scholarly journals Virtual Collaborative Learning Using Wiki for Adult ODL Learners: The Case of Wawasan Open University

2015 ◽  
Vol 10 (2) ◽  
pp. 1-12 ◽  
Author(s):  
Ean Teng Khor*
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Activities ◽  
Learning Performance ◽  
Management Systems ◽  
Academic Learning ◽  
Collaborative Tool ◽  
Open And Distance Learning ◽  
Preliminary Study ◽  
And Performance

Virtual collaborative learning has been gaining in popularity in open and distance learning (ODL) over the last decade. In collaborative learning environments, the instructors facilitate and initiate discussion on particularissues of concern. Students are given the chance to share their knowledge in a way theyhave not been used to and the possibility of participating in a coordinated effort to solve problems together. A preliminary study showed that collaborative learning activities enhancedstudent satisfaction, achievedthe course learning outcomes and encouragedgroup participation. Peer-to-peer interaction has been shown to be successful and can be engaged in during collaborative learning activities. Wiki is widely promoted as a virtual collaborative tool and has been integrated into several learning management systems. However, there are only limited studies on the effectiveness of moodle-wiki for virtual collaborative learning. Therefore, the aim of this study is to evaluate the effectiveness of moodle-wiki in terms of students' perceptions and performance. The data collected were analysed and evaluated, and the statistical results demonstrate that the students hadpositive perceptions of moodle-wiki and the collaborative tool enhanced their learning performance. This study will be useful for instructors and course designers as a guide to investigating students' perceptions and evaluating the effectiveness of a collaborative tool. The findings of this research are also useful for stakeholders to maximize students' academic learning achievement.

scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

scholarly journals MODEL TEAMS GAMES TOURNAMENT: Suatu Analisis Hasil Implementasi dalam Pembelajaran Pendidikan Agama Islam

2019 ◽  
Vol 6 (2) ◽  
pp. 104-113
Author(s):  
Mokh Iman Firmansyah ◽  
Yusuf Ali Tantowi ◽  
Gina Ratnanisa Fawziah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Objectives ◽  
Learning Activities ◽  
Car Model ◽  
Study Results ◽  
Preliminary Study ◽  
Increasing Student Learning ◽  
Descriptive Method

Abstract. The effectiveness of a model can be seen from an indication of the increased quality of the process and learning outcomes. High or low student learning activities have an influence on the achievement of learning objectives that have been set. The preliminary study results showed the phenomenon of the low learning activities of class VII F students in PAI learning, especially in doing assignments and discussing in groups which of course must be solved immediately. Through the descriptive method with the CAR model, it is known that the alternative solution is to apply the teams games tournament (TGT) model. After going through two cycles of action and each cycle goes through the stages of planning, implementation, observation, and evaluation, showing the results that the application of the TGT learning model has become a trigger in increasing student learning activities in PAI learning. Students interested in getting involved in games and tournaments after previously taking steps in presenting and working with teams.Abstrak. Efektivitas suatu model terlihat dari indikasi meningkatnya kualitas proses dan hasil pembelajaran. Tinggi atau rendahnya aktivitas belajar siswa memiliki pengaruh terhadap tercapaianya tujuan pembelajaran yang telah ditetapkan. Hasil studi pendahuluan diketahui fenomena rendahnya aktivitas belajar siswa kelas VII F dalam pembelajaran PAI, terutama dalam mengerjakan tugas dan berdiskusi dalam kelompok yang tentunya harus segera dipecahkan. Melalui metode deskriptif dengan model PTK, diketahui bahwa alternatif pemecahannya adalah dengan menerapkan model teams games tournament (TGT). Setelah melalui dua tindakan siklus dan setiap siklusnya menempuh tahap perencanaan, pelaksanaan, observasi, dan evaluasi, menunjukkan hasil bahwa penerapan model pembelajaran TGT telah menjadi pemantik dalam meningkatkan aktivitas belajar siswa dalam pembelajaran PAI. Siswa mempunyai ketertarikan untuk terlibat dalam games dan tournament setelah sebelumnya menempuh langkah penyajian dan berkerja bersama tim.

scholarly journals Enhancing Learning Performance and Motivation of Cultural Heritage Using Serious Games

2020 ◽  
pp. 073563312096382 ◽  
Author(s):  
Li Ye ◽  
Ruoyan Wang ◽  
Jing Zhao
Keyword(s):  
Cultural Heritage ◽  
Learning Outcomes ◽  
Serious Games ◽  
Learning Activities ◽  
Learning Performance ◽  
Jigsaw Puzzle ◽  
Experimental Setting ◽  
Motivation Scale ◽  
Bronze Mirrors

In recent years, more serious games are used in different learning areas to improve the process of knowledge acquisition and learning outcomes. This study discusses a game mode based on a jigsaw puzzle with scaffolding-aid for cultural heritage learning. A case study using an historical pattern from China examines the effectiveness of improving learning performance and motivation. By using this game in an experimental setting in comparison with traditional video learning, this paper observes and evaluates the learning outcomes of 42 freshmen with no prior knowledge of bronze mirrors` patterns and subjects. Their learning outcomes, experience and motivation change were collected via a series of tests and motivation scale. The result of the experiment demonstrates that compared with traditional video learning, the game process based on a digital puzzle can help learners better identify and retain pattern structure and improve learning motivation. This study provides experience in designing serious games for cultural heritage learning activities.

scholarly journals Contextual attributes to promote positive social interdependence in problem-based learning: a focus group study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ikuo Shimizu ◽  
Yasushi Matsuyama ◽  
Robbert Duvivier ◽  
Cees van der Vleuten
Keyword(s):  
Collaborative Learning ◽  
Problem Based Learning ◽  
Cognitive Outcomes ◽  
Constructivist Grounded Theory ◽  
Learning Performance ◽  
Academic Learning ◽  
Focus Group Study ◽  
Formal Curriculum ◽  
Social Interdependence ◽  
Work Sharing

Abstract Background Problem-based learning (PBL) is classified as a collaborative learning approach, wherein students learn while contributing meaning to experiences and interactions with others. An important theoretical fundament of PBL is social interdependence theory (SIT) because positive social interdependence within a group has been found to be key to better learning performance and future attitudes towards team practice. However, most previous studies in health professions education focused on cognitive outcomes, and few studies have focused on collaborative behaviors in PBL groups. The lack of this empirical insight makes implementation of PBL difficult, especially in contexts where there is limited experience with collaborative learning. Therefore, the aim of this study was to elucidate what promotes or hinders positive social interdependence and how the attributes work during PBL. Methods We conducted four focus groups among clinical year medical students (n = 26) who participated in PBL tutorials in the formal curriculum. We asked semi-structured questions that corresponded with the overall concept of SIT. We analyzed the transcript using constructivist grounded theory and developed a model to explain contextual attributes that promote or hinder positive social interdependence in PBL. Results Two contextual attributes of “academic inquisition” and “desire for efficiency” affect social interdependence among a student group in PBL. Academic inquisition is students’ desire to engage in their academic learning, and desire for efficiency is students’ attitude toward learning as an imposed duty and desire to complete it as quickly as possible. These attributes are initially mutually conflicting and constructing social interdependence through multiple steps including inquisition from a case, seeking efficient work, sharing interest in problem solving, expecting mutual contributions, and complementing learning objectives. Conclusion These findings will contribute to understanding collaborative learning environments in PBL and may help explain contexts where PBL is less successful. The model can also be used as a tool to support innovation of PBL as collaborative learning.

scholarly journals Developing Jurisprudential Inquiry Based Learning Model of Teaching Fiqh at Madrasah Tsanawiyah

AL-TA LIM ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 248-260
Author(s):  
Rahmiati Rahmiati ◽  
Muhammad Zubir ◽  
Muhiddinur Kamal ◽  
Muhamad Rezi ◽  
Muhammad Zainuddin Bin Arriafdi
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Significant Activity ◽  
Inquiry Based Learning ◽  
Product Test ◽  
Preliminary Study ◽  
Support Students ◽  
Students Success ◽  
Study Development

Learning is the most significant activity in education. Through learning activities, the goals of education are achieved. Students’ success in learning mostly depends on their mastery to learn independently and on how they manage their study. The research aims to develop learning model at Madrasah Tsanawiyah, to make the learning process triggers students to be more creative and study better. The method used in the research refers to the nature of Research and Development. The steps of the study are preliminary study, development, and product test. The study found that the development of a jurisprudential inquiry-based learning model for learning Fiqh helps students to improve their learning outcomes. The model has significantly proven effective to support students’ behavior change, thus their achievement increases.

scholarly journals Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Rui-Ting Huang ◽  
Chung-Long Yu
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Performance ◽  
Self Management ◽  
English Learning ◽  
Continuance Intention ◽  
Personal Learning ◽  
And Performance ◽  
The Impact ◽  
Moderating Role

Although there is a plethora of mobile learning studies, relatively little attention has been paid to the roles of self-management of learning and personal learning initiative on mobile English learning outcomes. Accordingly, the primary purpose of this study is not only to examine the links between perceived flexibility advantage, self-management of learning, mobile English learning continuance intention and performance, but also to explore the moderating role of personal learning initiative in mobile language learning outcomes. A total of 323 undergraduate students with mobile English learning experience took part in this study. The partial least-squares structural equation modelling analysis and SPSS PROCESS (model 7) were utilised to assess the data. The study findings have not only indicated the perceived flexibility advantage and self-management of learning will have a positive influence on mobile English learning continuance intention and performance, but also revealed that mobile English learning continuance intention will mediate the link between perceived flexibility advantage and mobile English learning performance. Moreover, it has been found that personal learning initiative will play a moderating role in reinforcing the positive relationship between perceived flexibility advantage and mobile English learning continuance intention.

scholarly journals Collab-Analyzer: An environment for conducting web-based collaborative learning activities and analyzing students’ information-searching behaviors

2014 ◽  
Vol 30 (3) ◽  
Author(s):  
Chih-Hsiang Wu ◽  
Gwo-Jen Hwang ◽  
Fan-Ray Kuo
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Ease Of Use ◽  
Learning System ◽  
Learning Performance ◽  
Information Searching ◽  
Web Based ◽  
Research Findings ◽  
Group Members ◽  
And Performance

<p class="abstract">Researchers have found that students might get lost or feel frustrated while searching for information on the Internet to deal with complex problems without real-time guidance or supports. To address this issue, a web-based collaborative learning system, Collab-Analyzer, is proposed in this paper. It is not only equipped with a collaborative mechanism for helping group members solve problems on the web, but also facilitates teachers and researchers in analyzing students’ collaborative information-searching behaviors and performance by providing eighteen quantitative indices. To examine the effectiveness of the proposed learning system, a total of 224 university students and 16 teachers participated in an experiment, in which a web-based problem-solving activity for a social studies course was conducted. The experimental results show that the teachers gave positive evaluations of Collab-Analyzer in terms of promoting students' web-based problem-solving ability and information searching skills. Moreover, the students showed high agreement with both the usefulness and ease of use of the system. The research findings also show that high interactive type students have more significant learning performance than moderate and low interactive students. Finally, implications and suggestions for how to accommodate the needs of students after adopting the proposed Collab-Analyzer system are given.</p>

scholarly journals The IMPLEMENTATION OF LITERACY TREE PROGRAM THROUGH DICE ROLLING METHOD AND COLLABORATIVE LEARNING TO ENHANCE STUDENTS’ LITERACY COMPETENCE AT MIN I KOTA TASIKMALAYA (ENHANCING STUDENTS’ LITERACY COMPETENCE)

Dialog ◽  
2020 ◽  
Vol 43 (1) ◽  
pp. 89-98
Author(s):  
Heni Purwitri
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Literacy Learning ◽  
Learning Activities ◽  
Main Role ◽  
Story Reading ◽  
Qualitative Descriptive ◽  
Rolling Method ◽  
Teaching Learning

Penelitian ini bertujuan untuk meningkatkan kemampuan literasi peserta didik dengan membuat program pohon literasi kelas dan menumbuhkan sikap disiplin, bertanggungjawab, kerja keras dan kerjasama dengan menerapkan metode lempar dadu dan pembelajaran kolaborasi. Dalam hal ini peneliti melakukan pendalaman pembelajaran literasi dalam materi tematik tentang membaca cerita, dimana siswa akan aktif belajar dan menjadi peran utama dalam proses pembelajaran. Selanjutnya siswa membuat resume singkat dari cerita yang mereka baca menggunakan media pohon literasi. Metode yang digunakan peneliti adalah penelitian tindakan kelas (PTK) dengan kualitatif deskriptif yaitu memberikan soal yang berkaitan dengan cerita melalui dua siklus pembelajaran. Dari penelitian yang dilakukan diperoleh hasil bahwa pemahaman siswa semakin meningkat dengan rata-rata nilai siklus pertama yaitu 54,93 dan peningkatan signifikan terjadi pada rata-rata nilai siklus kedua yaitu 82,03. Dari data yang diperoleh tersebut dapat dilihat adanya peningkatan hasil belajar dari dua siklus. Dengan demikian model pembelajaran yang digunakan dalam materi tematik  sangat bermanfaat untuk meningkatkan hasil belajar dan pemahaman siswa agar proses pembelajaran menjadi lebih baik lagi.   This study aims at improving students’ literacy competence by implementing literacy tree program through dice rolling method and collaborative learning, which are expected to promote discipline, responsibility, hard work and teamwork among students. The author went through deep research of literacy learning in thematic lesson related to story reading in which students will be engaged, participate actively, and play the main role during teaching-learning activities. Then afterwards they created short resume of the story using literacy tree media. The method used in this classroom action research (CAR) is qualitative-descriptive, by which the author conducted two learning cycles. The improvement of the average scores was recorded from 54,93 in the first cycle and significantly improved to 82,03 in the second cycle. Regarding the results obtained after two cycles, it is obviously seen the improvement of the average scores as the whole class. Thus, this method used by the author is beneficial to help improve students’ reading comprehension, undergo better learning experience and achieve better learning outcomes.

scholarly journals Contextual attributes to promote positive social interdependence in problem-based learning: a qualitative study

2021 ◽  
Author(s):  
Ikuo Shimizu ◽  
Yasushi Matsuyama ◽  
Robbert Duvivier ◽  
Cees van der Vleuten
Keyword(s):  
Collaborative Learning ◽  
Problem Based Learning ◽  
Cognitive Outcomes ◽  
Constructivist Grounded Theory ◽  
Learning Performance ◽  
Academic Learning ◽  
Formal Curriculum ◽  
Social Interdependence ◽  
Work Sharing ◽  
Limited Experience

Abstract Background:Problem-based learning (PBL) is classified as a collaborative learning approach, wherein students learn while contributing meaning to experiences and interactions with others. An important theoretical fundament of PBL is social interdependence theory (SIT) because positive social interdependence within a group has been found to be key to better learning performance and future attitudes towards team practice. However, most previous studies in health professions education focused on cognitive outcomes, and few studies have focused on collaborative behaviors in PBL groups. The lack of this empirical insight makes implementation of PBL difficult, especially in contexts where there is limited experience with collaborative learning. Therefore, the aim of this study was to elucidate what promotes or hinders positive social interdependence and how the attributes work during PBL. Methods:We conducted four focus groups among clinical year medical students (n=24) who participated in PBL tutorials in the formal curriculum. We asked semi-structured questions that corresponded with the overall concept of SIT. We analyzed the transcript using constructivist grounded theory and developed a model to explain contextual attributes that promote or hinder positive social interdependence in PBL. Results:Two contextual attributes of “academic inquisition” and “work efficiency” affect social interdependence among a student group in PBL. Academic inquisition is students’ desire to engage in their academic learning, and work efficacy is students’ attitude toward learning as an imposed duty and desire to complete it as quickly as possible. These attributes are initially mutually conflicting and constructing social interdependence through multiple steps including inquisition from a case, seeking efficient work, sharing inquisition for problem solving, expecting mutual contributions, and complementing learning objectives. Conclusion:These findings will contribute to understanding collaborative learning environments in PBL and may help explain contexts where PBL is less successful. The model can also be used as a tool to support innovation of PBL as collaborative learning.

scholarly journals PENGARUH DISIPLIN BELAJAR DAN KINERJA TUGAS RUMAH TERHADAP HASIL BELAJAR FISIKA SISWA KELAS VIII SMP MUHAMMADIYAH 1 PEKALONGAN TAHUN PELAJARAN 2012/2013

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Galih Ricky Utama ◽  
M. Barkah Salim
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Linear Regression Analysis ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Significance Level ◽  
Analysis Technique ◽  
Home Learning ◽  
And Performance ◽  
And Task

Discipline is one thing that is important in achieving the maximum target in the learning process . Besides the performance of the task is an effort to instill a deeper concept in a subject matter . With the homework expected of students actively learn and be stimulated to enhance better learning , fostering initiative and are solely responsible bold . Sengganggnya so students use the time for things that support their learning by completing activities that are useful and constructive With discipline and performance of the duties expected student achievement in the field of study of physics can be optimal.                          The purpose of this study was to determine the effect of the discipline of learning and the performance of the duties of the learning outcomes of physics . This type of research is experimental . Collecting data using questionnaires and tests . The research was conducted at SMP Muhammadiyah 1 Pekalongan , randomly selected sample . The data analysis technique used is the calculation of the linear regression analysis . The results showed that the discipline of learning and administration tasks affect student learning outcomes , it is obtained from the results of hypothesis testing on the discipline of learning on learning outcomes in Fhit = 20.32 greater than t table at significance level α = 5 % Fdaf = 4 , 10 . While testing the hypothesis on the performance of the duties of the student learning outcomes obtained with Fdaf value = 48.67 greater than the significance level α = 5 % tdaf = 4.10 . After the authors conducted a study proved that the suspect had a significant influence between disciplines home learning and task performance on learning outcomes , the authors suggest to students to be more disciplined in learning activities , so that the learning outcomes that will be obtained will be better and in accordance with the expected . For teachers to further streamline the tasks given to the students , not just the task of completing a matter of course , but the task of creating a summary and demonstrate concepts learned in class.

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