scholarly journals Are online learners frustrated with collaborative learning experiences?

2012 ◽  
Vol 13 (2) ◽  
pp. 26 ◽  
Author(s):  
Neus Capdeferro ◽  
Margarida Romero
Keyword(s):  
Collaborative Learning ◽  
Online Education ◽  
Negative Emotion ◽  
Learning Experiences ◽  
Computer Supported Collaborative Learning ◽  
Online Learners ◽  
Team Members ◽  
Common Feeling ◽  
The Individual

<p>Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners engaged in online computer-supported collaborative learning (CSCL) experiences and, moreover, to identify the sources to which the learners attribute their frustration. With this aim, a questionnaire was designed to obtain data from a sample of online learners participating in the Master of ICT and Education program of the Universitat Oberta de Catalunya (UOC). Results revealed that frustration is a common feeling among students involved in online collaborative learning experiences. The perception of an asymmetric collaboration among the teammates was identified by the students as the most important source of frustration. Online learners also identified difficulties related to group organization, the lack of shared goals among the team members, the imbalance in the level of commitment and quality of the individual contributions, the excess time spent on the online CSCL tasks, the imbalance between the individual and collective grades, and difficulties in communication, among other factors leading to frustration. The analysis of the students’ sources of frustration in online CSCL is followed by a list of recommendations to the distance education stakeholders, aiming to reduce students’ frustration and improve the quality of their experiences in online CSCL contexts such as the UOC.</p>

Intercultural Computer-Supported Collaborative Learning

2018 ◽  
pp. 80-97 ◽  
Author(s):  
Jason MacLeod ◽  
Harrison Hao Yang
Keyword(s):  
Collaborative Learning ◽  
Intercultural Competence ◽  
Learning Experiences ◽  
Digital Technologies ◽  
Instructional Approach ◽  
Computer Supported Collaborative Learning ◽  
Intercultural Learning ◽  
Collaborative Skills ◽  
Distributed Method

In the absence of an equitably distributed method for providing immersive intercultural learning experiences, teachers have used digital technologies to personalize domestic learning experiences that cultivate intercultural competence and collaborative skills. This chapter provides a review of intercultural computer-supported collaborative learning, discusses the main issues that students and teachers encounter, and provides a summary of research supporting teacher integration of this instructional approach.

Developing Shared Mental Models in Computer-Supported Collaborative Learning

2008 ◽  
pp. 278-299
Author(s):  
Marissa L. Shuffler ◽  
Gerald F. Goodwin
Keyword(s):  
Collaborative Learning ◽  
Mental Models ◽  
Learning Environments ◽  
Social Presence ◽  
Shared Mental Models ◽  
Shared Knowledge ◽  
Shared Understanding ◽  
Computer Supported Collaborative Learning ◽  
Online Learners ◽  
Computer Based

In order to adapt to changing learning environments, instructors must be aware of the challenges that virtuality brings to establishing a shared understanding among online learners. Although developing shared mental models is typically a natural part of learning, it requires significant social and task-related interaction among students, which can be difficult in computer based environments in which social presence is lacking. This chapter will briefly discuss research related to the development of shared understanding and explore what instructors can do to address challenges and facilitate the development of shared knowledge in computer supported collaborative learning environments.

Computer-Supported Collaborative Learning and Assessment

2020 ◽  
pp. 389-413
Author(s):  
Joyce W. Gikandi
Keyword(s):  
Data Analysis ◽  
Collaborative Learning ◽  
Online Education ◽  
Descriptive Statistics ◽  
Multiple Sources ◽  
Computer Supported Collaborative Learning ◽  
Collective Case Study ◽  
Course Content ◽  
Gradual Process

This chapter focuses on re-interpreting the findings of a recent study based on collaborative learning perspectives. The study utilized a case study design in which two online postgraduate courses were investigated as a collective case study. Online observations, analysis of the archived course content and interview transcripts were used as data collection techniques. The data from multiple sources were triangulated. Qualitative techniques were used in data analysis and descriptive statistics were integrated to extend the meaning of qualitative data. The findings of the study suggest that social interactivity is pivotal to facilitating meaningful learning in formal online education. The findings further illustrate that development of productive communities in continuing (in-service) education is a gradual process that evolves through four stages starting from community of interest to community of practice.

scholarly journals Computer Supported Collaborative Learning and Higher Order Thinking Skills - A Case Study of Textile Studies

10.28945/3298 ◽  
2009 ◽  
Author(s):  
Ada Wai Wing MA
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Cognitive Skills ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Cultural Perspective ◽  
Computer Supported Collaborative Learning ◽  
Higher Order Thinking Skills

The scarcity of readily usable instruments to research learning in Computer Supported Collaborative Learning (CSCL) environments has posed a great challenge to devise appropriate analytical tools to investigate how individuals change their understanding or create a new personal construction of knowledge as a result of social interaction and negotiation within the group. Given this scenario, the Activity System Model (Engestrom, 1987), based on a socio-cultural perspective, was adopted as a framework for analysing the quality of a CSCL community in this research project. Data were analysed to examine how interactivity had contributed to the fostering of higher order thinking skills in the CSCL community. Findings of this study confirmed that there was a positive correlation between the quality of collaborative process engaged by groups and the quality of cognitive skills fostered. High levels of social interaction and collaboration contributed to the establishment of a community of learning, nurturing a space for fostering higher order thinking through co-creation of knowledge processes. Lessons learnt and limitations of the investigation in this study in light of the methodological issues relating to coding reliability and difficulties in translating Chinese text involved in the CSCL for computerized coding process were discussed as well.

scholarly journals ARGUMENTATION-BASED COMPUTER SUPPORTED COLLABORATIVE LEARNING (ABCSCL): THE ROLE OF INSTRUCTIONAL SUPPORTS

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Omid Noroozi
Keyword(s):  
Collaborative Learning ◽  
Relevant Literature ◽  
Learning Processes ◽  
Teaching Approach ◽  
Computer Supported Collaborative Learning ◽  
Instructional Supports ◽  
Quality Of Learning ◽  
Future Work

This paper investigates the role of instructional supports for argumentation-based computer supported collaborative learning (ABCSCL), a teaching approach that improves the quality of learning processes and outcomes. Relevant literature has been reviewed to identify the instructional supports in ABCSCL environments. A range of instructional supports in ABCSCL is proposed including scaffolding, scripting, and representational tools. Each of these instructional supports are discussed in detail. Furthermore, the extent to which and the way in which such instructional supports can be applied in ABCSCL environments are discussed. Finally, suggestions for future work and implications for the design of ABCSCL environments are provided.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0610/a.php" alt="Hit counter" /></p>

Laboratory Experiments in CSCL Activities

2013 ◽  
pp. 222-240
Author(s):  
César A. Collazos ◽  
Luis A. Guerrero ◽  
Jose A. Pino ◽  
Flavia M. Santoro ◽  
Marcos Borges ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Sequential Analysis ◽  
Learning Goals ◽  
Research Groups ◽  
Computer Supported Collaborative Learning ◽  
Four Dimensions ◽  
Fine Grained ◽  
Context Of Learning ◽  
Collaboration Process

Several groupware tools have been implemented within Computer Supported Collaborative Learning (CSCL) research groups in order to test ideas and concepts currently being studied. It is very important to perform pilot-evaluations with these systems. The CSCW Lab is an environment for evaluating groupware within research groups. Four dimensions in assessing groupware were identified: context, collaboration, usability, and cultural impacts. In this chapter, the authors present a proposal to detail the collaboration level, specifically for CSCL domain applications. Understanding and analyzing the collaborative learning process requires a fine-grained sequential analysis of the group interaction in the context of learning goals. Several researchers in the area of cooperative work take as success criterion the quality of the group outcome. Nevertheless, recent findings are giving more importance to the quality of the “cooperation process” itself. The proposed model includes a set of guidelines to evaluate the usage of CSCL tools within a collaboration process defined along with the learning objectives. The authors have defined an experiment with a software tool instrumented to gather information that allowed them to verify the presence of a set of cooperation indicators, which in turn helped to determine the quality of the work process.

There Is No “I” in Team but There Is in Innovation: How Individual Attributes Impact Team Ideation and Selection Practices

2021 ◽  
Author(s):  
Aoran Peng ◽  
Sam Hunter ◽  
Scarlett R. Miller
Keyword(s):  
Positive Impact ◽  
Preliminary Evidence ◽  
Design Stage ◽  
Individual Risk ◽  
Team Composition ◽  
Concept Generation ◽  
Team Members ◽  
The Individual ◽  
The Impact

Abstract While teaming is a vital component of engineering, it is important to remember that there is no team without individuals and individual behavior can drive team outputs. One of these individual factors that may manifest itself at the team level is individual risk-taking attitudes, which can be impacted by personality and preferences for creativity. However, a gap exists in research on the impact of the team composition in these factors on creative outputs, as previous research has found that team composition plays a key role in team performance. The current work was developed to examine how the elevation and diversity of team personality and preferences for creativity impact the novelty and quality of ideas generated and selected by the team through a simulation study of 60,831 simulated teams. The results of this study show that the novelty and quality of ideas generated and selected can be predicted by the elevation and diversity of the simulated teams’ personality and PCS factors. In addition, it was found that the impact of the individual elevation and diversity factors can vary depending on the ideation trait (novelty and quality) and design stage (concept generation and selection). However, there was one variable that had a consistent positive impact on team behavior — the elevation of the Creative Confidence of the Simulated Team Members. These findings provide preliminary evidence on how individual attributes manifest themselves at the team level to impact team ideation and selection performances.

Challenges for the Teacher's Role in Promoting Productive Knowledge Construction in Computer-Supported Collaborative Learning Contexts

2010 ◽  
pp. 263-280 ◽  
Author(s):  
Maarit Arvaja ◽  
Raija Hämäläinen ◽  
Helena Rasku-Puttonen
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Knowledge Construction ◽  
Computer Supported Collaborative Learning ◽  
Web Based ◽  
Learning Contexts ◽  
Technological Tools ◽  
Pedagogical Choices ◽  
Teachers Professional Development

This chapter discusses challenges related to teachers’ pedagogical activities in facilitating productive discussions among students in Computer-Supported Collaborative Learning (CSCL) contexts. In the light of two different cases from secondary-level and higher education contexts, the authors examine how teachers’ pedagogical choices influenced the quality of students’ activity, namely Web-based discussion. The results of our studies indicated that rich moments of collaboration were rare and distributed unequally among the students. The obvious weakness from the perspective of teachers’ pedagogical activities was that in neither of the studies was the students’ interaction in the discussion forum supported in any way. A future challenge is, therefore, to develop both pedagogical and technological tools to support the monitoring and enhancement of students’ learning process during online learning. Furthermore, we discuss how teachers’ professional development (TPD) is challenged by new technological tools in formal learning environments.

scholarly journals The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education

Revista EIA ◽  
2021 ◽  
Vol 18 (35) ◽  
Author(s):  
Leovy Echeverría Rodríguez ◽  
Ruth Cobos
Keyword(s):  
Collaborative Learning ◽  
Blended Learning ◽  
Computer Science ◽  
Learning Experience ◽  
Learning Experiences ◽  
Learning Activities ◽  
Computer Supported Collaborative Learning ◽  
Motivational Messages ◽  
The Impact ◽  
Academic Year

The outcomes presented in this paper are associated with the impact of motivational messages sent by a Motivation Booster to the students that participated in blended learning experiences. The aim of the Motivation Booster is to provide personalized and summarized feedback, by means of motivational messages, to the users of Computer-Supported Collaborative Learning systems on their completed collaborative learning activities. The developed Motivation Booster was integrated into the Moodle system. Two blended learning experiences were put into practice at the Universidad Pontificia Bolivariana Montería (Colombia) over an academic year with students enrolled in the course called “Software Engineering” at the Computer Science Department. A group of students participated in the first blended learning experience, and they used the Moodle system without the Motivation Booster. And another group of students participated in the second blended learning experience, where they used Moodle with the developed Motivation Booster. The experimental results give us evidences that the students felt more motivated to work with the Moodle system when they received motivational messages due to the Motivation Booster. Especially students were stimulated to work in a group manner.

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