Study on Students’ Communication and Interaction in Collaborative Learning Processes with Web-based Social Tools

2014 ◽  
Vol 68 (2) ◽  
Author(s):  
Leow Fui Theng ◽  
Neo Mai ◽  
Chang Yoong Choon
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Learning Experience ◽  
Online Communication ◽  
Communication Process ◽  
Rapid Progression ◽  
Learning Approaches ◽  
Web Based ◽  
Communicative Acts ◽  
The Social

The rapid progression of ICT has influenced the social change and broadened the horizon of innovative learning which further enabled the web-based collaborative learning. Studies show that the use of web-based social tools is able to expand the social interaction and engagement among the students. In fact, many learning approaches in today’s higher education context have embedded collaborative learning activities. Therefore, it is important to investigate the student communicative acts and social interaction in the online communication process for sustaining and better supporting web-based collaborative learning. This study presents students’ feedback and their communicative acts in the process of collaborating on a multimedia project. Communicative Model of Collaborative Learning (CMCL) was used to analyze these inputs which obtained from open-ended questions, student interviews and students’ posting in social networking sites. The results showed that the CMCL was a useful tool for assessing the students’ social interaction and communicative acts in this learning approach. The outcomes of this study show that the use of CMCL is effective to analyze the student communication and interaction in web-based collaborative learning environments with more perspectives and reveal the impacts on student learning experience and attitudes.  

Computer Mediated Technology as Tools for Social Interaction and Educational Processes

2008 ◽  
pp. 719-732
Author(s):  
Karen Rohrbauck Stout
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Virtual Teams ◽  
Cognitive Skills ◽  
Interaction Space ◽  
Social World ◽  
Educational Processes ◽  
Computer Mediated ◽  
The Social ◽  
Enhance Student Learning

Computer mediated technologies (or CMTs) enhance educational processes and are tools that have particular implications for learning and interacting in virtual teams. To better understand how educational tools may be implemented to enhance student learning in virtual teams, the author addresses Wartofsky’s (1979) explication of tools as cultural artifacts. Distinctions about primary, secondary, and tertiary tools provide a framework to analyze implementations of educational CMT research. Implications of these tools on virtual team’s cognitive skills and collaborative learning are explored. Tertiary tools are explored in particular, as they may provide virtual teams with shared interaction space and alternative representations of the social world. The author provides examples of CMT implementation and suggestions for technological and pedagogical advancements.

Computer Mediated Technology as Tools for Social Interaction and Educational Processes

2006 ◽  
pp. 246-267
Author(s):  
Karen R. Stout
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Virtual Teams ◽  
Cognitive Skills ◽  
Interaction Space ◽  
Social World ◽  
Educational Processes ◽  
Computer Mediated ◽  
The Social ◽  
Enhance Student Learning

Computer mediated technologies (or CMTs) enhance educational processes and are tools that have particular implications for learning and interacting in virtual teams. To better understand how educational tools may be implemented to enhance student learning in virtual teams, the author addresses Wartofsky’s (1979) explication of tools as cultural artifacts. Distinctions about primary, secondary, and tertiary tools provide a framework to analyze implementations of educational CMT research. Implications of these tools on virtual team’s cognitive skills and collaborative learning are explored. Tertiary tools are explored in particular, as they may provide virtual teams with shared interaction space and alternative representations of the social world. The author provides examples of CMT implementation and suggestions for technological and pedagogical advancements.

Supporting Group and Individual Processes in Web-Based Collaborative Learning Environments

2010 ◽  
pp. 396-413 ◽  
Author(s):  
F. Pozzi
Keyword(s):  
Individual Differences ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Learning Process ◽  
Learning Experience ◽  
Group Differences ◽  
Web Based ◽  
Online Collaborative Learning ◽  
Monitoring Model ◽  
Different Levels

This chapter tackles the issue of how it is possible to integrate individual differences in the learning design of Web-based collaborative learning experiences. In particular, in online collaborative learning environments, it is quite common to adopt techniques to support collaboration and interactions among peers. This contribution proposes to monitor the enactment of the collaborative techniques to make individual and group differences emerge, thus allowing the consequent customization of the learning experience. To this aim, a monitoring model is proposed, whose flexibility allows the tutor to bring different aspects and different levels of the ongoing learning process under control.

scholarly journals Mass Automated Internet Analysis and Cyberspace Transparency

2019 ◽  
Vol 5 (2) ◽  
pp. 32-44
Author(s):  
Marek Robak
Keyword(s):  
Research Methods ◽  
Online Communication ◽  
Communication Process ◽  
The Internet ◽  
Communication Analysis ◽  
Social Phenomena ◽  
The Social ◽  
Media Research ◽  
Method Group

Abstract One of the roles of media research is to explain social phenomena. The Internet became a place where society expresses itself and where society could be influenced or even manipulated. Therefore, online communication analysis becomes a tool that is expected to guarantee the transparency of the social communication process. Unfortunately, the size of the Internet makes analysis difficult, and traditional methods of analysing communication are not always enough or force the researcher to focus on a fragmentary data. The author asks a question which research methods are suitable for Internet research and allow to improve transparency. It focuses on the method group referred to in the article as Mass Automated Internet Analysis. In the final part, the author shows examples of several – existing or being developed – research methods and techniques (including data collection and data analysis field), what research methods can improve the quality of digital communications research.

DEVELOPMENT OF THE MEDIAL FUNCTION OF SOCIAL COMMUNICATION IN MODERN SOCIETY

2021 ◽  
Vol 12 (1) ◽  
pp. 11-21
Author(s):  
Valentyna Ilganayeva
Keyword(s):  
Social Interaction ◽  
Social Communication ◽  
System Integration ◽  
Modern Society ◽  
Communication Process ◽  
Evolutionary Development ◽  
Regulatory Function ◽  
Communication Processes ◽  
The Social ◽  
Cognitive Activities

The purposeof the article is to substantiate the factors and content of the evolutionary development of communication as a medial function in society.Research methods and techniques.Methodological integrity of the study of communication phenomena is achieved using a number of scientific approaches: historical-evolutionary, system-integration, process, teleological, which make it possible to carry out the necessary synthesis of knowledge about the functionality of social communication. They stimulate the processes of foundation,integration, generalization, innovation of scientific and cognitive activities in the social and communication sphere. The set of scientific approaches verifies theachievements of research in various scientific areas that use the communication principle to study social processes and influence the formation of an understanding of the unity of communication processes in society. Conclusions. It is proved that thedeepening of the study of communication phenomena is a systemic need to improve social interaction in society. It is noted that now a completely different systematic organization of communication interaction is being formed, which is due to the scale of the communication process in society. The social purpose of communication and the communication process is manifested through a system-regulatory function, which is provided by the structural form of communication processes and their content. The medial function of communication is aimed at ensuring the integration of society and humanity to achieve an equilibrium social interaction and the state of society as an integral system.

Computer-Mediated Communication Learning Environments

2010 ◽  
pp. 38-44
Author(s):  
Stefania Manca
Keyword(s):  
Collaborative Learning ◽  
Learning Strategy ◽  
Computer Mediated Communication ◽  
Social Dimension ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Model Learning ◽  
Web Based ◽  
Computer Mediated ◽  
The Social

The social, relational, and affective dynamics are receiving more and more attention in the study of learning processes, as cognitive, affective, and emotional dimensions of learning seem to be closely related. This kind of co-origination, borne out in the context of neurosciences, artificial intelligence, cognitive psychology, and education, has also been recognized in the field of Web-based learning. The research framework of computer supported collaborative learning (CSCL) has emphasized the role that a well-established social dimension plays in collaborative learning and group-based working within communities of learners. According to the socioconstructivist model, learning always implies a social dialogical process where individuals are mutually engaged in the construction and sharing of new knowledge (Scardamalia & Bereiter, 1994; Wenger, 1998). Pedagogical approaches based on these assumptions combine the advantages of a learning strategy that promotes deeper level learning, critical thinking, and shared understanding with those related to the development of social and communication skills (Garrison & Anderson, 2003).

scholarly journals Interaksi Sosial Mahasiswa Pendidikan Jasmani, Kesehatan dan Rekreasi (PJKR) FKIP Universitas Palangka Raya di Masa Pandemi Covid-19

2021 ◽  
Vol 2 (2) ◽  
pp. 93-99
Author(s):  
Mikdar Mikdar ◽  
Zuly Daima Ulfa ◽  
Andi Tenri Abeng
Keyword(s):  
Social Interaction ◽  
Extracurricular Activities ◽  
Online Communication ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Online Data ◽  
Study Program ◽  
Use Of Technology ◽  
The Social ◽  
Campus Activities

Pandemic covid-19 has an impact in the implementation of daily activities including on students. Social distancing is carried out in order to prevent the transmission of covid-19. Outdoor activities are restricted, requiring adjustments including social interactions. This study aims to identify the social interaction of students of Physical Education, Health and Recreation (PJKR) FKIP University of Palangka Raya during the covid-19 pandemic. Research is a survey with a crosssectional approach in students PJKR study program, FKIP University of Palangka Raya, as many as 115 people. Sampling technique used is simple random sampling. Online data collection using questionnaires through google form. Social interaction between students related to assignments and lecture activities (88%), communication outside campus activities (45%), student and extracurricular activities (34%), hobbies and achievements (33%). While the social interaction of students with lecturers related to lecture materials (91%), lecture assignments (64%), academic guidance activities (20%), off-campus activities (14%) and other interactions. Changes in social interaction in the form of interactions become limited, online communication increases including the utilization of social media as well as increased use of mobile phones and other devices. Advice should be considered concern about lecture activities that involve social interaction between students, students with lecturers and students with the community and the use of technology while maintaining the prevailing social values in the community.

scholarly journals Tayangan Video Animasi “Si Nopal” Untuk Mendukung Interaksi Sosial Siswa Sekolah Dasar

2020 ◽  
Vol 10 (3) ◽  
pp. 207-216
Author(s):  
Ghafiruna Al Aziz ◽  
Chumi Zahroul Fitriyah ◽  
Zetti Finali
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Social Contact ◽  
Communication Process ◽  
Associative Processes ◽  
Descriptive Research ◽  
The Social ◽  
Animated Film ◽  
Support Students ◽  
Collection Methods

Social interaction is a dynamic social relationship that involves relationships between individuals, between groups, and between individuals and groups. The purpose of this research is to analyse an animated film "Si Nopal" in supporting social interaction of the elementary students. The type and design of the study used in this study is descriptive research. The data collection methods are documentation and interviews. Qualitative data analysis used in this study consisted of three activity processes, namely data reduction, data presentation, and drawing conclusions. Based on the results and discussion it can be seen that the Nopal's animated video can support students' social interactions. The social interactions in the Nopal animated video include the communication process, social contact, and associative processes. Students who are given the animated video show "Si Nopal" have the motivation to imitate the aspects of social interaction in the video shown.

Perceived Sociability and Social Presence in a Collaborative Serious Game

2013 ◽  
Vol 3 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Kimmo Oksanen ◽  
Raija Hämäläinen
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Social Presence ◽  
Educational Games ◽  
Social Aspects ◽  
Emotional Processes ◽  
The Social ◽  
Game Environment ◽  
High Level ◽  
Functional Task

Collaborative serious games have proven to have the potential to support joint knowledge construction, and there is a growing interest in applying such games to promote high-level learning. However, most of the existing studies have focused on the effects of functional, task-specific support while ignoring the social aspects of collaborative learning. This study is one aim to fill in the knowledge gap in order to understand how learners experience educational games as a means of social interaction and collaboration. The findings indicated that the game environment facilitated and supported players’ socio-emotional processes by eliciting students’ social presence and sociability. This has been further shown to play an important role in the emergence of social interaction and collaborative learning. These results can be applied in the design of collaborative educational games that support social aspects of collaborative learning.

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