A systematic review of cloud computing tools for collaborative learning: Opportunities and challenges to the blended-learning environment

2014 ◽

Vol 543-547 ◽

pp. 3581-3585 ◽

Cited By ~ 4

Author(s):

Lin Na Huang ◽

Chun Li Liu

Keyword(s):

Cloud Computing ◽

Collaborative Learning ◽

Learning Environment ◽

School Resources ◽

Personal Learning ◽

Network Learning ◽

Personal Learning Environment ◽

Collaborative Learning Environment ◽

Construction Strategy ◽

Positive Effect

In the field of education, cloud computing, as a basic environment and platform for the future network learning, will bring positive effect on construction of the learners' personal learning environment, on construction of school resources, on development of the educational information system. Based on the analysis of the cloud-computing influence on collaborative learning, this paper puts forward the construction strategy of collaborative learning environment supported by cloud-computing and the specific application case, which will provide reference for cloud-computing application in education informatization and social network learning.

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Using Blended Learning To Facilitate The Mathematical Thought Processes Of Primary School Learners In A Computer Laboratory: A Case Study In Calculating Simple Areas

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v4i7.1568 ◽

2007 ◽

Vol 4 (7) ◽

Cited By ~ 2

Author(s):

N. Naidoo ◽

R. Naidoo

Keyword(s):

Collaborative Learning ◽

Learning Environment ◽

Primary School ◽

Blended Learning ◽

South African ◽

Primary Schools ◽

Teaching And Learning ◽

Traditional Teaching ◽

Thought Processes ◽

Grade 5

Primary school learners’ first encounters with mathematics in a traditional learning environment often create lifelong ‘math phobia.’(Papert 1980) The situation in a country emerging from an oppressive education system designed to educationally disempower the majority of the population is much worse. The typical scenario in a previously disadvantaged South African primary school is a classroom filled beyond capacity with the educator struggling to establish an effective learning environment. Thus the educator resorts to rote learning, drill and practice and ‘chalk and talk’ methods of teaching. The individual needs and levels of learners are disregarded and blanket assessment methods are employed (Naidoo and Naidoo 2006b). Collaborative learning is minimal or non-existent. These traditional teaching strategies often disregard cultural and social factors, and pre-knowledge frames of learners. Furthermore there is a dire shortage of qualified mathematics educators in the South African schooling system. Therefore there is an urgent need for alternative teaching and learning strategies to address the teaching of mathematics in primary schools. The introduction of networked computer laboratories to previously disadvantaged South African primary schools enables the use of computers as powerful tools to analyze the thought processes of learners during their early encounters with mathematics. A blended learning approach using a networked computing environment and LOGO mathematics to facilitate the teaching and learning of area in a Grade 5 class produced significantly higher grades and an enhanced learning experience, both for learners and the educator, as compared to a second Grade 5 class utilizing traditional teaching and learning methods only. This study entailed the use of software to promote collaborative learning encompassing both learner-learner and learner-educator interaction. Apart from the educator using the computer as a medium of instruction via the software, learners were allowed to actively provide input. Furthermore the software allowed the educator to view learners’ progress during activities and provide real-time input via the computer.

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A Systematic Review of Formative Assessment Tools in the Blended Learning Environment

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i4.11.20684 ◽

2018 ◽

Vol 7 (4.11) ◽

pp. 33 ◽

Cited By ~ 4

Author(s):

Indah Febriani ◽

M. M. Irsyad Abdullah

Keyword(s):

Systematic Review ◽

Learning Environment ◽

Blended Learning ◽

Formative Assessment ◽

Assessment Tool ◽

Exclusion Process ◽

Assessment Tools ◽

Research Approach ◽

Automatic Assessment ◽

Method Of Assessment

An effective method of student assessment technique is necessary for assessing student knowledge. Nowadays, the utilization of formative assessment tools in blended learning is increasing because it can enhance the learning quality. The main aim of this study to identify and classify existing research through the research approach, assessment tools type, and assessment specialty on formative assessment tools in a blended learning environment. This study guiding the educators in choosing and developing new assessment tools. The methodology of this research using a systematic review. This method using the inclusion and exclusion process to make a systematic review focused and choose appropriate studies. The result shows that the highest usage of assessment tool type is automatic assessment with the percentage of 87%. Semi-Automatic assessment has 13% and manual assessment 0%. It proves that technology is an important part of education and teaching because significantly transform the method of assessment from manual to automatic assessment type. This is a great transformation from the traditional method to the modern method of assessment. We recommend to further improve methods for online formative assessment and develop computer-based testing in a blended learning environment for future work.

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Minecraft Server Project

Advances in Educational Marketing, Administration, and Leadership - Moving Students of Color from Consumers to Producers of Technology ◽

10.4018/978-1-5225-2005-4.ch010 ◽

2017 ◽

pp. 197-219

Author(s):

Ugochi Acholonu ◽

Jessa Dickinson ◽

Dominic Amato ◽

Nichole Pinkard

Keyword(s):

Middle School ◽

African American ◽

Learning Environment ◽

Blended Learning ◽

Computer Science ◽

Geographic Distribution ◽

Learning Opportunities ◽

Middle School Girls ◽

Design Recommendations ◽

School Girls

Opportunities to participate in computing-related informal programs are limited in terms of quantity and geographic distribution. This limitation is due, in part, to the dearth of adults who have the expertise to mentor youth on computational concepts. This chapter introduces the Digital Youth Network Minecraft Server Project, which aims to reduce the barriers to for non-expert adults to be able to provide informal, computing-related learning opportunities to diverse youth. Using Minecraft, an online multiplayer game, the authors investigate a blended approach to mentorship that diversifies who can lead informal computing opportunities. This study examines learner-mentor interactions in a Synchronous Blended Learning Environment (SBLE) focused on engaging African American and Latina middle school girls in computer science. The chapter concludes with design recommendations for SBLEs to better support the needs of mentors facilitating computing opportunities for African American and Latina middle-school girls.

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Minecraft Server Project

Online Course Management ◽

10.4018/978-1-5225-5472-1.ch042 ◽

2018 ◽

pp. 818-836

Author(s):

Ugochi Acholonu ◽

Jessa Dickinson ◽

Dominic Amato ◽

Nichole Pinkard

Keyword(s):

Middle School ◽

African American ◽

Learning Environment ◽

Blended Learning ◽

Computer Science ◽

Geographic Distribution ◽

Learning Opportunities ◽

Middle School Girls ◽

Design Recommendations ◽

School Girls

Opportunities to participate in computing-related informal programs are limited in terms of quantity and geographic distribution. This limitation is due, in part, to the dearth of adults who have the expertise to mentor youth on computational concepts. This chapter introduces the Digital Youth Network Minecraft Server Project, which aims to reduce the barriers to for non-expert adults to be able to provide informal, computing-related learning opportunities to diverse youth. Using Minecraft, an online multiplayer game, the authors investigate a blended approach to mentorship that diversifies who can lead informal computing opportunities. This study examines learner-mentor interactions in a Synchronous Blended Learning Environment (SBLE) focused on engaging African American and Latina middle school girls in computer science. The chapter concludes with design recommendations for SBLEs to better support the needs of mentors facilitating computing opportunities for African American and Latina middle-school girls.

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Exploring the Role of Mobile Learning in Global Education

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch064 ◽

2021 ◽

pp. 1303-1315

Author(s):

Kijpokin Kasemsap

Keyword(s):

Collaborative Learning ◽

Learning Environment ◽

Blended Learning ◽

Mobile Devices ◽

Mobile Learning ◽

Global Education ◽

Mobile Technologies ◽

Easy Access ◽

Current Trends

This chapter describes the current trends of mobile devices in education, the applications of mobile technologies in learning, the overview of Mobile Learning (m-learning), and the importance of m-learning in global education. M-learning encourages both blended learning and collaborative learning, thus allowing the learners at different locations to get in touch with their peers or others teams to discuss and learn. The m-learning environment is about access to content, peers, experts, portfolio artifacts, credible sources, and previous thinking on relevant topics. Given the convenience of m-learning, there is less time spent getting trained, and the overall costs are lowered as a results. With m-learning, learners are able to learn in their own style at their own pace. M-learning provides easy access to the learning at any place and any time, which is more convenient to the learners.

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