Research on the Modes of the Web-Based Collaborative Learning Based on Concept Map

2008 ◽  
Author(s):  
Gao Yuan
Keyword(s):  
Collaborative Learning ◽  
Concept Map ◽  
Web Based ◽  
The Web

A Personalized Collaborative Learning Model Base on ACO Clustering

2011 ◽  
Vol 135-136 ◽  
pp. 111-116 ◽  
Author(s):  
Rui Zeng ◽  
Ying Yan Wang
Keyword(s):  
Distance Learning ◽  
Collaborative Learning ◽  
Intelligent Agent ◽  
Control Program ◽  
Learning System ◽  
Main Body ◽  
Long Distance ◽  
Web Based ◽  
The Individual ◽  
The Web

At present, the web-based collaborative learning is the main form of long-distance learning and it has been widely used in the distance learning domain. However, the main body-intelligence degree of the existing Web learning system is low; the existing system lacks to the support of the personal study, which has hindered the individual skill of the users. According to the question that exists in the collaborative Learning, I constructed the intelligent agent model of collaborative Learning which is composed of main control program, student proxy, teaching proxy and the information proxy based on the intelligent agent technology which belongs to the domain of Artificial Intelligence and I discussed emphatically how to effectively realize the personal study by using the machine learning and the data mining method. It can cause the web-based cooperative learning developing along the direction of intelligent and personal

Discussion on Collaborative Learning Model under Network Environment

2014 ◽  
Vol 644-650 ◽  
pp. 5598-5601
Author(s):  
Ying Luo ◽  
Xiang Qing Zhang
Keyword(s):  
Collaborative Learning ◽  
Teaching Strategy ◽  
Design Principles ◽  
Learning Model ◽  
Network Technology ◽  
Network Environment ◽  
Web Based ◽  
Network Teaching ◽  
Teaching Ideas ◽  
The Web

With the development of network technology and the reform of teaching ideas, the web-based collaborative learning is regarded as one of the network teaching strategy with promising prospect of development and application. The paper describes the models, design principles and strategies of the network collaborative learning.

E-Portfolio: The Research for Similarities and Differences

2013 ◽  
Vol 380-384 ◽  
pp. 4632-4636
Author(s):  
Jiong Ma
Keyword(s):  
Collaborative Learning ◽  
Rapid Development ◽  
Electronic Portfolio ◽  
Web Based ◽  
Web Based Learning ◽  
Similarities And Differences ◽  
Technology Users ◽  
The Web

With the rapid development of Internet. Web-based Learning became more convenient and rapid, People-centered Web-based Learning become possible now. Electronic Portfolio is such kind of a platform that to adapt the Web-based Learning for users to share, exchange, collaborative learning and assessment. The paper started from the concept and feature of Electronic Portfolio, and introduced some commonly used alternative platform for Electronic Portfolio. Compared and analyzed it from the angle of functions, features, support technology, users, storage and assessment.

LEARNING ENGLISH VOCABULARY USING WEB-BASED LEITNER BOX WITH SOCIAL NETWORK

2015 ◽  
Vol 77 (33) ◽  
Author(s):  
Yunxia Gao ◽  
Zaidatun Tasir ◽  
Jamalludin Harun ◽  
Nurul Farhana Jumaat
Keyword(s):  
Social Network ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Positive Impact ◽  
Vocabulary Learning ◽  
Structured Interviews ◽  
Web Based ◽  
Collaborative Learning Environment ◽  
The Impact ◽  
The Web

The aim of the research is to explore the impact of the web-based Leitner Box which is enhanced with social network, particularly Facebook on English vocabulary learning. This research used mixed research design and the data were collected both in qualitative and quantitative ways. The instruments include questionnaire, semi-structured interviews, and performance tests. 35 university’s students were chosen randomly as the respondents for the questionnaire and 30 students from English class were chosen purposively to do the pre-test and post-test. From the findings, it is discovered that students agreed they have problems in learning vocabulary (mean = 3.98).   The web-based Leitner Box has a significant positive impact on English vocabulary learning (p<0.05). Findings from the questionnaires also revealed that students gave positive opinions toward web-based Leitner box (mean = 4.28).  In term of whether the element of social network can be beneficial to students, the findings showed that social network helps students to learn English vocabulary in this collaborative learning environment (mean = 4.28). The students claimed that web-based Leitner Box and social network make the vocabulary learning process much easier and more interesting by sharing information and actively participating in the collaborative learning environment.

Supporting Collaborative Learning in the Architectural Domain

2012 ◽  
pp. 328-356
Author(s):  
Martin Wolpers ◽  
Martin Memmel ◽  
Alberto Giretti ◽  
Miquel Casals ◽  
Katja Niemann ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Architectural Design ◽  
Single Point ◽  
Architecture Education ◽  
Web Based ◽  
European Universities ◽  
Use Of Technology ◽  
Digital Objects ◽  
Architecture And Design ◽  
The Web

This chapter discusses the use of technology in supporting the study of architecture and design in Higher Education. Digital (often open) educational architecture resources are widely spread throughout a number of repositories that do not interoperate with each other. This means that no single point of access or support for potential collaborative learning exists. The potential impact of these barriers on education in architecture, in terms of its availability as a series of digital objects through the Web, is strongly limited. The authors introduce Metadata for Architecture in Europe (MACE), a Web based support system for architecture education that has been designed as a means of creating a collective external memory of architecture content that reduces those barriers to knowledge-sharing in architecture. After introducing MACE, the chapter presents the results of an evaluation of the MACE system that was carried out in architectural design courses in four European universities by a total of around 200 students. Much of the analysis focuses on the collaborative learning aspects of the architectural design courses.

Graduate Students’ Perceptions and Experiences of Online Collaborative Learning in Web-Based and Web-Supplemented Learning Environments

2012 ◽  
Vol 8 (4) ◽  
pp. 62-74 ◽  
Author(s):  
Jianxia Du ◽  
Xun Ge ◽  
Ke Zhang
Keyword(s):  
Graduate Students ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Online Collaboration ◽  
Multiple Sources ◽  
Web Based ◽  
Online Collaborative Learning ◽  
The Web

This case study was designed to investigate students’ perceptions and experiences of the dynamics of online collaborative learning over a semester. Multiple sources of data were collected and triangulated through pre- and post-surveys, personal interviews, group reflection papers, and instructor’s observations. Forty-one graduate students enrolled in the same course with the same instructor in two different learning environments – web-based and web-supplemented, participated in the study. The overall results indicated that students in the two environments shared their positive understandings and perceptions about online collaborative learning, which were significantly deepened over time. However, the students in the web-based class were found more positive about the advantages of online collaborative learning than those in the web-supplemented class as their learning experience developed. The study also identified the attributes that were considered crucial to successful online collaboration.

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.

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