COLLABORATIVE LEARNING: DEVELOPING A FRAMEWORK FOR THE INTEGRATION OF ONLINE COLLABORATIVE LEARNING TOOLS

2017 ◽  
Author(s):  
Amalia Banteli ◽  
Andre Du Plooy ◽  
Sarah O'Dwyer
Keyword(s):  
Collaborative Learning ◽  
Learning Tools ◽  
Online Collaborative Learning ◽  
Collaborative Learning Tools

scholarly journals Students’ experiences and perceptions of online collaborative learning in two Kenyan universities

2020 ◽  
Vol 4 (2) ◽  
pp. 138
Author(s):  
Caroline Kiarie ◽  
Benjamin Muindi
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Private University ◽  
University Teaching ◽  
Physical Interaction ◽  
Learning Tools ◽  
Learning Collaborative ◽  
Online Collaborative Learning ◽  
Creative Commons ◽  
Collaborative Learning Tools

Modern advancements in technology have diffused into the higher education sector with electronic communication platforms being used for learning in these institutions. While course instructors are utilizing these platforms in Kenyan universities, there is a dearth of evidence on students’ experiences and perceptions of online collaborative learning tools. As such, this study sought to establish the experiences and the perceptions students have of one of the tools, namely blogs, as a learning and collaborative tool. A questionnaire with both closed and open-ended questions was administered to 71 students from a public and a private university in the country. The findings indicate that blogging enhanced interaction among fellow students and instructors and encouraged students to research further outside the classroom. However, students also experienced challenges in blogging, such as a lack of adequate infrastructure and slow internet speed. The study recommends that instructors should adopt the use of collaborative learning tools as teaching and learning moves from physical interaction to online platforms. In addition, institutions should mitigate the challenges faced by the students. This is especially so considering that students have a positive perception towards online collaborative learning. Keywords: Online learning, Collaborative learning, Blogging, Students experiences, University teaching and learningHow to cite this article:Kiarie, C. & Muindi, B. 2020. Students’ experiences and perceptions of online collaborative learning in two Kenyan universities. Scholarship of Teaching and Learning in the South. 4(2): 138-159. https://doi.org/10.36615/sotls.v4i2.130.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Learn-CIAM: A Model-Driven Approach for the Development of Collaborative Learning Tools

2021 ◽  
Vol 11 (6) ◽  
pp. 2554
Author(s):  
Yoel Arroyo ◽  
Ana I. Molina ◽  
Miguel A. Redondo ◽  
Jesús Gallardo
Keyword(s):  
Collaborative Learning ◽  
Methodological Approach ◽  
Automatic Generation ◽  
Learning Activities ◽  
Learning Tools ◽  
Model Driven ◽  
Collaborative Tools ◽  
Learning Tasks ◽  
Collaborative Learning Tools ◽  
Model Driven Approach

This paper introduces Learn-CIAM, a new model-based methodological approach for the design of flows and for the semi-automatic generation of tools in order to support collaborative learning tasks. The main objective of this work is to help professors by establishing a series of steps for the specification of their learning courses and the obtaining of collaborative tools to support certain learning activities (in particular, for in-group editing, searching and modeling). This paper presents a complete methodological framework, how it is supported conceptually and technologically, and an application example. So to guarantee the validity of the proposal, we also present some validation processes with potential designers and users from different profiles such as Education and Computer Science. The results seem to demonstrate a positive reception and acceptance, concluding that its application would facilitate the design of learning courses and the generation of collaborative learning tools for professionals of both profiles.

scholarly journals ROBOT DESIGN USING PROJECT ORIENTED AND COLLABORATIVE LEARNING TOOLS

2006 ◽  
Vol 39 (6) ◽  
pp. 37-40
Author(s):  
Carlos Pfeiffer ◽  
Josep M. Mirats Tur ◽  
Jesus Santana
Keyword(s):  
Collaborative Learning ◽  
Robot Design ◽  
Learning Tools ◽  
Collaborative Learning Tools

scholarly journals Can Finance Education Benefit from Online Collaborative Methods? An Experiment

10.28945/3760 ◽  
2017 ◽  
Author(s):  
Joe N Abou Jaoude ◽  
Raafat G Saade
Keyword(s):  
Collaborative Learning ◽  
Traditional Education ◽  
Future Research ◽  
Academic Learning ◽  
Learning Tools ◽  
Learning Methods ◽  
Traditional Courses ◽  
Class Environment ◽  
Collaborative Learning Tools ◽  
Finance Education

Aim/Purpose: We introduce interactive and collaborative learning tools into a “traditional” finance course and collect feedback from the students concerning satisfaction, engagement, and overall learning. The aim is to show that collaborative learning methods have a place in finance academia. Background: Finance education still relies on the traditional education model. We implement a collaborative learning method in a Finance course to measure its use on the topic. Methodology : We conducted two peer-to-peer sessions in a class environment, Following the two tests, we released a survey to collect information about the tool’s effectiveness. We received 42 responses out of a population of 57. Contribution: Our case study aims to bridge the gap between the use of collaborative learning methods and the academic learning environment of finance. Findings The learning tool implemented was well received and provided a significant benefit to the students in the class, per the survey. Recommendations for Practitioners : We recommend further implementations of collaborative learning methods in finance, and their injection into other traditional courses to better study their effectiveness. Recommendation for Researchers: Experiments in different courses of the same field as well as different fields and different academic schools is needed to fully understand the capabilities and limitations of the collaborative learning tools. Impact on Society: Moving away from the traditional academic model into an interactive and collaborative framework can help expand and extend the reach and effectiveness of education. Future Research: Research on the tools is needed to fit this learning approach to the multiple fields of academia (if any are needed).

scholarly journals Collaborative Learning Tools for Constructive Learning in Maldives Collaborative

2020 ◽  
Vol 1 (1) ◽  
pp. 1-13
Author(s):  
Ibrahim Adam ◽  
Vimala Perumal
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Learning Approaches ◽  
Learning Tools ◽  
Student Centered ◽  
Student Work ◽  
Constructive Learning ◽  
Face To Face ◽  
Geographically Distributed ◽  
Collaborative Learning Tools

Collaborative student work has taken a stronghold in higher educational contexts due to the paradigm shift from instructor-centered to student-centered teaching and learning. Instructor roles have shifted towards facilitation and students have become more active in their learning, creating and sharing knowledge within their social groups. The availability of online tools enabling peer collaboration has been the main driving force behind this progress. These online collaborative learning environments have been particularly useful for geographically distributed learners with limited opportunities for face-to-face collaboration. With the evidence from literature, this has proven to be applicable to Maldives, with its unique geography of 1190 islands distributed over 20 atolls, with students across the country in executing constructive learning approaches in Maldives.

Collaborative Online Learning Tools and Types

2016 ◽  
pp. 94-119 ◽  
Author(s):  
Sarika Sawant
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Collaborative Work ◽  
Online Communication ◽  
Idea Generation ◽  
Learning Tools ◽  
Online Collaborative Learning ◽  
Online Tools ◽  
Academic Librarian

Collaborative learning experiences not only promotes critical thinking and reflection in students but also encourages them to develop a sense of community, thus enabling the creation of an environment in which further collaborative work can take place. While technologies to facilitate collaborative learning include a range of features and functionalities, this paper focuses on ten types of tools that deal with idea generation and brainstorming, mapping, design, online group work and document collaboration, and online communication. The present paper explains the online collaboration with its features, preparation required by institution and role of teacher presence in online learning. It highlights on ten different tools based on its function with suitable examples. It also explores paradigm shift from academic librarian to blended librarian, it's possible hurdles and benefits. The blended librarian is versed in both print and online tools and can help faculty meet course goals, regardless of the medium or technology. The paper concludes with how idea of online collaborative learning methodology is likely to evolve and make significant benefits to education, and probably to post educational business collaboration as well.

Web 2.0 Collaborative Learning Tool Dynamics

2009 ◽  
pp. 105-130
Author(s):  
Marianna Vivitsou ◽  
Niki Lambropoulos ◽  
Sofia Papadimitriou ◽  
Alexandros Gkikas
Keyword(s):  
Collaborative Learning ◽  
Online Community ◽  
Virtual Classroom ◽  
Social Web ◽  
Learning Tools ◽  
Course Structure ◽  
Knowledge Based ◽  
Communication Environments ◽  
Collaborative Learning Tools ◽  
Learning Principles

Social web asynchronous communication environments provide the space for content creation, idea sharing and knowledge construction within a participatory and collaborative framework that encourages online community establishment and evolution. However, community development is a long-term process and necessitates the adoption of appropriate theoretical principles to support a developmental scheme ensuring the community’s exploratory, knowledge-based and reflexively expanding character. This chapter discusses and analyses the techniques and tools used in an online course aiming to enable Greek teachers develop their pedagogical and digital skills in order to keep update, form new relationships and grow professionally. To this end, e-course design was based on formal learning principles underlying the virtual classroom activities during which a collaborative culture was built. Also, the course structure involved informal learning principles, which were integrated into social web activities implemented on weblog and wiki artefacts created and used by participants as individual and collaborative learning tools. Through the analysis of quantitative and qualitative data gathered during the study it became evident that weblogs and wikis contributed to the growth and evolution of Greek educational networked communities and that a new online identity emerged.

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