Search results

1 – 10 of over 1000
Book part
Publication date: 22 November 2018

Anja P. Schmitz and Jan Foelsing

During the past decade, fast-paced changes created a new environment organisations need to adapt to in an agile way. To support their transformation, organisations are rethinking…

Abstract

During the past decade, fast-paced changes created a new environment organisations need to adapt to in an agile way. To support their transformation, organisations are rethinking their approach to learning. They are moving away from traditional instructor-centred, standardised classroom-based learning settings. Instead, learning needs to be tailored to the individuals’ needs, available anywhere at any time and needs to enable learners to build their network. The development of digital tools, specifically network technology and social collaboration platforms, has enabled these new learning concepts.

The use of these new learning concepts in organisations also has implications for higher education. The present case study, therefore, investigates how universities can best prepare future employees and leaders for these new working environments, both on a content level and a methodological level. It also investigates if these new learning concepts can support universities in dealing with a changing environment.

The investigated case is a traditional face-to-face leadership lecture for a heterogeneous group of students. It was reconceptualised as a personalised and social collaborative learning setting, delivered through a social collaboration platform as the primary learning environment. Initial evaluation results indicate positive motivational effects, experience sharing and changes in perception of the student − lecturer relationship. The findings also supported previous challenges of computer-supported collaborative learning settings, such as the perception of a higher cognitive load. The implications of these results for the future teaching and business models of higher education are discussed. In addition, the potential of these computer-supported social collaborative learning settings is outlined.

Article
Publication date: 12 December 2019

Yuxin Chen, Christopher D. Andrews, Cindy E. Hmelo-Silver and Cynthia D'Angelo

Computer-supported collaborative learning (CSCL) is widely used in different levels of education across disciplines and domains. Researchers in the field have proposed various…

Abstract

Purpose

Computer-supported collaborative learning (CSCL) is widely used in different levels of education across disciplines and domains. Researchers in the field have proposed various conceptual frameworks toward a comprehensive understanding of CSCL. However, as the definition of CSCL is varied and contextualized, it is critical to develop a shared understanding of collaboration and common definitions for the metrics that are used. The purpose of this research is to present a synthesis that focuses explicitly on the types and features of coding schemes that are used as analytic tools for CSCL.

Design/methodology/approach

This research collected coding schemes from researchers with diverse backgrounds who participated in a series of workshops on collaborative learning and adaptive support in CSCL, as well as coding schemes from recent volumes of the International Journal of Computer-Supported Collaborative learning (ijCSCL). Each original coding scheme was reviewed to generate an empirically grounded framework that reflects collaborative learning models.

Findings

The analysis generated 13 categories, which were further classified into three domains: cognitive, social and integrated. Most coding schemes contained categories in the cognitive and integrated domains.

Practical implications

This synthesized coding scheme could be used as a toolkit for researchers to pay attention to the multiple and complex dimensions of collaborative learning and for developing a shared language of collaborative learning.

Originality/value

By analyzing a set of coding schemes, the authors highlight what CSCL researchers find important by making these implicit understandings of collaborative learning visible and by proposing a common language for researchers across disciplines to communicate by referencing a synthesized framework.

Details

Information and Learning Sciences, vol. 121 no. 1/2
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 19 April 2013

Yuan Long, Fiona Fui‐Hoon Nah, Brenda Eschenbrenner and Terrance Schoonover

The purpose of this paper is to propose a computer‐supported collaborative learning (CSCL) research framework.

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Abstract

Purpose

The purpose of this paper is to propose a computer‐supported collaborative learning (CSCL) research framework.

Design/methodology/approach

The framework was developed from a review and synthesis of the literature. More specifically, gaps in the literature were identified and a general framework for future CSCL research was proposed.

Findings

This paper proposes a research framework that identifies a fit profile between learning objectives, learning tasks, and technology in CSCL. The fit profile, in turn, is expected to influence users' learning processes and outcomes.

Research limitations/implications

This framework can serve as a foundation for future research in CSCL. More specifically, research should give consideration to the collaborative learning objective and task, which will vary in degrees of complexity and cognitive demands. Also, researchers will want to evaluate the level of sophistication of the CSCL technology, as well as its appropriateness for a given objective and task, which ultimately influences the learning process and outcomes.

Practical implications

Considerations and guidelines for development of CSCL applications are provided.

Originality/value

CSCL is an important research area that has attracted the attention of researchers from various disciplines (e.g. information systems, educational psychology). However, the findings are varied and sometimes conflict with each other. By emphasizing a fit profile between learning objectives, learning tasks, and technology, this paper proposes a theory‐based research framework to address the inconsistencies observed in the literature.

Book part
Publication date: 20 September 2018

Arthur C. Graesser, Nia Dowell, Andrew J. Hampton, Anne M. Lippert, Haiying Li and David Williamson Shaffer

This chapter describes how conversational computer agents have been used in collaborative problem-solving environments. These agent-based systems are designed to (a) assess the…

Abstract

This chapter describes how conversational computer agents have been used in collaborative problem-solving environments. These agent-based systems are designed to (a) assess the students’ knowledge, skills, actions, and various other psychological states on the basis of the students’ actions and the conversational interactions, (b) generate discourse moves that are sensitive to the psychological states and the problem states, and (c) advance a solution to the problem. We describe how this was accomplished in the Programme for International Student Assessment (PISA) for Collaborative Problem Solving (CPS) in 2015. In the PISA CPS 2015 assessment, a single human test taker (15-year-old student) interacts with one, two, or three agents that stage a series of assessment episodes. This chapter proposes that this PISA framework could be extended to accommodate more open-ended natural language interaction for those languages that have developed technologies for automated computational linguistics and discourse. Two examples support this suggestion, with associated relevant empirical support. First, there is AutoTutor, an agent that collaboratively helps the student answer difficult questions and solve problems. Second, there is CPS in the context of a multi-party simulation called Land Science in which the system tracks progress and knowledge states of small groups of 3–4 students. Human mentors or computer agents prompt them to perform actions and exchange open-ended chat in a collaborative learning and problem-solving environment.

Details

Building Intelligent Tutoring Systems for Teams
Type: Book
ISBN: 978-1-78754-474-1

Keywords

Article
Publication date: 1 June 2010

Andreas Lingnau and Henrike Lenschow

Computers can be a great benefit for pupils with cognitive disabilities or related difficulties. But even more than in standard learning scenarios, the orchestration plays an…

Abstract

Computers can be a great benefit for pupils with cognitive disabilities or related difficulties. But even more than in standard learning scenarios, the orchestration plays an important role. Designing learning software for a special target group should not only focus on the pupils but also on the teachers. Finally, to get the best possible benefit from the software, the hardware which is used in the classroom must be carefully selected and arranged. In this paper we present an example of how teachers use a computerised learning environment to teach pupils with special educational needs. We describe a use of software to reintegrate a boy with autism spectrum disorders into a school class where children with and without disabilities are taught. The software development process was based on a participatory design approach which involved contributions from teachers, researchers and programmers. As well as standard single user tasks a special feature of the application is the provision for collaborative learning tasks for pupils with cognitive disabilities.

Details

Journal of Assistive Technologies, vol. 4 no. 2
Type: Research Article
ISSN: 1754-9450

Keywords

Article
Publication date: 31 August 2022

Marco Zappatore

Before COVID-19 pandemic, translation students in higher education attended courses on computer-assisted translation to acquire operational knowledge of professional software…

Abstract

Purpose

Before COVID-19 pandemic, translation students in higher education attended courses on computer-assisted translation to acquire operational knowledge of professional software, without experiencing collaborative/interactive learning. In few European universities skills labs were introduced to offer fieldwork-like activities, but without shared modelling standards and mainly held in presence for few consecutive days. As the COVID-19 pandemic further deprived students of crucial educational experiences, the purpose of this paper is to present an online collaborative learning environment exploiting a customised combination of information and learning applications the students already experienced during the pandemic to smoothen their learning curve and increase the educational effectiveness.

Design/methodology/approach

A multi-framework methodology to build and operate a computer-supported online collaborative skills lab for translation students is proposed. Reference standards and guidelines are leveraged to provide participants with a common knowledge ground, to activate the computer-supported collaborative learning perspective, and to ensure an appropriate simulation fidelity.

Findings

An end-to-end implementation of the proposed approach along with educational effectiveness analysis performed via complementary assessment strategies is presented. Achieved outcomes highlight significant participation rate, consistent improvement in technical and soft skills at both individual and collective levels, and clear activation of collaborative learning dynamics.

Practical implications

Every master degree in translation teaching can adopt this approach by complying with the proposed guidelines.

Originality/value

The proposed multi-framework approach is novel and applied to a teaching sector where it is highly needed to fill a pre-existing gap.

Details

The International Journal of Information and Learning Technology, vol. 39 no. 4
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 29 June 2020

Sebastian Strauß and Nikol Rummel

Against the background of empirical research on computer-supported collaborative learning (CSCL), the purpose of this paper is to advocate implementing collaborative learning

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Abstract

Purpose

Against the background of empirical research on computer-supported collaborative learning (CSCL), the purpose of this paper is to advocate implementing collaborative learning activities into online distance education courses to engage learners in interactive knowledge construction. This study uses empirical evidence to illustrate how educators can integrate collaborative learning and designated collaboration support into their instructional design.

Design/methodology/approach

This study presents a general review of research literature from the field of CSCL to highlight productive interaction between learners as key learning mechanisms, summarize core features of collaborative tasks, which promote interaction between learners and present group awareness tools and collaboration scripts as two complementary approaches to support groups during collaborative learning.

Findings

Empirical research suggests that collaborative learning is an effective learning activity and that incorporating collaborative learning into online courses benefits learners in terms of learning and social aspects such as social presence. However, to leverage the potential of collaborative learning, careful instructional design that promotes productive interaction between students is necessary.

Originality/value

This paper provides an overview on the topic of collaborative learning and how meaningful interaction between learners can be fostered. Specifically, this study details how collaborative tasks can be designed and how collaboration support can be used to provide students with opportunities for interaction that fosters acquiring new domain-specific knowledge as well as collaboration skills. To allow educators to design and incorporate collaborative learning activities into their own online teaching, the authors provide a theoretical basis for understanding the mechanisms behind effective collaborative learning as well as examples and practical considerations.

Details

Information and Learning Sciences, vol. 121 no. 5/6
Type: Research Article
ISSN: 2398-5348

Keywords

Book part
Publication date: 19 May 2015

Albert Sangrà, Mercedes González-Sanmamed and Montse Guitert

This chapter aims to show how the inquiry-based learning (IBL) approach can be successfully used in online education. To this purpose, we will present the experience of the…

Abstract

This chapter aims to show how the inquiry-based learning (IBL) approach can be successfully used in online education. To this purpose, we will present the experience of the Digital Competence Program at the Universitat Oberta de Catalunya, which is designed considering the principles of collaborative work, implemented with a wide range of educational resources taking advantage of ICT benefits, is delivered online, and is finally evaluated from opinions voiced by students. In addition, it is a good example of a multidisciplinary approach since it covers several disciplines and helps to acquire a number of skills that professionals require in their personal and social environments and at the workplace.

Details

Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-847-2

Article
Publication date: 1 August 2006

Christian Voigt and Paula M.C. Swatman

This article presents the first stage of a design‐based research project to introduce case‐based learning using existing interactive technologies in a major Australian university…

Abstract

This article presents the first stage of a design‐based research project to introduce case‐based learning using existing interactive technologies in a major Australian university. The paper initially outlines the relationship between casebased learning, student interaction and the study of interactions ‐ and includes a review of research into technologies supporting varying types of interaction. We then introduce design‐based research (DBR) as a way of improving student interaction within an undergraduate e‐business course while simultaneously adding practical and theoretical insights to the literature in the field. Applying DBR, we present the learning environment used and analyse the interactions observed. The paper concludes with a summary of our findings concerning instructional means to make online interactions more meaningful and a discussion of future research activities within the project using design‐based research.

Details

Interactive Technology and Smart Education, vol. 3 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Content available

Abstract

Details

Online Information Review, vol. 32 no. 3
Type: Research Article
ISSN: 1468-4527

Keywords

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