scholarly journals Building a Framework to Support Project-Based Collaborative Learning Experiences in an Asynchronous Learning Network

10.28945/3206 ◽  
2008 ◽  
Author(s):  
Timothy Ellis ◽  
William Hafner
Keyword(s):  
Collaborative Learning ◽  
Learning Experiences ◽  
Project Based Learning ◽  
Traditional Classroom ◽  
Learning Activities ◽  
Asynchronous Learning ◽  
Asynchronous Learning Network ◽  
Analysis And Evaluation ◽  
Learning Network

Providing students in an asynchronous learning network (ALN) a rich learning environment is not easy, especially in terms of promoting higher cognitive functioning such as analysis and evaluation. The use of project-based, collaborative assignments has been demonstrated to foster greater depth of learning in traditional classroom settings, but this type of assignment is very difficult to plan, develop, and execute in an ALN. This paper presents a case study describing a systems-based framework for designing, implementing, and evaluating project-based collaborative learning experiences to be delivered via an ALN. Included in the framework is an analysis of the benefits of both collaborative and project-based learning, an examination of the challenges to incorporating project-based collaborative learning activities, and an examination of specific procedures to address those challenges.

scholarly journals The University of Wisconsin-Stout Asynchronous Learning Network Case Study Options: Using Technology to Remove Learning Barriers

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Joseph Holland
Keyword(s):  
Learning Opportunities ◽  
Asynchronous Learning ◽  
Asynchronous Learning Network ◽  
Learning Network ◽  
University Of Wisconsin ◽  
Learning Barriers ◽  
The University ◽  
Learning Options ◽  
Industry Professionals

The University of Wisconsin-Stout Asynchronous Learning Network (ALN) project, funded by the Alfred P. Sloan Foundation, represents an effort to expand the boundaries of the traditional campus. The purpose of this project was to offer learning opportunities to both traditional students and industry professionals either on campus or away from the campus. The asynchronous method of delivery will allow learners to participate from any place at any time. This paper will review how the University of Wisconsin-Stout is using technology to remove learning barriers and provide students with learning options. The focus of this paper is to provide a detailed explanation of the process the University of Wisconsin-Stout used to implement an Asynchronous Learning Network. It will describe the history and background of the project, design and development issues, results and proposed next steps for this campus.

scholarly journals From Distraction to Contribution: A Preliminary Study on How Peers Outside the Group Can Contribute to Students’ Learning

2015 ◽  
Vol 6 (3) ◽  
Author(s):  
Victoria Chen
Keyword(s):  
Active Learning ◽  
Traditional Classroom ◽  
Learning Activities ◽  
Learning Spaces ◽  
Case Study Approach ◽  
Study Approach ◽  
Pedagogical Design ◽  
New Learning ◽  
Preliminary Study

Active Learning Classrooms are new learning spaces that allow collaborative learning activities to take place easily over the traditional classroom. However, some features of these rooms could be viewed as “distracting” to students’ learning such as the multiple interactive screens. The purpose of this paper is to begin the conversation on how subtle roles in the learning environment could impact learning. Using a case study approach, an activity from one course was chosen that exemplified how peers outside students’ immediate group can influence their learning. Based on the preliminary findings, it is suggested that being aware of these subtle roles peers outside the group can have on students and making them explicit in the pedagogical design of the course can lead to maximizing the usage of the space to potentially foster greater learning. Les salles de classe où l’on pratique l’apprentissage actif sont de nouveaux espaces d’apprentissage qui permettent d’organiser des activités d’apprentissage collaboratif plutôt que de pratiquer l’enseignement traditionnel. Toutefois, certains aspects de ces salles de classe peuvent être considérés comme « gênants » pour l’apprentissage des étudiants, par exemple les multiples écrans interactifs. L’objectif de cette communication est d’ouvrir le débat sur la manière dont les rôles subtils de l’environnement d’apprentissage peuvent avoir des effets sur l’apprentissage. En utilisant l’approche qui consiste à faire une étude de cas, une activité d’un cours donné a été choisie pour exemplifier comment les pairs qui se trouvent à l’extérieur du groupe immédiat des étudiants peuvent influencer leur apprentissage. Selon les résultats préliminaires, il semblerait que le fait d’être conscient de ces rôles subtils que les pairs qui se trouvent à l’extérieur du groupe peuvent avoir sur les étudiants et le fait de les rendre explicites dans la conception pédagogique du cours peuvent mener à maximiser l’usage de l’espace en vue de favoriser un meilleur apprentissage.

scholarly journals Case study on perspicacity of collaborative learning experiences

2017 ◽  
Vol 291 ◽  
pp. 012006
Author(s):  
Fadzidah Abdullah ◽  
Noor Hanita Abdul Majid ◽  
Ibrahim Numen ◽  
Aida Kesuma Azmin ◽  
Zaiton Abd. Rahim ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Learning Experiences

scholarly journals A mindtool-based collaborative learning approach to enhancing students' innovative performance in management courses

2013 ◽  
Vol 29 (1) ◽  
Author(s):  
Chih-Hsiang Wu ◽  
Gwo-Jen Hwang ◽  
Fan-Ray Kuo ◽  
Iwen Huang
Keyword(s):  
Collaborative Learning ◽  
Learning Task ◽  
Project Based Learning ◽  
Learning Activities ◽  
Educational Activity ◽  
Learning Approach ◽  
University Management ◽  
Innovative Performance ◽  
Creative Learning ◽  
Innovative Thinking

<p>Educators have indicated that creative teaching is the most important educational activity; nevertheless, most existing education systems fail to engage students in effective creative tasks. To address this issue, this study proposes a mind map based collaborative learning approach for supporting creative learning activities and enhancing students' innovative performance. An experiment has been conducted on a university management course to evaluate the effectiveness of the proposed method. The experimental results show that the proposed approach significantly enhanced the students' innovative performance in a project-based learning task. Such a finding not only provides evidence of the cultivability of innovative thinking, but also good references for those researchers who are interested in conducting creative learning activities.</p>

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