The Role of Peer Evaluation in Online Collaborative Learning Environments: Promoting Individual Accountability by Experiencing the Roles of Evaluator and Evaluatee

2013 ◽  
Vol 9 (2) ◽  
pp. 181-211
Author(s):  
Dongjoo Lee
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Peer Evaluation ◽  
Online Collaborative Learning ◽  
Individual Accountability

Unlearning and Relearning in Online Health Education

2011 ◽  
pp. 294-309 ◽  
Author(s):  
Suptendra Nath Sarbadhikari
Keyword(s):  
Medical Education ◽  
Collaborative Learning ◽  
Information Seeking ◽  
Information Needs ◽  
The Internet ◽  
Online Collaborative Learning ◽  
Internet Infrastructure ◽  
Online Health Education ◽  
Information Seeking Behaviors

This chapter discusses the role of integrating medical education with medical practice through online collaborative learning among the various stakeholders involved with healthcare education and practice. It elaborates the discussion with examples of information needs and information-seeking behaviors of patients and physicians. The role of the Internet (infrastructure), and especially the WWW (applications and content), is elucidated with respect to the concepts of online collaborative learning as applied to medical education and practice where the emphasis is on user driven healthcare. “

Online, Offline, and In-Between

2008 ◽  
pp. 1854-1865
Author(s):  
Aditya Johri
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Activity Theory ◽  
Learning Environments ◽  
Analytical Framework ◽  
Activity System ◽  
Online Collaborative Learning ◽  
Using Data ◽  
Complex Settings ◽  
Naturalistic Investigation

Online collaborative learning is a situated activity that occurs in complex settings. This study proposes a sociocultural frame for theorizing, analyzing, and designing online collaborative- learning environments. The specific focus of this study is: learning as situated activity, activity theory as a theoretical lens, activity system as an analytical framework, and activity-guided design as a design framework for online learning environments. Using data gathered from a naturalistic investigation of a global online collaborative-learning site, this study reveals how these lenses and frameworks can be applied practically. The study also identifies the importance of design iterations for learning environments.

Awareness Design in Online Collaborative Learning

2011 ◽  
pp. 251-273 ◽  
Author(s):  
Curtis J. Bonk ◽  
Seung-hee Lee ◽  
Xiaojing Lin ◽  
Bude Su
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Group Performance ◽  
Online Collaboration ◽  
Three Dimensions ◽  
Online Collaborative Learning ◽  
Mutual Engagement ◽  
Group Members ◽  
Awareness Support

Collaboration in online learning environments is intended to foster harmonious interactions and mutual engagement among group members. To make group performance effective, it is essential to understand the dynamic mechanisms of online groupwork and the role of awareness supporting dynamic online collaboration. This chapter reviews the nature of online collaboration from the standpoint of task, social, and technological dimensions and reconceptualizes the importance of awareness support into these three dimensions of online collaboration. Further, this chapter suggests key knowledge elements in each type of awareness. Detailed pedagogical examples and technological features for awareness support for online collaboration are proposed.

Reflection and Intellectual Amplification in Online Communities of Collaborative Learning

2011 ◽  
pp. 1950-1960
Author(s):  
Elsebeth Korsgaard Sorensen
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Computer Supported Collaborative Learning ◽  
Online Collaborative Learning ◽  
Meta Level ◽  
Building Process ◽  
Starting Point ◽  
Collaborative Knowledge Building ◽  
Analytical Approaches ◽  
Collaborative Knowledge

An alternative theoretical framework for analyzing and designing computer-supported collaborative learning environments is introduced. Bateson’s theory (1973) is used as a starting point for considering in what sense the specific dialogical conditions and qualities of virtual environments may support learning. We need more stringent analytical approaches of research that relate communicative qualities of virtual contexts to qualities of the collaborative knowledge-building process. This approach suggests that new didactic and instructional methods, addressing the learner’s communicative awareness at a meta-level, need to be developed in order to fully utilize the interactive and reflective potential of online collaborative learning. A deeper understanding of the reflective nature of the online environment and its potential for enhancing intellectual amplification will give rise to the birth of new and more innovative designs of online collaborative learning.

Intelligent Agents Supporting Distributed Collaborative Learning

2011 ◽  
pp. 1105-1127
Author(s):  
Weiqin Chen ◽  
Barbara Wasson
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Intelligent Agents ◽  
Support Students

In the context of distributed collaborative learning, it is usually difficult for students to be aware of others’ activities and for instructors to overview the process and regulate the collaboration. In order to facilitate collaborative learning, intelligent agents were developed to support the awareness and regulation of the collaboration. This chapter discusses the facilitation role of intelligent agents and how they support students and instructors in distributed collaborative-learning environments. By monitoring the collaboration, the agents compute statistics, detect possible problems, and give advice synchronously and asynchronously to the students and instructor based on their activities and requests. In so doing, the agents not only help students to self-regulate their activities but also help instructors to maintain an overview of the collaboration so that they can intervene when necessary.

scholarly journals The influence of online mathematics learning on prospective teachers mathematics achievement: The role of independent and collaborative learning

2019 ◽  
Vol 11 (4) ◽  
pp. 257-265
Author(s):  
Murat Tezer ◽  
Ezgi P. Yildiz ◽  
Seyma Bozkurt ◽  
Hasan Tangul
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Mathematics Achievement ◽  
Learning Environments ◽  
Prospective Teachers ◽  
Mathematics Learning ◽  
Online Learning Environments ◽  
Post Test ◽  
Online Mathematics

The aim of this study is to influence of online mathematics learning on prospective teachers mathematics achievement based on the role of independent and collaborative learning. An experimental design model with pre-test and post-test control group was used in the study. The working group constitutes a total of 60 prospective teachers in the first and second years of education in the Department of Elementary Teaching and Preschool Teaching of a private university in 2016–2017 academic year in Northern Cyprus. As a means of data collection, mathematics achievement test consisting of 30 questions was administered as pre-test, and after the study, the same success test was administered as a post-test. As a result of the findings, it has been determined that the prospective teachers have a significant increase in their successes due to the teaching practices in online learning environments. Keywords: Online learning environments, independent learning, Moodle, mathematics achievement, teacher candidate, intelligence.

Supporting Group and Individual Processes in Web-Based Collaborative Learning Environments

2010 ◽  
pp. 396-413 ◽  
Author(s):  
F. Pozzi
Keyword(s):  
Individual Differences ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Learning Process ◽  
Learning Experience ◽  
Group Differences ◽  
Web Based ◽  
Online Collaborative Learning ◽  
Monitoring Model ◽  
Different Levels

This chapter tackles the issue of how it is possible to integrate individual differences in the learning design of Web-based collaborative learning experiences. In particular, in online collaborative learning environments, it is quite common to adopt techniques to support collaboration and interactions among peers. This contribution proposes to monitor the enactment of the collaborative techniques to make individual and group differences emerge, thus allowing the consequent customization of the learning experience. To this aim, a monitoring model is proposed, whose flexibility allows the tutor to bring different aspects and different levels of the ongoing learning process under control.

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