The LEAD Project: Computer Support for Face-to-Face Collaborative Learning

2006 ◽  
pp. 579-584 ◽  
Author(s):  
Wouter van Diggelen ◽  
Maarten Overdijk
Keyword(s):  
Collaborative Learning ◽  
Computer Support ◽  
Face To Face

A Case Study of Student Use of Asynchronous Bulletin Board Systems (BBS) to Support Reflection and Evaluation

2002 ◽  
Vol 30 (4) ◽  
pp. 365-377 ◽  
Author(s):  
Susan M. Land ◽  
Michele M. Dornisch
Keyword(s):  
Collaborative Learning ◽  
Bulletin Board ◽  
Discussion Forums ◽  
Computer Supported Collaborative Learning ◽  
Communication Tools ◽  
Web Based ◽  
Face To Face ◽  
Recent Interest ◽  
Face To Face Instruction

Recent interest in computer-supported collaborative learning (CSCL) has prompted educators to incorporate communication tools into their courses. This article reports findings of students' use of two Web-based discussion forums across two semesters to supplement face-to- face instruction. By tracking the discussions, we discovered that when students initiated reflection and integration of perspectives, they did so through concessions and oppositions to the postings of their peers. Findings point to the importance of explicit scaffolding of conversations to encourage student sharing and evaluation of perspectives.

scholarly journals Enhancing Students’ Collaborative Learning Experiences with Laurillard’s Conversational Framework

2020 ◽  
Vol 1 (1) ◽  
pp. 152-167
Author(s):  
Yong Fen Yu ◽  
Neo Mai ◽  
Hew Soon Hin
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Learning Experiences ◽  
Pedagogical Practice ◽  
Face To Face

Collaborative learning (CL) is becoming increasingly recognised as a popular pedagogical practice in higher education that promotes socialization and learning among students. However, the use of collaborative learning does risk placing too much responsibility on the learner and reducing face-to-face interaction with the educator. Therefore, there is a need for educators to find a balance in the interaction and engagement with students to help improve their perceived collaborative learning experiences.

Collaborative Learning in Dynamic Group Environments

2011 ◽  
pp. 1-14 ◽  
Author(s):  
Kamen Kanev ◽  
Shigeo Kimura
Keyword(s):  
Collaborative Learning ◽  
Computer Supported Collaborative Learning ◽  
Joint Work ◽  
Educational Materials ◽  
Face To Face ◽  
Group Management ◽  
Dynamic Group ◽  
Surface Code ◽  
Printed Materials ◽  
Printed Educational Materials

This chapter is dedicated to Computer-Supported Collaborative Learning (CSCL) employing dynamic groups, where at different stages students work independently, interact with each other in pairs, and conduct joint work in larger groups with varying numbers of participants. A novel Dynamic Group Environment for Collaborative Learning (DGE/CL) that supports students in making informed and intelligent choices about how, when, and with whom to collaborate is introduced. A face-to-face collaborative scenario, where all students are in the same room and can move freely around and interact with each other while using digitally enhanced printed materials with direct point-and-click functionality is considered. Flexible and efficient support for dynamic group management is ensured through the adopted Cluster Pattern Interface (CLUSPI) technology, which, while preserving the original touch-and-feel of printed educational materials, supports additional affordances and allows employment of new, non-traditional paper-based interactions. Possibilities for DGE/CL enhancements with specialized surface code readers and laser-based digital surface encoding being developed by the authors are outlined and references to recent projects are given.

Collaborative Learning by Developing (LbD) Using Concept Maps and Vee Diagrams

2010 ◽  
pp. 215-237 ◽  
Author(s):  
Päivi Immonen-Orpana ◽  
Mauri Åhlberg
Keyword(s):  
Collaborative Learning ◽  
Concept Mapping ◽  
Learning Process ◽  
Successful Aging ◽  
Concept Maps ◽  
Development Project ◽  
Design Experiment ◽  
Face To Face ◽  
Group Concept ◽  
University Course

Collaborative Learning by Developing (LbD) was researched in a University course. The focus was reflective metacognitive competence development (Appendix 1.) of Physiotherapy students. The authors used both individual and collaborative concept mapping and improved Vee heuristics in learning process evaluation. The content of the design experiment was ‘Coping at Home’. As educational research it was a design experiment, a multi-case, multi-method study. The core concept of the study unit and development project was ‘successful aging’. Both Cmap Recorder and videotaping of discussions during group concept mapping were used. The main result was that plenty of face-to-face dialogue was needed before the shared understanding and group concept maps were created. First the main concepts were fixed and then other concepts and their relationships were elaborated. Differences between individuals and two groups are analysed. In the collaborative learning process, the feeling in both groups was as if they had a unified and shared thinking process. Students continued each others talking and thinking very fluently like they had had “common brains”.

Technology Support for Collaborative Learning

2011 ◽  
pp. 888-893
Author(s):  
David A. Banks
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Audience Response ◽  
Technology Support ◽  
Electronic Meeting Systems ◽  
Face To Face ◽  
Use Of Technology ◽  
The Face ◽  
Response Systems ◽  
Computer Based

Collaborative learning is an activity that takes place between a teacher and a learner, between learner and learner, and sometimes, one would hope, between learner and teacher. The free flow of ideas between the various parties can be inhibited by a variety of factors, including perceived or actual power barriers, language skills, previous learning experience, and personal factors such as shyness or dominance. Technology can be used as a way of overcoming, or reducing, some of these inhibitory factors, and this chapter outlines some of the computer-based technologies that can be used. The use of technology to support distant learners is well documented, and this chapter concentrates instead on the less well-reported use of technology in the face-to-face classroom. The chapter opens with a brief consideration of collaborative learning and then focuses on the technologies that can be used to support collaborative learning process in a variety of time and place settings. These technologies include audience response systems, electronic meeting systems, and more recently, and rapidly developing, blended versions of these technologies.

Fostering Collaboration in CSCL

2009 ◽  
pp. 335-340 ◽  
Author(s):  
Donatella Persico ◽  
Francesca Pozzi ◽  
Luigi Sarti
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Strategies ◽  
Online Courses ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Communities ◽  
Face To Face ◽  
The Social

Some collaborative learning strategies widely used in face-to-face settings can also be adapted to online contexts. They allow us to master the complex relations between members of large, heterogeneous online learning communities. The authors build on their experience in the application of some of the most well-known strategies and techniques used in online courses, such as jigsaw, peer review, role-play, case study, and brainstorming. The use of these strategies in computer supported collaborative learning (CSCL) environments and the related models describing the social structure of the learning community is discussed in the attempt to highlight their strengths and weaknesses and investigate the conditions for their applicability. The aim is to inform the design and the management of online learning communities.

Collaborative Learning Technologies

2011 ◽  
pp. 284-289
Author(s):  
Maryam Alavi ◽  
Donna Dufner ◽  
Caroline Howard
Keyword(s):  
User Interface ◽  
Collaborative Learning ◽  
Learning Environments ◽  
World Wide ◽  
Support Systems ◽  
Group Support Systems ◽  
Learning Technologies ◽  
The Internet ◽  
Face To Face ◽  
The Web

Three basic categories of technologies are effective for extending collaborative learning beyond traditional face-to-face interactions to online learning and distance education: 1. Group support systems (GSS) 2. Collaboratories 3. Integrated learning environments. Although some of the collaborative learning technologies can be used without the Web, the Internet and World Wide Web provide the scalable global connectivity to support these technologies, with the browser serving as a ubiquitous user interface for collaborative learning applications.

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