Study on Students’ Communication and Interaction in Collaborative Learning Processes with Web-based Social Tools (original) (raw)

Knowledge building and the quantity, content and quality of the interaction and participation of students in an online collaborative learning environment

The processes of knowledge building, the interaction and participation of students in an online collaborative learning environment and the relations among them are investigated. The investigation involved a procedure carried out over 14 weeks in an online collaborative learning environment. During the procedure, the knowledge building process was executed over Knowledge Forum and the planning process over Moodle LMS. The scaffolds, quantity, content and quality of interaction and participation, and relations between scaffolds and the quantity of interaction and participation were reviewed. The participants were 145 prospective teachers. In this research, a convergent parallel design method was employed. Data were collected from multiple sources, including the log records and the content analysis of Knowledge Forum postings. Development was observed in terms of the use of opinion building and expressing forms and note creation and build-on of the students in the knowledge building processes within the online collaborative learning environment. Furthermore, most of the academic content and the quality of interaction and participation were indicators of progress of the individual student and groups of students. There was a significant increase in the quality of interaction and participation from the beginning of the term to the end of term. It is suggested that the 14-week knowledge building process contributed to learning. It was found that there was a significant relation between the use of opinion building and expressing forms and the creation and build-on of notes by the students. Results show that the course offered in an online collaborative knowledge building environment contributed to opinion building and expression, the quantity, content and quality of interaction and participation, and thus the learning of students.

Daradoumis, T. and Kordaki, M. (2011). Employing Collaborative Learning Strategies and Tools for Engaging University Students in Collaborative Study and Writing. Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives. IGI. pp. 183-205.

This chapter addresses several issues and challenges that one faces when carrying out a real collaborative learning experience following a blended learning design that includes a mixture of face-to-face and online collaborative learning processes. The paper presents an experience based on a blended course on “Collaborative Educational Systems”. This scenario employed a variety of collaborative strategies, methods and tools to support and enhance debate and information exchange among peers in order to complete a specific task: writing an essay collaboratively. Carrying out this task entails a preliminary study and analysis of the subject matter, which are also performed in a collaborative manner. We describe the educational scenario in detail, including the structure of the activities, the rules the groups were asked to apply and the procedures the students had to follow to accomplish the task. We finally analyze and evaluate this learning experience with a critical point of view as regards the collaboration strategies adopted, the way students built their own strategies combining the ones presented in the course, and the collaborative learning process and product.

The role of modern media technology in improving collaborative learning of students in Jordanian universities

International Journal of Information Technology and Language Studies (IJITLS), 2018

This paper proposes a framework for examining the impact of using social media for collaborative learning between researchers in two universities, namely the University of Jordan and Yarmouk University in Jordan. The proposed framework is based on the Constructivist Theory. The outcomes yielded significant correlations for the interaction with the student, interaction with teachers, engagement, the use of social media in education interaction, and behavioral intention to use social media for collaborative learning among university students. Limitations and future work are also presented.

DESIGN: Connect, Create, Collaborate • Page 138 Web-Based Collaborative Learning Environment: Theoretical and Practical Discourse, and Future Directions

2014

The purpose of this paper is to discuss appropriate theoretical orientation for collaborative learning in a WBLE, identify current and potential challenges and solutions to collaborative learning on the web, and recommend future directions for research and development. The review of theoretical and empirical issues indicates, a research agenda is required to gain a better understanding of the social, affective, and cognitive processes involved in collaborative learning in a WBLE. The use of WBLE as a medium for collaborative learning has in many respects outstripped the development of theory on which to base such utilization. The field of Web-based learning has evolved over the past decade; nevertheless, the development of Web-based learning environment (WBLE) has been focused on the use of emerging Internet technologies without fully considering the previous research on the learning as a social process (Hmelo, Guzdial, & Turns, 1998). The social process of learning can involve part...

The Nature of Student Group Online Interactions in Learning ICT Education

This study investigated the nature of student group interactions through the incorporation of online collaborative learning (OCL) initiative, with its aim to enhance students' learning in a Malaysian tertiary multimedia and ICT education course. Data collected from questionnaires, interviews and online forum transcripts were the basis for an interpretive analysis of students' interactions in online collaborative learning and to assess the extent to which it was successful in enhancing students' learning. The results showed four types of student group interactions styles: strategic, task directed, peripheral and disengaged which in support of the students' cognitive, social and emotional development. The research also found that the incorporation of online collaborative learning can lead to the facilitation of the student and student's group learning process and potential constraints from the technology or the lack of social and verbal cues can lead to different working methods of communication and different styles of interactions and student's engagement.