Meta-Governance Framework to Guide the Establishment of Mass Collaborative Learning Communities

The application of mass collaboration in different areas of study and work has been increasing over the last few decades. For example, in the education context, this emerging paradigm has opened new opportunities for participatory learning, namely, “mass collaborative learning (MCL)”. The development of such an innovative and complementary method of learning, which can lead to the creation of knowledge-based communities, has helped to reap the benefits of diversity and inclusion in the creation and development of knowledge. In other words, MCL allows for enhanced connectivity among the people involved, providing them with the opportunity to practice learning collectively. Despite recent advances, this area still faces many challenges, such as a lack of common agreement about the main concepts, components, applicable structures, relationships among the participants, as well as applicable assessment systems. From this perspective, this study proposes a meta-governance framework that benefits from various other related ideas, models, and methods that together can better support the implementation, execution, and development of mass collaborative learning communities. The proposed framework was applied to two case-study projects in which vocational education and training respond to the needs of collaborative education–enterprise approaches. It was also further used in an illustration of the MCL community called the “community of cooks”. Results from these application cases are discussed.

Fostering Learner Autonomy by using Moodle as Pedagogical Tool: Reflections on Students’ Perceptions

Moodle is an open source for e-learning system. It is as a tool for delivering contents to students and it is useful to build rich collaborative learning communities. It allows users to be active learners, who actively participate in the online learning process. Based on this background, this study aimed to investigate the students’ views on the use of Moodle in mathematics education. This study gave attention to the variables of perceived usefulness, perceived ease of use, attitude and students’ self- efficacy in learning mathematics. Participants of this study consisted of 24 students, who took first and second semester courses at the master's level in Mathematics Education in 2018 batch from Open and Distance Education Center (ODEC), TU. There are 21 male and three female students. Four students were chosen for the interview including one female representative. Data triangulation between the data of interviews, online observation, and interviews with online teachers was used to analyze and analysis of the data. Three online teachers were chosen for interview purposively. The finding revealed that students had a positive perception towards the use of Moodle and were happy to learn mathematics from the online mode rather than the face-to-face mode. It is suggested that the Moodle if used appropriately and systematically, benefits tutors and students equally.

Use of Facebook in Primary Teacher Training

This chapter presents a study carried out to describe and determine the relevance of the Facebook network as a tool for development of the teaching-learning processes in the teacher-training classroom, and knowledge of the same for use in a research model. This study is based on an analysis of the latest research on the use of social networks in higher education to describe an experiment performed in a group of future primary teachers at a Spanish university in which Facebook was used as a resource to improve the teaching-learning processes. The outcomes point towards a positive evaluation of Facebook as a resource for the creation of collaborative learning communities, improving teaching-learning processes, knowledge construction and social learning, the classroom climate, tutoring among peers and with faculty, foreign-language practice, and digital competence. Among the initial conclusions, the authors highlight the need to demonstrate tools like Facebook to student teachers to ensure their appropriate professional and personal development.