scholarly journals A Syllogism for Designing Collaborative Learning Technologies in the Age of AI and Multimodal Data

2018 ◽  
pp. 291-296 ◽  
Author(s):  
Mutlu Cukurova
Keyword(s):  
Collaborative Learning ◽  
Learning Technologies ◽  
Multimodal Data

Task-Technology Fit Assessment of Cloud-Based Collaborative Learning Technologies

2017 ◽  
pp. 371-388 ◽  
Author(s):  
Elaheh Yadegaridehkordi ◽  
Noorminshah A. Iahad ◽  
Norasnita Ahmad
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Learning Technologies ◽  
Task Interdependence ◽  
Learning Technology ◽  
Postgraduate Students ◽  
Intention To Adopt ◽  
User Adoption ◽  
Task Technology Fit ◽  
Collaborative Activities

Universities require basic changes in knowledge and communication-based society in order to achieve higher order learning experience and to satisfy expectations of new generation of students. This study aims to understand the likelihood of the cloud-based collaborative learning technology adoption within educational environments. Reviewing cloud computing research, technology characteristic construct was divided into collaboration, mobility, and personalization. Based on the Task-Technology Fit (TTF) model, this study tested a theoretical model encompassing seven variables: collaboration, mobility, personalization, task non-routineness, task interdependence, task-technology fit, user adoption. Purposive sampling was used and data were collected from 86 undergraduate and postgraduate students who had experiences in using cloud-based applications for collaborative activities. The results indicated that task non-routineness, collaboration, mobility, and personalization have positive significant effects on TTF. However, distinct from past studies, task interdependence positively influences TTF. In addition, results indicated that the significant effect of TTF on users' intention to adopt cloud-based collaborative learning technologies was considerable.

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.

scholarly journals Editorial for the Special Issue “Frontiers in Spectral Imaging and 3D Technologies for Geospatial Solutions”

2019 ◽  
Vol 11 (14) ◽  
pp. 1714
Author(s):  
Eija Honkavaara ◽  
Konstantinos Karantzalos ◽  
Xinlian Liang ◽  
Erica Nocerino ◽  
Ilkka Pölönen ◽  
...  
Keyword(s):  
Machine Learning ◽  
Remote Sensing ◽  
Data Analysis ◽  
Spectral Imaging ◽  
Learning Technologies ◽  
Special Issue ◽  
Multimodal Data

This Special Issue hosts papers on the integrated use of spectral imaging and 3D technologies in remote sensing, including novel sensors, evolving machine learning technologies for data analysis, and the utilization of these technologies in a variety of geospatial applications. The presented results showed improved results when multimodal data was used in object analysis.

scholarly journals The Basic Principles of Training Future Teachers to Work With Younger Students With Experience of Traumatic Effects

2021 ◽  
Vol 9 (3) ◽  
pp. 375-384
Author(s):  
Alla Belousova ◽  
Anna Grinko ◽  
Olga Fedotova ◽  
Marachli Nusaiba ◽  
Alali Shiraz
Keyword(s):  
Collaborative Learning ◽  
Learning Technologies ◽  
The State ◽  
Point Of View ◽  
Armed Conflicts ◽  
Pedagogical Issues ◽  
Future Teachers ◽  
Basic Principles ◽  
Post Conflict ◽  
The World

The article shows that the unstable situation in the world leads to possible armed conflicts, affecting primarily children, experiencing various traumatic consequences. Such a situation arises in post-conflict regions and creates a need for teachers who possess the necessary competencies when teaching children with experience of traumatic effects. The purpose of the article is to study the state and trends in the development of psychological and pedagogical issues related to the use of collaborative learning technologies to form the psychological culture of future teachers in order to further work with children with experience of traumatic effects. It is shown that the analysis of the formation and development of the problems of group psychological corrective work is grounded on the basic principles identified by representatives of various directions. The authors propose to build the training of future teachers on the basis of a model of joint thinking for the subsequent organization of teachers’ interaction with children who have experience of traumatic effects. The authors analyzed the basic principles of group psychologically corrective work from the point of view of the possibilities of organizing joint thinking. The basic principles of the organization of training of future teachers were highlighted, their meaningful characteristics for the purposes of organizing joint thinking were given. A comparison of the principles of group psychological corrective work and the principles of the organization of joint thinking of future teachers is carried out. Their correlation and the importance of using joint thinking in organizing the training of future teachers and for conducting psychologically corrective work with children are shown.

Learning Through Collaborating

2018 ◽  
pp. 50-64 ◽  
Author(s):  
Nurzihan Hassim
Keyword(s):  
Collaborative Learning ◽  
Blended Learning ◽  
Learning Technologies ◽  
First Century ◽  
Digital Learning ◽  
Gen Y ◽  
Twenty First Century Learning ◽  
Collaborative Learning Environment ◽  
The Times ◽  
The University

Blended learning technologies have created opportunities to diversify teaching and enrich learning experiences for Malaysian university students. At Taylor's University, the establishment of the X-Space as a “living” classroom offered students an engaging experience beyond digital learning to support “TiMeS” a Moodle-based courseware at the university. The X-Space rooms are equipped with modern designs that divide students in clusters yet encourage mobility among its users and allow course instructors to experiment and apply innovative tools to fully utilize this collaborative learning environment. This chapter examines the experiences of integrating the TiMeS platform with the physical environment of X-Space. The pedagogy intends to fulfill the university's mission in creating industry-ready graduates and the expectations Gen-Y students to propel forward to twenty-first century learning.

Essential Design Features of Online Collaborative Learning

2010 ◽  
pp. 230-244
Author(s):  
Hyo-Jeong So ◽  
Wei-Ying Lim ◽  
Jennifer Yeo
Keyword(s):  
Collaborative Learning ◽  
Goodness Of Fit ◽  
Learning Technologies ◽  
Complex Nature ◽  
Design Activity ◽  
Instructional Designers ◽  
Learning Context ◽  
Design Features ◽  
3 Dimensional ◽  
Online Collaborative Learning

With the goal of working towards a paradigm shift from delivery-centered to participation-centered pedagogy in mind, this chapter presents a set of essential design features that readers need to consider for designing online collaborative learning environments. Meaningful interaction and collaboration in online environments need the consideration of design elements as well as the understanding of the affordances of interactive learning technologies. This chapter presents a 3-dimensional design activity - social structures, tools, and learner diversity - as the fundamental elements that educators and instructional designers need to consider. It is important to note that the combination of these essential features is not prescriptive, but rather, is situational dependent on the learning context to achieve the “goodness of fit” for the desired learning outcomes. To demonstrate the design and enactment of the 3-D design features, the authors present a case example of a problem-centered learning environment designed for secondary learners’ science learning. In conclusion, the authors suggest that while the pedagogical advantages of collaborative learning have been well-supported, more research is needed to better understand the complex nature of designing collaborative learning in online settings, especially through the mediation of emerging technologies such as Web 2.0 technology tools.

Sign in / Sign up

Export Citation Format

Share Document