DIGITAL AND WORKING SKILLS 4.0 – INNOVATIVE LEARNING AND KNOWLEDGE EXCHANGE THROUGH COLLABORATIVE LEARNING SCENARIOS FOR THE DIGITAL SOCIETY

Many studies investigate the effects of Computer-Supported Collaborative Learning (CSCL) and also explore how learning processes and social interaction contribute to learning outcomes in online learning environments. This study provides an appropriate design of web-supported collaborative learning (CL) with teacher’s initiation and self-regulated learning (SRL), and demonstrates the effects of this design on improving students’ involvement and helping students attain course goals in a blended course. The authors conducted an experiment with an intervention of web-supported CL with initiation and SRL in a course titled ‘Applied Information Technology: Networking’ that included 112 sophomores from two classes at an academic university in Taiwan. The class of web-supported CL with initiation and SRL was the experimental group, and online CL without initiation or SRL served the control group. The results illustrate that web-supported CL with initiation and SRL could significantly improve students’ involvement in this course. In addition, interviewed students also expressed their positive appreciation for web-supported CL with initiation and SRL. The authors expect the innovative learning activities and teaching method in this study could provide insights for online teachers.

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Scripts for Facilitating Computer Supported Collaborative Learning

Encyclopedia of Information Technology Curriculum Integration ◽

10.4018/978-1-59904-881-9.ch116 ◽

2011 ◽

pp. 745-750

Author(s):

Bernhard Ertl ◽

Heinz Mandl

Keyword(s):

Distance Learning ◽

Collaborative Learning ◽

Learning Strategies ◽

Text Comprehension ◽

Comprehension Strategies ◽

Computer Supported Collaborative Learning ◽

Collaboration Scripts ◽

Collaboration Skills ◽

Learning Scenarios ◽

Collaboration Process

Many distance learning scenarios, for example, virtual seminars, use collaborative arrangements for learning. By applying them, they offer learners the chance to construct knowledge collaboratively. However, learners often do not possess the skills necessary for a beneficial collaboration. It is therefore important that learners are offered support in these learning scenarios. Scripts for collaborative learning can provide support. They can guide learners through their collaboration process (Ertl, Kopp, & Mandl, 2007b) and help them to acquire collaboration skills (Rummel & Spada, 2005). Scripts for collaboration were originally developed in order to support text comprehension. They facilitate two or more learners—who are similar as far as their existing knowledge and learning strategies are concerned— in their efforts to understand contents provided by theory texts. Collaboration scripts split this process into a sequence of smaller steps, assign each learner to a particular role, and offer a number of comprehension strategies, such as questions, feedback, and elaboration. Each one of these learners has a defined role to play, which in turn is associated with certain strategies and varies within the different phases.

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Interface creation and redesign techniques in collaborative learning scenarios

Future Generation Computer Systems ◽

10.1016/j.future.2010.05.001 ◽

2011 ◽

Vol 27 (1) ◽

pp. 127-138 ◽

Cited By ~ 13

Author(s):

Benjamin Weyers ◽

Wolfram Luther ◽

Nelson Baloian

Keyword(s):

Collaborative Learning ◽

Learning Scenarios

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Towards an Ontological Model to Apply Gamification as Persuasive Technology in Collaborative Learning Scenarios

10.5753/cbie.sbie.2015.499 ◽

2015 ◽

Cited By ~ 8

Author(s):

Geiser Chalco ◽

Fernando Andrade ◽

Tamires Oliveira ◽

Seiji Isotani

Keyword(s):

Collaborative Learning ◽

Persuasive Technology ◽

Learning Scenarios ◽

Ontological Model

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Learning Through Sharing and Regulation

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/jwltt.2011010103 ◽

2011 ◽

Vol 6 (1) ◽

pp. 24-34

Author(s):

Chia-Wen Tsai ◽

Yi-Fen Chen

Keyword(s):

Collaborative Learning ◽

Teaching Method ◽

Control Group ◽

Computer Supported Collaborative Learning ◽

Online Learning Environments ◽

Online Teachers ◽

Self Regulated Learning ◽

Innovative Learning ◽

Blended Course ◽

Experimental Group

Many studies investigate the effects of Computer-Supported Collaborative Learning (CSCL) and also explore how learning processes and social interaction contribute to learning outcomes in online learning environments. This study provides an appropriate design of web-supported collaborative learning (CL) with teacher’s initiation and self-regulated learning (SRL), and demonstrates the effects of this design on improving students’ involvement and helping students attain course goals in a blended course. The authors conducted an experiment with an intervention of web-supported CL with initiation and SRL in a course titled ‘Applied Information Technology: Networking’ that included 112 sophomores from two classes at an academic university in Taiwan. The class of web-supported CL with initiation and SRL was the experimental group, and online CL without initiation or SRL served the control group. The results illustrate that web-supported CL with initiation and SRL could significantly improve students’ involvement in this course. In addition, interviewed students also expressed their positive appreciation for web-supported CL with initiation and SRL. The authors expect the innovative learning activities and teaching method in this study could provide insights for online teachers.

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The Integration of Aspects of Geo-Tagging and Microblogging in m-Learning

Advances in Multimedia and Interactive Technologies - Media in the Ubiquitous Era ◽

10.4018/978-1-60960-774-6.ch005 ◽

2011 ◽

pp. 95-110

Author(s):

Christian Safran ◽

Victor Manuel Garcia-Barrios ◽

Martin Ebner

Keyword(s):

Higher Education ◽

Collaborative Learning ◽

Web 2.0 ◽

Collaborative Work ◽

Solution Approach ◽

Textual Data ◽

E Learning ◽

Learning Scenarios ◽

Mobile Clients ◽

Potential Use

The recent years have shown the remarkable potential use of Web 2.0 technologies in education, especially within the context of informal learning. The use of Wikis for collaborative work is one example for the application of this theory. Further, the support of learning in fields of education, which are strongly based on location-dependent information, may also benefit from Web 2.0 techniques, such as Geo-Tagging and m-Learning, allowing in turn learning in-the-field. This chapter presents first developments on the combination of these three concepts into a geospatial Wiki for higher education, TUGeoWiki. Our solution proposal supports mobile scenarios where textual data and images are managed and retrieved in-the-field as well as some desktop scenarios in the context of collaborative e-Learning. Within this scope, technical restrictions might arise while adding and updating textual data via the collaborative interface, and this can be cumbersome in mobile scenarios. To solve this bottleneck, we integrated another popular Web 2.0 technique into our solution approach, Microblogging. Thus, the information pushed via short messages from mobile clients or microblogging tools to our m-Learning environment enables the creation of Wiki-Micropages as basis for subsequent collaborative learning scenarios.

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Visual Modelling of Collaborative Learning Processes

Handbook of Visual Languages for Instructional Design ◽

10.4018/978-1-59904-729-4.ch014 ◽

2008 ◽

pp. 280-297 ◽

Cited By ~ 6

Author(s):

Andreas Harrer ◽

H. Ulrich Hoppe

Keyword(s):

Collaborative Learning ◽

Visual Learning ◽

Learning Processes ◽

Learning Activity ◽

Collaboration Scripts ◽

Web Based ◽

Tutoring Systems ◽

Modelling Languages ◽

Research Fields ◽

Learning Scenarios

The modelling of learning processes and its use in computer-supported learning scenarios attracted attention in a wide variety of research fields in the last years, e.g. in web based education, computer supported collaboration scripts, and intelligent tutoring systems (ITS). Most of the discussion is either focused on the conceptual level of instructional design for exchange between designers or on the automated execution of predefined designs and learning scripts. In this chapter we will elaborate on the whole spectrum of different uses that visual learning models provide for teachers, learners, and researchers. Based on our discussions in an international research project on computer-supported collaboration scripts we identify desired properties for such modelling languages especially considering the needs of the practitioners. Finally we propose MoCoLADe (MOdel for COllaborative Learning Activity Design), an exemplary approach of a visual language for collaborative learning processes that was designed according to the presented principles.

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