Collaborative Learning Tools in Higher Education and Life-Long Learning

This paper introduces Learn-CIAM, a new model-based methodological approach for the design of flows and for the semi-automatic generation of tools in order to support collaborative learning tasks. The main objective of this work is to help professors by establishing a series of steps for the specification of their learning courses and the obtaining of collaborative tools to support certain learning activities (in particular, for in-group editing, searching and modeling). This paper presents a complete methodological framework, how it is supported conceptually and technologically, and an application example. So to guarantee the validity of the proposal, we also present some validation processes with potential designers and users from different profiles such as Education and Computer Science. The results seem to demonstrate a positive reception and acceptance, concluding that its application would facilitate the design of learning courses and the generation of collaborative learning tools for professionals of both profiles.

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ROBOT DESIGN USING PROJECT ORIENTED AND COLLABORATIVE LEARNING TOOLS

IFAC Proceedings Volumes ◽

10.3182/20060621-3-es-2905.00008 ◽

2006 ◽

Vol 39 (6) ◽

pp. 37-40

Author(s):

Carlos Pfeiffer ◽

Josep M. Mirats Tur ◽

Jesus Santana

Keyword(s):

Collaborative Learning ◽

Robot Design ◽

Learning Tools ◽

Collaborative Learning Tools

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Can Finance Education Benefit from Online Collaborative Methods? An Experiment

10.28945/3760 ◽

2017 ◽

Author(s):

Joe N Abou Jaoude ◽

Raafat G Saade

Keyword(s):

Collaborative Learning ◽

Traditional Education ◽

Future Research ◽

Academic Learning ◽

Learning Tools ◽

Learning Methods ◽

Traditional Courses ◽

Class Environment ◽

Collaborative Learning Tools ◽

Finance Education

Aim/Purpose: We introduce interactive and collaborative learning tools into a “traditional” finance course and collect feedback from the students concerning satisfaction, engagement, and overall learning. The aim is to show that collaborative learning methods have a place in finance academia. Background: Finance education still relies on the traditional education model. We implement a collaborative learning method in a Finance course to measure its use on the topic. Methodology : We conducted two peer-to-peer sessions in a class environment, Following the two tests, we released a survey to collect information about the tool’s effectiveness. We received 42 responses out of a population of 57. Contribution: Our case study aims to bridge the gap between the use of collaborative learning methods and the academic learning environment of finance. Findings The learning tool implemented was well received and provided a significant benefit to the students in the class, per the survey. Recommendations for Practitioners : We recommend further implementations of collaborative learning methods in finance, and their injection into other traditional courses to better study their effectiveness. Recommendation for Researchers: Experiments in different courses of the same field as well as different fields and different academic schools is needed to fully understand the capabilities and limitations of the collaborative learning tools. Impact on Society: Moving away from the traditional academic model into an interactive and collaborative framework can help expand and extend the reach and effectiveness of education. Future Research: Research on the tools is needed to fit this learning approach to the multiple fields of academia (if any are needed).

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Collaborative Learning Tools for Constructive Learning in Maldives Collaborative

International Journal of Creative Multimedia ◽

10.33093/ijcm.2020.1.x1.1 ◽

2020 ◽

Vol 1 (1) ◽

pp. 1-13

Author(s):

Ibrahim Adam ◽

Vimala Perumal

Keyword(s):

Collaborative Learning ◽

Teaching And Learning ◽

Learning Approaches ◽

Learning Tools ◽

Student Centered ◽

Student Work ◽

Constructive Learning ◽

Face To Face ◽

Geographically Distributed ◽

Collaborative Learning Tools

Collaborative student work has taken a stronghold in higher educational contexts due to the paradigm shift from instructor-centered to student-centered teaching and learning. Instructor roles have shifted towards facilitation and students have become more active in their learning, creating and sharing knowledge within their social groups. The availability of online tools enabling peer collaboration has been the main driving force behind this progress. These online collaborative learning environments have been particularly useful for geographically distributed learners with limited opportunities for face-to-face collaboration. With the evidence from literature, this has proven to be applicable to Maldives, with its unique geography of 1190 islands distributed over 20 atolls, with students across the country in executing constructive learning approaches in Maldives.

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Web 2.0 Collaborative Learning Tool Dynamics

Knowledge Networks ◽

10.4018/978-1-59904-976-2.ch009 ◽

2009 ◽

pp. 105-130

Author(s):

Marianna Vivitsou ◽

Niki Lambropoulos ◽

Sofia Papadimitriou ◽

Alexandros Gkikas

Keyword(s):

Collaborative Learning ◽

Online Community ◽

Virtual Classroom ◽

Social Web ◽

Learning Tools ◽

Course Structure ◽

Knowledge Based ◽

Communication Environments ◽

Collaborative Learning Tools ◽

Learning Principles

Social web asynchronous communication environments provide the space for content creation, idea sharing and knowledge construction within a participatory and collaborative framework that encourages online community establishment and evolution. However, community development is a long-term process and necessitates the adoption of appropriate theoretical principles to support a developmental scheme ensuring the community’s exploratory, knowledge-based and reflexively expanding character. This chapter discusses and analyses the techniques and tools used in an online course aiming to enable Greek teachers develop their pedagogical and digital skills in order to keep update, form new relationships and grow professionally. To this end, e-course design was based on formal learning principles underlying the virtual classroom activities during which a collaborative culture was built. Also, the course structure involved informal learning principles, which were integrated into social web activities implemented on weblog and wiki artefacts created and used by participants as individual and collaborative learning tools. Through the analysis of quantitative and qualitative data gathered during the study it became evident that weblogs and wikis contributed to the growth and evolution of Greek educational networked communities and that a new online identity emerged.

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