A Web-Based Collaborative e-Learning Environment Based on a Model of Social Cognitive Development Theories

Putting all powerful Web technologies like Cloud Computing and Web 2.0 technologies together in an e-learning environment maximizes the opportunity for learners to acquire knowledge and skills in an interactive, collaborative and social manner and decreases technical efforts and financial burdens on educational institutions. This research proposes a collaborative e-learning model that consists of six levels and six tasks based on four social cognitive development theories which are: Connectivism, Social Cognitive Development, Social Interdependence and Cognitive Elaboration Perspectives. The proposed collaborative e-learning model levels are: Networking, Contribution, Cognitive Disequilibrium, Origination of Social Interaction, Knowledge Evolving, and Cognitive Equilibrium. The tasks of the proposed collaborative e-learning model are: Knowledge Feeding, Knowledge Self-Reflection, Knowledge Negotiation, Knowledge Elaboration, Knowledge Accommodation and Knowledge Shifting. A rich Web-based collaborative e-learning environment called ShareSpace is developed as a realization of the proposed collaborative e-learning model. ShareSpace is evaluated based on the proposed collaborative e-learning model, on a framework for evaluating computer supported collaborative learning and on an adaptable usability heuristic checklist for online courses. ShareSpace is an interactive and flexible social collaborative e-learning environment which can be utilized by educational institutes and contributes to the overall goal of learning process which is maximizing the learning outcome

Evaluation of usability and user experience of an m-learning environment, custom-designed for a tertiary educational context

Undergraduate software engineering learners demonstrate a lack of motivation with face-to-face classroom education. Limited access to the Internet via PCs and laptops, hinders effective communication and collaboration. However, the majority of learners enrolled for studies in tertiary education, have cellphones and are proficient in the use of digital technology. A technology-enhanced m-learning solution is indicated. This research project evaluates the usability and user experience of an m-learning environment, custom-designed for a tertiary educational context and delivered by mobile handheld devices, features a synthesized framework of categories and criteria, and determines the nature and scope of an emergent digital divide. A design-based research model suited to the context of the study is implemented, gathering quantitative and qualitative data from experts and learners by survey questionnaires. Analysis of data highlights usability and UX problems, provides insight into an emergent digital divide and suggests guidelines specific to the design of m-learning implementations.Educational StudiesM. Sc. (Information Systems