Towards A Distributed Interactive Surface to Support Students with Hypoacusis in the Collaborative Learning of Relational Algebra

2019 ◽  
Author(s):  
Antonio Xohua-Chacon ◽  
Edgard Benitez-Guerrero ◽  
Jaime Munoz-Arteaga ◽  
Carmen Mezura-Godoy
Keyword(s):  
Collaborative Learning ◽  
Relational Algebra ◽  
Interactive Surface ◽  
Support Students

Intelligent Agents Supporting Distributed Collaborative Learning

2011 ◽  
pp. 1105-1127
Author(s):  
Weiqin Chen ◽  
Barbara Wasson
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Intelligent Agents ◽  
Support Students

In the context of distributed collaborative learning, it is usually difficult for students to be aware of others’ activities and for instructors to overview the process and regulate the collaboration. In order to facilitate collaborative learning, intelligent agents were developed to support the awareness and regulation of the collaboration. This chapter discusses the facilitation role of intelligent agents and how they support students and instructors in distributed collaborative-learning environments. By monitoring the collaboration, the agents compute statistics, detect possible problems, and give advice synchronously and asynchronously to the students and instructor based on their activities and requests. In so doing, the agents not only help students to self-regulate their activities but also help instructors to maintain an overview of the collaboration so that they can intervene when necessary.

The use of online annotations in reading instruction and its impact on students’ reading progress and processes

ReCALL ◽  
2016 ◽  
Vol 29 (1) ◽  
pp. 22-38 ◽  
Author(s):  
Hui-Chin Yeh ◽  
Hsiu-Ting Hung ◽  
Yu-Hsin Chiang
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Collaborative Learning ◽  
Reading Instruction ◽  
Language Learners ◽  
English Language ◽  
Reciprocal Teaching ◽  
Reading Processes ◽  
Collaborative Learning Environment ◽  
Support Students

AbstractStudies suggest that the incorporation of online annotations in reading instruction can improve students’ reading comprehension. However, little research has addressed how students use online annotations in their reading processes and how such use may lead to their improvement. This study thus adopted Reciprocal Teaching (RT) as an instructional framework to support students’ reading comprehension progress and processes, facilitated by the use of online annotations. A total of 54 English language learners at a university were recruited to read with online annotations based on the RT procedure, namely predicting, clarifying, questioning, and summarizing. The data collected included the students’ scores on pre- and post-tests and their participation records in a collaborative learning environment. The results reveal that the students enhanced their reading comprehension after the intervention. Their reading processes were also analyzed, and the major differences between the groups making more and less progress were identified. Those who made more progress not only frequently reviewed their previously generated predictions, clarifications, questions, and summaries but also actively provided feedback to their peers in a reciprocal manner. Pedagogical implications and recommendations are discussed.

Intelligent Agents Supporting Distributed Collaborative Learning

2011 ◽  
pp. 33-66 ◽  
Author(s):  
Weiqin Chen ◽  
Barbara Wasson
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Intelligent Agents ◽  
Support Students

In the context of distributed collaborative learning, it is usually difficult for students to be aware of others’ activities and for instructors to overview the process and regulate the collaboration. In order to facilitate collaborative learning, intelligent agents were developed to support the awareness and regulation of the collaboration. This chapter discusses the facilitation role of intelligent agents and how they support students and instructors in distributed collaborative-learning environments. By monitoring the collaboration, the agents compute statistics, detect possible problems, and give advice synchronously and asynchronously to the students and instructor based on their activities and requests. In so doing, the agents not only help students to self-regulate their activities but also help instructors to maintain an overview of the collaboration so that they can intervene when necessary.

scholarly journals The Relevance of Project-Based Lecture in Industrial Revolution 4.0 : Meta – Synthesis Study

JURNAL IQRA ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 146-167
Author(s):  
Tristan Rokhmawan ◽  
Badriyah Wulandari
Keyword(s):  
Collaborative Learning ◽  
Industrial Revolution ◽  
Authentic Learning ◽  
Educational Context ◽  
Learning Context ◽  
Learning Partnerships ◽  
The World ◽  
Real Work ◽  
Educational Paradigm ◽  
Support Students

The researchers conducted a meta-synthesis study of the concept of project-based lectures and the concepts of the development of the IR 4.0 era. The main goal of this study was to examine a rational relationship or relevance between the application of project-based lectures and the development of the educational paradigm in the Industiral Revolution (IR) 4.0 era. The result showed that the seventh project-based lecture features can realize the educational context in the IR 4.0 era. The result Meta-Synthesis in two concepts found seven relevances, namely: 1) Real study and essential supporting in freedom learning, broader learning context 2) Bureaucratic learning, relevant life to support freedom learning. 3) Learning inquiry based on investigative, complex to support students’ independence in learning. 4) Meaningful, social, and collaborative learning to support learning resources and good cooperation in learning. 5) Real-work learning and remember the process, supporting the contextuality and meaningful learning process. 6) Authentic learning and interdisciplinary, supporting the breadth and flexibility in developing knowledge accordance with the world developments. 7) Collaborative learning teachers, supporting of learning partnerships. Keywords: Project-Based Lectures, Industrial Revolution 4.0, Meta-Sythesis  Study

scholarly journals Identification of School Leadership Strategy In Supporting Students Learning From Home During Pandemics

2021 ◽  
Vol 4 (3) ◽  
pp. 756-768
Author(s):  
Herlan Suherlan ◽  
Arnadi Arnadi ◽  
Fahrina Yustiasari Liriwati ◽  
Kafrawi Kafrawi ◽  
Abd. Syahid
Keyword(s):  
Collaborative Learning ◽  
School Leadership ◽  
Phenomenological Approach ◽  
Leadership Strategies ◽  
Coding System ◽  
Online Search ◽  
Central State ◽  
The Core ◽  
Leadership Strategy ◽  
Support Students

Identifying school leadership strategies to support students learning from home during the pandemic is the core objective of this study. To answer the problem above, we have reviewed dozens of publications interested in discussing educational disruption during the outbreaks where the effect of the disruption forces students to study from home with all the problems that arise. We get the data from an online search, and we study it with a phenomenological approach. We evaluate the data with a coding system to know what and how school leadership responds to the pandemic. Based on the data and the discussion, we found that many things must and have been done by the school that does not have to wait for the direction of policy superiors from the central state. The support provided is, for example, teachers and school boards assisting students and guiding how to prevent students and parents from panicking through the disrupted period of the pandemic. Schools do not force students with assignments and work, but teachers should encourage collaborative learning with parents while maintaining progress. Thus, we hope this study is helpful to many parties.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

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