Does the use of a web-based collaborative platform reduce cognitive load and influence project-based student engagement?

2021 ◽  
Author(s):  
Dokun Oluwajana ◽  
Ibrahim Adeshola ◽  
Seyefar Clement
Keyword(s):  
Student Engagement ◽  
Cognitive Load ◽  
Web Based ◽  
Collaborative Platform

Does the use of a Web-based Collaborative Platform reduces Cognitive Load and influence Project-based Student Engagement?

2021 ◽  
Author(s):  
Dokun Oluwajana ◽  
Ibrahim Adeshola ◽  
Seyefar Clement
Keyword(s):  
Student Engagement ◽  
Graduate Students ◽  
Collaborative Learning ◽  
Social Influence ◽  
Cognitive Load ◽  
Student Satisfaction ◽  
Web Based ◽  
Post Graduate ◽  
Collaborative Platform ◽  
The Web

Abstract The web-based supported collaborative learning is increasingly used to support student social activities in higher institutions. However, little is known about the factors of collaborative learning in a web-based supported learning environment. Therefore, this study examines the use of a web-based supported collaborative platform to enhance project-based student engagement. This research aims to determine the factors that determine collaborative learning and subsequent student satisfaction. Moreover, this research determines students' cognitive load understanding, social influence, and learner's motivation towards collaborative learning and the resultant impact of the web-based supported collaborative platform on student satisfaction. The data was collected from university post-graduate students who used the TRELLO platform. A total of 115 post-graduate students participated in this study, and the resulting data were analyzed based on partial least squares structural equation modelling statistical approach. The study results suggest that students’ social influence and motivation positively influence collaborative learning; directly and indirectly, students are satisfied with the use of a web-based supported collaborative learning platform to support project-based student engagement.

A Blended Approach to Teacher Education

2016 ◽  
pp. 1-21
Author(s):  
Norman Vaughan
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Focus Groups ◽  
Digital Technologies ◽  
Online Surveys ◽  
Web Based ◽  
Faculty Interactions ◽  
Virtual Meetings ◽  
Study Participants

This chapter describes the effectiveness of a blended approach to teacher education through the use of the National Survey of Student Engagement (NSSE) framework. Data was collected from students and faculty involved in the program via online surveys, focus groups, and the use of an editable Google Doc. The study participants provided recommendations for improving the quality of the blended program through the use of digital technologies based on the five NSSE benchmarks. For example, student and faculty interactions outside of the classroom could be enhanced through the use of web-based synchronous conferencing tools (e.g., Skype) to establish ‘virtual' meetings and office hours.

A Blended Approach to Teacher Education

2018 ◽  
pp. 1-22
Author(s):  
Norman Vaughan
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Focus Groups ◽  
Digital Technologies ◽  
Online Surveys ◽  
Web Based ◽  
Faculty Interactions ◽  
Virtual Meetings ◽  
Study Participants

This chapter describes the effectiveness of a blended approach to teacher education through the use of the National Survey of Student Engagement (NSSE) framework. Data was collected from students and faculty involved in the program via online surveys, focus groups, and the use of an editable Google Doc. The study participants provided recommendations for improving the quality of the blended program through the use of digital technologies based on the five NSSE benchmarks. For example, student and faculty interactions outside of the classroom could be enhanced through the use of web-based synchronous conferencing tools (e.g., Skype) to establish ‘virtual' meetings and office hours.

Multimedia, Cognitive Load, and Pedagogy

2011 ◽  
pp. 1564-1585
Author(s):  
Peter E. Doolittle ◽  
Andrea L. McNeill ◽  
Krista P. Terry ◽  
Stephanie B. Scheer
Keyword(s):  
Working Memory ◽  
Instructional Technology ◽  
Cognitive Load ◽  
Coding Theory ◽  
Cognitive Theory ◽  
Dual Coding ◽  
Web Based ◽  
And Performance ◽  
Pedagogical Research

The current emphasis, in education and training, on the use of instructional technology has fostered a shift in focus and renewed interest in integrating human learning and pedagogical research. This shift has involved the technological and pedagogical integration between learner cognition, instructional design, and instructional technology, with much of this integration focusing on the role of working memory and cognitive load in the development of comprehension and performance. Specifically, working memory, dual coding theory, and cognitive load are examined in order to provide the underpinnings of Mayer’s (2001) Cognitive Theory of Multimedia Learning. The bulk of the chapter then addresses various principles based on Mayer’s work and provides well documented web-based examples.

A Blended Approach to Teacher Education

2016 ◽  
pp. 1778-1799
Author(s):  
Norman Vaughan
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Focus Groups ◽  
Digital Technologies ◽  
Online Surveys ◽  
Web Based ◽  
Faculty Interactions ◽  
Virtual Meetings ◽  
Study Participants

This chapter describes the effectiveness of a blended approach to teacher education through the use of the National Survey of Student Engagement (NSSE) framework. Data was collected from students and faculty involved in the program via online surveys, focus groups, and the use of an editable Google Doc. The study participants provided recommendations for improving the quality of the blended program through the use of digital technologies based on the five NSSE benchmarks. For example, student and faculty interactions outside of the classroom could be enhanced through the use of web-based synchronous conferencing tools (e.g., Skype) to establish ‘virtual' meetings and office hours.

Sociotechnical Framework for Participatory Flood Risk Management via Collaborative Modeling

2013 ◽  
Vol 4 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Andreja Jonoski ◽  
Mariele Evers
Keyword(s):  
Risk Management ◽  
Social Learning ◽  
Flood Risk ◽  
Flood Risk Management ◽  
Shared Understanding ◽  
Web Based ◽  
European Context ◽  
Collaborative Modeling ◽  
Key Stakeholders ◽  
Collaborative Platform

This article introduces a sociotechnical framework for conceptualization, design and development of participatory Flood Risk Management (FRM) processes. The framework enables a collaborative modeling approach, in which FRM activities are jointly carried out by authorities responsible for FRM, key stakeholders and the potentially affected citizens. Given the technical and social complexity of FRM, the article argues for adoption of the proposed framework as a means for realizing individual and social learning among all involved actors, which leads to shared understanding of the identified flood risks and potentially to commonly agreed FRM alternatives and strategies. Implementation of the framework critically depends on a web-based collaborative platform – a tool that supports all collaborative modeling activities. The framework is presented from within European context of FRM, but its relevance is broader and it can potentially be adopted in other social and geographical areas.

Development of a Web‐based enterprise collaborative platform for networked enterprises

2003 ◽  
Vol 9 (1) ◽  
pp. 46-59 ◽  
Author(s):  
W.B. Lee ◽  
C.F. Cheung ◽  
H.C.W. Lau ◽  
K.L. Choy
Keyword(s):  
Web Based ◽  
Collaborative Platform

Engaging online learners: The impact of Web-based learning technology on college student engagement

2010 ◽  
Vol 54 (4) ◽  
pp. 1222-1232 ◽  
Author(s):  
Pu-Shih Daniel Chen ◽  
Amber D. Lambert ◽  
Kevin R. Guidry
Keyword(s):  
College Student ◽  
Student Engagement ◽  
Learning Technology ◽  
Online Learners ◽  
Web Based ◽  
Web Based Learning ◽  
The Impact
Sign in / Sign up

Export Citation Format

Share Document