology to explore student perceptions. Taken together, our…

  16. Creating Effective Collaborative Learning Groups in an Online Environment

    Science.gov (United States)

    Brindley, Jane E.; Walti, Christine; Blaschke, Lisa M.

    2009-01-01

    Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups.…

  17. Collaborative Learning Through Formative Peer Review With Technology

    OpenAIRE

    Eaton, Carrie Diaz; Wade, Stephanie

    2014-01-01

    This paper describes a collaboration between a mathematician and a compositionist who developed a sequence of collaborative writing assignments for calculus. This sequence of developmentally-appropriate assignments presents peer review as a collaborative process that promotes reflection, deepens understanding, and improves exposition. First, we distinguish writing-to-learn from writing-in-the-disciplines. Then, we review collaborative writing pedagogies and explain best practices for teaching...

  18. Rethinking Learner Support: The Challenge of Collaborative Online Learning.

    Science.gov (United States)

    Thorpe, Mary

    2002-01-01

    Discussion of computer-mediated communication in open and distance learning focuses on how learner support of online-intensive and interactive forms of learning and teaching are conceptualized. Topics include virtual learning environments; collaborative learning; interpersonal response; identity; interaction; time and duration; institutional…

  19. Digital collaborative learning: identifying what students value.

    Science.gov (United States)

    Hemingway, Claire; Adams, Catrina; Stuhlsatz, Molly

    2015-01-01

    Digital technologies are changing the learning landscape and connecting classrooms to learning environments beyond the school walls.  Online collaborations among students, teachers, and scientists are new opportunities for authentic science experiences.  Here we present findings generated on PlantingScience ( www.plantingscience.org), an online community where scientists from more than 14 scientific societies have mentored over 14,000 secondary school students as they design and think through their own team investigations on plant biology.  The core intervention is online discourse between student teams and scientist mentors to enhance classroom-based plant investigations.  We asked: (1) what attitudes about engaging in authentic science do students reveal, and (2) how do student attitudes relate to design principles of the program? Lexical analysis of open-ended survey questions revealed that students most highly value working with plants and scientists.  By examining student responses to this cognitive apprenticeship model, we provide new perspectives on the importance of the personal relationships students form with scientists and plants when working as members of a research community. These perspectives have implications for plant science instruction and e-mentoring programs.

  20. Exploring the Influences of Elementary School Students' Learning Motivation on Web-Based Collaborative Learning

    Science.gov (United States)

    Chin-Fei, Huang; Chia-Ju, Liu

    2012-01-01

    The purpose of this study is to explore the influences of students' learning motivation on Web-based collaborative learning. This study conducted learning materials of Web pages about science and collaborative learning, a motivation questionnaire and interviews were used for data collection. Eighty Grade 5 students and a science teacher were…

  1. Collaborative Language Learning for Professional Adults

    Directory of Open Access Journals (Sweden)

    Linda Joy Mesh

    2009-10-01

    Full Text Available Sustainable support for educational development using new technologies in higher education depends on having a basic roadmap that links current demands for developmental support to a plan for ways in which longer term needs will be recognized and met. The growing demand for lifelong learning of a second language is evident within the workplace where new technologies offer flexible solutions. In order to meet the special needs of working adults, the University of Siena Language Center (CLA has developed a multiple-level series of blended English courses from beginner to intermediate level for both university technical-administrative personnel and the hospital staff of the Azienda Ospedaliera Universitaria Senese (AOUS. The pedagogical approach takes into consideration both the needs of adults who are working full-time and the aims of the curriculum, which are to develop the four linguistic abilities of reading, writing, listening and speaking up to the Common European Framework of Reference (CEFR Level B1. Taking into consideration a constructive use of both teaching hours and classrooms, as well as the limited time available to adult learners, a blended approach was chosen. The face-to-face (f2f lessons provide activities concentrating on the development of speaking and listening skills. The online lessons provide a collaborative workspace for interaction in the second language and present a flexible solution for working adults who can structure their study time when and where it is most convenient. This paper will attempt to draw several conclusions regarding the effectiveness of blending approaches for lifelong learning of a second language based on both learner and teacher interviews as well as quantitative and qualitative data collection through questionnaires and end of course evaluation.

  2. Real-Time Mutual Gaze Perception Enhances Collaborative Learning and Collaboration Quality

    Science.gov (United States)

    Schneider, Bertrand; Pea, Roy

    2013-01-01

    In this paper we present the results of an eye-tracking study on collaborative problem-solving dyads. Dyads remotely collaborated to learn from contrasting cases involving basic concepts about how the human brain processes visual information. In one condition, dyads saw the eye gazes of their partner on the screen; in a control group, they did not…

  3. COLLAGE: A Collaborative Learning Design Editor Based on Patterns

    Science.gov (United States)

    Hernandez-Leo, Davinia; Villasclaras-Fernandez, Eloy D.; Asensio-Perez, Juan I.; Dimitriadis, Yannis; Jorrin-Abellan, Ivan M.; Ruiz-Requies, Ines; Rubia-Avi, Bartolome

    2006-01-01

    This paper introduces "Collage", a high-level IMS-LD compliant authoring tool that is specialized for CSCL (Computer-Supported Collaborative Learning). Nowadays CSCL is a key trend in e-learning since it highlights the importance of social interactions as an essential element of learning. CSCL is an interdisciplinary domain, which…

  4. Collaborative Learning in Advanced Supply Systems: The KLASS Pilot Project.

    Science.gov (United States)

    Rhodes, Ed; Carter, Ruth

    2003-01-01

    The Knowledge and Learning in Advanced Supply Systems (KLASS) project developed collaborative learning networks of suppliers in the British automotive and aerospace industries. Methods included face-to-face and distance learning, work toward National Vocational Qualifications, and diagnostic workshops for senior managers on improving quality,…

  5. Learning English Vocabulary Collaboratively in a Technology-Supported Classroom

    Science.gov (United States)

    Lin, Chih-Cheng; Hsiao, Hsien-Sheng; Tseng, Sheng-ping; Chan, Hsin-jung

    2014-01-01

    This study was intended to investigate whether computer-assisted collaborative learning is comparable with computer-free and individual learning; in particular, it examined each of their effects on learning English vocabulary, followed by an analysis of their behavior patterns. In a junior high school in northern Taiwan, a normal classroom was…

  6. Some Aspects of Mathematical Model of Collaborative Learning

    Science.gov (United States)

    Nakamura, Yasuyuki; Yasutake, Koichi; Yamakawa, Osamu

    2012-01-01

    There are some mathematical learning models of collaborative learning, with which we can learn how students obtain knowledge and we expect to design effective education. We put together those models and classify into three categories; model by differential equations, so-called Ising spin and a stochastic process equation. Some of the models do not…

  7. ICME international survey on teachers working and learning through collaboration

    OpenAIRE

    Robutti, O.; Cusi, A.; Clark-Wilson, A.; Chapman, O.; Esteley, C.; Goos, M.; Isoda, M.; Jaworski, B.; Joubert, M.

    2016-01-01

    This article presents preliminary results from a survey commissioned for ICME 13 (2016) focusing on "Teachers Working and Learning Through Collaboration". It takes as a starting point a previous survey, commissioned for ICME 10 in 2004 that focused on Mathematics Teacher Education. The current survey focuses centrally on teachers involved in collaborations, sometimes in formal settings of professional development, but also in a more diverse range of collaborative settings including research i...

  8. Potential of Computer-Supported Collaborative Learning for Learners with Different Learning Styles.

    Science.gov (United States)

    Wang, X. Christine; Hinn, D. Michelle; Kanfer, Alaina G.

    2001-01-01

    Investigates the effects of computer-supported collaborative learning (CSCL) on learning style changes, learning outcomes, and learner satisfaction in a study conducted at the University of Illinois at Urbana-Champaign. Results based on Kolb's Learning Style Theory and Learning Style Inventory showed CSCL supports diverse learning styles.…

  9. Influence of group member familiarity on online collaborative learning

    NARCIS (Netherlands)

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

    2010-01-01

    Janssen, J. J. H. M., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2009). Influence of group member familiarity on online collaborative learning computers in human behaviour. Computers in Human Behavior, 25, 261-270.

  10. Collage, a Collaborative Learning Design Editor Based on Patterns

    NARCIS (Netherlands)

    Hernández-Leo, Davinia; Villasclaras-Fernández, Eloy; Jorrín-Abellán, Iván; Asensio-Pérez, Juan; Dimitriadis, Yannis; Ruiz-Requies, Inés; Rubia-Avi, Bartolomé

    2006-01-01

    CSCL (Computer-Supported Collaborative Learning) constitutes a significant field that has drawn the attention of many researchers and practitioners (Dillenbourg, 2002). This domain is characterized by the coexistence of very different expectations, requirements, knowledge and interests posed by both

  11. Collaboration around Observation of Teaching: Powerful Professional Learning

    Science.gov (United States)

    Hodgson, Louise

    2016-01-01

    This study investigated a group of six junior primary school teachers' learning as they collaboratively inquired into teaching practice they observed together. The focus of the study was on understanding how teachers collaborated around observed teaching practice to improve their pedagogy. The design involved four iterative stages of co-planning,…

  12. Intelligent Assistance for Teachers in Collaborative E-Learning Environments

    Science.gov (United States)

    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,…

  13. Distributed Leadership and Digital Collaborative Learning: A Synergistic Relationship?

    Science.gov (United States)

    Harris, Alma; Jones, Michelle; Baba, Suria

    2013-01-01

    This paper explores the synergy between distributed leadership and digital collaborative learning. It argues that distributed leadership offers an important theoretical lens for understanding and explaining how digital collaboration is best supported and led. Drawing upon evidence from two online educational platforms, the paper explores the…

  14. An Integrated Learning Model In Collaboration With Industrial Partners

    OpenAIRE

    Schedin, Staffan; OSAMA A. B. HASSAN

    2014-01-01

    We present a recently developed learning model of work integrated learning in the Bachelor programs in Mechanical Engineering as well as Electronic and Computer Engineering at Umeå University, Sweden. The model is based on an organized collaboration with our industrial partners in the surrounding geographic region. As a part of the collaboration, each participating student is guaranteed internships at a chosen company over the summer period. In the model, company based projects are integrated...

  15. Collaborative learning model inquiring based on digital game

    Science.gov (United States)

    Yuan, Jiugen; Xing, Ruonan

    2012-04-01

    With the development of computer education software, digital educational game has become an important part in our life, entertainment and education. Therefore how to make full use of digital game's teaching functions and educate through entertainment has become the focus of current research. The thesis make a connection between educational game and collaborative learning, the current popular teaching model, and concludes digital game-based collaborative learning model combined with teaching practice.

  16. Collaborative Pharmacy Student Learning Outline for Mobile Atmosphere

    Directory of Open Access Journals (Sweden)

    Dr. Mohamed F. AlAjmi

    2014-01-01

    Full Text Available the idea of this research is for the concern of Collaborative learning based mobile factors by applying via pharmacy students of the college. We focus on three features, computer mutual learning, learning process module, and student learning mode. In this paper, student-focused instruct module, student edge section, teacher interface section, learner section, solution problem section, curriculum section, control section, and diagnose section are planned. This system permits students to be sustained with a real time approach, non-real time approach, mixture approach. The devices used contain smart phone, PDAs, mobile devices, transportable computers and tablet PDAs. This system is to become a more capable student learning environment so that student can get student’s learning done more efficiently. The development of a collaborative learning combines the advantages of an adaptive learning environment with the advantages of mobile telecommunication and the suppleness of mobile devices.

  17. COLLABORATIVE LEARNING IN TEACHING A SECOND LANGUAGE THROUGH THE INTERNET

    Directory of Open Access Journals (Sweden)

    Ilknur ISTIFCI

    2011-10-01

    Full Text Available We can call the education offered by using the Internet environment as “teaching through the Internet”. Such a teaching contributes to interaction, which is not sufficient in traditional classrooms most of the time. It gives the geographically separated students the opportunity of exchanging ideas and information, collaborative learning, discovering alternatives in learning and developing their own learning styles. In addition, this type of teaching allows learners to see subjects from different perspectives. Groups having special interests can share their own experiences even if they are too far from each other. When we look at the aims of this type of learning that is mostly used in higher education, it is seen that learners are encouraged to learn through distance education. Teaching through distance education can also be done on campus environments. Learners can participate in the courses and discussions whenever and wherever they want except from the pre-scheduled meetings. The Internet-based interactive environments offer the interaction which supports the learners in learning. Being independent of time and place, learners can work with each other, and interact and collaborate with their tutors and classmates. Collaboration brings solidarity with it. The aim of learning through collaboration is to obtain information and use this information to solve a problem. In general, collaborative learning creates a positive social environment and facilitates comprehension. Collaborative learning is based on the idea that learners working in groups towards a common goal can learn better than the students who can work on their own. The aim is to make learners to want each other’s success, to motivate each other, and to teach each other in order to achieve the learning objectives. Collaborative learning requires solidarity and reciprocal loyalty. Solidarity and reciprocal loyalty implies the active participation and contribution of each group

  18. Cultivating Collaborative Improvement: An Action Learning Approach

    NARCIS (Netherlands)

    Middel, Rick; McNichols, Timothy

    2004-01-01

    As competitive pressure mounts to innovate in the global knowledge economy, many organizations are exploring new ways of collaborating with their supply chain partners. However, the process of implementing collaborative initiatives across disparate members of supply networks is fraught with difficul

  19. Collaborative Pharmacy Student Learning Outline for Mobile Atmosphere

    OpenAIRE

    Dr. Mohamed F. AlAjmi; Shakir Khan

    2014-01-01

    the idea of this research is for the concern of Collaborative learning based mobile factors by applying via pharmacy students of the college. We focus on three features, computer mutual learning, learning process module, and student learning mode. In this paper, student-focused instruct module, student edge section, teacher interface section, learner section, solution problem section, curriculum section, control section, and diagnose section are planned. This system permits students to be sus...

  20. A Multi-Agent Question-Answering System for E-Learning and Collaborative Learning Environment

    Science.gov (United States)

    Alinaghi, Tannaz; Bahreininejad, Ardeshir

    2011-01-01

    The increasing advances of new Internet technologies in all application domains have changed life styles and interactions. E-learning and collaborative learning environment systems are originated through such changes and aim at providing facilities for people in different times and geographical locations to cooperate, collaborate, learn and work…

  1. Integrating Collaborative PBL with Blended Learning to Explore Preservice Teachers' Development of Online Learning Communities

    Science.gov (United States)

    Yeh, Yu-chu

    2010-01-01

    This study integrated collaborative problem-based learning (collaborative PBL) with blended learning to explore the emerging process and function of online learning communities among preservice teachers. Thirty-two preservice teachers participated in a 16-week instruction program. Analyses of online group discussions and portfolios found that (a)…

  2. Social Media, Collaboration and Social Learning--A Case-Study of Foreign Language Learning

    Science.gov (United States)

    Mondahl, Margrethe; Razmerita, Liana

    2014-01-01

    Social media has created new possibilities for digitally native students to engage, interact and collaborate in learning tasks that foster learning processes and the overall learning experience. Using both qualitative and quantitative data, this article discusses experiences and challenges of using a social media-enhanced collaborative learning…

  3. Using visualizations to support collaboration and coordination during computer-supported collaborative learning

    NARCIS (Netherlands)

    Janssen, J.J.H.M.

    2008-01-01

    This thesis addresses the topic of computer-supported collaborative learning (CSCL in short). In a CSCL-environment, students work in small groups on complex and challenging tasks. Although the teacher guides this process at a distance, students have to regulate and monitor their own learning proces

  4. Teachers' Instructional Planning for Computer-Supported Collaborative Learning: Macro-Scripts as a Pedagogical Method to Facilitate Collaborative Learning

    Science.gov (United States)

    Hamalainen, Raija; Hakkinen, Paivi

    2010-01-01

    Technological tools challenge teachers' pedagogical activities. The use of information and communication technologies (ICT) in education should help teachers integrate new pedagogical methods into their work. This study explores macro-level computer-supported collaborative learning scripts as a pedagogical method to facilitate collaboration.…

  5. Virtual Reality for Collaborative E-Learning

    Science.gov (United States)

    Monahan, Teresa; McArdle, Gavin; Bertolotto, Michela

    2008-01-01

    In the past, the term e-learning referred to any method of learning that used electronic delivery methods. With the advent of the Internet however, e-learning has evolved and the term is now most commonly used to refer to online courses. A multitude of systems are now available to manage and deliver learning content online. While these have proved…

  6. Learning about Potential Users of Collaborative Information Retrieval Systems

    CERN Document Server

    Reddy, Madhu

    2009-01-01

    One of the key components of designing usable and useful collaborative information retrieval systems is to understand the needs of the users of these systems. Our research team has been exploring collaborative information behavior in a variety of organizational settings. Our research goals have been two-fold: First, to develop a conceptual understanding of collaborative information behavior and second, gather requirements for the design of collaborative information retrieval systems. In this paper, we present a brief overview of our fieldwork in a three different organizational settings, discuss our methodology for collecting data on collaborative information behavior, and highlight some lessons that we are learning about potential users of collaborative information retrieval systems in these domains.

  7. Virtual Portfolios for Collaboration in Distributed Web-Based Learning.

    Science.gov (United States)

    Sorensen, Elsebeth Korsgaard; Tolsby, Haakon; Dirckinck-Holmfeld, Lone

    This paper addresses the problems of collaboration in distributed Web-based learning. It reviews, treats and discusses these problems from the learning theoretical perspective of "communities of practice" as presented by Etienne Wenger (1998), with reference to past and future Web-based designs. The paper suggests the concept and design of virtual…

  8. Individual teacher learning in a context of collaboration in teams

    NARCIS (Netherlands)

    Meirink, Jacobiene Albertina

    2007-01-01

    In this study we aimed to examine teacher learning within a context of collaboration in interdisciplinary teams. Five interdisciplinary teams were studied for a period of one year. Data was collected on what and how the teachers learned, by means of examining changes in beliefs and by asking teacher

  9. Using Wikis and Collaborative Learning for Science Teachers' Professional Development

    Science.gov (United States)

    Chen, Y-H.; Jang, S-J.; Chen, P-J.

    2015-01-01

    Wiki bears great potential to transform learning and instruction by scaffolding personal and social constructivism. Past studies have shown that proper application of wiki benefits both students and teachers; however, few studies have integrated wiki and collaborative learning to examine the growth of science teachers' "Technological,…

  10. How Suitable are Web Interfaces for Collaborative Learning?

    Directory of Open Access Journals (Sweden)

    Manuel Juárez Pacheco

    2003-11-01

    Full Text Available This paper describes a pilot study carried out to compare two Web interfaces used to support a collaborative learning design for science education. The study is part of a wider research project, which aims at characterizing computer software for collaborative learning in science education. The results coming from a questionnaire applied to teachers and researchers reveal the necessity to design technological tools based mainly on users’ needs and to take into account the impact of these tools on the learning of curricular contents.

  11. A Collaborative Model for Ubiquitous Learning Environments

    Science.gov (United States)

    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…

  12. Learning from Collaborative New Product Development Projects

    Science.gov (United States)

    Kleinsmann, Maaike; Valkenburg, Rianne

    2005-01-01

    Purpose--In an empirical study learning opportunities were identified. Learning opportunities are enablers or disablers for the achievement of shared understanding. Design/methodology/approach--Actors were interviewed about their communication process. The learning history method was used to analyze and structure the data. From the learning…

  13. Question Answering System for an Effective Collaborative Learning

    Directory of Open Access Journals (Sweden)

    Prof. Kohei Arai

    2012-01-01

    Full Text Available The increasing advances of Internet Technologies in all application domains have changed life styles and interactions. With the rapid development of E-Learning, collaborative learning is an important for teaching, learning methods and strategies. Interaction between the students also student with the teacher is important for student to gain knowledge. Based on the four basic teaching styles formal authority, demonstrator or personal model, facilitator and delegator, today combined between facilitator and delegator style is responsible for student learning. It is student centered and the teacher as facilitates the material and activities, but learning becomes part of valuable and effective when they collaborate with each other, and as the teacher who will delegates and facilitates the responsibility of learning to the students. In this paper, we introduce an effective question answering Q&A system for collaborative learning, which can act not just like a virtual teacher, but also virtual discussion for student. With the proposed system, brings a new Q&A system, student can attach their question when they want collaborate using collaborative learning capitalize on one another’s resources and skills. Students can ask their questions to the group when they want to collaborate with others, asking one another for information, evaluating one another’s ideas, then each of the answer will compare with encyclopedia data base. In this research, the Q&A system for the Senior High School in Indonesia, in this subject of Information Communication Technology implemented. From the the 40 question and 120 answer, the result is 90,48% precision 50% recall.

  14. COLLABORATION IN WEB BASED LEARNING: A SOCIAL COMPUTING PERSPECTIVE

    Directory of Open Access Journals (Sweden)

    C.Pooranachandran

    2011-02-01

    Full Text Available The rapid advance of Information Communication Technology [ICT] has enabled Higher Education Institutions to reach out and educate students transcending the barriers of time and space. This technology supports structured, web-based learning activities, and provides diverse multilingual and multicultural settings and also facilities for self assessment. Structured collaboration, in the conventionaleducation system, has proven itself a successful and powerful learning method. Online learners do not enjoy the same collaborative benefits as face-to-face learners because the technology provides no guidance or direction during the online discussion sessions. This paper presents a Web Based Learning Environment [WBLE] from the perspective of social computing to bring collaborative learning benefits to online learners. The paper also highlights how the deployment of social computing tools can support the creation of an open and socially shared information space for better collaboration among the learners. With Social Network Analysis [SNA] techniques, collaboration among twenty learners is explored and metrics such as in-degree, out-degree and Betweenness and collaborative network mapping are presented.

  15. Using Wikis as a Support and Assessment Tool in Collaborative Digital Game-Based Learning Environments

    Science.gov (United States)

    Samur, Yavuz

    2011-01-01

    In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances…

  16. Collaborative Filtering via Group-Structured Dictionary Learning

    CERN Document Server

    Szabo, Zoltan; Lorincz, Andras

    2012-01-01

    Structured sparse coding and the related structured dictionary learning problems are novel research areas in machine learning. In this paper we present a new application of structured dictionary learning for collaborative filtering based recommender systems. Our extensive numerical experiments demonstrate that the presented technique outperforms its state-of-the-art competitors and has several advantages over approaches that do not put structured constraints on the dictionary elements.

  17. Computer-supported collaborative inquiry learning and classroom scripts

    OpenAIRE

    Mäkitalo-Siegl, Kati; Kohnle, Carmen; Fischer, Frank

    2011-01-01

    This study examined the influence of classroom-script structure (high vs. low) during computer-supported collaborative inquiry learning on help-seeking processes and learning gains in 54 student pairs in secondary science education. Screen- and audio-capturing videos were analysed according to a model of the help-seeking process. Results show that the structure of the classroom script substantially affects patterns of student help seeking and learning gain in the classroom. Overall, students ...

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

    Science.gov (United States)

    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…

  19. Student Collaboration and Standards-Based Music Learning: A Literature Review

    Science.gov (United States)

    Cangro, Richard

    2016-01-01

    This article is a review of relevant literature on collaborative, standards-based music learning. The review is organized as follows: (a) historical perspective, (b) collaborative music learning, (c) collaboration and creating, (d) collaboration and performing, (e) collaboration and responding, and (f) conclusions. In an effort to bridge the gap…

  20. Project-based learning in Geotechnics: cooperative versus collaborative teamwork

    Science.gov (United States)

    Pinho-Lopes, Margarida; Macedo, Joaquim

    2016-01-01

    Since 2007/2008 project-based learning models have been used to deliver two fundamental courses on Geotechnics in University of Aveiro, Portugal. These models have evolved and have encompassed either cooperative or collaborative teamwork. Using data collected in five editions of each course (Soil Mechanics I and Soil Mechanics II), the different characteristics of the models using cooperative or collaborative teamwork are pointed out and analysed, namely in terms of the students' perceptions. The data collected include informal feedback from students, monitoring of their marks and academic performance, and answers to two sets of questionnaires: developed for these courses, and institutional. The data indicate students have good opinion of the project-based learning model, though collaborative teamwork is the best rated. The overall efficacy of the models was analysed (sum of their effectiveness, efficiency and attractiveness). The collaborative model was found more adequate.

  1. Staging Events of Collaborative Design and Learning

    DEFF Research Database (Denmark)

    Binder, Thomas; Brandt, Eva; Horgen, Turid

    1998-01-01

    In this paper we will focus on events where collaborating parties get together to further the design work, and on how these events get staged in time and space. Our consern is the micro-organisation of time and space, which we find is poorly explored in the literature on product development. We...

  2. Collaborative learning through computer-mediated argumentation

    NARCIS (Netherlands)

    Kanselaar, G.; Veerman, A.L.; Andriessen, J.E.B.

    1999-01-01

    This article reports on three studies that involved undergraduate students collaboratively working on authentic discussion tasks in synchronous and asynchronous Computer Mediated Communication systems (Netmeeting, Belvédère, Allaire Forums). The purposes of the assignments were respectively to deve

  3. Model for Active Learning: Collaborative Peer Teaching.

    Science.gov (United States)

    Rubin, Lois; Hebert, Catherine

    1998-01-01

    A discussion of collaborative peer teaching as a method of college instruction looks at theoretical support for the approach and describes experiences with three courses using it: freshman composition; American studies; and international diversity. Perceived benefits of the experiences for both teachers and students are examined. (MSE)

  4. Learning Human Aspects of Collaborative Software Development

    Science.gov (United States)

    Hadar, Irit; Sherman, Sofia; Hazzan, Orit

    2008-01-01

    Collaboration has become increasingly widespread in the software industry as systems have become larger and more complex, adding human complexity to the technological complexity already involved in developing software systems. To deal with this complexity, human-centric software development methods, such as Extreme Programming and other agile…

  5. MULTIAGENT LEARNING WITHIN A COLLABORATIVE ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    LJUBICA KAZI

    2012-05-01

    Full Text Available Multiagent Learning is at the intersection of multiagent systems and Machine Learning, two subdomains of artificial intelligence. Traditional Machine Learning technologies usually imply a single agent that is trying to maximize some utility functions without having any knowledge about other agents within its environment. The multiagent systems domain refers to the domains where several agents are involved and mechanisms for the independent agents’ behaviors interaction have to be considered. Due to multiagent systems’ complexity, there have to be found solutions for using Machine Learning technologies to manage this complexity.

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

    Science.gov (United States)

    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…

  7. Editorial: Collaborative Knowledge Management and E-Learning

    OpenAIRE

    2011-01-01

    Finding effective ways to collaborate, and to create and share knowledge among people who are connected via disperse networks is one of the most challenging tasks. Many of our traditional learning models and educational systems are not yet ready for new forms of collaboration and knowledge management due to recent technology advancement. To achieve effective education and training, we need to pay attention not only to the technology itself, but also to technology infrastructures, pedagogies, ...

  8. Globally Networked Collaborative Learning in Industrial Design

    Science.gov (United States)

    Bohemia, Erik; Ghassan, Aysar

    2012-01-01

    This article explores project-based cross-cultural and cross-institutional learning. Using Web 2.0 technologies, this project involved more than 240 students and eighteen academic staff from seven international universities. The focus of this article relates to a project-based learning activity named "The Gift". At each institution the…

  9. Globally Networked Collaborative Learning in Industrial Design

    Science.gov (United States)

    Bohemia, Erik; Ghassan, Aysar

    2012-01-01

    This article explores project-based cross-cultural and cross-institutional learning. Using Web 2.0 technologies, this project involved more than 240 students and eighteen academic staff from seven international universities. The focus of this article relates to a project-based learning activity named "The Gift". At each institution the students…

  10. Collaborative DFA learning applied to Grid administration

    NARCIS (Netherlands)

    W. Mulder; C.J.H. Jacobs; M. van Someren

    2009-01-01

    This paper proposes a distributed learning mechanism that learns patterns from distributed datasets. The complex and dynamic settings of grid environments requires supporting systems to be of a more sophisticated level. Contemporary tools lack the ability to relate and infer events. We developed an

  11. Learning about the past with new technologies : Fostering historical reasoning in computer-supported collaborative learning

    NARCIS (Netherlands)

    Drie, J.P. van

    2005-01-01

    Recent technological developments have provided new environments for learning, giving rise to the question of how characteristics of such new learning environments can facilitate the process of learning in specific domains. The focus of this thesis is on computer-supported collaborative learning (CS

  12. Attitudes of Teacher Candidates Towards Technology Supported Collaborative Learning

    Directory of Open Access Journals (Sweden)

    Fezile ÖZDAMLI

    2008-06-01

    Full Text Available Technology supported collaborative learning allows students to study together, and produce projectstogether using technology supported systems. This study aimed to gather attitudes of CEIT students’ in the matter oftechnology supported collaborative learning in the Near East University. Pre-experimental model used in this study. Datawere collected from the students at the start of the term and end. This study was applied to selected sample of 35 students (24male and 11 females of Computer Education and Instructional Technologies Department of Near East University and whogot the course “authorware tools” at the 1St term of 2007-2008 academic year. The participants got the course “authoringtools application in computer enviorment” which was carried out as a technology supported collaborative learning. Thetechnology supported collaborative learning and authoring tools were described to students by teachers at the begining of theterm. Each team has 2 or 3 members. Teams selected projects topics at the begining of term. The aim of the final projects wascreated a course software about their project topics. Students were discussed the topics with team members and researced thetopics then they created a course software. The course included a series of local face-to-face tutorials (four each week duringa term and was supported by e-mail, msn, and discussion forums in a website. Teachers and student teams were discussedthe topics and projects during terms and then presented their projects. “the role of the technology on the course” and“Adaptation to the collaborative learning criters” 5 point likert scales and “personal information forums” were used in thisstudy. The results were generally positive at the start and at the end of the term. Besides, students’ attidues were morepositive than after studying in technology supported collaborative learning.

  13. Virtual communities as educational potential of collaborative learning through ICT

    Directory of Open Access Journals (Sweden)

    M.ª Ángeles REBOLLO CATALÁN

    2013-01-01

    Full Text Available This paper presents some results of an educational innovation based on the use of ICT as a learning environment. The main aim of this study is to describe an experience based collaborative learning in virtual communities of learning and reciprocal teaching and assessing students’ knowledge. For that, we design an educational proposal with three didactic units, which includes a kit of tasks and resources for learning. This study adopts a quantitative and qualitative methodology, applying attitudes scales, interviews and analysis of messages from online discussion forums. The study involved 56 students in first year of Pedagogy. We apply a Likert scale and a semantic differential about the learning experience and the methodology used. Also we conducted semi-structured group interviews to understand the perceptions and students’ evaluations about the methodology. The results show a very positive assessment about the learning experience and the methodology used. Peer interaction is focused on resolving technical queries, although there are also other forms of collaboration focused on joint interpretation and understanding of learning activities and assessment of the learning process. The results show that the intervention centers on teacher feedback and monitoring of learning tasks, reinforcing positive actions of the students and guiding the learning process. Finally, as to the benefits received by students, the results show that not only is development of social and communication skills, but also conceptual and emotional changes related to the subject.

  14. Video games and collaborative learning. Experiences related to Primary Education

    Directory of Open Access Journals (Sweden)

    Marta MARTÍN DEL POZO

    2015-07-01

    Full Text Available Video games are not only a way of entertainment, but also they can be used for learning as an educational resource. In that sense, the aim of this article is to perform a systematic review about experiences and research about the use of video games in the stage of Primary Education (that is to say, with children between 6 and 12 years old, but, in particularly, experiences with a collaborative learning approach and, also, with a pre and post achievement or learning test to show if students made learning gains. In order to fulfill the main objective, the article will be divided in five key sections showing the main aspects related to this topic: video games in education, collaborative learning, the methodology for the systematic review, results and conclusions about the results.  As a result, a total of 8 studies met the inclusion criteria and they were selected for the analysis. In that sense, we show that video games can be used in a collaborative learning approach, in contrast to the common idea that video games generate isolate persons, above all children and, furthermore, in general, students improve their learning achievement. In conclusion, video games can be a good resource for learning process and, for example, they can be used in a collaborative learning approach but it is necessary more information about that because of the limits we show at the end of the article, like, for example, more studies are required with pre and post achievement tests and using experimental and control groups.

  15. Collaborative learning through advanced Web2.0 practices

    DEFF Research Database (Denmark)

    Tambouris, Efthimios; Panopoulou, Eleni; Tarabanis, Konstantinos

    2010-01-01

    Latest advances in ICT have started impacting also the field of education and training. Social computing and Web2.0 technologies have brought vigorous opportunities for learning and have realised a shift of the web‟s role in learning from an information carrier to a facilitator for the creation...... and distribution of collective knowledge [1]. Technological advances have enhanced the potential of collaborative learning and peer-learning, where students can become more active participants and co-producers of knowledge, thereby allowing for more horizontal educational structures and contexts....

  16. Virtual Communities of Collaborative Learning for Higher Education

    Directory of Open Access Journals (Sweden)

    Gilda E. Sotomayor

    2014-11-01

    Full Text Available This article aims to outline and project three new learning scenarios for Higher Education that, after the emergence of ICT and communication through the Network-lnternet, have come under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and related concepts taking place in these communities and serving as a basis for sorting them into three types in particular: communities of educational work of professional practice and scientific knowledge. Virtual communities where the activities undertaken and skills acquired are set as important parts of our personal learning development, wich are necessary to build the Knowledge Society.

  17. Critical Thinking and Collaboration: A Strategy to Enhance Student Learning

    Directory of Open Access Journals (Sweden)

    Ronald A. Styron, Jr.

    2014-12-01

    Full Text Available In numerous studies relative to collaboration and critical thinking, an instructional strategy called Team- Based Learning has proven to be an effective approach to teaching and learning. Team-Based Learning utilizes a specific sequence of individual work, group work and immediate feedback to create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to discussion. Using an action research conceptual model diffusion of innovation theory, the process of P-20 quality enhancement using Team-Based Learning is examined.

  18. Question Answering for Collaborative Learning with Answer Quality Predictor

    Directory of Open Access Journals (Sweden)

    Kohei Arai

    2013-06-01

    Full Text Available The increasing advances of Internet Technologies in all application domains have changed life styles and interactions. With the rapid development of E-Learning, collaborative learning is an important for teaching, learning methods and strategies. Studies over the years shown that students had actively and more interactively involved in a classroom discussion to gain their knowledge. Students can ask their questions to the classroom discussion when they want to collaborate with others, asking one another for information, evaluating one another’s ideas. Therein, the activity allowing one question has many answer or information that should be selected. Every answer has a weighting and its very subjective to select it. In this paper, we introduce question answering for collaborative learning with answer quality predictor. By using answer quality predictor the quality of the information could be determined. Through the process of collaborative learning, the knowledge base will be enriched for future question answering. Further, not only the student could get answers form others but also provided by the system.

  19. Collaborative Practices in Bilingual Cooperative Learning Classrooms

    OpenAIRE

    1999-01-01

    It is by now well established that self-organized acts of learning can have important long-term cognitive benefits. The many programs of cooperative learning, while they vary in detail, all agree that participants must actively work together for such benefits to be realized (Cohen, 1990). Further, because cognitive change is revealed through the ways in which learners' sense of ownership and control over their intellectual products is increased over time, the changes are not easily observed a...

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

    Science.gov (United States)

    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)…

  1. A Model for Collaborative Learning in Undergraduate Climate Change Courses

    Science.gov (United States)

    Teranes, J. L.

    2008-12-01

    Like several colleges and universities across the nation, the University of California, San Diego, has introduced climate change topics into many existing and new undergraduate courses. I have administered a program in this area at UCSD and have also developed and taught a new lower-division UCSD course entitled "Climate Change and Society", a general education course for non-majors. This class covers the basics of climate change, such as the science that explains it, the causes of climate change, climate change impacts, and mitigation strategies. The teaching methods for this course stress interdisciplinary approaches. I find that inquiry-based and collaborative modes of learning are particularly effective when applied to science-based climate, environmental and sustainability topics. Undergraduate education is often dominated by a competitive and individualistic approach to learning. In this approach, individual success is frequently perceived as contingent on others being less successful. Such a model is at odds with commonly stated goals of teaching climate change and sustainability, which are to equip students to contribute to the debate on global environmental change and societal adaptation strategies; and to help students become better informed citizens and decision makers. I present classroom-tested strategies for developing collaborative forms of learning in climate change and environmental courses, including team projects, group presentations and group assessment exercises. I show how critical thinking skills and long-term retention of information can benefit in the collaborative mode of learning. I find that a collaborative learning model is especially appropriate to general education courses in which the enrolled student body represents a wide diversity of majors, class level and expertise. I also connect collaborative coursework in interdisciplinary environmental topics directly to applications in the field, where so much "real-world" achievement in

  2. Developing students’ collaborative skills in interdisciplinary learning environments

    DEFF Research Database (Denmark)

    Gnaur, Dorina; Svidt, Kjeld; Thygesen, Maria

    2015-01-01

    is based on the principles of Building Information Modeling (BIM), which facilitate the coordination and collaboration between parties of a building design and construction team, and in this process, essential communication and interpersonal skills are mobilized and developed. Data about the students......' learning outcome are collected through observation, interviews and online questionnaires. The present investigation points at the dual effect of experiential learning in problem-based, interdisciplinary environments with regard to both actualizing core knowledge, skills and competences through solving...

  3. Collaborative Learning: Theoretical Foundations and Applicable Strategies to University Teaching

    Directory of Open Access Journals (Sweden)

    Nestor D. Roselli

    2016-04-01

    Full Text Available Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to develop socio-cognitive collaboration is presented. This model integrates and systematizes several academic group animation techniques developed within the collaborative learning field. These integrated techniques, within a coherent and unified didactic intention, allow talking more about strategies than independent and dissociated techniques. Each strategy is specifically described, which refers to six areas: encouragement of dialogue, listening to others and reciprocal assessment; collaboration for negotiation and consensus building; activity organization; study and appropriation of bibliographic information; conceptual development; collective writing. These strategies proposed (designed to stimulate the collaboration between 2, 4 and exceptionally, 6 or 8 students are not the only possible strategies, they can be combined with the ones the teacher might suggest. The strict pattern of each strategy is a characteristic of the proposal. The teacher is also encouraged to benchmark the results obtained using each strategy and those obtained using individual or non-collaborative strategies. Finally, conclusions and recommendations for the implementation of these strategies are discussed.

  4. Live online communication facilitating collaborative learning

    DEFF Research Database (Denmark)

    Kjær, Christopher

    2010-01-01

    The aim of this presentation is to emphazise that blended learning still is an appropriate way to deliver learning interventions. Fast net connections are rapidly becoming available to people and organizations around the world. At the same time, prices on computers and mobile devices is dropping...... system used at the University of Southern Denmark, the didactic model applied and best practice cases. Dialogue with the session participants will be promoted: • Before the presentation by posing questions that investigate the knowledge and experience of the participants on the use web conference systems...

  5. Designing Collaborative Learning Environments Using Educational Scenarios Based on SR

    Directory of Open Access Journals (Sweden)

    Fotini Paraskeva

    2009-01-01

    Full Text Available As more and more studies acknowledge that students are basic contributors to the learning process, factors such as self concept, (computer self-efficacy and self-regulation are important in enhancing human performance. Nevertheless, these learner characteristics have received little attention in the e-learning environment. This paper presents the results of a study indicating significant positive relationships between learner characteristics, such as self-concept (academic achievement and job achievement, Computer Self Efficacy (CSE and Self-Regulation (SR constructs. Acknowledging the requirement for a strong shift of students towards developing self-regulated scenarios and strategies, we suggest that collaborative e-learning environments should be designed according to the self-regulated theory and self-beliefs. As a result, in this study we present a model examining how we can design educational scenarios based on self-regulation theory in a collaborative e-learning environment. This model is a tool for conducting experiments in e-learning university courses, studying the design, development and evaluation of the collaborative learning process.

  6. Measuring the Learning from Two-Stage Collaborative Group Exams

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    Ives, Joss

    2014-01-01

    A two-stage collaborative exam is one in which students first complete the exam individually, and then complete the same or similar exam in collaborative groups immediately afterward. To quantify the learning effect from the group component of these two-stage exams in an introductory Physics course, a randomized crossover design was used where each student participated in both the treatment and control groups. For each of the two two-stage collaborative group midterm exams, questions were designed to form matched near-transfer pairs with questions on an end-of-term diagnostic which was used as a learning test. For learning test questions paired with questions from the first midterm, which took place six to seven weeks before the learning test, an analysis using a mixed-effects logistic regression found no significant differences in learning-test performance between the control and treatment group. For learning test questions paired with questions from the second midterm, which took place one to two weeks prio...

  7. Editorial: Collaborative Knowledge Management and E-Learning

    Directory of Open Access Journals (Sweden)

    Helen S. Du

    2011-06-01

    Full Text Available Finding effective ways to collaborate, and to create and share knowledge among people who are connected via disperse networks is one of the most challenging tasks. Many of our traditional learning models and educational systems are not yet ready for new forms of collaboration and knowledge management due to recent technology advancement. To achieve effective education and training, we need to pay attention not only to the technology itself, but also to technology infrastructures, pedagogies, social, and management aspects. This special issue of the KM&EL international journal focuses on recent directions for the alignment of collaborative knowledge management and e-learning, and their rising impact on research and pedagogical practice.

  8. Second graders’ collaborative learning around touchscreens in their classroom

    DEFF Research Database (Denmark)

    Davidsen, Jacob

    In “Second graders’ collaborative learning around touchscreens in their classroom”, Jacob Davidsen explores, analyses and discusses how eight- and nine-year-old children’s embodied collaborative interactions around touchscreens unfold in classroom settings. Having conducted micro...... and ethnographic observations, all from a year-long study of naturally occurring activities in two second grade classrooms at a public school in Denmark. The way of seeing and making visible children’s collaboration around touchscreens presented in this thesis is informed by CSCL, ethnomethodology and embodied......-studies on children’s embodied interactions around touchscreens, the author has found that children’s body movements and, in particular, their hand movements are crucial in their processes of engagement and disengagement in collaborative activities around touchscreens. The data comprise 150 hours of video footage...

  9. Creating a Collaborative Learning Community in the CIS Sandbox

    Science.gov (United States)

    Frydenberg, Mark

    2013-01-01

    Purpose: The purpose of this paper is to investigate the impact of transforming a traditional university computer lab to create a collaborative learning community known as the CIS Sandbox, by remodeling a physical space and supporting it with a virtual presence through the use of social media tools. The discussion applies Selander's "designs for…

  10. Collaborative Learning through Formative Peer Review: Pedagogy, Programs and Potential

    Science.gov (United States)

    Sondergaard, Harald; Mulder, Raoul A.

    2012-01-01

    We examine student peer review, with an emphasis on formative practice and collaborative learning, rather than peer grading. Opportunities to engage students in such formative peer assessment are growing, as a range of online tools become available to manage and simplify the process of administering student peer review. We consider whether…

  11. Project-Based Learning in Geotechnics: Cooperative versus Collaborative Teamwork

    Science.gov (United States)

    Pinho-Lopes, Margarida; Macedo, Joaquim

    2016-01-01

    Since 2007/2008 project-based learning models have been used to deliver two fundamental courses on Geotechnics in University of Aveiro, Portugal. These models have evolved and have encompassed either cooperative or collaborative teamwork. Using data collected in five editions of each course (Soil Mechanics I and Soil Mechanics II), the different…

  12. Collaborative Learning: Theoretical Foundations and Applicable Strategies to University

    Science.gov (United States)

    Roselli, Nestor D.

    2016-01-01

    Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to…

  13. Towards a Collaborative Open Environment of Project-Centred Learning

    DEFF Research Database (Denmark)

    Bongio, Aldo; van Bruggen, Jan; Ceri, Stefano;

    problems. Such an environment will become increasingly relevant in multinational universities and companies, and it has brought a number of challenges to existing e-learning technologies. COOPER is an ongoing project that focuses on developing and testing such a collaborative and project-centred leaning...

  14. Designing Technology for Content-Independent Collaborative Mobile Learning

    Science.gov (United States)

    Boticki, I.; Wong, Lung Hsiang; Looi, Chee-Kit

    2013-01-01

    This paper describes the design of a technology platform for supporting content-independent collaborative mobile learning in the classroom. The technical architecture provides mechanisms for assigning different content or materials to students and then guiding them to form groups with other students in which the combination and integration of…

  15. Integration of Collaborative Learning in Grade K-5 EFL Classrooms

    Science.gov (United States)

    Shahamat, Ailar; Mede, Enisa

    2016-01-01

    This study investigated the effectiveness of integrating collaborative learning in Turkish elementary (primary) classrooms where English is acquired as a foreign language. Specifically, it aimed at shedding light on how the participating students and teachers perceive such language classes, what are the effects of integrating this particular…

  16. Mentoring and Coaching in Schools: Professional Learning through Collaborative Inquiry

    Science.gov (United States)

    Burley, Suzanne; Pomphrey, Cathy

    2011-01-01

    Can mentoring and coaching really improve professional practice? How can research and inquiry improve mentoring and coaching practice? "Mentoring and Coaching in Schools" explores the ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning. It demonstrates how the use of practitioner…

  17. Collaborative Learning in Teaching a Second Language through the Internet

    Science.gov (United States)

    Istifci, Ilknur; Kaya, Zeki

    2011-01-01

    We can call the education offered by using the Internet environment as "teaching through the Internet". Such a teaching contributes to interaction, which is not sufficient in traditional classrooms most of the time. It gives the geographically separated students the opportunity of exchanging ideas and information, collaborative learning,…

  18. Collaborative learning agents supporting service network management

    NARCIS (Netherlands)

    Mulder, W.; Meijer, G.R.; Adriaans, P.W.

    2008-01-01

    Service oriented systems need to be maintained to keep the requested level of service. This is challenge in large grid- and saas based networks that are managed by numerous entities. This paper is about supporting multi agent systems that operate in the network and support its management by learning

  19. Avatars: Usefulness in Collaborative Online Learning Environments

    Science.gov (United States)

    Wilton, Lesley; Noël, Tonya

    2011-01-01

    Digital technologies that enhance computer-mediated communications are provoking change in the way educators interact with learners. As online course offerings expand and enrollment numbers increase, the challenges of effective online learning call for innovation and creativity. It is beneficial to introduce activities which establish trust and…

  20. The Year We Learned to Collaborate

    Science.gov (United States)

    Silva, Janice; Contreras, Kathia

    2011-01-01

    In 2008-09, Colegio Ingles had a watershed year in terms of teachers learning to enhance one another's skills. Beneath a deceptively congenial surface, teachers at this Mexican preK-9th grade school were avoiding professional confrontations and rarely observed one another's classes or shared teaching solutions and innovations. That same year, the…

  1. Collaborative Learning in Teaching Information Management

    Science.gov (United States)

    Natho, N.; Knipping, L.; Pfeiffer, O.; Schroder, C.; Zorn, E.; Jeschke, S.

    2010-01-01

    In this paper, we present the course called "New Media in Education and Research", which employs a blended learning approach. This course is a part of a new bachelor's programme "Natural Sciences in the Information Society" that is in place in TU Berlin. The main goal of this course is to provide the students with the…

  2. What teacher education students learn about collaboration from problem-based learning

    Directory of Open Access Journals (Sweden)

    Rosalind Murray-Harvey

    2013-08-01

    Full Text Available Group work, an essential component of learning and teaching in problem-based learning (PBL, is compromised if students’ experiences of PBL are colored by dissatisfaction with the process or outcomes. For the potential benefits of PBL to be realized PBL group work must be genuinely collaborative to address students’ personal and professional learning needs. Australian teacher education students (n=122 provided written reflections on PBL that enabled representations of their group work experience to be mapped using an Attitude, Skills, and Knowledge (ASK framework to gauge understanding of the collaborative learning process (as learners and as future teachers. Attitudes identified as necessary for collaborative learning were valuing others’ perspectives, interdependence, and learning about self. The Skills dimension characterized interpersonal, problem solving and group skills. Features of the Knowledge dimension were: generation, application, and dissemination of knowledge. Pedagogical knowledge was also evident through learning connections made by students to their future teaching practice.

  3. Collaborative learning in a multilingual class

    Directory of Open Access Journals (Sweden)

    Deonarain Brijlall

    2008-10-01

    Full Text Available The solving of word problems dealing with fractions  was  investigated. Two sets of learners worked in solving the same tasks on fractions. One set of learners worked collaboratively  and the other group consisted of learners working independently.  The selected participants consisted of two Grade 8 classes at a high school in Pietermaritzburg, South Africa.  The study was a qualitative one  involving lesson observations, analysis of learner worksheets, questionnaires and interviews. The two tasks were presented in the form of word problems and the classroom comprised of multilingual learners.  Data yielded by these research instruments confirmed assumptions and literature claims. Although it was a small scale qualitative research, interesting observations were made that could have pedagogical implications.

  4. Fostering Multimedia Learning with Collaborative Concept Mapping: The Effect of Cognitive Aid on Performance and on Collaboration

    Science.gov (United States)

    Acuña, Santiago Roger; Aymes, Gabriela López; Medrano, Carlos Sergio López

    2014-01-01

    This paper analyzes the use of collaborative concept maps in multimedia learning tasks. Specifically, the effect of a cognitive aid (providing students a list of main concepts to generate a concept map) on the performance of collaborative concept mapping and on the level of collaboration in this task is discussed. The study was carried out with 57…

  5. Conscientization, Dialogue and Collaborative Problem Based Learning

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    Conscientization, Dialogue and Collaborative Problem Based Learning

    2013-08-01

    Full Text Available It has been argued that Paulo Freire’s concept of conscientization, where critical awareness and engagement are central to a problem-posing pedagogy, provides the philosophical principles to underpin Problem Based Learning (PBL. By using dialogue groups and a combination of learning strategies to discover the nature of a problem, understand its constraints, options, and multi-voiced perspectives, students can negotiate the sociological nature of its resolution and how competing perspectives may inform decision-making. This paper will first present the background of PBL, before it introduces and argues for reflective and reflexive learning environments founded within dialogical practices. It then provides tales from the field that illustrate how conscientization is enacted in the classroom, before considering implications and the Ten Principles of Critical Learning’ for reflective and reflexive practice. It concludes by arguing that conscientization and the dialogical process are central to PBL in order to engage the individual voice, foster democratic practices, and for the creation of shared meanings and understandings.

  6. Borderless learning experiences : the development of design guidelines for collaborative distance learning environments

    NARCIS (Netherlands)

    Verdonschot, Suzanne; Kwakman, Kitty

    2004-01-01

    This study aims at the development of design guidelines that aid the educational designer in creating learning environments for collaborative learning at distance. Using a multiple case study design in which learners' experiences with distance learning environments are gathered, a theoretical model

  7. Intellectual Amplification through Reflection and Didactic Change in Distributed Collaborative Learning

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth K.

    Presented at the Conference on Computer Supported Collaborative Learning, CSCL99, Stanford University, California, December 11-18, 1999 Presented at the Conference on Computer Supported Collaborative Learning, CSCL99, Stanford University, California, December 11-18, 1999...

  8. Creating Effective Collaborative Learning Groups in an Online Environment

    Directory of Open Access Journals (Sweden)

    Jane E. Brindley

    2009-06-01

    Full Text Available Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts from the Foundations course in the Master of Distance Education (MDE program offered jointly by University of Maryland University College (UMUC and the University of Oldenburg does not support the authors’ original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes.

  9. Towards identifying Collaborative Learning groups using Social Media

    Directory of Open Access Journals (Sweden)

    Selver Softic

    2012-11-01

    Full Text Available This work reports about the preliminary results and ongoing research based upon profiling collaborative learning groups of persons within the social micro-blogging platforms like Twitter that share potentially common interests on special topic. Hereby the focus is held on spontaneously initiated collaborative learning in Social Media and detection of collaborative learning groups based upon their communication dynamics. Research questions targeted to be answered are: are there any useful data mining algorithms to fulfill the task of pre-selection and clustering of users in social networks, how good do they perform, and what are the metrics that could be used for detection and evaluation in the realm of this task. Basic approach presented here uses as preamble hypothesis that users and their interests in Social Networks can be identified through content generated by them and content they consume. Special focus is held on topic oriented approach as least common bounding point. Those should be also the basic criteria used to detect and outline the learning groups. The aim of this work is to deliver first scientific pre-work for successfully implementation of recommender systems using social network metrics and content features of social network users for the purposes of better learning group communication and information consumption.

  10. Collaborative Learning: A Program for Improving the Retention of Minority Students.

    Science.gov (United States)

    Berry, Lemuel, Jr.

    Collaborative learning may be an approach to for a liberal arts college program to help improve the retention of minority students. The importance of collaborative learning can be seen in the power of collaborative action in the Civil Rights Movement and the Women's Rights Movement. In a collaborative experience the teacher acts as a facilitator…

  11. Enhancing integrative motivation: The Japanese-American Collaborative Learning Project

    Directory of Open Access Journals (Sweden)

    Fumie Kato

    2016-12-01

    Full Text Available The Collaborative Learning Project is a language exchange program in which American and Japanese university students have the opportunity to interact with native speakers over the course of a three-week period. This paper reports the outcomes of the Collaborative Learning Project in terms of its effectiveness in fulfilling student expectations and their integrative motivation, i.e. social and cultural motivation. Using quantitative and qualitative data, this research includes the first project (2012 as a preliminary study, and the second project (2013 as the basis of the formative assessment. In their responses to questionnaires, the majority of the students reported that the program fulfilled their expectations and fostered their integrative motivation. After participating in the project, the participants were motivated to continue learning Japanese and seemed to be more interested in the study abroad program/studying abroad.

  12. Nurturing global collaboration and networked learning in higher education

    Directory of Open Access Journals (Sweden)

    Catherine Cronin

    2016-03-01

    Full Text Available We consider the principles of communities of practice (CoP and networked learning in higher education, illustrated with a case study. iCollab has grown from an international community of practice connecting students and lecturers in seven modules across seven higher education institutions in six countries, to a global network supporting the exploration and evaluation of mobile web tools to engage in participatory curriculum development and supporting students in developing international collaboration and cooperation skills. This article explores the interplay of collaboration and cooperation, CoP and networked learning; describes how this interplay has operated in iCollab; and highlights opportunities and challenges of learning, teaching and interacting with students in networked publics in higher education.

  13. 19th International Conference on Interactive Collaborative Learning

    CERN Document Server

    Guralnick, David; Uhomoibhi, James

    2017-01-01

    This book presents the proceedings of the 19th International Conference on Interactive Collaborative Learning, held 21-23 September 2016 at Clayton Hotel in Belfast, UK. We are currently witnessing a significant transformation in the development of education. The impact of globalisation on all areas of human life, the exponential acceleration of developments in both technology and the global markets, and the growing need for flexibility and agility are essential and challenging elements of this process that have to be addressed in general, but especially in the context of engineering education. To face these topical and very real challenges, higher education is called upon to find innovative responses. Since being founded in 1998, this conference has consistently been devoted to finding new approaches to learning, with a focus on collaborative learning. Today the ICL conferences have established themselves as a vital forum for the exchange of information on key trends and findings, and of practical lessons le...

  14. The Development of Online Interactive Whiteboard for Supporting Collaboration Learning

    Directory of Open Access Journals (Sweden)

    Settachai Chaisanit

    2012-08-01

    Full Text Available Learning innovation was currently considered as the most popular for education among university students. The aim of this study was to investigate if university students consider innovative Internet technology as a useful, meaningful learning environment that could support and enhance their learning. However many students face problems and difficult to learn, practice and time consuming. This is because collaborative time and media are not enough for them. Online learning environment is a one thing for creates a variety of ways to deliver and provide electronic resources for the learner. It’s includes many methods such as using system to deliver text, video chat and activity for learner. Thus, online learning environment is professionals cite benefits to the learner. The learner benefits from the opportunity to prepare them for increase their competitive in a globalization. Therefore the purposes of this research were: (1 to develop online interactive whiteboard for supporting collaboration learning based on PIDP development model, (2 to evaluation online interactive whiteboard for supporting collaboration learning. The samples of this study comprised of 40 students from Sripatum University, Chonburi Campus, Thailand. The sample was obtained by simple random sampling method, used control experimental group evaluation design. The results showed that: the satisfaction of the panel experts, the mean was 4.48 with the standard deviation was 0.36; the satisfaction was in the “High level”. In part of Control/Experimental group evaluation has shown that: the experimental group score higher that control group score. In part of learner’s satisfaction, the mean was 3.99 with the standard deviation was 0.54; the satisfaction was in the “High level”. This can summarized that developed system be successful, various aspects of the online environment should be considered such as application domain knowledge, conceptual theory, user interface design

  15. Stress in Japanese Learners Engaged in Online Collaborative Learning in English

    Science.gov (United States)

    Jung, Insung; Kudo, Masayuki; Choi, Sook-Kyoung

    2012-01-01

    Many studies report positive learning experience and improved performance in online collaborative learning. However, such learning can also incur unnecessary or excessive stress with a resultant adverse effect on the learning. This study aimed to determine the stress factors in online collaborative learning as perceived by 226 Japanese university…

  16. Hybrid E-Learning Tool TransLearning: Video Storytelling to Foster Vicarious Learning within Multi-Stakeholder Collaboration Networks

    Science.gov (United States)

    van der Meij, Marjoleine G.; Kupper, Frank; Beers, Pieter J.; Broerse, Jacqueline E. W.

    2016-01-01

    E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach "TransLearning" by investigation into how its storytelling e-tool supported informal vicarious…

  17. Fostering interactivity through peer assessment in web-based collaborative learning environments

    NARCIS (Netherlands)

    Sluijsmans, Dominique; Tillema, H. H.; Segers, M. S. R.; Ochoa, T. A.; Strijbos, J. W.

    2009-01-01

    Extant literature on collaborative learning shows that this instructional approach is widely used. In this chapter, the authors discuss the lack of alignment between collaborative learning and assessment practices. They will argue that peer assessment is a form of collaborative learning and a mode o

  18. En retorisk forståelsesramme for Computer Supported Collaborative Learning (A Rhetorical Theory on Computer Supported Collaborative Learning)

    DEFF Research Database (Denmark)

    Harlung, Asger

    2003-01-01

    The dissertation explores the potential of rhetorical theories for understanding, analyzing, or planning communication and learning processes, and for integrating the digitized contexts and human interaction and communication proccesses in a single theoretical framework. Based on Cicero's rhetori...... applied to two empirical case studies of Master programs, the dissertation develops and presents a new theory on Computer Supported Collaborative Learning (CSCL).......The dissertation explores the potential of rhetorical theories for understanding, analyzing, or planning communication and learning processes, and for integrating the digitized contexts and human interaction and communication proccesses in a single theoretical framework. Based on Cicero's rhetoric...

  19. E pluribus unum: the potential of collaborative learning to enhance Microbiology teaching in higher education.

    Science.gov (United States)

    Rutherford, Stephen

    2015-12-01

    Collaborative learning, where students work together towards a shared understanding of a concept, is a well-established pedagogy, and one which has great potential for higher education (HE). Through discussion and challenging each other's ideas, learners gain a richer appreciation for a subject than with solitary study or didactic teaching methods. However, collaborative learning does require some scaffolding by the teacher in order to be successful. Collaborative learning can be augmented by the use of Web 2.0 collaborative technologies, such as wikis, blogs and social media. This article reviews some of the uses of collaborative learning strategies in Microbiology teaching in HE. Despite the great potential of collaborative learning, evidence of its use in Microbiology teaching is, to date, limited. But the potential for collaborative learning approaches to develop self-regulated, deep learners is considerable, and so collaborative learning should be considered strongly as a viable pedagogy for HE.

  20. Ubiquitous mobile knowledge construction in collaborative learning environments.

    Science.gov (United States)

    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).

  1. Managing the Learning Quality in Physics by E-Learning Improvement with Collaborative Education

    Science.gov (United States)

    Kanenaga, Masahiko; Suzuki, Masaru; Abe, Kohji; Nakamura, Jin; Takada, Tohru; Kokubo, Nobuhito; Fuseya, Yuki

    In 2010, the University of Electro-Communications (UEC) reconstructed the freshmen's curriculum in which all students learn the same contents of introductory physics and take the examination at same time. We had constructed Collaborative Education in order to support the students who had a various learning history in high school and the teachers who had not been experts in physics education. In this article, we show the result of Collaborative Education in UEC and its improvement strategy.

  2. Bridging EO Research, Operations and Collaborative Learning

    Science.gov (United States)

    Scarth, Peter

    2016-04-01

    Building flexible and responsive processing and delivery systems is key to getting EO information used by researchers, policy agents and the public. There are typically three distinct processes we tackle to get product uptake: undertake research, operationalise the validated research, and deliver information and garner feedback in an appropriate way. In many cases however, the gaps between these process elements are large and lead to poor outcomes. Good research may be "lost" and not adopted, there may be resistance to uptake by government or NGOs of significantly better operational products based on EO data, and lack of accessibility means that there is no use of interactive science outputs to improve cross disciplinary science or to start a dialog with citizens. So one of the the most important tasks, if we wish to have broad uptake of EO information and accelerate further research, is to link these processes together in a formal but flexible way. One of the ways to operationalize research output is by building a platform that can take research code and scale it across much larger areas. In remote sensing, this is typically a system that has access to current and historical corrected imagery with a processing pipeline built over the top. To reduce the demand on high level scientific programmers and allowing cross disciplinary researchers to hack and play and refine, this pipeline needs to be easy to use, collaborative and link to existing tools to encourage code experimentation and reuse. It is also critical to have efficient, tight integration with information delivery and extension components so that the science relevant to your user is available quickly and efficiently. The rapid expansion of open data licensing has helped this process, but building top-down web portals and tools without flexibility and regard for end user needs has limited the use of EO information in many areas. This research reports on the operalization of a scale independent time series

  3. USING WIKIS AS A SUPPORT AND ASSESSMENT TOOL IN COLLABORATIVE DIGITAL GAME-BASED LEARNING ENVIRONMENTS

    Directory of Open Access Journals (Sweden)

    Yavuz SAMUR

    2011-04-01

    Full Text Available In computer-supported collaborative learning (CSCL environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances for learning, especially in collaborative learning activities. Therefore, in this paper, related literature on wikis and how game & instructional designers can leverage from wikis in game-based learning settings for enhancing students’ collaborative learning activities are examined. Based on the reviewed literature, two main suggestions are given in this paper with their underlying reasons. First, using wikis as a support tool for enhancing collaboration in digital game-based learning (DGBL environments, and second using wikis as an assessment tool in DGBL are suggested.

  4. Reuse of Digital Learning Resources in Collaborative Learning Environments

    OpenAIRE

    2006-01-01

    PhD thesis; With background in the proliferation of Information- and Communication Technologies (ICTs) in educational institutions, there is a growing interest in deploying ICT that complies with specifications and standards for learning technologies in these institutions. A key to obtaining the benefits of cost-efficiency and quality that motivate this interest is reuse of digital learning resources. Despite the significant efforts being made in design and deployment of learning technology s...

  5. The QuarkNet/Grid collaborative learning e-lab

    Energy Technology Data Exchange (ETDEWEB)

    Bardeen, Marjorie; Gilbert, Eric; Jordan, Thomas; Nepywoda, Paul; Quigg, Elizabeth; /Fermilab; Wilde, Mike; /Argonne; Zhao, Yong; /Chicago U.

    2004-12-01

    We describe a case study that uses grid computing techniques to support the collaborative learning of high school students investigating cosmic rays. Students gather and upload science data to our e-Lab portal. They explore those data using techniques from the GriPhyN collaboration. These techniques include virtual data transformations, workflows, metadata cataloging and indexing, data product provenance and persistence, as well as job planners. Students use web browsers and a custom interface that extends the GriPhyN Chiron portal to perform all of these tasks. They share results in the form of online posters and ask each other questions in this asynchronous environment. Students can discover and extend the research of other students, modeling the processes of modern large-scale scientific collaborations. Also, the e-Lab portal provides tools for teachers to guide student work throughout an investigation.

  6. Collaborative speech and language services for students with learning disabilities.

    Science.gov (United States)

    Elksnin, L K

    1997-01-01

    Fueled by educational reforms such as the Regular Education Initiative, the inclusion movement, and Goals 2000, speech and language pathologists (SLPs) have explored the use of collaborative consultation in providing integrated service delivery. The implications of classroom-based services are discussed, along with models that have been adopted by SLPs, learning disabilities specialists (LDSs), and classroom teachers. The characteristics of students served, and the areas of speech and language (i.e., language, articulation, fluency, voice) targeted in the classroom, are reviewed. Ways in which SLPs, LDSs, and classroom teachers can collaborate, including collaborative assessment; Individualized Education Program development; teaching listening, speaking, reading, and writing skills; and teaching students the language of the classroom, are described.

  7. Forest-themed learning games as a context for learning via collaborative designing of crafts

    Directory of Open Access Journals (Sweden)

    Sinikka Pöllänen

    2013-10-01

    Full Text Available This case study describes the types of learning games produced and the learning experiences of students who engaged in a project implementing the principles of learning by collaborative designing via forest-themed contextualization of crafts. The ultimate aim of this report is to describe how the project succeeded in changing the traditional instructional strategies used in craft education. This unique project was part of a craft course delivered as a component of primary school teacher education in the University of Eastern Finland. The students’ task was to design and produce a textilebased and forest-themed learning game for primary school children. The outputs of the study were the learning games produced (36 in number and student portfolios (215 pages. The games were illustrated and the written data analyzed using the inductive content approach and a hermeneutic viewpoint as the methodological basis. The results show that the design task guided learning in a multidisciplinary manner and increased the number of tools students could use to learn crafts and produce the games. Collaboration and working in teams changed the learning process from teacherand subject-centered to process-based. Forest-themed learning games may serve as a framework for collaborative designing; the approach offers a rich and non-traditional context for learning of crafts by university students. In terms of craft education, the approach highlights the importance of collaboration, the use of process-based crafts, and the possibilities afforded to shift the focus to more participatory activities to learn generic skills.Keywords: collaborative designing, crafts, craft education, learning by designing, learning game

  8. Structuring Task-based Interaction through Collaborative Learning Techniques (2)

    Institute of Scientific and Technical Information of China (English)

    William Littlewood

    2004-01-01

    @@ Techniques for collaborative learning In this section the focus will move from broad strategies to specific techniques (often also called "structures") through which the strategies can be realized. It gives a selection of techniques which have proved (in my own experience as well as that of others) particularly useful in pro-viding contexts for practice, exploration and /or interaction in the second language classroom.

  9. Web-Based Tools for Collaborative Evaluation of Learning Resources

    Directory of Open Access Journals (Sweden)

    John C. Nesbit

    2005-10-01

    Full Text Available The emergence of large repositories of web-based learning resources has increased the need for valid and usable evaluation tools. This paper reviews current approaches to learning object evaluation and introduces eLera, a set of web-based tools we have developed for communities of teachers, learners, instructional designers and developers. Compatible with current metadata standards, eLera provides a learning object review instrument (LORI and other features supporting collaborative evaluation. eLera provides limited translation of evaluations and subject taxonomies across communities using different languages and terminology. eLera is designed to assist researchers to gather data on evaluation processes and has been used to teach educators how to assess the quality of multimedia learning resources.

  10. DIGITAL COMPETENCIES – COLLABORATING, WORKING AND LEARNING ACROSS CAMPUSES

    DEFF Research Database (Denmark)

    Tellerup, Susanne

    2014-01-01

    of technology connects faculty members as well as links work and learning in new ways. The project also shows how a design-based approach can improve educational practice. The objectives of the project were formulated as the need to: • Increase faculty’s digital competence • Enable new ways to collaborate...... across campuses • Link faculty work and faculty learning The overall agenda was to enhance the development of a stronger academic environment. This has been achieved by following five important principles: • Faculty empowerment and user participation – in design and decision processes in all phases...... competencies for the entire group have been improved by using Podio as a shared learning platform, and by being trained in using Adobe Connect for efficient meetings. Furthermore, the training of a number of teams in the use of digital video and other digital tool as parts of teaching and learning designs has...

  11. Learner Profile Management for Collaborative Adaptive eLearning Application

    DEFF Research Database (Denmark)

    Alrifai, Mohammad; Dolog, Peter; Nejdl, Wolfgang

    2006-01-01

    adaptive hypermedia systems. Existing Web Service standards, however, only provide very basic features and leave out many important issues like transactional management. In this paper we propose a mechanism for enabling consistency maintenance of Learner Profiles shared between collaborating adaptive......Adaptive Learning Systems would perform better if they would be able to exchange as many relevant fragments of information about the learner as possible. The use of Web Services standards is recently gaining the attention of many researches as a promising solution for the problem of interfacing...... learning systems....

  12. Informed Systems: Enabling Collaborative Evidence Based Organizational Learning

    Directory of Open Access Journals (Sweden)

    Mary M. Somerville

    2015-12-01

    Full Text Available Objective – In response to unrelenting disruptions in academic publishing and higher education ecosystems, the Informed Systems approach supports evidence based professional activities to make decisions and take actions. This conceptual paper presents two core models, Informed Systems Leadership Model and Collaborative Evidence-Based Information Process Model, whereby co-workers learn to make informed decisions by identifying the decisions to be made and the information required for those decisions. This is accomplished through collaborative design and iterative evaluation of workplace systems, relationships, and practices. Over time, increasingly effective and efficient structures and processes for using information to learn further organizational renewal and advance nimble responsiveness amidst dynamically changing circumstances. Methods – The integrated Informed Systems approach to fostering persistent workplace inquiry has its genesis in three theories that together activate and enable robust information usage and organizational learning. The information- and learning-intensive theories of Peter Checkland in England, which advance systems design, stimulate participants’ appreciation during the design process of the potential for using information to learn. Within a co-designed environment, intentional social practices continue workplace learning, described by Christine Bruce in Australia as informed learning enacted through information experiences. In addition, in Japan, Ikujiro Nonaka’s theories foster information exchange processes and knowledge creation activities within and across organizational units. In combination, these theories promote the kind of learning made possible through evolving and transferable capacity to use information to learn through design and usage of collaborative communication systems with associated professional practices. Informed Systems therein draws from three antecedent theories to create an original

  13. Using a collaborative Mobile Augmented Reality learning application (CoMARLA) to improve Improve Student Learning

    Science.gov (United States)

    Hanafi, Hafizul Fahri bin; Soh Said, Che; Hanee Ariffin, Asma; Azlan Zainuddin, Nur; Samsuddin, Khairulanuar

    2016-11-01

    This study was carried out to improve student learning in ICT course using a collaborative mobile augmented reality learning application (CoMARLA). This learning application was developed based on the constructivist framework that would engender collaborative learning environment, in which students could learn collaboratively using their mobile phones. The research design was based on the pretest posttest control group design. The dependent variable was students’ learning performance after learning, and the independent variables were learning method and gender. Students’ learning performance before learning was treated as the covariate. The sample of the study comprised 120 non-IT (non-technical) undergraduates, with the mean age of 19.5. They were randomized into two groups, namely the experimental and control group. The experimental group used CoMARLA to learn one of the topics of the ICT Literacy course, namely Computer System; whereas the control group learned using the conventional approach. The research instrument used was a set of multiple-choice questions pertaining to the above topic. Pretesting was carried out before the learning sessions, and posttesting was performed after 6 hours of learning. Using the SPSS, Analysis of Covariance (ANCOVA) was performed on the data. The analysis showed that there were main effects attributed to the learning method and gender. The experimental group outperformed the control group by almost 9%, and male students outstripped their opposite counterparts by as much as 3%. Furthermore, an interaction effect was also observed showing differential performances of male students based on the learning methods, which did not occur among female students. Hence, the tool can be used to help undergraduates learn with greater efficacy when contextualized in an appropriate setting.

  14. Support of the collaborative inquiry learning process: influence of support on task and team regulation

    NARCIS (Netherlands)

    N. Saab; W. van Joolingen; B. van Hout-Wolters

    2012-01-01

    Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning, students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning process focused on the task at hand (task regulation).

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

    Science.gov (United States)

    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…

  16. Changing Teaching and Learning Relationships through Collaborative Action Research: Learning to Ask Different Questions

    Science.gov (United States)

    Harrington, Paula; Gillam, Katy; Andrews, Jane; Day, Christopher

    2006-01-01

    The article reports work over one year by three teachers from the Milton Keynes Primary Schools Learning Network. Their collaborative classroom-focused action research investigated the limits and possibilities of pupils' and teachers' learning through self-evaluation. In phase one the teacher researchers used questionnaires, interviews and…

  17. Collaborative Learning: Group Interaction in an Intelligent Mobile-Assisted Multiple Language Learning System

    Science.gov (United States)

    Troussas, Christos; Virvou, Maria; Alepis, Efthimios

    2014-01-01

    This paper proposes a student-oriented approach tailored to effective collaboration between students using mobile phones for language learning within the life cycle of an intelligent tutoring system. For this reason, in this research, a prototype mobile application has been developed for multiple language learning that incorporates intelligence in…

  18. Learning from Success: Exploring the Sustainability of a Collaborative Learning Initiative

    Science.gov (United States)

    Schechter, Chen; Ganon, Sherry

    2012-01-01

    Purpose: In light of limited sustainability of past collaborative-learning-centered initiatives over time, the purpose of this paper is to explore the determinants considered by both teachers and principals to influence the sustainability of a collective-learning-from-success (CLS) initiative in 12 urban elementary schools.…

  19. Enhancing the Quality of E-Learning in Virtual Learning Communities by Finding Quality Learning Content and Trustworthy Collaborators

    Science.gov (United States)

    Yang, Stephen J. H.; Chen, Irene Y. L.; Kinshuk; Chen, Nian-Shing

    2007-01-01

    Virtual learning communities encourage members to learn and contribute knowledge. However, knowledge sharing requires mutual-trust collaboration between learners and the contribution of quality knowledge. This task cannot be accomplished by simply storing learning content in repositories. It requires a mechanism to help learners find relevant…

  20. Collaborative Work or Individual Chores: The Role of Family Social Organization in Children's Learning to Collaborate and Develop Initiative.

    Science.gov (United States)

    Mejía-Arauz, Rebeca; Correa-Chávez, Maricela; Keyser Ohrt, Ulrike; Aceves-Azuara, Itzel

    2015-01-01

    In many communities, children learn about family and community endeavors as they collaborate and become involved in community activities. This chapter analyzes how parents promote collaboration and learning to collaborate at home in an Indigenous and in a non-Indigenous Mexican community. We examine variation among parents with different extent of experience with schooling and concepts regarding child development and relate these to patterns of child collaboration at home among Mexican Indigenous and urban families. Drawing on interviews with 34 mothers in the P'urhépecha community of Cherán, Michoacán, and 18 interviews in the cosmopolitan city of Guadalajara, Mexico, we argue that the social nature of participation may be a key feature of learning to collaborate and pitch in in families and communities where school has not been a central institution of childhood over generations.

  1. Collaboration, Intragroup Conflict, and Social Skills in Project-Based Learning

    Science.gov (United States)

    Lee, Dabae; Huh, Yeol; Reigeluth, Charles M.

    2015-01-01

    This case study was conducted in two high school classrooms that utilized collaborative project-based learning (PBL). Collaboration is an important instructional strategy, especially used in conjunction with PBL, and is an essential learning outcome for the twenty-first century. This study examined how collaboration can be achieved as a learning…

  2. Using Appropriate Digital Tools to Overcome Barriers to Collaborative Learning in Classrooms

    Science.gov (United States)

    Wardlow, Liane; Harm, Eian

    2015-01-01

    Collaborative learning provides students with vital opportunities to create and build knowledge. Existing technologies can facilitate collaborative learning. However, barriers exist to enacting collaborative practices related to the coverage of material for assessments and classroom management concerns, among others. Teachers can overcome these…

  3. The collaborative dimension between participation and learning in teachers’ education

    Directory of Open Access Journals (Sweden)

    Susanna Annese

    2016-07-01

    Full Text Available This paper assumes that collaborative learning is a tool to generate innovation in educational activities, as participation to social practices is strongly connected with learning activities. We will describe a training experience for 129 teachers, that can be placed in a diagnostic step of action-research. The teachers, from different school levels, were divided into groups involved in collaborative learning practices by activities, jigsaw or progressive inquiry. Through self-report items and graphical representations, both individual and group contributions to learning and participation processes were perceived. The iconic, descriptive and correlational analyses have shown that social and educational dynamics are closely linked in the collaborative dimension and can promote the planning of future interventions.La dimensione collaborativa tra partecipazione e apprendimento nella formazione degli insegnantiIl presente articolo considera l’apprendimento collaborativo uno strumento per generare innovazione nelle attività educative, per cui la partecipazione a pratiche sociali diventa inscindibilmente connessa alla realizzazione delle attività di apprendimento. Di seguito sarà descritta un’esperienza di formazione per 129 insegnanti, collocabile in uno step diagnostico di action-research. I docenti, appartenenti a diversi ordini scolastici, sono stati divisi in gruppi coinvolti in pratiche di apprendimento collaborativo per attività, jigsaw o indagine progressiva. Attraverso una scheda di auto-osservazione e rappresentazioni grafiche, è stato rilevato il contributo individuale e gruppale ai processi di partecipazione e apprendimento. Le analisi iconiche, descrittive e correlazionali hanno messo in evidenza come dinamica sociale ed educativa siano strettamente connesse nella dimensione collaborativa e in grado di stimolare la pianificazione di interventi futuri.

  4. The Review for the Variation of the Concept and the Methods of "Collaborative Learning"

    OpenAIRE

    沖林, 洋平

    2007-01-01

    Collaborative learning is an interdisciplinary damain which works to further scientific understanding of learning and teaching as well as engage in the design and implementation of learning innovations. Previovs researches which concerns collaborative learning traditionally focused on cognitive-psychological and social-psychogical foundations basis on learning, and which were on designing learning environments (e.g., educational software such as intelligent tutors, programming languages, lear...

  5. Collaborative activities for improving the quality of science teaching and learning and learning to teach science

    Science.gov (United States)

    Tobin, Kenneth

    2012-03-01

    I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.

  6. Collaborative Action Research on Technology Integration for Science Learning

    Science.gov (United States)

    Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

    2012-02-01

    This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.

  7. The Healthy Weight Collaborative: Using Learning Collaboratives to Enhance Community-Based Prevention Initiatives Addressing Childhood Obesity

    OpenAIRE

    2013-01-01

    This report from the field describes the design, implementation, and early evaluation results of the Healthy Weight Collaborative, a federally supported learning collaborative to develop, test, and disseminate an integrated change package of six promising, evidence-based clinical and community-based strategies to prevent and treat obesity for children and families.

  8. Design Experiments in Japanese Elementary Science Education with Computer Support for Collaborative Learning: Hypothesis Testing and Collaborative Construction

    Science.gov (United States)

    Oshima, Jun; Oshima, Ritsuko; Murayama, Isao; Inagaki, Shigenori; Takenaka, Makiko; Nakayama, Hayashi; Yamaguchi, Etsuji

    2004-01-01

    This paper reports design experiments on two Japanese elementary science lesson units in a sixth-grade classroom supported by computer support for collaborative learning (CSCL) technology as a collaborative reflection tool. We took different approaches in the experiments depending on their instructional goals. In the unit 'air and how things…

  9. Building a Health Care Legal Partnership Learning Collaborative.

    Science.gov (United States)

    Weber, Eileen; Polkey, Bryan

    2015-01-01

    Many Americans need both health care and legal interventions to maximize their opportunities for health. Medical-legal partnerships (MLPs), also known as health care legal partnerships (HLPs), bring the power of law to health care to reduce barriers and negative social determinants of health. The two terms--HLP and MLP--are used interchangeably in this article. Growing research shows that these partnerships can improve care, improve health, enhance interprofessional collaboration, and improve the financial status of patients and providers. HLPs take many forms, depending on their settings and resources. A health care legal partnership learning collaborative that brings leaders of diverse HLPs together to share experiences and best practices can help expand this effective model and enhance its potential for collective impact in improving population health.

  10. Developing students’ collaborative skills in interdisciplinary learning environments

    DEFF Research Database (Denmark)

    Gnaur, Dorina; Svidt, Kjeld; Thygesen, Maria

    2015-01-01

    In the light of increasing demands on engineering curricula to integrate the development of professional skills in engineering education, this paper focuses on characteristics of effective educational environments and experiences for preparing students for future challenges by exploring ways...... in which professional learning is encouraged. The study is empirically grounded in a 3-day annual workshop that brings together students from all areas in the building sector including industry exponents to engage collaboratively in the processes of design and construction of a new building. The workshop...... is based on the principles of Building Information Modeling (BIM), which facilitate the coordination and collaboration between parties of a building design and construction team, and in this process, essential communication and interpersonal skills are mobilized and developed. Data about the students...

  11. Towards collaboration as learning: evaluation of an open CPD opportunity for HE teachers

    Directory of Open Access Journals (Sweden)

    Chrissi Nerantzi

    2015-08-01

    Full Text Available Flexible, Distance and Online Learning (FDOL is an open online course offered as an informal cross-institutional collaboration based on a postgraduate module in the context of teacher education in higher education. The second iteration, FDOL132, was offered in 2013 using a problem-based learning (PBL design (FISh to foster collaborative learning. How this was experienced by participants and how it affected learning within facilitated small groups are explored in this paper. Findings show that authentic learning in groups can be applied directly to practice, and greater flexibility and a focus on the process of collaborative learning has the potential to increase engagement and learning.

  12. Integrating collaborative concept mapping in case based learning

    Directory of Open Access Journals (Sweden)

    Alfredo Tifi

    2013-03-01

    Full Text Available Different significance of collaborative concept mapping and collaborative argumentation in Case Based Learning are discussed and compared in the different perspectives of answering focus questions, of fostering reflective thinking skills and in managing uncertainty in problem solving in a scaffolded environment. Marked differences are pointed out between the way concepts are used in constructing concept maps and the way meanings are adopted in case based learning through guided argumentation activities. Shared concept maps should be given different scopes, as for example a as an advance organizer in preparing a background system of concepts that will undergo transformation while accompanying the inquiry activities on case studies or problems; b together with narratives, to enhance awareness of the situated epistemologies that are being entailed in choosing certain concepts during more complex case studies, and c after-learning construction of a holistic vision of the whole domain by means of the most inclusive concepts, while scaffoldedcollaborative writing of narratives and arguments in describing-treating cases could better serve as a source of situated-inspired tools to create-refine meanings for particular concepts.

  13. Towards a Personalised, Learning Style Based Collaborative Blended Learning Model with Individual Assessment

    Directory of Open Access Journals (Sweden)

    Ilona BÉRES

    2012-04-01

    Full Text Available In this paper we aim to describe the process by which our personalised web-based collaborative teaching/learning methodology (CECIP - Collaboration - Evaluation - Critical thinking - Individual assessment - learner Profile evolved originating from Vygotsky's theory and based on the (C collaborative construction of student's knowledge, (E developing evaluation and assessment skills, (C developing critical thinking skills, (I integrating individual evaluation and (P generating learner profile. Our CECIP methodology integrates individual learning style dimensions and their preferences into e-learning environment by filling out MBTI, Gardner, GEFT and Felder-Silverman questionnaires during our four-semester-research. The paper covers the theoretical foundations of Learning Styles giving analogies to preferred learning strategies. A three-part-research process is described through which the described CECIP model emerged: (1 analysing Learning Styles and Learning Management Systems that claim to support their work; (2 raising the background knowledge of students in cognitive psychology in order to improve design and evaluation methodologies of multimedia learning materials; (3 personalising tasks and assessment based on Bloom's Taxonomy.

  14. Maritime Domain Awareness via Agent Learning and Collaboration

    Science.gov (United States)

    2010-06-24

    18-19 May 2010 DISE Distributed Information Systems Experimentation ( DISE ) Maritime Domain Awareness via  Agent Learning and Collaboration  Dr...International Command and Control, Research and Technology Symposium, Santa Monica, California, June 22-24, 2010 DISE Distributed Information Systems...Experimentation ( DISE ) Motivation • U.S. counter‐terror agencies need search capability – Alternative spellings – Standard for name‐checks  • Once a

  15. Rethinking learning networks collaborative possibilities for a Deleuzian century

    CERN Document Server

    Kamp, Annelies

    2013-01-01

    In the face of today's complex policy challenges, various forms of 'joining-up' - networking, collaborating, partnering - have become key responses. However, institutions often fail to take advantage of the full benefits that joining-up offers. In this book, the author draws on ethnographic research into learning networks in post compulsory education and training in the state of Victoria, Australia, to explore why this might be the case and presents an argument for rethinking how joining-up works in practice. Throughout the book, Deleuzian concepts are engaged to forge a 'little complicating m

  16. Collaborative learning in engineering: A quest to improve student retention

    Science.gov (United States)

    Marquard, Paul J.

    Colleges of engineering are concerned with retention of their undergraduates. Several studies have determined the reasons students leave engineering to major in other disciplines. The list includes poor teaching, a difficult curriculum, and a lack of belonging. This study alters the traditional lecture format of an engineering dynamics class by using a flipped classroom where scheduled class time emphasizes a collaborative learning pedagogy. Material coverage was facilitated with online lectures. After initiating this change, student attitudes and self-efficacy were measured as well as test performance and study time.

  17. Collaborative mining and transfer learning for relational data

    Science.gov (United States)

    Levchuk, Georgiy; Eslami, Mohammed

    2015-06-01

    Many of the real-world problems, - including human knowledge, communication, biological, and cyber network analysis, - deal with data entities for which the essential information is contained in the relations among those entities. Such data must be modeled and analyzed as graphs, with attributes on both objects and relations encode and differentiate their semantics. Traditional data mining algorithms were originally designed for analyzing discrete objects for which a set of features can be defined, and thus cannot be easily adapted to deal with graph data. This gave rise to the relational data mining field of research, of which graph pattern learning is a key sub-domain [11]. In this paper, we describe a model for learning graph patterns in collaborative distributed manner. Distributed pattern learning is challenging due to dependencies between the nodes and relations in the graph, and variability across graph instances. We present three algorithms that trade-off benefits of parallelization and data aggregation, compare their performance to centralized graph learning, and discuss individual benefits and weaknesses of each model. Presented algorithms are designed for linear speedup in distributed computing environments, and learn graph patterns that are both closer to ground truth and provide higher detection rates than centralized mining algorithm.

  18. Users' Attitudes toward Web-Based Collaborative Learning Systems for Knowledge Management

    Science.gov (United States)

    Liaw, Shu-Sheng; Chen, Gwo-Dong; Huang, Hsiu-Mei

    2008-01-01

    The Web-based technology is a potential tool for supported collaborative learning that may enrich learning performance, such as individual knowledge construction or group knowledge sharing. Thus, understanding Web-based collaborative learning for knowledge management is a critical issue. The present study is to investigate learners' attitudes…

  19. Development and Determination of Reliability and Validity of Professional Learning Community Collaborative Team Survey (CTS)

    Science.gov (United States)

    Colvin, Joshua A.

    2013-01-01

    The study of transformative learning within collaborative teams was conducted to gain new applicable knowledge used to influence overall school improvement and implementation of professional learning communities. To obtain this new knowledge, the Professional Learning Community Collaborative Team Survey (CTS) was developed and psychometrically…

  20. Patterns of Discourse in Online Interaction: Seeking Evidence of the Collaborative Learning Process

    Science.gov (United States)

    Mohd Nor, Nor Fariza; Hamat, Afendi; Embi, Mohamed Amin

    2012-01-01

    Asynchronous communication by means of discussion forums plays an essential role in supporting collaborative learning. Online forums allow learners to ask questions, express their thoughts, share resources, and justify their opinions beyond the four walls of the classroom. Proponents of collaborative learning claim that this type of learning can…

  1. An Information Processing Perspective on Divergence and Convergence in Collaborative Learning

    Science.gov (United States)

    Jorczak, Robert L.

    2011-01-01

    This paper presents a model of collaborative learning that takes an information processing perspective of learning by social interaction. The collaborative information processing model provides a theoretical basis for understanding learning principles associated with social interaction and explains why peer-to-peer discussion is potentially more…

  2. An Interactive Zoo Guide: A Case Study of Collaborative Learning

    CERN Document Server

    Shi, Hao

    2010-01-01

    Real Industry Projects and team work can have a great impact on student learning but providing these activities requires significant commitment from academics. It requires several years planning implementing to create a collaborative learning environment that mimics the real world ICT (Information and Communication Technology) industry workplace. In this project, staff from all the three faculties, namely the Faculty of Health, Engineering and Science, Faculty of Arts, Education and Human Development, and Faculty of Business and Law in higher education work together to establish a detailed project management plan and to develop the unit guidelines for participating students. The proposed project brings together students from business, multimedia and computer science degrees studying their three project-based units within each faculty to work on a relatively large IT project with our industry partner, Melbourne Zoo. This paper presents one multimedia software project accomplished by one of the multi-discipline...

  3. Developing students’ collaborative skills in interdisciplinary learning environments

    DEFF Research Database (Denmark)

    Gnaur, Dorina; Svidt, Kjeld; Thygesen, Maria

    2015-01-01

    In the light of increasing demands on engineering curricula to integrate the development of professional skills in engineering education, this paper focuses on characteristics of effective educational environments and experiences for preparing students for future challenges by exploring ways...... is based on the principles of Building Information Modeling (BIM), which facilitate the coordination and collaboration between parties of a building design and construction team, and in this process, essential communication and interpersonal skills are mobilized and developed. Data about the students......' learning outcome are collected through observation, interviews and online questionnaires. The present investigation points at the dual effect of experiential learning in problem-based, interdisciplinary environments with regard to both actualizing core knowledge, skills and competences through solving...

  4. Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research

    NARCIS (Netherlands)

    Kreijns, K.; Kirschner, P.A.; Jochems, W.

    2003-01-01

    Computer-mediated world-wide networks have enabled a shift from contiguous learning groups to asynchronous distributed learning groups utilizing computer-supported collaborative learning environments. Although these environments can support communication and collaboration, both research and field ob

  5. CosmoQuest Collaborative: Galvanizing a Dynamic Professional Learning Network

    Science.gov (United States)

    Cobb, Whitney; Bracey, Georgia; Buxner, Sanlyn; Gay, Pamela L.; Noel-Storr, Jacob; CosmoQuest Team

    2016-10-01

    The CosmoQuest Collaboration offers in-depth experiences to diverse audiences around the nation and the world through pioneering citizen science in a virtual research facility. An endeavor between universities, research institutes, and NASA centers, CosmoQuest brings together scientists, educators, researchers, programmers—and citizens of all ages—to explore and make sense of our solar system and beyond. Leveraging human networks to expand NASA science, scaffolded by an educational framework that inspires lifelong learners, CosmoQuest engages citizens in analyzing and interpreting real NASA data, inspiring questions and defining problems.The QuestionLinda Darling-Hammond calls for professional development to be: "focused on the learning and teaching of specific curriculum content [i.e. NGSS disciplinary core ideas]; organized around real problems of practice [i.e. NGSS science and engineering practices] … [and] connected to teachers' collaborative work in professional learning community...." (2012) In light of that, what is the unique role CosmoQuest's virtual research facility can offer NASA STEM education?A Few AnswersThe CosmoQuest Collaboration actively engages scientists in education, and educators (and learners) in science. CosmoQuest uses social channels to empower and expand NASA's learning community through a variety of media, including science and education-focused hangouts, virtual star parties, and social media. In addition to creating its own supportive, standards-aligned materials, CosmoQuest offers a hub for excellent resources and materials throughout NASA and the larger astronomy community.In support of CosmoQuest citizen science opportunities, CQ initiatives (Learning Space, S-ROSES, IDEASS, Educator Zone) will be leveraged and shared through the CQPLN. CosmoQuest can be present and alive in the awareness its growing learning community.Finally, to make the CosmoQuest PLN truly relevant, it aims to encourage partnerships between scientists

  6. REVIEW: Cases on Collaboration In Virtual Learning Environments:
Processes and Interactions

    OpenAIRE

    OZARSLAN, Reviewed By Yasin

    2010-01-01

    Collaboration in Virtual Learning Environment brings meaningful learning interactions between learners in virtual environments. This book collects case studies of collaborative virtual learning environments focusing on the nature of human interactions in virtual spaces and defining the types and qualities of learning processes in these spaces from the perspectives of learners, teachers, designers, and professional and academic developers in various disciplines, learning communities and univer...

  7. Teaching strategic and systems design to facilitate collaboration and learning

    Directory of Open Access Journals (Sweden)

    Andre Liem

    2012-08-01

    Full Text Available As strategic and systems approaches are becoming more relevant in design education when it concerns collaborative projects with the industry, an explicit systems design methodology is needed to structure collaboration and learning among students, educators, and the Norwegian industry. This article describes three alternative studio projects for teaching strategic and systems design with the involvement of Norwegian companies. Besides this, the approaches and fundamental theories of design thinking and reasoning, which are characteristic of these projects, were reflected against each other. In the undergraduate (year 2 systems thinking design studio, the challenge was to train students to understand how system elements are rationally interconnected with their suprasystems and subsystems based on usability and man-machine interactions. In addition to the challenges pertaining to systems thinking, collabora­tive learning and designing based on a mentorship learning concept were introduced in the Vertical Design Studio, which involved second- and third-year students. Concerning the postgraduate fourth-year strategic design projects with the industry, the challenge was to involve Norwegian companies in product planning and goal finding as well as in innovation and design activities and to assess how supportive and receptive these companies were towards radical innovation/diversification. The analysis of completed projects shows that the Norwegian industry is supportive of strategic design but is rather conservative and risk averse when it concerns accepting and implementing radical innovation initiatives. Referring to user-centred and context-based innovation, this article also supports the implementation of a systems approach to facilitate social and hierarchical learning across the second-year systems design studio, second- and third-year vertical studios, and fourth-year strategic design studio.

  8. Anthropology and Epidemiology: learning epistemological lessons through a collaborative venture.

    Science.gov (United States)

    Béhague, Dominique Pareja; Gonçalves, Helen; Victora, Cesar Gomes

    2008-01-01

    Collaboration between anthropology and epidemiology has a long and tumultuous history. Based on empirical examples, this paper describes a number of epistemological lessons we have learned through our experience of cross disciplinary collaboration. Although critical of both mainstream epidemiology and medical anthropology, our analysis focuses on the implications of addressing each discipline's main epistemological differences, while addressing the goal of adopting a broader social approach to health improvement. We believe it is important to push the boundaries of research collaborations from the more standard forms of "multidisciplinarity," to the adoption of theoretically imbued "interdisciplinarity." The more we challenge epistemological limitations and modify ways of knowing, the more we will be able to provide in-depth explanations for the emergence of disease-patterns and thus, to problem-solve. In our experience, both institutional support and the adoption of a relativistic attitude are necessary conditions for sustained theoretical interdisciplinarity. Until researchers acknowledge that methodology is merely a human-designed tool to interpret reality, unnecessary methodological hyper-specialization will continue to alienate one field of knowledge from the other.

  9. Constructing the Mode of Computer Supported Collaborative Learning in Food Science of Agriculture Research

    Directory of Open Access Journals (Sweden)

    Yong-juan Chu

    2015-07-01

    Full Text Available In this study, we makes an attempt to find out the effect of applying Computer Supported Collaborative Learning to food science of agriculture research based on the Collaborative Learning Theory and the support of computer network technology. The mode of computer supported collaborative Learning in food science of agriculture research takes on far more advantages than the Product writing Approach, being beneficial to the development of students’ writing competence.

  10. Collaborative Learning with Screen-Based Simulation in Health Care Education: An Empirical Study of Collaborative Patterns and Proficiency Development

    Science.gov (United States)

    Hall, L. O.; Soderstrom, T.; Ahlqvist, J.; Nilsson, T.

    2011-01-01

    This article is about collaborative learning with educational computer-assisted simulation (ECAS) in health care education. Previous research on training with a radiological virtual reality simulator has indicated positive effects on learning when compared to a more conventional alternative. Drawing upon the field of Computer-Supported…

  11. Collaborative e-Learning: e-Portfolios for Assessment, Teaching and Learning

    NARCIS (Netherlands)

    van Wesel, Maarten

    2009-01-01

    This paper presents an innovative approach to e-learning by exploring a number of initiatives where there is a move towards collaborative use of Personal Development Plans (PDPs) integrated with e-portfolios as mechanisms for delivering such plans. It considers whether such a move towards more produ

  12. Learning in the Age of Ubiquitous Computing: Exploring the Impact of Mobile Technologies on Individual and Collaborative Learning Practices

    OpenAIRE

    Kramer, Mark A.M.; Mirlacher, Thomas

    2007-01-01

    This paper explores the emergence of a pervasive learning culture within the context of ubiquitous computing scenarios. Furthermore, this paper examines the impact of mobile technologies on collaborative learning and highlights the key characteristics of these phenomena.

  13. How does feedback and peer feedback affect collaborative writing in a virtual learning environment?

    NARCIS (Netherlands)

    Guasch, Teresa; Espasa, Anna; Alvarez, Ibis; Kirschner, Paul A.

    2011-01-01

    Guasch, T., Espasa, A., Alvarez, I., & Kirschner, P. A. (2011, 31 May). How does feedback and peer feedback affect collaborative writing in a virtual learning environment? Presentation at a Learning & Cognition meeting, Open Universiteit in the Netherlands, Heerlen, The Netherlands.

  14. Collaborative learning in multicultural classrooms: a case study of Dutch senior secondary vocational education

    NARCIS (Netherlands)

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

    2011-01-01

    Abstract 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

  15. The shared regulation in collaborative learning environments: A review of the state of empiric research

    Directory of Open Access Journals (Sweden)

    Juan Carlos CASTELLANOS RAMÍREZ

    2015-11-01

    Full Text Available Shared regulation processes occur within the feld of computer-supported collaborative learning as an emerging feld of study. Interest in this feld of study is justifed by assuming that regulatory processes positively affect the performance of groups and predict satisfactory results in student learning. This article reviews recent research about shared regulation processes in collaborative learning, both in face-to-face contexts and in virtual environments. To that end, prior to do the review, we discuss the importance of shared regulation on collaborative learning mediated by computer and, furthermore, we defne shared regulation and distinct it from other processes involved in collaborative learning, in particular from processes of construction of shared knowledge. We highlights, in the conclusions, a set of theoretical and empirical features that defne the shared regulation as a feld of study and, hereafter, guide future research focused on collaborative learning environments mediated by computer, as well as the design of support to encourage these processes.

  16. Epistemology of scientific inquiry and computer-supported collaborative learning

    Science.gov (United States)

    Hakkarainen, Kai Pekka Juhani

    1998-12-01

    The problem addressed in the study was whether 10- and 11-year-old children, collaborating within a computer-supported classroom, could learn a process of inquiry that represented certain principal features of scientific inquiry, namely (1) engagement in increasingly deep levels of explanation, (2) progressive generation of subordinate questions, and (3) collaborative effort to advance explanations. Technical infrastructure for the study was provided by the Computer-Supported Intentional Learning Environments, CSILE. The study was entirely based on qualitative content analysis of students' written productions posted to CSILE's database. Five studies were carried out to analyze CSILE students' process of inquiry. The first two studies aimed at analyzing changes in CSILE students' culture of inquiry in two CSILE classrooms across a three-year period. The results of the studies indicate that the classroom culture changed over three years following the introduction of CSILE. The explanatory level of knowledge produced by the students became increasingly deeper in tracking from the first to third year representing the first principal feature of scientific inquiry. Moreover, between-student communication increasingly focused on facilitating advancement of explanation (the third principal feature). These effects were substantial only in one classroom; the teacher of this class provided strong pedagogical support and epistemological guidance for the students. Detailed analysis of this classroom's inquiry, carried out in the last three studies, indicated that with teacher's guidance the students were able to produce meaningful intuitive explanations as well as go beyond the functional and empirical nature of their intuitive explanations and appropriate theoretical scientific explanations (the first principal feature). Advancement of the students' inquiry appeared to be closely associated with generation of new subordinate questions (the second principal feature) and peer

  17. Enhancing Collaborative and Meaningful Language Learning Through Concept Mapping

    Science.gov (United States)

    Marriott, Rita De Cássia Veiga; Torres, Patrícia Lupion

    This chapter aims to investigate new ways of foreign-language teaching/learning via a study of how concept mapping can help develop a student's reading, writing and oral skills as part of a blended methodology for language teaching known as LAPLI (Laboratorio de Aprendizagem de LInguas: The Language Learning Lab). LAPLI is a student-centred and collaborative methodology which encourages students to challenge their limitations and expand their current knowledge whilst developing their linguistic and interpersonal skills. We explore the theories that underpin LAPLI and detail the 12 activities comprising its programme with specify reference to the use of "concept mapping". An innovative table enabling a formative and summative assessment of the concept maps is formulated. Also presented are some of the qualitative and quantitative results achieved when this methodology was first implemented with a group of pre-service students studying for a degree in English and Portuguese languages at the Catholic University of Parana (PUCPR) in Brazil. The contribution of concept mapping and LAPLI to an under standing of language learning along with a consideration of the difficulties encountered in its implementation with student groups is discussed and suggestions made for future research.

  18. Professional learning communities: Teachers working collaboratively for continuous improvement

    Science.gov (United States)

    Griffith, Louise Ann

    Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary school. A 2-part formative assessment was conducted: an implementation evaluation to determine if PLC practices were in place and an evaluation to determine the PLC's progress towards meeting its goals. The PLC consisted of 6 4th grade and 5th grade teachers working to increase their science content and pedagogical knowledge. The foundation of this PLC was based in 4 areas of educational research and theory: constructivism, social learning, multiple intelligences, and differentiated instruction. Data were collected by means of interviews, participant observation, and analysis of artifacts. Data were then analyzed using an iterative set of phases: data reduction, data display, conclusion drawing and verification. The implementation evaluation showed that the PLC was in the developing stage. The progress evaluation showed that the PLC was making significant progress towards its goals of increased collaboration and pedagogical knowledge, but there was insufficient evidence to determine if participants' science content knowledge improved. An executive summary of the results and recommendations was presented to the stakeholders. The positive social change implications include knowledge useful for educators who are searching for direction in improving the quality of professional development offered to elementary teachers.

  19. Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course.

    Science.gov (United States)

    Sevin, Alexa M; Hale, Kenneth M; Brown, Nicole V; McAuley, James W

    2016-03-25

    Objective. To investigate the effect of an interprofessional service-learning course on health professions students' self-assessment of Interprofessional Education Collaborative (IPEC) competencies. Design. The semester-long elective course consisted of two components: a service component where students provided patient care in an interprofessional student-run free clinic and bi-weekly workshops in which students reflected on their experiences and discussed roles, team dynamics, communication skills, and challenges with underserved patient populations. Assessment. All fifteen students enrolled in the course completed a validated 42-question survey in a retrospective post-then-pre design. The survey instrument assessed IPEC competencies in four domains: Values and Ethics, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. Students' self-assessment of IPEC competencies significantly improved in all four domains after completion of the course. Conclusion. Completing an interprofessional service-learning course had a positive effect on students' self-assessment of interprofessional competencies, suggesting service-learning is an effective pedagogical platform for interprofessional education.

  20. Management learning at the speed of life:Designing reflective, creative, and collaborative spaces for millenials

    OpenAIRE

    Karakas, Fahri; Manisaligil, Alperen; Sarigollu, Emine

    2015-01-01

    This paper introduces the concept of "management learning at the speed of life" as a metaphor to inspire millenials. Millenials may face three major problems in relation to management learning: lack of concentration, lack of engagement, and lack of socialization. Management learning at the speed of life addresses these potential problems through three dimensions: reflective, creative, and collaborative learning. This paper illustrates the benefits of reflective, creative, and collaborative sp...

  1. A Qualitative Case Study of Teachers' Perceptions of Professional Learning through Mandated Collaboration

    Science.gov (United States)

    Wilt, Barbara C.

    2016-01-01

    Teacher collaboration is a school improvement priority that has the potential to positively impact student learning by building the capacity of teachers. In some states, teacher collaboration is mandated by legislation. The literature indicates that policy-driven collaboration in a top-down approach results in unintentional consequences and…

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

    Science.gov (United States)

    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.

  3. The Comparison of Solitary and Collaborative Modes of Game-Based Learning on Students' Science Learning and Motivation

    Science.gov (United States)

    Chen, Ching-Huei; Wang, Kuan-Chieh; Lin, Yu-Hsuan

    2015-01-01

    In this study, we investigated and compared solitary and collaborative modes of game-based learning in promoting students' science learning and motivation. A total of fifty seventh grade students participated in this study. The results showed that students who played in a solitary or collaborative mode demonstrated improvement in learning…

  4. Collaborative learning through formative peer review: pedagogy, programs and potential

    Science.gov (United States)

    Søndergaard, Harald; Mulder, Raoul A.

    2012-12-01

    We examine student peer review, with an emphasis on formative practice and collaborative learning, rather than peer grading. Opportunities to engage students in such formative peer assessment are growing, as a range of online tools become available to manage and simplify the process of administering student peer review. We consider whether pedagogical requirements for student peer review are likely to be discipline-specific, taking computer science and software engineering as an example. We then summarise what attributes are important for a modern generic peer review tool, and classify tools according to four prevalent emphases, using currently available, mature tools to illustrate each. We conclude by identifying some gaps in current understanding of formative peer review, and discuss how online tools for student peer review can help create opportunities to answer some of these questions.

  5. Technological learning through international collaboration: Lessons from the field

    Science.gov (United States)

    Wood, Danielle; Weigel, Annalisa

    2013-02-01

    Countries on every continent are making new or renewed commitments to domestic satellite programs. These programs have the potential to address national needs by enhancing access to information, improving infrastructure and providing inspiration to the public. How do countries without local expertise in space technology begin a new satellite program? What is the role of international collaboration in supporting the efforts of a new space fairing country? This paper explores such questions by highlighting outputs from intensive field work in Africa and Asia. Specifically, the study explores case studies of early space activity in these countries to search for lessons about the management of a young space program. The observations from field work are compared to ideas from scholarly literature on technological learning. The findings are organized using principles from systems architecture. The paper presents a model that captures many of the influences and strategic decision areas for a collaborative satellite development project. The paper also highlights the growth of capability among African countries in the area of satellite technology.

  6. The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

    Science.gov (United States)

    Alzahrani, Ibraheem; Woollard, John

    2013-01-01

    This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…

  7. The Effect of Collaborative Learning and Self-Assessment on Self-Regulation

    Science.gov (United States)

    Hatami, Ali

    2015-01-01

    In this study, the effects of teacher assistants' collaborative learning and learners' self-assessment on self-regulation and academic achievement at high levels have been investigated. Collaborative learning teaching method (Jigsaw and teacher assistant) is used for one group and the other group had also the same as well as learners'…

  8. Collaborative Learning: Comparison of Outcomes for Typically Developing Children and Children with Intellectual Disabilities

    Science.gov (United States)

    Wishart, J. G.; Willis, D. S.; Cebula, K. R.; Pitcairn, T. K.

    2007-01-01

    Collaborative learning is widely used in mainstream education but rarely utilized with children who have intellectual disabilities, possibly on the assumption that the metacognitive skills on which it capitalizes are less likely to be available. Effects of collaborative learning experience on a core cognitive skill, sorting by category, were…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  11. Blogging to Enhance In-Service Teachers' Professional Learning and Development during Collaborative Inquiry

    Science.gov (United States)

    Ciampa, Katia; Gallagher, Tiffany L.

    2015-01-01

    Blogging has been recommended as a suitable tool for teacher professional learning due to its associated utility in collaborative learning, reflection, communication, and social support. In this study, blogging was incorporated into a collaborative inquiry project involving elementary and secondary teachers. In examining the frequency and nature…

  12. E-Learning Systems Support of Collaborative Agreements: A Theoretical Model

    Science.gov (United States)

    Aguirre, Sandra; Quemada, Juan

    2012-01-01

    This paper introduces a theoretical model for developing integrated degree programmes through e-learning systems as stipulated by a collaboration agreement signed by two universities. We have analysed several collaboration agreements between universities at the national, European, and transatlantic level as well as various e-learning frameworks. A…

  13. Internal and External Regulation to Support Knowledge Construction and Convergence in Computer Supported Collaborative Learning (CSCL)

    Science.gov (United States)

    Romero, Margarida; Lambropoulos, Niki

    2011-01-01

    Computer Supported Collaborative Learning (CSCL) activities aim to promote collaborative knowledge construction and convergence. During the CSCL activity, the students should regulate their learning activity, at the individual and collective level. This implies an organisation cost related to the coordination of the activity with the team-mates…

  14. Instructional Design for Computer-Supported Collaborative Learning in Primary and Secondary School.

    Science.gov (United States)

    Gros, Begona

    2001-01-01

    Discussion of computer-supported collaborative learning (CSCL) focuses on the way in which current instructional design theories can be used to design collaborative learning environments in primary and secondary schools. Highlights include definitions of CSCL; CSCL research, including cognitive approach, systems design, and curricular…

  15. Collaborative Learning Processes in the Context of a Public Health Professional Development Program: A Case Study

    Science.gov (United States)

    Tremblay, Marie-Claude; Richard, Lucie; Brousselle, Astrid; Chiocchio, François; Beaudet, Nicole

    2017-01-01

    The health promotion laboratory (HPL-Canada) is a public health professional development program building on a collaborative learning approach in order to support long-term practice change in local health services teams. This study aims to analyse the collaborative learning processes of two teams involved in the program during the first year of…

  16. Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools

    NARCIS (Netherlands)

    Järvelä, Sanna; Kirschner, Paul A.; Panadero, Ernesto; Malmberg, Jonna; Phielix, Chris; Jaspers, Jos; Koivuniemi, Marieke; Järvenoja, Hanna

    2016-01-01

    For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Ja¨rvela¨ and Hadwin (Educ Psychol 48(1):25–39, 2013) that successful collaboration in CSCL contexts requires target

  17. Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools

    NARCIS (Netherlands)

    Järvelä, Sanna; Kirschner, Paul; Panadero, Ernesto; Malmberg, Jonna; Phielix, Chris; Jaspers, Jos; Koivuniemi, Marika; Järvenoja, Hanna

    2014-01-01

    For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Järvelä and Hadwin (Educ Psychol 48(1):25–39, 2013) that successful collaboration in CSCL contexts requires targeted

  18. Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: A Framework and Research Review

    Science.gov (United States)

    Kaendler, Celia; Wiedmann, Michael; Rummel, Nikol; Spada, Hans

    2015-01-01

    This article describes teacher competencies for implementing collaborative learning in the classroom. Research has shown that the effectiveness of collaborative learning largely depends on the quality of student interaction. We therefore focus on what a "teacher" can do to foster student interaction. First, we present a framework that…

  19. Preparing Graduates for Work in the Creative Industries: A Collaborative Learning Approach for Design Students

    Science.gov (United States)

    Turnbull, Morag; Littlejohn, Allison; Allan, Malcolm

    2012-01-01

    Interest in the use of collaborative learning strategies in higher education is growing as educators seek better ways to prepare students for the workplace. In design education, teamwork and creativity are particularly valued; successful collaborative learning depends on knowledge sharing between students, and there is increasing recognition that…

  20. A Kohonen Network for Modeling Students' Learning Styles in Web 2.0 Collaborative Learning Systems

    Science.gov (United States)

    Zatarain-Cabada, Ramón; Barrón-Estrada, M. Lucia; Zepeda-Sánchez, Leopoldo; Sandoval, Guillermo; Osorio-Velazquez, J. Moises; Urias-Barrientos, J. E.

    The identification of the best learning style in an Intelligent Tutoring System must be considered essential as part of the success in the teaching process. In many implementations of automatic classifiers finding the right student learning style represents the hardest assignment. The reason is that most of the techniques work using expert groups or a set of questionnaires which define how the learning styles are assigned to students. This paper presents a novel approach for automatic learning styles classification using a Kohonen network. The approach is used by an author tool for building Intelligent Tutoring Systems running under a Web 2.0 collaborative learning platform. The tutoring systems together with the neural network can also be exported to mobile devices. We present different results to the approach working under the author tool.

  1. Librarians as Leaders in Professional Learning Communities through Technology, Literacy, and Collaboration

    Science.gov (United States)

    Dees, Dianne; Mayer, Alisande; Morin, Heather; Willis, Elaine

    2010-01-01

    Librarians promote student learning through technology, literacy, and collaboration with teachers. Each element provides ample opportunities to offer leadership and to learn as a member of the learning community. The librarian demonstrates leadership within the professional learning community (PLC) by providing professional development for…

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

    Directory of Open Access Journals (Sweden)

    Mary Burns

    2014-01-01

    Full Text Available 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 instruction. Designers theorized that this shift from individual to collaborative learning would redefine the teacher’s role; alter the teacher and student relationship; change teachers’ organizational, instructional and assessment practices; and begin to lay the groundwork for an eventual shift toward full learner-centered instruction. As this paper will discuss, this proposed theory of action was largely confirmed. Over 80 percent of teachers across the two states regularly implemented collaborative learning techniques and began the larger journey toward learner-centered instruction. This implementation also resulted in a number of benefits for students, including greater levels of engagement, increased confidence, and improved behavior. The research also suggests that when teachers see positive changes as a result of their actions, their deeply-held beliefs about traditional instruction may conflict with what they in fact witnessed in their classrooms. This is the beginning of the evolution of change.

  3. Wiring Role Taking in Collaborative Learning Environments. SNA and Semantic Web can improve CSCL script?

    Directory of Open Access Journals (Sweden)

    Nicola Capuano

    2014-04-01

    Full Text Available Over the past years the concept of role in distance education has become a promising construct for analysing and facilitating collaborative processes and outcomes. Designing effective collaborative learning processes is a complex task that can be supported by existing good practices formulated as pedagogical patterns or scripts. Over the past years, the research on technology enhanced learning has shown that collaborative scripts for learning act as mediating artefacts not only designing educational scenarios but also structuring and prescribing roles and activities. Conversely, existing learning systems are not able to provide dynamic role management in the definition and execution of collaborative scripts. This work proposes the application of Social Network Analysis in order to evaluate the expertise level of a learner when he/she is acting, with an assigned role, within the execution of a collaborative script. Semantic extensions to both IMS Learning Design and Information Packaging specifications are also proposed to support roles management.

  4. Peer Assignment Review Process for Collaborative E-learning: Is the Student Learning Process Changing?

    Directory of Open Access Journals (Sweden)

    Evelyn Kigozi Kahiigi

    2013-01-01

    Full Text Available In recent years collaborative e-learning has been emphasized as a learning method that has facilitated knowledge construction and supported student learning. However some universities especially in developing country contexts are struggling to attain minimal educational benefits from its adoption and use. This paper investigates the application of a peer assignment review process for collaborative e-learning to third year undergraduate students. The study was aimed at evaluating the effect of the peer assignment review process on the student learning process. Data was collected using a survey questionnaire and analyzed using SPSS Version 16.0. While the student reported positive impact of the peer assignment review process in terms of facilitating students to put more effort and improve their work; quick feedback on their assignments; effective sharing and development of knowledge and information and the need of computer competence to manipulate the peer assignment review system, analysis of the quantitative data indicated that the process had limited effect on the learning process. This is attributed to lack of review skills, absence of lecturer scaffolding, low ICT literacy levels and change management.

  5. The trends in technology supported collaborative learning studies in 21st century

    Directory of Open Access Journals (Sweden)

    Hafize Keser, Huseyin Uzunboylu, Fezile Ozdamli

    2011-08-01

    Full Text Available Technology supported collaborative learning, assists individuals to work as a team for a common purpose or mission by using computer, internet and such technologies. For a common mission, active learning should be provided by applying collaborative learning approach. A lot of studies had been done with using collaborative learning. In order to learn the effectiveness of collaborative learning, a variety of studies and techniques should be prepared. Collaborative learning studies support individuals to be learners for a life time. Besides, there exist considerable numbers of studies that were done on the techniques of technology supported collaborative learning. In significant proportion of the presented studies, the online systems have been introduced that were developed for technology supported collaborative learning. In literature, meta-analysis studies were also found related to collaborative learning methods (Jigsaw etc.. When the literature is examined a lot of studies are found related to the particular subject however, there do not exist any recent made researches on the trends of this topic. The main purpose of this study is to determine new trends for those who aim to make research in technology supported collaborative learning, published in popular magazines in the field of education technology between the years 2005 and 2010. Four journals had been chosen in the study to be identified within the scope of SSCI from EBSCO database. 114 studies have been attained after the scan made on SSCI covered journals published between the years 2005 and 2010. The reporting of the study was grouped according to following criteria; publishing year of the finding, article number (of the journals, number of authors, research field, techniques, study environment, research country (sampling group, study model, number of references, researchers’ county, the number of studies made with the researchers from different countries, type of the study

  6. Garden Learning: A Study on European Botanic Gardens' Collaborative Learning Processes

    OpenAIRE

    2015-01-01

    "From 2007-2013 the European 7th Framework Program Science in Society (FP7) funded a multitude of formal and informal educational institutions to join forces and engage in alternative ways to teach science—inside and outside the classroom—all over Europe. This book reports on one of these projects named INQUIRE which was developed and implemented to support 14 Botanic Gardens and Natural History Museums in 11 European countries, to establish a collaborative learning network and expand their u...

  7. Collaborative learning model with virtual team in ubiquitous learning environment using creative problem solving process

    OpenAIRE

    Laisema, Sitthichai; Wannapiroon, Panita

    2014-01-01

    The purposes of this research study were: 1) to develop a Collaborative Learning Model with Virtual Team in u-Learning Environment using Creative Problem-solving Process(U-CCPS Model); 2) to evaluate a U-CCPS Model. The research procedures were divided into two phases. The first phase was to develop U-CCPS Model, and the second phase was to evaluate U-CCPS Model. The sample group in this study consisted of five experts using purposive sampling. Data were analyzed by arithmetic mean and standa...

  8. Collaborative Learning in Problem Solving: A Case Study in Metacognitive Learning

    Directory of Open Access Journals (Sweden)

    Shelly L. Wismath

    2015-12-01

    Full Text Available Problem solving and collaborative communication are among the key 21st century skills educators want students to develop. This paper presents results from a study of the collaborative work patterns of 133 participants from a university level course designed to develop transferable problem-solving skills. Most of the class time in this course was spent on actually solving puzzles, with minimal direct instruction; students were allowed to work either independently or in small groups of two or more, as they preferred, and to move back and forth between these two modalities as they wished. A distinctive student-driven pattern blending collaborative and independent endeavour was observed, consistently over four course offerings in four years. We discuss a number of factors which appear to be related to this variable pattern of independent and collaborative enterprise, including the thinking and learning styles of the individuals, the preference of the individuals, the types of problems being worked on, and the stage in a given problem at which students were working. We also consider implications of these factors for the teaching of problem solving, arguing that the development of collaborative problem solving abilities is an important metacognitive skill.

  9. Innovations in technology and the online learning environment: A case study of inter-university collaboration

    OpenAIRE

    Jansen ZANETTA

    2010-01-01

    This paper presents a case study of online learning. It is based on the researcher’s participation in an inter-university collaborative module at two higher education institutions in South Africa and the United States from August to December 2001. The paper addresses the advantages and disadvantages of the online learning environment and learning in a Virtual Classroom. It provides a critical interpretation of the virtual classroom experienced in this collaboration between institutions. It fi...

  10. Collaborative Group Learning using the SCALE-UP Pedagogy

    Science.gov (United States)

    Feldman, Gerald

    2011-10-01

    The time-honored conventional lecture (``teaching by telling'') has been shown to be an ineffective mode of instruction for science classes. In these cases, where the enhancement of critical thinking skills and the development of problem-solving abilities are emphasized, collaborative group learning environments have proven to be far more effective. In addition, students naturally improve their teamwork skills through the close interaction they have with their group members. Early work on the Studio Physics model at Rensselaer Polytechnic Institute in the mid-1990's was extended to large classes via the SCALE-UP model pioneered at North Carolina State University a few years later. In SCALE-UP, students sit at large round tables in three groups of three --- in this configuration, they carry out a variety of pencil/paper exercises (ponderables) using small whiteboards and perform hands-on activities like demos and labs (tangibles) throughout the class period. They also work on computer simulations using a shared laptop for each group of three. Formal lecture is reduced to a minimal level and the instructor serves more as a ``coach'' to facilitate the academic ``drills'' that the students are working on. Since its inception in 1997, the SCALE-UP pedagogical approach has been adopted by over 100 institutions across the country and about 20 more around the world. In this talk, I will present an overview of the SCALE-UP concept and I will outline the details of its deployment at George Washington University over the past 4 years. I will also discuss empirical data from assessments given to the SCALE-UP collaborative classes and the regular lecture classes at GWU in order to make a comparative study of the effectiveness of the two methodologies.

  11. Scaffolding Wiki-Supported Collaborative Learning for Small-Group Projects and Whole-Class Collaborative Knowledge Building

    Science.gov (United States)

    Lin, C-Y.; Reigeluth, C. M.

    2016-01-01

    While educators value wikis' potential, wikis may fail to support collaborative constructive learning without careful scaffolding. This article proposes literature-based instructional methods, revised based on two expert instructors' input, presents the collected empirical evidence on the effects of these methods and proposes directions for future…

  12. Using multimedia and peer assessment to promote collaborative e-learning

    Science.gov (United States)

    Barra, Enrique; Aguirre Herrera, Sandra; Ygnacio Pastor Caño, Jose; Quemada Vives, Juan

    2014-04-01

    Collaborative e-learning is increasingly appealing as a pedagogical approach that can positively affect student learning. We propose a didactical model that integrates multimedia with collaborative tools and peer assessment to foster collaborative e-learning. In this paper, we explain it and present the results of its application to the "International Seminars on Materials Science" online course. The proposed didactical model consists of five educational activities. In the first three, students review the multimedia resources proposed by the teacher in collaboration with their classmates. Then, in the last two activities, they create their own multimedia resources and assess those created by their classmates. These activities foster communication and collaboration among students and their ability to use and create multimedia resources. Our purpose is to encourage the creativity, motivation, and dynamism of the learning process for both teachers and students.

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

    Science.gov (United States)

    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…

  14. Collaborative Learning through Formative Peer Review with Technology

    Science.gov (United States)

    Eaton, Carrie Diaz; Wade, Stephanie

    2014-01-01

    This paper describes a collaboration between a mathematician and a compositionist who developed a sequence of collaborative writing assignments for calculus. This sequence of developmentally appropriate assignments presents peer review as a collaborative process that promotes reflection, deepens understanding, and improves exposition. First, we…

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

    Science.gov (United States)

    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…

  16. Exploring students' learning effectiveness and attitude in Group Scribbles-supported collaborative reading activities

    DEFF Research Database (Denmark)

    Lin, C. P.; Lin, Chih-Cheng; Chen, W.

    2014-01-01

    and interest were enhanced as well. Further analyses were done to probe students' interaction processes in the networked collaborative classroom and different collaboration patterns and behaviours were identified. Based on the findings obtained, implications for future learning design to empower L1 learning......Improving students' reading comprehension is of significance. In this study, collaborative learning supported by Group Scribbles (GS), a networked technology, was integrated into a primary reading class. Forty-seven 10-year-old students from two 4th grade classes participated in the study....... Experimental and control groups were established to investigate the effectiveness of GS-supported collaborative learning in enhancing students' reading comprehension. The results affirmed the effectiveness of the intervention designed. In the experiment group, students' learning attitudes, motivation...

  17. Supporting Problem Solving with Case-Stories Learning Scenario and Video-based Collaborative Learning Technology

    Directory of Open Access Journals (Sweden)

    Chun Hu

    2004-04-01

    Full Text Available In this paper, we suggest that case-based resources, which are used for assisting cognition during problem solving, can be structured around the work of narratives in social cultural psychology. Theories and other research methods have proposed structures within narratives and stories which may be useful to the design of case-based resources. Moreover, embedded within cases are stories which are contextually rich, supporting the epistemological groundings of situated cognition. Therefore the purposes of this paper are to discuss possible frameworks of case-stories; derive design principles as to “what” constitutes a good case story or narrative; and suggest how technology can support story-based learning. We adopt video-based Computer-Supported Collaborative Learning (CSCL technology to support problem solving with case-stories learning scenarios. Our hypothesis in this paper is that well-designed case-based resources are able to aid in the cognitive processes undergirding problem solving and meaning making. We also suggest the use of an emerging video-based collaborative learning technology to support such an instructional strategy.

  18. Universal Collaboration Strategies for Signal Detection: A Sparse Learning Approach

    Science.gov (United States)

    Khanduri, Prashant; Kailkhura, Bhavya; Thiagarajan, Jayaraman J.; Varshney, Pramod K.

    2016-10-01

    This paper considers the problem of high dimensional signal detection in a large distributed network whose nodes can collaborate with their one-hop neighboring nodes (spatial collaboration). We assume that only a small subset of nodes communicate with the Fusion Center (FC). We design optimal collaboration strategies which are universal for a class of deterministic signals. By establishing the equivalence between the collaboration strategy design problem and sparse PCA, we solve the problem efficiently and evaluate the impact of collaboration on detection performance.

  19. Obstacle of Team Teaching and Collaborative Learning in Information Security

    Directory of Open Access Journals (Sweden)

    Marn-Ling Shing

    2007-10-01

    Full Text Available The field of information security includes diverse contents such as network security and computer forensics which are highly technical-oriented topics. In addition, information forensic requires the background of criminology. The information security also includes non-technical content such as information ethics and security laws. Because the diverse nature of information security, Shing et al. has proposed the use of team teaching and collaborative learning for the information security classes. Although team teaching seems to be efficient in information security, practically it needs a few challenges. The Purdue's case mentioned in Shing's paper has funding support of National Security Agency (NSA. However, a vast amount of resources may not be available for an instructor in a normal university. In addition, many obstacles are related to the administration problems. For example, how are the teaching evaluations computed if there are multiple instructors for a single course? How will instructors in a computer forensics class prepare students (criminal justice majors and information technology majors before taking the same class with diverse background? The paper surveyed approximately 25 students in a university in Virginia concerning the satisfaction of team-teaching. Finally, this paper describes ways to meet those challenges.

  20. Physics, Dyslexia and Learning: A Collaboration for Disabled Students

    Science.gov (United States)

    Moskal, Barbara M.; Wright, Lyndsey; Taylor, P. C.

    2014-03-01

    Researchers have found that children with dyslexia reason differently with respect to language from those who do not have dyslexia. Dyslexic students' brains work differently than do students without dyslexia. Some researchers speculate that these differences provide dyslexic students with an advantage in science. The presentation will describe an outreach activity which developed and delivered instructional modules in physics to students in grades kindergarten through sixth. These modules were tested on thirty students who attended a summer camp designed for students who have been diagnosed with dyslexia. Eighty percent of students who have learning disabilities have dyslexia. Many of the students who attended this camp have experienced repeated failure in the traditional school system, which emphasizes literacy with little attention to science. A number of science and engineering professors collaborated with this camp to build instructional modules that were delivered one hour per day, during two weeks of this five week summer camp (ten hours of hands-on physics instruction). Both quantitative and qualitative data were collected with respect to the impact that this camp had on students' understanding and interests in science. The results of these efforts will be presented.

  1. Pre-Service Teachers' Learning Styles and Preferences towards Instructional Technology Activities and Collaborative Works

    Science.gov (United States)

    Yusop, Farrah Dina; Sumari, Melati

    2015-01-01

    The main purpose of this exploratory study was to investigate pre-service teachers' learning styles and their preferences with respect to 15 technology-based instructional activities and collaborative work tasks. Felder and Silverman's online Index of Learning Style (ILS) and a questionnaire were used to measure students' learning styles and…

  2. Professional Learning Communities: Creating a Foundation for Collaboration Skills in Pre-Service Teachers

    Science.gov (United States)

    Hoaglund, Amy E.; Birkenfeld, Karen; Box, Jean Ann

    2014-01-01

    According to Richard DuFour (2004), "To create a professional learning community, focus on learning rather than teaching, work collaboratively and hold yourself accountable for results." Professional learning communities provide the structure that must exist within a school in order to become effective. However, to truly prepare…

  3. Students Using Handheld Computers to Learn Collaboratively in a First Grade Classroom

    Science.gov (United States)

    Fritz, Megan Lynne

    2005-01-01

    This ethnographic study investigated how first grade students used handheld computers to learn in collaboration with others throughout the learning process. This research focused specifically on how the use of handheld computers impacts students' learning outcomes and relates to technology standards. A qualitative methodology was used to capture…

  4. Exploring Students' Language Awareness through Intercultural Communication in Computer-Supported Collaborative Learning

    Science.gov (United States)

    Yang, Yu-Fen

    2013-01-01

    Students seldom think about language unless they are instructed to do so or are made to do so during learning activities. To arouse students' awareness while learning English for Specific Purposes (ESP), this study formed a computer-supported collaborative learning (CSCL) community to engage teachers and students from different domains and…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  7. A case for problem-based collaborative learning in the nursing classroom.

    Science.gov (United States)

    Richardson, Kathryn; Trudeau, Kimberlee J

    2003-01-01

    To facilitate student learning of the content in a clinical nursing course, the authors used ideas from Problem-based Learning (PBL) and collaborative learning to develop student writing assignments and group workshops. They describe the PBL-enhanced activities and student work, concluding with student feedback and future directions for this curriculum.

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

    Science.gov (United States)

    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…

  9. Exploring Students' Language Awareness through Intercultural Communication in Computer-Supported Collaborative Learning

    Science.gov (United States)

    Yang, Yu-Fen

    2013-01-01

    Students seldom think about language unless they are instructed to do so or are made to do so during learning activities. To arouse students' awareness while learning English for Specific Purposes (ESP), this study formed a computer-supported collaborative learning (CSCL) community to engage teachers and students from different domains and…

  10. Modeling Learner Situation Awareness in Collaborative Mobile Web 2.0 Learning

    Science.gov (United States)

    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…

  11. $QD$-Learning: A Collaborative Distributed Strategy for Multi-Agent Reinforcement Learning Through Consensus + Innovations

    CERN Document Server

    Kar, Soummya; Poor, H Vincent

    2012-01-01

    The paper considers a class of multi-agent Markov decision processes (MDPs), in which the network agents respond differently (as manifested by the instantaneous one-stage random costs) to a global controlled state and the control actions of a remote controller. The paper investigates a distributed reinforcement learning setup with no prior information on the global state transition and local agent cost statistics. Specifically, with the agents' objective consisting of minimizing a network-averaged infinite horizon discounted cost, the paper proposes a distributed version of $Q$-learning, $\\mathcal{QD}$-learning, in which the network agents collaborate by means of local processing and mutual information exchange over a sparse (possibly stochastic) communication network to achieve the network goal. Under the assumption that each agent is only aware of its local online cost data and the inter-agent communication network is \\emph{weakly} connected, the proposed distributed scheme is almost surely (a.s.) shown to ...

  12. SUPPORT FROM A DISTANCE: PERCEPTIONS OF MALAYSIAN STUDENTS ON COMPUTER MEDIATED COLLABORATIVE LEARNING

    Directory of Open Access Journals (Sweden)

    Siti Hamin STAPA

    2009-10-01

    Full Text Available The aim of this paper is to report findings from an on-going research using Computer-supported Collaborative Learning in an ESL classroom in Malaysia. Collaboration is the act of working together to produce a piece of work. Collaborative learning deals with instructional methods that seek to promote learning through collaborative efforts among students working on a given task. Class based CL fits well with the philosophy of teaching: working together, building together, learning together, changing together and improving together. Computer-supported CL (CSCL has an impact on the development of deep thinking about ideas as students are engaged in writing rather than talking. By doing so, they have more time to think about the responses; able to engage in developing arguments; have time to follow up references and read literature, etc. Selected students from Malaysia were asked to work collaboratively (through e-mail with students from the USA. At the end of the collaborative activities they were expected to complete written projects. The students were interviewed on their perceptions on this innovative way of learning. The findings indicate that the students have responded positively towards computer supported collaborative learning.

  13. Social competence and collaborative guided inquiry science activities: Experiences of students with learning disabilities

    Science.gov (United States)

    Taylor, Jennifer Anne

    This thesis presents a qualitative investigation of the effects of social competence on the participation of students with learning disabilities (LD) in the science learning processes associated with collaborative, guided inquiry learning. An inclusive Grade 2 classroom provided the setting for the study. Detailed classroom observations were the primary source of data. In addition, the researcher conducted two interviews with the teacher, and collected samples of students' written work. The purpose of the research was to investigate: (a) How do teachers and peers mediate the participation of students with LD in collaborative, guided inquiry science activities, (b) What learning processes do students with LD participate in during collaborative, guided inquiry science activities, and (c) What components of social competence support and constrain the participation of students with LD during collaborative, guided inquiry science activities? The findings of the study suggest five key ideas for research and teaching in collaborative, guided inquiry science in inclusive classrooms. First, using a variety of collaborative learning formats (whole-class, small-group, and pairs) creates more opportunities for the successful participation of diverse students with LD. Second, creating an inclusive community where students feel accepted and valued may enhance the academic and social success of students with LD. Third, careful selection of partners for students with LD is important for a positive learning experience. Students with LD should be partnered with academically successful, socially competent peers; also, this study suggested that students with LD experience more success working collaboratively in pairs rather than in small groups. Fourth, a variety of strategies are needed to promote active participation and positive social interactions for students with and without LD during collaborative, guided inquiry learning. Fifth, adopting a general approach to teaching

  14. Learning in the Company of Others: Students and Teachers Collaborating to Support Wonder, Unease, and Understanding

    Science.gov (United States)

    Gale, Richard A.

    2016-01-01

    Building collaboration with students into the teaching process brings with it many benefits for learning, but it also requires accepting the risk and unease that comes from redefining the roles of students and teachers.

  15. Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect

    NARCIS (Netherlands)

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

    2010-01-01

    Kirschner, F., Paas, F., & Kirschner, P. A. (2011). Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect. Applied Cognitive Psychology, 25, 615–624. doi: 10.1002/acp.1730.

  16. Supporting the Collaborative Learning of Practical Skills with Computer-Mediated Communications Technology

    Directory of Open Access Journals (Sweden)

    Mark A. Edwards

    2001-01-01

    Full Text Available Based on a collaborative approach to learning, a student cohort taking an introductory level University course in computing was provided with information and asynchronous communications technology (including learning resources, e-mail, bulletin board and FAQ, as a means of enhancing their collaborative efforts on a web authoring exercise within a flexible learning environment. The qualitative investigative paradigm used was ‘action research’. By use of ethnographic techniques (questionnaires and focus group interviews, evidence was gained indicating that while a collaborative approach promoted improved learning, usage of computer-mediated communication technology and its contribution to collaboration was limited in an activity that was skills-oriented, requiring practical experience. Reasons for this are then discussed and a number of barriers to the take-up of communications technology are identified, and implications for educators are drawn from these.

  17. The importance of task appropriateness in computer-supported collaborative learning

    Directory of Open Access Journals (Sweden)

    Kathy Buckner

    1999-12-01

    Full Text Available The study of learning in collaborative electronic environments is becoming established as Computer Supported Collaborative Learning (CSCL - an emergent sub-discipline of the more established Computer Supported Co-operative Work (CSCW discipline (Webb, 1995. Using computers for the development of shared understanding through collaboration has been explored by Crook who suggests that success may depend partly on having a clearly specified purpose or goal (Crook, 1994. It is our view that the appropriateness of the task given to the student is central to the success or otherwise of the learning experience. However, the tasks that are given to facilitate collaborative learning in face-toface situations are not always suitable for direct transfer to the electronic medium. It may be necessary to consider redesigning these tasks in relation to the medium in which they are to be undertaken and the functionality of the electronic conferencing software used.

  18. Effects of a Collaborative Science Intervention on High Achieving Students' Learning Anxiety and Attitudes toward Science

    Science.gov (United States)

    Hong, Zuway-R.

    2010-01-01

    This study investigated the effects of a collaborative science intervention on high achieving students' learning anxiety and attitudes toward science. Thirty-seven eighth-grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20-week collaborative science intervention, which integrated and utilized…

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

    Science.gov (United States)

    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…

  20. Fostering Collaborative Teaching and Learning Scholarship through an International Writing Group Initiative

    Science.gov (United States)

    Marquis, Elizabeth; Healey, Mick; Vine, Michelle

    2016-01-01

    The research presented here explored the experiences of participants in an international collaborative writing group (ICWG) initiative that ran in conjunction with the 2012 International Society for the Scholarship of Teaching and Learning (ISSoTL) conference. The ICWG sought to cultivate collaborative pedagogical scholarship by bringing together…

  1. Quantitative Approach to Collaborative Learning: Performance Prediction, Individual Assessment, and Group Composition

    Science.gov (United States)

    Cen, Ling; Ruta, Dymitr; Powell, Leigh; Hirsch, Benjamin; Ng, Jason

    2016-01-01

    The benefits of collaborative learning, although widely reported, lack the quantitative rigor and detailed insight into the dynamics of interactions within the group, while individual contributions and their impacts on group members and their collaborative work remain hidden behind joint group assessment. To bridge this gap we intend to address…

  2. Proactive behaviour may lead to failure in virtual project-based collaborative learning

    DEFF Research Database (Denmark)

    Bjørn, Pernille; Hertzum, Morten

    2005-01-01

    This paper argues that proactive behaviour, caused by high engagement and motivation of the learners, may lead to failure of collaborative learning. By examining empirical data from real-world text-only virtual negotiations between dispersed participants engaged in project-based collaborative...

  3. Exploring the Impact of Students' Learning Approach on Collaborative Group Modeling of Blood Circulation

    Science.gov (United States)

    Lee, Shinyoung; Kang, Eunhee; Kim, Heui-Baik

    2015-01-01

    This study aimed to explore the effect on group dynamics of statements associated with deep learning approaches (DLA) and their contribution to cognitive collaboration and model development during group modeling of blood circulation. A group was selected for an in-depth analysis of collaborative group modeling. This group constructed a model in a…

  4. Four Social Neuroscience On-Going Requisites for Effective Collaborative Learning and the Altruistic Turn

    Science.gov (United States)

    Murphey, Tim

    2016-01-01

    Understandings from the field of social neuroscience can help educators cultivate collaborative students who get excited about learning from one another. To facilitate a collaborative atmosphere, educators first need to be able to show concern for their students beyond the subject matter. They also can help students understand how being social…

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

    Science.gov (United States)

    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…

  6. The Effects of Social Media Use on Collaborative Learning: A Case of Turkey

    Science.gov (United States)

    Bozanta, Aysun; Mardikyan, Sona

    2017-01-01

    The social media usage has penetrated to the many areas in daily lives of today's students. Therefore, social media can be effective tool to support their educational communications and collaborations with their friends and also faculty members. This study aims to determine the effects of social media on collaborative learning. For this purpose, a…

  7. Using Representational Tools to Support Historical Reasoning in Computer-Supported Collaborative Learning

    Science.gov (United States)

    Van Drie, Jannet; Van Boxtel, Carla; Erkens, Gijsbert; Kanselaar, Gellof

    2005-01-01

    In this article the authors focus on how features of a computer-supported collaborative learning (CSCL) environment can elicit and support domain-specific reasoning and more specifically historical reasoning. The CSCL environment enables students to collaborate on a historical inquiry task and in writing an argumentative essay. In order to support…

  8. Co-Located Single Display Collaborative Learning for Early Childhood Education

    Science.gov (United States)

    Gomez, Florencia; Nussbaum, Miguel; Weitz, Juan F.; Lopez, Ximena; Mena, Javiera; Torres, Alex

    2013-01-01

    The benefits of collaborative learning are well documented. However, most of the research has been done with children beyond the ages of early childhood. This could be due to the common and erroneous belief that young children have not developed the capacity to work collaboratively toward a given aim. In this paper we show how small group…

  9. NSDC's Standards: Whether Building a Kitchen or Building a Learning Team, Collaboration Is Key

    Science.gov (United States)

    Arnau, Lea

    2009-01-01

    Collaboration is critical for accomplishing difficult tasks. As with a kitchen remodel, shared responsibility and collegiality toward a common goal of increased student learning begin with a shared vision. In this article, the author discusses the importance of collaboration and how it guides and reinforces the work one does in schools.

  10. An Instructional and Collaborative Learning System with Content Recommendation

    Science.gov (United States)

    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…

  11. Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design)

    OpenAIRE

    2007-01-01

    Burgos, D., Hummel, H. G. K., Tattersall, C., Brouns, F., & Koper, R. (2009). Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design). In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies (Vol. 1, pp 373-389). Hershey, New York: Information Science Reference, IGI Global.

  12. Utilizing constructivism learning theory in collaborative testing as a creative strategy to promote essential nursing skills.

    Science.gov (United States)

    Duane, Barbara T; Satre, Maria E

    2014-01-01

    In nursing education, students participate in individual learner testing. This process follows the instructionist learning theory of a system model. However, in the practice of nursing, success depends upon collaboration with numerous people in different capacities, critical thinking, clinical reasoning, and the ability to communicate with others. Research has shown that collaborative testing, a constructivism learning activity and a form of collaborative learning, enhances students' abilities to master these areas. Collaborative testing is a clear, creative strategy which constructivists would say supports the socio-linguistic base of their learning theory. The test becomes an active implementation of peer-mediated learning where individual knowledge is enhanced through problem solving or defense of an individual position with the collaborative method. There is criticism for the testing method's potential of grade inflation and for students to receive grade benefits with little effort. After a review of various collaborative testing methods, this nursing faculty implemented a collaborative testing format that addresses both the positive and negative aspects of the process.

  13. Tool Support for Collaborative Teaching and Learning of Object-Oriented Modelling

    DEFF Research Database (Denmark)

    Hansen, Klaus Marius; Ratzer, Anne Vinter

    2002-01-01

    Modeling is central to doing and learning object-oriented development. We present a new tool, Ideogramic UML, for gesture-based collaborative modeling with the Unified Modeling Language (UML), which can be used to collaboratively teach and learn modeling. Furthermore, we discuss how we have...... effectively used Ideogramic UML to teach object-oriented modeling and the UML to groups of students using the UML for project assignments....

  14. NEW SCIENCE OF LEARNING: COGNITION, COMPUTERS AND COLLABORATION IN EDUCATION

    Directory of Open Access Journals (Sweden)

    Reviewed by Onur DONMEZ

    2011-01-01

    Full Text Available Information and Communication Technologies (ICTs have pervaded and changed much of our lives both on individual and societal scales. PCs, notebooks, tablets, cell phones, RSS feeds, emails, podcasts, tweets, social networks are all technologies we are familiar with and we are intensively using them in our daily lives. It is safe to say that our lives are becoming more and more digitized day by day.We have already invented bunch of terms to refer effects of these technologies on our lives. Digital nomads, grasshopper minds, millennium learners, digital natives, information age, knowledge building, knowledge society, network society are all terms invented to refer societal changes motivated by ICTs. New opportunities provided by ICTs are also shaping skill and quality demands of the next age. Individuals have to match these qualities if they want to earn their rightful places in tomorrow‘s world. Education is of course the sole light to guide them in their transformation to tomorrow‘s individual. One question arises however: ―are today‘s educational paradigms and practices ready to confront such a challenge?‖ There is a coherent and strong opinion among educators that the answer is ―NO‖. ―Today‘s students think and process information fundamentally differently from their predecessors‖(Prensky, 2001. And education has to keep pace with these students and their needs. But how? Khine & Saleh managed to gather distinguished colleagues around this question within their book titled ―New Science of Learning: Cognition, Computers and Collaboration‖. The book is composed of 29 chapters within three major topics which are: cognition, computers and collaboration.

  15. Improvement of Learning Process and Learning Outcomes in Physics Learning by Using Collaborative Learning Model of Group Investigation at High School (Grade X, SMAN 14 Jakarta)

    Science.gov (United States)

    Astra, I. Made; Wahyuni, Citra; Nasbey, Hadi

    2015-01-01

    The aim of this research is to improve the quality of physics learning through application of collaborative learning of group investigation at grade X MIPA 2 SMAN 14 Jakarta. The method used in this research is classroom action research. This research consisted of three cycles was conducted from April to May in 2014. Each cycle consists of…

  16. Gender differences in an elementary school learning environment: A study on how girls learn science in collaborative learning groups

    Science.gov (United States)

    Greenspan, Yvette Frank

    Girls are marked by low self-confidence manifested through gender discrimination during the early years of socialization and culturalization (AAUW, 1998). The nature of gender bias affects all girls in their studies of science and mathematics, particularly in minority groups, during their school years. It has been found that girls generally do not aspire in either mathematical or science-oriented careers because of such issues as overt and subtle stereotyping, inadequate confidence in ability, and discouragement in scientific competence. Grounded on constructivism, a theoretical framework, this inquiry employs fourth generation evaluation, a twelve-step evaluative process (Guba & Lincoln, 1989). The focus is to discover through qualitative research how fifth grade girls learn science in a co-sexual collaborative learning group, as they engage in hands-on, minds-on experiments. The emphasis is centered on one Hispanic girl in an effort to understand her beliefs, attitudes, and behavior as she becomes a stakeholder with other members of her six person collaborative learning group. The intent is to determine if cultural and social factors impact the learning of scientific concepts based on observations from videotapes, interviews, and student opinion questionnaires. QSR NUD*IST 4, a computer software program is utilized to help categorize and index data. Among the findings, there is evidence that clearly indicates girls' attitudes toward science are altered as they interact with other girls and boys in a collaborative learning group. Observations also indicate that cultural and social factors affect girls' performance as they explore and discover scientific concepts with other girls and boys. Based upon what I have uncovered utilizing qualitative research and confirmed according to current literature, there seems to be an appreciable impact on the way girls appear to learn science. Rooted in the data, the results mirror the conclusions of previous studies, which

  17. Student Perceptions of Collaborative Learning in Operations Management Classes

    Science.gov (United States)

    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…

  18. Using Mendeley to Support Collaborative Learning in the Classroom

    Science.gov (United States)

    Khwaja, Tehmina; Eddy, Pamela L.

    2015-01-01

    The purpose of this study was to explore the use of Mendeley, a free online reference management and academic networking software, as a collaborative tool in the college classroom. Students in two iterations of a Graduate class used Mendeley to collaborate on a policy research project over the course of a semester. The project involved…

  19. Online Teacher Development: Collaborating in a Virtual Learning Environment

    Science.gov (United States)

    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…

  20. Incorporating Collaborative Technologies into University Curricula: Lessons Learned

    Science.gov (United States)

    Hunt, C. Steven; Smith, Lola B.; Chen, Minder

    2010-01-01

    Web-based collaboration tools and groupware are uniquely qualified to address the emerging business opportunities heretofore hindered by location barriers, constraints of time, and expensive travel costs. Global business enterprises are implementing online collaboration software to augment their face-to-face meetings and group decision making in…

  1. Scalable learning of probabilistic latent models for collaborative filtering

    DEFF Research Database (Denmark)

    Langseth, Helge; Nielsen, Thomas Dyhre

    2015-01-01

    Collaborative filtering has emerged as a popular way of making user recommendations, but with the increasing sizes of the underlying databases scalability is becoming a crucial issue. In this paper we focus on a recently proposed probabilistic collaborative filtering model that explicitly...

  2. Collaborative Learning in a Boundary Zone: A Case Study of Innovative Inter-institutional Collaboration in Israel

    Directory of Open Access Journals (Sweden)

    Edith Tabak

    2013-07-01

    Full Text Available This qualitative study focused on the collaboration between a school district and a college of education in Israel and aimed to explore how the participants created common understanding in order to promote educational change. The theoretical approach involved analyzing the institutional interconnections based on boundary practices and boundary objects and the ways these interconnections shaped the collaborative learning process, promoted educational change, and fostered educational leadership in the district and in the college. The study observed the formation of a community of practice within the boundary zone, which was developed over a three-year period by a group of 20 superintendents, the district head, and two teacher educators. Beyond concrete outcomes, such as improvement of pupils' scores on the state-mandated achievement tests, the study showed a transformation in the superintendents' perception of their roles and a cultural change in the district. 


Tabak, E. & Margolin, I. (2013. Collaborative Learning in a Boundary Zone: A Case Study of Innovative Inter-Institutional Collaboration in Israel. International Journal of Education Policy & Leadership 8(4. Retrieved from www.ijepl.org .

  3. A Development of a Collaborative Blended Learning Model to Enhance Learning Achievement and Thinking Ability of Undergraduate Students at the Institute of Physical Education

    Science.gov (United States)

    Kingpum, Peerasak; Ruangsuwan, Chaiyot; Chaicharoen, Sumalee

    2015-01-01

    This research aimed to develop a model of a collaborative blended learning (CoBl) to develop learning achievement and thinking ability of undergraduate students in the Institute of Physical Education. The research is divided into three phases using the blended learning model via collaborative learning with thinking abilities approach as follows:…

  4. STUDENT OPINION TOWARDS USING AN OPEN SOURCE LEARNING MANAGEMENT SYSTEM TOGETHER WITH A COLLABORATIVE TOOL

    Directory of Open Access Journals (Sweden)

    Nadire Cavus

    2008-12-01

    Full Text Available This paper is about a pilot study which has been carried out at the Near East University during the 2004/5 FallSemester using the Moodle LMS together with GREWPtool collaborative editor. The system has been tested with 36students taking the Java and the Pascal programming courses. The results of the pilot study showed that a LearningManagement System can be made more efficient if it is enhanced by a collaborative learning tool. Our results have alsoshown that programming languages such as Pascal and Java can be thought successfully in a web-based environment usingan LMS system together with a collaborative tool

  5. Dynamic Shared Context Processing in an E-Collaborative Learning Environment

    CERN Document Server

    Peng, Jing; Deniaud, Samuel; Ferney, Michel

    2012-01-01

    In this paper, we propose a dynamic shared context processing method based on DSC (Dynamic Shared Context) model, applied in an e-collaborative learning environment. Firstly, we present the model. This is a way to measure the relevance between events and roles in collaborative environments. With this method, we can share the most appropriate event information for each role instead of sharing all information to all roles in a collaborative work environment. Then, we apply and verify this method in our project with Google App supported e-learning collaborative environment. During this experiment, we compared DSC method measured relevance of events and roles to manual measured relevance. And we describe the favorable points from this comparison and our finding. Finally, we discuss our future research of a hybrid DSC method to make dynamical information shared more effective in a collaborative work environment.

  6. Learning languages through collaborative storytelling with iTEO

    OpenAIRE

    Kirsch, Claudine; Gretsch, Gérard

    2013-01-01

    Native Luxembourgish children learn German and French in order to access the country’s trilingual curriculum. Ethnic minority children must in addition learn Luxembourgish. Each language will be taught differently. This complex setting has inhibited research on the learning of multiple languages. Further, there is little consensus on effective language pedagogies in Luxembourg. Storying is a leading activity in language learning (Paley 1991, Dyson 1997). Children’s learning is mediated b...

  7. Help&Learn: A peer-to-peer architecture to support knowledge management in collaborative learning communities

    NARCIS (Netherlands)

    Guizzardi-Silva Souza, R.; Aroyo, L.M.; Wagner, G.

    2004-01-01

    Collaborative learning motivates active participation of individuals in their learning process, which often results in the attaining of creative and critical thinking skills. This way, students and teachers are viewed as both providers and consumers of knowledge gathered in environments where everyb

  8. Web-based Learning and Computer Supported Collaborative Learning for psychomotor skill acquisition: perspectives of medical undergraduate students.

    Science.gov (United States)

    Koh, Jansen; Cheung, Jeffrey J H; Mackinnon, Kim; Brett, Clare; Kapralos, Bill; Dubrowski, Adam

    2013-01-01

    There is a lack of evidence for the use of Web-based Learning (WBL) and Computer Supported Collaborative Learning (CSCL) for acquiring psychomotor skills in medical education. In this study, we surveyed medical undergraduate students attending a simulation based training session for central line insertion on their perspectives and utilization of WBL and CSCL for acquisition of a complex psychomotor skill.

  9. Computer-Supported Collaborative Inquiry Learning and Classroom Scripts: Effects on Help-Seeking Processes and Learning Outcomes

    Science.gov (United States)

    Makitalo-Siegl, Kati; Kohnle, Carmen; Fischer, Frank

    2011-01-01

    This study examined the influence of classroom-script structure (high vs. low) during computer-supported collaborative inquiry learning on help-seeking processes and learning gains in 54 student pairs in secondary science education. Screen- and audio-capturing videos were analysed according to a model of the help-seeking process. The results…

  10. Use of Peer Tutoring, Cooperative Learning, and Collaborative Learning: Implications for Reducing Anti-Social Behavior of Schooling Adolescents

    Science.gov (United States)

    Eskay, M.; Onu, V. C.; Obiyo, N.; Obidoa, M.

    2012-01-01

    The study investigated the use of peer tutoring, cooperative learning, and collaborative learning as strategies to reduce anti-social behavior among schooling adolescents. The study is a descriptive survey study. The area of study was Nsukka education zone in Enugu State of Nigeria. The sample of the study was 200 teachers randomly sampled from…

  11. Collaborative Group Learning Approaches for Teaching Comparative Planetology

    Science.gov (United States)

    Slater, S. J.; Slater, T. F.

    2013-12-01

    Modern science education reform documents propose that the teaching of contemporary students should focus on doing science, rather than simply memorizing science. Duschl, Schweingruber, and Shouse (2007) eloquently argue for four science proficiencies for students. Students should: (i) Know, use, and interpret scientific explanations of the natural world; (ii) Generate and evaluate scientific evidence and explanations; (iii) Understand the nature and development of scientific knowledge; and (iv) Participate productively in scientific practices and discourse. In response, scholars with the CAPER Center for Astronomy & Physics Education Research are creating and field-tested two separate instructional approaches. The first of these is a series of computer-mediated, inquiry learning experiences for non-science majoring undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for instruction. Backwards faded-scaffolding is a strategy where the conventional and rigidly linear scientific method is turned on its head and students are first taught how to create conclusions based on evidence, then how experimental design creates evidence, and only at the end introduces students to the most challenging part of inquiry - inventing scientifically appropriate questions. Planetary science databases and virtual environments used by students to conduct scientific investigations include the NASA and JPL Solar System Simulator and Eyes on the Solar System as well as the USGS Moon and Mars Global GIS Viewers. The second of these is known widely as a Lecture-Tutorial approach. Lecture-Tutorials are self-contained, collaborative group activities. The materials are designed specifically to be easily integrated into the lecture course and directly address the needs of busy and heavily-loaded teaching faculty for effective, student-centered, classroom-ready materials that do not require a drastic course

  12. Collaborative learning using VoiceThread in an online graduate course

    Directory of Open Access Journals (Sweden)

    Yu-Hui Ching

    2013-09-01

    Full Text Available Collaborative learning enables participants in a learning community to externalize and share knowledge, experiences, and practice. However, collaborative learning in an online environment can be challenging due to the lack of face-to face interaction. This current study examined twenty graduate students’ experiences of using VoiceThread for a collaborative activity in an entirely online course to explore students’ perceptions of using multi-modal communication for collaboration and knowledge sharing. The results of this study revealed that graduate students had very positive experiences toward using VoiceThread for collaborative learning. The participants found VoiceThread easy to learn and use, and reported that audio and video interaction on VoiceThread helped connect them with their peers. More than half of the participants interacted with peers using audio, followed by text and then by video. Half of the students felt they were more connected to peers; however, feeling more connected did not result in more participation as most of the students only participated at the level that met the course requirement. Participants identified benefits and drawbacks of using VoiceThread for collaboration as compared to using text-based discussion forums. The most frequently mentioned benefit of using VoiceThread for collaboration exemplifies its multi-modal affordance that enables learners to communicate emotion, personality, and other non-verbal cues conducive to better understanding and interpretation of meanings. About half of the participants indicated that they preferred VoiceThread to text-based discussion forums for collaborative learning activity. Challenges and implications for future research are also discussed.

  13. An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students.

    Science.gov (United States)

    Khosa, Deep K; Volet, Simone E; Bolton, John R

    2010-01-01

    In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.

  14. Promoting Collaboration in a Project-Based E-Learning Context

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  16. How Working Collaboratively with Technology Can Foster a Creative Learning Environment

    Science.gov (United States)

    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…

  17. Assessing Team Learning in Technology-Mediated Collaboration: An Experimental Study

    Science.gov (United States)

    Andres, Hayward P.; Akan, Obasi H.

    2010-01-01

    This study examined the effects of collaboration mode (collocated versus non-collocated videoconferencing-mediated) on team learning and team interaction quality in a team-based problem solving context. Situated learning theory and the theory of affordances are used to provide a framework that describes how technology-mediated collaboration…

  18. Introduction of Synchronous Peer Collaboration Activities in a Distance Learning Course

    Science.gov (United States)

    Xenos, M.; Avouris, N.; Stavrinoudis, D.; Margaritis, M.

    2009-01-01

    This paper presents the main findings, and lessons learned, from introducing a synchronous peer collaboration activity in a distance learning computer science course. Synergo, a software that supports such an approach, was used in this activity. The organizational, technical, and academic challenges of introducing this activity in the course are…

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

    Science.gov (United States)

    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)

  20. Professional Learning Communities in Singapore and Shanghai: Implications for Teacher Collaboration

    Science.gov (United States)

    Hairon, Salleh; Tan, Charlene

    2017-01-01

    Professional learning communities (PLCs) have been recognised as having the potential to raise the quality of teachers, teaching and student learning through structured teacher collaboration, and have been featured prominently in Singapore and Shanghai--both considered top-performing Asian societies in the Program for International Student…

  1. (Dis)Orientation of International Medical Graduates: An Approach to Foster Teaching, Learning, and Collaboration (TLC)

    Science.gov (United States)

    Tan, Adrienne; Hawa, Raed; Sockalingam, Sanjeev; Abbey, Susan E.

    2013-01-01

    Objective: The Teaching for Learning and Collaboration (TLC) Program is a teaching-skills program focusing on methods to improve student learning. This program was adopted to address the professional and personal challenges faced by International Medical Graduates (IMGs) completing a fellowship in psychosomatic medicine. Method: The authors…

  2. The Relation between Prior Knowledge and Students' Collaborative Discovery Learning Processes

    Science.gov (United States)

    Gijlers, Hannie; de Jong, Ton

    2005-01-01

    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…

  3. Cognitive Presence in Virtual Collaborative Learning: Assessing and Improving Critical Thinking in Online Discussion Forums

    Science.gov (United States)

    Beckmann, Jennifer; Weber, Peter

    2015-01-01

    The paper introduces a virtual collaborative learning setting called "Net Economy," which we established as part of an international learning network of currently seven universities. Using the Community of Inquiry framework as guidance and Canonical Action Research (CAR) as the chosen research design, the discussion forum of the online…

  4. Wikis as a Tool for Collaborative Learning: Implications for Literacy, Language Education and Multilingualism

    Science.gov (United States)

    Aydin, Selami

    2014-01-01

    This study presents a review of the literature concerning the use of wikis as a tool for collaborative learning in the second language acquisition and foreign language learning process, as research on the use of wikis is relatively new. The study first introduces the theoretical background behind the use of wikis in the mentioned processes. Then,…

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

    Science.gov (United States)

    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…

  6. Enhancing the Scholarship of Teaching and Learning through Micro-Level Collaboration across Two Disciplines

    Science.gov (United States)

    Arrington, Nancy McBride; Cohen, Adrienne

    2015-01-01

    Two professors from two disciplines--education and sociology--analyzed the commonalities, differences, successes, and challenges of conducting cross-disciplinary Scholarship of Teaching and Learning (SoTL) research at the course level (micro-level). This case study of their collaboration resulted in a series of lessons learned which add to the…

  7. Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings

    Science.gov (United States)

    Mwanza-Simwami, Daisy

    2016-01-01

    Mobile Web 2.0 technologies such as: mobile apps, social networking sites and video sharing sites have become essential drivers for shaping daily activities and meeting learning needs in various settings. However, very few studies link mobile Web 2.0 to supporting collaborative learning in real-life problem solving activities in semi-formal…

  8. Implementation of a Framework for Collaborative Social Networks in E-Learning

    Science.gov (United States)

    Maglajlic, Seid

    2016-01-01

    This paper describes the implementation of a framework for the construction and utilization of social networks in ELearning. These social networks aim to enhance collaboration between all E-Learning participants (i.e. both traineeto-trainee and trainee-to-tutor communication are targeted). E-Learning systems that include a so-called "social…

  9. The Role of Collaboration and Feedback in Advancing Student Learning in Media Literacy and Video Production

    Science.gov (United States)

    Casinghino, Carl

    2015-01-01

    Teaching advanced video production is an art that requires great sensitivity to the process of providing feedback that helps students to learn and grow. Some students experience difficulty in developing narrative sequences or cause-and-effect strings of motion picture sequences. But when students learn to work collaboratively through the revision…

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

    Science.gov (United States)

    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…

  11. The relation between prior knowledge and students' collaborative discovery learning processes

    NARCIS (Netherlands)

    Gijlers, Hannie; Jong, de Ton

    2005-01-01

    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 be

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

    Science.gov (United States)

    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…

  13. Improving Collaborative Learning in the Classroom: Text Mining Based Grouping and Representing

    Science.gov (United States)

    Erkens, Melanie; Bodemer, Daniel; Hoppe, H. Ulrich

    2016-01-01

    Orchestrating collaborative learning in the classroom involves tasks such as forming learning groups with heterogeneous knowledge and making learners aware of the knowledge differences. However, gathering information on which the formation of appropriate groups and the creation of graphical knowledge representations can be based is very effortful…

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

    Science.gov (United States)

    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…

  15. Active and Collaborative Learning in an Introductory Electrical and Computer Engineering Course

    Science.gov (United States)

    Kotru, Sushma; Burkett, Susan L.; Jackson, David Jeff

    2010-01-01

    Active and collaborative learning instruments were introduced into an introductory electrical and computer engineering course. These instruments were designed to assess specific learning objectives and program outcomes. Results show that students developed an understanding comparable to that of more advanced students assessed later in the…

  16. Collaborative e-learning course design: Impacts on instructors in the Open University of Tanzania

    NARCIS (Netherlands)

    Nihuka, Kassimu A.; Voogt, Joke

    2012-01-01

    Efforts by universities in sub-Sahara Africa to promote professional development of instructors in course design and delivery by e-learning technologies have often lacked meaningful impacts. This study investigated the impact of collaborative course design on instructors' professional learning about

  17. Relationships between Teacher Value Orientations, Collegiality, and Collaboration in School Professional Learning Communities

    Science.gov (United States)

    Ning, Hoi Kwan; Lee, Daphnee; Lee, Wing On

    2015-01-01

    Unlike past research which has mainly examined whole school or whole department professional learning communities, this study focused on factors related to effective collaborative practices within teacher learning teams. Our main objective was to ascertain the roles of team value orientations (collectivism and power distance) and team collegiality…

  18. A "Knowledge Trading Game" for Collaborative Design Learning in an Architectural Design Studio

    Science.gov (United States)

    Wang, Wan-Ling; Shih, Shen-Guan; Chien, Sheng-Fen

    2010-01-01

    Knowledge-sharing and resource exchange are the key to the success of collaborative design learning. In an architectural design studio, design knowledge entails learning efforts that need to accumulate and recombine dispersed and complementary pieces of knowledge. In this research, firstly, "Knowledge Trading Game" is proposed to be a way for…

  19. Role of the Teacher in Computer-supported Collaborative Inquiry Learning

    Science.gov (United States)

    Urhahne, Detlef; Schanze, Sascha; Bell, Thorsten; Mansfield, Amie; Holmes, Jeff

    2010-01-01

    The article presents an analysis of practices in teaching with computer-supported collaborative inquiry learning environments. We describe the role of the teacher in computer-supported collaborative inquiry learning by five principles that span the whole instructional process, from the preparation of the lesson up to the assessment of learning achievement. For successful implementation of computer-supported projects, the teacher has to (1) envision the lesson, (2) enable collaboration, (3) encourage students, (4) ensure learning, and (5) evaluate achievement. We analyse classroom scenarios provided by eight teachers or mentors who implemented one of four different approaches developed by multimedia researchers: Web-based Inquiry Science Environment, Modeling Across the Curriculum, Collaborative Laboratories across Europe, or Resources for Collaborative Inquiry Learning. Teachers or mentors responded to a semi-structured questionnaire about their experiences in implementing the inquiry lesson. A comparison of different classroom scenarios according to the mentioned five principles informed our analysis of teacher activities that contribute to the success of student inquiry while using such technology-enhanced approaches. We conclude with a discussion of the often neglected role of the teacher in computer-supported learning.

  20. A Collaborative Algorithm for Ontological Matching in E-Learning Courseware Domain Knowledge Network

    Directory of Open Access Journals (Sweden)

    Akanbi C. Olufisoye

    2011-11-01

    Full Text Available Domain Knowledge is the content repository of a courseware system consisting of a series of learning objects. However, the unstructured and inconsistent naming of domain knowledge components does not permit knowledge transfer across diverse collaborative systems due to differences in architecture, format and representations. To address this identified problem, we formulate an ontological matching algorithm that provides a sharable knowledge in collaborative learning environment in this paper. The Algorithm employs Hybrid Similarity Measure to compute both Concept and Relational similarity values of the various input graphs-learning objects .

  1. [ACCOMPANY THE LEARNING OF INTERPROFESSIONAL COLLABORATION: A REQUIRED REFLEXIVE GOVERNANCE OF THE TRAINING PROJECT].

    Science.gov (United States)

    Aiguier, Grégory; Poirette, Sabine; Pélissier, Marie-France

    2016-01-01

    Comprehensive care for patients in hospital requires a collective practice of care. Interprofessional collaboration becomes a major issue for organizations of care but also for health schools. This text questions the pedagogical practices that promote an effective interprofessional collaboration of actors in caregiving situation. Theoretical reflection will lead to consider interprofessionality education as a collective learning process actors and organizations. Therefore, this learning must necessarily supported by an inter-institutional project (the care and training institutions) making this a common learning problems and requiring a reflective governance. The presentation of an inter-institutional learning project currently experienced and dedicated to interprofessional collaboration in the geriatric field will illustrate the point. It will present the activities of educational intervention and research-intervention performed by a group of actors (caregivers, health trainers and researchers in health ethics and pedagogy) responsible for ensuring the reflective control.

  2. Integrating Collaborative Learning inside and outside of the Classroom

    Science.gov (United States)

    Love, Anne Goodsell; Dietrich, Alexa; Fitzgerald, Jason; Gordon, David

    2014-01-01

    Wagner College's academic program emphasizes interdisciplinary study, experiential learning, and reflection on theory and practice. The curriculum is enhanced by a rich array of opportunities in New York City. In the course of their undergraduate studies, students enroll in three learning communities, two of which include experiential learning and…

  3. Investigating the Relationship between Learning Style Preferences and Teaching Collaboration Skills and Technology

    DEFF Research Database (Denmark)

    Kim, Seung L.; Sonnenwald, Diane H.

    2002-01-01

    This paper reports on an exploratory study that investigates the relationship between participants' learning style preferences and their perceptions of a professional workshop on collaboration and technology to support collaboration. The Learning Preference Scale-Students (LPSS) (Owens & Barnes......, 1992) was administered to identify participants' learning style preferences as cooperative, competitive and/or individualized. Using cluster analysis two groups, or categories, of learning style preferences among the participants emerged. Group 1 showed a strong preference for the cooperative learning...... style, and Group 2 showed a strong preference for competitive and cooperative learning styles. Group 1 rated the workshop more positively than Group 2. However, Group 2 reported a larger increase in self-efficacy compared to those in Group 1 (18.9% vs. 6.0%). Both groups provided different suggestions...

  4. An Intelligent Mediating Model for Collaborative e-Learning Management Systems

    Directory of Open Access Journals (Sweden)

    Akanbi Caleb Olufisoye

    2011-07-01

    Full Text Available E-learning management systems(e- LMSs lack ontologies for sharing their domain knowledge learning objects with others due to differences or non-uniformity in architectures, platforms, protocols and representations. The effect of this on e-learners is that collaboration with other e-LMS during learning processes is not permitted. Hence, learning process is restricted only to the knowledge base of a particular E-LMS adopted by an institution, which may limit the mastery level of learners. To provide a remedy to this problem, an intelligent multi-agent mediating system model is proposed in this study using hybrid rule and case based reasoning scheme. Unified Modeling Language(UML is used as a design tool to specify the active and passive entities of the model in form class The model proposed provides a collaborative platform for sharing of the learning objects across multiple e-LMSs, during learning processes.

  5. Determining Core Components of Computer-Supported Collaborative Learning Within Educational Managerial Game Context

    OpenAIRE

    2016-01-01

    The exploratory factor analysis has been used to determine which selected inner components of computer-supported collaborative learning (CSCL) should be considered as the core components. The research itself builds on three models of group learning, namely cooperative learning elements, the “Big Five” in the teamwork model and the theoretical framework of CSCL. The analysis of data collected from university students participating in a managerial group game suggests that future research in the...

  6. Online Collaborative Learning Enhancement Through the Delphi Method

    Directory of Open Access Journals (Sweden)

    Zheng LI

    2006-04-01

    Full Text Available A variety of field trials have been conducted at NJIT in the past few years to demonstrate the utility of a Delphi-like approach to promoting asynchronous class wide collaboration. These utilized the Social Decision Support System (SDSS originally developed as a Computer Mediated Communication (CMC system for large group decision support. This paper provides an overview of these studies and then focuses on a recent case study in the fall of 2003 that demonstrated the ability of a computer mediated asynchronous Delphi process as a tool to scaffold collaborative idea generation and evaluation in both face to face and distance courses.

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

    Science.gov (United States)

    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.

  8. Blogging to Learn: Becoming EFL Academic Writers through Collaborative Dialogues

    Science.gov (United States)

    Sun, Yu-Chih; Chang, Yu-jung

    2012-01-01

    This study examines how blogs and their interactive and collaborative features help academically-advanced graduate students process academic writing knowledge and make sense of their writer identity. Seven graduate students undertaking Master's level study in TESOL and Linguistics participated. The research questions are: (a) What kinds of…

  9. Learning to Write Programs with Others: Collaborative Quadruple Programming

    Science.gov (United States)

    Arora, Ritu; Goel, Sanjay

    2012-01-01

    Most software development is carried out by teams of software engineers working collaboratively to achieve the desired goal. Consequently software development education not only needs to develop a student's ability to write programs that can be easily comprehended by others and be able to comprehend programs written by others, but also the ability…

  10. Playful Talk: Negotiating Opportunities to Learn in Collaborative Groups

    Science.gov (United States)

    Sullivan, Florence R.; Wilson, Nicholas C.

    2015-01-01

    This case study examines the role of playful talk in negotiating the "how" of collaborative group work in a 6th-grade science classroom. Here we develop and test a Vygotsky-derived hypothesis that postulates playful talk as a mechanism for identity exploration and group status negotiation. Our findings indicate that students utilized the…

  11. Content-Focused Classrooms and Learning English: How Teachers Collaborate

    Science.gov (United States)

    Creese, Angela

    2010-01-01

    This article looks at the possibilities of content-based instruction in mainstream English secondary schools. It considers the continuum from a language to content focus in classrooms where teachers collaborate. English as an additional language (EAL) and subject curriculum teachers work together to support young people while they simultaneously…

  12. Using integrated electronic environments for collaborative teaching/learning

    NARCIS (Netherlands)

    Kirschner, P.A.

    2001-01-01

    Comparative international reports and evaluation reports or audits on the quality of university studies reflect a concern about the quality of graduates in their plea for more skillsoriented education, more real-life orientation of study, more group work and interdisciplinary collaboration, less emp

  13. Learning Spaces and Collaborative Work: Barriers or Supports?

    Science.gov (United States)

    King, Hayley

    2016-01-01

    Drawing on 18 months of fieldwork, this article discusses the use of physical, virtual and social space to support collaborative work in translator education programs. The study adopted a contrastive ethnography approach that incorporated single- and multiple-case design rationales for site selection. Extended observation, informal chats and…

  14. Wikis: A Knowledge Platform for Collaborative Learning in ESL Reading

    Science.gov (United States)

    Wiseman, Cynthia S.; Belknap, Joshua P.

    2013-01-01

    Wikis provide an effective technological tool to meet the pedagogical goals outlined in the new TESOL Technology Standards (Healey et al.,2009). A wiki, a cross between a website and a word document, is an interactive webpage that allows students to read, generate, and publish content online in an environment of collaboration. The flexibility and…

  15. Building Collaborative Learning Opportunities between Future Veterinary and Design Professionals

    Science.gov (United States)

    Magallanes, Fernando; Stoskopf, Michael K.; Royal, Kenneth D.

    2015-01-01

    Positive inter-professional collaborations and interactions facilitate the effectiveness of veterinarians working on professional teams addressing a wide range of societal challenges. The need for these interactions extend far beyond the different medical professions, which is the limit of many discussions of inter-professional relations for…

  16. Let's Scrum! Learning Digital Media Collaboratively

    Science.gov (United States)

    Wilson, Daniel G.; Brown, Joshua; Burke, Adam A.

    2013-01-01

    The changing landscape of digital media and software development has immense impact on society, not only through consumer use of the products, but also in the way these technologies are developed. Modern software and media-development companies are using collaborative methods to develop innovative and useful products. Technology and engineering…

  17. The Biggs and Moore Model in E-Learning: The Role of Motivation and Collaboration as Moderators

    Science.gov (United States)

    Haverila, Matti J.

    2012-01-01

    The purpose of this paper is to report the findings of a research conducted to evaluate the effect of e-learning experience on students' perceived learning outcomes, and more specifically the role of motivation and collaboration as moderators between the e-learning experience and the learning outcome. The perceived learning outcome was measured…

  18. Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions?

    Science.gov (United States)

    Ucan, Serkan; Webb, Mary

    2015-10-01

    Students' ability to regulate their learning is considered important for the quality of collaborative inquiry learning. However, there is still limited understanding about how students engage in social forms of regulation processes and what roles these regulatory processes may play during collaborative learning. The purpose of this study was to identify when and how co- and shared regulation of metacognitive, emotional and motivational processes emerge and function during collaborative inquiry learning in science. Two groups of three students (aged 12) from a private primary school in Turkey were videotaped during collaborative inquiry activities in a naturalistic classroom setting over a seven-week period, and the transcripts were analysed in order to identify their use of regulation processes. Moreover, this was combined with the analysis of stimulated-recall interviews with the student groups. Results indicated that co- and shared regulation processes were often initiated by particular events and played a crucial role in the success of students' collaborative inquiry learning. Co-regulation of metacognitive processes had the function of stimulating students to reflect upon and clarify their thinking, as well as facilitating the construction of new scientific understanding. Shared regulation of metacognitive processes helped students to build a shared understanding of the task, clarify and justify their shared perspective, and sustain the ongoing knowledge co-construction. Moreover, the use of shared emotional and motivational regulation was identified as important for sustaining reciprocal interactions and creating a positive socio-emotional atmosphere within the groups. In addition, the findings revealed links between the positive quality of group interactions and the emergence of co- and shared regulation of metacognitive processes. This study highlights the importance of fostering students' acquisition and use of regulation processes during collaborative

  19. Ontology-Based User Profiling for Personalized Acces to Information within Collaborative Learning System

    Directory of Open Access Journals (Sweden)

    Mohammed Amine Alimam

    2014-06-01

    Full Text Available The use of modern educational technology methods has become an important area of research in order to support learning as well as collaboration. This is especially evident with the rise of internet and web 2.0 platforms that have transformed users’ role from mere content consumers to fully content consumers-producers. Furthermore, people engaged in collaborative learning capitalize on one another’s resources and skills, unlike individual learning. This paper proceeds with a categorization of the main tools and functions that characterize the personalization learning aspect, in order to discuss their trade-offs with collaborative learning systems. It proposes a framework of a personalized information research (IR within a collaborative learning system, incorporating the characterization of the research type carried by the query, as well as modeling and constructing semantic users’ profiles. We use the context of the user query into a prediction mechanism of the search type, based on a previous identification of users’ levels and interests. The paper is concluded by presenting experiment results, revealing that the use of the subject ontology extension approach satisfyingly contributes to improvement in the accuracy of system recommendations.

  20. A Participatory Design Approach for the Support of Collaborative Learning and Knowledge Building in Networked Organizations

    Directory of Open Access Journals (Sweden)

    Barbara Kieslinger

    2009-08-01

    Full Text Available Engagement in collaborative learning and knowledge building activities is still a big challenge for many workplace-learning designers. Especially in highly competitive environments people might be reluctant to give away too much of their tacit knowledge. A feeling of ownership and an involvement of the individual in the planning of the learning activities can be important motivational factors. In an international research project called IntelLEO – Intelligent Learning Extended Organization we intend to follow a participatory design approach involving individual workers from the very beginning of the development process. The planned user participation will range from the first conceptual design phase through the different development stages until the final validation of the system. Our hypothesis is that this involvement will increase the motivation of the individuals for collaborative learning and knowledge building activities.

  1. Involving students in a blended course via teacher's initiation in Web-enhanced collaborative learning.

    Science.gov (United States)

    Tsai, Chia-Wen

    2010-10-01

    Teachers of application software in Taiwan have traditionally applied disjointed and out-of-context examples in their teaching, which usually result in ineffective learning outcomes. A Web-enhanced, collaborative learning approach was therefore adopted to help students become involved in a course more positively. Additionally, the teacher provided initiation, establishing the essential knowledge and required skills for students at the beginning of the course in order to help students climb the learning curve. The results showed that students who received Web-enhanced collaborative learning with initiation were significantly more involved than those who did not receive the initiation. Moreover, findings also revealed that the initiation contributed to significant increases in students' involvement at the end of the course. The implications for teachers, schools, and scholars who plan to provide Web-based learning for their students are also discussed.

  2. Project-based learning with international collaboration for training biomedical engineers.

    Science.gov (United States)

    Krishnan, Shankar

    2011-01-01

    Training biomedical engineers while effectively keeping up with the fast paced scientific breakthroughs and the growth in technical innovations poses arduous challenges for educators. Traditional pedagogical methods are employed for coping with the increasing demands in biomedical engineering (BME) training and continuous improvements have been attempted with some success. Project-based learning (PBL) is an academic effort that challenges students by making them carry out interdisciplinary projects aimed at accomplishing a wide range of student learning outcomes. PBL has been shown to be effective in the medical field and has been adopted by other fields including engineering. The impact of globalization in healthcare appears to be steadily increasing which necessitates the inclusion of awareness of relevant international activities in the curriculum. Numerous difficulties are encountered when the formation of a collaborative team is tried, and additional difficulties occur as the collaboration team is extended to international partners. Understanding and agreement of responsibilities becomes somewhat complex and hence the collaborative project has to be planned and executed with clear understanding by all partners and participants. A model for training BME students by adopting PBL with international collaboration is proposed. The results of previous BME project work with international collaboration fit partially into the model. There were many logistic issues and constraints; however, the collaborative projects themselves greatly enhanced the student learning outcomes. This PBL type of learning experience tends to promote long term retention of multidisciplinary material and foster high-order cognitive activities such as analysis, synthesis and evaluation. In addition to introducing the students to experiences encountered in the real-life workforce, the proposed approach enhances developing professional contracts and global networking. In conclusion, despite

  3. Collaborative Anti-jamming in Cognitive Radio Networks Using Minimax-Q Learning

    Directory of Open Access Journals (Sweden)

    Sangeeta Singh

    2013-10-01

    Full Text Available Cognitive radio is an efficient technique for realization of dynamic spectrum access. Since in the cognitive radio network (CRN environment, the secondary users (SUs are susceptible to the random jammers, the security issue of the SU’s channel access becomes crucial for the CRN framework. The rapidly varying spectrum dynamics of CRN along with the jammer’s actions leads to challenging scenario. Stochastic zero-sum game and Markov decision process (MDP are generally used to model the scenario concerned. To learn the channel dynamics and the jammer’s strategy the SUs use reinforcement learning (RL algorithms, like Minimax-Q learning. In this paper, we have proposed the multi-agent multi-band collaborative anti-jamming among the SUs to combat single jammer using the Minimax-Q learning algorithm. The SUs collaborate via sharing the policies or episodes. Here, we have shown that the sharing of the learned policies or episodes enhances the learning probability of SUs about the jammer’s strategies but reward reduces as the cost of communication increases. Simulation results show improvement in learning probability of SU by using collaborative anti-jamming using Minimax-Q learning over single SU fighting the jammer scenario.

  4. Utilizing Collaborative Analysis of Student Learning in Educator Preparation Programs for Continuous Improvement

    Directory of Open Access Journals (Sweden)

    Susan Colby

    2016-12-01

    Full Text Available In this results-oriented era of accountability, educator preparation programs are called upon to provide comprehensive data related to student and program outcomes while also providing evidence of continuous improvement. Collaborative Analysis of Student Learning (CASL is one approach for fostering critical inquiry about student learning. Graduate educator preparation programs in our university used collaborative analysis as the basis for continuous improvement during an accreditation cycle. As authors of this study, we sought to better understand how graduate program directors and faculty used collaborative analysis to inform practice and improve programs. Our findings suggested that CASL has the potential to foster collective responsibility for student learning, but only with a strong commitment from administrators and faculty, purposefully designed protocols and processes, fidelity to the CASL method, and a focus on professional development. Through CASL, programs have the ability to produce meaningful data related to student and program outcomes and meet the requirements for accreditation.

  5. A Framework for Collaborative Networked Learning in Higher Education: Design & Analysis

    Directory of Open Access Journals (Sweden)

    Ghassan F. Issa

    2014-06-01

    Full Text Available This paper presents a comprehensive framework for building collaborative learning networks within higher educational institutions. This framework focuses on systems design and implementation issues in addition to a complete set of evaluation, and analysis tools. The objective of this project is to improve the standards of higher education in Jordan through the implementation of transparent, collaborative, innovative, and modern quality educational programs. The framework highlights the major steps required to plan, design, and implement collaborative learning systems. Several issues are discussed such as unification of courses and program of studies, using appropriate learning management system, software design development using Agile methodology, infrastructure design, access issues, proprietary data storage, and social network analysis (SNA techniques.

  6. Encouraging Innovativeness through Computer-Assisted Collaborative Learning

    Science.gov (United States)

    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…

  7. Students Teaching Students: A Method for Collaborative Learning

    Science.gov (United States)

    Halley, Jean; Heiserman, Courtney; Felix, Victoria; Eshleman, Amy

    2013-01-01

    The Student Small Group Presentation (SSGP) model, a student-centered approach, is introduced and applied to learning communities. Similar to the jigsaw classroom, small groups of students in learning communities are responsible for teaching material to their peers. Unlike other jigsaw techniques, presentation groups in the SSGP teach an entire…

  8. Collaborative Inquiry: Expert Analysis of Blended Learning in Higher Education

    Science.gov (United States)

    Wold, Kari

    2013-01-01

    This paper reports on findings of a university focus group exploring blended learning in higher education. It first describes the findings regarding the amorphous definition of blended learning as well as whether and how universities might engage in the practice. This paper then explains the administrative, instructor, and student variables that…

  9. Gender differences in collaborative learning over online social networks: Epistemological beliefs and behaviors

    Directory of Open Access Journals (Sweden)

    Rosanna Y.-Y. Chan

    2013-09-01

    Full Text Available Online social networks are popular venues for computer-supported collaborative work and computer-supported collaborative learning. Professionals within the same discipline, such as software developers, often interact over various social network sites for knowledge updates and collective understandings. The current study aims at gathering empirical evidences concerning gender differences in online social network beliefs and behaviors. A total of 53 engineering postgraduate students were engaged in a blogging community for collaborative learning. Participants’ beliefs about collaboration and nature of knowledge and knowing (i.e. epistemological beliefs are investigated. More specifically, social network analysis metrics including in-degree, out-degree, closeness centrality, and betweenness centrality are obtained from an 8-interval longitudinal SNA. Methodologically speaking, the current work puts forward mixed methods of longitudinal SNA and quantitative beliefs survey to explore online social network participants’ beliefs and behaviors. The study’s findings demonstrate significant gender differences in collaborative learning through online social networks, including (1 female engineering postgraduate students engage significantly more actively in online communications, (2 male engineering postgraduate students are more likely to be the potential controllers of information flows, and (3 gender differences exist in belief gains related to social aspects, but not individual's epistemic aspects. Overall, participants in both genders demonstrated enhanced beliefs in collaboration as well as the nature of knowledge and knowing.

  10. E-LEARNING PERSONALIZATION BASED ON COLLABORATIVE FILTERING AND LEARNER’S PREFERENCE

    Directory of Open Access Journals (Sweden)

    OUTMANE BOURKOUKOU

    2016-11-01

    Full Text Available Personalized e-learning based on recommender system is recognized as one of the most interesting research field in the education and teaching in this last decade, since, the learning style is specific for each student. In fact from the knowledge of his or her learning style; it is easier to recommend a teaching strategy builds around a collection of the most adequate learning objects to give a better return on the educational level. This work focuses on the design of a personalized e-learning environment based on collaborative filtering and learning styles. Using the learner profile, the device proposed a personalized teaching strategy by selecting and sequencing learning objects fitting with the learners’ learning styles. Moreover, an experiment was conducted to evaluate the performance of our approach. The result reveals the system effectiveness for which it appears that the proposed approach may be promising.

  11. Collaborative Learning in the Remote Laboratory NetLab

    Directory of Open Access Journals (Sweden)

    Jan Machotka

    2008-06-01

    Full Text Available At the University of South Australia (UniSA the practical component of engineering education is considered to be a vital factor in developing university graduate qualities [1]. Practical experiments performed in laboratory facilitate students' abilities to apply their knowledge, work collaboratively, control equipment and analyse the measured data. The remote laboratory NetLab has been developed within the School of Electrical and Information Engineering (EIE. A fully functional system has been used by up to 200 onshore and offshore students to conduct remote experiments every year since 2003. This paper describes the remote laboratory and discusses how collaborative team oriented tasks can be conducted in the online environment. The functionality of NetLab is demonstrated by an example of a remote experiment.

  12. Modelling Global Pattern Formations for Collaborative Learning Environments

    DEFF Research Database (Denmark)

    Grappiolo, Corrado; Cheong, Yun-Gyung; Khaled, Rilla;

    2012-01-01

    We present our research towards the design of a computational framework capable of modelling the formation and evolution of global patterns (i.e. group structures) in a population of social individuals. The framework is intended to be used in collaborative environments, e.g. social serious games...... and computer simulations of artificial societies. The theoretical basis of our research, together with current state of the art and future work, are briefly introduced....

  13. Decentralized Bayesian reinforcement learning for online agent collaboration

    OpenAIRE

    Teacy, W.T.L.; G. Chalkiadakis; Farinelli, A.; Rogers, A.; Jennings, N.R.; McClean, S.; Parr, G.

    2012-01-01

    Solving complex but structured problems in a decentralized manner via multiagent collaboration has received much attention in recent years. This is natural, as on one hand, multiagent systems usually possess a structure that determines the allowable interactions among the agents; and on the other hand, the single most pressing need in a cooperative multiagent system is to coordinate the local policies of autonomous agents with restricted capabilities to serve a system-wide goal. The presence ...

  14. Learning Specific Content in Technology Education: Learning Study as a Collaborative Method in Swedish Preschool Class Using Hands-On Material

    Science.gov (United States)

    Kilbrink, Nina; Bjurulf, Veronica; Blomberg, Ingela; Heidkamp, Anja; Hollsten, Ann-Christin

    2014-01-01

    This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study…

  15. Learners perceptions of technology for design of a collaborative mLearning module

    Directory of Open Access Journals (Sweden)

    Dorothy Dewitt, Saedah Siraj

    2010-12-01

    Full Text Available In Malaysian schools the learning of science does not reflect the nature of science. An instructional module which could address the need for teaching science through a process of scientific discovery and collaboration is required. A developmental research approach with three phases was used to design a collaborative m-Learning module for a topic in s c i e n c e . I n t h e f i r s t p h a s e o f a n a l y s i s , a s u r v e y o f 1 5 8 s t u d e n t s ’ u s e o f t e c h n o l o g y a n d t h e p e r c e p t i o n o f t h e u s e o f computers and mobile phones was completed. Data from the analysis phase indicated the students’ readiness in using online tools such as discussion forums and text messaging with mobiles for learning. Computers were perceived to be useful for learning, but mobile phones were not. The findings from the first phase were used to determine the learning tools to utilize in the design of the module in the second phase. The online learning tools used are wikis and discussion forums. In addition, text messaging using the mobile phone was also employed for individualized quizzes. The collaborative m-Learning module designed, was evaluated by experts for further improvements. The findings indicate that the experts agree that a collaborative Learning module with a variety of learning tools such as wikis, discussion forum and text messaging, could be used for teaching science. In addition, this module could also be used for teaching other subjects.

  16. Physical Activity and Wellness: Applied Learning through Collaboration

    Science.gov (United States)

    Long, Lynn Hunt; Franzidis, Alexia

    2015-01-01

    This article describes how two university professors teamed up to initiate a university-sponsored physical activity and wellness expo in an effort to promote an authentic and transformative learning experience for preservice students.

  17. Beyond Collaboration: Embodied Teacher Learning and the Discourse of Collaboration in Education Reform

    Science.gov (United States)

    Riveros, Augusto

    2012-01-01

    In this paper I highlight the significance of Maurice Merleau-Ponty's contribution to the study of teacher learning. I particularly draw on his notion of "embodiment" to show that professional knowledge is embodied knowledge and that teachers make sense of their professional world through their embodied action. I contrast my…

  18. Implementing Advanced Characteristics of X3D Collaborative Virtual Environments for Supporting e-Learning: The Case of EVE Platform

    Science.gov (United States)

    Bouras, Christos; Triglianos, Vasileios; Tsiatsos, Thrasyvoulos

    2014-01-01

    Three dimensional Collaborative Virtual Environments are a powerful form of collaborative telecommunication applications, enabling the users to share a common three-dimensional space and interact with each other as well as with the environment surrounding them, in order to collaboratively solve problems or aid learning processes. Such an…

  19. Introducing the Collaborative E-Learning Design Method (CoED)

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Buus, Lillian; Nyvang, Tom;

    2015-01-01

    In this chapter, a specific learning design method is introduced and explained, namely the Collaborative E-learning Design method (CoED), which has been developed through various projects in “e-Learning Lab – Centre for User Driven Innovation, Learning and Design” (Nyvang & Georgsen, 2007). We...... briefly situate this method within the wider area of Learning Design, where after we present the theoretical background of the CoED method. We illustrate the method through discussing its concrete implementation in recent projects and discuss its capacities and challenges in relation to other methods...... within the area of learning design. Finally, we discuss some challenges related to the CoED-method and the field of learning design in general....

  20. Partnering to provide simulated learning to address Interprofessional Education Collaborative core competencies.

    Science.gov (United States)

    Murphy, Judy I; Nimmagadda, Jayashree

    2015-05-01

    Learning to effectively communicate and work with other professionals requires skill, yet interprofessional education is often not included in the undergraduate healthcare provider curriculum. Simulation is an effective pedagogy to bring students from multiple professions together for learning. This article describes a pilot study where nursing and social work students learned together in a simulated learning activity, which was evaluated to by the Readiness for Interprofessional Learning Scale (RIPLS). The RIPLS was used before and after the simulated activity to determine if this form of education impacted students' perceptions of readiness to learn together. Students from both professions improved in their RIPLS scores. Students were also asked to identify their interprofessional strengths and challenges before and after the simulation. Changes were identified in qualitative data where reports of strengths and challenges indicated learning and growth had occurred. In conclusion, this pilot study suggests that interprofessional simulation can be an effective method to integrate Interprofessional Education Collaborative core competencies into the curriculum.

  1. Maximum Spanning Tree Model on Personalized Web Based Collaborative Learning in Web 3.0

    CERN Document Server

    Padma, S

    2012-01-01

    Web 3.0 is an evolving extension of the current web environme bnt. Information in web 3.0 can be collaborated and communicated when queried. Web 3.0 architecture provides an excellent learning experience to the students. Web 3.0 is 3D, media centric and semantic. Web based learning has been on high in recent days. Web 3.0 has intelligent agents as tutors to collect and disseminate the answers to the queries by the students. Completely Interactive learner's query determine the customization of the intelligent tutor. This paper analyses the Web 3.0 learning environment attributes. A Maximum spanning tree model for the personalized web based collaborative learning is designed.

  2. Technology Support for Discussion Based Learning: From Computer Supported Collaborative Learning to the Future of Massive Open Online Courses

    Science.gov (United States)

    Rosé, Carolyn Penstein; Ferschke, Oliver

    2016-01-01

    This article offers a vision for technology supported collaborative and discussion-based learning at scale. It begins with historical work in the area of tutorial dialogue systems. It traces the history of that area of the field of Artificial Intelligence in Education as it has made an impact on the field of Computer-Supported Collaborative…

  3. ICT support for students’ collaboration in problem and project based learning

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

    2011-01-01

    This paper reports and analyses quantitative and qualitative data from a study, which seeks a better understanding of how students use various technologies to support their project collaboration activities in a problem and project based learning environment. More generally the aim of the study, a......, and the present paper, is to shed light on students’ technology practices within higher education – particularly in relation to problem and project based learning....

  4. Applying Activity Theory to Computer-Supported Collaborative Learning and Work-Based Activities in Corporate Settings

    Science.gov (United States)

    Collis, Betty; Margaryan, Anoush

    2004-01-01

    Business needs in many corporations call for learning outcomes that involve problem solutions, and creating and sharing new knowledge within workplace situations that may involve collaboration among members of a team. We argue that work-based activities (WBA) and computer-supported collaborative learning (CSCL) are appropriate components for…

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

    Science.gov (United States)

    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,…

  6. The Informal Workplace Learning Experiences of Virtual Team Members: A Look at the Role of Collaborative Technologies

    Science.gov (United States)

    Jones, Frankie S.

    2007-01-01

    This qualitative study explored how collaborative technologies influence the informal learning experiences of virtual team members. Inputs revealed as critical to virtual informal learning were integrated, collaborative technological systems; positive relationships and trust; and organizational support and virtual team management. These inputs…

  7. Applying reflection and moderation in an asynchronous computer-supported collaborative learning environment in campus-based higher education.

    NARCIS (Netherlands)

    Dewiyanti, Silvia; Brand-Gruwel, Saskia; Jochems, Wim

    2007-01-01

    Working together while accomplishing a task is a characteristic of a powerful learning environment that aims at active knowledge construction. Studies have demonstrated that collaborative learning by using asynchronous communication tools can have advantages over collaboration in a face-to-face sett

  8. Project-organized collaborative learning in distance engineering education

    DEFF Research Database (Denmark)

    Knudsen, Morten; Bajard, C.; Helbo, Jan

    2003-01-01

    Transferring a successful on-campus project-organized learning method to distance continued education is complicated by the fact, that the target group as well as the learning environment and forms of communication are fundamentally different. The Master of Industrial Information Technology...... distance education has been selected for experiments with utilization of new information and commu-nication technology and didactic adjustments to make this transfer from on-campus to off-campus a successful endeavor. The adjustments, as well as the assessment of their effect, are based on a system...

  9. A new model in teaching undergraduate research: A collaborative approach and learning cooperatives.

    Science.gov (United States)

    O'Neal, Pamela V; McClellan, Lynx Carlton; Jarosinski, Judith M

    2016-05-01

    Forming new, innovative collaborative approaches and cooperative learning methods between universities and hospitals maximize learning for undergraduate nursing students in a research course and provide professional development for nurses on the unit. The purpose of this Collaborative Approach and Learning Cooperatives (CALC) Model is to foster working relations between faculty and hospital administrators, maximize small group learning of undergraduate nursing students, and promote onsite knowledge of evidence based care for unit nurses. A quality improvement study using the CALC Model was implemented in an undergraduate nursing research course at a southern university. Hospital administrators provided a list of clinical concerns based on national performance outcome measures. Undergraduate junior nursing student teams chose a clinical question, gathered evidence from the literature, synthesized results, demonstrated practice application, and developed practice recommendations. The student teams developed posters, which were evaluated by hospital administrators. The administrators selected several posters to display on hospital units for continuing education opportunity. This CALC Model is a systematic, calculated approach and an economically feasible plan to maximize personnel and financial resources to optimize collaboration and cooperative learning. Universities and hospital administrators, nurses, and students benefit from working together and learning from each other.

  10. The implementation of problem-based learning in collaborative groups in a chiropractic program in Malaysia

    Directory of Open Access Journals (Sweden)

    Ni Ni Win

    2015-05-01

    Full Text Available Purpose: Problem-based learning (PBL is usually conducted in small-group learning sessions with approximately eight students per facilitator. In this study, we implemented a modified version of PBL involving collaborative groups in an undergraduate chiropractic program and assessed its pedagogical effectiveness. Methods: This study was conducted at the International Medical University, Kuala Lumpur, Malaysia, and involved the 2012 chiropractic student cohort. Six PBL cases were provided to chiropractic students, consisting of three PBL cases for which learning resources were provided and another three PBL cases for which learning resources were not provided. Group discussions were not continuously supervised, since only one facilitator was present. The students’ perceptions of PBL in collaborative groups were assessed with a questionnaire that was divided into three domains: motivation, cognitive skills, and perceived pressure to work. Results: Thirty of the 31 students (97% participated in the study. PBL in collaborative groups was significantly associated with positive responses regarding students’ motivation, cognitive skills, and perceived pressure to work (P<0.05. The students felt that PBL with learning resources increased motivation and cognitive skills (P<0.001. Conclusion: The new PBL implementation described in this study does not require additional instructors or any additional funding. When implemented in a classroom setting, it has pedagogical benefits equivalent to those of small-group sessions. Our findings also suggest that students rely significantly on available learning resources.

  11. Creating a knowledge translation trainee collaborative: from conceptualization to lessons learned in the first year

    Directory of Open Access Journals (Sweden)

    Sibbald Shannon

    2011-08-01

    Full Text Available Abstract Trainees (e.g., graduate students, residents, fellows are increasingly identifying knowledge translation as their research discipline. In Canada, a group of trainees have created a trainee-initiated and trainee-led national collaborative to provide a vehicle for trainees to examine the diversity of knowledge translation research and practice, and to link trainees from diverse geographical areas and disciplines. The aim of this paper is to describe our experience and lessons learned in creating the Knowledge Translation Trainee Collaborative. In this meeting report, we outline the process, challenges, and opportunities in planning and experiencing the collaborative's inaugural meeting as participant organizers, and present outcomes and learnings to date.

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

    Science.gov (United States)

    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.

  13. School Library Media Specialist Collaboration with Special Education Personnel in Support of Student Learning

    Directory of Open Access Journals (Sweden)

    Lesley S. J. Farmer

    2009-06-01

    Full Text Available Objective – The objective of this study was to identify factors for effective collaboration between school library media specialists and special education personnel in support of student learning.Methods – A review method was used to examine illustrative studies of collaboration.Results – The analysis revealed studies that represented a variety of methodologies: survey, observation, interview, action research, and participatory ethnography. The review identified cross-study factors that facilitate collaboration between school library media specialists and special educators: shared knowledge via cross-training and regular professional interaction, effective communication skills, and effective educational team planning and co-teaching of meaningful learning activities.Conclusion – The study concluded that school library media specialists and special education personnel need to share their knowledge and expertise about the effective use of appropriate resources and services for students with special needs.

  14. Scaffolding Information Problem Solving in Web-Based Collaborative Inquiry Learning

    Science.gov (United States)

    Raes, Annelies; Schellens, Tammy; De Wever, Bram; Vanderhoven, Ellen

    2012-01-01

    This study investigated the impact of different modes of scaffolding on students who are learning science through a web-based collaborative inquiry project in authentic classroom settings and explored the interaction effects with students' characteristics. The intervention study aimed to improve "domain-specific knowledge" and "metacognitive…

  15. Social media and higher education: Introversion and collaborative learning from the student's perspective

    NARCIS (Netherlands)

    Voorn, R.J.J.; Kommers, Piet A.M.

    2013-01-01

    The aim of this study is to understand how social media contribute to face-to-face collaborative learning by introvert students in higher education. A total of 233 students participated. This study shows that more introvert students perceive that social media are more helpful for increasing their co

  16. ITCOLE Project: Designing Innovative Technology for Collaborative Learning and Knowledge Building.

    Science.gov (United States)

    Leinonen, Teemu; Hakkarainen, Kai; Appelt, Wolfgang; Dean, Philip; Gomez-Skarmetav, A.; Ligorio, Beatrice; Lipponen, Lasse; Merisaari, Samu; Pontecorvo, Clotilde; Sligte, Henk; Vosniadou, Stella

    The purpose of this paper is to describe the pedagogical background and design rationale of ITCOLE (Innovative Technology for Collaborative Learning) software. The ITCOLE software is a highly scalable and easy to use modular environment that supports students' joint efforts to build knowledge together, whether they are primary, secondary, or older…

  17. Developmental Changes in Children's Normative Reasoning across Learning Contexts and Collaborative Roles

    Science.gov (United States)

    Riggs, Anne E.; Young, Andrew G.

    2016-01-01

    What influences children's normative judgments of conventional rules at different points in development? The current study explored the effects of two contextual factors on children's normative reasoning: the way in which the rules were learned and whether the rules apply to the self or others. Peer dyads practiced a novel collaborative board game…

  18. Collaborative Activities Enabled by GroupScribbles (GS): An Exploratory Study of Learning Effectiveness

    Science.gov (United States)

    Looi, Chee-Kit; Chen, Wenli; Ng, Foo-Keong

    2010-01-01

    This paper describes the findings of an exploratory cycle of a design-based research project and examines the learning effectiveness of collaborative activities that are supported by the GroupScribbles (GS) software technology in two Singapore primary science classrooms. The students had ten weeks of GS-based lessons in science, which were…

  19. Semantic Search of Tools for Collaborative Learning with the Ontoolsearch System

    Science.gov (United States)

    Vega-Gorgojo, Guillermo; Bote-Lorenzo, Miguel L.; Asensio-Perez, Juan I.; Gomez-Sanchez, Eduardo; Dimitriadis, Yannis A.; Jorrin-Abellan, Ivan M.

    2010-01-01

    This paper introduces Ontoolsearch, a new search system that can be employed by educators in order to find suitable tools for supporting collaborative learning settings. Current tool search facilities commonly allow simple keyword searches, limiting the accuracy of obtained results. In contrast, Ontoolsearch supports semantic querying of tool…

  20. A Multi-Perspective Collaborative on Teacher Learning for Teachers of Students with Autism Spectrum Disorder

    Science.gov (United States)

    West, Elizabeth A.; Jones, Phyllis; Chambers, Dianne; Whitehurst, Teresa

    2012-01-01

    The purpose of this multi-perspective collaborative research activity was to analyze moments of teacher learning as perceived by a group of teachers who educate students with the label of Autism Spectrum Disorder (ASD). The researchers in this project acknowledge the value of hearing teachers' perspectives on what works for them in their…

  1. Building Evaluation of Collaborative Learning into a WWW-Based Course: Pedagogical and Technical Experiences.

    Science.gov (United States)

    Collis, Betty

    1998-01-01

    A first-year course in the computer-based educational media design curriculum at the University of Twente (Netherlands) uses the World Wide Web as an integrated course environment; collaborative group-based learning is the basis of the instruction. The Web is used to make evaluation-oriented activities part of the ongoing student experience.…

  2. An Evaluation of a Constructivist Online Collaborative Learning Activity: A Case Study on Geometry

    Science.gov (United States)

    Choo, Koo Ah; Eshaq, Ahmad Rafi Mohamed; Samsudin, Khairul Anuar; Guru, Balachandher Krishnan

    2009-01-01

    This paper reports a case study which involved 32 secondary school students participating in an online collaborative learning (OCL) activity known as Diary of Discovering Geometry. This activity aimed to explore the real contents in the learners' surrounding for discovering the spatial concepts and the applications of geometry. The purpose of the…

  3. Using Concept Maps to Facilitate Collaborative Simulation-Based Inquiry Learning

    NARCIS (Netherlands)

    Gijlers, A.H.; Jong, de T.

    2013-01-01

    This study investigates the effect of a shared concept-mapping task on high school students' learning about kinematics in a collaborative simulation-based inquiry setting. Pairs of students were randomly assigned to a concept-mapping condition (12 pairs) or a control condition (13 pairs). Students i

  4. Integrating Technology with Literacy: Using Teacher-Guided Collaborative Online Learning to Encourage Critical Thinking

    Science.gov (United States)

    Simpson, Alyson

    2010-01-01

    This paper reports on classroom-based research that was designed to monitor the integration of information and communication technology (ICT) in a teacher-guided collaborative online learning context to encourage students' critical response to literary texts. The study investigates the premise that an ICT project where children read books and then…

  5. Teacher Professional Development through Collaborative Action Research: Impact on Foreign English-Language Teaching and Learning

    Science.gov (United States)

    Banegas, Dario; Pavese, Anahi; Velazquez, Aurelia; Velez, Sandra Maria

    2013-01-01

    In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students' learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of…

  6. Start with the Syllabus: HELPing Learners Learn through Class Content Collaboration

    Science.gov (United States)

    Blinne, Kristen C.

    2013-01-01

    In this teaching reflection, the author discusses the benefits of incorporating learners' input into classroom content design, starting with the syllabus, to invite a more democratic learning process. She suggests four guiding questions teachers can employ throughout their courses, working with learners to create a collaborative classroom culture…

  7. Pattern Discovery for the Design of Face-to-Face Computer-Supported Collaborative Learning Activities

    Science.gov (United States)

    Capponi, Maria Francisca; Nussbaum, Miguel; Marshall, Guillermo; Lagos, Maria Ester

    2010-01-01

    This paper presents a methodology of discovering social action patterns in collaborative learning activities for use in improving activity design, and in particular for restructuring existing designs involving face-to-face social actions to enhance their social dynamics and thus better ensure the achievement of a specified aim. An activity in this…

  8. Factors Affecting Teachers' Perceived Readiness for Online Collaborative Learning: A Case Study in Malaysia

    Science.gov (United States)

    Koo, Ah-Choo

    2008-01-01

    This paper investigates factors affecting the perceived readiness for online collaborative learning (OCL) of a sample of 86 mathematics teachers from 12 secondary schools. Descriptive analysis, factor analysis, confirmatory factor analysis and structure equation modeling were used to analyze the data. A moderately fit model was generated and able…

  9. A Genetic Algorithm Approach for Group Formation in Collaborative Learning Considering Multiple Student Characteristics

    Science.gov (United States)

    Moreno, Julian; Ovalle, Demetrio A.; Vicari, Rosa M.

    2012-01-01

    Considering that group formation is one of the key processes in collaborative learning, the aim of this paper is to propose a method based on a genetic algorithm approach for achieving inter-homogeneous and intra-heterogeneous groups. The main feature of such a method is that it allows for the consideration of as many student characteristics as…

  10. Organizational Learning for Library Enhancements: A Collaborative, Research-Driven Analysis of Academic Department Needs

    OpenAIRE

    Loo, Jeffery L.; Dupuis, Elizabeth A.

    2014-01-01

    This article presents a qualitative evaluation methodology of academic departments for library organizational learning and library enhancement planning. This evaluation used campus units’ academic program review reports as a data source and employed collaborative content analysis by library liaisons to extract departmental strengths, weaknesses, opportunities, threats, and priorities. We illustrate how a systematic review of internal planning documents facilitates the understanding of program...

  11. Effects of Collaborative Online Learning on EFL Learners' Writing Performance and Self-Efficacy

    Science.gov (United States)

    Tai, Hung-Cheng

    2016-01-01

    This study explored the effects of collaborative writing instruction on undergraduate nursing students' writing performance and self-efficacy beliefs within an online learning system. A single-group experimental study utilized two instruments, the NCEEC (National College Entrance Examination Center) writing grading criteria (the SRCT) and a…

  12. Student Teachers' Skills in the Implementation of Collaborative Learning: A Multilevel Approach

    Science.gov (United States)

    Ruys, Ilse; Van Keer, Hilde; Aelterman, Antonia

    2011-01-01

    This study explores the development of student teachers' skills in implementing collaborative learning (CL) using a multilevel repeated measures design. Participants were 105 pre-service teachers that were trained in CL implementation. The results indicate that student teachers generally perform well in implementing CL. Further, it appears that…

  13. Understanding Special Educators' Learning Opportunities in Collaborative Groups: The Role of Discourse

    Science.gov (United States)

    Leko, Melinda M.; Kiely, Mary Theresa; Brownell, Mary T.; Osipova, Anna; Dingle, Mary P.; Mundy, Charlotte A.

    2015-01-01

    The purpose of this study was to investigate the discourse patterns characterizing individual special education teachers as they participated in a collaborative professional development (PD) group, and how these individual discourse patterns influenced other group members' opportunities to learn about reading instruction for upper elementary…

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

    Science.gov (United States)

    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)…

  15. Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning

    Science.gov (United States)

    Fischer, Frank; Kollar, Ingo; Stegmann, Karsten; Wecker, Christof

    2013-01-01

    This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its 4 types of components of internal and external scripts (play, scene, role, and scriptlet) and 7 principles, this theory addresses the question of how CSCL practices are shaped by dynamically reconfigured internal…

  16. Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness

    NARCIS (Netherlands)

    Fransen, Jos; Kirschner, Paul A.; Erkens, Gijsbert

    2010-01-01

    Fransen, J., Kirschner, P. A., & Erkens, G. (2011). Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness. Computers in Human Behavior, 27(3), 1103-1113. doi:10.1016/j.chb.2010.05.017

  17. Effective Student Teams for Collaborative Learning in an Introductory University Physics Course

    Science.gov (United States)

    Harlow, Jason J. B.; Harrison, David M.; Meyertholen, Andrew

    2016-01-01

    We have studied the types of student teams that are most effective for collaborative learning in a large freshman university physics course. We compared teams in which the students were all of roughly equal ability to teams with a mix of student abilities, we compared teams with three members to teams with four members, and we examined teams with…

  18. A Web-Based Tool for Collaboration and Transdisciplinary Learning Design in Communities of Practice

    DEFF Research Database (Denmark)

    Vestergård, Erik; Hansen, Gitte Riis; Storm*, Helle

    2016-01-01

    idématch is a digital, web-based, and non-commercial platform developed by associate professors from University College Zealand, in cooperation with private enterprises, municipalities, and students. It is designed to bring students, public and private organizations, and citizens together......, and the development of analytical, experiential, experimental, and management competencies. Index Terms — collaborative, innovation, learning design, transdisciplinary....

  19. Does Gender Matter? Collaborative Learning in a Virtual Corporate Community of Practice

    Science.gov (United States)

    Tomcsik, Rachel E.

    2010-01-01

    The purpose of this study was to investigate how gender identity construction in virtuality and actuality affect collaborative learning in a corporate community of practice. As part of a virtual ethnographic design, participants were employees from a major American corporation who were interested specifically in social networking applications. The…

  20. ICME International Survey on Teachers Working and Learning through Collaboration: June 2016

    Science.gov (United States)

    Robutti, Ornella; Cusi, Annalisa; Clark-Wilson, Alison; Jaworski, Barbara; Chapman, Olive; Esteley, Cristina; Goos, Merrilyn; Isoda, Masami; Joubert, Marie

    2016-01-01

    This article presents preliminary results from a survey commissioned for ICME 13 (2016) focusing on "Teachers Working and Learning Through Collaboration". It takes as a starting point a previous survey, commissioned for ICME 10 in 2004 that focused on Mathematics Teacher Education. The current survey focuses centrally on teachers…

  1. Organizational Learning for Library Enhancements: A Collaborative, Research-Driven Analysis of Academic Department Needs

    Science.gov (United States)

    Loo, Jeffery L.; Dupuis, Elizabeth A.

    2015-01-01

    This article presents a qualitative evaluation methodology of academic departments for library organizational learning and library enhancement planning. This evaluation used campus units' academic program review reports as a data source and employed collaborative content analysis by library liaisons to extract departmental strengths, weaknesses,…

  2. Evaluation as a Collaborative Activity to Learn Content Knowledge in a Graduate Course

    Science.gov (United States)

    Hughes, Bob; Arbogast, Janet; Kafer, Lindsey; Chen, Julianna

    2014-01-01

    Teaching graduate students to conduct evaluations is typically relegated to evaluation methods courses. This approach misses an opportunity for students to collaboratively use evaluation skills to explore content. This article examines a graduate course, Issues in Adult Basic Education, in which students learned evaluation methods concurrently…

  3. Language-Learning Strategies: A Case for Cross-Curricular Collaboration

    Science.gov (United States)

    Harris, Vee; Grenfell, Michael

    2004-01-01

    This paper addresses the case for collaboration between English and modern languages teachers and researchers in teaching and learning languages. The British context is set out against a background of government initiatives to raise secondary pupils' literacy skills. Salient trends in the teaching approach of English (L1) and modern language (ML)…

  4. Boundary Crossing in R&D Projects in Schools: Learning through Cross-Professional Collaboration

    Science.gov (United States)

    Schenke, Wouter; van Driel, Jan; Geijsel, Femke P.; Volman, Monique L. L.

    2017-01-01

    Background/Context: School leaders, teachers, and researchers are increasingly involved in collaborative research and development (R&D) projects in schools, which encourage crossing boundaries between the fields of school and research. It is not clear, however, what and how professionals in these projects learn through cross-professional…

  5. Transforming Educational and Business Practices in Belarus: Collaborative Learning at a Distance.

    Science.gov (United States)

    Langlois, Gaytha A.; Litoff, Judy Barrett; Ilacqua, Joseph A.

    2003-01-01

    Describes the Bryant College Collaborative Learning at a Distance (CLD) program in Belarus. Program components include Web-based courses, international virtual roundtable discussions via e-mail, seminars on business skills and Web design, Internet protocol video conferencing between the United States and Belarus, a faculty exchange and training…

  6. Reusable Learning Objects for Medical Education: Evolving a Multi-institutional Collaboration

    NARCIS (Netherlands)

    D. Leeder; T. Davies; A. Hall

    2004-01-01

    textabstractIn early 2002 a number of UK HE institutions founded a collaborative project to produce a bank of high quality e-learning resources to support and enhance teaching in the traditionally difficult area of statistics, epidemiology and research skills. Creation of these resources is very cos

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

    Science.gov (United States)

    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…

  8. The Effect of Online Collaborative Learning on Middle School Student Science Literacy and Sense of Community

    Science.gov (United States)

    Wendt, Jillian Leigh

    2013-01-01

    This study examines the effects of online collaborative learning on middle school students' science literacy and sense of community. A quantitative, quasi-experimental pretest/posttest control group design was used. Following IRB approval and district superintendent approval, students at a public middle school in central Virginia completed a…

  9. Implementing a Collaborative Consultation Model To Improve Success in Mainstream Courses for Secondary Learning Disabled Students.

    Science.gov (United States)

    Jellie, Carol Rees

    This practicum developed a program to improve the mainstreaming of secondary level students with learning disabilities through provision of: (1) inservice training workshops on the topic of collaborative consultation for regular and exceptional (special) educators, and (2) study skills seminars for the students. In addition to the inservice…

  10. Developing a Tiered Response Model for Social-Emotional Learning through Interdisciplinary Collaboration

    Science.gov (United States)

    Maras, Melissa A.; Thompson, Aaron M.; Lewis, Christie; Thornburg, Kathy; Hawks, Jacqueline

    2015-01-01

    A tiered response model for social-emotional learning (SEL) is needed to address the significant mental health needs of young people in this country. In collaboration with other school mental health professionals, school psychologists have a unique expertise that situates them to be systems change agents in this work. This article describes a…

  11. The Effects of Gender Variety and Power Disparity on Group Cognitive Complexity in Collaborative Learning Groups

    Science.gov (United States)

    Curseu, Petru Lucian; Sari, Kimzana

    2015-01-01

    This study sets up to test the extent to which gender variety moderates the impact of power disparity on group cognitive complexity (GCC) and satisfaction with the group in a collaborative learning setting. Using insights from gender differences in perceptions, orientations and conflict handling behavior in negotiation, as well as gender…

  12. Adaptive and Intelligent Systems for Collaborative Learning Support: A Review of the Field

    Science.gov (United States)

    Magnisalis, I.; Demetriadis, S.; Karakostas, A.

    2011-01-01

    This study critically reviews the recently published scientific literature on the design and impact of adaptive and intelligent systems for collaborative learning support (AICLS) systems. The focus is threefold: 1) analyze critical design issues of AICLS systems and organize them under a unifying classification scheme, 2) present research evidence…

  13. A Social Network Analysis of Teaching and Research Collaboration in a Teachers' Virtual Learning Community

    Science.gov (United States)

    Lin, Xiaofan; Hu, Xiaoyong; Hu, Qintai; Liu, Zhichun

    2016-01-01

    Analysing the structure of a social network can help us understand the key factors influencing interaction and collaboration in a virtual learning community (VLC). Here, we describe the mechanisms used in social network analysis (SNA) to analyse the social network structure of a VLC for teachers and discuss the relationship between face-to-face…

  14. A Collaborative Approach to Experiential Learning in University Newswriting and Editing Classes: A Case Study

    Science.gov (United States)

    Parks, Perry

    2015-01-01

    This case study examines a creative approach by two journalism professors to enhance experiential learning in separate skills-based newswriting and editing courses by collaborating to produce a live online news report from campus each week on a four-hour deadline. The study builds on previous research into how innovative classroom structures that…

  15. The Impact of Individual, Competitive, and Collaborative Mathematics Game Play on Learning, Performance, and Motivation

    Science.gov (United States)

    Plass, Jan L.; O'Keefe, Paul A.; Homer, Bruce D.; Case, Jennifer; Hayward, Elizabeth O.; Stein, Murphy; Perlin, Ken

    2013-01-01

    The present research examined how mode of play in an educational mathematics video game impacts learning, performance, and motivation. The game was designed for the practice and automation of arithmetic skills to increase fluency and was adapted to allow for individual, competitive, or collaborative game play. Participants (N = 58) from urban…

  16. Envisioning Collaborative Composing in Music Education: Learning and Negotiation of Meaning in "operabyyou.com"

    Science.gov (United States)

    Partti, Heidi; Westerlund, Heidi

    2013-01-01

    This qualitative instrumental case study examines collaborative composing in the "operabyyou.com" online music community from the perspective of learning by utilising the concept of a "community of practice" as a heuristic frame. The article suggests that although informal music practices offer important opportunities for…

  17. Characterizing Variability in Smestad and Gratzel's Nanocrystalline Solar Cells: A Collaborative Learning Experience in Experimental Design

    Science.gov (United States)

    Lawson, John; Aggarwal, Pankaj; Leininger, Thomas; Fairchild, Kenneth

    2011-01-01

    This article describes a collaborative learning experience in experimental design that closely approximates what practicing statisticians and researchers in applied science experience during consulting. Statistics majors worked with a teaching assistant from the chemistry department to conduct a series of experiments characterizing the variation…

  18. Constructing Knowledge: An Experience of Active and Collaborative Learning in ICT Classrooms

    Science.gov (United States)

    Pinheiro, Margarida M.; Simoes, Dora

    2012-01-01

    This paper reports on the impact of the implementation of active and collaborative practices in ICT (information and communication technologies) classrooms. Both of these approaches convey a lot of responsibility from the teacher to the students and the hoping, as backed up by the literature, is to promote deeper learning and reasoning skills at a…

  19. Collaborative Learning and Positive Experiences: Does Letting Students Choose Their Own Groups Matter?

    Science.gov (United States)

    Ciani, Keith D.; Summers, Jessica J.; Easter, Matthew A.; Sheldon, Kennon M.

    2008-01-01

    This study used self-determination theory as a framework to examine the relationship between choice regarding group membership and student motivation within classrooms that use collaborative learning as an instructional tool. Data were collected from over 500 students across seven classrooms from a large university in the Midwestern United States.…

  20. ICT as a tool for collaboration in the classroom – challenges and lessons learned

    Directory of Open Access Journals (Sweden)

    Jacob Davidsen

    2010-12-01

    Full Text Available This paper presents data and results from a study on collaboration and self-directed learning in two second year-classes in a Danish school. Learners at ages eight and nine use interactive screens as a learning tool, and more than 150 hours of video data have been collected from the classrooms over a period of ten months. Through detailed inspection of video data, patterns of interaction and ways of collaborating are analysed. Analyses show that the participation patterns of the young learners are crucial to their learning outcome, and also that the role and actions of the teacher are decisive factors in the successful employment of this specific learning design. This paper presents examples of detailed analyses of parts of the data material. Among other things, findings include that collaboration between learners have gender issues, and that addressing topics such as collaborative and communicative skills require careful pre-teaching planning and classroom-observations by the teachers in charge.

  1. Integrating Computer-Supported Collaborative Learning into the Classroom: The Anatomy of a Failure

    Science.gov (United States)

    Baker, M.; Bernard, F.-X.; Dumez-Feroc, I.

    2012-01-01

    We present an analysis of a longitudinal case study whose aim was to understand the processes of integration of a face-to-face and networked collaborative learning technology and pedagogy into a secondary school history-geography classroom. Students carried out a sequence of argumentative tasks relating to sustainable development, including…

  2. Collaborative Strategic Reading for Students with Learning Disabilities in Upper Elementary Classrooms

    Science.gov (United States)

    Boardman, Alison G.; Vaughn, Sharon; Buckley, Pamela; Reutebuch, Colleen; Roberts, Greg; Klingner, Janette

    2016-01-01

    Sixty fourth- and fifth-grade general education teachers were randomly assigned to teach Collaborative Strategic Reading (CSR; Klingner, Vaughn, Boardman, & Swanson, 2012), a set of reading comprehension strategies, or to a business-as-usual comparison group. Results demonstrate that students with learning disabilities (LD) who received CSR…

  3. Examining the Influence of Structured Collaborative Learning Experiences for Graduate Students

    Science.gov (United States)

    Jones, Elizabeth A.

    2014-01-01

    Classroom experiences influence a diverse array of student outcomes, such as academic and cognitive development, interpersonal skills, and the amount of time students engage in academic activities. Collaborative learning is an important pedagogy that is particularly meaningful for graduate students, who are often adults returning to college. This…

  4. A Comparative Study of Collaborative Learning in "Paper Scribbles" and "Group Scribbles"

    Science.gov (United States)

    Hao, Chen Fang

    2010-01-01

    "Paper Scribbles" (PS) consisting of markers, vanguard sheets and 3M "Post-It" notes, is a pedagogical tool to harness collective intelligence of groups for collaborative learning in the classroom. Borrowing the key features of PS and yet avoiding some of their physical limitations, a computer-based tool called "Group…

  5. Staff-Student Collaboration: Student Learning from Working Together to Enhance Educational Practice in Higher Education

    Science.gov (United States)

    Dickerson, Claire; Jarvis, Joy; Stockwell, Lewis

    2016-01-01

    The association of research and teaching, and the roles and responsibilities of students and academic staff and the nature of their interrelationship are important issues in higher education. This article presents six undergraduate student researchers' reports of their learning from collaborating with academic staff to design, undertake and…

  6. Design of a Competitive and Collaborative Learning Strategy in a Communication Networks Course

    Science.gov (United States)

    Regueras, L. M.; Verdu, E.; Verdu, M. J.; de Castro, J. P.

    2011-01-01

    In this paper, an educational methodology based on collaborative and competitive learning is proposed. The suggested approach has been successfully applied to an undergraduate communication networks course, which is part of the core curriculum of the three-year degree in telecommunications engineering at the University of Valladolid in Spain. This…

  7. Turning Experience into Learning: Educational Contributions of Collaborative Peer Songwriting during Music Therapy Training

    Science.gov (United States)

    Baker, Felicity; Krout, Robert

    2012-01-01

    This article reports on a study of 21 Australian and United States (US) tertiary/university students involved in training to become professional music therapists. The study aimed to identify the learning outcomes--musical, professional, and personal--that occurred when students participated in collaborative peer songwriting experiences. Student…

  8. The Use of Collaboration Tools when Teaching with Learning Content Management Systems (LCMS)

    Science.gov (United States)

    Mncube-Barnes, Fatima Maria

    2010-01-01

    This study was designed to determine whether faculty members utilized collaboration tools within Desire2Learn Inc., in accordance with Chickering and Gamson's (1987) "Seven Principles of Good Practice: A Framework for Evaluating Effective Teaching in Undergraduate Education." The population for this study was faculty members at…

  9. Co-Located Collaborative Learning Video Game with Single Display Groupware

    Science.gov (United States)

    Infante, Cristian; Weitz, Juan; Reyes, Tomas; Nussbaum, Miguel; Gomez, Florencia; Radovic, Darinka

    2010-01-01

    Role Game is a co-located CSCL video game played by three students sitting at one machine sharing a single screen, each with their own input device. Inspired by video console games, Role Game enables students to learn by doing, acquiring social abilities and mastering subject matter in a context of co-located collaboration. After describing the…

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

    Science.gov (United States)

    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…

  11. Examining Pre-Service Teacher Competence in Lesson Planning Pertaining to Collaborative Learning

    Science.gov (United States)

    Ruys, Ilse; Van Keer, Hilde; Aelterman, Antonia

    2012-01-01

    Taking into account the merits of anticipatory reflection, instructional planning is perceived as an important process in the professionalization of teachers. When implementing a complex instructional strategy such as collaborative learning (CL), a thorough preparation becomes even more important. The purpose of the present study was to…

  12. The learning teacher in a collaborative lesson study team within the context of mathematics

    NARCIS (Netherlands)

    Goei, Sui Lin; Verhoef, Nellie

    2015-01-01

    This paper summarises results of two studies on teachers’ learning when participating in a collaborative Lesson Study team within the context of mathematics teaching. In study one, Lesson Study was used in the classic way of preparing, designing, executing and reflecting on the research lesson. Teac

  13. Impact of Collaborative Groups versus Individuals in Undergraduate Inquiry-Based Astronomy Laboratory Learning Exercises

    Science.gov (United States)

    Sibbernsen, Kendra J.

    2014-01-01

    A mixed-method quasi-experimental study was designed to determine how 130 undergraduates in an introductory astronomy survey course laboratory changed their understanding of scientific inquiry working as individuals in relative isolation compared to working in small, collaborative learning groups when using specially designed astronomy curricula…

  14. Visualization of agreement and discussion processes during computer-supported collaborative learning

    NARCIS (Netherlands)

    Janssen, J.J.H.M.; Erkens, G.; Kanselaar, G.

    2007-01-01

    This study examined the effects of the shared space (SS) on students’ behaviors in a computer-supported collaborative learning (CSCL) environment. The SS visualizes discussion and agreement during online discussions. It was hypothesized the SS would increase the media richness of the CSCL-environmen

  15. Finding Quantitative Trait Loci Genes with Collaborative Targeted Maximum Likelihood Learning.

    Science.gov (United States)

    Wang, Hui; Rose, Sherri; van der Laan, Mark J

    2011-07-01

    Quantitative trait loci mapping is focused on identifying the positions and effect of genes underlying an an observed trait. We present a collaborative targeted maximum likelihood estimator in a semi-parametric model using a newly proposed 2-part super learning algorithm to find quantitative trait loci genes in listeria data. Results are compared to the parametric composite interval mapping approach.

  16. A Collaborative Inquiry into Museum and Library Early Learning Services

    Science.gov (United States)

    Sirinides, Phil; Fink, Ryan; DuBois, Tesla

    2016-01-01

    As states, cities, and communities take a more active role in ensuring that all children have access to high quality experiences and opportunities to learn, many are looking to museums and libraries as part of the early childhood education system. Museums and libraries can play a critical role in these efforts, and there is clear momentum and…

  17. TANGO, an International Collaborative Bilingual E-Learning Project

    Science.gov (United States)

    Álvarez-Mayo, Carmen

    2016-01-01

    TANGO (Álvarez-Mayo, 2013) uses the cultural aspects of foreign languages to promote oral interaction, enabling students to become self-regulated learners. Through TANGO, foreign language students learn about the cultural intricacies of the Target Language (TL) and use the TL to practise and further develop their oral skills with a partner who is…

  18. Learning to Teach Literacy through Collaborative Discussions of Student Work

    Science.gov (United States)

    Hughes, Marie Tejero; Parker-Katz, Michelle; Balasubramanian, Anita

    2013-01-01

    Despite the high numbers of students with disabilities struggling with literacy, few teachers report feeling well prepared to address it. Most students with disabilities encounter challenges in reading and professional development can help teachers learn a range of ways to address those. In this article, we discuss a professional development…

  19. Acompanar Obediciendo: Learning to Help in Collaboration with Zapatista Communities

    Science.gov (United States)

    Simonelli, Jeanne; Earle, Duncan; Story, Elizabeth

    2004-01-01

    Joint service-learning programs of Wake Forest University and the University of Texas-El Paso are working to develop an anthropologically-informed service model for/with the authors' Universities, our students, and our community colleagues. Building on extensive ethnographic fieldwork and experience leading experiential programs, the model results…

  20. Interrogative Model of Inquiry and Computer-Supported Collaborative Learning.

    Science.gov (United States)

    Hakkarainen, Kai; Sintonen, Matti

    2002-01-01

    Examines how the Interrogative Model of Inquiry (I-Model), developed for the purposes of epistemology and philosophy of science, could be applied to analyze elementary school students' process of inquiry in computer-supported learning. Suggests that the interrogative approach to inquiry can be productively applied for conceptualizing inquiry in…