Using Technology to Team Teach across Institutions: The Circle Project

1996 ◽  
Vol 40 (8) ◽  
pp. 468-472
Author(s):  
Deborah A. Boehm-Davis ◽  
Kent L. Norman ◽  
Marc M. Sebrechts ◽  
Barry G. Silverman
Keyword(s):  
Distance Learning ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Instructional Television ◽  
Design Team ◽  
Psychological Issues ◽  
Multiple Experts ◽  
Instructional Collaboration ◽  
Team Model

The Consortium Interactive Research on Collaborative Learning Environments (or CIRCLE) project, was designed to examine how the distance among remote universities can be bridged electronically and how this bridge can be used to develop truly collaborative learning with shared, distributed student and faculty responsibilities. Although the problem of “distance learning” based on the model of instructional television has been well-studied, the problem of collaborative distance learning, based on a design team model, poses new technological and psychological issues. The CIRCLE project was designed to develop a model of four-way instructional collaboration. A course offering across the four institutions suggests that although the students' learning is enhanced by exposure to multiple experts, teaching through technology does impose constraints on the learning environment that make it more difficult to acquire that expertise.

Constructing a Flexible Distance Learning Environment Through a Socio-Technical Perspective

2014 ◽  
Vol 6 (4) ◽  
pp. 47-66
Author(s):  
Tülay Görü Doğan ◽  
Gülsün Eby
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Theory Building ◽  
Flow Chart ◽  
Learning Approach ◽  
Flexible Learning ◽  
Technical Theory ◽  
Distance Learning Environment

This research is a theory building study regarding the design of distance learning environments from a socio-technical perspective. Within this study, a synthesis of current theories and approaches in addition to established theories in the field of distance education will be conducted, with focus placed on the notion that a flexible learning environment may be designed based on social and technical elements. In this regard, the process of designing the aforementioned learning environment is expressed in a theoretical manner, with the following two theories comprising the basis of the study: (1) the Flexible Learning Approach and (2) the Socio-Technical Theory. A theoretical matrix is established within the study utilizing these theories, while each cell in the theoretical matrix provides a statement that determines a flow chart regarding the design of Flexible Distance Learning Environments.

Synchronous and Asynchronous Learning Environments

2011 ◽  
pp. 815-822
Author(s):  
Moti Frank
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Teaching Strategy ◽  
Learning Goals ◽  
Asynchronous Learning ◽  
Knowledge And Skills ◽  
Asynchronous Learning Environments

This paper discusses the organizational and pedagogical aspects, benefits, and disadvantages of synchronous and asynchronous technologies as platforms for creating distance learning environments. By comparing the advantages and challenges of the two learning environments, teachers will be able to match the appropriate learning environment and its teaching strategy to their learning goals. These two learning environments involve distance learning. Distance education (or what is commonly termed “distance learning”) is a method of education in which the learner is physically distanced from both the teacher and the institution providing the instruction. Learning may be undertaken either individually or in groups. According to USDLA (2006), distance learning is: “The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.”

Collaborative Learning on Decentralized Ubiquitous Environments

2017 ◽  
pp. 141-157
Author(s):  
Jorge Luis Victória Barbosa ◽  
Débora Nice Ferrari Barbosa ◽  
Sandro José Rigo ◽  
Jezer Machado de Oliveira ◽  
Solon Andrade Rabello Junior
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Software Agents ◽  
Learning Processes ◽  
Global Integration ◽  
Ubiquitous Learning ◽  
Collaboration Model ◽  
Ubiquitous Learning Environment ◽  
Simulated Scenario

The application of technologies in the improvement of education strategies is called Ubiquitous Learning. This chapter discusses the collaborative learning and proposes the integration between two models dedicated to support ubiquitous learning environments, called Global and CoolEdu. CoolEdu is a generic collaboration model for decentralized environments. Global is an infrastructure designed to create ubiquitous learning environments. Global provides software agents that perform tasks common to ubiquitous learning processes. By extending these agents or adding new ones, a system can be specialized to support ubiquitous learning environments. The CoolEdu/Global integration created a collaborative and decentralized ubiquitous learning environment. The resulting environment was evaluated through a simulated scenario dedicated to explore its functionalities. The results showed the potential of deploying the environment in real situations.

scholarly journals Η αυτορρυθμιζόμενη μάθηση στο πλαίσιο της εκπαιδευτικής αξιοποίησης του Word-Press σε συνεργατικά περιβάλλοντα μάθησης - “Self-regulated learning as part of WordPress's educational development in collaborative learning environments”

2020 ◽  
Vol 10 (2Α) ◽  
pp. 190
Author(s):  
Γεώργιος (Georgios) Γεωργιάδης (Georgiadis) ◽  
Αλιβίζος Σοφός
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Content Management ◽  
Study Data ◽  
Online Learning Environment ◽  
Self Regulated Learning ◽  
Management Platform ◽  
Regulated Learning

Ο σκοπός της παρούσας εργασίας είναι να μελετήσει το κατά πόσο ένα ηλεκτρονικό περιβάλλον εκπαίδευσης για την εξ αποστάσεως διδασκαλία, που δημιουργήσαμε με την χρήση της αυτορρυθμιζόμενης μάθησης σε συνεργατικά περιβάλλοντα μάθησης μπορεί να βοηθήσει τους εκπαιδευτικούς στην εκμάθηση της πλατφόρμας WordPress. Το εκπαιδευτικό πρόγραμμα σχεδιάστηκε και υλοποιήθηκε στην πλατφόρμα διαχείρισης περιεχομένου WordPress. Ο συνολικός αριθμός των εκπαιδευομένων που παρακολούθησαν και διεκπεραίωσαν το σύνολο των δραστηριοτήτων του εργαστηρίου ήταν 81 άτομα. Στην παρούσα έρευνα, η συλλογή των δεδομένων έγινε με τη χρήση των στατιστικών της χρήσης της πλατφόρμας Wordpress, τα αποτελέσματα από τις δραστηριότητες που πραγματοποίησαν οι χρήστες της εκπαιδευτικής πλατφόρμας και τρία ερευνητικά εργαλεία. Τα ευρήματα της έρευνας είναι ότι το ηλεκτρονικό περιβάλλον εκπαίδευσης για την εξ αποστάσεως διδασκαλία που δημιουργήσαμε με την χρήση της αυτορρυθμιζόμενης μάθησης σε συνεργατικά περιβάλλοντα μάθησης με την αξιοποίηση της πλατφόρμας WordPress μπορεί να ενισχύσει τους παράγοντες και τις διαστάσεις της αυτορρυθμιζόμενης μάθησης καθώς και της συνεργατικής μάθησης των εκπαιδευόμενων. Τα μέσα του ηλεκτρονικού περιβάλλοντος της πλατφόρμας WordPress που σχετίζονται με την αυτορρυθμιζόμενη μάθηση και χρησιμοποιούνται από τους εκπαιδευόμενους είναι τα βίντεο, το φόρουμ, οι ομάδες συζητήσεων και το εκπαιδευτικό υλικό. Επιπλέον το ηλεκτρονικό περιβάλλον εκπαίδευσης μπορεί να καλύψει τις εκπαιδευτικές ανάγκες των εκπαιδευομένων σε σχέση με την διδασκαλία που γίνεται στην τάξη τους και μπορεί να συνεισφέρει στην καλύτερη κατανομή του διδακτικού χρόνου του μαθήματος. Τέλος διαπιστώθηκε ότι το ηλεκτρονικό περιβάλλον εκπαίδευσης μπορεί να ενισχύσει τα μαθησιακά αποτελέσματα των εκπαιδευομένων.The purpose of the present work is to study whether an online learning environment for distance learning that we have created using self-regulated learning in collaborative learning environments can help teachers in learning the WordPress platform. The tutorial was designed and implemented on the WordPress content management platform. The total number of trainees who attended and completed all the laboratory activities was 81 persons. In the present study, data were collected using Wordpress platform statistics, results from educational platform users' activities, and three research tools. The research findings showed that the e-learning environment we created using self-regulated learning in collaborative learning environments by utilizing the WordPress platform can enhance the factors and dimensions of self-regulated learning as well as collaborative learning. trainees. The tools of the online environment of the WordPress platform related to self-regulated learning and used by trainees are videos, forums, discussion groups and teaching materials. Finally, we found that the online learning environment can meet the educational needs of the learners in relation to the classroom teaching, can contribute to a better distribution of the lesson time and, in addition, enhance the learning outcomes of the learners.

scholarly journals The Stanford Non-Native Rapper Contest

2011 ◽  
Vol 41 (2) ◽  
pp. 89-102
Author(s):  
Per Urlaub ◽  
Joseph Kautz
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Alternative Assessment ◽  
Rap Music ◽  
Target Language ◽  
Internet Users ◽  
Collaborative Learning Environment ◽  
Digital Language

The Stanford Non-Native Rapper Contest is an annual event organized bythe Digital Language Lab at Stanford University. Every year, languageinstructors encourage undergraduate learners to engage in a creativeproject: learners receive the opportunity to compose rap music, writelyrics in the target language, produce videos, and share their clips via aYouTube channel. The response from undergraduate students has beenpositive: since the contest’s inception in 2008, almost 50 learners of worldlanguages and of less-commonly taught languages have participated, andtheir clips have been viewed by more than 30,000 internet users in lessthan three years. The first part of this article describes the evolution of theproject and outlines the roles of the language lab facilities and its staffmembers in organizing this collaborative learning environment. Thesecond part of the article will contextualize Stanford’s Non-Native RapperContest within current theoretical debates that relate to the acquisition oftranscultural competences and to alternative assessment in collegiatelanguage learning environments.

Metacognitive Development within the Community of Inquiry

2013 ◽  
pp. 30-44 ◽  
Author(s):  
Zehra Akyol
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Knowledge Construction ◽  
Community Of Inquiry ◽  
Online Learning Environment ◽  
Metacognitive Development ◽  
Learning And Cognition

This chapter focuses on metacognition in relation to learning and cognition and discusses the potential of the Community of Inquiry (CoI) Framework to guide metacognitive development in online and blended learning environments. The commonality between metacognition and the community of inquiry is the interplay between internal knowledge construction and collaborative learning activities. In this regard, the CoI framework provides a model of cognition that operationalizes inquiry with the potential to contextualize and understand metacognition in an online learning environment. The metacognitive construct developed using the CoI framework as a theoretical lens is introduced, and the strategies and activities to support metacognition in a community of inquiry are provided.

Managing the Business of Web-Enabled Education and Training

2011 ◽  
pp. 233-255
Author(s):  
Mahesh S. Raisinghani ◽  
David Baker
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Distributed Learning ◽  
Web Based ◽  
Authoring Systems ◽  
Synchronous Learning ◽  
Sensory Learning ◽  
And Training

Studies have shown that people remember 20 percent of what they see, 40 percent of what they see and hear, and 70 percent of what they see, hear, and do. Interactive learning applications provide a multi-sensory learning environment that maximizes the way people retain information. This accelerates learning and permits novices to perform like experts while they learn new skills. Powerful authoring systems enable vast amounts of information to be compiled quickly and presented in compelling and meaningful ways. In addition, these applications are easy and inexpensive to update. With interactive multimedia, everyone sees the same information and is exposed to identical learning environments. The reliability of instruction, quality of information, and presentation of material is consistent from user to user and from session to session. This chapter discusses a framework for distance learning and distributed learning and two case studies of a web-based synchronous learning environment in two organizations with different corporate cultures. Current challenges and implications for management are discussed.

Teleconference Sessions in Distance Learning Courses

2021 ◽  
Vol 11 (2) ◽  
pp. 1-15
Author(s):  
Stefanos Armakolas ◽  
Christos T. Panagiotakopoulos ◽  
Anthi V. Karatrantou
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Psychological Factors ◽  
Structured Interview ◽  
Learner Satisfaction ◽  
Research Tools

A teleconferencing learning environment has the potential to increase interaction between educators and learners. Interaction must be designed and continuously supported by the educator. When using teleconferencing in distance education, there is a set of psychological factors which may impact learner involvement. Τhe objective of this study was to identify what psychological factors influence the learner involvement in distance learning courses during teleconferencing sessions. A questionnaire and a semi-structured interview were used as the research tools. The results show that anxiety, learner satisfaction, and expectation of success affect learners and educators in teleconferencing learning environments. Finally, concerning the interconnection of the psychological factors and the effectiveness in teleconferencing sessions as it appears, the main premise of a successful teleconferencing session is laying down the groundwork for adequate planning and preparation taking into account all the influencing psychological factors.

scholarly journals Challenges in the Development of Affective Collaborative Learning Environment with Artificial Peers

2018 ◽  
Vol 23 (2) ◽  
pp. 101-108
Author(s):  
Mara Pudane ◽  
Sintija Petrovica ◽  
Egons Lavendelis ◽  
Alla Anohina-Naumeca
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Process ◽  
New Knowledge ◽  
Collaborative Learning Environment ◽  
General Architecture

Abstract Collaborative learning is a process that involves a group of peers collaborating with the aim to acquire new knowledge or skills. Collaborative learning environment enables such interactions by means of ICT. The paper focuses on affective collaborative learning environments, i.e., collaborative learning environments that are additionally aware of user’s emotions and moods. Based on the analysis of existing research, a general architecture of an affective collaborative learning environment has been proposed in the paper and the main challenges for developing such an environment have been identified, namely, nonintrusive and safe detection of user’s emotions, the adaptation of tutoring strategies, as well as modelling of artificial peers. This study can be considered the first step for the development of the collaborative learning environment that takes into account various affective aspects during the collaborative learning process.

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