Online Interactive E-Learning Using Video Annotation

Streaming video on the Internet is being wide deployed, and work employment, E-lecture and distance education area unit key applications. The facility to annotate video on cyberspace can provide important added price in these and different areas. Written and spoken annotations can provide “in context” personal notes and would possibly modify asynchronous collaboration among groups of users. With annotations, users don't seem to be to any extent further restricted to viewing content passively on internet, but area unit absolve to add and share statement and links, therefore transforming internet into academic degree interactive medium. we tend to tend to debate vogue problems in constructing a cooperative video annotation system which we tend to introduce our model, called ABVR .We gift preliminary data on the employment of we tend Web-based annotations for personal note-taking and for sharing notes throughout a distance education scenario. Users showed a strong preference for ABVR System over pen-and-paper for taking notes, despite taking longer to undertake and do so. They put together indicated that they may produce further comments and queries with system ABVR than throughout a “live” state of affairs, that sharing added substantial price. and jump into videos at express time stamp by a tagging to the videos DOI: 10.17762/ijritcc2321-8169.150610

The Impact of Self-Presentation Strategies and Social Support on Tourist Experience

The purpose of this study is to provide an understanding of how tourists’ self-presentation is managed on Social Networking Sites (SNS). Specifically, the study investigated the effects of SNS use on social support and tourism experience and the moderating role of the different tourists’ self-presentation strategies. The results emphasize the importance of SNS use for tourists to seek support from their social network while traveling. The study clarifies the importance of SNS use for tourism experience, in that the more engaged tourists are in social interaction facilitated with SNS while traveling, the more likely they are to have a positive tourism experience. Also, it is argued that social support does not always directly result from the intense SNS use, but rather moderated by tourists’ self-presentation strategies

Reflection-in-Action Markers for Reflection-on-Action in Computer-Supported Collaborative Learning Settings

International audienceWe describe an exploratory study on the use of markers set during a synchronous collaborative interaction (reflection-in-action) for later construction of reflection reports upon the collaboration that occurred (reflection-on-action). During two sessions, pairs of students used the Visu videoconferencing tool for synchronous interaction and marker setting (positive, negative or free) and then individual report building on the interaction (using markers or not). A quantitative descriptive analysis was conducted on the markers put in action, on their use to reflect on action and on the reflection categories of the sentences in these reports. Results show that the students (1) used the markers equally as a note-taking and reflection means during the interaction, (2) used mainly positive markers both to reflect in and on action; (3) paid more attention in identifying what worked in their interaction (conservative direction) rather than in planning on how to improve their group work (progressive direction); (4) used mainly their own markers to reflect on action, with an increase in the use of their partners' markers in the second reflection reports; (5) reflected mainly on their partner in the first reflection reports and more on themselves in the second reports to justify themselves and to express their satisfaction

How Social Media-Enabled Communication Awareness Enhances Project Team Performance

Project teams increasingly rely on computer-mediated communication. In this paper, we propose that communication within these teams benefits from a communication-awareness feature that summarizes communication at one common place. We argue that such a feature pays out specifically during action episodes, when team members engage in taskwork. We conducted two studies of 51 and 35 project teams to examine how the amount of communication during action episodes relates to team performance under low versus high communication awareness. In both studies, we technologically designed communication awareness as the availability of a feed, known from social media platforms, that displays all team-internal, computer-mediated communication. The results show that the communication-awareness feature makes communication during action episodes more beneficial, both in term of effectiveness and efficiency. Zooming into the temporal patterns of communication during action episodes further reveals that high-performing teams in the high-communication-awareness condition stick out by early and steady communication. Implications for current and future research on team communication and awareness support are discussed

Co- and self-regulation in a computer supported collaborative learning environment among Key Stage Three students

The current understanding of students' co- and self-regulated learning behaviours during group learning is limited. Research on social cognitive models of self-regulated learning (SRL) focused primarily on understanding the processes that students use to self-regulate their learning and the subsequent benefits of SRL on learning and academic performance. Recently, sociocultural models have begun to argue that SRL is fostered, developed, and maintained within social contexts and as a result of interactions with teachers and peers. This research employs both social cognitive and sociocultural theories to investigate students' co- regulatory behaviours in a computer supported collaborative learning (CSCL) environment. The students worked in a computer based science simulation learning environment in which either self-regulatory prompts or co- and self- regulatory prompts were given. A longitudinal design methodology incorporating four studies was adopted. The first study engaged two hundred and fourteen year 7 and 8 (11-13 year oIds) students to pilot the developed co-regulated strategies for learning questionnaire (CRSLQ) in a high school at Bedfordshire County in the United Kingdom. The remaining three studies engaged forty year 7 students (11-12 year olds) from the same school who were randomly assigned to either the experimental or the control group to work collaboratively on various science topics. Both quantitative and qualitative data analyses were used to examine the strategies that students used to co- regulate their learning processes over time. Results from the quantitative analysis revealed a statistically significant difference between the experimental and the control groups in the students' demonstration of co-regulated learning (CRL) behaviours over time. However, the results from the knowledge tests, although they suggested that learning had taken place, did not reach statistical significance. Findings from the qualitative analysis suggested between group and within group differences in the nature of co-regulatory processes that groups used to co-regulate their learning behaviour over the course of the three studies. Theoretically, this research extends individual models of SRL to include social forms of regulation arguing that students acquire, refine, and use different forms of regulatory processes to regulate their learning behaviours during collaborative learning. Finally, given the emphasis on SRL throughout the national curriculum this research supports the use of collaborative tasks in a technology-rich learning environment as an instructional method to increase students' regulatory processes. Some recommendations for future work are then made