scholarly journals Modelling learner and educator interactions in an electronic learning community

2003 ◽  
Vol 19 (2) ◽  
Author(s):  
Judy Sheard ◽  
Sita Ramakrishnan ◽  
Jan Miller
Keyword(s):  
Collaborative Learning ◽  
Learning Community ◽  
Learning Style ◽  
Discussion Forum ◽  
Learning Behaviour ◽  
Electronic Learning ◽  
Complex Process ◽  
Major Shift ◽  
Collaborative Learning Environment ◽  
Learning Issues

Critical to understanding how an electronic learning community can be established and sustained is understanding how learners and educators interact within the community. The study reported in this paper found that the development of an electronic learning community is a complex process that relies on the willingness of the learners to adopt a collaborative learning style. This appears to require a major shift in their learning behaviour and is a process in which the educators appear to have little influence. A discussion forum designed to provide a collaborative learning environment where students can discuss learning issues and provide feedback to staff has provided a vehicle for this study. An investigation of student and staff use of the discussion forum has informed the development of a set of visual representations that may be used to describe electronic learning communities.

Collaboration and Pervasiveness

2005 ◽  
pp. 369-390 ◽  
Author(s):  
Kazuhiko Shibuya
Keyword(s):  
Collaborative Learning ◽  
Learning Community ◽  
Learning Style ◽  
Semantic Technologies ◽  
Computer Supported Collaborative Learning ◽  
Effective Learning ◽  
Ubiquitous Environment ◽  
Ubiquitous Computation ◽  
Jigsaw Method ◽  
Collaborative Activities

This chapter attempts to contribute toward exploring fundamental conceptualization on collaboration and pervasiveness in education. An assigned task is to clarify my concepts on collaborative learning based on ubiquitous computation and Semantic Web perspectives by means of more originated ways. Collaborative activities and computer-supported collaborative learning (CSCL) per se consists of various needs to encourage motivation and understandings of each student in more effective learning style and environment. We can recognize that collaborative learning in a ubiquitous environment can provide more interactive, experiential, spatiotemporal, and distributed aspects for anyone who wants to know information and solve educational tasks coordinating with others at any time. Then, I would like to show my design of the ubiquitous jigsaw method and self-organizing networks in the learning community. Further, I concentrate on exploring possibilities of collaborative learning with semantic technologies which allows to inspire and facilitate a more reciprocal exchange among affiliated relationships in a ubiquitous environment. Finally, I will discuss these topics.

Enhancing Electronic Learning for Generation Y Games Geeks

2011 ◽  
pp. 246-252
Author(s):  
Sophie Nichol ◽  
Kathy Blashki
Keyword(s):  
Learning Community ◽  
Generation Y ◽  
University Education ◽  
Design And Development ◽  
Culturally Specific ◽  
Electronic Learning ◽  
Face To Face ◽  
Mentor Relationships ◽  
Social Negotiations ◽  
Collaborative Learning Environment

This article explores a purpose built learning community, or that which Bruffee (1999) refers to as “conversational community,” of University students. The community functions primarily as a collaborative learning environment, specifically for students studying games design and development at Deakin University. Specifically this article focuses on the electronic, or online learning, “Web community” of the games students. The students typically use the online environment as a supplement to face-to-face lectures and tutorials in games design and development. The games students at the centre of this article are affectionately referred to as “Games Geeks” (with their approval!), and are demographically considered, by virtue of their age, to be Generation Y (those born between 1979 and 2000). Generation Y, and the games students in particular, are collaborative learners with an increased disposition for peer learning and social relationships. Communication amongst Generation Y is continually shifting between face-to-face to online modes, and culturally specific languages such as Leet Speak (Blashki & Nichol, 2005) have evolved as part of these slippery social negotiations and hierarchies. Within the game students’ social and educative milieu, learning via traditional “transmission” forms (the hallmark of university education), is eschewed for a more collaborative and participatory method supplemented by mentor relationships and constructive conversation amongst peers. Active participation and a sense of belonging to a community of knowledgeable peers, allows students to grant authority to their peers for “constructive, reacculturative conversation” (Bruffee, 1999, p. 12) of their work and ideas. Acceptance into the community is dependant upon students being willing to submit to this authority.

Risking Saying "I Don't Know"

2001 ◽  
Author(s):  
Joanne Slotnik ◽  
Marilyn Johnston
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Community ◽  
The Other ◽  
New School ◽  
Basic Tenet ◽  
Starting Point ◽  
Collaborative Learning Environment ◽  
Learning Together

To learn, teachers need to be willing to take risks. Although they are classroom leaders, they don’t have to know it all. When we had our 20-year reunion of former and current OC teachers, one former OC teacher commented that admitting what she did not know to her teaching colleagues at her new school made her uncomfortable. Others pointed out that even as new OC teachers, saying “I don’t know” sometimes felt too risky. With more experience in the OC, however, they gained the confidence necessary to comfortably admit when they were uncertain or lacking knowledge. We began speculating about the sources of our initial discomfort. One teacher described how her own child’s teacher, in another school, felt compelled to maintain the appearance of always knowing exactly what she was doing even when she herself had many questions. She felt the need to demonstrate that her class was in control and that the kids were progressing at the same rate as those in the other classes. Without the support of other teachers, she could not disclose that she had much to learn. We speculated that a basic tenet of the OC—that learning is a process—encourages people to admit when their understanding is incomplete. No one, including the teachers, is expected to know everything. In a collaborative learning environment, people can say, “I don’t know,” and then use that acknowledgment— whether with students, parents, or teachers—as the starting point for learning. For example, when a child comes up with a question, a teacher is valued for responding, “Great question. Let’s go learn about it. I want to know the answer, too.” If the accepted approach is that “we’re all learning together,” then no one has to carry the burden of always being the expert. This is the heart of collaborative learning. Functioning as a learning community doesn’t just happen. In communicating with parents, OC teachers have to help them see that it’s okay for teachers not to know everything. The notion that “I don’t know” is a legitimate answer that forms a sound starting point for collaborative learning is a new idea for many parents.

scholarly journals Beyond Broudy’s Triad—Infusing University Students with the Love of Poetry

2017 ◽  
Vol 10 (4) ◽  
pp. 65
Author(s):  
Mounir Ben Zid
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Teaching Methods ◽  
Teaching Experience ◽  
Class Session ◽  
New Learning ◽  
Major Shift ◽  
Teaching Learning ◽  
Esl Learners

In spite of the diverse schools of thought providing guidance for poetry teachers—such as the didactic, heuristic, or phyletic approaches—this myriad of teaching modes has failed to generate adequate student appreciation for poetry courses. The reason for this is teachers’ tendency to cling to the idea that one must choose a particular approach and find out the correct or fixed meaning. This study includes a recommendation for a major shift in teaching poetry that transforms each class session into a new learning rather than a teaching experience—one in which the instructor’s role is to inspire a passion and love for poetry in ESL learners. This teaching-learning style requires that teachers change from being omniscient sages to participants, co-explorers, and learners—a move from teaching methods to learning styles and a shift from encouraging the love of teachers to inspiring the love of poetry in university students.

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