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.

The Carryover Effects of Preceding Interviewer–Respondent Interaction on Responses in Audio Computer-Assisted Self-Interviewing (ACASI)

2020 ◽  
Author(s):  
Hanyu Sun ◽  
Frederick G Conrad ◽  
Frauke Kreuter
Keyword(s):  
Social Presence ◽  
Computer Assisted ◽  
Sensitive Information ◽  
Carryover Effects ◽  
Face To Face ◽  
Audio Recordings ◽  
The Face ◽  
Audio Computer ◽  
Main Effects ◽  
The Impact

Abstract Audio computer-assisted self-interviewing (ACASI) has been widely used to collect sensitive information from respondents in face-to-face interviews. Interviewers ask questions that are not sensitive or only moderately sensitive and then allow respondents to self-administer more sensitive questions, listening to audio recordings of the questions and typically entering their responses directly into the same device that the interviewer has used. According to the conventional thinking, ACASI is taken as independent of the face-to-face interaction that almost always precedes it. Presumably as a result of this presumed independence, the respondents’ prior interaction with the interviewer is rarely considered when assessing the quality of ACASI responses. There is no body of existing research that has experimentally investigated how the preceding interviewer–respondent interaction may create sufficient social presence to affect responses in the subsequent ACASI module. The study reported here, a laboratory experiment with eight professional interviewers and 125 respondents, explores the carryover effects of preceding interactions between interviewer and respondent on responses in the subsequent ACASI. We evaluated the impact of the similarity of the live and recorded interviewer’s voice for each respondent as well as respondents’ rapport with interviewers in the preceding interview. We did not find significant main effects of vocal similarity on disclosure in ACASI. However, we found significant interaction effects between vocal similarity and respondents’ rapport ratings in the preceding interview on disclosure in ACASI. When the ACASI voice was similar to the interviewer’s voice in the preceding interaction, respondent-rated rapport led to more disclosure but, when the ACASI voice is clearly different from the interviewer’s voice, respondent-rated rapport in the prior interaction did not affect disclosure.

Collaborative knowledge building with wikis: The impact of redundancy and polarity

2012 ◽  
Vol 58 (4) ◽  
pp. 1049-1057 ◽  
Author(s):  
Johannes Moskaliuk ◽  
Joachim Kimmerle ◽  
Ulrike Cress
Keyword(s):  
Knowledge Building ◽  
Collaborative Knowledge Building ◽  
The Impact ◽  
Collaborative Knowledge

A conceptualization of factors affecting collaborative knowledge building in online environments

2019 ◽  
Vol 44 (1) ◽  
pp. 62-89 ◽  
Author(s):  
Samar Ghazal ◽  
Hosam Al-Samarraie ◽  
Bianca Wright
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Empirical Studies ◽  
Developed Countries ◽  
Bibliographic Databases ◽  
Learning Context ◽  
Content Type ◽  
Online Collaborative Learning ◽  
Collaborative Knowledge Building ◽  
Collaborative Knowledge

Purpose The purpose of this paper is to address the major findings of published research on the factors influencing students’ knowledge building in an online collaborative environment. Design/methodology/approach The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was used to review and synthesize existing empirical studies on knowledge building in a collaborative learning context. In total, 24 studies were identified from major electronic bibliographic databases. The research was conducted between 2017 and 2019. Results of these studies were analyzed to determine potential factors that may influence the knowledge-building process among students. Findings Factors related to interaction and participation, task, student and support were found to be the major factors driving students’ knowledge building in the online collaborative learning environment. The association between these factors and certain collaborative tasks was mapped. Originality/value Findings from this review can help decision makers of higher education in both developing and developed countries to take the necessary steps in order to promote effective knowledge-building practices in online collaborative learning. It may also help educational policy makers to understand the particulars of collaborative knowledge-building practices, so to increase organizational overall effectiveness and performance.

scholarly journals Design thinking and collaborative learning

Comunicar ◽  
2014 ◽  
Vol 21 (42) ◽  
pp. 107-116 ◽  
Author(s):  
Teemu Leinonen ◽  
Eva Durall-Gazulla
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Design Thinking ◽  
Knowledge Building ◽  
Wicked Problem ◽  
Research Results ◽  
Collaborative Knowledge Building ◽  
Collaborative Knowledge ◽  
Future Learning ◽  
Aprendizaje Colaborativo

This paper presents design thinking as an alternative approach to conduct research on collaborative learning with technology. The underlying premise of the paper is the need to adopt human-centered design principles in research and design of computer-supported collaborative tools. Two research results are described in order to discuss the possibilities and challenges of applying design methods for designing and researching collaborative knowledge building tools. The paper begins by defining collaborative learning with new technologies as a wicked problem that can be approached by adopting a design mindset. Design thinking and particularly research-based design relies on a shared, social construction of understanding with the people who will later use the tools. The key phases in researchbased design (contextual inquiry, participatory design, product design and software as hypothesis) are described and exemplified through the presentation of two research results. The two prototypes presented are the fourth version of the Future Learning Environment (Fle4), a software tool for collaborative knowledge building and Square1, a set of hardware and software for self-organized learning environments. Both cases contribute to the discussion about the role of artifacts as research outcomes. Through these cases, we claim that design thinking is a meaningful ap proach in CSCL research. El artículo presenta el pensamiento de diseño como un enfoque alternativo para realizar investigaciones sobre aprendizaje colaborativo con tecnología. Se describen dos resultados de investigación a fin de debatir las posibilidades y los retos de aplicar métodos de diseño para diseñar e investigar herramientas de construcción de conocimiento colaborativo. El texto comienza definiendo el aprendizaje colaborativo con nuevas tecnologías como un problema complejo que puede afrontarse mejor mediante la adopción de una actitud de diseñador. Se presenta el Diseño Basado en la Investigación (DBI) como un ejemplo de pensamiento de diseño basado en la construcción social del conocimiento con las personas que más adelante utilizarán las herramientas. Se describen las fases clave que caracterizan el método DBI (investigación contextual, diseño participativo, diseño de producto y software como hipótesis) y defiende la necesidad de adoptar un enfoque de diseño centrado en las personas. Los dos prototipos presentados son la cuarta versión de Future Learning Environment (Fle4), un software para la construcción de conocimiento colaborativo, y Square1, un conjunto de dispositivos y aplicaciones para entornos de aprendizaje auto-organizados. Ambos son ejemplos de DBI y contribuyen a la discusión sobre el rol de los artefactos como resultados de investigación. A través de estos casos, se afirma que el pensamiento de diseño es un enfoque significativo en la investigación sobre el aprendizaje colaborativo mediado por ordenador.

scholarly journals Reassessing Disparities in Online Learner Student Engagement in Higher Education

2020 ◽  
Vol 49 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Justin Paulsen ◽  
Alexander C. McCormick
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Large Population ◽  
Public And Private ◽  
Face To Face ◽  
For Profit ◽  
The Impact

Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups’ demographics variables. After matching, we found that some of the previous literature’s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.

Collaborative Knowledge Building using Microsoft SharePoint

2018 ◽  
Author(s):  
Ralph Buchal ◽  
Emmanuel Songsore
Keyword(s):  
Collaborative Learning ◽  
Engineering Students ◽  
Knowledge Building ◽  
Learning Platform ◽  
Group Projects ◽  
Computer Based ◽  
Learning Platforms ◽  
Collaborative Knowledge Building ◽  
Collaborative Activities ◽  
Collaborative Knowledge

An effective computer-based collaborative knowledge building platform must support collaborative activities such as articulating perspectives, debating alternative viewpoints, clarifying meanings, linking ideas, building consensus, and reflecting on learning. The current study reports findings of a qualitative study that was conducted to understand the effectiveness of Microsoft SharePoint as a collaboration platform for engineering students’ group projects. Students reported that SharePoint had most of the affordances they would desire in an ‘ideal’ collaborative learning platform. Students also perceived training and guidance in the use of SharePoint as important and integral to their success and overall experience of SharePoint. The study concludes with recommendations instructors who use group projects for assessments, including (1) the need to provide and encourage the use of well-integrated platforms, (2) the need to set explicit standards for providing peer feedback and (3) the need to provide guidance and support for students using collaborative learning platforms.

scholarly journals Digital Technology and Qualitative Research: A Book Review of Maggi Savin-Baden and Gemma Tombs’ Research Methods for Education in the Digital Age

2018 ◽  
Author(s):  
Marice Kelly-Jackson
Keyword(s):  
Research Methods ◽  
Digital Technology ◽  
Quantitative Research ◽  
Digital Age ◽  
Computer Assisted ◽  
Face To Face ◽  
Doctoral Research ◽  
Qualitative Data Analysis Software ◽  
The Many

Maggi Savin-Baden and Gemma Tombs’ Research Methods for Education in the Digital Age is part of an educational series on methodology by The Bloomsbury Research Methods for Education. They wrote their book for qualitative researchers planning to use any form of digital technology such as digital recorders for face-to-face interviews, telecommunications application software (e.g., SKYPE) to conduct interviews, social media websites for data collection, digital imagery, and Computer Assisted/Aided Qualitative Data Analysis Software (CAQDAS) for their study. Savin-Baden and Tombs also have a chapter that examines the use of digital technology in quantitative research. As a novice researcher, I found this book to be very helpful in my doctoral research journey to understand digital technology terms and the many available research options that digital technology can provide. In this book review, I will cover the salient topics from each of the ten chapters that will help other novice scholars make smart research decisions.

scholarly journals The Advantages and Disadvantages of Online and Blended Therapy: Survey Study Amongst Licensed Psychotherapists in Austria (Preprint)

2018 ◽  
Author(s):  
Raphael Schuster ◽  
Raffaela Pokorny ◽  
Thomas Berger ◽  
Naira Topooco ◽  
Anton-Rupert Laireiter
Keyword(s):  
New Technologies ◽  
Theoretical Orientation ◽  
Survey Study ◽  
Detectable Effect ◽  
Computer Assisted ◽  
Web Based ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Positive Attitudes ◽  
The Impact

BACKGROUND Web-based and blended (face-to-face plus Web-based) interventions for mental health disorders are gaining significance. However, many licensed psychotherapists still have guarded attitudes toward computer-assisted therapy, hindering dissemination efforts. OBJECTIVE The objective of this study was to provide a therapist-oriented evaluation of Web-based and blended therapies and identify commonalities and differences in attitudes toward both formats. Furthermore, it aimed to test the impact of an information clip on expressed attitudes. METHODS In total, 95 Austrian psychotherapists were contacted and surveyed via their listed occupational email address. An 8-minute information video was shown to half of the therapists before 19 advantages and 13 disadvantages had to be rated on a 6-point Likert scale. RESULTS The sample resembled all assessed properties of Austrian psychotherapists (age, theoretical orientation, and region). Therapists did not hold a uniform overall preference. Instead, perceived advantages of both interventions were rated as neutral (t94=1.89, P=.06; d=0.11), whereas Web-based interventions were associated with more disadvantages and risks (t94=9.86, P<.001; d=0.81). The information clip did not excerpt any detectable effect on therapists’ attitudes (r95=−.109, P=.30). The application of modern technologies in the own therapeutic practice and cognitive behavioral orientation were positively related to the given ratings. CONCLUSIONS This study is the first to directly compare therapists’ attitudes toward Web-based and blended therapies. Positive attitudes play a pivotal role in the dissemination of new technologies, but unexperienced therapists seem to lack knowledge on how to benefit from technology-aided treatments. To speed up implementation, these aspects need to be addressed in the development of new interventions. Furthermore, the preference of blended treatments over Web-based interventions seems to relate to avoidance of risks. Although this study is likely to represent therapists’ attitudes in countries with less advanced electronic health services, therapists’ attitudes in more advanced countries might present differently.

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