Possibilities of Computer-supported Collaborative Learning in Blended-learning

Higher education institutions in Latvia offer blended learning where traditional face to face lectures are combined with e-learning options. Research on blended learning in Latvia is very little. Author offers her view on blended learning analysis in Latvia and possibility to introduce computer-supported collaborative learning as tool to involve students in more active learning and learners’ community building. As theoretical background author uses sociocultural theory and participatory metaphor. Article describes several very important issues to put attention on when starting to introduce CSCL and blended learning in Latvia’s higher education institutions

Importance of Collaboration Supported Context in Blended Learning

Higher education institutions in their study process often uses blended-learning. Blended learning is pedagogically meaningful integration of e-learning and traditional education approach. To involve students in more active participation in study process there is need for collaboration supported context. Context with choices for students to collaborate in assignment completition. Quaziexperiment at Liepaja Univeristy showed that students appreciate possibility to collaborate on assignments using technology, at this case Moodle, and they choose to collaborate even its not set as compulsory condition

User Behavior in Multi-Screen Elearning

This article reports on the progress we have achieved as we continue to pilot new approaches using an eEcosystem that is based on a multi-screen concept to support e-learning. Here we recap our recent progress with the project JAUZI/eBig3 that is a multi-screen e-learning development. The approach effectively integrates the popular technologies of television, Internet, and mobile phones. It is a new way of using technology to support and encourage engagement in the lifelong learning process. Here we present the results of ten course pilots offered in 2013 with the eBig3-learning format as well as the teacher training courses offered by the MII project (Modern Education of Interests) in 2014. The target group of eBig3 courses was general public, but for the MII courses it was teachers. We compared the user behavior data from the various presented courses with the number of learning objects to the number of users. The normalised curves of the user behavior data graph are a valuable source for data analysis to teachers and course developers because they profile effectiveness of course content and delivery approach in respect to target group expections. Our observations about the variance in user behavior distribution between mandatory and optional courses can be used as a potential quality indicator for the success of eLearning courses

"eBig3": A New Triple Screen Approach for the Next Generation of Lifelong Learning

In this report we want to map out our progress on design science research project ETM that creates a new approach to lifelong learning by the smart integration of the popular technologies Internet, mobile phones, and television [1,2,3]. By studying the results of the target group behaviour as they simultaneously use of these technologies, we designed the learning approach eBig3 that is based on user usage patterns. The evaluation of the initial delivery of the courses confirms the interest of the target group and their commitment to continue-on to pass the courses