An Exploration of Students’ Participation, Learning Process, and Learning Outcomes in Web 2.0 Computer Supported Collaborative Learning

2011 ◽  
Vol 1 (2) ◽  
pp. 60-72 ◽  
Author(s):  
Chun-Yi Shen ◽  
Chen-Hsien Wu
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Social Interactions ◽  
Learning Outcomes ◽  
Learning Process ◽  
Collaborative Writing ◽  
Computer Supported Collaborative Learning ◽  
Positive Effects ◽  
Learner Centeredness ◽  
Web 2.0 Technology

Many researchers indicate that collaborative learning is an effective strategy to improve students’ learning. Collaborative learning is no longer confined to face-to-face classrooms with the advancement of technology. The concept of computer supported collaborative learning (CSCL) matches web 2.0 which emphasize learner centeredness, social interactions, and mutual sharing. The concept of CSCL matches E-Learning 2.0 which focus on learner centeredness, social interactions, and mutual sharing. This study investigates the effects of computer supported collaborative learning with web 2.0 technology on students’ participation, learning process, and learning outcomes. During a 14-week collaborative writing course, thirty participants were asked to use Google Docs to finish their assignments collaboratively. Results showed that computer supported collaborative learning with web 2.0 technology have positive effects on students’ participation, learning process, and learning outcomes. Implications and suggestions are also provided in this study.

scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

scholarly journals Las redes sociales como entornos de aprendizaje colaborativo mediado para segundas lenguas (L2)

2010 ◽  
pp. a149
Author(s):  
Gilda Sotomayor García
Keyword(s):  
Social Networks ◽  
Second Language ◽  
Collaborative Learning ◽  
Web 2.0 ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Computer Supported Collaborative Learning ◽  
Redes Sociales ◽  
Second Languages ◽  
Aprendizaje Colaborativo

El artículo trata de ofrecer una aproximación teórica al campo del aprendizaje y la escritura colaborativa (en línea) de una segunda lengua, la cual nos sirve de marco de comprensión para reflexionar sobre una de las herramientas más importantes que nos ofrece la Web 2.0 como son las Redes Sociales.  De hecho, estas aplicaciones ya se utilizan como apoyo para la enseñanza-aprendizaje de una segunda lengua, y si aprovechamos muy bien todas sus potencialidades pueden convertirse en todo un entorno y recurso tecno-pedagógico para la mediación de un aprendizaje colaborativo, realmente significativo.Social networks as environments of computer supported collaborative learning for second languages (L2)AbstractThe article tries to provide a theoretical approach to the collaborative learning and writing (online) field regarding a second lenguage, used as comprehension framework to reflect on one of the most important tools offered by Web 2.0 such as Social Networks. In fact, these applications are already used as support for teaching and learning a second language, while their potential turn them in real  techno-pedagogical environments for an Computer Supported  Collaborative Learning, really meaningful.

scholarly journals Interaksi Sosial dalam Proses Pembelajaran

PALAPA ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 149-166
Author(s):  
Lalu Moh. Fahri ◽  
Lalu A. Hery Qusyairi
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Learning Outcomes ◽  
Prospective Teachers ◽  
Learning Process ◽  
Learning Processes ◽  
Educational Process ◽  
Development Of Attitudes

This study aims to provide an overview of students' social interactions in the learning process for instructors and prospective teachers. In this article a number of things will be reviewed, including the meaning of social interaction and learning, forms of social interaction and learning, and interaction relationships with learning. After understanding the interaction in the learning process, instructors and prospective instructors are expected to understand that learning outcomes and learning processes must be balanced so that the educational process leads to the development of attitudes, intellectual intelligence, or the development of children's skills according to their needs.

scholarly journals Development of Participative and Collaborative Learning Evaluation Tool of Academic Writing to Enhance Students' Social and Emotional Intelligence

2020 ◽  
Vol 3 (2) ◽  
pp. 67-85
Author(s):  
Supriyadi Supriyadi ◽  
Muslimin Muslimin
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Academic Writing ◽  
Learning Process ◽  
Development Process ◽  
Tool Development ◽  
Evaluation Tool ◽  
Social And Emotional ◽  
Learning Evaluation ◽  
Determination Process

The study aimed to develop a participative and collaborative learning evaluation tool for academic writing to enhance students' social and emotional intelligence. The developmental research laid its emphasis on the importance of facilitating a valid and reliable learning evaluation tool to measure the extent of success of academic writing learning. The study integrated R2D2 and RDR models as the development model of the evaluation tool. The R2D2 model comprised three focuses: determination process, design and development, and dissemination. In the meantime, the RDR model also involved three focuses: initial observation, tool development, and implementation of effectiveness test activity. Therefore, the development process of the evaluation tool consisted of four steps (based on the integration of R2D2 and RDR models): 1) initial observation, 2) determination process, 3) tool design, and 4) tool development. Moreover, qualitative and quantitative data were employed in the study; all data were acquired from the learning process, as well as the students, lecturers, practitioners, and relevant experts. The data were further analyzed by employing domain analysis and paired sample t-test statistical analysis. The development process results in a product in the form of four learning evaluation tools to measure the learning outcomes of academic writing subject. The tools involved: assessment rubric, portfolio, observation sheet, and learning journal. According to the effectiveness test result, the evaluation tools are deemed as valid and reliable to be implemented in evaluating the learning process and learning outcomes of academic writing subject.

The Relationship Between Assessment and Evaluation in CSCL

2009 ◽  
pp. 698-703
Author(s):  
Serena Alvino ◽  
Donatella Persico
Keyword(s):  
Collaborative Learning ◽  
Group Dynamics ◽  
Learning Process ◽  
Field Evaluation ◽  
Common Denominator ◽  
Primary Role ◽  
Time Data ◽  
Computer Supported Collaborative Learning ◽  
Complex Activity ◽  
Monitoring Process

In the educational field, evaluation is a very complex activity due to the intrinsically multidimensional nature of the processes to be evaluated. Several variables must be taken into consideration, and they interact and influence one another: the object and the goal of the evaluation determines the criteria, the methods, and the data to be used for the evaluation. In this chapter, we will focus on evaluation in computer-supported collaborative learning (CSCL). In this field, a primary role is played by the monitoring process, which allows us to gather important information about the learning process while it takes place. Indeed, monitoring serves three purposes: it provides real-time data about group dynamics so that they can be used by tutors to facilitate learning and stimulate collaboration among trainees; it provides designers and evaluators with data about learning system usage that are needed to evaluate its effectiveness; finally, it supplies information about the learning process and its outcomes, thereby informing assessment. Hence, monitoring can be seen as a sort of common denominator between the methods used to foster collaborative learning and those that allow the gathering of data for the two types of evaluation.

Role Scripting as a Tool to Foster Transactivity of Asynchronous Student Discussions

2021 ◽  
Vol 11 (3) ◽  
pp. 1-16
Author(s):  
Aleksandra Lazareva
Keyword(s):  
Content Analysis ◽  
Experimental Design ◽  
Collaborative Learning ◽  
Knowledge Construction ◽  
Qualitative Content Analysis ◽  
Analysis Approach ◽  
Computer Supported Collaborative Learning ◽  
Student Interactions ◽  
Collaboration Scripts ◽  
Positive Effects

Transactivity of student discussions is crucial in computer-supported collaborative learning (CSCL). However, CSCL learners often lack well-developed argumentation and negotiation skills, which makes it challenging for them to engage in and maintain a transactive discussion. Collaboration scripts have been implemented in CSCL contexts and have demonstrated positive effects on students' collaboration and argumentation skills. Yet, the degree of transactivity of student interactions is rarely addressed directly in CSCL research. Employing a qualitative content analysis approach, this study seeks to understand how a role script affects the transactivity of students' argumentative knowledge co-construction in the context of a multicultural master's degree CSCL course. The study employs an experimental design. The results demonstrate that students in the scripted condition produced more contributions on higher levels of argumentative knowledge construction than unscripted students. However, tutor involvement may be necessary to ensure proper script appropriation.

scholarly journals Learning Course: Application of Gamification in Teaching Construction and Building Materials Subjects

2021 ◽  
Vol 11 (6) ◽  
pp. 287
Author(s):  
Encarnación Reyes ◽  
Jaime C. Gálvez ◽  
Alejandro Enfedaque
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Building Materials ◽  
Educational Activities ◽  
Positive Effects ◽  
Continuous Evaluation ◽  
The Subject ◽  
Extra Point ◽  
Academic Year

This paper presents the experience of a group of Construction and Building Materials lecturers following the introduction of a new contest-based gamification activity aimed at improving interest and learning outcomes in the course. Students’ motivation is of key importance in utilizing educational activities for study and learning in the subject. Evaluation is essential and, therefore, the proposed action makes it possible to earn an extra point in the continuous evaluation that contributes to passing the subject. The outcomes obtained in the first academic year in which this learning contest was implemented allow us to conclude that the activity had positive effects on motivation and the learning process, as well as on the number of students passing the subject. The students’ opinion about the activity was very positive.

The Role of Knowledge in Computer Collaborative Learning Research

2017 ◽  
Vol 5 (1) ◽  
pp. 416
Author(s):  
Evelina De Nardis
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Human Resources Management ◽  
Computer Supported Collaborative Learning ◽  
Theoretical Frameworks ◽  
Learning Groups ◽  
Learning And Teaching ◽  
Collaborative Interactions ◽  
Learning Research

The aim of this paper is to describe the most significant theoretical frameworks concerning Computer Collaborative Learning Research (CSCL) on the light of Web 2.0 supports. The term Web 2.0 embraces a range of ‘social’ technologies and tools that enable users to create, publish and share digital contents within both new and existing social networks. Technologies such as blogs, wikis, podcasts and file sharing services are increasingly being used to support learning and teaching within the higher education sector (see Hughes, 2009; Kennedy et al., 2009). The implications of collaborative interactions within the socio-constructivism approach are examined. Harasim (2012) defines online collaborative learning as characterized by interactive group knowledge-building processes. This aspect implies that students participate actively by monitoring different levels of learning while they are collaborating with teacher and pairs. The computer supported collaborative learning research (CSCL) community focus on the role of technology considered as a tool through which students and teacher make sense of the world and negotiate meaning. Many researches about CSCL environments concerns the role of teacher in allowing social and significant interactions among all group members. Three factors drive the change from teacher-centered to centered learning approach, the shift from individual to group learning and from contiguous to asynchronous distributed learning groups. All of these aspects imply changes in educational institutions based on social construction of knowledge and competence-based learning. Through the years of competence based approaches have proved to be a critical tool in human resources management and computer collaborative research.

scholarly journals Integrating web 2.0 technology in ESL classroom: A review on the benefits and barriers

10.32698/0421 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 57
Author(s):  
Mohd Shakir Azfar Abdul Halim ◽  
Harwati Hashim
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
Teaching And Learning ◽  
Journal Articles ◽  
Related Data ◽  
Web 2.0 Technology ◽  
Technology In Teaching ◽  
Information And Communication ◽  
Esl Learners ◽  
Esl Classroom

In this immensely growing information and communication technology (ICT) era, technology has been a subject matter that is not “alien” any more in all fields, including the education field. Nowadays, integrating technology in teaching and learning process is seen vital and essential in its way to offer a more meaningful learning to the learners, and to produce high-quality human capital equipped with the 21st century skills. In English as a Second Language (ESL) teaching and learning particularly, there are many ways educators have used to ensure that ESL learners could benefit from incorporating technology in ESL classroom including through the use of Web 2.0 technology. This paper aims to review the benefits and barriers of integrating Web 2.0 technology in ESL classroom. This paper uses a number of journal articles and conference proceedings in aiding to find the related data. Thus, it is concluded that although integrating Web 2.0 technology in ESL classroom does come with its apparent barriers, the benefits of it towards ESL teaching and learning process and ESL learners are also evident and will be further discussed in the findings.

Sign in / Sign up

Export Citation Format

Share Document