Harnessing the Potential of Cooperative Interaction

2011 ◽  
pp. 131-146
Author(s):  
Caroline L. Hilk ◽  
Michael C. Mensink
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Cooperative Interaction ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Online Learning Environments ◽  
Physical Presence

As educators make greater use of online learning environments and virtual communities, increased attention is being paid to the aspects of computer-mediated communication which facilitate constructive interaction between learners. The benefits of face-to-face cooperative learning are being pursued in the evolving computer-supported collaborative learning (CSCL) environment. The success of computer-supported collaborative learning is influenced by the amount and quality of social and physical presence available in the online environment. This chapter offers several best practices for enhancing learners’ perceptions of social and physical presence within the digital realm, and it suggests future avenues of research which may lead to further improvements in the instructional potential of online learning environments.

scholarly journals Microlearning and computer-supported collaborative learning: An agenda towards a comprehensive online learning system

2021 ◽  
Vol 1 (4) ◽  
pp. 225
Author(s):  
Soheila Garshasbi ◽  
Brian Yecies ◽  
Jun Shen
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Machine Learning Algorithms ◽  
Learning System ◽  
Smart Devices ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Environments ◽  
Learning Platform ◽  
Intelligent Tools

<p style='text-indent:20px;'>With the rise of the COVID-19 pandemic and its inevitable consequences in education, increased demand for robust online learning frameworks has occurred at all levels of the education system. Given the transformative power of Artificial Intelligence (AI) and machine learning algorithms, there have been determined attempts through the design and application of intelligent tools to overcome existing challenges in online learning platforms. Accordingly, educational providers and researchers are investigating and developing intelligent online learning environments which share greater commonalities with real-world classroom conditions in order to better meet learners' needs. However, short attention spans and the widespread use of smart devices and social media bring about new e-learning systems known as microlearning (ML). While there has been ample research investigating ML and developing micro-content, pedagogical challenges and a general lack of alternative frameworks, theories and practices still exist. The present models have little to say about the connections between social interaction, including learner–content, learner–instructor and learner–learner communication. This has prompted us to investigate the complementary aspects of Computer-supported Collaborative Learning (CSCL) as an interactive learning model, along with an embedded ML module in the design and development of a comprehensive learning platform. The purpose of this study is to explore the pedagogical frameworks and challenges with reference to interaction and retention in online learning environments, as well as the theoretical and pedagogical foundations of ML and its applications. In addition, we delve into the theories and principles behind CSCL, the main elements in CSCL, identifying the issues and challenges to be faced in improving the efficacy of collaboration processes and outcomes. In short, we aim to synthesize how microlearning and CSCL can be applied as effective modules within a comprehensive online learning platform, thereby offering STEM educators a relevant roadmap towards progress that has yet to be offered in previous studies.</p>

Computer Mediated Learning

2011 ◽  
pp. 73-86
Author(s):  
Alison Ruth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Theory ◽  
Computer Mediated Communication ◽  
Online Learning Environment ◽  
Mediated Learning ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Needs

This chapter proposes that Burke’s (1969) dramatistic analysis using the Pentad (act, scene, agent, agency, purpose) is a valuable methodological tool for investigating how learning theory offers a better understanding of mediated learning environments. It is argued that this framework provides a coherent and comprehensive consideration of learning and communication mediated by electronic means. Research into computer mediated communication needs to acknowledge the intertwining notion of the agents, acts and agency (mediation) within a specific scene, particularly in an online learning environment. Burke’s (1969) work provides a useful framework for discussing and describing a mediated environment and appears to be a valid framework within which to analyze different learning and communicative environments.

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.

Computer-Mediated Communication Learning Environments

2010 ◽  
pp. 38-44
Author(s):  
Stefania Manca
Keyword(s):  
Collaborative Learning ◽  
Learning Strategy ◽  
Computer Mediated Communication ◽  
Social Dimension ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Model Learning ◽  
Web Based ◽  
Computer Mediated ◽  
The Social

The social, relational, and affective dynamics are receiving more and more attention in the study of learning processes, as cognitive, affective, and emotional dimensions of learning seem to be closely related. This kind of co-origination, borne out in the context of neurosciences, artificial intelligence, cognitive psychology, and education, has also been recognized in the field of Web-based learning. The research framework of computer supported collaborative learning (CSCL) has emphasized the role that a well-established social dimension plays in collaborative learning and group-based working within communities of learners. According to the socioconstructivist model, learning always implies a social dialogical process where individuals are mutually engaged in the construction and sharing of new knowledge (Scardamalia & Bereiter, 1994; Wenger, 1998). Pedagogical approaches based on these assumptions combine the advantages of a learning strategy that promotes deeper level learning, critical thinking, and shared understanding with those related to the development of social and communication skills (Garrison & Anderson, 2003).

Design on Monitoring and Evaluation Methods for CSCL System

2013 ◽  
Vol 336-338 ◽  
pp. 2213-2216
Author(s):  
Wei Yan
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Monitoring And Evaluation ◽  
Evaluation Methods ◽  
Learning Processes ◽  
The Other ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Computer Mediated

The problem of capitalizing on experience of how to track and analyze the learning processes is of particular interest in Computer Supported Collaborative Learning (CSCL) environments, where learning is usually based on the interactions occurring among peers. This paper provides some examples of DPs addressing tracking problems in CSCL environments. Our DPs have been elaborated with a twofold aim to contribute to the field by proposing possible solutions to tracking problems frequently faced in CSCL; on the other hand, by using DPs as a tool for sharing experience, we hope to inform the development of functions that could be integrated in Computer Mediated Communication (CMC) systems in order to support the monitoring, evaluation and assessment of the learning experience and therefore augment its effectiveness.

Teaching and Learning in the Global Classroom

2015 ◽  
pp. 102-117
Author(s):  
Deniz Palak ◽  
Melda Yildiz
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Concept Mapping ◽  
Learning Environments ◽  
Global Economy ◽  
Teaching And Learning ◽  
Online Learning Environments ◽  
Thinking Tools ◽  
Learning Projects ◽  
Global Classroom

This chapter provides both theoretical underpinnings and practical examples of designing and implementing the “thinking curriculum” for the “global classroom.” The authors argue that teaching and learning in the global classroom calls for (1) thinking about the curriculum at a deeper level toward (2) implementing collaborative learning projects that count for multicultural and multilingual online learning environments. They use the term “thinking curriculum” to capture the proposition that teaching and learning are always concept- and assessment-based. The authors discuss examples of two thinking tools, concept mapping and Vee diagramming, to illustrate how these tools can help teachers think and communicate about the whole curricular process in a scientific way. In the second part of the chapter, the authors offer examples of collaborative learning projects that were implemented in the global classroom. In summary, this chapter is a practical guide for teachers who wish to think about their curriculum in a scientific way and recognize the value of creating a global classroom for preparing students for their roles in the global economy.

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