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.

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.

scholarly journals Colaborative learning environment (CLE) en la asignatura de Fundamentos de gestión empresarial con la aplicación de m-learning y assessment feedback/feedforward mediante pares y sistemas de autorización presencial y virtual

2018 ◽  
Vol 5 (1) ◽  
pp. 17-30
Author(s):  
Sonia Martín Gómez ◽  
Cristina Masa Lorenzo
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Educación Superior ◽  
Redes Sociales ◽  
Educacion Superior ◽  
Assessment Feedback ◽  
Collaborative Learning Environment ◽  
Aprendizaje Colaborativo

Los cambios originados hace unos años con el Proceso de Bolonia y el establecimiento del Espacio Europeo de Educación Superior (eees) para lograr la convergencia y la comparabilidad en los sistemas educativos requieren introducir modificaciones en el proceso de aprendizaje tradicional. En este estudio se analiza cómo introducir esos cambios en la asignatura básica de Fundamentos de gestión empresarial, la cual se imparte en las facultades de Ciencias Económicas y Empresariales, aplicado al caso de la Universidad San Pablo-ceu. Para esto, se propone la creación de entornos colaborativos de aprendizaje (collaborative learning environment-cle), con la utilización para su desarrollo del aprendizaje colaborativo basado en problemas, mediante el uso de redes sociales a través de dispositivos móviles distintos (m-learning), y con la realización de feedback a fin de mejorar el aprendizaje entre los propios estudiantes y con el profesor a través de tutorías, bien sean presenciales o bien virtuales. Se trata de crear un entorno que incluya todos aquellos recursos que ayudan al alumno a buscar y organizar información y conocimiento. Estos recursos, que se pueden compartir con grupos de trabajo, en nuestro caso serán fundamentalmente redes sociales, dispositivos móviles y la plataforma virtual de la universidad a través de la cuál puede gestionarse y llevarse a cabo el proceso de formación. El curso funciona en dicha plataforma como un entorno exclusivo que contiene, entre otros medios, un sistema de mensajería interna y otro de foros, diseñados con el propósito de llevar a cabo tutorías individuales y colectivas.

Sign in / Sign up

Export Citation Format

Share Document