Collaborative trails in e-learning environments

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

The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis

AbstractMobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993–2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed

Model Pembelajaran Kooperatif Jigsaw untuk Meningkatkan Hasil Belajar (Tenses) Mahasiswa DKV Unindra

Dalam keberhasilan proses belajar salah satunya dapat dilihat melalui hasil belajar yang diperoleh oleh peserta didik. Bahasa Inggris 1 menjadi mata kuliah yang wajib diambil oleh mahasiswa semester 1 prodi DKV Unindra . Sesuai kurikulum mahasiswa dituntut untuk mampu menguasai tense. Dalam keadaanya dosen menggunakan metode pembelajaran konvensional berupa ceramah, dan hasil belajar siswa sangat rendah. Penelitian ini bertujuan untuk menggambarkan hasil belajar siswa dengan metode pembelajaran kooperatif Jigsaw. Penelitian ini berbentuk tindakan kelas dengan pendekatan deskripsi kualitatif. Pemerolehan data melalui test yang dilakukan sebelum dan sesudah tindakan kelas, dan observasi. Dari data yang di dapat sebesar 52,6% hasil belajar siswa meningkat untuuk kelas 3 eksperimen, dan 47,6% peningkatan hasil belajar yang didapat oleh kelas 4 eksperimen. Hal ini menunjukan bahwa model pembelajaran kooperatif Jigsaw mampu meningkatkan hasil belajar siswa

Using the Jigsaw Method for Meaningful Learning to Enhance Learning and Rentention in an Educational Leadership Graduate School Course

This qualitative case study examined factors that were both successful and unsuccessful along with the attitudes and preferences of educational leadership graduate students towards working in an online cooperative jigsaw blog project in which each student had an active role for each topic addressed throughout the semester The theoretical framework for this study was based on the work of Novak 2011 and Ausubel 1960 Their theories explore how the learner processes large amounts of meaningful material from verbal and textual formats in classroom settings Analysis of the online questionnaire and face-to-face interview data indicated that the graduate students enrolled in the course effectively learn when they are learning collaboratively in smaller chunks of information at a time as subject matter experts and have an ease of access to the learning materials Students also preferred non-traditional methods over traditional lectures and become more involved when they participate in the evaluation of their peers Results also revealed that students disliked learning using the jigsaw method when there were missing pieces to the blog postings a lack of quality in the postings a lack of accuracy a repetition of information in the blog and a lack of peer and instructor feedbac

Using the Jigsaw Method for Meaningful Learning to Enhance Learning and Retention in an Educational Leadership Graduate School Course

This qualitative case study examined factors that were both successful and unsuccessful along with the attitudes and preferences of educational leadership graduate students towards working in an online cooperative jigsaw blog project in which each student had an active role for each topic addressed throughout the semester The theoretical framework for this study was based on the work of Novak 2011 and Ausubel 1960 Their theories explore how the learner processes large amounts of meaningful material from verbal and textual formats in classroom settings Analysis of the online questionnaire and face-to-face interview data indicated that the graduate students enrolled in the course effectively learn when they are learning collaboratively in smaller chunks of information at a time as subject matter experts and have an ease of access to the learning materials Students also preferred non-traditional methods over traditional lectures and become more involved when they participate in the evaluation of their peers Results also revealed that students disliked learning using the jigsaw method when there were missing pieces to the blog postings a lack of quality in the postings a lack of accuracy a repetition of information in the blog and a lack of peer and instructor feedbac

Impact of Cooperative Learning in Developing Students' Cognitive Abilities for Academic Achievement

This study used an Action Research Method to investigate ways to improve the thinking and reasoning skills of grade eight science students in an under-resourced school in Karachi. The students’ rote learning patterns were challenged using the schema provided by Blooms’ taxonomy of learning domains. A cooperative learning environment was generated with a renewed investment plan, a restructured lesson plan and an intensive workshop with the group leaders. These interventions were done with the help of the preliminary data that was collected through questionnaires. The outcomes of the action research method showed a positive correlation between cooperative learning approach and academic achievement of the students

Unlocking the Potential of Wireless Learning

Wirelessly enabled learning offers distinctive benefits to teaching and learning because of portability, low cost and improved communication capabilities (Kukulska-Hulme & Traxler, 2005). This article presents an exploratory review of several categories of wireless technologies, their successful applications in higher education institutions and challenges from the educator’s perspective. Recent research reports a diverse range of wireless learning strategies, see for example Parsons et al. (2006), and current applications of wireless technologies in teaching are still emerging. Conclusions drawn from successful experiments using mobile devices and wireless networks in universities may inspire others and help reassess the challenges ahead. Further studies are needed to explore and successfully apply wireless capabilities driven by the pedagogy, rather than the technology. This paper attempts to outline various teaching strategies and relevant categories of wireless applications focusing on the relationship between the pedagogy and the supporting technology. It concludes with suggesting issues for further research, especially the need to thoroughly evaluate the learning benefits of wireless applications

Children s Acceptance of a Collaborative Problem Solving Game Based on Physical Versus Digital Learning Spaces

[EN] Collaborative problem solving (CPS) is an essential soft skill that should be fostered from a young age. Research shows that a good way of teaching such skills is through video games; however, the success and viability of this method may be affected by the technological platform used. In this work we propose a gameful approach to train CPS skills in the form of the CPSbot framework and describe a study involving 80 primary school children on user experience and acceptance of a game, Quizbot, using three different technological platforms: two purely digital (tabletop and handheld tablets) and another based on tangible interfaces and physical spaces. The results show that physical spaces proved to be more effective than the screen-based platforms in several ways, as well as being considered more fun and easier to use by the children. Finally, we propose a set of design considerations for future gameful CPS systems based on the observations made during this study.Spanish Ministry of Economy and Competitiveness and the European Regional Development Fund (project TIN2014-60077-R); Spanish Ministry of Education, Culture and Sport (with fellowship FPU14/00136) and Conselleria d'Educacio, Cultura i Esport (Generalitat Valenciana, Spain) (grant ACIF/2014/214).Jurdi, S.; García Sanjuan, F.; Nácher-Soler, VE.; Jaén Martínez, FJ. (2018). Children s Acceptance of a Collaborative Problem Solving Game Based on Physical Versus Digital Learning Spaces. Interacting with Computers. 30(3):187-206. https://doi.org/10.1093/iwc/iwy006S18720630