The Utilities of Prominent Learning Theories for Mobile Collaborative Learning (MCL) with Reference to WhatsApp and M-learning

2019 ◽  
Author(s):  
Bangisisi Zamuxolo Mathews Nyembe ◽  
Grant Royd Howard
Keyword(s):  
Collaborative Learning ◽  
Learning Theories

Integration of open educational resources in undergraduate chemistry teaching – a mapping tool and lecturers' considerations

2016 ◽  
Vol 17 (2) ◽  
pp. 283-295 ◽  
Author(s):  
Yael Feldman-Maggor ◽  
Amira Rom ◽  
Inbal Tuvi-Arad
Keyword(s):  
Collaborative Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Theories ◽  
Pedagogical Issues ◽  
Chemistry Teaching ◽  
Learning Materials ◽  
Teaching Chemistry ◽  
Content Sharing ◽  
Mapping Tool

This study examines chemistry lecturers' considerations for using open educational resources (OER) in their teaching. Recent technological developments provide innovative approaches for teaching chemistry and visualizing chemical phenomena. End users' improved ability to upload information online enables integration of various pedagogical models and learning theories. These improvements strengthen the need for up-to-date evaluation tools for educational websites. Building on existing taxonomies, a set of new criteria for the evaluation of online learning materials was developed and used to analyze 100 websites directed towards teaching chemistry. In addition, a questionnaire was circulated among 100 chemistry lecturers from various higher education institutions in Israel, 66 of whom responded. Subsequently, interviews were conducted with 17 of the questionnaire respondents. Our findings demonstrate that most of the chemistry lecturers who were interviewed integrate innovative learning materials such as simulations, videos and exercises found online in their teaching, but do not use web 2.0 that enables content sharing and collaborative learning. With respect to the selection of web-based learning materials, we found that the lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.

Learning goal ontology for structuring a collaborative learning group supported by learning theories

2003 ◽  
Vol 86 (8) ◽  
pp. 79-90 ◽  
Author(s):  
Akiko Inaba ◽  
Thepchai Supnithi ◽  
Mitsuru Ikeda ◽  
Riichiro Mizoguchi ◽  
Jun'ichi Toyoda
Keyword(s):  
Collaborative Learning ◽  
Learning Theories ◽  
Learning Group ◽  
Learning Goal

scholarly journals Design, Implementation, and Evaluation of a Distance Learning Framework to Adapt to the Changing Landscape of Anatomy Instruction in Medical Education During COVID-19 Pandemic: A Proof-of-Concept Study

2021 ◽  
Vol 9 ◽  
Author(s):  
Nerissa Naidoo ◽  
Aida J. Azar ◽  
Amar Hassan Khamis ◽  
Mandana Gholami ◽  
Marjam Lindsbro ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Learning Theories ◽  
Student Autonomy ◽  
Theory Of Practice ◽  
Anatomy Teaching

This study presents the design of a DL-framework to deliver anatomy teaching that provides a microfiche of the onsite anatomy learning experience during the mandated COVID-19 lockdown. First, using nominal-group technique, we identified the DL learning theories to be employed in blueprinting the DL-framework. Effectiveness of the designed DL-framework in anatomy teaching was demonstrated using the exemplar of the Head and Neck (H&N) course during COVID-19 lockdown, in the pre-clerkship curriculum at our medical school. The dissemination of the DL-framework in the anatomy course was informed by the Analyse, Design, Develop, Implement, and Evaluate (ADDIE) model. The efficiency of the DL-framework was evaluated using the first two levels of Kirkpatrick's model. Versatility of the DL-framework was demonstrated by aligning its precepts with individual domains of key learning outcomes framework. The framework's blueprint was designed amalgamating principles of: Garrison's community inquiry, Siemens' connectivism and Harasim's online-collaborative-learning; and improved using Anderson's DL-model. Following the implementation of the DL-framework in the H&N course informed by ADDIE, the framework's efficiency was evaluated. In total, 70% students responded to the survey assessing perception toward DL (Kirkpatrick's Level: 1). Descriptive analysis of the survey results showed that the DL-framework was positively received by students and attested that students had an enriched learning experience, which promoted collaborative-learning and student-autonomy. For, Kirkpatrick's Level: 2 i.e., cognitive development, we compared the summative assessment performance in the H&N course across three cohort of students. The results show that the scores of the cohort, which experienced the course entirely through DL modality was statistically higher (P < 0.01) than both the other cohorts, indicating that shift to DL did not have an adverse effect on students' learning. Using Bourdieu's Theory of Practice, we showed that the DL-framework is an efficient pedagogical approach, pertinent for medical schools to adopt; and is versatile as it attests to the key domains of students' learning outcomes in the different learning outcomes framework. To our knowledge this is the first-study of its kind where a rationale and theory-guided approach has been availed not only to blueprint a DL framework, but also to implement it in the MBBS curriculum.

E-Collaborative Learning (e-CL)

2019 ◽  
pp. 780-792
Author(s):  
Alexandros Xafopoulos
Keyword(s):  
Collaborative Learning ◽  
Learning Theories ◽  
Design Element ◽  
Learning Content ◽  
Time Space ◽  
The Media ◽  
Addie Model ◽  
Five Phases ◽  
Media Applications

This chapter investigates the highly topical issue of electronic collaborative learning (e-CL) in a holistic overview. First of all, a clarification of the term and context of e-CL is provided comparing it with similar concepts. Second, the human elements and communities of e-CL are examined, together with their roles and aspects. Third, the supportive learning elements—technology, pedagogy, and methodology—are visited, exploring the media, applications, environments, infrastructure, learner modelling, learning objectives, major learning theories, methodological activities, and the learning content and its modalities. Fourth, the framework elements—time, space, and society—are described and a classification of e-CL approaches according to them is provided. Fifth, the e-CL process is examined following the ADDIE model, analyzing its five phases and the design element hierarchy. Finally, future directions of e-CL are considered, and conclusions are reached. Throughout the chapter, key and significant approaches, methods, and terms are pinpointed and concisely developed.

A Systematic Review of Research on Collaborative Learning with Concept Maps

2010 ◽  
pp. 238-255 ◽  
Author(s):  
Olusola O. Adesope ◽  
John C. Nesbit
Keyword(s):  
Systematic Review ◽  
Collaborative Learning ◽  
Concept Maps ◽  
Literature Search ◽  
Learning Theories ◽  
Future Research ◽  
Systematic Literature Search ◽  
Cognitive Effects ◽  
Collaborative Environments ◽  
Dependent Variables

This chapter reviews research about the collaborative use of concept maps for learning. Although decades of research have produced some understanding of the cognitive effects of using concept maps in individual learning, theories about their effects in collaborative learning are less firmly established. The review incorporated a systematic literature search, analysis of dependent variables as effect sizes, and discussion of representative studies. Students who learned collaboratively by constructing concept maps outperformed those who learned from other activities such as studying texts, outlines, lists and lectures. However, no effect of studying pre-constructed concept maps in collaborative settings was statistically detected. There was homogeneity across the subsets of studies investigated. The review concludes with suggestions for future research in learning with concept maps in collaborative environments.

Theoretical Foundations of a CSCL Script in Persistent Virtual Worlds According to the Contemporary Learning Theories and Models

2016 ◽  
pp. 2025-2060
Author(s):  
Nikolaos Pellas
Keyword(s):  
Collaborative Learning ◽  
Virtual Worlds ◽  
Learning Theories ◽  
Learning Climate ◽  
Computer Supported Collaborative Learning ◽  
Climate Conditions ◽  
Electronic Learning ◽  
Early 21St Century ◽  
Principles Of Learning ◽  
Theoretical Foundations

Computer-Supported Collaborative Learning (CSCL) has proved to be one of the reliable contemporary approaches to education that is based on the fundamental principles of collaborative learning procedures between users (instructor and students) in electronic learning environments or Virtual Worlds (VWs). This approach to education has resulted in many considerable changes in the traditional “status quo” of e-Education. This chapter presents a literature review of major revamped principles of Learning Theories and Models that occurred in the early 21st century and reinforced the vast majority of CSCL pursuits and capabilities. It adopts Stahl's (2000) theoretical model to articulate a novel framework for e-Education in VWs. The meaning and contribution of this approach to education will be more understandable through the analysis of collaborative learning climate conditions in the 3D technologically advanced environments based on the interests, demands, and needs of trained users.

scholarly journals The Use of Personality Traits to Enhance Theory-driven Group Formation

2020 ◽  
Vol 28 ◽  
pp. 796-818
Author(s):  
Rachel Carlos Duque Reis ◽  
Kamila Takayama Lyra ◽  
Clausius Duque Gonçalves Reis ◽  
Bruno Elias Penteado ◽  
Seiji Isotani
Keyword(s):  
Collaborative Learning ◽  
Personality Traits ◽  
Group Work ◽  
Current Knowledge ◽  
Group Structure ◽  
Group Formation ◽  
Learning Theories ◽  
Average Percentage ◽  
Context Learning ◽  
New Learning

Group formation is an important and challenging element for designing successful CSCL scenarios. Despite efforts from the scientific community in developing more effective algorithms to support group formation processes, we still face problems related to learners’ resistance and demotivation towards group work. In this sense, diverse studies highlight the importance of considering learners’ personality traits to form groups, since this factor can influence students’ performance and induce diverse actions and behaviors in group work. Therefore, this paper presents G-FusionPT (Group Formation USIng Ontology and Personality Trait), a group formation algorithm that support new learning roles, denominated Affective Collaborative Learning roles, based on relation between collaborative learning theories and students’ personality traits. The algorithm is based on a collaborative ontology to understand the learning theories (e.g., context, learning activities, group structure), and learners profile to understand learners’ needs (e.g., target/current knowledge/skill). To evaluate the algorithm, we used a 300 student simulated sample wit varying group size (three, five, and seven members), and compared G-FusionPT results to other group formation algorithms: G-Fusion (based specifically on collaborative learning theories) and Random (no strategy or criterion). The results demonstrated the effectiveness of G-FusionPT against G-Fusion and Random algorithms, as it generated the highest average percentage of learners in well-formed groups and lowest averagepercentage of learners in unfit groups.

The Path between Pedagogy and Technology

2011 ◽  
pp. 273-295
Author(s):  
Colin Price
Keyword(s):  
Collaborative Learning ◽  
Serious Games ◽  
Computer Game ◽  
Two Dimensions ◽  
Serious Game ◽  
Learning Theories ◽  
Learning Approaches ◽  
Temporal Dimension ◽  
Digital World ◽  
Use Of Technology

The power of computer game technology is currently being harnessed to produce “serious games”. These “games” are targeted at the education and training marketplace, and employ various key game-engine components such as the graphics and physics engines to produce realistic “digital-world” simulations of the real “physical world”. Many approaches are driven by the technology and often lack a consideration of a firm pedagogical underpinning. The authors believe that an analysis and deployment of both the technological and pedagogical dimensions should occur together, with the pedagogical dimension providing the lead. This chapter explores the relationship between these two dimensions, and explores how “pedagogy may inform the use of technology”, how various learning theories may be mapped onto the use of the affordances of computer game engines. Autonomous and collaborative learning approaches are discussed. The design of a serious game is broken down into spatial and temporal elements. The spatial dimension is related to the theories of knowledge structures, especially “concept maps”. The temporal dimension is related to “experiential learning”, especially the approach of Kolb. The multi-player aspect of serious games is related to theories of “collaborative learning” which is broken down into a discussion of “discourse” versus “dialogue”. Several general guiding principles are explored, such as the use of “metaphor” (including metaphors of space, embodiment, systems thinking, the internet and emergence). The topological design of a serious game is also highlighted. The discussion of pedagogy is related to various serious games we have recently produced and researched, and is presented in the hope of informing the “serious game community”.

E-Collaborative Learning (e-CL)

2018 ◽  
pp. 6336-6346
Author(s):  
Alexandros Xafopoulos
Keyword(s):  
Collaborative Learning ◽  
Learning Theories ◽  
Design Element ◽  
Learning Content ◽  
Time Space ◽  
The Media ◽  
Addie Model ◽  
Five Phases ◽  
Media Applications

This article investigates the highly topical issue of electronic collaborative learning (e-CL) in a holistic overview. First of all, a clarification of the term and context of e-CL is provided comparing it with similar concepts. Second, the human elements and communities of e-CL are examined, together with their roles and aspects. Third, the supportive learning elements technology, pedagogy, and methodology are visited, exploring the media, applications, environments, infrastructure, learner modelling, learning objectives, major learning theories, methodological activities, and the learning content and its modalities. Fourth, the framework elements time, space, and society are described and a classification of e-CL approaches according to them is provided. Fifth, the e-CL process is examined following the ADDIE model and analysing its five phases and the design element hierarchy. Finally, future directions of e-CL are considered and conclusions are reached. Throughout the article key and significant approaches, methods, and terms are pinpointed and concisely developed.

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