scholarly journals Microlearning and computer-supported collaborative learning: An agenda towards a comprehensive online learning system

2021 ◽  
Vol 1 (4) ◽  
pp. 225
Author(s):  
Soheila Garshasbi ◽  
Brian Yecies ◽  
Jun Shen
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Machine Learning Algorithms ◽  
Learning System ◽  
Smart Devices ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Environments ◽  
Learning Platform ◽  
Intelligent Tools

<p style='text-indent:20px;'>With the rise of the COVID-19 pandemic and its inevitable consequences in education, increased demand for robust online learning frameworks has occurred at all levels of the education system. Given the transformative power of Artificial Intelligence (AI) and machine learning algorithms, there have been determined attempts through the design and application of intelligent tools to overcome existing challenges in online learning platforms. Accordingly, educational providers and researchers are investigating and developing intelligent online learning environments which share greater commonalities with real-world classroom conditions in order to better meet learners' needs. However, short attention spans and the widespread use of smart devices and social media bring about new e-learning systems known as microlearning (ML). While there has been ample research investigating ML and developing micro-content, pedagogical challenges and a general lack of alternative frameworks, theories and practices still exist. The present models have little to say about the connections between social interaction, including learner–content, learner–instructor and learner–learner communication. This has prompted us to investigate the complementary aspects of Computer-supported Collaborative Learning (CSCL) as an interactive learning model, along with an embedded ML module in the design and development of a comprehensive learning platform. The purpose of this study is to explore the pedagogical frameworks and challenges with reference to interaction and retention in online learning environments, as well as the theoretical and pedagogical foundations of ML and its applications. In addition, we delve into the theories and principles behind CSCL, the main elements in CSCL, identifying the issues and challenges to be faced in improving the efficacy of collaboration processes and outcomes. In short, we aim to synthesize how microlearning and CSCL can be applied as effective modules within a comprehensive online learning platform, thereby offering STEM educators a relevant roadmap towards progress that has yet to be offered in previous studies.</p>

Harnessing the Potential of Cooperative Interaction

2011 ◽  
pp. 131-146
Author(s):  
Caroline L. Hilk ◽  
Michael C. Mensink
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Cooperative Interaction ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Online Learning Environments ◽  
Physical Presence

As educators make greater use of online learning environments and virtual communities, increased attention is being paid to the aspects of computer-mediated communication which facilitate constructive interaction between learners. The benefits of face-to-face cooperative learning are being pursued in the evolving computer-supported collaborative learning (CSCL) environment. The success of computer-supported collaborative learning is influenced by the amount and quality of social and physical presence available in the online environment. This chapter offers several best practices for enhancing learners’ perceptions of social and physical presence within the digital realm, and it suggests future avenues of research which may lead to further improvements in the instructional potential of online learning environments.

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.

scholarly journals Enhancing motivation in online courses with mobile communication tool support: A comparative study

2013 ◽  
Vol 14 (3) ◽  
pp. 377 ◽  
Author(s):  
Chantorn Chaiprasurt ◽  
Vatcharaporn Esichaikul
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Mobile Communication ◽  
Objective Assessment ◽  
Learning System ◽  
Tool Support ◽  
Control Group ◽  
Communication Tools ◽  
Online Learning Environments ◽  
Learner Motivation

Mobile technologies have helped establish new channels of communication among learners and instructors, potentially providing greater access to course information, and promoting easier access to course activities and learner motivation in online learning environments. The paper compares motivation between groups of learners being taught through an online course based on an e-learning system with and without the support of mobile communication tools, respectively. These tools, which are implemented on a mobile phone, extend the use of the existing Moodle learning management system (LMS) under the guidance of a mobile communication tools framework. This framework is considered to be effective in promoting learner motivation and encouraging interaction between learners and instructors as well as among learner peers in online learning environments. A quasi-experimental research design was used to empirically investigate the influence of these tools on learner motivation using subjective assessment (for attention, relevance, confidence, satisfaction, and social ability) and objective assessment (for disengagement, engagement, and academic performance). The results indicate that the use of the tools was effective in improving learner motivation, especially in terms of the attention and engagement variables. Overall, there were statistically significant differences in subjective motivation, with a higher level achieved by experimental-group learners (supported by the tools) than control-group learners (unsupported by the tools).

Teaching and Learning in the Global Classroom

2015 ◽  
pp. 102-117
Author(s):  
Deniz Palak ◽  
Melda Yildiz
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Concept Mapping ◽  
Learning Environments ◽  
Global Economy ◽  
Teaching And Learning ◽  
Online Learning Environments ◽  
Thinking Tools ◽  
Learning Projects ◽  
Global Classroom

This chapter provides both theoretical underpinnings and practical examples of designing and implementing the “thinking curriculum” for the “global classroom.” The authors argue that teaching and learning in the global classroom calls for (1) thinking about the curriculum at a deeper level toward (2) implementing collaborative learning projects that count for multicultural and multilingual online learning environments. They use the term “thinking curriculum” to capture the proposition that teaching and learning are always concept- and assessment-based. The authors discuss examples of two thinking tools, concept mapping and Vee diagramming, to illustrate how these tools can help teachers think and communicate about the whole curricular process in a scientific way. In the second part of the chapter, the authors offer examples of collaborative learning projects that were implemented in the global classroom. In summary, this chapter is a practical guide for teachers who wish to think about their curriculum in a scientific way and recognize the value of creating a global classroom for preparing students for their roles in the global economy.

Distributed Virtual Reality Learning Environments

2011 ◽  
pp. 241-255 ◽  
Author(s):  
Sam Redfern ◽  
Micheál Colhoun ◽  
Jordi Hernandez ◽  
Niall Naughton ◽  
Damien Noonan
Keyword(s):  
Virtual Reality ◽  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Video Conferencing ◽  
Complex Task ◽  
Collaborative Virtual Environments ◽  
Online Learning Environments ◽  
Web Based ◽  
Distributed Virtual Reality

In this chapter we discuss the emerging technologies of collaborative virtual environments (CVEs), and outline their suitability for improving the pedagogical support provided by online learning environments. We provide a critique of current approaches to online learning (ranging from Web-based to video-conferencing), and argue that they are generally poor with regard to support for complex task-based interactions, as required by modern approaches to collaborative learning, as well as being weak in

Special issue editorial. Virtual mobility: opening up educational mobilities

2021 ◽  
pp. 1-8
Author(s):  
Gemma Tur ◽  
Ilona Buchem
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Open Education ◽  
Special Issue ◽  
Online Learning Environments ◽  
Recent Approach ◽  
Virtual Mobility ◽  
Wide Perspective ◽  
Opening Up

The characterization virtual mobility is based on three main conceptual pillars – international, digital and collaborative. We understand that these characteristics are common to other related concepts although an institutional agreement and the transcript of records for the exchange and recognition of credits seems to be a distinct characteristic of virtual mobility. A recent approach to virtual mobility has added the dimension of open education as the fourth pillar of virtual mobility and the new concept has been framed as Open Virtual Mobility. These different approaches show that the concept of virtual mobility can be interpreted and designed depending on the actual objectives, practices and educational contexts, as shown in the articles in this special issue. Going beyond a single perspective on virtual mobility, and focusing on commonalities, we are proud to introduce the collection of five articles which present different approaches to virtual mobility in the sense of facilitating international and collaborative learning experiences in online learning environments. This special issue offers a wide perspective on virtual mobility, which includes different approaches, methodologies and models towards designing and exploring virtual mobility experiences in practice and research.

scholarly journals Mood-Based on-Line Learning System

2019 ◽  
Vol 8 (6S3) ◽  
pp. 2141-2145
Keyword(s):  
Genetic Algorithm ◽  
Online Learning ◽  
Learning Environments ◽  
Facial Expressions ◽  
Back Propagation ◽  
Learning System ◽  
Online Learning Environments ◽  
Face Images ◽  
On Line ◽  
On Line Learning

Many millennial learners are associated with massive open on-line courses for learning. This online learning to be more interactive and to substitute the teacher observation, it requires the augmentation of those humanly traits, to keep the learner active. This paper proposes such a sub-system to the online learning environments which performs necessary activities to bring the learner into pace of the course. From the reactions of learner while learning from the continuous capturing of face images, this system can analyze the emotions and initiate the necessary actions to continue the learning. The Emotional Back Propagation Neural Networks with successful PCA were used for training and Genetic Algorithm is used for optimizing the results. The system can automatically identify the facial expressions and initiates the counter actions to keep the learning successful.

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