scholarly journals Collaborative Learning for the Net Generation

2012 ◽  
Vol 3 (3) ◽  
pp. 10-24
Author(s):  
S. Roodt ◽  
C. de Villiers ◽  
P. Joubert
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Undergraduate Students ◽  
Group Work ◽  
Learning Preferences ◽  
Net Generation ◽  
Web 2.0 Technologies ◽  
Computer Supported Collaborative Learning ◽  
First Year Students ◽  
Learning And Teaching

Educating learners is a challenging task for academics. Many challenges arise because of the unique learning preferences of today’s learners, known as the Net Generation, who have grown up with technology. For academic communities, these students provide an opportunity for Faculties to adapt and enhance the learning process. This paper explores the implementation of Web 2.0 technologies at an undergraduate level for an introductory business-driven technology course. These Web 2.0 technologies were selected specifically for their collaborative nature and ability to support large numbers of students. This paper summarises the experiences of undergraduate students in the context of group work and social networking within a computer supported collaborative learning environment. The findings are based on a questionnaire, completed by 890 first year students of their experiences. Through this questionnaire, the authors determine whether the students found the introduction of new learning and teaching tools to be effective. The findings of this paper indicate that group work can be significantly enhanced through the use of Web 2.0 technologies and social networks.

The Role of Knowledge in Computer Collaborative Learning Research

2017 ◽  
Vol 5 (1) ◽  
pp. 416
Author(s):  
Evelina De Nardis
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Human Resources Management ◽  
Computer Supported Collaborative Learning ◽  
Theoretical Frameworks ◽  
Learning Groups ◽  
Learning And Teaching ◽  
Collaborative Interactions ◽  
Learning Research

The aim of this paper is to describe the most significant theoretical frameworks concerning Computer Collaborative Learning Research (CSCL) on the light of Web 2.0 supports. The term Web 2.0 embraces a range of ‘social’ technologies and tools that enable users to create, publish and share digital contents within both new and existing social networks. Technologies such as blogs, wikis, podcasts and file sharing services are increasingly being used to support learning and teaching within the higher education sector (see Hughes, 2009; Kennedy et al., 2009). The implications of collaborative interactions within the socio-constructivism approach are examined. Harasim (2012) defines online collaborative learning as characterized by interactive group knowledge-building processes. This aspect implies that students participate actively by monitoring different levels of learning while they are collaborating with teacher and pairs. The computer supported collaborative learning research (CSCL) community focus on the role of technology considered as a tool through which students and teacher make sense of the world and negotiate meaning. Many researches about CSCL environments concerns the role of teacher in allowing social and significant interactions among all group members. Three factors drive the change from teacher-centered to centered learning approach, the shift from individual to group learning and from contiguous to asynchronous distributed learning groups. All of these aspects imply changes in educational institutions based on social construction of knowledge and competence-based learning. Through the years of competence based approaches have proved to be a critical tool in human resources management and computer collaborative research.

scholarly journals Learning log-based automatic group formation: system design and classroom implementation study

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Changhao Liang ◽  
Rwitajit Majumdar ◽  
Hiroaki Ogata
Keyword(s):  
Collaborative Learning ◽  
Group Work ◽  
Intelligent System ◽  
Group Formation ◽  
Modern Society ◽  
Computer Supported Collaborative Learning ◽  
Classroom Implementation ◽  
Actual Learning ◽  
Group Member ◽  
Learning Log

AbstractCollaborative learning in the form of group work is becoming increasingly significant in education since interpersonal skills count in modern society. However, teachers often get overwhelmed by the logistics involved in conducting any group work. Valid support for executing and managing such activities in a timely and informed manner becomes imperative. This research introduces an intelligent system focusing on group formation which consists of a parameter setting module and the group member visualization panel where the results of the created group are shown to the user and can be graded. The system supports teachers by applying algorithms to actual learning log data thereby simplifying the group formation process and saving time for them. A pilot study in a primary school mathematics class proved to have a positive effect on students’ engagement and affections while participating in group activities based on the system-generated groups, thus providing empirical evidence to the practice of Computer-Supported Collaborative Learning (CSCL) systems.

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

Students, Internet, eLearning and Web 2.0

2013 ◽  
pp. 1720-1742
Author(s):  
Rolf Schulmeister
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Digital Natives ◽  
Learning Preferences ◽  
Net Generation ◽  
Internet Services ◽  
Parallel Study ◽  
E Learning ◽  
Media Types ◽  
Use Of Internet

An investigation into the students’ use of internet services, media types and e-learning preferences tried to find out if students today are interested in the use of Web 2.0 methods for learning. More than 2.000 students participated in the survey conducted by the international architecture company DEGW and the author. The data of the survey are compared to the results of a parallel study by HIS GmbH that was answered by 4.400 students. The results of both studies throw a critical light on the popular discussion about the net generation or the so-called digital natives and may lend themselves to a more cautious or careful introduction of Web 2.0 methods in teaching and learning accompanied by instructional and tutorial assistance.

Catering to the Needs of the “Digital Natives” or Educating the “Net Generation”?

2013 ◽  
pp. 1134-1151
Author(s):  
Thomas Ryberg ◽  
Lone Dirckinck-Holmfeld ◽  
Chris Jones
Keyword(s):  
Young People ◽  
Learning Environment ◽  
Web 2.0 ◽  
Digital Natives ◽  
Social Software ◽  
Net Generation ◽  
Web 2.0 Technologies ◽  
Online Web

In this chapter, the authors explore perspectives on the notion of “digital natives” and present a case in which Web 2.0 technologies were introduced to students. They discuss studies critical of the generational metaphor, and argue that it should not be uncritically assumed that there is a generation of digital natives, but that young people may need to develop skills often associated with the digital natives. The authors present a case reflecting these pedagogical aims, involving an online Web 2.0 learning environment called Ekademia. The findings of the case reflect a gap between the researchers’ intentions and the actual outcomes. In particular, the learning environment failed to provide sufficient scaffolding for the students, who needed more support than was assumed. It is therefore suggested that educational use of social software technologies should have stronger connections to curricular activities, involve a more concerted pedagogical effort, and be supported by a higher degree of institutionalization.

An Exploration of Students’ Participation, Learning Process, and Learning Outcomes in Web 2.0 Computer Supported Collaborative Learning

2011 ◽  
Vol 1 (2) ◽  
pp. 60-72 ◽  
Author(s):  
Chun-Yi Shen ◽  
Chen-Hsien Wu
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Social Interactions ◽  
Learning Outcomes ◽  
Learning Process ◽  
Collaborative Writing ◽  
Computer Supported Collaborative Learning ◽  
Positive Effects ◽  
Learner Centeredness ◽  
Web 2.0 Technology

Many researchers indicate that collaborative learning is an effective strategy to improve students’ learning. Collaborative learning is no longer confined to face-to-face classrooms with the advancement of technology. The concept of computer supported collaborative learning (CSCL) matches web 2.0 which emphasize learner centeredness, social interactions, and mutual sharing. The concept of CSCL matches E-Learning 2.0 which focus on learner centeredness, social interactions, and mutual sharing. This study investigates the effects of computer supported collaborative learning with web 2.0 technology on students’ participation, learning process, and learning outcomes. During a 14-week collaborative writing course, thirty participants were asked to use Google Docs to finish their assignments collaboratively. Results showed that computer supported collaborative learning with web 2.0 technology have positive effects on students’ participation, learning process, and learning outcomes. Implications and suggestions are also provided in this study.

scholarly journals Social Media And Networking Technologies: An Analysis Of Collaborative Work And Team Communication

2012 ◽  
Vol 5 (4) ◽  
pp. 295 ◽  
Author(s):  
Ephraim A. Okoro ◽  
Angela Hausman ◽  
Melvin C. Washington
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Learning Outcomes ◽  
Group Work ◽  
Collaborative Work ◽  
Faculty Members ◽  
Active Engagement ◽  
Web 2.0 Technologies ◽  
Quality Instruction ◽  
Networking Technologies

Digital communication increases students learning outcomes in higher education. Web 2.0 technologies encourages students active engagement, collaboration, and participation in class activities, facilitates group work, and encourages information sharing among students. Familiarity with organizational use and sharing in social networks aids students who are expected to be facile in these technologies upon graduation (Benson, Filippaios, and Morgan, 2010). Faculty members become coaches, monitoring and providing feedback to students rather than directing activities. While Web 2.0 technologies, including social networks, may act as a distraction in a teaching environment, our findings suggest that effective social networking in learning environments sustain quality instruction and skills-development in business education.

scholarly journals Las redes sociales como entornos de aprendizaje colaborativo mediado para segundas lenguas (L2)

2010 ◽  
pp. a149
Author(s):  
Gilda Sotomayor García
Keyword(s):  
Social Networks ◽  
Second Language ◽  
Collaborative Learning ◽  
Web 2.0 ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Computer Supported Collaborative Learning ◽  
Redes Sociales ◽  
Second Languages ◽  
Aprendizaje Colaborativo

El artículo trata de ofrecer una aproximación teórica al campo del aprendizaje y la escritura colaborativa (en línea) de una segunda lengua, la cual nos sirve de marco de comprensión para reflexionar sobre una de las herramientas más importantes que nos ofrece la Web 2.0 como son las Redes Sociales.  De hecho, estas aplicaciones ya se utilizan como apoyo para la enseñanza-aprendizaje de una segunda lengua, y si aprovechamos muy bien todas sus potencialidades pueden convertirse en todo un entorno y recurso tecno-pedagógico para la mediación de un aprendizaje colaborativo, realmente significativo.Social networks as environments of computer supported collaborative learning for second languages (L2)AbstractThe article tries to provide a theoretical approach to the collaborative learning and writing (online) field regarding a second lenguage, used as comprehension framework to reflect on one of the most important tools offered by Web 2.0 such as Social Networks. In fact, these applications are already used as support for teaching and learning a second language, while their potential turn them in real  techno-pedagogical environments for an Computer Supported  Collaborative Learning, really meaningful.

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