Self efficiency and social influence of computer support collaborative learning teaching and learning blog

2011 ◽  
Author(s):  
Siti Rosni Mohamad Yusoff ◽  
Nor Azan Mat Zin
Keyword(s):  
Collaborative Learning ◽  
Social Influence ◽  
Teaching And Learning ◽  
Computer Support

scholarly journals Advanced Learning Tools for (Non) Formal Education

2013 ◽  
Vol 8-9 ◽  
pp. 65-74 ◽  
Author(s):  
Sanda Porumb ◽  
Cosmin Porumb ◽  
Aurel Vlaicu ◽  
Bogdan Orza
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Formal Education ◽  
Project Based Learning ◽  
Assessment Process ◽  
Educational Services ◽  
Learning Approaches ◽  
Learning Tools ◽  
Virtual Collaboration ◽  
Generic Framework

An important part of the articles published in the last years highlight teaching and learning approaches and technologies integrated in complex applications and present the concepts used for creating and presenting the educational content. They refer to the methodologies used in self-and collaborative learning, including problem-and project-based learning. The assessment process is also illustrated in several articles but there is no a generic framework that complies with the rules of both formal and non-formal education acts. Our proposal is focused on advanced concepts for improving the educational services and the manner a generic framework for blended learning can be customized for higher education and lifelong learning. In addition, the paper proposes a virtual collaboration prototype that supports interpersonal and inter-process collaborative learning services that can be used as core of any rapidly growing educational community.

scholarly journals Engaging in Collaborative Learning in a Japanese Language Classroom

2012 ◽  
Vol 36 (1) ◽  
pp. 17
Author(s):  
Megumu Doi ◽  
John Peters
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Social Process ◽  
Social Constructionist ◽  
Japanese Language ◽  
Annual Conference ◽  
American University ◽  
Language And Culture ◽  
Language Classroom ◽  
Duke University

This article discusses the experiences of Megumu (first author) and her students as they engaged in collaborative learning (CL) in their intermediate Japanese course at an American university. CL was one of three types of teaching and learning employed in Megumu’s course, but it enabled students to learn aspects of Japanese language and culture that other types of teaching and learning are not designed to accomplish. We first discuss the concept of CL from our social constructionist perspective; i.e., we see learning as a social process of knowing instead of merely a construct of individual minds (Berger & Luckmann, 1966; Gergen, 1999). This is then followed by a description of how this social constructionist perspective was incorporated in Megumu’s course, based on her and students’ reflections on their CL experiences. Finally, we close with an invitation to readers to explore the potential of CL in various Japanese language classroom environments. 本論では、米国大学の中級日本語のクラスで、筆者とその学生達が協働学習教授法（Collaborative learning: CL）に参加した際の経験を論じる。CLはこのクラスで用いられた3種類の教授法の1つで、学生達が日本の言語や文化を学ぶ上で、他の教授法では可能でないことを達成するのに大変役立った。本論では、まず、社会構造主義の視点に基づいたCLの概念を論じる。ここで言う社会構造主義とは、学習を単に個人の知の構築ではなく、物事を知るという社会的過程であるとみなす理論である (Berger & Luckmann, 1966; Gergen, 1999)。次に、この社会構造主義の側面が筆者のクラスでどう用いられているかを、学生達との実際の経験を振り返って叙述する。最後に、様々な日本語教育現場におけるCLの可能性を、共に探求するよう読者に提案する。 *A version of this paper was presented at the 25th Annual Conference of the Southeastern Association of Teachers of Japanese (SEATJ) at Duke University, NC, in May 2010.

scholarly journals COLLABORATIVE LEARNING IN THE 21ST CENTURY TEACHING AND LEARNING LANDSCAPE: EFFECTS TO STUDENTS’ COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DIMENSIONS

2021 ◽  
Vol 2 (2) ◽  
pp. 136
Author(s):  
Romeo Jr Beriso Sotto
Keyword(s):  
Collaborative Learning ◽  
Group Dynamics ◽  
21St Century ◽  
Teaching And Learning ◽  
Data Gathering ◽  
Male Students ◽  
Primary Data ◽  
Academic Learning ◽  
Validated Questionnaire ◽  
Teaching Learning

Collaborative Learning (CL) is an approach to teaching and learning that involves a group of learners working together. The study aims to assess collaborative learning effects in the 21st-century teaching-learning landscape, particularly on the students' cognitive, affective and psychomotor dimensions. This study utilized the descriptive-evaluative method of research with a validated questionnaire as the primary data gathering instrument. Results showed that females dominate male students as to their number in first and second-year levels. The majority of the respondents aged 20 and below have participated in various collaborative activities and assignments in and out of the class with a typical size of 5 to 7 group members. Collaborative learning found to have a very high effect on Students' Academic Learning (cognitive), Collaborative Skills (affective) and least on Skills development (psychomotor). The researchers recommend that male students be engaged in group dynamics and learning activities; it must involve teenagers and suffice their activities' preference. Activities that demand greater participation, drills and exercises, and thinking activities must allow the students to develop their cognitive, affective, and psychomotor dimensions for holistic learning.

Exploring Collaborative Learning for Programming Course to Enhance Students' Interest and Achievement

2019 ◽  
pp. 265-283
Author(s):  
Shafinah Farvin Packeer Mohamed
Keyword(s):  
Collaborative Learning ◽  
Focus Group ◽  
Teaching And Learning ◽  
Online Survey ◽  
Group Discussion ◽  
Pair Programming ◽  
Collaborative Approach ◽  
The Core ◽  
Programming Students ◽  
Core Subjects

As programming is one of the core subjects for BSc IT students, it is vital for them to have programming skill. However, students are often terrified of programming since it is a challenging subject. Traditionally, the programming teaching and learning process are limited to lectures and lab exercises. This approach is no longer appropriate in today's learning environment and required skills in the 21st century. Collaborative learning is acknowledged as an approach that fits the programming students. Thus, this chapter has adapted the collaborative approach in Programming 1 class. Three techniques were applied namely problem-based learning, buzz groups, and pair programming. At the end of the semester, an online survey to obtain students' opinions and a focus group discussion were conducted. In addition, the examination results of the repeaters were also compared. Results from the survey and focus group indicate that the collaborative approach is able to increase students' interest and the grade of the repeaters in the Programming 1 subject.

Thinking Out of a Bowl of Spaghetti

2004 ◽  
pp. 132-159 ◽  
Author(s):  
John M. Dirkx ◽  
Regina O. Smith
Keyword(s):  
Collaborative Learning ◽  
Group Dynamics ◽  
Small Groups ◽  
Teaching And Learning ◽  
Group Development ◽  
Learning Approaches ◽  
Online Groups ◽  
Online Collaborative Learning ◽  
Learning Programs ◽  
Exponential Rates

Online learning programs have been expanding at exponential rates. To help encourage the development of learning communities within these environments, practitioners and scholars are advocating more collaborative learning approaches. Yet, many students express reservations about learning in small groups, particularly online. In this chapter, we explore more deeply the nature of student ambivalence about online collaborative learning. Weaving the findings of case studies of online groups with research and theory in collaborative learning and group dynamics, we argue that students hold on to highly subjective and individualistic understandings of teaching and learning. These perspectives manifest themselves in their overall approach to group inquiry and decision making. To embrace a more interdependent and intersubjective perspective requires a paradigm shift among members with regard to teaching and learning, and a working through of the powerful emotional dynamics associated with group development. We conclude with suggestions for designing and facilitating online environments that addresses these issues.

Collaboration, Communication, and Learning in a Virtual Community

2008 ◽  
pp. 69-79
Author(s):  
Seungyeon Han ◽  
Janette R. Hill
Keyword(s):  
Collaborative Learning ◽  
Learning Communities ◽  
Communication Systems ◽  
Teaching And Learning ◽  
Virtual Community ◽  
Virtual Learning ◽  
Multiple Perspectives ◽  
Web Based ◽  
The World ◽  
Bulletin Boards

The use of the World Wide Web (Web) for teaching and learning in higher education has increased exponentially in the last five years. Traditional universities (e.g., MIT, University System of California) as well as “virtual universities” (e.g., Western Governors University, Kentucky Commonwealth Virtual University) have moved toward offering courses and degrees around the world. Web-driven communication systems have further increased the popularity of Web-based learning. Web-based course-management and communication systems (e.g., WebCT®, Ellumination®) are specifically aimed at using the Web to support students, instructors, and experts in communicating, sharing, and collaborating with each other in the process of learning. At present, almost any Web-based application may be labeled “collaborative.” Web technologies make possible many-to-many asynchronous and synchronous communication, enabling both time and/or place independence. Time and place independence are important because they offer online learning systems the opportunities to move from individualist modes of delivery to group-oriented interactive modes (Davies, 1995). However, Internet tools such as chat, bulletin boards, or e-mail do not organize the interactions for learning (Roschelle & Pea, 1999), nor were they designed for building and sharing collaborative knowledge. Without advanced pedagogical preparation, these applications may not contribute to collaborative learning. Web-based applications can be empowering, enabling collaborative learning among participants and facilitating the creation of virtual learning communities. However, the underlying theoretical framework to explain how collaborative learning or community building might occur in Web-based contexts does not yet exist. Further, there is little to no agreement amongst researchers related to fundamental concepts associated with virtual communities (e.g., collaboration, communication, or learning) (Lipponen, 2002; Pea, 1996). While this ambiguity can be disconcerting, it is also exciting, reflecting the diversity of emerging field and paradigm for teaching and learning in virtual environments. It is necessary to review this emerging field from multiple perspectives to clarify ambiguity and embrace diversity. Through these efforts, we may be able to suggest new ways of understanding virtual learning communities, exploring what we mean by collaboration, communication, and learning, and thus enable the forward movement of the field.

Sign in / Sign up

Export Citation Format

Share Document