674 research outputs found

    Effective online interaction: mapping course design to bridge from research to practice

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    Quantitative and qualitative research of a case study course confirmed that the course achieved a highly interactive learning experience, associated with more effective student support and high student retention. Computer conferencing achieved high participation from the beginning and evidence of dialogue and argumentation within online tutor groups. This was achieved not by active tutor moderation but by a sequence of structured tasks. Compendium mind mapping software has been used to represent the design of this sequence of tasks and this has refined interpretation of the research findings. The positive outcomes identified relate not purely to computer conferencing but to an integration of individual and group tasks feeding forward into a well-designed assignment. The usability of case study data relates to the ability of practitioners to compare their own context with that of the case. The visual representation of the design of the task sequence is providing a better bridge from the research to the practice context than the use of general description of findings alone. This is particularly important in an area which has generated a range of sometimes conflicting findings, with weak links to the challenges of course design

    Computer-supported collaborative learning through argumentation

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    In recent years educators have become increasingly interested in using Internet and webbased applications for educational purposes. Such applications do not only offer advantages with regards to independency of time and place, but also of flexibility of information exchange. Information can be stored, presented and accessed in multiple formats (text, graphics, pictures, tables and figures, animations, simulations, interactive video, virtual reality etc.). In addition, communication between students and tutors can be facilitated by the use of computer-mediated communication (CMC) systems. CMC systems are network-based computer systems offering opportunities for group communication. Examples are Internet relay chat, newsgroups, e-mail conferencing systems and virtual classrooms. CMC systems can support synchronous communication (same time, different place) as well as asynchronous communication (different time, different place). Currently, most CMC systems offer users text-based modes for communication only, due to the limitations in bandwidth1. Advanced technology will enhance access to applications that combine synchronous and asynchronous communication, digitalised text, video, sounds, graphics etc. on one platform (Collis, 1996). This research is aimed at academic students in social sciences who have to deal with complex, often ambiguous, ill-defined and not easily accessible knowledge, as well as with open-ended problems. To obtain insight and understanding in complex concepts or to solve open-ended problems, collaborative learning situations can be organised in which students are able to articulate and negotiate information, not only in relationship to fixed facts and figures but also to personal beliefs and values

    Collaborative trails in e-learning environments

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    This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

    Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad

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    The current study explores closely how using a combined modalities of asynchronous computer-mediated communication (CMC) via blogs and face-to-face (FTF) interaction through ethnographic interviews with native speakers (L1s) supports autonomous learning as the result of reflective and social processes. The study involves 16 American undergraduate students who participated in blogs to develop their intercultural competence over the course of one-semester study abroad. The results show that blogs afforded students the opportunity to work independently (e.g., content creation) and reflect upon cross-cultural issues. Critical reflection, however, relied on the teacher’s guidance and feedback, as most of the students were cognitively challenged by not being able to clearly articulate different points of view. It is likely that students were not accustomed to reflecting. The findings also indicate that task type fostered autonomy in different ways. While free topics gave students more control of their own learning, teacher-assigned topics required them to critically think about the readings. Lack of access to Internet at the host institution and family also contributed to a limited level of social interaction. The study concludes that well-designed tasks, effective metacognitive and cognitive skills, and the accessibility to Internet are essential to maximize the potentials of blogs for learner autonomy and intercultural communication
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