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 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.

scholarly journals FRAMEWORK FOR DEVELOPING INTELLECTUAL SKILLS USING COLLABORATIVE LEARNING TOOLS: THE EXPERTS’ CONSENSUS

2021 ◽  
Vol 6 (1) ◽  
pp. 284-308
Author(s):  
Vinothini Vasodavan ◽  
Dorothy DeWitt ◽  
Norlidah Alias
Keyword(s):  
Collaborative Learning ◽  
Social Interactions ◽  
Cognitive Processes ◽  
Learning Tools ◽  
Structured Interviews ◽  
Learning Collaborative ◽  
Fuzzy Delphi ◽  
New Knowledge ◽  
Intellectual Skills ◽  
Collaborative Learning Tools

Background and Purpose: Students in higher education need intellectual skills for critical thinking, problem-solving and creating new knowledge. Social interactions during collaborative learning (CL) encourage these cognitive processes. However, instructors lack the skill to develop intellectual skills using appropriate pedagogy and CL tools. Hence, this study seeks to develop a framework for developing intellectual skills.   Methodology: The Fuzzy Delphi Method (FDM) was employed to identify and determine consensus on elements to teach intellectual skills among 16 panel of experts in educational technology and continuous professional development. In the first round, semi-structured interviews were conducted among four experts and the themes emerging from the interviews were used to develop the FDM questionnaire. The questionnaire was used in the second round of the FDM to determine consensus among the experts based on calculations of the defuzzification value.   Findings: The consensus among the experts is that resources for teaching intellectual skills are videos, interactive slides, animation/graphics and quizzes while the corresponding assessments are student-generated contents (i.e videos, infographic posters, interactive slides and designed products).   Contribution: The framework with the instructional strategies, resources and assessment provides a guideline for instructors to plan instruction for developing intellectual skills and generating new knowledge. Keywords: intellectual skills, collaborative learning, collaborative learning tools, Fuzzy Delphi, Merrill’s First Principles of Instruction   Cite as: Vasodavan, V., DeWitt, D., & Alias, N. (2021). Framework for developing intellectual skills using collaborative learning tools: The experts’ consensus.  Journal of Nusantara Studies, 6(1), 284-308. http://dx.doi.org/10.24200/jonus.vol6iss1pp284-308

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 Advanced Learning Tools for (Non) Formal Education

2013 ◽  
Vol 8-9 ◽  
pp. 65-74 ◽  
Author(s):  
Sanda Porumb ◽  
Cosmin Porumb ◽  
Aurel Vlaicu ◽  
Bogdan Orza
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Formal Education ◽  
Project Based Learning ◽  
Assessment Process ◽  
Educational Services ◽  
Learning Approaches ◽  
Learning Tools ◽  
Virtual Collaboration ◽  
Generic Framework

An important part of the articles published in the last years highlight teaching and learning approaches and technologies integrated in complex applications and present the concepts used for creating and presenting the educational content. They refer to the methodologies used in self-and collaborative learning, including problem-and project-based learning. The assessment process is also illustrated in several articles but there is no a generic framework that complies with the rules of both formal and non-formal education acts. Our proposal is focused on advanced concepts for improving the educational services and the manner a generic framework for blended learning can be customized for higher education and lifelong learning. In addition, the paper proposes a virtual collaboration prototype that supports interpersonal and inter-process collaborative learning services that can be used as core of any rapidly growing educational community.

Thinking Out of a Bowl of Spaghetti

2004 ◽  
pp. 132-159 ◽  
Author(s):  
John M. Dirkx ◽  
Regina O. Smith
Keyword(s):  
Collaborative Learning ◽  
Group Dynamics ◽  
Small Groups ◽  
Teaching And Learning ◽  
Group Development ◽  
Learning Approaches ◽  
Online Groups ◽  
Online Collaborative Learning ◽  
Learning Programs ◽  
Exponential Rates

Online learning programs have been expanding at exponential rates. To help encourage the development of learning communities within these environments, practitioners and scholars are advocating more collaborative learning approaches. Yet, many students express reservations about learning in small groups, particularly online. In this chapter, we explore more deeply the nature of student ambivalence about online collaborative learning. Weaving the findings of case studies of online groups with research and theory in collaborative learning and group dynamics, we argue that students hold on to highly subjective and individualistic understandings of teaching and learning. These perspectives manifest themselves in their overall approach to group inquiry and decision making. To embrace a more interdependent and intersubjective perspective requires a paradigm shift among members with regard to teaching and learning, and a working through of the powerful emotional dynamics associated with group development. We conclude with suggestions for designing and facilitating online environments that addresses these issues.

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 Multi-dimensional trust between partners for international online collaborative learning in the Third Space

2019 ◽  
Vol 3 (1) ◽  
pp. 50-59
Author(s):  
Brett McCollum ◽  
Layne Morsch ◽  
Chantz Pinder ◽  
Isaiah Ripley ◽  
Darlene Skagen ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Language Development ◽  
Teaching And Learning ◽  
Video Conferencing ◽  
Third Space ◽  
Professional Experience ◽  
International Network ◽  
Shared Learning ◽  
Online Collaborative Learning ◽  
The Third

The International Network for Chemistry Language Development is a community of faculty and students that employ video conferencing technologies in collaborative learning experiences. Learners partner with an international peer at another university to complete online collaborative assignments (OCAs). OCAs focus on shared learning and professional experience rather than assessment of knowledge to practice chemistry communication in the oral, written, and symbolic domains. We present OCAs as an example of the Third Space, where control over interactions and learning is negotiated between unfamiliar remote students, empowering students as emerging experts. This digital Third Space results in the formation of trust (a) between student partners to prepare for—and contribute during—the OCAs, and (b) between students and faculty as partners in teaching and learning. Additionally, we report how revisions to the OCA design are achieved with current students as consultants and partners, and former students as co-researchers and co-designers.

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).

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