FlexColLab: A Tool for the Flexible Design of Online Collaborative Learning Activities Based on the Adaptation Patterns

2010 ◽  
Author(s):  
Anastasios Karakostas ◽  
Stavros Demetriadis ◽  
Giorgos Psathas ◽  
Andreas Pombortsis
Keyword(s):  
Collaborative Learning ◽  
Learning Activities ◽  
Flexible Design ◽  
Online Collaborative Learning

scholarly journals Online collaborative learning activities: The perspectives of minority graduate students

2017 ◽  
Vol 21 (4) ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
James Dogbey ◽  
Guangji Yuan
Keyword(s):  
Graduate Students ◽  
Collaborative Learning ◽  
Minority Students ◽  
Cross Cultural ◽  
Learning Activities ◽  
Communication Styles ◽  
Online Environment ◽  
Structured Interviews ◽  
Course Content ◽  
Online Collaborative Learning

This exploratory study examined the perspectives of minority graduate students toward online collaborative learning activities. The participants were twenty graduate minority students (15 African Americans, five Hispanics, and five international students from Africa) in online graduate programs in instructional technology education in in the Northeastern United States. A qualitative study was conducted semi-structured interviews, focus group interviews along with observations, Data revealed that the perspectives of minority graduate students toward online collaborative learning activities could be categorized into six themes, including “(a) facilitates knowledge building and construction, (b) preference to work in small-group over whole-group activities, (c) opportunities to share and lead discussion in cross-cultural online environment (d) collaborative activities meets learning and communication styles, and (e) challenges of dealing with cultural differences, (f) lack of multicultural inclusion in the curriculum/course content. The study documents factors that facilitate cross-cultural collaborative learning activities that helped minority students to succeed in online environment. 

Process and Product Oriented Online Collaborative Learning Tasks

2011 ◽  
pp. 1680-1685
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Online Discussion ◽  
Interactive Learning ◽  
Group Cohesion ◽  
Discussion Group ◽  
Learning Activities ◽  
Web Based ◽  
Online Collaborative Learning ◽  
Learning Tasks ◽  
Online Discussion Group

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.

Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

Relay Journal ◽  
2018 ◽  
pp. 360-381
Author(s):  
Gordon Myskow ◽  
Phillip A. Bennett ◽  
Hisako Yoshimura ◽  
Kyoko Gruendel ◽  
Takuto Marutani ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Learner Autonomy ◽  
The Other ◽  
Learning Activities ◽  
Educational Context ◽  
Learning Approaches ◽  
Group Interactions ◽  
Collaborative Autonomy ◽  
Over Time

The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involving a great deal of intervention by the teacher to plan and orchestrate group interactions. Collaborative Learning, on the other hand, presupposes some degree of learner autonomy－that groups can work effectively toward shared goals and monitor their own progress. This paper takes the view that the distinction between Cooperative and Collaborative Learning is a useful one and that both approaches can play valuable roles in fostering autonomous interaction. It argues that while Collaborative Learning formations may be the ultimate goal for teachers wishing to develop learner autonomy, Cooperative Learning is a valuable means for modeling the skills and abilities to help students get there. The discussion begins with an overview of the two approaches, focusing on their implementation in the Japanese educational context. It then presents seven highly structured Cooperative Learning activities and shows how they can be modified and extended over time to encourage more autonomous interaction.

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