Process and Product Oriented Online Collaborative Learning Tasks

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. Among others, some of the known factors that affect the outcomes of interactive learning include the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences between process and product oriented collaborative learning. This study explores the differences between process and product oriented group learning activities and their impact on online cooperation and collaboration in Web-based courses.

Handbook of Distance Learning for Real-Time and Asynchronous Information Technology Education ◽

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

10.4018/978-1-59904-964-9.ch010 ◽

2011 ◽

pp. 192-211

Author(s):

Xinchun Wang

Keyword(s):

Collaborative Learning ◽

Interactive Learning ◽

Online Discussions ◽

Learning Activities ◽

Mediated Communication ◽

Web Based ◽

Learning Tasks ◽

Computer Mediated ◽

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. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch251 ◽

2011 ◽

pp. 3084-3103

Author(s):

Xinchun Wang

Keyword(s):

Collaborative Learning ◽

Interactive Learning ◽

Online Discussions ◽

Learning Activities ◽

Mediated Communication ◽

Web Based ◽

Learning Tasks ◽

Computer Mediated ◽

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. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

E-Collaboration ◽

10.4018/978-1-60566-652-5.ch104 ◽

2009 ◽

pp. 1410-1430

Author(s):

Xinchun Wang

Keyword(s):

Collaborative Learning ◽

Interactive Learning ◽

Online Discussions ◽

Learning Activities ◽

Mediated Communication ◽

Web Based ◽

Learning Tasks ◽

Computer Mediated ◽

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. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

Students’ Attitudes toward Process and Product Oriented Online Collaborative Learning

Instructional Design ◽

10.4018/978-1-60960-503-2.ch512 ◽

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.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

Web-Based Education ◽

10.4018/978-1-61520-963-7.ch080 ◽

2010 ◽

pp. 1182-1202

Author(s):

Xinchun Wang

Keyword(s):

Interactive Learning ◽

Online Discussions ◽

Survey Questionnaire ◽

Online Classes ◽

Mediated Communication ◽

Web Based ◽

Learning Tasks ◽

Computer Mediated ◽

Although the pedagogical advantages of online interactivelearning are well known, much needs to be done in instructional design of applicable collaborative learningtasks that motivate sustained student participation andinteraction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learningactivities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the importantfactors that influence participation and contribute tosustained online interaction and collaboration.

Students' Attitudes toward Process and Product Oriented Online Collaborative Learning

Solutions and Innovations in Web-Based Technologies for Augmented Learning ◽

10.4018/978-1-60566-238-1.ch002 ◽

2009 ◽

pp. 15-34

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.

Learn-CIAM: A Model-Driven Approach for the Development of Collaborative Learning Tools

Applied Sciences ◽

10.3390/app11062554 ◽

2021 ◽

Vol 11 (6) ◽

pp. 2554

Author(s):

Yoel Arroyo ◽

Ana I. Molina ◽

Miguel A. Redondo ◽

Jesús Gallardo

Keyword(s):

Collaborative Learning ◽

Methodological Approach ◽

Automatic Generation ◽

Learning Activities ◽

Learning Tools ◽

Model Driven ◽

Collaborative Tools ◽

Learning Tasks ◽

Collaborative Learning Tools ◽

Model Driven Approach

This paper introduces Learn-CIAM, a new model-based methodological approach for the design of flows and for the semi-automatic generation of tools in order to support collaborative learning tasks. The main objective of this work is to help professors by establishing a series of steps for the specification of their learning courses and the obtaining of collaborative tools to support certain learning activities (in particular, for in-group editing, searching and modeling). This paper presents a complete methodological framework, how it is supported conceptually and technologically, and an application example. So to guarantee the validity of the proposal, we also present some validation processes with potential designers and users from different profiles such as Education and Computer Science. The results seem to demonstrate a positive reception and acceptance, concluding that its application would facilitate the design of learning courses and the generation of collaborative learning tools for professionals of both profiles.

African American female students in online collaborative learning activities: The role of identity, emotion, and peer support

Computers in Human Behavior ◽

10.1016/j.chb.2016.06.021 ◽

2016 ◽

Vol 63 ◽

pp. 948-958 ◽

Cited By ~ 10

Author(s):

Jianxia Du ◽

Mingming Zhou ◽

Jianzhong Xu ◽

Sao San Lei

Keyword(s):

African American ◽

Collaborative Learning ◽

Peer Support ◽

Female Students ◽

Learning Activities ◽

African American Female ◽

Online Collaborative Learning

Advances in Educational Technologies and Instructional Design - Enhancing Education Through Open Degree Programs and Prior Learning Assessment ◽

Utilizing Question and Answer Discussion Forums to Enhance Learning in University Health Courses

10.4018/978-1-5225-5255-0.ch014 ◽

2018 ◽

pp. 235-251

Author(s):

Niyi Awofeso

Keyword(s):

Collaborative Learning ◽

Online Courses ◽

Online Discussion ◽

Discussion Forum ◽

Learning Activities ◽

Learning Approaches ◽

Discussion Forums ◽

Teaching Approaches ◽

Online Discussion Forums ◽

Course Outcomes

This chapter examines the contributions of Moodle's Q&A discussion forum platforms to optimizing cooperative and collaborative learning, validity of assessment of discussion forum posts, and achievement of course outcomes. The author studied: (1) How appropriate is the Q&A variant of online discussion forums in facilitating individual and collaborative learning? (2) How may course facilitators equitably grade online learning individual and collaborative learning activities using Q&A discussion forums? (3) Do learners' performance in Q&A category of online discussion forums predict performance in other assignments in online courses? (4) How well do learning activities in Q&A forums achieve courses' learning outcomes compared with other learning approaches? Survey and data analysis conducted by the author at HBMSU, UAE revealed that Moodle's Q&A discussion forum compares favorably with other teaching approaches in facilitating cooperative and collaborative learning, predicting overall learning achievement as well as improving validity of assessments.

A Strategy to Join Adaptive and Reputation-Based Social-Collaborative E-Learning, Through the Zone of Proximal Development

International Journal of Distance Education Technologies ◽

10.4018/jdet.2013070102 ◽

2013 ◽

Vol 11 (3) ◽

pp. 12-31 ◽

Cited By ~ 14

Author(s):

Maria De Marsico ◽

Andrea Sterbini ◽

Marco Temperini

Keyword(s):

Collaborative Learning ◽

Adaptive Learning ◽

Zone Of Proximal Development ◽

Learning Activities ◽

Proximal Development ◽

Student Model ◽

Web Based ◽

E Learning ◽

Learning Paths ◽

The One

The educational concept of “Zone of Proximal Development”, introduced by Vygotskij, stems from the identification of a strong need for adaptation of the learning activities, both traditional classroom and modern e-learning ones, to the present state of learner’s knowledge and abilities. Furthermore, Vygotskij’s educational model includes a strong bent towards social and collaborative learning. The joint answer to these two trends can be concretely implemented through a tight integration between personalized learning paths and collaborative learning activities. Along this line, the authors designed the combination of the functions of two pre-existing prototypes of web-based systems, to investigate how the above integration can merge adaptive and social e-learning. LECOMPS is a web-based e-learning environment for the automated construction of adaptive learning paths. SOCIALX is a web-based system for shared e-learning activities, which implements a reputation system to provide feedback to its participants. The authors propose a two-way tunneling strategy to integrate the above prototypes. The result is twofold: on the one hand the use of the student model supported by LECOMPS in an adaptive e-learning course is extended to support choosing exercise activities delivered through SOCIALX; on the other hand the reputation and the skills gained during social-collaborative activities are used to update the student model. Under the social perspective induced by the integration, the authors present a mapping between the student model and the definition of Vygotskij’s Autonomous Problem Solving and Proximal Development regions, with the aim to provide the learner with better guidance, especially in the selection of available social learning activities.