Encouraging innovativeness through Computer-Assisted Collaborative Learning

2012 ◽  
Vol 7 (3) ◽  
pp. 22-30
Author(s):  
Gisli Thorsteinsson ◽  
Thomas Page
Keyword(s):  
Collaborative Learning ◽  
Computer Assisted

THE CONCEPT OF TECHNOLOGY SUPPORTED FACE-TO-FACE COLLABORATIVE LEARNING VIA DIGITAL INTERACTIVE AUDIO CAPTURING TOOL

2015 ◽  
Vol 75 (3) ◽  
Author(s):  
Abdul Rahim Hj Salam ◽  
Faizal Yamimi Mustaffa ◽  
Tina Abdullah ◽  
Md. Sah Hj Salam
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Computer Assisted ◽  
English As Second Language ◽  
Face To Face ◽  
Teacher Trainees ◽  
Integrated Classroom ◽  
Qualitative Data Analysis Software ◽  
The Impact ◽  
Collaborative Knowledge

This paper shares the researcher’s experience in employing the technology supported face-to-face collaborative learning. In achieving this, a digital interactive audio capturing tool (DIACT) was used to digitally capture the interactive event of collaborative learning among English as second language (ESL) teacher trainees in a “Computer Integrated Classroom” (CiC) environment. Having merely online learning of computer support which ignores the elements of face-to-face (F2F), the impact of “collaboration” seems seriously lacking. With the emergence of DIACT in a CiC environment, the researcher attempts to see how those co-located ESL teacher trainees manage to effectively communicate face-to-face and collaborate among themselves to build knowledge. The interaction was captured and transferred to computer assisted qualitative data analysis software (CAQDAS) to be analyzed for evidence of impactful knowledge building. Findings indicated that the use of DIACT in a F2F CiC environment has significantly helped students in collaborative knowledge building.

LANGUAGE LEARNING THROUGH SOCIAL COMPUTING: OCCASIONAL PAPERS OF THE APPLIED LINGUISTICS ASSOCIATION OF AUSTRALIA, 16.Robert Debski, June Gassin, and Mike Smith (Eds.). Melbourne: ALAA & The Horwood Language Centre, 1997. Pp. viii + 224. A$12.00 paper.

1999 ◽  
Vol 21 (3) ◽  
pp. 502-503
Author(s):  
Carol A. Chapelle
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Social Computing ◽  
Applied Linguistics ◽  
Target Language ◽  
The Internet ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

The papers in Language learning through social computing introduce the classroom practices and philosophical underpinnings of computer-assisted language learning (CALL), which builds on collaborative approaches to L2 teaching and learning. The majority of the essays address general issues in collaborative learning through CALL, describing the authors' experience and reflections on L2 activities designed to engage learners in interesting discussions and projects, many of which rely on target language materials from the Internet.

scholarly journals Virtual worlds for collaborative learning: Arab EFL learners' attitudes toward Second Life

2019 ◽  
Vol 11 (3) ◽  
pp. 198-204
Author(s):  
Yousif Alshumaimeri ◽  
Amani Gashan ◽  
Ebrahim Bamanger
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Arab World ◽  
Computer Assisted ◽  
Validity And Reliability ◽  
Efl Learners ◽  
Collaborative Learning Opportunities

In the Arab world, there is a lack of research investigating the use of virtual games to support learning English as a foreign language (EFL). The aim of this study was to examine EFL learners' attitudes towards the integration of the Second Life virtual game as a collaborative instructional tool. A descriptive inquiry method was followed, and data gathered using a questionnaire that had been tested for validity and reliability. Forty-one undergraduates, enrolled in two computer-assisted language learning classes, at a school of education represent the study sample. Findings indicated that the majority were in favor of using virtual worlds as collaborative learning contexts. Recommendations include that: 1) EFL teachers be trained to utilize virtual games; 2) EFL learners be encouraged to utilize virtual portals as collaborative learning opportunities to engage with target foreign language speakers around the world, and 3) EFL instructors create learning tasks requiring learners to interact with other language speakers in virtual games to ensure rich language exposition. Moreover, it is recommended that further studies consider a qualitative design that makes use of in-depth observations and interviews to explore learners’ attitudes about the integration of this technology in an EFL context.

scholarly journals The Construction of a Web-Based Learning Platform from the Perspective of Computer Support for Collaborative Design

2013 ◽  
Vol 3 (4) ◽  
pp. 44-67 ◽  
Author(s):  
Cheng-Mei Hsu
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Collaborative Design ◽  
Computer Support ◽  
Significant Advance ◽  
Innovative Technology ◽  
Computer Assisted ◽  
Mind Mapping ◽  
Web Based ◽  
Learning Platform

The purpose of this study is to construct a web-based Computer Support for Collaborative Design (CSCD) learning platform based on theories related to a constructivist learning environment model, mind mapping and computer-supported collaborative learning. The platform conforms to the needs of design students and provides effective tools for interaction and collaborative learning by integrating mind-mapping tools into a learning environment that utilizes CSCD, a computer-assisted support system that can support and enhance group collaboration. The establishment of the CSCD learning platform represents a significant advance beyond the fixed functions and existing models of current online learning platforms and is the only learning platform in the world that focuses on learners in design departments. The platform offers outstanding user-friendly functions and innovative technology. In terms of funding, technical ability, human resources, organizational strategies, and risk analysis and evaluations, the learning platform is also worthy of expansion and implementation.

Towards user/system collaboration in developing a student model for intelligent computer assisted language learning

ReCALL ◽  
1993 ◽  
Vol 5 (8) ◽  
pp. 3-8 ◽  
Author(s):  
Susan Bull
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Approaches To Learning ◽  
Current Work ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Student Model ◽  
Accurate Representation ◽  
Model Based ◽  
Intelligent Computer

This paper examines research in the field of collaborative learning, concentrating on aspects suitable for use in an intelligent computer assisted language learning (ICALL) system. Current work on the project focuses on the construction of a student model, based on the notion that a model constructed and repaired through collaboration between the system and student will lead to a more accurate representation of the learner's beliefs, and is less likely to be regarded with suspicion by the student. Further, the act of collaboration should promote reflection on both the language to be learnt and the student's approaches to learning.

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