Collaborate-it: A tool for promoting knowledge building in face-to-face collaborative learning

2016 ◽  
Author(s):  
Ahmad Fahmy ◽  
Yasmine Said ◽  
Doaa Shawky ◽  
Ashraf Badawi
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Face To Face

THE CONCEPT OF TECHNOLOGY SUPPORTED FACE-TO-FACE COLLABORATIVE LEARNING VIA DIGITAL INTERACTIVE AUDIO CAPTURING TOOL

2015 ◽  
Vol 75 (3) ◽  
Author(s):  
Abdul Rahim Hj Salam ◽  
Faizal Yamimi Mustaffa ◽  
Tina Abdullah ◽  
Md. Sah Hj Salam
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Computer Assisted ◽  
English As Second Language ◽  
Face To Face ◽  
Teacher Trainees ◽  
Integrated Classroom ◽  
Qualitative Data Analysis Software ◽  
The Impact ◽  
Collaborative Knowledge

This paper shares the researcher’s experience in employing the technology supported face-to-face collaborative learning. In achieving this, a digital interactive audio capturing tool (DIACT) was used to digitally capture the interactive event of collaborative learning among English as second language (ESL) teacher trainees in a “Computer Integrated Classroom” (CiC) environment. Having merely online learning of computer support which ignores the elements of face-to-face (F2F), the impact of “collaboration” seems seriously lacking. With the emergence of DIACT in a CiC environment, the researcher attempts to see how those co-located ESL teacher trainees manage to effectively communicate face-to-face and collaborate among themselves to build knowledge. The interaction was captured and transferred to computer assisted qualitative data analysis software (CAQDAS) to be analyzed for evidence of impactful knowledge building. Findings indicated that the use of DIACT in a F2F CiC environment has significantly helped students in collaborative knowledge building.

scholarly journals In-service teachers’ knowledge building during face-to-face collaborative learning

2021 ◽  
pp. 103479
Author(s):  
Fan Ouyang ◽  
Yue Hu ◽  
Yuling Zhang ◽  
Yuqing Guo ◽  
Yuqin Yang
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Face To Face

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.

scholarly journals Enhancing Students’ Collaborative Learning Experiences with Laurillard’s Conversational Framework

2020 ◽  
Vol 1 (1) ◽  
pp. 152-167
Author(s):  
Yong Fen Yu ◽  
Neo Mai ◽  
Hew Soon Hin
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Learning Experiences ◽  
Pedagogical Practice ◽  
Face To Face

Collaborative learning (CL) is becoming increasingly recognised as a popular pedagogical practice in higher education that promotes socialization and learning among students. However, the use of collaborative learning does risk placing too much responsibility on the learner and reducing face-to-face interaction with the educator. Therefore, there is a need for educators to find a balance in the interaction and engagement with students to help improve their perceived collaborative learning experiences.

Relational Online Collaborative Learning Model

2005 ◽  
pp. 258-282
Author(s):  
Antonio Santos Moreno
Keyword(s):  
Collaborative Learning ◽  
Instructional Strategies ◽  
Knowledge Building ◽  
Learning Model ◽  
Instructional Designer ◽  
Frame Of Reference ◽  
Human Relations ◽  
Pedagogical Strategies ◽  
Human Relationships ◽  
Online Collaborative Learning

This chapter describes an instructional online collaborative learning model that addresses the phenomenon from a systemic human relations and interaction perspective. Its main purpose is to aid students in their social building of knowledge when learning in a CSCL environment. The model argues that knowledge building in a networked environment is affected by the communication conflicts that naturally arise in human relationships. Thus, the model is basically proposing a way to attend to these communication conflicts. In this line, it proposes a set of instructional strategies to develop the student’s meta-communication abilities. The concepts and instructional suggestions presented here are intended to have a heuristic value and are hoped to serve as a frame of reference to: 1) understand the complex human patterns of relationships that naturally develop when learning in a CSCL environment, and 2) suggest some basic pedagogical strategies to the instructional designer to develop sound online networked environments.

Collaborative Learning in Dynamic Group Environments

2011 ◽  
pp. 1-14 ◽  
Author(s):  
Kamen Kanev ◽  
Shigeo Kimura
Keyword(s):  
Collaborative Learning ◽  
Computer Supported Collaborative Learning ◽  
Joint Work ◽  
Educational Materials ◽  
Face To Face ◽  
Group Management ◽  
Dynamic Group ◽  
Surface Code ◽  
Printed Materials ◽  
Printed Educational Materials

This chapter is dedicated to Computer-Supported Collaborative Learning (CSCL) employing dynamic groups, where at different stages students work independently, interact with each other in pairs, and conduct joint work in larger groups with varying numbers of participants. A novel Dynamic Group Environment for Collaborative Learning (DGE/CL) that supports students in making informed and intelligent choices about how, when, and with whom to collaborate is introduced. A face-to-face collaborative scenario, where all students are in the same room and can move freely around and interact with each other while using digitally enhanced printed materials with direct point-and-click functionality is considered. Flexible and efficient support for dynamic group management is ensured through the adopted Cluster Pattern Interface (CLUSPI) technology, which, while preserving the original touch-and-feel of printed educational materials, supports additional affordances and allows employment of new, non-traditional paper-based interactions. Possibilities for DGE/CL enhancements with specialized surface code readers and laser-based digital surface encoding being developed by the authors are outlined and references to recent projects are given.

Collaborative Learning by Developing (LbD) Using Concept Maps and Vee Diagrams

2010 ◽  
pp. 215-237 ◽  
Author(s):  
Päivi Immonen-Orpana ◽  
Mauri Åhlberg
Keyword(s):  
Collaborative Learning ◽  
Concept Mapping ◽  
Learning Process ◽  
Successful Aging ◽  
Concept Maps ◽  
Development Project ◽  
Design Experiment ◽  
Face To Face ◽  
Group Concept ◽  
University Course

Collaborative Learning by Developing (LbD) was researched in a University course. The focus was reflective metacognitive competence development (Appendix 1.) of Physiotherapy students. The authors used both individual and collaborative concept mapping and improved Vee heuristics in learning process evaluation. The content of the design experiment was ‘Coping at Home’. As educational research it was a design experiment, a multi-case, multi-method study. The core concept of the study unit and development project was ‘successful aging’. Both Cmap Recorder and videotaping of discussions during group concept mapping were used. The main result was that plenty of face-to-face dialogue was needed before the shared understanding and group concept maps were created. First the main concepts were fixed and then other concepts and their relationships were elaborated. Differences between individuals and two groups are analysed. In the collaborative learning process, the feeling in both groups was as if they had a unified and shared thinking process. Students continued each others talking and thinking very fluently like they had had “common brains”.

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