Intelligent Agents Supporting Distributed Collaborative Learning

2011 ◽  
pp. 33-66 ◽  
Author(s):  
Weiqin Chen ◽  
Barbara Wasson
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Intelligent Agents ◽  
Support Students

In the context of distributed collaborative learning, it is usually difficult for students to be aware of others’ activities and for instructors to overview the process and regulate the collaboration. In order to facilitate collaborative learning, intelligent agents were developed to support the awareness and regulation of the collaboration. This chapter discusses the facilitation role of intelligent agents and how they support students and instructors in distributed collaborative-learning environments. By monitoring the collaboration, the agents compute statistics, detect possible problems, and give advice synchronously and asynchronously to the students and instructor based on their activities and requests. In so doing, the agents not only help students to self-regulate their activities but also help instructors to maintain an overview of the collaboration so that they can intervene when necessary.

Intelligent Agents Supporting Distributed Collaborative Learning

2011 ◽  
pp. 1105-1127
Author(s):  
Weiqin Chen ◽  
Barbara Wasson
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Intelligent Agents ◽  
Support Students

In the context of distributed collaborative learning, it is usually difficult for students to be aware of others’ activities and for instructors to overview the process and regulate the collaboration. In order to facilitate collaborative learning, intelligent agents were developed to support the awareness and regulation of the collaboration. This chapter discusses the facilitation role of intelligent agents and how they support students and instructors in distributed collaborative-learning environments. By monitoring the collaboration, the agents compute statistics, detect possible problems, and give advice synchronously and asynchronously to the students and instructor based on their activities and requests. In so doing, the agents not only help students to self-regulate their activities but also help instructors to maintain an overview of the collaboration so that they can intervene when necessary.

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.

Collaborative Learning and Game Mastering in Multiplayer Games

2013 ◽  
pp. 85-104 ◽  
Author(s):  
Johannes Konert ◽  
Viktor Wendel ◽  
Kristina Richter ◽  
Stefan Göbel
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Serious Games ◽  
Best Practice ◽  
Educational Games ◽  
Instructional Support ◽  
Individual Feedback ◽  
Learning Scenarios ◽  
Theoretical Foundations

The purpose of the chapter is to provide a state of the art survey addressing research and development aspects for the control of multiplayer Serious Games for collaborative learning scenarios. Hereby, several facets of multiplayer scenarios are addressed: synchronous and asynchronous gameplay and the role of an instructor as Game Master, supervisor, and provider of individual feedback as well as individual feedback among learners in the process of continuous adaptation of the on-going gameplay. Existing approaches and best-practice examples focus on digital educational games for pupils and collaborative learning environments for students. The theoretical foundations of instructional support as well as the implications and technical approaches are discussed. They include some aspects of authoring Serious Games (as already covered in chapter “Authoring Serious Games”).

Is it Relevant? The Role of Off-task Talk in Collaborative Learning

2015 ◽  
Vol 5 (1) ◽  
pp. 31-54
Author(s):  
Khaled Barkaoui ◽  
Margaret So ◽  
Wataru Suzuki
Keyword(s):  
Collaborative Learning

scholarly journals Collaborative Learning in Makerspaces: A Grounded Theory of the Role of Collaborative Learning in Makerspaces

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110207
Author(s):  
Kolja Oswald ◽  
Xiaokang Zhao
Keyword(s):  
Grounded Theory ◽  
Collaborative Learning ◽  
Venture Creation ◽  
Theoretical Understanding ◽  
Innovative Environment ◽  
Open Coding ◽  
Axial Coding ◽  
The Impact ◽  
Emergent Theory

Makerspaces are a relatively new phenomenon that seem to create an innovative environment for individuals to work on projects and learn about technology. This article presents a grounded theory study, which investigates the impact that makerspaces have on innovation. Strauss and Corbin’s grounded theory methodology is used to research this exploratory topic. The data sample consists of 16 interviews of members of a makerspace in Shanghai, China. Data analysis was conducted abiding by Strauss and Corbin’s coding framework, entailing open coding, axial coding, and selective coding as well as coding tools, such as the coding paradigm and the conditional matrix. Collaborative learning was identified as the core phenomenon of this research, and The Collaborative Learning and its Outcomes Theory was created. The emergent theory contributes to the understanding of how makerspaces impact outcomes, such as innovation and venture creation, as well as explain how collaborative learning in conjunction with other modes of learning can facilitate learning at various complexities. As such, this study’s contributions are in developing the theoretical understanding of makerspaces as well as collaborative learning. It offers managerial and pedagogical implications that can help create learning environments where collaborative learning is fostered.

scholarly journals Studying Collaboration Dynamics in Physical Learning Spaces: Considering the Temporal Perspective through Epistemic Network Analysis

Sensors ◽  
2021 ◽  
Vol 21 (9) ◽  
pp. 2898
Author(s):  
Milica Vujovic ◽  
Ishari Amarasinghe ◽  
Davinia Hernández-Leo
Keyword(s):  
Collaborative Learning ◽  
Temporal Analysis ◽  
Learning Design ◽  
Learning Spaces ◽  
Limited Evidence ◽  
Temporal Perspective ◽  
Learning Space ◽  
Collaboration Dynamics ◽  
Collaborative Activities

The role of the learning space is especially relevant in the application of active pedagogies, for example those involving collaborative activities. However, there is limited evidence informing learning design on the potential effects of collaborative learning spaces. In particular, there is a lack of studies generating evidence derived from temporal analyses of the influence of learning spaces on the collaborative learning process. The temporal analysis perspective has been shown to be essential in the analysis of collaboration processes, as it reveals the relationships between students’ actions. The aim of this study is to explore the potential of a temporal perspective to broaden understanding of the effects of table shape on collaboration when different group sizes and genders are considered. On-task actions such as explanation, discussion, non-verbal interaction, and interaction with physical artefacts were observed while students were engaged in engineering design tasks. Results suggest that table shape influences student behaviour when taking into account different group sizes and different genders.

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