Mengidentifikasi Persoalan Pada Proses Kolaborasi Belajar Berbasis Komputer

The limitation of distance, time, and resources become a cliche issues for education in the Age of Information and Communication Technology (ICT) at this time. Solutions to collaborate ICT into education or referred as Computer-Supported Collaborative Learning (CSCL) is a must to achieve the goals and equity of education. The issues that become a barrier to implement this CSCL, are the influence of motivation and cultural background of a person that affects to the successful of the collaborative learning activities. Motivation is the driving forces for someone to do or not to do something that his presence is always up and down or even exist or not. Moreover when cultural background of participants influenced the collaboration of learning especialy when they are not used to it. Therefore we need a CSCL model to build a conducives learning environment to sharing motivation among the participants of learning collaboration to achive the goals

Analyzing the effects of the personality traits on the success of online collaborative groups

The purpose of this study is to analyze how efficient online study groups can be formed among students based on their personality traits. A survey consisting of Ten Item Personality Inventory (TIPI) was conducted among the undergraduate students in a well-known university. Eighty-two students who did not know each other were assigned to 35 small online groups based on their personality characteristics. The group members were then asked to study collaboratively on a task by communicating via the university's learning management system (LMS) forums. It was found that other factors (such as gender) were more effective than personality traits on the group success, and groups with lower degrees of Emotional Stability scores obtained higher grades over the task. This study is one of the first examples that hierarchically show different factors affecting the success of online groups with data mining techniques. The findings of the study will contribute to the field of online collaborative learning that is one of the most prominent subject in distance education. (C) 2016 The Authors. Published by Elsevier Ltd

Investigating L2 learners’ sociopragmatic development in online asynchronous discussion

Despite a burgeoning research of pragmatics in second language learning, there has been insufficient work on the relations among social variables and speech acts in an online learning context. This study examines the sociopragmatic development of L2 learners through online asynchronous discussion. Participants were 18 undergraduate students who enrolled in a compulsory English course. The subjects took part in a web-based collaborative discussion for four weeks. In the form of computer-mediated discourse, the learners’ speech acts were analysed statistically. Social variables which are gender and familiarity between participants were identified and discussed. The descriptive findings indicate that social variables were related to certain online speech acts. Regression analysis however shows that gender and familiarity were not significant predictors of L2 learners’ online utterances. It was found that more proficient L2 learners assisted less proficient peers through active participation and employment of myriad speech acts. Results also suggest that the use of specific utterances affects a learner’s role in the organisational hierarchy of online discussion. This study suggests pedagogical implications for the L2 learners’ acquisition of sociopragmatic competence through online peer collaboration

Towards a Model of Collaborative Intention: An Empirical Investigation of a Massive Online Open Course (MOOC)

Disentangling factors that affect one’s intention to collaborate is an important endeavor for management education, especially for globally dispersed groups of students. Drawing on a synthesis of four theories, we advance a model of collaboration intentions that embodies both individual and communal level drivers of individuals’ intention to participate in virtual collaboration. The model is validated based on data collected from 2,517 participants in a Massive Online Open Course (MOOC). Results demonstrate that attitudes towards virtual collaboration are predicted by both collaborative outcome expectancy and communal support expectancy. Additionally, we reveal that collaborative outcome expectancy is predicated on individuals’ belief about his/her ability to collaborate whereas communal support expectancy is impacted by the individual’s perception of communal influence

Facilitating Synchronous Collaborative Writing with a Collaboration Script

A significant part of work in industry is carried out in co-located or virtual teams. Therefore, training information systems (IS) students to collaborate both face-to-face and online is necessary. Findings from computer-supported collaborative learning (CSCL) research suggest that students need additional support to learn to collaborate effectively. Such support can be provided through collaboration scripting. In this paper, we discuss the effects of a collaboration script on the learning process in the context of an online synchronous collaborative writing task. The study employs an experimental design. The results demonstrate that scripted groups spent most effort on coordination and planning, while unscripted groups used most effort on contributing to the case solution. Closely following the collaboration script improved the quality of learners’ discussions. However, the groups who chose to only partly follow the script primarily settled with quick consensus-building during the discussion phase, much the same way as unscripted groups

Collaboration Factors, Teamwork Satisfaction, and Student Attitudes toward Online Collaborative Learning

This study examined online courses with collaborative learning components from 197 graduate students across three consecutive academic years. A student attitude survey containing 20 items and a student teamwork satisfaction scale containing 10 items on a 5-point Likert-type scale with three open-ended questions regarding their online collaborating experiences were collected during the final week of each semester. Results revealed that the three extracted online collaboration factors (Team Dynamics, Team Acquaintance, and Instructor Support) from the student attitude survey had moderate to high degrees of correlation with teamwork satisfaction. Results also revealed that the three collaboration factors accounted for 53% of the variance in online teamwork satisfaction. In addition, results from both surveys and open-ended questions revealed students favored working collaboratively in an online environment

How MOOC Reality Informs Distance Education, Online Learning, and Connectivism

In this paper, we draw from our experience as designers, instructors, and researchers in the second edition of a Massive Open Online Course (MOOCs) called Creativity, Innovation, and Change (CIC) 2.0 to discuss MOOC interactions. Since the CIC 2.0 MOOC was inspired by the tenets of connectivism, we employed connectivism and its four main conceptual components (autonomy, diversity, openness, and connectedness) to discuss these empirical findings from a theoretical perspective. We build our argument on the four levels of interactions (interactions with instructors, learners, course materials, and the interface) traditionally used in the field of distance education and online learning and look at the clashes between the original concepts of connectivism and cMOOCs on one hand and traditional educational concepts, particularly interactions and group work, on the other. This study discusses how MOOC interactions reveal that the four components of connectivism are more complex than originally conceptualized. This complexity can be summarized as follows: a) learner autonomy is more complex in MOOC reality; students are relatively more autonomous but not as originally conceptualized since the role of teachers remains unchanged when student interactions with course content and assessment are considered; b) diversity and openness are also more complex since peer interaction and open networks do not exhibit dynamics and importance as predicted, especially in certain participation behaviors and in MOOC pathways; and c) also, the four connectivism components are not mutually inclusive, and their interaction is not as predicted

Kollaborative Fallarbeit in Videokonferenzen: Ablaufschema eines Lehrkonzepts und Materialien zur begleitenden Reflexion der Gruppenarbeit

Die Fallmethode hat Tradition in der Lehrer*innenbildung wie in anderen Bereichen. Die Digitalisierung erlaubt ihren Einsatz in neuen Kontexten. So ermöglichen etwa Videokonferenzprogramme die synchrone Kollaboration von Teilnehmenden, die sich an unterschiedlichen Orten befinden. In diesem Beitrag wird geschildert, wie Videokonferenzen in einer internationalen Kooperation eingesetzt wurden, um österreichische, deutsche und israelischen Studierende gemeinsam interkulturelle Fallgeschichten bearbeiten zu lassen. Das enthaltene Ablaufschema für Online-Fallarbeit sowie Reflexions- und Dokumentationsvorlagen für die Studierenden sind in ganz verschiedenen Kontexten für die Realisierung von Fallarbeit in Videokonferenzform einsetzbar