How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams

Digital video technologies offer a variety of functions for supporting collaborative learning in classrooms. Yet, for novice learners, such as school students, positive learning outcomes also depend centrally on effective social interactions. We present empirical evidence for the positive effects of instructive guidance on performance and on learning of students who use web-based video tools during a short collaborative-design task in their history lesson. In an experiment with 16-year old learners (N = 148) working on a history topic, we compared two contrasting types of guidance for student teams' collaboration processes (social-interaction-related vs. cognitive-task-related guidance). We also compared two types of advanced video tools. Both types of guidance and tools were aimed at supporting students' active, meaningful learning and critical analysis of a historical newsreel. Results indicated that social-interaction-related guidance was more effective in terms of learning outcomes (e.g., the students' history skills) than cognitive-task-related guidance. The different tools did not yield consistent results. The implications of these findings are discusse

Low-achieving students’ participation to collaborative learning and group-level regulation

Abstract. The aim of this thesis was to first explore low-achieving students’ participation to collaborative group learning interaction. Second, the thesis explored low-achieving students’ participation to group-level regulation of learning. Students who regulate their own learning process, individually and in groups, have been found to achieve higher learning outcomes. In collaborative groups, students engage in interactions to negotiate strategy and construct shared knowledge. To regulate their learning, student groups actively direct their efforts, and exercise agency by controlling their learning, strategic choices, learning goals, and task engagement, rather than relying on instructors to do it for them. As such, students take an active role in their own learning, and in doing so, demonstrate a high level of self-efficacy and motivation towards learning. In this study, 31 students, nine of which low-achieving in a physics individual examination, were selected to explore and compare low-achieving students’ collaborative activity through coding and analysis of video data. Through two research questions, this thesis aimed to explore: 1) how low-achieving students participate in small group collaborative interaction, and 2) how low-achieving students participate in group-level regulation of learning. Results suggest that some students regardless of achievement level appear considerably inactive in group-level regulation. This thesis also found that initiating regulation does not seem to be distributed evenly between group members, but rather that an individual member often has the lead in initiating group-level regulation. It also appears that low-achieving students may be less active in metacognitive interaction and less likely to take a lead role in group interaction and regulatory activities. However, larger samples of low-achieving students are necessary for generalizable results on achievement groups. Future research should look to explore the factors influencing individual low-achieving student activity in collaborative learning and regulation of learning. The main implications to teaching should be to aim to develop effective solutions for identifying and supporting low-achieving students who are consistently inactive in collaborative learning and regulation of learning

Improving Knowledge Retrieval in Digital Libraries Applying Intelligent Techniques

Nowadays an enormous quantity of heterogeneous and distributed information is stored in the digital University. Exploring online collections to find knowledge relevant to a user’s interests is a challenging work. The artificial intelligence and Semantic Web provide a common framework that allows knowledge to be shared and reused in an efficient way. In this work we propose a comprehensive approach for discovering E-learning objects in large digital collections based on analysis of recorded semantic metadata in those objects and the application of expert system technologies. We have used Case Based-Reasoning methodology to develop a prototype for supporting efficient retrieval knowledge from online repositories. We suggest a conceptual architecture for a semantic search engine. OntoUS is a collaborative effort that proposes a new form of interaction between users and digital libraries, where the latter are adapted to users and their surroundings

COMPUTATIONAL ANALYSIS OF KNOWLEDGE SHARING IN COLLABORATIVE DISTANCE LEARNING

The rapid advance of distance learning and networking technology has enabled universities and corporations to reach out and educate students across time and space barriers. This technology supports structured, on-line learning activities, and provides facilities for assessment and collaboration. Structured collaboration, in the classroom, has proven itself a successful and uniquely powerful learning method. Online collaborative learners, however, do not enjoy the same benefits as face-to-face learners because the technology provides no guidance or direction during online discussion sessions. Integrating intelligent facilitation agents into collaborative distance learning environments may help bring the benefits of the supportive classroom closer to distance learners.In this dissertation, I describe a new approach to analyzing and supporting online peer interaction. The approach applies Hidden Markov Models, and Multidimensional Scaling with a threshold-based clustering method, to analyze and assess sequences of coded on-line student interaction. These analysis techniques were used to train a system to dynamically recognize when and why students may be experiencing breakdowns while sharing knowledge and learning from each other. I focus on knowledge sharing interaction because students bring a great deal of specialized knowledge and experiences to the group, and how they share and assimilate this knowledge shapes the collaboration and learning processes. The results of this research could be used to dynamically inform and assist an intelligent instructional agent in facilitating knowledge sharing interaction, and helping to improve the quality of online learning interaction

Culturally responsive teacher actions to support Pāsifika students in mathematical discourse : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand

This study examines culturally responsive teaching to support a group of Pāsifika students aged 11-13 years old in mathematical discourse. It builds on previous work which has advocated culturally responsive practices where students learn mathematics through collaborative interaction that fosters greater student participation, engagement, and potentially better achievement in mathematics. In this study, the teacher’s actions drew on Pāsifika cultural practices and the value of the family, respect, and collectivism. This was significant in the establishment of social and mathematical behaviours which were important in supporting the development of productive mathematical discourse. In addition, the communicative and participation structures within the classroom that lead to mathematics learning are also considered. This study was situated in an inquiry classroom. A socio-cultural perspective provided the framework for analysing the classroom context. A case study approach drawing on a qualitative design was implemented. Data was collected through teacher and student interviews, classroom audio and video-recorded observations, and students’ written work. Detailed retrospective analysis of the data was undertaken to develop the findings of this classroom case study. Significant changes were revealed in the shifts of student discourse from long silences and hesitation to asking valid questions and developing mathematical justification with appropriate language and specific terms. The explicit instructional practices developed and implemented by the teacher fostered greater collaborative communication and interaction between group members and this was important in how they made mathematical meaning. The findings provide insights into the multi-dimensional ways that teachers can draw on students’ cultural strengths, values, and practices as invaluable resources which potentially will make a difference in students’ mathematical learning

Thread-based analysis of patterns of collaborative interaction in chat

Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology, 125, pp. 120-127.In this work we present a thread-based approach for analyzing synchronous collaborative math problem solving activities. Thread information is shown to be an important resource for analyzing collaborative activities, especially for conducting sequential analysis of interaction among participants of a small group. We propose a computational model based on thread information which allows us to identify patterns of interaction and their sequential organization in computer-supported collaborative environments. This approach enables us to understand important features of collaborative math problem solving in a chat environment and to envisage several useful implications for educational and design purposes

View: a 3D virtual learning environment for introduction to multimedia subjects using cooperative learning approach

Rapid advancement of technology can simplify and speed up communication processes. The development of information and communication technology (ICT) for instance, has allowed various learning activities to be conducted virtually. Some of the activities that have extensively exploited such a technology are cooperative and collaborative learning, in which ICT can strongly support the vital elements of the learning activities. The elements of these activities are interaction and communication between students, which are often carried out in a two-dimensional virtual learning environment (2-D VLE) by utilizing Web 2.0 applications such as chat rooms, online discussion forums, social networking sites, and blogs. Despite being extraordinarily capable of supporting online learning activities, ICT has several drawbacks. The technology is limited to text-based communication; it provides less support in the use of nonverbal communication to convey messages; and it provides users with limited tools to collaborate. These limitations make the applications inferior in supporting communication and interaction hence the learning activities performed in a VLE are considered very limited and not realistic since they are executed merely through text conversations or discussions without any other forms of interactions. Several problems have emerged from these limitations, particularly on students’ interaction, participation, motivation, satisfaction dan sense of presence. Therefore recently, a threedimensional virtual learning environment (3-D VLE) or a virtual world has been utilized as a platform of online learning as it possesses potentials in supporting online and virtual learning. However, 3-D VLE is still new in Malaysia, especially at Universiti Teknologi Malaysia (UTM), although it is very beneficial for online learning and especially for distance Statistical analysis showed that there are significant performance improvements between students' scores in pre and post test. While interaction and communication of the students were evaluated by analyzing the recorded video of the learning activities using the content analysis technique based on a coding scheme which is related to cooperative learning. The results of this analysis indicate that the frequencies of seeking input and contributing about the tasks and also technical matters among the students were high. Therefore it shows that majority of the students were active during the learning process and none of them was a sleeping partner. In terms of satisfaction and sense of presence, it was assessed through questionnaires that were distributed to the students upon completion of all learning activities. Based on statistical analysis that has been carried out, the findings showed that scores of social presence, place presence and co-presence were high, thus showing that the students can feel that they were really in the virtual world along with their friends. From the interview conducted with several selected students, they were satisfied with the cooperative learning in ViEW. They feel that learning in 3-D VLE was enjoyable and has great potential to be further implemented in all subjects

Blogs: A tool to facilitate reflection and community of practice in sports coaching?

A reflective approach to practice is consistently espoused as a key tool for understanding and enhancing coach learning and raising the vocational standards of coaches. As such, there is a clear need for practical tools and processes that might facilitate the development and measurement of “appropriate” reflective skills. The aim of this preliminary study was to explore the use of online blogs as a tool to support reflection and community of practice in a cohort of undergraduate sports coaching students. Twenty-six students (6 females, 20 males) reflected on their coaching practice via blogs created specifically for reflection. Blogs were subjected to category and content analysis to identify the focus of entries and to determine both the emergent reflective quality of posts and the extent to which an online community of practice emerged. Findings revealed that descriptive reflection exceeded that of a critical nature, however, bloggers exhibited a positive trajectory toward higher order thinking and blogs were an effective platform for supporting tutor-student interaction. Despite the peer discourse features of blogs, collaborative reflection was conspicuous by its absence and an online community of practice did not emerge

The emergence of leadership in students’ group interaction in a school-based makerspace

This case study is an examination of the emergence of leadership in students’ group interaction in a school-based makerspace. The data comprised video records of 20 primary school students’ group work within this context, encompassing student-driven creative engagement in science, technology, engineering, arts, and mathematics (STEAM) learning activities. Interaction analysis was applied to analyze the students’ leadership moves and to depict how students’ leadership was related to their collaboration. The analysis resulted in a typology of students’ leadership moves in a makerspace context, namely, coordination of joint work, exploring new ideas, seeking out resources, and offering guidance and supporting others, adding to the existing literature on student leadership and collaboration in novel learning environments. The study also illustrates how the students’ leadership moves in group interactions can lead to dominating and/or shared leadership, with consequences for students’ collaboration. The study points to the importance of more research and development of pedagogical practices that support students’ symmetric participation and opportunities to lead collaborative work and to promote advanced collaboration in school-based makerspaces.Peer reviewe

Impact on the knowledge construction process of multimedia online interactions in audio-graphic conferencing systems: the case of adult distance learners of French

Online researchers suggest that synchronous audio-graphic corm encing systems provide different mediational tools that create different mediated educa nal interactions that support the collaborative process of meaning construction, However, the existing literature does not indicate whether the quality of multimodal online interactions as well as the affordances of the use of the synchronous medium can effectively enh ce this process. This thesis brings together two lines of research. The thesis develops a methodological framework for the presentation and analysis of multimodal online interactions that draws on socio-constructivist understanding that the process of meaning construction is social and individual. The second is concerned with the analysis of online multimodal discussions; it examines the interrelationship between the different tools of communication and the different affordances of their simultaneous and single use that may hinder or promote the collaborative process of meaning construction. The design of this research focuses on interaction patterns and examines the extent which online discussions, mediated by the different tools of communication, reach high levels of collaborative meaning construction.This study assumes the knowledge construction process to be empirically observable through analysing online interactions and students' perceptions of the learning experiences. It examines, through interviews, questionnaires and video recordings of online tutorials, the quality of online learning experiences of two different UK Open University tutorial groups learning French. Results show that: participants make different multimodal choices which lead to the creation of different patterns of multi modal interactions and on line exchanges that affect differently participants' engagement in the collaborative meaning construction process; the single and the simultaneous use of the different tools of communication create different affordances for participants to perform different interactive and communicative roles; the multi modal competencies of students and tutors, the tutors' styles and task design play an important role in supporting the collaborative meaning construction process