scholarly journals Implementering af e-læring ved danske universiteter

2005 ◽  
Vol 3 (6) ◽  
Author(s):  
Jens Dørup ◽  
Jørgen Gomme ◽  
Ambrosia Hansen ◽  
Birgitte Heiberg
Keyword(s):  
Collaborative Learning ◽  
Blended Learning ◽  
Computer Assisted ◽  
Computer Supported Collaborative Learning ◽  
Computer Assisted Learning ◽  
Web Based ◽  
Computer Based Training ◽  
Web Based Learning ◽  
Computer Based

<p>F&oslash;rste gang publiceret i UNEV nr. 6: Organisering af e-l&aelig;ring, oktober - december 2005, red. J&oslash;rgen Gomme, Birgitte heiberg, Jens D&oslash;rup og Ambrosia Hansen. ISSN 1603-5518.</p><p>Lige siden de f&oslash;rste computere kom til landet har der v&aelig;ret projekter, som tilsigtede at underst&oslash;tte undervisning og l&aelig;ring ved hj&aelig;lp af IKT. Underst&oslash;ttelsen har varieret som en bred vifte af forskellige former for medieanvendelse og grader af interaktion. Tilsvarende er diverse former for IKT-st&oslash;ttet undervisning og l&aelig;ring med forskellige betegnelser dukket op: Computer-Based Training (CBT), Computer Assisted Learning (CAL), Computer Supported Collaborative Learning (CSCL), Web-based Learning (WBL), blended learning, online l&aelig;ring, fleksibel l&aelig;ring, fjernundervisning, distribueret og &aring;ben uddannelse, m. fl.</p>

Web-Based Learning by Tele-Collaborative Production in Engineering Education

2005 ◽  
pp. 234-257 ◽  
Author(s):  
A. Moshaiov
Keyword(s):  
Cognitive Psychology ◽  
Collaborative Learning ◽  
Adult Learning ◽  
Engineering Education ◽  
Collaborative Group ◽  
Computer Supported Collaborative Learning ◽  
Web Based ◽  
Web Based Learning ◽  
Theoretical Perspectives ◽  
And Behavior

The purpose of this chapter is to review and discuss theoretical perspectives that help to frame collaborative learning online. The chapter investigates literature about the type of learning and behavior that are anticipated and researched among participants learning collaboratively and discusses how these attributes explain computer-supported collaborative learning. The literature about learning is influenced by perspectives from a number of fields, particularly philosophy, psychology, and sociology. This chapter describes some of these perspectives from the fields of cognitive psychology, adult learning, and collaborative group learning. Recent research into computer-supported collaborative learning that applies these theories will also be discussed.

Teaching Dimension in Web-Based Learning Communities

2011 ◽  
pp. 59-68
Author(s):  
Pozzi Francesca
Keyword(s):  
Collaborative Learning ◽  
Learning Communities ◽  
Theoretical Framework ◽  
Computer Supported Collaborative Learning ◽  
Web Based ◽  
Web Based Learning ◽  
Teaching Dimension ◽  
The University

The article tackles the issue of the teaching dimension in computer-supported collaborative learning (CSCL) contexts. In particular, it describes two Web-based courses that were held in 2006—one by the Istituto Tecnologie Didattiche – CNR and one by the University of Genoa, which, while sharing the socioconstructivist theoretical framework, adopt different approaches as far as the teaching dimension is concerned: While in the former course tutors were asked to cover all the functions typically required by e-tutors, in the latter, experience functions were distributed across a variety of actors. The aim of the work is to foster reflections about strong points and weaknesses of the two approaches, thus leading to considerations concerning the applicability of the models even in contexts different from the original ones.

Teaching Dimension in Web-Based Learning Communities

2010 ◽  
pp. 1472-1481
Author(s):  
Francesca Pozzi
Keyword(s):  
Collaborative Learning ◽  
Learning Communities ◽  
Theoretical Framework ◽  
Computer Supported Collaborative Learning ◽  
Web Based ◽  
Web Based Learning ◽  
Teaching Dimension ◽  
The University

The article tackles the issue of the teaching dimension in computer-supported collaborative learning (CSCL) contexts. In particular, it describes two Web-based courses that were held in 2006—one by the Istituto Tecnologie Didattiche – CNR and one by the University of Genoa, which, while sharing the socioconstructivist theoretical framework, adopt different approaches as far as theteaching dimension is concerned: While in the former course tutors were asked to cover all the functions typically required by e-tutors, in the latter, experience functions were distributed across a variety of actors. The aim of the work is to foster reflections about strong points and weaknesses of the two approaches, thus leading to considerations concerning the applicability of the models even in contexts different from the original ones.

A Case Study of Student Use of Asynchronous Bulletin Board Systems (BBS) to Support Reflection and Evaluation

2002 ◽  
Vol 30 (4) ◽  
pp. 365-377 ◽  
Author(s):  
Susan M. Land ◽  
Michele M. Dornisch
Keyword(s):  
Collaborative Learning ◽  
Bulletin Board ◽  
Discussion Forums ◽  
Computer Supported Collaborative Learning ◽  
Communication Tools ◽  
Web Based ◽  
Face To Face ◽  
Recent Interest ◽  
Face To Face Instruction

Recent interest in computer-supported collaborative learning (CSCL) has prompted educators to incorporate communication tools into their courses. This article reports findings of students' use of two Web-based discussion forums across two semesters to supplement face-to- face instruction. By tracking the discussions, we discovered that when students initiated reflection and integration of perspectives, they did so through concessions and oppositions to the postings of their peers. Findings point to the importance of explicit scaffolding of conversations to encourage student sharing and evaluation of perspectives.

The Role of Digital Application Literacy in Online Assessment

2021 ◽  
pp. 004723952110526
Author(s):  
LeAnne J. Schmidt ◽  
Michael DeSchryver
Keyword(s):  
Content Knowledge ◽  
Mobile Apps ◽  
Learning Goals ◽  
Return To School ◽  
Learning Tools ◽  
Web Based ◽  
Web Based Learning ◽  
Computer Based ◽  
Academic Consequences

As educators and administrators look to countless mobile apps, software programs, and web-based learning tools to meet the demands of students in remote, virtual, and hybrid settings, risks and assumptions of online platforms and assessments must be considered. With the urgency of the COVID-response closure of many schools and the unusual methods employed during the return to school in Fall 2020, there is no better time to examine the digital application literacy which is necessary for students to effectively transition to online learning and assessment. “Digital application literacy” (DAppLit), a specific form of media literacy, involves the nimble use of an app (web-based) or application (computer-based) for education, including assessment. Learners with impaired DAppLit face academic consequences, when insufficient literacy in the platform is the culprit. This paper first explores various skills and strategies from both traditional and digital assessments that digital application literacy requires. Then, it presents the value of low-stakes assessment experiences with applications to introduce navigation techniques and troubleshoot barriers users may face before undertaking weighted assessments. The importance of skills instruction and practice of DAppLit methods is presented. A four-step process is introduced to: 1) set learning goals; 2) guide learners through the application with explicit instructions before use; 3) provide low-stakes explorations; and 4) debrief to address any issues which could represent a failing of application literacy and not content knowledge in an assessment.

Computer-Supported Collaborative Learning in Higher Education

2005 ◽  
pp. 1-18 ◽  
Author(s):  
Tim S. Roberts
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Course Design ◽  
Computer Supported Collaborative Learning ◽  
Traditional Methods ◽  
Web Based ◽  
University Courses ◽  
The Common ◽  
Common Problems ◽  
Computers In Education

The rapidly increasing use of computers in education, and in particular the migration of many university courses to web-based delivery, has caused a resurgence of interest among educators in non-traditional methods of course design and delivery. This chapter provides an introduction to the field of computer-supported collaborative learning (CSCL). First, some of the major benefits are listed. Then, some of the common problems are described, and solutions are either given or pointed to in the literature. Finally, pointers are given to some of the more recent research in this area.

Supporting Collaborative Project Teams Using Computer-Based Technologies

2004 ◽  
pp. 1-27 ◽  
Author(s):  
Sue Bennett
Keyword(s):  
Collaborative Learning ◽  
Postgraduate Education ◽  
Project Teams ◽  
Computer Supported Collaborative Learning ◽  
Student Teams ◽  
Online Tools ◽  
Computer Based ◽  
The Subject ◽  
Practical Implications

This chapter considers computer-supported collaborative learning within the context of a technology-supported project-based subject offered to advanced-level students in a postgraduate education program. The subject was the focus of a qualitative case study investigation that revealed how student teams worked together on an authentic project task and the role online tools play in supporting their collaboration. This chapter discusses the research and conceptual literature that informed the design of the learning environment, the nature of the research study and the relevant findings, and some of the practical implications for teachers and designers in selecting online tools to support collaborative learning.

Developing Shared Mental Models in Computer-Supported Collaborative Learning

2008 ◽  
pp. 278-299
Author(s):  
Marissa L. Shuffler ◽  
Gerald F. Goodwin
Keyword(s):  
Collaborative Learning ◽  
Mental Models ◽  
Learning Environments ◽  
Social Presence ◽  
Shared Mental Models ◽  
Shared Knowledge ◽  
Shared Understanding ◽  
Computer Supported Collaborative Learning ◽  
Online Learners ◽  
Computer Based

In order to adapt to changing learning environments, instructors must be aware of the challenges that virtuality brings to establishing a shared understanding among online learners. Although developing shared mental models is typically a natural part of learning, it requires significant social and task-related interaction among students, which can be difficult in computer based environments in which social presence is lacking. This chapter will briefly discuss research related to the development of shared understanding and explore what instructors can do to address challenges and facilitate the development of shared knowledge in computer supported collaborative learning environments.

scholarly journals Transforming Pedagogical Approaches Using Tangible User Interface Enabled Computer Assisted Learning

2015 ◽  
Vol 10 (6) ◽  
pp. 42 ◽  
Author(s):  
Andreja Istenic Starcic ◽  
Žiga Turk ◽  
Matej Zajc
Keyword(s):  
Cognitive Processes ◽  
User Interfaces ◽  
Computer Assisted ◽  
Tangible User Interfaces ◽  
Computer Supported Collaborative Learning ◽  
Computer Assisted Learning ◽  
Multiple Representation ◽  
Physical Manipulatives ◽  
Physical Presence ◽  
Pedagogical Approaches

Traditional computer assisted learning is influenced by novel user interfaces, such as tangible user interfaces, support cognitive processes and concept modelling, assisted by multiple representation. The manipulative properties of the tangible user interface’s physical manipulatives, for example, enhance passage between physical and virtual representations. It therefore provides a transition between stages in the reasoning process. In social modes of learning, physical manipulatives provide assistance in all social modes: individual, pairs, small groups and teacher up front. Computer supported collaborative learning is provided in the physical presence of learners manipulating on the same tabletop device. A systematic review of scientific articles applying qualitative and quantitative approaches was undertaken. The content analysis was conducted to examine pedagogical approaches based on the two models of Bruner (1966) and Gagné (1985).

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