Perancangan Antarmuka Online Course Pada Perangkat Mobile Menggunakan Teori USAbility

E-learning model can be developed into various forms according to the context of development. All of e-learning model aims to support learning process. The main objective of this study was to design online course interface that runs in mobile device using the theory of USAbility ISO 9241-11 in UAJY (Universitas Atma Jaya Yogyakarta). Data was collected from 55 undergraduate students of UAJY. It is used as initial state in design process. Furthermore, online course interface design created with use case diagram that adapted to activities of HTA. Nevertheless, in the design process components of interface created by the user persona and mobile device pattern, as well as guided by MGQM, which is also adapted to the limitations of this study and the conditions in UAJY. In addition, using log data collection to handle part of MGQM, which related with time, steps, resources

Virtuaalipeliympäristö strategisesti tehokkaan yhteistyön harjoittajana

Kirjoittaja tutki väitöstutkimuksessaan peliympäristöjä yhteisöllisen oppimisen rikastajina. Hänen mukaansa peliympäristössä syntyy vahva yhteinen tila, joka vahvistaa keskinäistä vuorovaikutusta ja yhteisöllistä oppimista. Hänen käyttämiään peliympäristöjä olivat eScape ja Gate for Collaboration. Tutkijan mukaan peliympäristö motivoi ja helpottaa hajautetuissa ryhmissä vaikeidenkin asioiden käsittelyä. – Johanna Blueminkin väitöskirja Virtually face to face : enriching collaborative learning through multiplayer games (Oulun yliopisto 2011). Artikkeli on toteutettu Ella ja Georg Ehrnroothin säätiön apurahan turvin

Interaction patterns over time in online discussion

The following study aimed at exploring and understanding how higher education students develop interconnections and interaction patterns over time during an online collaborative task using a form of online discussion. A micro-genetic study was carried out by zooming in into four groups of students that showed extreme grading results in their final product. The study took place in a Psychology course at the Universitat Oberta de Catalunya (UOC) where 63 students participated in a two-week online discussion using two different interactive tools. These two different types of online discussion did not appear to affect students' interaction patterns, but groups using the Annotation tool did focus more on cognitive matters, while the space for discussion at the UOC had a more balanced focus on both social and cognitive dimensions. Continuous and meaningful feedback also proved to provide important conditions for this type of online collaborative task, which requires students to construct and maintain a shared conception of a problem over time

Class Communication Tools in a Blended Graduate Course

The study presents a research carried out at the School of Continuing and Distance Education at the University of Ghana during the second semester of the 2015-2016 academic year. The research was carried out over a period of sixteen weeks from August to November 2015 for a course DEEL 612 taught at the graduate level. The study involved 11 graduate students who were studying for a Master’s Degree delivered in a blended mode. An in-depth telephone interview of the eleven students conducted by a trained and experienced interviewer was carried out. Interviews were recorded and transcribed. Results show that, respondents studying online enjoyed equality in the ability to share thoughts and ideas. They found studying online with the use of the Sakai LMS to be useful, flexible and convenient. Respondents in the study affirmed that, Sakai LMS enhanced interactivity with peers and the instructor in ways that supported trusted relationship building. This helped learning to take place, made it of fun and innovative. Keywords: Blended mode, online, Sakai LMS, interactivity, student learning DOI: 10.7176/JEP/11-13-10 Publication date:May 31st 202

Argumentative Knowledge Construction Process in Social Collaborative Learning Environment towards Students' Higher Order Thinking Skills

Nowadays, “thinking about thinking” skills is essential in 21 st century education. Preliminary studies demonstrated that students’ thinking skills will produce significant results when it is done in collaboration with colleagues. Working in a collaborative environment typically involves processes of evidence and argumentation. Argumentation refers to a claim supported by convincing evidence of extensive and comprehensive understanding of various aspects of an issue. In social collaborative argumentation, knowledge is constructed and shared among peers and the property of a single individual. The challenge is to ensure that argumentative knowledge construction process in social collaborative learning environment improves students’ thinking skills. The aim of this paper is to analyze the process involved in argumentative knowledge construction and identifying the process in social collaborative learning environment that contributes towards higher order thinking skills among students. Seventeen students from the Computer Science program participated in the study were randomly divided into 3 groups of four and 1 group of five. This study used mixed method research design concerning the pre-experimental research design that involved type one-group pre-test and post-test design. Data was obtained from performance test and log data files from the social collaborative learning environment. Results showed that argumentative knowledge construction process in social collaborative learning environment could lead students towards higher order thinking skills

Constructive interaction in scripted computer-supported collaborative learning

Abstract. This study explores the constructive interaction of higher education students during the Facebook groups’ discussion. The specific aims are investigating what forms of interaction were generated and how these interactions vary in three differently supported scripts. The participants of this study were ten small groups of higher education students (N=88) from three different Universities; collaborative learning for these groups was supported with a particular design micro- script for promoting both participation towards task-related and socio-emotional interaction over a six-week CSCL course. The results show that constructive interaction was rarely found. The majority of groups manifested more in the task-related than the socio-emotional categories. In terms of differences within the three collaboration phases, the intense constructive interaction was shown in the first and second tasks, where scripts were still supported students’ collaborative activities. Based on the findings, it can be concluded that the group who actively contributed to socio-emotional interaction was likely to engage well in task-related performance

Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students’ levels of knowledge construction through social negotiation

This article examines the impact of the introduction of roles and the added value of self-assessment on students' level of knowledge construction in online asynchronous discussions in a first-year university course in instructional sciences. Students' postings in 20 discussion groups were used as the research data for this study. All messages, submitted during the 12-week discussion period and comprising four discussion themes of 3 weeks each, were analysed. Repeated-measures multilevel modeling was adopted to analyse the data from thecontent analysis. The results point at a significant positive impact of assigning roles to students. However, this positive impact depends on the moment of the introduction of the roles. Higher levels of social knowledge construction were found in discussion groups where roles were introduced right at the start of the discussions and faded out towards the end. The results further indicate that self-assessment has no significant added value