The Impact of Cross-Age Peer Tutors on Knowledge Elaboration, Knowledge Convergence, and Group Performance in Computer Supported Collaborative Learning

2015 ◽  
Author(s):  
Lanqin Zheng
Keyword(s):  
Collaborative Learning ◽  
Group Performance ◽  
Computer Supported Collaborative Learning ◽  
Peer Tutors ◽  
Knowledge Convergence ◽  
The Impact

scholarly journals Investigating the impact of Computer Supported Collaborative Learning (CSCL) to help improve reading comprehension in low performing urban elementary schools

2019 ◽  
Vol 25 (3) ◽  
pp. 1571-1584 ◽  
Author(s):  
Natalia Vega ◽  
James Stanfield ◽  
Sugata Mitra
Keyword(s):  
Reading Comprehension ◽  
Elementary Schools ◽  
Collaborative Learning ◽  
Grade Level ◽  
Internet Access ◽  
Fourth Grade ◽  
The Internet ◽  
Computer Supported Collaborative Learning ◽  
Urban Elementary Schools ◽  
The Impact

Abstract In the United States, literacy rates vary between socio-economic groups, and this reading gap is also a common feature in the education systems of OECD member states. To help address this reading gap previous research has identified a number of teaching strategies that have a positive impact on student learning outcomes, including the use of peer collaboration and complex texts. However, the contribution of Computer Supported Collaborative Learning to help address the reading gap for students attending low performing urban elementary schools has, to date, received much less attention and little is known about the ability of young students with access to the Internet to read complex texts in groups and how this impacts on individual reading comprehension scores. This study therefore examines the impact of combining the use of complex texts, collaborative learning and access to the internet on the reading comprehension scores of 58 fourth-grade students (ages 10-11). The students met once a week for an hour over six consecutive weeks and read under the following three conditions: eighth grade level texts independently, eighth grade level texts in groups with internet access and fourth grade level texts in groups with internet access. Our findings demonstrate that groups of young students with access to the internet are capable of reading complex texts with minimal teacher intervention. We also believe that this approach has the potential to help students develop both their offline and online reading comprehension skills.

scholarly journals Estrutura Ontológica para representar Papéis Colaborativos Afetivos em ambientes CSCL

2017 ◽  
Vol 25 (02) ◽  
pp. 87
Author(s):  
Rachel Carlos Duque Reis ◽  
Carla Lopes Rodriguez ◽  
Kamila Takayama Lyra ◽  
Seiji Isotani
Keyword(s):  
Collaborative Learning ◽  
Learning Theory ◽  
Personality Trait ◽  
Distributed Cognition ◽  
Group Performance ◽  
Homogeneous Groups ◽  
Alternative Hypotheses ◽  
Participant Role ◽  
The Impact

The use of ontologies to represent CSCL scenarios have been investigated by several researchers in the literature. Despite of important contributions of such works, we have observed the lack of studies that consider the aspects related to students’ affect (e.g., personality trait) to represent such scenarios. Thus, this paper aims at extending the ontological structure of Affective Collaborative Learning (ACL) role to represent the relation between Stable/Unstable Extroverted personality traits and Full Participant role defined by the Distributed Cognition learning theory. Based on such ontological structure we create three CSCL scenarios to deal with lack of students’ reflection. In order to evaluate the impact of low and high impulsivity characteristics on such scenarios, we developed a case study with children aged between 09-10 to verify three alternative hypotheses. The results indicate that low impulsivity in homogeneous groups, where students performed the ACL role Extroverted Stable Full Participant, does not influence the group performance. Based on such ontological structure we hope to contribute with solutions to create more effective and personalized CSCL scenarios.

scholarly journals Effect of computer-supported collaborative learning (CSCL) on students’ essay writing skills and their attitude toward e-learning

2021 ◽  
Vol 13 (4) ◽  
pp. 241-259
Author(s):  
Afsaneh Heydari Gujani ◽  
Ali Jahangard
Keyword(s):  
Collaborative Learning ◽  
Structured Interview ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Computer Supported Collaborative Learning ◽  
Essay Writing ◽  
Writing Skill ◽  
E Learning ◽  
The Impact

Computer-supported Collaborative Learning has been the focus of investigation in the field of foreign language learning for many years. This study aimed to investigate the impact of learning through blogging on the students’ essay writing skill and attitude. A total of 96 students from a Technological university were assigned to the study and were divided into 2 groups of experimental (bloggers) and control (regular) groups. They were instructed in two different methods by using different teaching methodologies. The bloggers, the experimental group students, did not receive any direct teaching; in fact, they received the lessons through weblogs. The findings showed that blogging had a significantly better effect on the learners’ writing skill improvement than the regular class. Also, a semi-structured interview was conducted to investigate the perceived usefulness, perceived ease of use, actual use of web and the students' attitude toward blogging, whose results demonstrated that the students’ attitudes and feelings can be reshaped as a result of exposure to e-learning. Keywords: Computer-supported, collaborative learning, blogging, e-learning, essay writing

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