Collaboration and motivation in an online learning environment: students’ perceptions of collaborative activities and attitudes towards online learning

The report about distance learning in higher education in Portugal (2009) states that only a small percentage of HE enrolments are in DL courses, that the demand for the modality is growing, and that the Portuguese research in DL needs development, to support innovation in the modality. This study aimed to identify the collaborative activities that the 122 students enrolled in Masters’ courses between 2009-2012, in two Portuguese Universities, considered more motivating, their preferred type of assignment, the tools’ perceived ease of use, the social and cognitive aspects of teamwork, the tutor’s influence on teamwork and preferred team organization. The results indicate that the students feel comfortable participating, interacting and debating and that some collaborative activities such as designing projects, simulations, problem-based activities, discussions and written reports are more motivating than others. The results also show that the students have positive attitudes towards online learning, that online trust takes time to develop, that both face-to-face meetings and videoconference increase trust, though time flexibility is a practical advantage of online collaboration and that the way that collaborative assignments are designed can facilitate or hinder adequate collaboration

Considering the Smartphone Learner: developing innovation to investigate the opportunities for students and their interest

Ownership of mobile smartphones amongst the general consumer, professionals and students is growing exponentially. The potential for smartphones in education builds upon experience described in the extensive literature on mobile learning from the previous decade which suggests that the ubiquity, multi-functionality and connectivity of mobile devices offers a new and potentially powerful networked learning environment. This paper reports on a collaborative study conducted by an undergraduate student with the support of two members of academic staff. The research sought to establish the extent to which students are autonomously harnessing smartphone technology to support their learning and the nature of this use. Initial findings were explored through student interviews. The study found that students who own smartphones are largely unaware of their potential to support learning and, in general, do not install smartphone applications for that purpose. They are, however, interested in and open to the potential as they become familiar with the possibilities for a range of purposes. The paper proposes that more consideration needs to be given to smartphones as platforms to support formal, informal and autonomous learner engagement. The study also reflects on its collaborative methodology and the challenges associated with academic innovation

A window into learning: case studies of online group communication and collaboration

The two case studies presented explore the potential offered by in‐depth qualitative analysis of students’ online discussion to enhance our understanding of how students learn. Both cases are used to illustrate how the monitoring and moderation of online student group communication can open up a ‘window into learning’, providing us with new insights into complex problem‐solving and thinking processes. The cases offer examples of students’ ‘thinking aloud’ while problem‐solving, showing how and why they arrived at particular outcomes and the underlying thought processes involved. It is argued that these insights into students’ learning processes can in turn offer us the opportunity to adapt our own teaching practice in order to achieve a better pedagogical ‘fit’ with the learning needs of our students; for example, through a more precise or more timely intervention. It is also suggested that looking through this ‘window’ enables us to concentrate our assessment more closely on the process of task completion, rather than focusing solely on the end product

Teaching and learning together: Making space for curriculum negotiation in higher education.

Research in compulsory sectors of education indicates that curriculum negotiation (sometimes termed co-construction) between teacher and students is beneficial for both students and teachers. It would seem, therefore, that this approach would be equally valuable in the tertiary context of initial teacher education, as a model of a good teaching approach for student teachers to observe and experience. However, enacting this approach in the context of an academic tertiary programme is often perceived as problematic. This paper discusses theoretical underpinnings of curriculum negotiation, its foundations, implementation and benefits. It then describes actions taken by a university teaching team which endeavoured to create spaces for the negotiation of curriculum, and to intentionally model curriculum negotiation. The ways in which staff and students have been able to work together collaboratively, giving both parties shared influence, input and control of learning, are explored. I contend that curriculum negotiation is an essential element within teacher education programmes if we hope to maximise learning engagement and outcomes and model an effective pedagogy

Community structure and patterns of scientific collaboration in Business and Management

This is the author's accepted version of this article deposited at arXiv (arXiv:1006.1788v2 [physics.soc-ph]) and subsequently published in Scientometrics October 2011, Volume 89, Issue 1, pp 381-396. The final publication is available at link.springer.com http://link.springer.com/article/10.1007%2Fs11192-011-0439-1Author's note: 17 pages. To appear in special edition of Scientometrics. Abstract on arXiv meta-data a shorter version of abstract on actual paper (both in journal and arXiv full pape

CRiBAC: Community-centric role interaction based access control model

As one of the most efficient solutions to complex and large-scale problems, multi-agent cooperation has been in the limelight for the past few decades. Recently, many research projects have focused on context-aware cooperation to dynamically provide complex services. As cooperation in the multi-agent systems (MASs) becomes more common, guaranteeing the security of such cooperation takes on even greater importance. However, existing security models do not reflect the agents' unique features, including cooperation and context-awareness. In this paper, we propose a Community-based Role interaction-based Access Control model (CRiBAC) to allow secure cooperation in MASs. To do this, we refine and extend our preliminary RiBAC model, which was proposed earlier to support secure interactions among agents, by introducing a new concept of interaction permission, and then extend it to CRiBAC to support community-based cooperation among agents. We analyze potential problems related to interaction permissions and propose two approaches to address them. We also propose an administration model to facilitate administration of CRiBAC policies. Finally, we present the implementation of a prototype system based on a sample scenario to assess the proposed work and show its feasibility. © 2012 Elsevier Ltd. All rights reserved