scholarly journals Empirical Studies of the Value of Conceptually Explicit Notations in Collaborative Learning

2014 ◽  
pp. 1-22
Author(s):  
Daniel D. Suthers
Keyword(s):  
Collaborative Learning ◽  
Empirical Studies

A conceptualization of factors affecting collaborative knowledge building in online environments

2019 ◽  
Vol 44 (1) ◽  
pp. 62-89 ◽  
Author(s):  
Samar Ghazal ◽  
Hosam Al-Samarraie ◽  
Bianca Wright
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Empirical Studies ◽  
Developed Countries ◽  
Bibliographic Databases ◽  
Learning Context ◽  
Content Type ◽  
Online Collaborative Learning ◽  
Collaborative Knowledge Building ◽  
Collaborative Knowledge

Purpose The purpose of this paper is to address the major findings of published research on the factors influencing students’ knowledge building in an online collaborative environment. Design/methodology/approach The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was used to review and synthesize existing empirical studies on knowledge building in a collaborative learning context. In total, 24 studies were identified from major electronic bibliographic databases. The research was conducted between 2017 and 2019. Results of these studies were analyzed to determine potential factors that may influence the knowledge-building process among students. Findings Factors related to interaction and participation, task, student and support were found to be the major factors driving students’ knowledge building in the online collaborative learning environment. The association between these factors and certain collaborative tasks was mapped. Originality/value Findings from this review can help decision makers of higher education in both developing and developed countries to take the necessary steps in order to promote effective knowledge-building practices in online collaborative learning. It may also help educational policy makers to understand the particulars of collaborative knowledge-building practices, so to increase organizational overall effectiveness and performance.

Implications of Learning Interaction in Online Project Based Collaborative Learning

2020 ◽  
Vol 17 (2) ◽  
pp. 681-688 ◽  
Author(s):  
Sharifah Nadiyah Razali ◽  
Mohd Hafiez Ahmad ◽  
Helmi Adly Mohd Noor
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Outcomes ◽  
Success Factors ◽  
Empirical Studies ◽  
Learning And Teaching ◽  
Full Responsibility ◽  
Review Study ◽  
Document Review ◽  
Students Satisfaction

Interaction is the success factors that support online learning pedagogy that can enhanced the learning and teaching process, increased students’ satisfaction and learning outcomes. This paper reviewed empirical studies on interaction in online learning. In order to achieve the aim, the study was conducted qualitatively in the form of document review study. Conclusively, there were three common types of interaction that have been cited frequently in the literature: Learner–learner, learner–instructor and learner–content. However, this study embedded the collaboration theory where learners take full responsibility to their learning with instructor guide. Therefore, the interaction between learner–learner and learner–instructor should be emphasized.

Teaching and Assessing Problem Solving in Online Collaborative Environment

2016 ◽  
pp. 254-269 ◽  
Author(s):  
Yigal Rosen ◽  
Rikki Rimor
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Empirical Studies ◽  
Collaborative Problem Solving ◽  
Constructivist Teaching ◽  
Social Emotional ◽  
Collaborative Environment ◽  
Collaborative Learning Environment ◽  
Online Teacher

Online teacher programs are diverse in their models, expressing a variety of learning objectives, pedagogies, technological platforms, and evaluation methods. Promoting and assessing collaborative learning of an online teacher programs is one of the major challenges, in part because collaboration includes complex cognitive and social-emotional dimensions. This chapter focuses on teachers' academic program in online learning environment and examines the conditions for effective teaching and assessing collaborative problem solving. The chapter provides readers a look at the rationale, implementation, and assessment of collaborative learning in online teacher program and presents the conditions for effective design of collaborative learning for pre- and in-service teachers. Examples from two empirical studies will be provided on how the collaborative learning environment leverages teachers' constructivist teaching, ongoing feedback, and evaluation to prepare teachers for instruction in technology-rich environments.

Teaching and Assessing Problem Solving in Online Collaborative Environment

2013 ◽  
pp. 82-97 ◽  
Author(s):  
Yigal Rosen ◽  
Rikki Rimor
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Empirical Studies ◽  
Collaborative Problem Solving ◽  
Constructivist Teaching ◽  
Social Emotional ◽  
Collaborative Environment ◽  
Collaborative Learning Environment ◽  
Online Teacher

Online teacher programs are diverse in their models, expressing a variety of learning objectives, pedagogies, technological platforms, and evaluation methods. Promoting and assessing collaborative learning of an online teacher programs is one of the major challenges, in part because collaboration includes complex cognitive and social-emotional dimensions. This chapter focuses on teachers’ academic program in online learning environment and examines the conditions for effective teaching and assessing collaborative problem solving. The chapter provides readers a look at the rationale, implementation, and assessment of collaborative learning in online teacher program and presents the conditions for effective design of collaborative learning for pre- and in-service teachers. Examples from two empirical studies will be provided on how the collaborative learning environment leverages teachers’ constructivist teaching, ongoing feedback, and evaluation to prepare teachers for instruction in technology-rich environments.

Collaborative Learning in a Web-Based Environment

2011 ◽  
pp. 343-356
Author(s):  
Yin Zhang
Keyword(s):  
Distance Learning ◽  
Collaborative Learning ◽  
Student Performance ◽  
Empirical Studies ◽  
Traditional Classroom ◽  
Learning Goals ◽  
Future Research ◽  
Classroom Setting ◽  
Web Based ◽  
The Individual

Collaborative learning has long been proven to be an effective approach in the traditional classroom setting. Despite the discussion of the benefits and potential of collaborative learning in a Web-based learning environment, there has been a lack of empirical studies showing whether and how distance learning students may benefit from this learning experience, particularly in comparison to their oncampus peers and from their own perspectives. This chapter reports on a study that uses a comparative approach to evaluate the effectiveness of collaborative learning and related teaching and learning outcomes in both distance learning and on-campus settings. The major findings of this study suggest that distance learning students tend to have more positive perceptions of collaborative learning than their peers in the traditional classroom setting. In addition, distance learning students tend to embrace collaborative learning readily and early compared to their on-campus peers. In terms of student class performance, this study shows that distance learning students can achieve essentially the same learning goals as their on-campus peers. However, there are individual differences in student performance. An analysis of factors contributing to the individual performance differences suggests that engagement is closely correlated to student class performance. This study also shows that, overall, both distance learning and on-campus students provide similar course and instructor evaluations for teaching effectiveness for classes with collaborative learning. Finally, the implications of this study and suggestions for future research are discussed.

Collaborative Learning in Co-Created Digital Space

2021 ◽  
pp. 197-214
Author(s):  
Roland van Oostveen ◽  
William J. Hunter ◽  
Elizabeth A. Childs ◽  
Wendy Barber ◽  
Julianne Gerbrandt
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Community ◽  
Social Presence ◽  
Empirical Studies ◽  
Empirical Work ◽  
Complex Problem ◽  
Cognitive Presence ◽  
Online Learning Community ◽  
Social Negotiation

The growing global attention to online learning, particularly in light of COVID-19, has spurred interest in systematic, robust, and pedagogically sound approaches to online learning like the fully online learning community (FOLC) model. FOLC consists of three overlapping dimensions—social presence, cognitive presence, and collaborative learning—which can function within fully online or hybrid digital spaces. FOLC thus supports the establishment of vibrant online learning communities. This chapter extends prior theoretical and empirical work on FOLC and highlights supportive and challenging academic interactions. Readiness to work within FOLC environments requires developing a range of 21st century competencies, such as complex problem solving and social negotiation, to effectively use the selected digital affordances and collaborate with others. These abilities and potential readiness interventions are addressed here as an intrinsic part of the model. The chapter concludes with reports of several empirical studies that explore the efficacy of the FOLC model.

Schema Theory-Based Flipped Classroom Model Assisted With Technologies

2019 ◽  
Vol 15 (2) ◽  
pp. 31-48 ◽  
Author(s):  
Zhonggen Yu ◽  
Qin Zhu
Keyword(s):  
Collaborative Learning ◽  
Flipped Classroom ◽  
Empirical Studies ◽  
Schema Theory ◽  
Learning Activities ◽  
Adaptation Process ◽  
Online Platform ◽  
Flipped Classrooms ◽  
Solid Foundation

The flipped model assisted with technologies has an edge over the non-flipped model. Through collecting, generalizing, systemizing, and summarizing around 70 publications from SSCI, A&HCI, and EI Compendex databases, it was concluded that the flipped approach could assimilate and adapt learners' schemata before class. In class, the pre-class schemata activation and construction have laid a solid foundation for students' in-class learning activities. Students could achieve successful schemata modification and reconstruction with the assistance of both their partners and teachers through collaborative learning. In the non-flipped classroom, however, they not only lacked the pre-class round of schemata assimilation and adaptation but also could not successfully activate their existing schemata. After class, students in the flipped model with technology could communicate with teachers through the online platform to continue their schemata adaptation process. Future empirical studies are needed to identify the effectiveness of flipped classrooms assisted with technologies.

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