scholarly journals Cooperative learning on the web: A group based, student centred learning experience in the Malaysian classroom

2004 ◽  
Vol 20 (2) ◽  
Author(s):  
Mai Neo
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Group Performance ◽  
Learning Experience ◽  
Project Based Learning ◽  
Web Based ◽  
Learning Techniques ◽  
Learning Teams ◽  
Student Centred Learning ◽  
The Web

<span>This paper presents a multimedia mediated, student centred learning environment which seeks to study the group based, cooperative learning paradigm, using a web based multimedia project. This project is carried out in a Malaysian classroom by groups of students in the second year course in the Faculty of Creative Multimedia (FCM), Multimedia University (MMU). In the cooperative learning environment, students are grouped in small learning teams to solve a problem or to perform a task that is presented to them by the teacher. This learning environment, however, uses a web based multimedia project as the core of study, and is a variation of the student team learning techniques proposed by Slavin (1994) using project based learning. Students in the group cooperate and work among themselves, help each other to build the web based project, and then receive a group performance score. The overall objective of this 9-week study is to provide students with a group based, student centred, cooperative learning experience, and to investigate its impact on student learning. A survey was given to the students to ascertain their reactions and perceptions to this learning environment. Some students' works were also showcased. Results obtained were positive and encouraging.</span>

scholarly journals A Web-based Learning System using Project-based Learning and Imagineering

2017 ◽  
Vol 12 (05) ◽  
pp. 4 ◽  
Author(s):  
Pinanta Chatwattana ◽  
Prachyanun Nilsook
Keyword(s):  
Cooperative Learning ◽  
Project Based Learning ◽  
Learning System ◽  
Learning Skills ◽  
Web Based ◽  
Learning Content ◽  
Web Based Learning ◽  
High Level ◽  
Creative Construction ◽  
The Web

The objective of this research is: 1) to develop a web-based learning system using project-based learning of imagineering to enhance the creative construction of multimedia skills and cooperative learning skills; and 2) to evaluate the quality and efficiency of the web-based learning system using project-based learning of imagineering to enhance the creative construction of multimedia skills and cooperative learning skills. In order to develop the system, the researchers studied concepts and theories of project-based learning and learning activities that fit learners in the 21st century, and which are used to enhance creative construction of multimedia skills and cooperative learning skills. The samples were 5 experts selected from a renowned educational institute with expertise in computer, information and communication technology for education, and educational technology. The web-based learning system was developed in line with the concepts of the ADDIE model of learning and systems development. The results showed that 1) the development of web-based learning can be divided into two sections: (1.1) a student system that displays learning content and a student management system, including a webboard, (1.2) a lecturer system, which is an administrative and learning management made for the students. 2) Evaluation of the quality and efficiency of the developed web-based learning system showed that (2.1) the quality of both learning content and the learning design of the developed web-based learning system was rated at a high level, and (2.2) the overall efficiency of the developed web-based learning system was rated at the highest level.

scholarly journals Dynamic Problem-Solving Processes in a Web-Based Cooperative Learning Environment for an Accounting Course

2018 ◽  
Vol 2 (2) ◽  
pp. 16
Author(s):  
Kai-Wen Cheng
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Teaching Method ◽  
Management Program ◽  
Hospitality Management ◽  
Dynamic Processes ◽  
Web Based ◽  
Technological Developments ◽  
The Web

This study investigated the dynamic processes involved in problem solving in a web-based cooperative learning environment implemented for a university accounting course. 54 students were recruited in a 4-year hospitality management program. The messages of participants in group discussions were counted and categorized to investigate the dynamic processes of problem-solving employed by students. These dialogues and follow-up interviews revealed a number of interesting findings: (1) students felt that the web-based cooperative learning environment was similar to a social network; (2) peer-interaction in web-based cooperative learning is highly beneficial; (3) the course of study may influence the nature of problem-solving messages; (4) the teaching method could alter the cognitive level of problem-solving; (5) a co-working style was the most common approach employed in the web-based cooperative learning environment; (6) cooperative learning is becoming increasingly popular in education; (7) technological developments can be expected to boost the adoption of web-based cooperative learning.

scholarly journals COOPERATIVE LEARNING DESIGN IN WEB MEDIA: CONCEPTUAL REVIEW

2019 ◽  
Vol 1 (2) ◽  
pp. 157-160
Author(s):  
Irna Sjafei ◽  
Suyitno Muslim ◽  
Moch. Soekardjo
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Team Work ◽  
Test Material ◽  
Web Based ◽  
Instruction Sets ◽  
Learning Teams ◽  
Initial Process ◽  
The Web ◽  
Web Media

This paper proposes the conceptual feasibility of designing cooperative learning on web media. Web-based cooperative learning is done by incorporating elements of cooperative learning on the web. Various cooperative learning studies are used as a basis for building cooperative learning steps designed. Preparation before implementing cooperative learning on a website plays an important role. The initial process of preparing cooperative learning on the web: 1) Preparing data about students, 2) Developing an activity plan including objectives, 3) Determining teaching materials, 4) Organizing groups of students, 5) Planning weight values, 6) Determining action instruments (observation sheets, learning outcomes test, questionnaire about learning responses). The results of the study formulate cooperative learning steps on the web using forum chat facilities: 1) Present goals and instruction sets; 2) Arrange students to become learning teams; 3) Helping team work and learning; 4) Test material; 5) Give recognition.

A web-based language learning environment: general architecture

ReCALL ◽  
1999 ◽  
Vol 11 (S1) ◽  
pp. 31-39
Author(s):  
Pierre-Yves Foucou ◽  
Natalie Kübler
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Computer Science ◽  
Subject Area ◽  
Point Of View ◽  
Learning Activities ◽  
Web Based ◽  
Wide Range ◽  
General Architecture ◽  
The Web

In this paper, we present the Web-based CALL environment (or WALL) which is currently being experimented with at the University of Paris 13 in the Computer Science Department of the Institut Universitaire de Technologie. Our environment is being developed to teach computer science (CS) English to CS French-speaking students, and will be extended to other languages for specific purposes such as, for example, English or French for banking, law, economics or medicine, where on-line resources are available.English, and more precisely CS English is, for our students, a necessary tool, and not an object of study. The learning activities must therefore stimulate the students' interest and reflection about language phenomena. Our pedagogical objective, relying on research acquisition (Wokusch 1997) consists in linking various texts together with other documents, such as different types of dictionaries or other types of texts, so that knowledge can be acquired using various appropriate contexts.Language teachers are not supposed to be experts in fields such as computer sciences or economics. We aim at helping them to make use of the authentic documents that are related to the subject area in which they teach English. As shown in Foucou and Kübler (1998) the wide range of resources available on the Web can be processed to obtain corpora, i.e. teaching material. Our Web-based environment therefore provides teachers with a series of tools which enable them to access information about the selected specialist subject, select appropriate specialised texts, produce various types of learning activities and evaluate students' progress.Commonly used textbooks Tor specialised English offer a wide range of learning activities, but they are based on documents that very quickly become obsolete, and that are sometimes widely modified. Moreover, they are not adaptable to the various levels of language of the students. From the students' point of view, working on obsolete texts that are either too easy or too difficult can quickly become demotivating, not to say boring.In the next section, we present the general architecture of the teaching/learning environment; the method of accessing and using it, for teachers as well as for students, is then described. The following section deals with the actual production of exercises and their limits. We conclude and present some possible research directions.

Learning Patterns of Learners’ Interaction in Learning Management Systems

2012 ◽  
pp. 537-567
Author(s):  
Wu Bing ◽  
Teoh Ai Ping ◽  
Ye Chun Ming
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Rapid Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Management Systems ◽  
Web Based ◽  
Learning Patterns ◽  
Learning Management ◽  
The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

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