scholarly journals LRDC: Learning Resource Diffusion Based on Credibility for Computer-Supported Collaborative Learning

2021 ◽  
Vol 2021 ◽  
pp. 1-13
Author(s):  
Peng Li ◽  
Yuanru Cui ◽  
Qian Liu ◽  
Meirui Ren ◽  
Longjiang Guo ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Success Rate ◽  
Diffusion Mechanism ◽  
Opportunistic Networks ◽  
Learning Activities ◽  
Buffer Size ◽  
Learning Resources ◽  
Message Delivery ◽  
Computer Supported Collaborative Learning ◽  
Learning Resource

Computer-supported collaborative learning (CSCL) is a learning strategy that gathers students together on campus through mobile application software on intelligent handheld devices to carry out creative exploration learning activities and social interaction learning activities. Learning resource diffusion is a very important constituent part of CSCL mobile software. However, learners will receive or forward a large number of learning resources such that short video, images, or short audio which will increase the energy consumption of forwarding nodes and reduce the message delivery success rate. How to improve the message delivery success rate is an urgent problem to be solved. To solve the aforementioned problem, this paper mainly studies the diffusion of learning resources in campus opportunistic networks based on credibility for CSCL. In campus opportunistic networks, learners who participate in collaborative learning can obtain the desired learning resources through the distribution and sharing of learning resources. Learning resource diffusion depends on the credibility of learners who participate in collaborative learning. However, the existing classical algorithms do not take into account the credibility between learners. Firstly, the concept of credibility in campus opportunistic networks is proposed, and the calculation method of credibility is also presented. Next, the problem of node initialization starvation is solved in this paper. The node initialization starvation phase of collaborative learning is defined and resolved in campus opportunistic networks. Based on the information of familiarity and activity between nodes formed in the process of continuous interaction, a learning resource diffusion mechanism based on node credibility is proposed. Finally, the paper proposes a complete learning resource diffusion algorithm based on credibility for computer-supported collaborative learning (LRDC for short) to improve the delivery success rate of learning resources on the campus. Extensive simulation results show that the average message diffusion success rate of LDRC is higher than that of classical algorithms such as DirectDeliver, Epidemic, FirstContact, and SprayAndWait under the different transmission speed, buffer size, and initial energy, which is averagely improved by 46.83%, 44.43%, and 45.6%, respectively. The scores of LRDC in other aspects are also significantly better than these classical algorithms.

scholarly journals The Diversity of Pteridophyta at Mountain Telomoyo as Biology Learning Resources

2021 ◽  
Vol 3 (2) ◽  
pp. 18
Author(s):  
Muhammad Radian Nur Alamsyah ◽  
Sekar Jati Pamungkas
Keyword(s):  
Sampling Technique ◽  
Learning Activities ◽  
Learning Resources ◽  
Mountain Area ◽  
Learning Resource ◽  
Science Process Skills ◽  
Biology Learning ◽  
The Right ◽  
Development Of Students ◽  
Scientific Learning

<p><em>The identification and utilization of pteridophyta diversity in the Telomoyo mountain area in learning activities has not been implemented. On the other hand, Biology as a science subject needs to be presented through scientific learning to encourage the development of students' science process skills. The type of learning resource by utilization is the right type to be used in scientific learning. These learning resources are found mainly in nature. Based on this, this study aims to identify the diversity of pteridophyta in Mount Telomoyo and to analyze their feasibility as a source of Biology learning at the high school. This study uses a descriptive exploratory method. The observation plot was determined to be 2 meters wide from the right and left side  along the climbing route, using a purposive sampling technique. Analysis of learning resources using benchmarks by Djohar (1974). The results, there are 13 species of pteridophyta which can be classified into 12 genera, 10 families, 4 orders, and 2 divisions. Biology material that is appropriate for the application of learning resources is the Scope of Biology with a 75% suitability level. The results of the feasibility analysis of learning resources generally obtained a very feasible category (87%).</em></p>

Perspectives on Tools for Computer-Supported Collaborative Learning

2012 ◽  
Vol 8 (4) ◽  
pp. 1-7 ◽  
Author(s):  
Tharrenos Bratitsis ◽  
Stavros Demetriadis
Keyword(s):  
Collaborative Learning ◽  
Small Groups ◽  
Teaching And Learning ◽  
Research Field ◽  
Learning Activities ◽  
Computer Supported Collaborative Learning ◽  
Shared Meanings ◽  
The Past ◽  
Computer Mediated ◽  
Opportunities For Learning

Computer Supported Collaborative Learning (CSCL) is a research field which emerged during the past 20 years. The research addressed questions in CSCL including – among others - how groups and individuals learn through peer interaction using specific tools, how small groups interact and develop shared meanings over time, how teachers orchestrate collaborative learning activities in the classroom with the support of technology, how institutions change and create new conditions for teaching and learning, and even how the opportunities for learning change as society adopts new models for education. Following the constructivistic and socio-cultural approaches in learning, numerous CSCL tools have been designed, developed and tested over the years. Although they can be classified in various ways, the distinction between systemic and dialogic types of tools and approaches is adopted in this paper. Following this categorization, four interesting research approaches, each focusing on a different kind of computer mediated tool are presented, designating the diversity of research within the CSCL field.

scholarly journals The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education

Revista EIA ◽  
2021 ◽  
Vol 18 (35) ◽  
Author(s):  
Leovy Echeverría Rodríguez ◽  
Ruth Cobos
Keyword(s):  
Collaborative Learning ◽  
Blended Learning ◽  
Computer Science ◽  
Learning Experience ◽  
Learning Experiences ◽  
Learning Activities ◽  
Computer Supported Collaborative Learning ◽  
Motivational Messages ◽  
The Impact ◽  
Academic Year

The outcomes presented in this paper are associated with the impact of motivational messages sent by a Motivation Booster to the students that participated in blended learning experiences. The aim of the Motivation Booster is to provide personalized and summarized feedback, by means of motivational messages, to the users of Computer-Supported Collaborative Learning systems on their completed collaborative learning activities. The developed Motivation Booster was integrated into the Moodle system. Two blended learning experiences were put into practice at the Universidad Pontificia Bolivariana Montería (Colombia) over an academic year with students enrolled in the course called “Software Engineering” at the Computer Science Department. A group of students participated in the first blended learning experience, and they used the Moodle system without the Motivation Booster. And another group of students participated in the second blended learning experience, where they used Moodle with the developed Motivation Booster. The experimental results give us evidences that the students felt more motivated to work with the Moodle system when they received motivational messages due to the Motivation Booster. Especially students were stimulated to work in a group manner.

Collaborative Learning Activity Design

2010 ◽  
pp. 38-51 ◽  
Author(s):  
Helen Durham ◽  
Katherine Arrell ◽  
David DiBiase
Keyword(s):  
Collaborative Learning ◽  
Spatial Location ◽  
Development Stage ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Material ◽  
Learning Resources ◽  
E Learning ◽  
High Level ◽  
Activity Design

Collaborative learning activity design (CLAD) is a multi-institution approach to the creation of e-learning material from the design phase through the development stage and onto the embedding of learning activities into existing modules at higher education institutions on both sides of the Atlantic. This was the approach taken by a group of academic and e-learning material developers at the Pennsylvania State University and the University of Leeds to develop a series of learning activities to support the use and understanding of the global positioning system (GPS). Aided by concept mapping, a Guidance Toolkit and Web conferencing facilities, the group worked seamlessly at producing a series of e-learning resources, including the basics of turning on a GPS unit and obtaining a spatial location, GPS data properties and GPS components, differential correction, and sources of GPS error and error correction. This chapter reflects on the success of this project, which, authors believe, hinged on the following: a clear vision in defining the learning outcomes of the collaborative resources; appropriate tools and technologies to support and facilitate the collaboration; excellent communication and a high level of trust between collaborators; and the identification of a robust iterative methodology to produce reusable e-learning resources.

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