Redesigning Student’s Thinking Processes through Advanced Discussion Forums

2014 ◽  
pp. 227-245
Author(s):  
Janine Martins-Shannon ◽  
Jason Ghibesi
Keyword(s):  
Collaborative Learning ◽  
Learning Process ◽  
Critical Analysis ◽  
Discussion Board ◽  
Discussion Forums ◽  
Teaching Methodologies ◽  
Successful Student ◽  
Collaborative Environment ◽  
Collaborative Learning Environment ◽  
Thinking Processes

This chapter addresses how a typical discussion board can transform the learning process into a collaborative environment that creates extended thinking processes promoting successful student outcomes. To illustrate a collaborative learning environment, teaching methodologies should focus on assisting a student to become diversified independent thinkers. Creating a diversified independent thinker infuses independent and cooperative critical analysis through varied topical issues.

scholarly journals Zu einigen Problemen des Verstehens in der konstruktivistisch orientierten Fremdsprachendidaktik

2018 ◽  
Vol 35 ◽  
pp. 25-33
Author(s):  
Grażyna Lewicka
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Process ◽  
Situated Cognition ◽  
Social Process ◽  
Personal Meaning ◽  
Multiple Perspective ◽  
Collaborative Learning Environment ◽  
Authentic Life

The aim of this paper is to justify the assumption that understanding is the essence of learning. From the constructivist viewpoint understanding is a complex mental and social process that involves decoding the symbolic message received from others and then interpreting and assigning a personal meaning to that message. Since personal background largely determines how the message will be understood it is important that the development of the learning environment encourages understanding from multiple perspective. Therefore the learning process should be based on techniques drawn from the constructivist’s epistemological assumptions, e.g., construction of intersubjective perspective, situated cognition in authentic life contexts and collaborative learning environment.

Using Pictures as a Vehicle to Personalize the Collaborative Learning Environment

2005 ◽  
Vol 33 (3) ◽  
pp. 189-204
Author(s):  
Brian Mackie ◽  
Charletta F. Gutierrez
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Sense Of Community ◽  
Business Organizations ◽  
Collaborative Environment ◽  
Collaborative Learning Environment ◽  
Collaboration Tools

Business organizations are increasingly adopting collaboration tools to increase communication within the firm. CAMS is a home-grown online collaborative environment which makes heavy use of participant's pictures. Participants, both faculty and students, were asked questions about the benefits and usefulness of pictures in the CAMS collaborative environment. Overall, the responses were extremely favorable as to the use of the pictures in their collaborative setting, increasing the sense of community and personalization of the environment.

Teaching and Assessing Problem Solving in Online Collaborative Environment

2016 ◽  
pp. 254-269 ◽  
Author(s):  
Yigal Rosen ◽  
Rikki Rimor
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Empirical Studies ◽  
Collaborative Problem Solving ◽  
Constructivist Teaching ◽  
Social Emotional ◽  
Collaborative Environment ◽  
Collaborative Learning Environment ◽  
Online Teacher

Online teacher programs are diverse in their models, expressing a variety of learning objectives, pedagogies, technological platforms, and evaluation methods. Promoting and assessing collaborative learning of an online teacher programs is one of the major challenges, in part because collaboration includes complex cognitive and social-emotional dimensions. This chapter focuses on teachers' academic program in online learning environment and examines the conditions for effective teaching and assessing collaborative problem solving. The chapter provides readers a look at the rationale, implementation, and assessment of collaborative learning in online teacher program and presents the conditions for effective design of collaborative learning for pre- and in-service teachers. Examples from two empirical studies will be provided on how the collaborative learning environment leverages teachers' constructivist teaching, ongoing feedback, and evaluation to prepare teachers for instruction in technology-rich environments.

Teaching and Assessing Problem Solving in Online Collaborative Environment

2013 ◽  
pp. 82-97 ◽  
Author(s):  
Yigal Rosen ◽  
Rikki Rimor
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Empirical Studies ◽  
Collaborative Problem Solving ◽  
Constructivist Teaching ◽  
Social Emotional ◽  
Collaborative Environment ◽  
Collaborative Learning Environment ◽  
Online Teacher

Online teacher programs are diverse in their models, expressing a variety of learning objectives, pedagogies, technological platforms, and evaluation methods. Promoting and assessing collaborative learning of an online teacher programs is one of the major challenges, in part because collaboration includes complex cognitive and social-emotional dimensions. This chapter focuses on teachers’ academic program in online learning environment and examines the conditions for effective teaching and assessing collaborative problem solving. The chapter provides readers a look at the rationale, implementation, and assessment of collaborative learning in online teacher program and presents the conditions for effective design of collaborative learning for pre- and in-service teachers. Examples from two empirical studies will be provided on how the collaborative learning environment leverages teachers’ constructivist teaching, ongoing feedback, and evaluation to prepare teachers for instruction in technology-rich environments.

scholarly journals Challenges in the Development of Affective Collaborative Learning Environment with Artificial Peers

2018 ◽  
Vol 23 (2) ◽  
pp. 101-108
Author(s):  
Mara Pudane ◽  
Sintija Petrovica ◽  
Egons Lavendelis ◽  
Alla Anohina-Naumeca
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Process ◽  
New Knowledge ◽  
Collaborative Learning Environment ◽  
General Architecture

Abstract Collaborative learning is a process that involves a group of peers collaborating with the aim to acquire new knowledge or skills. Collaborative learning environment enables such interactions by means of ICT. The paper focuses on affective collaborative learning environments, i.e., collaborative learning environments that are additionally aware of user’s emotions and moods. Based on the analysis of existing research, a general architecture of an affective collaborative learning environment has been proposed in the paper and the main challenges for developing such an environment have been identified, namely, nonintrusive and safe detection of user’s emotions, the adaptation of tutoring strategies, as well as modelling of artificial peers. This study can be considered the first step for the development of the collaborative learning environment that takes into account various affective aspects during the collaborative learning process.

scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

A Case Study of Student Use of Asynchronous Bulletin Board Systems (BBS) to Support Reflection and Evaluation

2002 ◽  
Vol 30 (4) ◽  
pp. 365-377 ◽  
Author(s):  
Susan M. Land ◽  
Michele M. Dornisch
Keyword(s):  
Collaborative Learning ◽  
Bulletin Board ◽  
Discussion Forums ◽  
Computer Supported Collaborative Learning ◽  
Communication Tools ◽  
Web Based ◽  
Face To Face ◽  
Recent Interest ◽  
Face To Face Instruction

Recent interest in computer-supported collaborative learning (CSCL) has prompted educators to incorporate communication tools into their courses. This article reports findings of students' use of two Web-based discussion forums across two semesters to supplement face-to- face instruction. By tracking the discussions, we discovered that when students initiated reflection and integration of perspectives, they did so through concessions and oppositions to the postings of their peers. Findings point to the importance of explicit scaffolding of conversations to encourage student sharing and evaluation of perspectives.

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