The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
For general enquiries email administrator@ejel.org
Click here to see other Scholarly Electronic Journals published by API
For a range of research text books on this and complimentary topics visit the Academic Bookshop

Information about the current European Conference on e-Learning is available here

For infomation on the International Conference on eLearning, click here

For infomation on the European Conference on Games Based Learning clickhere

 

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

Look inside Download PDF (free)

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

 

Share |

Journal Article

Investigating a Nigerian XXL‑Cohort Wiki‑Learning Experience: Observation, Feedback and Reflection  pp191-202

Peter Aborisade

© Dec 2009 Volume 7 Issue 3, Special ICEL 2009 Issue, Editor: Florin Salajan and Avi Hyman, pp191 - 316

Look inside Download PDF (free)

Abstract

A regular feature of the Nigerian tertiary education context is large numbers of students crammed into small classrooms or lecture theatres. This context had long begged for the creation of innovative learning spaces and adoption of engaging pedagogies. Recourse to technology support and experimenting with the WIKI as a learning tool at the Federal University of Technology, Akure (FUTA), Nigeria gave us an insight into the benefits and challenges of the set‑up and use of new knowledge technologies in our technology‑poor context. This paper reports an experiment in an extra‑large (XXL) class of freshmen (2000+) on a module of second language project writing using the WIKI. The paper emphasises the unique advantages of the WIKI in a large blended learning class and the affordances for socio‑cultural and collaborative learning experience. In creating new learning teams and forging collaboration among learners leveraging one another's abilities, the wiki experience extended the 'classroom' beyond the physical space, engaged students in interactional communication in the second language, encouraged negotiation of meaning, and challenged learners in finding their 'solutions' to real life problems around them, aside from acquisition of hands‑on digital literacy. The paper reports on how learners experienced and participated in learning on a technology supported module. Data for the investigation and evaluation of students' learning experiences were collected using teacher observation of team formation and collaboration on activities offline and tracked students' logs, footprints and activities on group pages online; students' feedback on the end‑of‑course learners' evaluation forms; and their reflections as gleaned from their comments, encouraged and freely made continually by many from inception through to the end of the course, on the front page of our wiki. The report employs both qualitative and quantitative parameters. Results indicated a large number of students felt satisfied that the learning experience, though difficult, was worth their while; it opened up new vistas to the world; it got them working and learning to collaborate in groups; they developed a level of autonomy they would like to keep, and would like more of their courses supported by technology and thought the medium offered hope for the future, as it opened up new vistas in their learning.

 

Keywords: large classes, Wiki, e-learning, learning experience, interaction, collaboration, team work

 

Share |