scholarly journals The evaluation of collaborative synchronous learning environment within the framework of interaction and community of inquiry: An experimental study

2021 ◽  
Vol 5 (2) ◽  
pp. 72-87
Author(s):  
Alper Aslan
Keyword(s):  
Experimental Study ◽  
Learning Environment ◽  
Community Of Inquiry ◽  
Synchronous Learning

scholarly journals Supporting awareness of content-related controversies in a wiki-based learning environment

2017 ◽  
Author(s):  
Sven Heimbuch ◽  
Daniel Bodemer
Keyword(s):  
Experimental Study ◽  
Learning Environment ◽  
Knowledge Construction ◽  
Learning Processes ◽  
User Generated Content ◽  
External Representations ◽  
Study Results ◽  
Discussion Threads ◽  
Contradictory Evidence ◽  
Awareness Support

User generated content in wikis is mainly distributed on the article view and its corresponding talk page. Potentials of analyzing and supporting discussants' knowledge construction processes on the level of talk pages have still been rarely researched. The presented experimental study addresses this issue by providing external representations of content-related controversies which were led by contradictory evidence between discussants to foster awareness on socio-cognitive conflicts which can be beneficial for learning. Its aim is to investigate how increased salience of controversies can guide participants' (N = 81) navigation and learning processes. Three conditions differing in their degree of awareness support were implemented in this study. Results indicate that the implementation of awareness representations helped students to focus on meaningful discussion threads. Findings suggest that wiki talk page users can benefit from additional structuring aids.

scholarly journals Synkrone online læringsmiljøer – didaktisk design for synkron undervisning understøttet af digitale teknologier

2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Karsten Gynther ◽  
Ove Christensen ◽  
Rasmus Jørnø
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Research And Development ◽  
Learning Environments ◽  
Three Dimensions ◽  
Online Learning Environment ◽  
Online Learning Environments ◽  
Face To Face ◽  
Synchronous Learning ◽  
Synchronous Learning Environments

Synkrone online læringsmiljøer muliggør realisering af en didaktisk praksis, der synkront kobler forskellige kontekster. Forskning i og udvikling af didaktiske principper, som kan guide uddannelsesudviklere og undervisere i deres arbejde med at udvikle didaktiske designs for synkrone læringsmiljøer, er imidlertid kun i sin spæde vorden. I denne artikel introduceres til et overordnet designframework for synkrone onlinelæringsmiljøer samt en række konkrete didaktiske principper, som eksemplificeres med en række designeksempler. Det overordnede framework rummer tre dimensioner i et didaktisk design for synkrone læringsmiljøer, der i kort form kan præsenteres som: a) simulering af tilstedeværelsesundervisning, b) remediering af tilstedeværelsesundervisning og c) innovativ transformation af tilstedeværelsesundervisning.Abstract in EnglishSynchronous online learning environments allow the realization of a didactic practice that creates contextual couplings. Research and development of didactic principles to guide teachers and developers of education in developing designs for synchronous learning environments is however still in its infancy. This article introduces a series of new conceptual tools and didactical principles for online learning environment and includes a general design framework for synchronous online learning environments and concrete didactic principles exemplified through a set of design examples. The framework outlines three dimensions of a didactic design: a) simulation of face-to-face teaching, b) remediation of face-to-face teaching and c) innovative transformation of face-to-face teaching.

Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences

2021 ◽  
pp. 1228-1245
Author(s):  
Courtney K. Baker ◽  
Margret Hjalmarson
Keyword(s):  
Decision Making ◽  
Learning Environment ◽  
Teacher Leaders ◽  
Learning Opportunities ◽  
Specific Interactions ◽  
Student Interactions ◽  
Synchronous Learning ◽  
Self Study ◽  
Collaborative Learning Environment ◽  
Instructional Decision

This article brings together the results of a self-study conducted by two instructors of the same course for mathematics teacher leaders in a synchronous online learning environment using the videoconferencing tool Blackboard Collaborate. The combined self-study focused on the authors' instructional decision-making and on their use of scaffolded discourse to create a collaborative learning environment for teacher leaders in mathematics education. Findings indicate that two specific interactions were emphasized to highlight student engagement within the course: student-student interactions and student-content interactions. Results challenge the perception of participation as engagement and suggest the value of creating purposefully planned learning opportunities to engage students in online synchronous learning.

Developing community of inquiry scale for 3D virtual learning environments

2016 ◽  
Vol 6 (3) ◽  
pp. 347-370 ◽  
Author(s):  
İlknur Reisoğlu ◽  
Yüksel Göktaş
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Community Of Inquiry ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Cognitive Presence ◽  
Factor Analyses ◽  
Winter Sports ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor

This study aims at developing Community of Inquiry Model scale for 3 Dimensional virtual learning environments. 51 items were developed for the scale from the literature review based on the characteristics of a virtual learning environment which was developed for winter sports in a 3D environment. The items were reviewed by field and language experts. A pilot study was conducted with 15 students. In 3D virtual winter sports learning environment, 260 5th, 6th, and 7th grade students practiced and then the scale was implemented on them. Exploratory and confirmatory factor analyses were carried out on the obtained data. At the end of the analyses, it was confirmed that the scale was comprised of three factors that are teaching, social and cognitive presence, and explained 57.80% of the variance and Cronbach alpha coefficient was .96. In confirmatory factor analyses conducted with three-factor structure that are teaching, social and cognitive presence, goodness of fit indexes before any modifications made on the model were as follows; [χ2/df=1.59 (p=.00); RMSEA= .07; GFI= .80; AGFI= .76; CFI=.99; NFI= .97; SRMR= .05].

Toward interactive mobile synchronous learning environment with context-awareness service

2008 ◽  
Vol 51 (3) ◽  
pp. 1205-1226 ◽  
Author(s):  
Yueh-Min Huang ◽  
Yen-Hung Kuo ◽  
Yen-Ting Lin ◽  
Shu-Chen Cheng
Keyword(s):  
Learning Environment ◽  
Context Awareness ◽  
Synchronous Learning ◽  
Awareness Service

scholarly journals Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Jessica Pool ◽  
Gerda Reitsma ◽  
Dirk Van den Berg
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Time Management ◽  
Community Of Inquiry ◽  
Qualitative Content Analysis ◽  
Mode Of Delivery ◽  
Self Regulation ◽  
Teaching Presence ◽  
Group Interviews ◽  
Learning Presence

Abstract This paper presents a study grounded in the Community of Inquiry (CoI) framework using qualitative content analysis and focus group interviews in an effort to identify aspects of learning presence in a blended learning course. Research has suggested that the CoI framework may need additional emphasis based on the roles of strategic learners in online environments. Consequently, this qualitative study investigated the extent to which learning presence, the fourth presence of the CoI framework, manifested itself in a blended mode of delivery. The specific focus was on learning presence and how it precipitated in a blended-learning environment. Findings from the study indicated that a lack of self-regulation skills, such as time-management, coordination, and management of tasks, influenced the learning presence and required a stronger teaching presence. We concluded that self-regulation skills are supportive of effective learning in a blended learning environment.

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