Seamless Co-reading System for Collaborative Group Learning

2018 ◽  
pp. 287-297 ◽  
Author(s):  
Chih-Tsan Chang ◽  
Cheng-Yu Tsai ◽  
Yuen-Ju Li ◽  
Hung-Hsu Tsai ◽  
Pao-Ta Yu
Keyword(s):  
Group Learning ◽  
Collaborative Group ◽  
Reading System

Ethics in Interactions in Distance Education

2011 ◽  
pp. 1744-1754
Author(s):  
Paul Kawachi
Keyword(s):  
Distance Education ◽  
Lifelong Learning ◽  
Teaching And Learning ◽  
Ethical Issues ◽  
Group Learning ◽  
Learning Task ◽  
Learner Autonomy ◽  
Collaborative Group ◽  
Student Interactions ◽  
The Aesthetic

This chapter presents the desirable interactions involved in teaching and learning at a distance. In these interactions, there are considerable ethical issues–notably that one’s own learner autonomy should be reduced at times in order to help others learn, to achieve the learning task, and at the same time help oneself to learn. Accordingly, learner autonomy is not an overarching goal of education. This is controversial, and this chapter deals with this issue in detail to explain that learner autonomy at best is a rough guideline, and ethically based on reasoning that autonomy should be interpreted as flexibly applied. The maxim that learner autonomy must be flexibly applied is particularly true in both cooperative group learning and in collaborative group learning in distance education where student interactions with other students constitute a major part of the education process. The ethics in interaction in distance education are extended to cover all possible interactions, especially the important interaction by the teacher to each student followed by the interactions by the student with the learning process, that can initiate the aesthetic social intrinsic motivation to lifelong learning and thus to one’s own emancipation. Accordingly, ethics are defined here as those pro-active interactions that induce the motivation to lifelong learning in all the students. Such ethics should override individualist autonomy as a goal in education.

scholarly journals Problem Based Group Learning in IT in Higher Education: Reflection and Experiences

10.28945/2669 ◽  
2003 ◽  
Author(s):  
Elizabeth Hobson ◽  
Carmen Joham
Keyword(s):  
Group Work ◽  
Computer Literacy ◽  
Group Learning ◽  
Field Work ◽  
Collaborative Group ◽  
Learning Support ◽  
Key Factors ◽  
Group Interactions ◽  
Group Projects ◽  
It Education

This paper describes a number of issues that have arisen using some of the current methods for forming groups for collaborative group projects and how group interactions and group learning support student progress and development. The use of group projects prepares students for the workplace of tomorrow where they will encounter having to collaborate in teams. Firstly, the paper discusses the importance of IT subjects in universities, specifically addressing the importance of computer literacy among students. The paper then draws on the instructors’ reflections on field work undertaken when delivering a number of courses and introduces, in a narrative style, some crucial indicators (key factors) which impact on group work within IT education. A number of preliminary suggestions addressing group work learning in the early stages of forming the group will be discussed. Furthermore, some of the students’ views (that is, concerns) and specific experiences will be described to highlight the importance of group learning.

An Online Multi-User Real-Time Seamless Co-Reading System for Collaborative Group Learning

2020 ◽  
Vol 18 (4) ◽  
pp. 51-70
Author(s):  
Chih-Tsan Chang ◽  
Cheng-Yu Tsai ◽  
Hung-Hsu Tsai ◽  
Yuen-Ju Li ◽  
Pao-Ta Yu
Keyword(s):  
Real Time ◽  
Structural Equation ◽  
Reliability And Validity ◽  
Partial Least Square ◽  
Least Square ◽  
Collaborative Group ◽  
Equation Modeling ◽  
Teachers And Students ◽  
Streaming Videos ◽  
Reading System

This paper proposes an online multi-user real-time co-reading (OMURCOR) system to promote the performance of co-reading with collaborative learning. The OMURCOR system utilizes WebSocket to perform synchronization controls on co-reading to allow teachers and students to watch streaming videos together with less delay. Moreover, teachers utilize the system to synchronize control operations of videos on the student site, and the OMURCOR system can be integrated into a learning management system to strengthen students' interaction through co-reading. Unlike traditional platforms, the system supports grouping mechanisms during instruction. A survey was conducted with 104 participants. The bootstrapping square and partial least square approaches of the structural equation modeling (PLS-SEM) are employed via the SmartPLS tool to explore evidence of reliability and validity of the revised TAM. Experimental results reflected that six of the seven hypotheses were supported, and the proposed system has a significant impact on students' learning effectiveness during co-reading.

Constructivism and Online Collaborative Group Learning in Higher Education

2009 ◽  
pp. 231-246
Author(s):  
Hwee Ling Lim ◽  
Fay Sudweeks
Keyword(s):  
Ad Hoc ◽  
Course Design ◽  
Group Learning ◽  
Student Experiences ◽  
Collaborative Group ◽  
Work Processes ◽  
Distant Learning ◽  
Use Of Technology ◽  
Wide Range ◽  
Pedagogical Frameworks

As educators utilize an increasingly wide range of technologies for facilitating interaction between distant learning parties, there are concerns over the ad hoc use of technology in online course design and activities that are not grounded in sound pedagogical frameworks. This chapter presents a case of a hybrid undergraduate course that is shaped by sociocultural constructivist principles. Survey findings on student experiences of online collaborative learning and group work processes in two constructivist-based learning activities are reported. Results reflecting sociocultural constructivist concepts of scaffolding and appropriation of shared knowledge are presented based on student learning experiences during online synchronous tutorials and collaborative team projects. The conclusion discusses the effectiveness of the two course activities in facilitating collaborative group learning and recommendations are offered to enhance overall student experiences of online collaborative-constructivist group learning processes.

Ethics in Interactions in Distance Education

2011 ◽  
pp. 24-34
Author(s):  
Paul Kawachi
Keyword(s):  
Distance Education ◽  
Lifelong Learning ◽  
Teaching And Learning ◽  
Ethical Issues ◽  
Group Learning ◽  
Learning Task ◽  
Learner Autonomy ◽  
Collaborative Group ◽  
Student Interactions ◽  
The Aesthetic

This chapter presents the desirable interactions involved in teaching and learning at a distance. In these interactions, there are considerable ethical issues–notably that one’s own learner autonomy should be reduced at times in order to help others learn, to achieve the learning task, and at the same time help oneself to learn. Accordingly, learner autonomy is not an overarching goal of education. This is controversial, and this chapter deals with this issue in detail to explain that learner autonomy at best is a rough guideline, and ethically based on reasoning that autonomy should be interpreted as flexibly applied. The maxim that learner autonomy must be flexibly applied is particularly true in both cooperative group learning and in collaborative group learning in distance education where student interactions with other students constitute a major part of the education process. The ethics in interaction in distance education are extended to cover all possible interactions, especially the important interaction by the teacher to each student followed by the interactions by the student with the learning process, that can initiate the aesthetic social intrinsic motivation to lifelong learning and thus to one’s own emancipation. Accordingly, ethics are defined here as those pro-active interactions that induce the motivation to lifelong learning in all the students. Such ethics should override individualist autonomy as a goal in education.

Educating for Cultural Competence Via Collaborative Groups: A Tale of Two Programs

2000 ◽  
Vol 6 (1) ◽  
pp. 95-107 ◽  
Author(s):  
Munira Merchant ◽  
Diane C. Haslett
Keyword(s):  
Cultural Competence ◽  
Group Learning ◽  
Social Work Students ◽  
Collaborative Group ◽  
Diversity Awareness ◽  
Collaborative Groups ◽  
Core Courses ◽  
Culturally Influenced ◽  
Undergraduate Programs ◽  
Alternative Theories

The use of collaborative groups to teach cultural competence to social work students is illustrated through core courses in two undergraduate programs. Students work in small groups to raise an ethnic child from infancy to old age, applying traditional and alternative theories, bio-psycho-social developmental and ecological perspective (HBSE). Students, through use of structured exercises, assess their own ethnicity, diversity awareness, and identification of culturally influenced behavior (Practice II). The authors discuss recent research on collaborative groups, examine the utility of these groups in teaching cultural competence and address strategies to avoid common pitfalls associated with collaborative group learning.

Reflections on a Collaborative Group Approach With Evening Students

2015 ◽  
Vol 20 (1) ◽  
pp. 89-99
Author(s):  
Rebecca G. Mirick
Keyword(s):  
Nontraditional Students ◽  
Undergraduate Research ◽  
Group Learning ◽  
Research Literature ◽  
Learning Activities ◽  
Nontraditional Student ◽  
Collaborative Group ◽  
Course Structure ◽  
Part Time ◽  
Social Work Programs

Group learning activities are commonly used in undergraduate social work programs. There are high numbers of nontraditional students (i.e., students over 25 years old) in BSW programs, particularly in part- time programs, but the empirical research literature has not examined the experience of group learning activities for this specific group of students. This article uses an evening undergraduate research class to reflect on the fit of a collaborative group learning approach with the needs of nontraditional students. The student feedback on the course structure and functioning of the groups, the instructor's observations, and test scores are included. Although the groups provided support to some students and decreased the workload, there was inequality in the content learning and contribution to the group work. The possible role of nontraditional student status in this experience and recommendations for instructors preparing to use group learning activities with nontraditional students are discussed.

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