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Journal Article

Impact of Communication Patterns, Network Positions and Social Dynamics Factors on Learning among Students in a CSCL Environment  pp72-85

Binod Sundararajan

© May 2009 Volume 7 Issue 1, Editor: Shirley Williams, pp1 - 85

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Abstract

At present, it is difficult to assess the quality of learning in Computer‑Supported Collaborative Learning (CSCL) environments, because standard pretest and posttest measures do not capture the differences in the learner's ability to engage in the material, pose interesting new questions, engage others in learning and work collaboratively. This research investigates the impact of communication patterns, network positions and social dynamics factors on students' self‑perception of learning in a CSCL environment. The study involved a combination of methodologies combining questionnaires, and archiving of communication logs for data collection. Social network analysis tools were used to analyze relational data, map emergent student communication patterns and calculate centrality scores based on the electronic and face‑to‑face communication patterns among class members in the CSCL environment. Structural equation modeling was then performed on the hypotheses model to determine the impact of these centrality measures and the social factors on students' perceptions of knowledge gained and their satisfaction with their performance in the course.

 

Keywords: Computer-Supported Collaborative Learning, CSCL, distance learning, social network analysis, social dynamics, respect, influence, structural equation modelling, path analysis, interaction, participation, motivation to participate and learn, satisfaction with performance, gaining new and conceptual knowledge

 

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Journal Article

Collaborative e‑Learning: e‑Portfolios for Assessment, Teaching and Learning  pp21-30

Dharmadeo Luchoomun, Joe McLuckie, Maarten van Wesel

© Jan 2010 Volume 8 Issue 1, Editor: Shirley Williams, pp1 - 50

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Abstract

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Keywords: e-Portfolio, Virtual Learning Environment, VLE, online assessment, blended learning, collaborative learning, learning objects

 

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Journal Article

Exploring a ‘middle ground’: engagement with students in a social learning environment.  pp342-350

Anne MJ Smith, Sonya Campbell

© Aug 2012 Volume 10 Issue 3, Special ECEL issue, Editor: Sue Greener and Asher Rospigliosi, pp257 - 379

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Abstract

Abstract: The twenty first century student demands more from universities in terms of engagement that is flexible, accessible and immediate. This means universities revisiting their engagement agenda at a time when financial constraints can least afford expensive technologies and resource dependent engagement solutions. Solutions are likely to be varied however they must fundamentally deliver what students expect in terms of engagement. Engagement requires a partnership between academe and student body, but often this relationship is a tension between what universities want to deliver, and what students expect to receive. This complex environment of constraint, tension and expectation means that solutions will be tested by both parties on those variables. In pursuit of solutions it is presumed that there could be a ‘middle ground’ that would be acceptable to both parties. The aim of this paper is to present the concept of ‘middle ground’ engagement, where parties engage in learning using a simple, cost effective and easily accessible communication tool. ‘Middle ground’ is an emerging concept informed by results from a study of student communication, interaction and social learning. It enables freedom of movement for the user to communicate, engage and participate with others. The tool tested in the study is not a formal learning space such as a VLE, or a branded social space such as facebook, but rather a flexible, social learning environment allowing simultaneous access to social networking sites and formal academic space. The subsequent challenge is to shape and roll out a communication tool that is ‘middle ground’.

 

Keywords: engagement, participation, formal/informal learning, social learning, collaborative learning, social interaction

 

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Journal Article

Wiki Based Collaborative Learning in Interuniversity Scenarios  pp149-160

Elisabeth Katzlinger, Michael A. Herzog

© May 2014 Volume 12 Issue 2, ECEL, Editor: Mélanie Ciussi, pp126 - 226

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Abstract

Abstract: In business education advanced collaboration skills and media literacy are important for surviving in a globalized business where virtual communication between enterprises is part of the day‑by‑day business. To transform these global working sit uations into higher education, a learning scenario between two universities in Germany and Austria was created where students worked together in virtual interregional learning groups. This article reports about a study of an interuniversity collaborative learning scenario within the subject of e‑business. Participating students collaborated virtually and documented a shared case study in a Wiki. When working together, learners used different synchronous and asynchronous tools for close virtual collaborati on around a Wiki toolset such as forum, chat, video conferencing and other social media. Students applied given case studies (e.g. from Harvard Business Review) or they worked out a business case from their own experience, which covered a range of upcom ing e‑business topics. In an attending evaluation study with around 460 participants from two universities, 259 questionnaires were evaluated. It reveals several substantive effects likeTremendous influence of interregional group work for media competenci esHidden social aspects and conflict potentialScenario design and different media usageTeaching effort vs. learning outcome of such a scenarioLearning impact for different student groups depending on gender, employment, graduation or online‑moderation.The findings of this study reveal several interesting aspects concerning media usage and show how students benefited from Wiki work in this virtual learning scenario.

 

Keywords: Keywords: Wiki learning, collaborative learning, virtual collaboration, cross teaching, business education

 

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Journal Article

Improving Virtual Collaborative Learning through Canonical Action Research  pp326-338

Peter Weber, Christian Lehr, Martin Gersch

© Jul 2014 Volume 12 Issue 4, Editor: Dr Rikke Ørngreen and Dr Karin Tweddell Levinsen, pp313 - 410

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Abstract

Abstract: Virtual collaboration continues to gain in significance and is attracting attention also as virtual collaborative learning (VCL) in education. This paper addresses aspects of VCL that we identified as critical in a series of courses named Net Economy: (1) technical infrastructure, (2) motivation and collaboration, and (3) assessment and evaluation. Net Economy is an international online setting, focusing on the business impact of new technologies and is highly notable for the divergent educational and cultural backgrounds of its participants. Having been subject to research from the onset in 2008, in which approximately 10 students were analysed and evaluated, the course has continued to gain significant success as a learning tool, wit h over 150 students currently enrolled throughout the various course cycles. In this paper we focus on how we implemented changes with regard to the above mentioned critical elements as part of canonical action research between the last course cycles. We outline the general learning scenario behind our VCL‑courses, describe problems that we identified with the help of evaluation results and explain solution approaches and the impact of their implementation. The paper aims to provide a comprehensive exampl e for virtual collaborative learning as well as explaining and exemplifying a systematic approach of improving complex e‑learning settings through a series of steps, developed to ease the transition between each stage.

 

Keywords: Keywords: Social Networking Services, Virtual Collaborative Learning, Virtual Team Work, Web 2.0, International Cooperation, Community of Inquiry Framework, CoI

 

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Journal Article

Social media, Collaboration and Social Learning … a Case‑study of Foreign Language Learning  pp339-352

Margrethe Mondahl, Liana Razmerita

© Jul 2014 Volume 12 Issue 4, Editor: Dr Rikke Ørngreen and Dr Karin Tweddell Levinsen, pp313 - 410

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Abstract

Abstract. Social media has created new possibilities for digitally native students to engage, interact and collaborate in learning tasks that foster learning processes and the overall learning experience. Using both qualitative and quantitative data, this article discusses experiences and challenges of using a social media‑enhanced collaborative learning environment in case‑based teaching of foreign languages. Based on social constructivismwe argue that foreign language learning is an individual as well a s collaborative process and cognitive processes underlying learning and in particular foreign language learning are facilitated by means of social media and especially for new generation of students. This article contributes to understanding of how best t o make use of social media in an educational setting and how learning may be fostered in social, collaborative knowledge construction, sharing and building. The case‑study findings indicate that collaborative learning processes that are embedded in a soci al media enhanced learning platform are supportive and conducive to successful problem‑solving which leads to successful adult foreign language learning. Furthermore, the study reports on some of the challenges in using social media and collaborative grou p work for teaching and learning at university level.

 

Keywords: Keywords: Web 2.0, collaborative learning, foreign language learning, learning, case-based teaching, social learning, cognitive processes

 

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Journal Article

The use of templates to manage on‑line discussion forums  pp12-19

Shafqat Ali, Graeme Salter

© Jan 2004 Volume 2 Issue 1, Special Issue for ECEL 2003, Editor: Roy Williams, pp1 - 239

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Abstract

 

Keywords: Collaboration, Discussion Forum, CMC, Asynchronous Communication, e-Learning, Higher Education, Templates, Collaborative Learning

 

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Journal Issue

Volume 8 Issue 1 / Jan 2010  pp1‑50

Editor: Shirley Williams

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Editorial

As we enter 2010 it is interesting to reflect how learning has changed over the past decade. Technology has changed considerably over this time period, as have learners’ expectations. In the last 10 years we have gone from internet access as a luxury to many seeing it as a necessity. In this climate it is interesting to look at the data collected by Littlejohn and her colleagues, and to speculate what will happen in the next 10 years, and whether there will be more similarities or differences across the disciplines represented in the papers that form this edition. Shirley Williams Reading January 2010

 

Keywords: assessment for learning, blended learning, collaborative learning, digital literacy, engineering education, English for Academic Purposes (EAP), e-portfolio, , higher education , interdisciplinary collaboration, learning design, learning objects., online assessment, online faculty, online learning, pedagogy, reusability, students’ expectations of technology use, study skills, teacher education, technology-enhanced learning, TPCK, transfer of assessment practices, Virtual Learning Environment (VLE), Web 2.0,

 

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