Virtual Communities and Collaborative Learning in a Post-Graduate Course

2009 ◽  
pp. 817-824
Author(s):  
Maria Ranieri
Keyword(s):  
Collaborative Learning ◽  
Virtual Communities ◽  
Online Collaboration ◽  
Graduate Course ◽  
Learning Groups ◽  
Post Graduate ◽  
Online Collaborative Learning ◽  
University Of Florence ◽  
The University

In this chapter I will discuss some of the main issues arising from online collaboration, through the presentation of a methodological model of a post-graduate course based on online collaboration. The model was developed over the last ten years, and implemented at the Laboratory of Educational Technology (LTE) of the University of Florence, with the aim of promoting effective online collaborative learning groups.

The Dynamics of Online Collaboration

2011 ◽  
pp. 98-116 ◽  
Author(s):  
Ke Zhang ◽  
Xun Ge
Keyword(s):  
Collaborative Learning ◽  
Instructional Strategies ◽  
Online Collaboration ◽  
Team Development ◽  
Extensive Review ◽  
Multiple Perspectives ◽  
Theoretical Frameworks ◽  
Online Collaborative Learning ◽  
Team Task ◽  
Task Team

This chapter aims to help readers build a solid understanding of the complexdynamics of online collaborative learning from multiple perspectives, and thusbecome more capable to utilize different instructional strategies to achieve pro-ductive online collaboration. On the basis of extensive review and integration ofresearch from multiple disciplines, the authors discuss the dynamics of online col-laborative learning from four aspects: team task, team development, member rela-tionship, and communication media, with one section designated to each of them.The sections each comprise presentation of the issue, theoretical frameworks, sug-gested strategies, and how it relates to other aspect(s), as applicable. The chapterconcludes with implications for practice in online collaborative learning andfuture research for managing learning in virtual collaborative environments. Thischapter is considered a valuable artifact to guide practice and research in onlinecollaborative learning in various settings.

scholarly journals Gender differences in online collaborative learning groups promoting affective education and social capital

2007 ◽  
Vol 11 (spe) ◽  
pp. 27-36 ◽  
Author(s):  
Mebane Minou Ella ◽  
Sorace Roberta ◽  
Solimeno Andrea ◽  
Tomai Manuela
Keyword(s):  
Collaborative Learning ◽  
Gender Composition ◽  
Female Group ◽  
Affective Education ◽  
Learning Groups ◽  
Online Collaborative Learning ◽  
Psychology Majors ◽  
Gender Groups ◽  
Mixed Groups ◽  
Mixed Gender

This paper reports the results of a study aimed to establish whether the amount and types of conflicts vary in all male, all female and mixed gender groups working in asynchronous collaborative learning online settings. Sixty psychology majors were divided into three groups conducted online by the same teacher. The study show that the levels of participation in the three groups varied in relation to gender composition. Further the results evidenced all female group did have more conflicts then male and mixed groups, but primarily they did not have interpersonal. The female groups´ conflicts seem to be related to goal-oriented process of work.

Students’ Attitudes toward Process and Product Oriented Online Collaborative Learning

2011 ◽  
pp. 1300-1319
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Online Collaboration ◽  
Survey Questionnaire ◽  
Questionnaire Data ◽  
Web Based ◽  
Online Collaborative Learning ◽  
Learning Tasks ◽  
Students Attitudes ◽  
Learning Data

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. In a previous study based on a Web-based course offered in 2004, Wang (2007) investigated the factors that promote sustained online collaboration for knowledge building. By providing new data from the same Web-based course offered in 2006 and 2007, this study investigates students’ attitudes toward process- and product-oriented online collaborative learning. The analysis of 93 post course survey questionnaire data show that the overwhelming majority of students have positive experience with online collaborative learning. Data also suggest that students are more enthusiastic about process-oriented tasks and their attitudes toward product-oriented collaborative learning tasks are mixed.

scholarly journals Implementasi Penugasan Dosen di Sekolah (PDS) dalam Mata Kuliah Strategi, Metode, dan Media Pembelajaran Berbasis Lesson Study

2020 ◽  
Vol 18 (1) ◽  
pp. 1-12
Author(s):  
Dewi Ratnaningsih
Keyword(s):  
Collaborative Learning ◽  
Lesson Study ◽  
Phase 2 ◽  
Strategy Method ◽  
Learning Groups ◽  
University Environment ◽  
Tertiary Institutions ◽  
Stage 1 ◽  
The University ◽  
Communicative Abilities

After undergoing stage 1 PDS program, namely the implementation of lecturers to become "teachers" in schools, the next stage is the implementation of PDS within the university environment. The implementation of the PDS program phase 2 is realized in the Strategy, Method and Learning Media courses. The implementation of the PDS program in tertiary institutions is based on the principle of lesson study. Based on the results of the application, there are a number of lesson learns obtained. Lesson learns include: 1) giving material with appropriate learning media becomes a special attraction for students, 2) the formation of learning groups allows students to develop collaborative and communicative abilities, 3) assignments in the form of videos in the application of collaborative learning methods make students learn directly so a more maximal understanding process is obtained.

Teaching Partial Differential Equations With Computer-Based Problem Solving

2006 ◽  
Author(s):  
A. F. Carneiro ◽  
S. F. C. F. Teixeira
Keyword(s):  
Partial Differential Equations ◽  
Numerical Methods ◽  
Differential Equations ◽  
Teaching Method ◽  
Learning Tools ◽  
Graduate Course ◽  
Partial Differential ◽  
Post Graduate ◽  
Computer Based ◽  
The University

A new approach for solving partial differential equations in the field of heat transfer and fluid mechanics, accompanied by specific software has been developed. Its purpose was to enhance learning effectiveness of Numerical Methods in the post graduate course of Mechanical Engineering and is based upon the use of purpose built software. The packages learned in this course include some commercial codes as, EXCEL, MATLAB and FLUENT. Two other tools, developed at the University of Minho to support the classes of numerical methods, were also used: CoNum and a graphics application PDE v.1. The teaching method presented in this paper has been applied at post graduate classes and the feedback received from the students was very positive. The softwares and graphics interface were used as learning tools and proved to be very versatile and effective in explaining the resolution of partial differential equations.

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