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.

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.

Fostering Collaboration in CSCL

2009 ◽  
pp. 335-340 ◽  
Author(s):  
Donatella Persico ◽  
Francesca Pozzi ◽  
Luigi Sarti
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Strategies ◽  
Online Courses ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Communities ◽  
Face To Face ◽  
The Social

Some collaborative learning strategies widely used in face-to-face settings can also be adapted to online contexts. They allow us to master the complex relations between members of large, heterogeneous online learning communities. The authors build on their experience in the application of some of the most well-known strategies and techniques used in online courses, such as jigsaw, peer review, role-play, case study, and brainstorming. The use of these strategies in computer supported collaborative learning (CSCL) environments and the related models describing the social structure of the learning community is discussed in the attempt to highlight their strengths and weaknesses and investigate the conditions for their applicability. The aim is to inform the design and the management of online learning communities.

scholarly journals Intelligent Edutab Box: Supporting Real-Time Face-to-Face Collaborative Learning

2021 ◽  
Vol 25 (2) ◽  
pp. 258-269
Author(s):  
Yuto Omae ◽  
Kazutaka Mizukoshi ◽  
Tatsuro Furuya ◽  
Takayuki Oshima ◽  
Norihisa Sakakibara ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Information And Communications Technology ◽  
Learning System ◽  
Computer Supported Collaborative Learning ◽  
Learning Groups ◽  
Educational Benefits ◽  
Face To Face ◽  
E Learning ◽  
Learning Analysis

Educational benefits of collaborative learning have been demonstrated in several studies and various systems have been developed to date. Numerous efforts have been made to enhance these benefits by supporting collaborative learning with information and communications technology. These efforts have primarily involved support for constructing collaborative learning groups, for collaborative learning in e-learning environments, and for collaborative learning analysis. This study aims to develop a computer-supported collaborative learning system that supports instructors in real time to facilitate collaborative learning in a face-to-face environment with multiple learners at the same time to provide enhanced support. Both the learner and instructor have one tablet terminal and conduct collaborative learning in a single classroom. Herein, the learner can use the tablet to save an educational log and freely browse the educational log of another learner. By referencing the educational logs, learners can learn through face-to-face communication. Additionally, the instructor can determine (1) who is viewing whose educational log and to what extent and (2) which learner is struggling to achieve targets. Herein, an overview of the proposed system is provided and the results obtained using the proposed system are reported to evaluate its effectiveness.

Positive Interdependence in Blended Learning Environments

2018 ◽  
pp. 50-68 ◽  
Author(s):  
Calixto Gutiérrez-Braojos ◽  
Jesús Montejo-Gámez ◽  
Ana E. Marín Jiménez ◽  
Asunción Martínez Martínez
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Virtual Community ◽  
Latin Squares ◽  
Computer Supported Collaborative Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Group Competition ◽  
Face To Face Learning ◽  
Cognitive Responsibility

Computer-supported collaborative learning is becoming one of the most impactful learning and teaching approaches in higher education. The objective of this study is to analyze the effect of different conditions of face-to-face learning (cooperative, inter-group competition, and inter-individual competition) on the participation and learning of students in the virtual community. This investigation takes into account three parameters according to a Latin squares design. In this study, designing learning environments in conditions of collaboration without competition in face-to-face environments facilitates the cognitive responsibility of the collective and better achievements in the community to a greater extent. The authors did not find any benefits of intergroup competition or individual competition over collaborative learning without competition.

scholarly journals ‘It was fun’: Exploring the pedagogical value of collaborative educational games

2020 ◽  
Vol 17 (3) ◽  
pp. 37-52
Author(s):  
Adeline Cooney ◽  
◽  
Eamon Darcy ◽  
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Educational Games ◽  
Descriptive Study ◽  
Computer Supported Collaborative Learning ◽  
Pedagogical Tools ◽  
Face To Face ◽  
Team Working ◽  
Qualitative Descriptive ◽  
Teaching Team

This qualitative descriptive study explored the value of games as pedagogical tools to teach team working and foster collaborative learning in a higher education classroom. Groups of three or four students (n = 181) were asked to participate in a simple low-tech serious game which required them to solve a puzzle. The puzzle simulated ‘good’ teamwork practices. Subsequently, participants were asked to complete an open-ended qualitative questionnaire about their experiences. The game was found to enhance learners’ understanding of the attributes of effective team working. It was concluded that teambased collaborative games have value in experientially ‘teaching’ team working skills. Moreover, simple low-tech games were found to have good capacity for generating high-quality collaborative learning experiences. In this context it is argued that simple low-tech games should not be forgotten in the rush to develop computer-supported collaborative learning environments. Not least because they generate opportunities for face-to-face interaction.

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