Supporting participants in web-based collaborative learning activities from a holistic point of view: a tale of seven online and blended courses

2015 ◽  
Vol 2 (2) ◽  
pp. 183-210 ◽  
Author(s):  
Fatemeh Orooji ◽  
Fattaneh Taghiyareh
Keyword(s):  
Collaborative Learning ◽  
Point Of View ◽  
Learning Activities ◽  
Web Based ◽  
Blended Courses

Collaborative Learning Design within Open Source E-Learning Systems

2011 ◽  
pp. 212-233 ◽  
Author(s):  
Maria Kordaki ◽  
Haris Siempos ◽  
Thanasis Daradoumis
Keyword(s):  
Collaborative Learning ◽  
Computer Science ◽  
Open Source ◽  
Learning Systems ◽  
Learning Activities ◽  
Learning Design ◽  
Web Based ◽  
Blended Courses ◽  
E Learning ◽  
Computer Based

This chapter addresses a number of serious ‘collaborative learning design’ problems faced by adults within the context of e-learning systems and outlines some innovative solutions. Specifically, thirty-three Computer Science students at the Hellenic Open University participated in an experiment aimed at designing collaborative learning courses for Computer Science concepts within MOODLE, a well known open source Learning Management System. The systematic study presented in this chapter argues and specifies that these Prospective Computer Science Professionals (PCSPs) have serious difficulties with the formation of both collaborative learning activities and collaboration procedures, and with realizing them within e-learning settings. The proposed solutions emphasize the design and development of a set of computer-based collaborative patterns reflecting diverse collaboration methods. These patterns are content free and could be used as scaffolding elements for the design of collaborative learning activities for online and blended courses. Specific examples of possible implementation of these patterns within well-known Web-based open source environments that support learning design are also presented.

A web-based language learning environment: general architecture

ReCALL ◽  
1999 ◽  
Vol 11 (S1) ◽  
pp. 31-39
Author(s):  
Pierre-Yves Foucou ◽  
Natalie Kübler
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Computer Science ◽  
Subject Area ◽  
Point Of View ◽  
Learning Activities ◽  
Web Based ◽  
Wide Range ◽  
General Architecture ◽  
The Web

In this paper, we present the Web-based CALL environment (or WALL) which is currently being experimented with at the University of Paris 13 in the Computer Science Department of the Institut Universitaire de Technologie. Our environment is being developed to teach computer science (CS) English to CS French-speaking students, and will be extended to other languages for specific purposes such as, for example, English or French for banking, law, economics or medicine, where on-line resources are available.English, and more precisely CS English is, for our students, a necessary tool, and not an object of study. The learning activities must therefore stimulate the students' interest and reflection about language phenomena. Our pedagogical objective, relying on research acquisition (Wokusch 1997) consists in linking various texts together with other documents, such as different types of dictionaries or other types of texts, so that knowledge can be acquired using various appropriate contexts.Language teachers are not supposed to be experts in fields such as computer sciences or economics. We aim at helping them to make use of the authentic documents that are related to the subject area in which they teach English. As shown in Foucou and Kübler (1998) the wide range of resources available on the Web can be processed to obtain corpora, i.e. teaching material. Our Web-based environment therefore provides teachers with a series of tools which enable them to access information about the selected specialist subject, select appropriate specialised texts, produce various types of learning activities and evaluate students' progress.Commonly used textbooks Tor specialised English offer a wide range of learning activities, but they are based on documents that very quickly become obsolete, and that are sometimes widely modified. Moreover, they are not adaptable to the various levels of language of the students. From the students' point of view, working on obsolete texts that are either too easy or too difficult can quickly become demotivating, not to say boring.In the next section, we present the general architecture of the teaching/learning environment; the method of accessing and using it, for teachers as well as for students, is then described. The following section deals with the actual production of exercises and their limits. We conclude and present some possible research directions.

A Strategy to Join Adaptive and Reputation-Based Social-Collaborative E-Learning, Through the Zone of Proximal Development

2013 ◽  
Vol 11 (3) ◽  
pp. 12-31 ◽  
Author(s):  
Maria De Marsico ◽  
Andrea Sterbini ◽  
Marco Temperini
Keyword(s):  
Collaborative Learning ◽  
Adaptive Learning ◽  
Zone Of Proximal Development ◽  
Learning Activities ◽  
Proximal Development ◽  
Student Model ◽  
Web Based ◽  
E Learning ◽  
Learning Paths ◽  
The One

The educational concept of “Zone of Proximal Development”, introduced by Vygotskij, stems from the identification of a strong need for adaptation of the learning activities, both traditional classroom and modern e-learning ones, to the present state of learner’s knowledge and abilities. Furthermore, Vygotskij’s educational model includes a strong bent towards social and collaborative learning. The joint answer to these two trends can be concretely implemented through a tight integration between personalized learning paths and collaborative learning activities. Along this line, the authors designed the combination of the functions of two pre-existing prototypes of web-based systems, to investigate how the above integration can merge adaptive and social e-learning. LECOMPS is a web-based e-learning environment for the automated construction of adaptive learning paths. SOCIALX is a web-based system for shared e-learning activities, which implements a reputation system to provide feedback to its participants. The authors propose a two-way tunneling strategy to integrate the above prototypes. The result is twofold: on the one hand the use of the student model supported by LECOMPS in an adaptive e-learning course is extended to support choosing exercise activities delivered through SOCIALX; on the other hand the reputation and the skills gained during social-collaborative activities are used to update the student model. Under the social perspective induced by the integration, the authors present a mapping between the student model and the definition of Vygotskij’s Autonomous Problem Solving and Proximal Development regions, with the aim to provide the learner with better guidance, especially in the selection of available social learning activities.

scholarly journals Student Perceptions of the Most Effective and Engaging Online Learning Activities in a Blended Graduate Seminar

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Alicia Cundell ◽  
Emily Sheepy
Keyword(s):  
Learning Outcomes ◽  
Student Perceptions ◽  
Learning Activities ◽  
University Teaching ◽  
Technical Quality ◽  
Web Based ◽  
Blended Courses ◽  
Graduate Seminar ◽  
Instructor Presence

The principal concern of this research was to learn more about effective designs of learning activities in blended courses. A questionnaire was administered in three sections of a not-for-credit intensive blended graduate seminar in university teaching.  The online activities included readings, videos, discussion forum activities and other activities using a range of web-based technologies. Students rated each of the activities on four target criteria: alignment with the course learning outcomes, deep learning, engagement, and value. Students also were asked to identify the most useful activities for each of the five modules and evaluate the course as a whole in terms of navigation, expectations, instructions, availability of materials, instructor presence, and technical quality of media. The results suggest that students’ perceptions of the activities followed very similar patterns across the four target criteria. The most highly-rated activities had four distinct design, which are discussed.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 192-211
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 3084-3103
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

scholarly journals The Potential of Modern Telelearning Tools for Collaborative Learning

1999 ◽  
Vol 24 (3) ◽  
Author(s):  
Larry Katz ◽  
Alireza Rezaei
Keyword(s):  
Collaborative Learning ◽  
Delivery Systems ◽  
Course Delivery ◽  
Learning Activities ◽  
Web Based ◽  
Electronic Learning ◽  
Teaching Tools ◽  
University Of Calgary ◽  
The University ◽  
Theoretical Foundations

Abstract: Recently, a variety of telelearning/teaching tools and Web-based course delivery systems have been developed. Most of these tools are reported to be useful in collaborative learning. However, in this paper it is argued that true collaboration in schools requires not only the technology, but also well-designed learning activities based on sound principles of collaborative learning. In this paper, theoretical foundations and the importance of collaborative learning are discussed, then three sophisticated telelearning tools and their potential for collaborative learning are presented. Finally, in view of the costs and the limitations of these tools, a Collaborative Electronic Learning model based on a three-year study at the University of Calgary is suggested as a more promising and more economic alternative. Résumé: Récemment, une variété d'outils de téléapprentissage et de systèmes de livraison de cours sur le Web a été développée. La plupart de ces outils, dit-on, sont utiles pour l'apprentissage coopératif. Cet article, toutefois, soutient qu'une véritable collaboration dans les écoles requiert non seulement la technologie, mais aussi des activités d'apprentissage bien conçues qui se fondent sur des principes solides d'apprentissage coopératif. Cet article discute donc du fondement théorique et de l'importance de l'apprentissage coopératif, après quoi il présente trois outils de téléapprentissage sophistiqués et décrit leur potentiel pour l'apprentissage coopératif. Enfin, en vue des cou^ts et limites de ces outils, l'article propose un modèle de Collaborative Electronic Learning (Apprentissage coopératif électronique) basé sur une étude de trois ans menée au University of Calgary; il suggère que cette alternative est plus prometteuse et moins dispendieuse.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2009 ◽  
pp. 1410-1430
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

Process and Product Oriented Online Collaborative Learning Tasks

2011 ◽  
pp. 1680-1685
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Online Discussion ◽  
Interactive Learning ◽  
Group Cohesion ◽  
Discussion Group ◽  
Learning Activities ◽  
Web Based ◽  
Online Collaborative Learning ◽  
Learning Tasks ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. Among others, some of the known factors that affect the outcomes of interactive learning include the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences between process and product oriented collaborative learning. This study explores the differences between process and product oriented group learning activities and their impact on online cooperation and collaboration in Web-based courses.

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