scholarly journals Online interactivity: best practice based on two case studies

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Tom Boyle ◽  
John Cook
Keyword(s):  
Collaborative Learning ◽  
Case Studies ◽  
Best Practice ◽  
Learning Experience ◽  
Collaborative Work ◽  
Educational Experience ◽  
Electronic Networks ◽  
Face To Face ◽  
Traditional Student

This paper compares the experiences of two studies in the use of network supported collaborative learning. These studies aimed to enhance the learning experience of traditional campus-based students. The courses used a hybrid of face-to-face contact and collaborative work mediated through electronic networks. The aim of the studies was to provide an enhanced educational experience to these traditional student cohorts.DOI:10.1080/09687760108656779 

Technology Support for Collaborative Learning

2011 ◽  
pp. 888-893
Author(s):  
David A. Banks
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Audience Response ◽  
Technology Support ◽  
Electronic Meeting Systems ◽  
Face To Face ◽  
Use Of Technology ◽  
The Face ◽  
Response Systems ◽  
Computer Based

Collaborative learning is an activity that takes place between a teacher and a learner, between learner and learner, and sometimes, one would hope, between learner and teacher. The free flow of ideas between the various parties can be inhibited by a variety of factors, including perceived or actual power barriers, language skills, previous learning experience, and personal factors such as shyness or dominance. Technology can be used as a way of overcoming, or reducing, some of these inhibitory factors, and this chapter outlines some of the computer-based technologies that can be used. The use of technology to support distant learners is well documented, and this chapter concentrates instead on the less well-reported use of technology in the face-to-face classroom. The chapter opens with a brief consideration of collaborative learning and then focuses on the technologies that can be used to support collaborative learning process in a variety of time and place settings. These technologies include audience response systems, electronic meeting systems, and more recently, and rapidly developing, blended versions of these technologies.

Designing Seamless Learning Using Role-Playing Experiences

2017 ◽  
pp. 65-92
Author(s):  
Sherry Jones ◽  
Kae Novak ◽  
Christopher Luchs ◽  
Farah Bennani
Keyword(s):  
Case Studies ◽  
Learning Experience ◽  
Research Question ◽  
Role Play ◽  
Role Playing ◽  
Learning Approach ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Seamless Learning ◽  
Course Experience

This chapter examines seamless learning in the context of three case studies that incorporate role-play as a pedagogical approach to integrate contextually aware learning from the formal classroom to informal spaces both face-to face and online. The research question explored is whether role-playing design in seamless mobile learning can cultivate the learners' intrinsic motivation to engage with the course and collaborate with others. In all three case studies, a variety of technologies, such as web 2.0 and mobile devices, were employed to offer learners a seamless learning experience. The studies revealed that majority of the learners were more invested and engaged in the course experience by participating in technology-mediated role-playing activities. We conclude that role-playing should be part of the seamless learning approach, since role-playing can mediate learners' access to different knowledge areas through various perspectives, just as technology can serve as mediators in the seamless learning paradigm.

scholarly journals LEARNING EXPERIENCES USING BLENDED LEARNING ON EFL LEARNERS AT SULAWESI BARAT UNIVERSITY

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 121
Author(s):  
Putu Wahyu Sudewi
Keyword(s):  
Blended Learning ◽  
Case Studies ◽  
Learning Style ◽  
Learning Experience ◽  
Learning Experiences ◽  
Learning Model ◽  
Efl Learners ◽  
Face To Face ◽  
Network Connection ◽  
The University

Blended learning is a mixed learning model between conventional learning or commonly called face-to-face and e-learning. This learning model utilizes an internet connection to do one of its components, namely online learning that utilizes certain applications. Based on that, the problems examined in this study are: (1) How did students feel about their blended learning experience, (2) What difficulties/challenges did students experience during their blended learning experience? This study aims to determine learning experiences and difficulties/challenges using blended learning models in EFL learners at the University of Sulawesi Barat and the type of ethnographic research that focuses on case studies. This study focuses on case studies in order to investigate deep phenomena regarding a case. Data are described descriptively. The subjects in this study are students or learners of English as a foreign language (EFL) at the University of Sulawesi Barat. Data collection methods are observation, interviews, and questionnaires addressed to EFL students. The validity of the data technique is the technique of triangulation. The result of this study represents 5 learning experiences that faced by all subjects. There were blended learning method made them more excited because can done everywhere, less embarrassing felt, flexible, motivate to active in learning, simplify and speed up the process of nonstop communication. Furthermore, difficulties/challenges faced by all subjects using the method was network connection an Four varying categories emerged and these included: managing time, technical issues, novelty of the learning experience, and learning style.

Collaborative Learning Experiences in Teaching of e-Business Management

2011 ◽  
pp. 1375-1395
Author(s):  
Wael Assaf ◽  
Gianluca Elia ◽  
Ayham Fayyoumi ◽  
Cesare Taurino
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Business Management ◽  
Business Context ◽  
Face To Face ◽  
Structural Capital ◽  
Mediterranean Countries ◽  
On Line ◽  
Technological Platform ◽  
Web Learning

In the context of the e-Business Management Section (eBMS) of the Scuola Superiore ISUFI at University of Salento (Italy), the case of the International Master in e-Business Management (IMeBM) is discussed here which is aimed to contribute pragmatically to create e-Business Capabilities in Mediterranean Countries. This chapter presents the results obtained in the Laboratory Phase of the first two years of Master’s editions, i.e. 2006 and 2007 editions. This phase has been designed on blended (on-line and off-line) learning experience. Specifically, it has been structured by mixing the delivery of some Web learning courseware with face-to-face meetings with mentors and e-Business experts. The technological platform designed, developed and adopted for the Web learning activities is called the “Virtual eBMS” that represents the collaborative learning environment of the Mediterranean School. The pedagogical approach adopted by the School, named (“Learning-in-Action”) together with some considerations on the effectiveness and the implications of the Problem-Based Learning (PBL) strategy are also deliberated upon. It also presents how the whole case of the International Master in e-Business Management generated intellectual capital assets, described in terms of Human Capital (competences developed in the e-Business context), Social Capital (networks and cooperation with local institutions and companies) and Structural Capital (research projects).

Collaborative Learning Experiences in Teaching of e-Business Management

2010 ◽  
pp. 281-302
Author(s):  
Wael Assaf ◽  
Gianluca Elia ◽  
Ayham Fayyoumi ◽  
Cesare Taurino
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Business Management ◽  
Business Context ◽  
Face To Face ◽  
Structural Capital ◽  
Mediterranean Countries ◽  
On Line ◽  
Technological Platform ◽  
Web Learning

In the context of the e-Business Management Section (eBMS) of the Scuola Superiore ISUFI at University of Salento (Italy), the case of the International Master in e-Business Management (IMeBM) is discussed here which is aimed to contribute pragmatically to create e-Business Capabilities in Mediterranean Countries. This chapter presents the results obtained in the Laboratory Phase of the first two years of Master’s editions, i.e. 2006 and 2007 editions. This phase has been designed on blended (on-line and off-line) learning experience. Specifically, it has been structured by mixing the delivery of some Web learning courseware with face-to-face meetings with mentors and e-Business experts. The technological platform designed, developed and adopted for the Web learning activities is called the “Virtual eBMS” that represents the collaborative learning environment of the Mediterranean School. The pedagogical approach adopted by the School, named (“Learning-in-Action”) together with some considerations on the effectiveness and the implications of the Problem-Based Learning (PBL) strategy are also deliberated upon. It also presents how the whole case of the International Master in e-Business Management generated intellectual capital assets, described in terms of Human Capital (competences developed in the e-Business context), Social Capital (networks and cooperation with local institutions and companies) and Structural Capital (research projects).

Online Learner Expectations

2011 ◽  
pp. 1501-1505
Author(s):  
Gary W. Hawkins ◽  
Jason D. Baker
Keyword(s):  
Online Learning ◽  
Online Instruction ◽  
Rapid Growth ◽  
Online Courses ◽  
Learning Experience ◽  
Educational Experience ◽  
Educational Programs ◽  
Educational Institutions ◽  
Face To Face ◽  
The Face

The rapid growth of online courses presents new opportunities and challenges for educational institutions. Thanks to online learning, increasing numbers of students can enroll in online educational programs without the institution needing additional classrooms or dormitories and such online instruction offers many students the opportunity to take courses who might otherwise have been unable to participate. This sudden shift to online learning, however, comes without ashared experience for either the learner or instructor. In other words, while most learners and instructors have had years of formal and informal experience in the face-to-face classroom, few have had similar breadth of online educational experience. Accordingly, there would appear to be a divergent array of expectations regarding the online learning experience. Failure to understand and address these expectations will likely result in a disappointed educational experience for learners and instructors alike.

scholarly journals Evaluating Learning Space Designs for Flipped and Collaborative Learning: A Transactional Distance Approach

2021 ◽  
Vol 11 (6) ◽  
pp. 292
Author(s):  
William Swart ◽  
Ken MacLeod
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Collaborative Work ◽  
Problem Based Learning ◽  
Matter Content ◽  
Transactional Distance ◽  
High Tech ◽  
Learning Space ◽  
College Of Business ◽  
Teaching Problem

Problem-based learning is the latest name for a teaching philosophy that is as old as Ancient Greece. Whether you call it Socratic Inquiry, case-based teaching, problem-based learning, interactive group learning, or “flipped” learning, the essential concept is to encourage the student to collaborate in applying their gained knowledge to solve a problem. As traditional lecture-based teaching has been challenged, the design of classrooms has been called into question. A flat or tiered room is not seen as an ideal setting for collaborative work. In our own College of Business, several traditional classrooms were converted to problem-based learning classrooms at considerable expense. This paper evaluates, using measures based on Michael G. Moore’s theory of transactional distance, whether moving flipped classes into these high-tech classrooms improves the collaborative learning experience. Transactional distance can be defined as the barriers that exist to a student’s engagement with their learning experience. These barriers arise due to the interaction between students and the teacher, other students, the subject matter content, and instructional technology being used. Our results suggest that, from a student engagement and outcome standpoint, the investment in costly high-tech classrooms is not warranted—a welcome result in times when university budgets are stretched to the limit.

Designing Seamless Learning Using Role-Playing Experiences

2020 ◽  
pp. 392-420
Author(s):  
Sherry Jones ◽  
Kae Novak ◽  
Christopher Luchs ◽  
Farah Bennani
Keyword(s):  
Case Studies ◽  
Learning Experience ◽  
Research Question ◽  
Role Play ◽  
Role Playing ◽  
Learning Approach ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Seamless Learning ◽  
Course Experience

This chapter examines seamless learning in the context of three case studies that incorporate role-play as a pedagogical approach to integrate contextually aware learning from the formal classroom to informal spaces both face-to face and online. The research question explored is whether role-playing design in seamless mobile learning can cultivate the learners' intrinsic motivation to engage with the course and collaborate with others. In all three case studies, a variety of technologies, such as web 2.0 and mobile devices, were employed to offer learners a seamless learning experience. The studies revealed that majority of the learners were more invested and engaged in the course experience by participating in technology-mediated role-playing activities. We conclude that role-playing should be part of the seamless learning approach, since role-playing can mediate learners' access to different knowledge areas through various perspectives, just as technology can serve as mediators in the seamless learning paradigm.

Online Learner Expectations

2011 ◽  
pp. 1365-1369
Author(s):  
Gary W. Hawkins ◽  
Jason D. Baker
Keyword(s):  
Online Learning ◽  
Rapid Growth ◽  
Online Courses ◽  
Learning Experience ◽  
Educational Experience ◽  
Educational Programs ◽  
Educational Institutions ◽  
Shared Experience ◽  
Face To Face ◽  
The Face

The rapid growth of online courses presents new opportunities and challenges for educational institutions. Thanks to online learning, increasing numbers of students can enroll in online educational programs without the institution needing additional classrooms or dormitories and such online instruction offers many students the opportunity to take courses who might otherwise have been unable to participate. This sudden shift to online learning, however, comes without a shared experience for either the learner or instructor. In other words, while most learners and instructors have had years of formal and informal experience in the face-to-face classroom, few have had similar breadth of online educational experience. Accordingly, there would appear to be a divergent array of expectations regarding the online learning experience. Failure to understand and address these expectations will likely result in a disappointed educational experience for learners and instructors alike.

Employing Collaborative Learning Strategies and Tools for Engaging University Students in Collaborative Study and Writing

2011 ◽  
pp. 183-205
Author(s):  
Thanasis Daradoumis ◽  
Maria Kordaki
Keyword(s):  
Collaborative Learning ◽  
Learning Strategies ◽  
Information Exchange ◽  
Learning Experience ◽  
Collaborative Study ◽  
Point Of View ◽  
Educational Systems ◽  
Face To Face ◽  
The Subject ◽  
Blended Course

This chapter addresses several issues and challenges that one faces when carrying out a real collaborative learning experience following a blended learning design that includes a mixture of face-to-face and online collaborative learning processes. The chapter presents an experience based on a blended course on “Collaborative Educational Systems”. This scenario employed a variety of collaborative strategies, methods and tools to support and enhance debate and information exchange among peers in order to complete a specific task: writing an essay collaboratively. Carrying out this task entails a preliminary study and analysis of the subject matter, which are also performed in a collaborative manner. The authors describe the educational scenario in detail, including the structure of the activities, the rules the groups were asked to apply and the procedures the students had to follow to accomplish the task. They finally analyze and evaluate this learning experience with a critical point of view as regards the collaboration strategies adopted, the way students built their own strategies combining the ones presented in the course, and the collaborative learning process and product.

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