Ubiquitous Collaborative Learning in Knowledge-Aware Virtual Communities

2006 ◽  
Author(s):  
I.Y.L. Chen ◽  
A. Su ◽  
J. Huang ◽  
Blue Lan ◽  
Yen-Shih Shen
Keyword(s):  
Collaborative Learning ◽  
Virtual Communities

scholarly journals The Implementation of Collaborative Learning via Virtual Communities in Moroccan Higher Education

2019 ◽  
Vol 1 (2) ◽  
pp. 60-73
Author(s):  
ABDELOUAHED LAACHIR
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Virtual Communities ◽  
Data Gathering ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Positive Attitudes ◽  
Teaching Learning

This paper focuses on the implementation of using collaborative learning via virtual communities in EFL (English as a Foreign Language) with a vision to identify three things: students’ perception, their active participation in virtual learning groups, students’ satisfaction with this new strategy of learning, and the relationship between gender and the latter. To answer these questions, the present research adopts a quantitative method using a questionnaire for data gathering and the use of IBM SPSS for data analysis. The findings of the present study demonstrate that students hold positive attitudes towards online collaborative learning, students are active participants in the online learning process; students are satisfied and able to develop many skills like, problem solving skills, communication skills, and critical thinking skills. Last but not least, the findings also show that gender does not affect the effectiveness of using collaborative learning in virtual communities. Thus, the implementation of this up-dated strategy of learning is useful and needed to fulfill the missing gaps in the traditional ways of teaching/learning English as a foreign language in the Moroccan higher education.

scholarly journals Mass Collaboration and Learning: Opportunities, Challenges, and Influential Factors

2019 ◽  
Vol 9 (13) ◽  
pp. 2620 ◽  
Author(s):  
Majid Zamiri ◽  
Luis M. Camarinha-Matos
Keyword(s):  
Collaborative Learning ◽  
Success Factors ◽  
Virtual Communities ◽  
Organizational Structures ◽  
Influential Factors ◽  
Significant Shift ◽  
Mass Collaboration ◽  
Large Numbers ◽  
Learning Techniques

Learning ecosystems can benefit from mass collaboration where large numbers of minds collectively drive intellectual efforts to learn in the form of knowledge building and sharing. Mass collaborative learning represents a significant shift away from traditional teacher-centered approach towards a self-directed model in virtual communities in which contributing members take on creative roles to maximize their learning and that of their peers. In order to design, implement, and exploit such a learning approach, influencing constituents should be identified, and appropriate conditions need to be provided. This study aims to systematically review recent literature with a view to identifying relevant affecting constituents and success factors for mass collaboration and learning—namely, the type of organizational structures, collaborative learning techniques, adopted technologies, and methods for evaluating the quality of both members’ performance, and co-created knowledge. Therefore, 100 related papers are collected, and their findings are critically evaluated. The results of evaluation are then addressed and discussed.

Virtual Communities and Collaborative Learning in a Post-Graduate Course

2009 ◽  
pp. 817-824
Author(s):  
Maria Ranieri
Keyword(s):  
Collaborative Learning ◽  
Virtual Communities ◽  
Online Collaboration ◽  
Graduate Course ◽  
Learning Groups ◽  
Post Graduate ◽  
Online Collaborative Learning ◽  
University Of Florence ◽  
The University

In this chapter I will discuss some of the main issues arising from online collaboration, through the presentation of a methodological model of a post-graduate course based on online collaboration. The model was developed over the last ten years, and implemented at the Laboratory of Educational Technology (LTE) of the University of Florence, with the aim of promoting effective online collaborative learning groups.

E-learning as a Socio-cultural System

2010 ◽  
pp. 202-218
Author(s):  
Vaiva Zuzeviciute ◽  
Edita Butrime
Keyword(s):  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Virtual Communities ◽  
Communication Technologies ◽  
Computer Supported Collaborative Learning ◽  
Cultural System ◽  
Information And Communication ◽  
E Learning ◽  
Learning Together

The chapter analyses issues concerning the nature of virtual communities and learning in the following communities. Firstly, the discussion will focus on the question whether the very existence of technology and its ever increasing influence is an object of culture. Next, the relation between different elements of the culture (including technology) from the perspective of fostering interaction and learning will be discussed. Lastly, the specificity of the socio-cultural system of information and communication technologies (further - ICT) assisted learning together with recommendations for fostering further ICT assisted learning, e-learning and computer supported collaborative learning (CSCL) will be analysed.

scholarly journals Criação de comunidades virtuais de aprendizagem colaborativa para a formação contínua de professores / Building virtual collaborative learning communities for teacher professional development

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Manuel Meirinhos ◽  
António Osório
Keyword(s):  
Professional Development ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Communities ◽  
Lifelong Learning ◽  
Teacher Professional Development ◽  
Virtual Communities ◽  
Collaborative Learning Communities ◽  
Teacher Professional ◽  
Distance Interaction

ABSTRACT This paper aims to describe the model of development of virtual communities, based on b-learning and aiming to achieve collaborative learning, as users develop distance interaction skills. In a society where a lifelong learning culture is increasingly needed, for the development of virtual communities intermingled with concepts of collaboration, learning environment and b-learning, allowing to devise innovative training forms, according to the needs demanded by the new society. RESUMO Este trabalho tem como finalidade descrever o modelo de desenvolvimento de comunidades virtuais, com base na modalidade b-learning e visando alcançar a aprendizagem colaborativa, à medida que os utilizadores desenvolvem competências de interação a distância. Numa sociedade onde a cultura de aprendizagem permanente é cada vez mais uma necessidade, no desenvolvimento de comunidades virtuais entrecruzam-se conceitos de colaboração, de ambiente de aprendizagem e de b-learning, que nos permitem idealizar formas inovadoras de formação, de acordo com as necessidades que a nova sociedade exige.Contato principal: [email protected]

Functionalities and Facets of Group Awareness in Collaborative Online Laboratories

2012 ◽  
pp. 136-152
Author(s):  
Christophe Gravier ◽  
Michael Callaghan
Keyword(s):  
Collaborative Learning ◽  
Engineering Education ◽  
Virtual Communities ◽  
Practical Implementation ◽  
Computer Supported Collaborative Learning ◽  
Remote Laboratory ◽  
Future Directions ◽  
Group Awareness ◽  
Online Laboratories ◽  
The University

This chapter examines the rationale and motivations for using Computer-Supported Collaborative Learning (CSCL) for Online Laboratories. It explores different classifications, facets and features of virtual, remote and hybrid laboratories (Gomes2009, Gravier2009a) and subsequently introduces and discusses a range of metaphors, which can be used to understand each approach (Kreijins2002, Northrup2001). It also attempts to classify each of these platforms based on how students learn in these environments i.e. working as individuals or collaboratively in peer based groups (Gravier2009). It discusses and defines the concept of “Collaborative Online Laboratories” as Remote, Virtual or Hybrid Laboratories where groups of users work collaboratively in online virtual communities to support and facilitate learning. Two practical examples of Collaborative Online Laboratories, (the OCELOT project, a Collaborative Remote Laboratory from the University of Saint-Etienne and the Engineering Education Island project, a Collaborative Virtual Laboratory from the University of Ulster) will be presented in the context of existing literature, our individual experiences in implementation and the functionality included in each platform to facilitate collaboration between learners. The chapter will conclude with a discussion of the author’s experiences of practical implementation of these projects and the opportunities/barriers to future directions in Collaborative Online Laboratories.

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