Collaboration and Pervasiveness

2005 ◽  
pp. 369-390 ◽  
Author(s):  
Kazuhiko Shibuya
Keyword(s):  
Collaborative Learning ◽  
Learning Community ◽  
Learning Style ◽  
Semantic Technologies ◽  
Computer Supported Collaborative Learning ◽  
Effective Learning ◽  
Ubiquitous Environment ◽  
Ubiquitous Computation ◽  
Jigsaw Method ◽  
Collaborative Activities

This chapter attempts to contribute toward exploring fundamental conceptualization on collaboration and pervasiveness in education. An assigned task is to clarify my concepts on collaborative learning based on ubiquitous computation and Semantic Web perspectives by means of more originated ways. Collaborative activities and computer-supported collaborative learning (CSCL) per se consists of various needs to encourage motivation and understandings of each student in more effective learning style and environment. We can recognize that collaborative learning in a ubiquitous environment can provide more interactive, experiential, spatiotemporal, and distributed aspects for anyone who wants to know information and solve educational tasks coordinating with others at any time. Then, I would like to show my design of the ubiquitous jigsaw method and self-organizing networks in the learning community. Further, I concentrate on exploring possibilities of collaborative learning with semantic technologies which allows to inspire and facilitate a more reciprocal exchange among affiliated relationships in a ubiquitous environment. Finally, I will discuss these topics.

scholarly journals Emotional Aspects for Productive Dialogues in Computer-Supported Collaborative Learning: A Systematic Literature Review

2021 ◽  
Vol 27 (3) ◽  
pp. 303-322
Author(s):  
Uyara Ferreira Silva ◽  
Deller James Ferreira
Keyword(s):  
Conflict Resolution ◽  
Collaborative Learning ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Review Of The Literature ◽  
Computer Supported Collaborative Learning ◽  
Emotional Dimension ◽  
Emotional Aspects ◽  
Points Of View ◽  
Collaborative Activities

This paper presents a systematic literature review of the literature on productive dialogues and emotional aspects in Computer-Supported Collaborative Learning (CSCL) and also presents emotional aspects used in debates with conflicting points of view in other contexts. Initially, more than 400 articles were catalogued, belonging mainly to the databases of Springer and Science Direct, not limited by years, because of very important works referenced until today. The findings reveal that in CSCL there is a neglect in relation to the emotional dimension, the results also show that there are negative emotional aspects that impair the motivation in the participation of students in collaborative activities. Empathy is seen as an alternative to conflict resolution in different contexts, in addition to collaborative learning, but it is rarely addressed in CSCL.

Fostering Collaboration in CSCL

2009 ◽  
pp. 335-340 ◽  
Author(s):  
Donatella Persico ◽  
Francesca Pozzi ◽  
Luigi Sarti
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Strategies ◽  
Online Courses ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Communities ◽  
Face To Face ◽  
The Social

Some collaborative learning strategies widely used in face-to-face settings can also be adapted to online contexts. They allow us to master the complex relations between members of large, heterogeneous online learning communities. The authors build on their experience in the application of some of the most well-known strategies and techniques used in online courses, such as jigsaw, peer review, role-play, case study, and brainstorming. The use of these strategies in computer supported collaborative learning (CSCL) environments and the related models describing the social structure of the learning community is discussed in the attempt to highlight their strengths and weaknesses and investigate the conditions for their applicability. The aim is to inform the design and the management of online learning communities.

scholarly journals Learning styles and perceptions of student teachers of computer-supported collaborative learning strategy using wikis

2015 ◽  
Vol 31 (1) ◽  
Author(s):  
Kai Ming LI
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Teachers ◽  
Learning Style ◽  
Student Teacher ◽  
Learning Strategy ◽  
Education Programme ◽  
Computer Supported Collaborative Learning ◽  
Learning Tool ◽  
Learning Styles Inventory

<p class="Abstract">This paper reports the results of an attempt to integrate a collaborative technology, Wiki, into learning within a course in a teacher education programme based on social constructivist learning theory. The current study aimed to explore student-teacher acceptance of the proposed pedagogy and to identify specific learning style preferences that might be favourable to accepting the proposed pedagogy. A total of 56 student teachers participated in this study. They completed a number of collaborative tasks using a wiki during the learning process, and were then invited to complete a questionnaire designed to solicit their perception on the usefulness of wikis and their attitudes towards using a wiki, and 39 of them also returned a learning styles inventory which was used to identify the learning styles profile of the student-teacher samples. The findings reveal favourable perceptions of the use of a wiki as a collaborative learning tool in the course. Qualitative data collected from open-ended questions also reflects similar favourable results. Active learners were also found to be significantly different from reflective learners in accepting the wiki as a learning tool.</p>

Computer-Supported Collaborative Learning

2006 ◽  
pp. 105-111
Author(s):  
Vladan Devedi
Keyword(s):  
Collaborative Learning ◽  
Learning Community ◽  
Information And Communication Technologies ◽  
Student Evaluation ◽  
Online Discussions ◽  
Computer Supported Collaborative Learning ◽  
Learning Groups ◽  
Shared Workspaces ◽  
The Social ◽  
Information And Communication

In computer-supported collaborative learning (CSCL), information and communication technologies are used to promote connections between one learner and other learners, between learners and tutors, and between a learning community and its learning resources. CSCL is a coordinated, synchronous activity of a group of learners resulting from their continued attempt to construct and maintain a shared conception of a problem (Roschelle & Teasley, 1995). CSCL systems offer software replicas of many of the classic classroom resources and activities (Soller, 2001). For example, such systems may provide electronic shared workspaces, on-line presentations, lecture notes, reference material, quizzes, student evaluation scores, and facilities for chat or online discussions. This closely reflects a typical collaborative learning situation in the classroom, where the learners participating to learning groups encourage each other to ask questions, explain and justify their opinions, articulate their reasoning, and elaborate and reflect upon their knowledge, thereby motivating and improving learning. These observations stipulate both the social context and the social processes as an integral part of collaborative learning activities. In other words, CSCL is a natural process of social interaction and communication among the learners in a group while they are learning by solving common problems.

Application of Social Presence Principles to CSCL Design for Quality Interactions

2012 ◽  
pp. 31-48 ◽  
Author(s):  
Masanori Yamada ◽  
Yoshiko Goda
Keyword(s):  
Collaborative Learning ◽  
Social Interactions ◽  
Learning Community ◽  
Social Presence ◽  
Communication Media ◽  
Computer Supported Collaborative Learning ◽  
Determinant Factors ◽  
Design Media ◽  
Expression Perception

Social presence is a key approach to activating interactions in Computer-Supported Collaborative Learning (CSCL), but its approaches, definitions, and evaluations have not been coherently presented in previous research. This chapter provides practical suggestions and implications regarding CSCL to help motivate social interactions among students and ensure effective and attractive learning. Three major approaches and focuses are discussed first: features of communication media (e.g., Short, et al., 1976); interaction and the learner’s perception of interaction (e.g., Gunawardena & Zittle, 1997; Tu & McIssac, 2002); and learner’s ability (e.g., Garrison, et al., 2000; Garrison & Anderson, 2003). Integration and refinement of the central concepts are then illustrated. Conditions to establish social presence are introduced, using three steps for both individuals and groups: expression, perception, and recognition, which are all applicable to CSCL design. Media features are also explored as determinant factors when promoting social presence in a learning community.

scholarly journals Modelling learner and educator interactions in an electronic learning community

2003 ◽  
Vol 19 (2) ◽  
Author(s):  
Judy Sheard ◽  
Sita Ramakrishnan ◽  
Jan Miller
Keyword(s):  
Collaborative Learning ◽  
Learning Community ◽  
Learning Style ◽  
Discussion Forum ◽  
Learning Behaviour ◽  
Electronic Learning ◽  
Complex Process ◽  
Major Shift ◽  
Collaborative Learning Environment ◽  
Learning Issues

Critical to understanding how an electronic learning community can be established and sustained is understanding how learners and educators interact within the community. The study reported in this paper found that the development of an electronic learning community is a complex process that relies on the willingness of the learners to adopt a collaborative learning style. This appears to require a major shift in their learning behaviour and is a process in which the educators appear to have little influence. A discussion forum designed to provide a collaborative learning environment where students can discuss learning issues and provide feedback to staff has provided a vehicle for this study. An investigation of student and staff use of the discussion forum has informed the development of a set of visual representations that may be used to describe electronic learning communities.

scholarly journals STEM and Collaborative Learning: An Alternative Approach

2020 ◽  
pp. 12-16
Author(s):  
Stefanos Nikiforos ◽  
Spyros Kolyvas
Keyword(s):  
Collaborative Learning ◽  
Learning Community ◽  
Stem Education ◽  
Small Scale ◽  
Educational Robotics ◽  
Alternative Teaching ◽  
Alternative Approach ◽  
Working Groups ◽  
Collaborative Activities ◽  
School Activity

STEM education in Greek schools has become more prevalent in recent years, mainly through the implementation of Educational Robotics projects. Small-scale working groups of handpicked participants constitutes the main practice of implementing these projects, aiming to participate in competitions for the purpose of discrimination. These projects are usually a parallel school activity concerning only the participants in it, having relatively little impact on school community. An alternative teaching approach is proposed and applied in the present research consisting of collaborative activities between volunteer participants who created a learning community. Results show that the proposed method satisfied students and generated their interest in both the future engagement with Robotics and the participation in similar collaborative activities.

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