E-Collaborative Learning (e-CL)

2016 ◽  
pp. 114-146 ◽  
Author(s):  
Alexandros Xafopoulos
Keyword(s):  
Collaborative Learning ◽  
Learning Process ◽  
Functional Categories ◽  
Future Directions ◽  
New Approaches ◽  
Time Space ◽  
Electronic Collaboration ◽  
Addie Model ◽  
Technology Pedagogy

This chapter investigates the highly researched and debated key issue of electronic collaboration (e-collaboration) in the learning process, onwards called e-collaborative learning (e-CL), in a holistic overview. The structure of the chapter is as follows. First of all, it clarifies the meaning and context of e-CL, and compares it with analysed relevant notions. Second, the human elements of e-CL and their roles are explored, classified into functional categories. Third, the supportive elements technology, pedagogy, and methodology are extensively visited. Fourth, the framework elements time, space, and society are presented. Fifth, the e-CL process is analysed, following the ADDIE model and analysing its phases. Sixth, significant affordances and challenges of e-CL are identified, and seventh, future directions are considered. Finally, conclusions are reached. Throughout the chapter new approaches, methods, and terms are proposed in the interests of the enrichment or the effectiveness of e-CL.

E-Collaborative Learning (e-CL)

2017 ◽  
pp. 536-568
Author(s):  
Alexandros Xafopoulos
Keyword(s):  
Collaborative Learning ◽  
Learning Process ◽  
Functional Categories ◽  
Future Directions ◽  
New Approaches ◽  
Time Space ◽  
Electronic Collaboration ◽  
Addie Model ◽  
Technology Pedagogy

This chapter investigates the highly researched and debated key issue of electronic collaboration (e-collaboration) in the learning process, onwards called e-collaborative learning (e-CL), in a holistic overview. The structure of the chapter is as follows. First of all, it clarifies the meaning and context of e-CL, and compares it with analysed relevant notions. Second, the human elements of e-CL and their roles are explored, classified into functional categories. Third, the supportive elements technology, pedagogy, and methodology are extensively visited. Fourth, the framework elements time, space, and society are presented. Fifth, the e-CL process is analysed, following the ADDIE model and analysing its phases. Sixth, significant affordances and challenges of e-CL are identified, and seventh, future directions are considered. Finally, conclusions are reached. Throughout the chapter new approaches, methods, and terms are proposed in the interests of the enrichment or the effectiveness of e-CL.

E-Collaborative Learning (e-CL)

2019 ◽  
pp. 780-792
Author(s):  
Alexandros Xafopoulos
Keyword(s):  
Collaborative Learning ◽  
Learning Theories ◽  
Design Element ◽  
Learning Content ◽  
Time Space ◽  
The Media ◽  
Addie Model ◽  
Five Phases ◽  
Media Applications

This chapter investigates the highly topical issue of electronic collaborative learning (e-CL) in a holistic overview. First of all, a clarification of the term and context of e-CL is provided comparing it with similar concepts. Second, the human elements and communities of e-CL are examined, together with their roles and aspects. Third, the supportive learning elements—technology, pedagogy, and methodology—are visited, exploring the media, applications, environments, infrastructure, learner modelling, learning objectives, major learning theories, methodological activities, and the learning content and its modalities. Fourth, the framework elements—time, space, and society—are described and a classification of e-CL approaches according to them is provided. Fifth, the e-CL process is examined following the ADDIE model, analyzing its five phases and the design element hierarchy. Finally, future directions of e-CL are considered, and conclusions are reached. Throughout the chapter, key and significant approaches, methods, and terms are pinpointed and concisely developed.

E-Collaborative Learning (e-CL)

2018 ◽  
pp. 6336-6346
Author(s):  
Alexandros Xafopoulos
Keyword(s):  
Collaborative Learning ◽  
Learning Theories ◽  
Design Element ◽  
Learning Content ◽  
Time Space ◽  
The Media ◽  
Addie Model ◽  
Five Phases ◽  
Media Applications

This article investigates the highly topical issue of electronic collaborative learning (e-CL) in a holistic overview. First of all, a clarification of the term and context of e-CL is provided comparing it with similar concepts. Second, the human elements and communities of e-CL are examined, together with their roles and aspects. Third, the supportive learning elements technology, pedagogy, and methodology are visited, exploring the media, applications, environments, infrastructure, learner modelling, learning objectives, major learning theories, methodological activities, and the learning content and its modalities. Fourth, the framework elements time, space, and society are described and a classification of e-CL approaches according to them is provided. Fifth, the e-CL process is examined following the ADDIE model and analysing its five phases and the design element hierarchy. Finally, future directions of e-CL are considered and conclusions are reached. Throughout the article key and significant approaches, methods, and terms are pinpointed and concisely developed.

scholarly journals New Approaches for the Treatment of Chronic Graft-Versus-Host Disease: Current Status and Future Directions

2020 ◽  
Vol 11 ◽  
Author(s):  
Nathaniel Edward Bennett Saidu ◽  
Chiara Bonini ◽  
Anne Dickinson ◽  
Magdalena Grce ◽  
Marit Inngjerdingen ◽  
...  
Keyword(s):  
Graft Versus Host Disease ◽  
Current Status ◽  
Future Directions ◽  
Host Disease ◽  
Graft Versus Host ◽  
New Approaches

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.

scholarly journals Commentary: We Are a Global Community: What if We Collaborated?

2016 ◽  
Vol 10 (1) ◽  
pp. 37-46
Author(s):  
Julie Lindsay
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Digital Technologies ◽  
Global Community ◽  
Connected Learning ◽  
Global Context ◽  
New Approaches ◽  
The World ◽  
The Future ◽  
Pedagogical Approaches

Connected and collaborative learning that leads to co-creation of ideas and solutions is imperative across all levels of education. To make the shift we want to see, we need to understand the pedagogy of online learning in a global context. This commentary shares an understanding of thought leaders who have developed and shared new approaches that take learning beyond the immediate environment sca olded by digital technologies. It also poses the question, "What if we collaborated as a global community?" and starts a conversation about new pedagogical approaches to support " at," connected learning. This is already happening now—the future is now— it’s time to connect the world.

scholarly journals Development of Media Fun Thinkers Book Material for The Diversity of Living Things for Class IV Elementary School

2021 ◽  
Vol 2 (1) ◽  
pp. 68-74
Author(s):  
Pipin Nur Anggraini ◽  
Ratih Asmarani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Process Research ◽  
Learning Activities ◽  
Student Interest ◽  
Development Research ◽  
Living Things ◽  
The Media ◽  
Addie Model ◽  
Class Iv

In the implementation of learning activities that occur at SD Plus Pesantren Al-Anwar, problems when implementing learning activities, among others, are the media used are not supportive, teachers use learning resources in the form of books and have not used certain learning media. This is the cause of students tend to be passive in learning activities. When learning theme 3 sub-theme 2 learning 2 in class IV the teacher uses image media in teaching and learning activities, making students less understanding of the material. As a result, students are less interested in teaching and learning activities. This research was conducted in class IV, which consisted of 20 students. In the development research that has been carried out, it is expected to be able to provide a good influence for students, the Fun Thinkers book media is to foster student learning activities and achievements and must use media that can foster student interest in learning so that they are enthusiastic in undergoing the learning process. Research using the ADDIE model which passes through 5 stages.

scholarly journals The Effectiveness of Developing Contextual Material For Teaching English at Madrasah Aliyah

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Mukhaiyar Mukhaiyar ◽  
Z Mawardi Effendi ◽  
Zul Amri
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Development Research ◽  
Teaching English ◽  
Quantitative Technique ◽  
Qualitative And Quantitative ◽  
Post Test ◽  
Is Development ◽  
Addie Model ◽  
Survey Questionnaires

One of the aspects that determine the success of the learning process is teaching materials.  This research aimed to develop the effectiveness of contextual material for teaching English at Madrasah Aliyah.  The design of this research is development research by using ADDIE model. The product consists of two books, (teacher's book and students'book) the title is “English For Us”.  Subjects in this research were all students of grade X. Sample were 87 persons and it was selected by using the purposive technique. The instrument used to collect data was a survey, questionnaires, and an interview. Data analysis was used the qualitative and quantitative technique. The practicalities of the teacher’s book were 82.54   and students’ book showed an average  84.63 score. The effectiveness of a product is measured through pre-test is 68,00  and post-test is 75.44.  It can be concluded that the contextual material for teaching English at Madrasah Aliyah was effective

scholarly journals Notes Sharing Application

2020 ◽  
Author(s):  
Nikhil Ranjan Nayak ◽  
Jyoti Ranjan Mohapatra ◽  
Baibhab Swain ◽  
Muddana Aditya
Keyword(s):  
Collaborative Learning ◽  
Learning Process ◽  
Short Description ◽  
Conceptual Clarity ◽  
The Subject

Students often face problem while collecting notes and it interrupts their learning process. Our application will provide a platform for the students where they can come together for collaborative learning. Students can share their notes/materials (both handwritten and in document - PPT, PDF, DOC, etc. format) which students from any branch or semester can access for free. In our platform users can upload their notes giving a short description and some keywords related to the subject, branch and semester. Other users can search the notes using those keywords which will provide them filtered results. Each user will have an account through they will access the application. The platform is planned to be a LEARN | SHARE | EDUCATE platform which aims to increase effectiveness and conceptual clarity of students.

scholarly journals PEMBERDAYAAN MAHASISWA UNTUK BERPIKIR KRITIS, KREATIF, DAN KOLABORATIF MELALuI PENGEMBANGAN PERANGKAT PEMBELAJARAN KOLABORASI

2015 ◽  
Vol 3 (1) ◽  
pp. 59
Author(s):  
NFN Mustaji
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Product Evaluation ◽  
Instructional Materials ◽  
Design Development ◽  
Implementation Phase ◽  
Education Management ◽  
Addie Model ◽  
Faculty Of Education ◽  
Media Learning

The purpose of this research is to develop a learning device in the form of Syllabus and Class events Unit, instructional materials, student activity sheet, sheet assessment of students and using collaborative learning model. The device was developed to improve the ability of critical thinking, creative and collaborative environment for students in the Faculty of Education, State University of Surabaya. The development of learning device uses a ADDIE model. Its activities include the analysis phase, planning, design, development), implementation, evaluation and revision. Phase evaluation and revision is an ongoing activity conducted in each phase alongthe development cycle. Learning device which have been developed consisting of three courses namely introduction of graphic media, learning to draw, and education management. Learning device has been validated in the first year and meet the acceptability of the usefulness, feasibility, and accuracy. In the second year learning device was implemented in three courses, namely, Education Technology, Education Management, and Early Childhood Education. Implementation Phase uses experimental research design one group pre test - posttest design. The research instrument used to collect data comprising: of result of learning test, observation sheets, product evaluation sheets and questionnaires of collaborative skills. The data of this study were analyzed descriptively and statistically. The results showed that the use of collaborative learning device can improve the ability of critical thinking, creative and collaborative AbstrakTujuan penelitian ini adalah mengembangkan perangkat pembelajaran berupa silabus dan satuan acara perkuliahan, bahan ajar, lembar kegiatan mahasiswa dan lembar Penilaian dengan menggunakan model pembelajaran kolaborasi. Perangkat tersebut dikembangkan untuk meningkatkan kemampuan berpikir kritis, kreatif dan kolaboratif bagi mahasiswa di lingkungan Fakultas Ilmu Pendidikan UniversitasNegeri Surabaya. Pengembangan perangkat pembelajaranmenggunakan model ADDIE. Kegiatannya meliputi fase analisis (analysis), perencanaan (planning), perancangan (design), pengembangan (development), implementasi (implementation), evaluasi dan revisi (evaluation and revision). Fase evaluasi dan revisi merupakan kegiatan berkelanjutan yang dilakukan pada tiap fase di sepanjang siklus pengembangan. Perangkat pembelajaran yang telah dikembangkan terdiri dari 3 mata kuliah yakni pengantar media grafis, pembelajaran menggambar, dan manajemen pendidikan. Perangkat pembelajaran telah divalidasi pada tahun pertama dan memenuhi akseptabilitas dari sisi kegunaan, kelayakan, dan ketepatan. Pada tahun kedua perangkat pembelajaran dimplementasikan pada tiga program studi, yakni: Teknologi Pendidikan, Manajemen Pendidikan, dan Pendidikan Anak Usia Dini. Fase implementasi dengan menggunakan desain penelitian experimental one group pretest - postest design. Instrumen penelitian yang digunakan untuk mengumpulkan terdiri atas: tes hasil belajar, lembar observasi, lembar penilaian produk, dan angket keterampilan kolaboratif. Data hasil penelitian ini dianalisis secara deskriptif dan statistik. Hasil penelitian menunjukkan bahwa penggunaan perangkat pembelajaran kolaborasi dapat meningkatkan kemampuan berpikir kritis, kreatif dan kolaboratif.

Sign in / Sign up

Export Citation Format

Share Document