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Computer-Mediated Collaborative Learning: An Empirical Evaluation
Abstract
National commissions and scholarly reports on the status of contemporary higher education have frequently been critical of the college experience; the emphasis on transmitting fixed bodies of information and a failure to develop problem solving and critical thinking skills have been cited as serious weaknesses in higher education systems. Colleges and universities have additional reasons to redevelop central pedagogies for students. Individuals need to learn at higher rates of effectiveness and efficiency than ever before because of rapidly growing bodies of relevant information and the escalation of knowledge and skill requirements for most jobs.Recent developments incomputer hardware, software, and communication technologies create exciting new opportunities for the educational use of these technologies. The objective of this study is to go beyond the traditional classroom instructional modesl (e.g., lectures and class discussions) to develop and evaluate computer-supported pedagogical approaches. More specifically, this study investigates whether the use of a group decision support system (GDSS) in a collaborative learning process enhances student learning and evaluation of classroom experiences.The findings of a study involving 127 MBA students indicate that GDSS-supported collaborative learning leads to higher levels of perceived skill development, self-reported learning, and evaluation of classroom experience in comparison with non-GDSS supported collaborative learning. Furthermore, the final test grades of the group of students who were exposed to GDSS-supported collaborative learning were significantly higher than those of the other groups of students who participated in the experiment.
... Manajemen pengetahuan mengacu proses yang mengatur penciptaan, transfer, dan pemanfaatan pengetahuan (Davenport & Prusak, 1998). Teori sebelumnya tentang manajemen pengetahuan bahwa cipta pengetahuan melalui cara eksploitasi dan eksplorasi akan diikuti dengan alih pengetahuan (Demarest, 1997;Alavi, 1994). Hubungan antara alih pengetahuan dan cipta pengetahuan yaitu alih pengetahuan berpengaruh positif terhadap cipta pengetahuan pada pengembangan kendaraan di Toyota Technical Development Corporation (Matsuo, 2015). ...
... Temuan lainnya adalah adanya hubungan positif signifikan antara akusisi pengetahuan dan alih pengetahuan mendukung penelitian sebelumnya (Terwiesch & Loch, 1999) dan alih pengetahuan lebih efektif jika proses tersebut dilaksanakan setelah dilakukan proses mendapatkan pengetahuan sebagai proses akusisisi pengetahuan (Ozkan, 2009 adanya hubungan positif signifikan antara variabel alih pengetahuan dan cipta pengetahuan mendukung penelitian tentang penciptaan, transfer, dan pemanfaatan pengetahuan (Davenport & Prusak, 1998) serta teori sebelumnya tentang manajemen pengetahuan bahwa cipta pengetahuan akan diikuti dengan alih pengetahuan (Demarest, 1997;Alavi, 1994) dan alih pengetahuan berpengaruh positif terhadap cipta pengetahuan pada pengembangan kendaraan di Toyota Technical Development Corporation (Matsuo, 2015). ...
... Konstribusi teori dari hubungan antara pengelolaan akuisisi, cipta dan alih pengetahuan yang dari penelitian sebelumnya dilakukan parsial ataupun terpisah-pisah (Engwall & Kipping, 2002;Scott, 1998) maka pada penelitian ini dibuktikan dapat dilakukan secara bersama pada industri telekomunikasi yang jarang dilakukan penelitian padanya (Wei et al., 2009). Kemudian ada hubungan baru yang coba untuk diteliti dan ternyata dapat dibuktikan yaitu pengaruh dari alih pengetahuan terhadap cipta pengetahuan (Matsuo, 2015) yang pada penelitian-penelitian sebelumnya hubungan yang biasa terjadi adalah kebalikannya yaitu pengaruh cipta pengetahuan kepada alih pengetahuan (Demarest, 1997;Alavi, 1994). ...
In Indonesian telecommunication industry, the service providers have rigorous competition, with complex regulations and high investments. To survive, companies must have organizational capabilities to adapt, innovate, and act dynamically. The companies in this industry require deep external knowledge from outside of the organization to adapt to new technologies and to make new products and services. However, the success percentage of a project in the industry is still low only 39%, globally. This research mainly focuses on the discussion about improvement of team performance in the development projects of the telecommunication operator companies in Indonesia. This research also relates to knowledge acquisition, knowledge transfer, and knowledge creation and their relationship to development competence, to achieve optimal project performance. The hypotheseses were tested using the Structural Equation Modeling (SEM) approach with SmartPLS software. Valid data obtained from 133 respondents of project leaders of telecommunications operator companies in Indonesia.The result shows the significant effects of knowledge acquition, transfer, and creation among them and also towards development competence, moreover development competence towards organizational performance in development project team. This research has given theoretical and managerial contributions to strategic management. All of these will extend and enrich management theories.
... We attempt to address this challenge by examining collaborative learning in virtual worlds for the following reasons. First, collaborative learning, which involves groups of members working and learning together to perform common tasks where each user depends on and is accountable to each other (Alavi, 1994), is common in social interaction and important to improve collaboration effectiveness in virtual worlds (Lin et al., 2013;Du et al., 2018). When there is a vibe of collaborative learning in virtual worlds, users are able to exchange information and learn from each other to solve problems together, and as a result, they are likely to achieve higher levels of performance through collaborative learning. ...
... Nevertheless, unlike collaborative learning offline where users are physically connected, collaborative learning in virtual worlds suffers more uncertainties as users are free to enter, exit and participate in virtual worlds. In the absence of mandatory requirements, collective learning in virtual worlds, as a form of team-based learning (Alavi, 1994;Lee, 2009), can be more effective only when team members jointly express their willingness to learn from each other, either explicitly or implicitly. Accordingly, the decision to participate in virtual worlds for collaborative learning represents a unique social phenomenon that depends on interactions among participants, rather than an individual's own judgment or intention (i.e. ...
... With the ongoing digitalization, virtual worlds have emerged as a promising area for examining collaborative learning (Franceschi et al., 2009;Schmeil et al., 2012). Collaborative learning in virtual worlds is defined as a learning process in which individuals (often grouped as a team) learn knowledge related to team tasks together, emphasizing social interactions and group processes in virtual worlds (Alavi, 1994). Virtual worlds allow geographically dispersed users to undertake shared tasks concurrently in the form of avatars that are visible to each other, and as such, they are superior to other learning media in immersiveness, media richness, interactivity and sense of presence (Lee, 2009;Franceschi et al., 2009;Tan et al., 2012). ...
Purpose
As digital spaces for team collaboration, virtual worlds bring considerable verisimilitude to technology-mediated social interaction and change the process of traditional team learning. The purpose of this study is to understand how to promote collaborative learning in virtual worlds by leveraging the power of we-intention to participate in virtual worlds. The authors further use the valence–instrumentality–self-efficacy–trust model (VIST) model as a means of understanding the formation of we-intention to participate in virtual worlds, during which behavioral desire serves a bridging role.
Design/methodology/approach
The authors tested the research model using the data gathered from 298 users of a prominent form of virtual world, i.e. massively multiplayer online role-playing games. The authors used the structural equation modeling approach and the partial least squares technique for data analysis.
Findings
Results show that the four factors of the VIST model (i.e. valence on team goals, instrumentality of contribution, self-efficacy in team tasks and trust in team members) all positively influence we-intention to participate in virtual worlds through behavioral desire for team actions. We-intention to participate in virtual worlds further exerts a stronger positive effect on collaborative learning in virtual worlds, compared with I-intention to participate in virtual worlds.
Originality/value
This work advances the information systems literature by introducing a relevant and important concept, i.e. we-intention, to explain collaborative learning in virtual worlds. This study especially compared the effect of we-intention and I-intention on collaborative learning in virtual worlds. The results of this work also provide practitioners with insights into the role of we-intention in promoting collective actions in virtual worlds.
... Additionally, in the 21 st century, the trend of classroom practices has given emphasis on to think and work together on critical issues (Austin, 2000;Welch, 1998) [3,40] and shifted from individual efforts to group efforts, from independence to dependence in community (Leonard & Leonard, 2001) [26] . The growing demand of collaborative learning is not only fuelled by policy recommendations but also by acknowledging its values for improving students' academic performances (Al- [2,43,41,13,18,22,34] and higher order cognitive abilities (Dillenbourg & Schneider, 1995;Alavi, 1994;Chinn et al. 2000;Bhowmik, 2016) [12,1,8,6] . Many scholars have investigated the academic success of the students by correlating and associating collaborative learning with various other variables. ...
... Additionally, in the 21 st century, the trend of classroom practices has given emphasis on to think and work together on critical issues (Austin, 2000;Welch, 1998) [3,40] and shifted from individual efforts to group efforts, from independence to dependence in community (Leonard & Leonard, 2001) [26] . The growing demand of collaborative learning is not only fuelled by policy recommendations but also by acknowledging its values for improving students' academic performances (Al- [2,43,41,13,18,22,34] and higher order cognitive abilities (Dillenbourg & Schneider, 1995;Alavi, 1994;Chinn et al. 2000;Bhowmik, 2016) [12,1,8,6] . Many scholars have investigated the academic success of the students by correlating and associating collaborative learning with various other variables. ...
... Many scholars have investigated the academic success of the students by correlating and associating collaborative learning with various other variables. From the analysis of the related literatures, it was visualised that the dependent variables taken against the collaborative learning were problem solving (Dillenbourg & Schneider, 1995) [12] , critical thinking, higher level perceived skills and self-reported learning (Alavi, 1994) [1] ; process and product based assessment (Macdonald, 2003) [28] ; ability to draw conclusions (Chinn et al. 2000) [8] . ~ 196 ~ The researchers also used students' satisfaction and knowledge construction (Zhu, 2012) [44] ; self-efficacy and self-regulated learning (Wilson & Narayan, 2014;Dunbar et al., 2016) [43,13] ; team learning performance (Lindsay, 2016) [27] ; learning style (Dunbar et al., 2016) [13] ; construction of knowledge (Comeaux & McKenna-Byington, 2003) [9] ; student achievements (Garrison & Cleveland-Innes, 2005) [14] as some dependent variable. ...
The purpose of the present study was to explore the process on which the teacher created ecological or collaborative learning environment, how students' established relationship with peers, how quality of interactions held with peers and what kind of behavioural changes occurred in the collaborative settings. For this purpose, the researcher organised collaborative setting in a sample of 30 undergraduate education honours students studying in second semester of Gangadhar Meher University, Sambalpur, Odisha, India during the session 2019-2020. The design of the study was qualitative in nature. The data were collected though three measuring tools such as participant observation, classroom record/field notes and students' final notes drafted after discussions. In addition to that, the researcher also used vignettes and triangulation for data collection, analysis and interpretation. The findings of the present study revealed that collaborative learning intended to refine students' i) content knowledge; ii) inquiry skills; iii) critical and creative thinking; iv) accountability and responsibility to own and others learning; v) socio-cultural background as a meaningful tool for learning; vi) learning with current affairs vii) ethical and moral values and viii) sensitivity and enjoyment to learning. The arguments, counter arguments, discussions, deliberations and negotiations among and between the students enabled them to develop their self-opinions about the world. It was recommended to adopt collaborative learning at higher education levels across the country.
... Three subcategories to consider under effectiveness, namely general skills (critical thinking, synthesis), knowledge about the course content, and learning motivation of the student. Similar results were reported by Pérez et al. (2019) study, which was derived from the work by (Alavi, 1994). In this context, Sunley et al. (2019) argued that creative skills are becoming more valued in a changing workplace. ...
... The Mann-Whitney U test for the complexity of the technique (H4) was not significant, z = − 1.12, p > 0.05. GFC cohort had an (Alavi, 1994) KNW1: Course activities have aided me better to understand the scope of a particular topic;KNW2: Course activities have enhanced my understanding of course topics;KNW3: Course activities have assisted me to gain knowledge during in-class hours (Alavi, 1994;Leidner & Fuller, 1997) MOT1: Course activities have facilitated by making classes more exciting;MOT2: Course activities have supported in making classes more enjoyable;MOT3: Course activities have aided me to be more attentive during classes CLO -Ö ncel and Kara (2019) CLO1: Identify several challenges that a business manager might face in managing successful development and use of IT in business;CLO2: Define various business information systems, including transaction processing systems, management information systems, decision support systems, and group support systems;CLO3: Identify the major software categories and ecommerce applications;CLO4: Identify several major developments and trends in the business applications of telecommunications and Internet technologies;CLO5: Assess the security issues associated with using IT in business and determine the range of social and ethical issues involved in the use of Information Technology in society Three credit hours (three 2-h lectures and two 2-h labs per week for six weeks) Assessments and weightage 1 paper-based midterm exam (20%), 2 paper-based formal quizzes (20%), team project (15%), in-classroom actities (5%), practical lab assessment (10%), 1 paper-based final exam (30%) 1 paper-based midterm exam (20%), two paper-based formal quizzes (10%), a team project (10%), 4 gamified online quizzes (10%), in classroom activities (10%), practical lab assessments (10%), 1 final exam (30%) U.K. Durrani et al. average rank of 27.98 as compared to 19.96 for the TC cohort. As a result, we identified GFC as a better approach for the technique's complexity than TC. ...
... The Mann-Whitney U test for the complexity of the technique (H4) was not significant, z = − 1.12, p > 0.05. GFC cohort had an (Alavi, 1994) KNW1: Course activities have aided me better to understand the scope of a particular topic;KNW2: Course activities have enhanced my understanding of course topics;KNW3: Course activities have assisted me to gain knowledge during in-class hours (Alavi, 1994;Leidner & Fuller, 1997) MOT1: Course activities have facilitated by making classes more exciting;MOT2: Course activities have supported in making classes more enjoyable;MOT3: Course activities have aided me to be more attentive during classes CLO -Ö ncel and Kara (2019) CLO1: Identify several challenges that a business manager might face in managing successful development and use of IT in business;CLO2: Define various business information systems, including transaction processing systems, management information systems, decision support systems, and group support systems;CLO3: Identify the major software categories and ecommerce applications;CLO4: Identify several major developments and trends in the business applications of telecommunications and Internet technologies;CLO5: Assess the security issues associated with using IT in business and determine the range of social and ethical issues involved in the use of Information Technology in society Three credit hours (three 2-h lectures and two 2-h labs per week for six weeks) Assessments and weightage 1 paper-based midterm exam (20%), 2 paper-based formal quizzes (20%), team project (15%), in-classroom actities (5%), practical lab assessment (10%), 1 paper-based final exam (30%) 1 paper-based midterm exam (20%), two paper-based formal quizzes (10%), a team project (10%), 4 gamified online quizzes (10%), in classroom activities (10%), practical lab assessments (10%), 1 final exam (30%) U.K. Durrani et al. average rank of 27.98 as compared to 19.96 for the TC cohort. As a result, we identified GFC as a better approach for the technique's complexity than TC. ...
Past studies have shown the efficacy of flipped classrooms and gamification learning approaches. However, we know little about the blend of these learning approaches. This study compares the effectiveness of gamified flipped classrooms (GFC) to traditional classroom (TC) learning ap-proaches. We study two different undergraduate cohorts over six-week course delivery in man-agement and IT in a university in UAE. We collected data through an online survey from 105 students (control and experimental) and performed interviews with two focus groups of students. We identified the GFC learning approach as more efficient in terms of complexity of the tech-nique, task orientation, student engagement, satisfaction, knowledge, and learning motivation. We also found a slight difference between the two approaches in terms of student skill devel-opment. Surprisingly, the control group achieved better course learning outcomes through TC than the experimental group using GFC because of perceived content relevance. The study pro-vides additional evidence on the relevance of employing mixed learning approaches in class-rooms, not to rely on one approach of university lecturers and learning enhancement units solely.
... Nearly seven million students are enrolled in distance courses at American HEI. Similarly, and based on Federal data, Lederman [87] argued that in 2018, 65% of students were engaged in the face-to-face delivery method (13,071,185 students), 18.4%, in the hybrid delivery method (3,677,689 students), and 16.3% in the online delivery method (3,259,560 students). Online teaching and technology matter and influence students from HEI concerning their perceptions and expectations [10]. ...
... Nearly seven million students are enrolled in distance courses at American HEI. Similarly, and based on Federal data, Lederman [87] argued that in 2018, 65% of students were engaged in the face-to-face delivery method (13,071,185 students), 18.4%, in the hybrid delivery method (3,677,689 students), and 16.3% in the online delivery method (3,259,560 students). Online teaching and technology matter and influence students from HEI concerning their perceptions and expectations [10]. ...
... For example, a hybrid format may be based on online lectures and face-to-face discussions. Or it may incorporate multiple materials from online content as a complement to face-to-face classes [3,31]. With the rise of COVID-19, another mode of hybrid teaching was introduced: a classroom that connected both on-site and online students during synchronous teaching [19]. ...
Should we teach in hybrid mode or fully online? We examine the teaching model's role (hybrid versus fully online) in the service–profit chain in higher education institutions using survey data from 93 faculty members and 366 students from three American universities. We find that faculty members’ satisfaction and the MBA program expectations improve MBA word-of-mouth by enhancing the MBA quality, MBA value, class satisfaction, and MBA loyalty. Additionally, we discover that the hybrid teaching model more strongly reinforces this chain of effects than the fully online model. IT creates the integration of differential value into a hybrid teaching style.
... Details of the items in the various dimensions of the second part, the learning effectiveness scale, are as follows. Four items measured course content assessment and three items measured learning effectiveness using the scale developed by Alavi (1994). Self-learning attitude and behavioral intention were referenced using items developed by Wixom and Todd (2005). ...
... Single type learning is defined as synchronous (control group), which uses real-time online learning only. Hypotheses: H1: The "course content evaluation" of students with blended learning (synchronous and asynchronous) is significantly higher than that of students with single type learning (Alavi, 1994;Gunes, 2019). H2: The "self-learning attitude" of students with blended learning is significantly better than that of students with single type learning (Alavi, 1994;Gunes, 2019). ...
... Hypotheses: H1: The "course content evaluation" of students with blended learning (synchronous and asynchronous) is significantly higher than that of students with single type learning (Alavi, 1994;Gunes, 2019). H2: The "self-learning attitude" of students with blended learning is significantly better than that of students with single type learning (Alavi, 1994;Gunes, 2019). H3: The "learning effectiveness" of students with blended learning is significantly better than that of students with single type learning (Alavi, 1994;Gunes, 2019). ...
The coronavirus virus (COVID-19) epidemic has swept the world, with the World Health Organization defining it as a pandemic on March 11. This in turn has affected the approaches and methods used in education throughout the world. According to United Nations report, by the time of mid-April 2020, 94% of learners in more than 200 countries around the world have been affected, and 1.58 billion students from pre-school to higher education are affected. In response to increased learning needs regarding infection prevention, the Ministry of Education has also provided cloud educational resources and private online learning resources, platforms, and tools to schools at all levels to encourage teachers and students to make effective use of digital resources. Although the government provides abundant teaching resources, the implementation of distance teaching in college physical education still faced with many problems, such as the shortage of course resources, the lack of information literacy of teachers, the difficulty in implementing conventional teaching plans online, the limited conditions for students to exercise at home, and the doubts about online physical education. Therefore, this study proposes a new teaching method, and studies, analyzes and discusses this method. The method of experimental design was adopted in this study to divide the students into two groups: blended learning group (synchronous and asynchronous) and single type learning group (synchronous). The results show that blended learning students perform better than single type learning students in all these aspects, which proves the practicability and effectiveness of the proposed method.
... Three subcategories to consider under effectiveness, namely general skills (critical thinking, synthesis), knowledge about the course content, and learning motivation of the student. Similar results were reported by Pérez et al. (2019) study, which was derived from the work by (Alavi, 1994). In this context, Sunley et al. (2019) argued that creative skills are becoming more valued in a changing workplace. ...
... The Mann-Whitney U test for the complexity of the technique (H4) was not significant, z = − 1.12, p > 0.05. GFC cohort had an (Alavi, 1994) KNW1: Course activities have aided me better to understand the scope of a particular topic;KNW2: Course activities have enhanced my understanding of course topics;KNW3: Course activities have assisted me to gain knowledge during in-class hours (Alavi, 1994;Leidner & Fuller, 1997) MOT1: Course activities have facilitated by making classes more exciting;MOT2: Course activities have supported in making classes more enjoyable;MOT3: Course activities have aided me to be more attentive during classes CLO -Ö ncel and Kara (2019) CLO1: Identify several challenges that a business manager might face in managing successful development and use of IT in business;CLO2: Define various business information systems, including transaction processing systems, management information systems, decision support systems, and group support systems;CLO3: Identify the major software categories and ecommerce applications;CLO4: Identify several major developments and trends in the business applications of telecommunications and Internet technologies;CLO5: Assess the security issues associated with using IT in business and determine the range of social and ethical issues involved in the use of Information Technology in society Three credit hours (three 2-h lectures and two 2-h labs per week for six weeks) Assessments and weightage 1 paper-based midterm exam (20%), 2 paper-based formal quizzes (20%), team project (15%), in-classroom actities (5%), practical lab assessment (10%), 1 paper-based final exam (30%) 1 paper-based midterm exam (20%), two paper-based formal quizzes (10%), a team project (10%), 4 gamified online quizzes (10%), in classroom activities (10%), practical lab assessments (10%), 1 final exam (30%) U.K. Durrani et al. average rank of 27.98 as compared to 19.96 for the TC cohort. As a result, we identified GFC as a better approach for the technique's complexity than TC. ...
... The Mann-Whitney U test for the complexity of the technique (H4) was not significant, z = − 1.12, p > 0.05. GFC cohort had an (Alavi, 1994) KNW1: Course activities have aided me better to understand the scope of a particular topic;KNW2: Course activities have enhanced my understanding of course topics;KNW3: Course activities have assisted me to gain knowledge during in-class hours (Alavi, 1994;Leidner & Fuller, 1997) MOT1: Course activities have facilitated by making classes more exciting;MOT2: Course activities have supported in making classes more enjoyable;MOT3: Course activities have aided me to be more attentive during classes CLO -Ö ncel and Kara (2019) CLO1: Identify several challenges that a business manager might face in managing successful development and use of IT in business;CLO2: Define various business information systems, including transaction processing systems, management information systems, decision support systems, and group support systems;CLO3: Identify the major software categories and ecommerce applications;CLO4: Identify several major developments and trends in the business applications of telecommunications and Internet technologies;CLO5: Assess the security issues associated with using IT in business and determine the range of social and ethical issues involved in the use of Information Technology in society Three credit hours (three 2-h lectures and two 2-h labs per week for six weeks) Assessments and weightage 1 paper-based midterm exam (20%), 2 paper-based formal quizzes (20%), team project (15%), in-classroom actities (5%), practical lab assessment (10%), 1 paper-based final exam (30%) 1 paper-based midterm exam (20%), two paper-based formal quizzes (10%), a team project (10%), 4 gamified online quizzes (10%), in classroom activities (10%), practical lab assessments (10%), 1 final exam (30%) U.K. Durrani et al. average rank of 27.98 as compared to 19.96 for the TC cohort. As a result, we identified GFC as a better approach for the technique's complexity than TC. ...
... Perceived learning outcomes is an established measure in constructivist learning research (Arbaugh & Benbunan-Fich, 2006;Klein, Rossin, Guo, & Ro, 2010), as objective and subjective measures of learning effectiveness are highly correlated (Owston et al., 2013). The three-item construct, which was originally developed by Alavi (1994), has been used in prior research in the constructivist learning field (Arbaugh, 2000;Arbaugh & Benbunan-Fich, 2006). The detailed items and scales can be found in the appendix. ...
... Perceived learning outcomes (adapted from Alavi, 1994) This course format leads to an increased understanding of basic concepts. In this course format, I learned factual material. ...
Despite the increased importance of constructivist learning environments, especially flipped learning formats, in management education, empirical evidence on their effects is mixed. While many studies find positive effects of flipped learning formats on student learning, others report no or even a negative impact. As most of the mechanics behind these effects remain unknown, we draw on flipped learning and educational psychology research, and look beyond the direct effects of the learning format to explain the inconsistent results. We integrate research on the perceived instructor attitude towards students, which consists of enthusiasm, presentation style, friendliness, genuine interest, and welcoming conduct, with research on flipped learning. More specifically, we propose that a positively perceived instructor attitude towards students mediates the positive impact of flipped learning formats on student learning outcomes. The results of an experiment with 147 undergraduate management students enrolled in an international business strategy course at a German university support our hypotheses. We contribute to management education research on flipped learning formats by hinting at the importance of active learning and the perceived attitude of the instructor. Thus, management education scholars should take indirect effects that have already been studied in other disciplines into account when investigating constructivist learning environments. In addition, instructors should ensure that their attitudes are positively perceived by students to facilitate improved perceived learning outcomes.
... Therefore, teaching and learning are shifting away from the typical teacher-centered model to the most preferable student-centered type especially when collaborative learning is concerned. Within this framework, learning is best accomplished by engaging students in constructing knowledge through observation, acquisition, generation, manipulation and eventually construction of information [4]. ...
... Besides these attributes, the collaborative learning technique holds the belief that in order for the team to progress there must be a mutual trust and interest among its members who should not only share, but they should also bear the responsibility for any failure [25]. Under this perspective, Alavi [4] supports the argument that teamwork reinforces learning through problem solving techniques, which may stand as a means to extend, test, and refine the mental models that students already hold, until they become effective and reliable. ...
... Their results of HLM analyses indicated that fourth-grade students have higher achievement in mathematics and reading when they attend schools characterized by higher levels of teacher collaboration for school improvement. Also, Alavi (1994) investigated whether the use of a group decision support system (GDSS) in a collaborative learning process enhances student learning and evaluation of classroom experiences and found out that GDSS-supported collaborative learning leads to higher levels of perceived skill development, self-reported learning, and evaluation of classroom experience in comparison with non-GDSS supported collaborative learning and the final test grades of the group of students who were exposed to GDSS-supported collaborative learning were significantly higher than those of the other group of students who participated in the experiment. Terenzini, Cabrera, Colbeck, Parente and Bjorklund (2001) examined the extent to which undergraduate engineering courses taught using active and collaborative learning methods differ from traditional lecture and discussion courses in their ability to promote the development of students' engineering design, problem-solving, communication, and group participation skills. ...
... Critical debate is low, the same way they rarely express their views in each topic. Tables 1 and 2 and their contents are in variance with the power of collaboration as shown in the studies by Gokhale (1995) on the effectiveness of individual learning versus collaborative learning in enhancing drill-and-practice skills and critical thinking, the study on empirical test of relationship between theoretical driven measure of teacher collaboration Goddard, Goddard and Tschannen-Moran (2007), the use of a group support system (GDSS) in a collaborative learning process (Alavi, 1994). ...
The survey study was aimed at ascertaining the level of incorporation of collaborative strategies by Post Graduate (PG) students who offer course CGS (801.1); ICT and Research Methodology in the Faculty of Education, University of Port Harcourt. A sample size of one hundred (100) students drawn from two departments; Curriculum Studies and Educational Technology (CSET) and Educational Management (EDM) were used in the study. The instrument used for the study was a 4-point likerk-like scale with nine (9) items, validated by experts versed on collaborative learning. The reliability index of 0.67 and an acceptable mean of 2.50 were used in confirming compliance or no compliance to collaborative learning. Only one research question was used in the study. The grand mean and standard deviation of both departments were used in testing the one hypothesis that guided the study. A major finding has it that students see themselves as rivals and thus showed obvious deficiency in knowledge on the power of collaboration in attainment of learning outcome. Hence the study recommended non rivalry approach to learning among students, to boost interpersonal and social skills.
... According to literature, technology-mediated learning (TML) refers to an environment in which learners interact with instructional materials, peers, and or instructors where information technology plays an intermediary role in connecting the different stakeholders within a learning situation (Alavi, 1994;Ryoo & Lee, 2016). Essentially, TML theoretical assumption stresses that in educational technology research, technologies themselves have no intentions but are rather featured to convey meanings between stakeholders in a learning environment . ...
Researchers are increasingly exploring educational games in immersive virtual reality (IVR) environments to facilitate students’ learning experiences. Mainly, the effect of IVR on learning outcomes has been the focus. However, far too little attention has been paid to the influence of game elements and IVR features on learners’ perceived cognition. This study examined the relationship between game elements (challenge, goal clarity, and feedback) as pedagogical approach, features of IVR technology (immersion and interaction), and learners’ perceived cognition (reflective thinking and comprehension). An experiment was conducted with 49 undergraduate students who played an IVR game-based application (iThinkSmart) containing mini games developed to facilitate learners’ computational thinking competency. The study employed partial least squares structural equation modelling to investigate the effect of educational game elements and learning contents on learner’s cognition. Findings show that goal clarity is the main predictor of learners’ reflective thinking and comprehension in an educational game-based IVR application. It was also confirmed that immersion and interaction experience impact learner’s comprehension. Notably, adequate learning content in terms of the organisation and relevance of the content contained in an IVR game-based application significantly moderate learners’ reflective thinking and comprehension. The findings of this study have implications for educators and developers of IVR game-based intervention to facilitate learning in the higher education context. In particular, the implication of this study touches on the aspect of learners’ cognitive factors that aim to produce 21st-century problem-solving skills through critical thinking.
... Alavi and Leidner [45, p. 2] define technology-mediated learning [TML] as "an environment in which the learner's interactions with learning materials (readings, assignments, exercises, etc.), peers, and/or instructors are mediated through advanced information technologies". The effective pedagogical use of technologymediated learning methodologies requires an adaptation of traditional teaching methods [46]. These alternatives to in-person learning have become the only way of accessing education for seniors in the last two years as a result of the pandemic, leading to a digital dependency that has excluded some users [12]. ...
The adverse effects of the pandemic on the emotional state of older adults have fuelled the debate regarding their digital exclusion and the need to promote their genuine inclusion. During this period, technology and technology-mediated learning have improved the quality of life of older adults in many ways. The purpose of this research is to identify the socio-emotional role of technology-assisted learning programmes for seniors ever since the onset of the pandemic. The results reveal a positive impact on the emotional well-being of older adults from these forms of learning. Participants highlight the value of intergenerational socialisation enabled by these learning formats in the process of self-learning and reciprocal learning that takes place on platforms such as YouTube and WhatsApp. However, a preference among seniors for in-person learning has also been observed, which is sometimes linked to a certain level of technological anxiety.
... In the problem based design-learning model, design juries facilitate abstraction and reexamination of the learned knowledge (Kvan, 2000), helping students achieve higher-level learning through applying their design knowledge to evaluate other students' work by means of reflection and deliberation. Increased involvement in the learning process promotes critical thinking skills (Alavi, 1994) and it is an indicator of deep learning (Newman et al., 1997). It is possible to consider improving the effectiveness of design juries in terms of encouraging students' active participation. ...
... Group Support Systems (GSS) are one means of increasing the efficiency and effectiveness of brainstorming meetings. These electronic systems have been used for meetings in the military (Adkins, Burgoon, & Nunamaker, 2002), business (McCartt & Rohrbaugh, 1995;McGoff, Hunt, Vogel, & Nunamaker, 1990;Nunamaker, Vogel, Heminger, Martz, Grohowski, & McGoff, 1989;Tyran, Dennis, Vogel, & Nunamaker, 1992), and education (Aiken, Sloan, Paolillo, & Motiwalla, 1997;Alavi, 1994), and many studies have demonstrated that these systems can benefit groups in which all participants need to exchange ideas (Chun & Park, 1998;Pervan, 1998). However, the vast majority of these studies have used fewer than 20 group members, with many using fewer than 10 (Fjermestad & Hiltz, 2000;Fjermestad & Hiltz, 1999;Ho & Raman, 1991). ...
... TML refers to the usage of information technologies to facilitate learners' interactions with instructors, peers and learning material (Alavi and Leidner 2001). It bears multiple promises, such as a broad reach to international experts as well as learners, and a high cost-efficiency (Alavi, 1994;Ghemawat, 2017). The "screetching halt" brought to on-site classroom education by the Covid-19 pandemic (Ellis et al., 2020, p. 559) increased the importance of TML tremendously. ...
The Covid-19 pandemic has severely disrupted traditional on-site education. One currently deployed alternative are hybrid education formats, which combine online and on-site elements. To successfully orchestrate these formats, educators and educational institutions need to understand the challenges and opportunities hybrid education can pose to both students and educators. This is especially true when hybrid education allows for asynchrony of the learning location, e.g. allowing students to choose whether they attend online or on-site. To understand these challenges and opportunities, we deployed a qualitative research design and identified three challenges and three opportunities of hybrid education allowing location asynchrony. We discuss these findings and highlight three larger underlying themes (balancing flexibility with complexity, the challenge of interpersonal connectedness in highly diverse settings, and digital proficiency), including sometimes opposing perspectives of students and educators.
... The students confirmed that e-learning supports self-study and enhances task performance self-reliance. It coincides with the opinions expressed already more than 20 years ago by, e.g., Hiltz [48] and Maki et al. [49], who claimed that virtual forms of education improve learners' achievements and attitudes towards learning and improve learners' evaluation of their learning experience [50]. As an advantage of e-learning the students pointed to a possibility of teachers' sharing the materials and tasks to do which they could access outside the tutorials. ...
The COVID-19 pandemic made the higher education providers give up traditional face-to-face education and change completely into distance learning. The primary objective of the study was to learn the opinions of the students majoring in Finance and Accounting at the Faculty of Management, UTP University of Science and Technology in Bydgoszcz on the Managerial Accounting (MA) course in computer laboratory taught in a form of e-learning with the use of spreadsheet. The study questions covered the effectiveness of online learning, its disadvantages and advantages, the evaluation of the skills acquired, the tutors’ preparation and engagement, education quality enhancement in the second e-learning semester and suggestions in terms of the use of e-learning in post-pandemic time. The survey study involved 85 students out of all the 113 third-year B.A. students. The study results point to a very positive rating of the tutorials. More than 90% of the people consider the education method effectiveness very good or good. The results of the study are show that e-learning does not necessarily have to be less effective than traditional learning. This is yet another evidence of the advantage of an active learning over a passive learning approach.
... This theory points to the significance of the individuals' self-regulation, interactions with peers and the external situation on one's learning. Other related theories and literature (Vygotsky, 1978;Alavi, 1994) have also emphasized the salience of these interactions for learning. Individuals often self-initiate and regulate their learning to achieve desirable learning outcomes, including improved cognition, affection, and skills. ...
Online social networking (OSN) has deeply penetrated university campuses, influencing multiple aspects of student life. Standing from a pedagogical perspective, this study investigates how university students’ OSN engagement affect their learning outcomes. Drawn upon social learning theory, this study proposes that OSN engagement help university students’ establishing the self-efficacy belief, achieving social acceptance and acculturation with environment, and these attributions further lead them to attain positive learning outcomes which are shaped by self-esteem development, satisfaction with university life, and the grade point average (GPA) based performance. Results from a survey accompanied by focus group discussions support these embedded self-conceptualization and social learning in OSN. This study contributes to the extant research on OSN for learning by highlighting the role of OSN for the whole person development, especially the students’ self-conceptulization and psychological well-beings. The revealed mediating mechanisms also adds values to social learning theory and imply the design foci of e-learning activities and applications.
... Section three consists of experiential outcomes and instrumental outcomes. Experiential outcomes were measured using items adapted from Alavi (1994) and Alavi et al. (2002). Instrumental outcomes were measured using items adapted from Venkatesh et al. (2003). ...
From the perspective of service science and its core concept of value co-creation, promoting learner engagement is critical for learning outcomes in a non-formal online learning environment. To promote online learning performance, we study how multidimensional learner engagement affects both instrumental and experiential learning outcomes. By incorporating the service-dominant logic perspective into the research model, we designed an online survey to investigate the impact of platform value co-creation on learners’ engagement outcomes. By employing a partial least squares-structural equation modeling (PLS-SEM), the results show that behavioral engagement, cognitive engagement, and emotional engagement have a significant impact on learning outcomes through the mediating effect of platform value, a second-order hierarchical latent variable. This study has multiple theoretical contributions and practical implications. First, we found new evidence that pursuing good learning outcomes in a non-formal online learning setting is not just a technological architecture or pedagogic guidelines, but also a “win–win” value co-creation process. Second, our results confirm the posited direct and indirect effects, thus evidencing functional value, emotional value, social value, and personalized value as components of the platform value construct, and it as a driver and mediator for better online learning outcomes. Third, our results underscore the importance of platform value in studying the impact of learner engagement on learning outcomes and provide a sharper theoretical lens to evaluate online learning platform value from the perspective of online learners.
... The focus of this research work is on the issue of the use of web-based technology. Several previous studies have incorporated technology in advanced courses that required critical analysis, higher-order thinking, and interaction with other participants (e.g., Alavi, 1994;Leidner and Jarvanpaa, 1993), but all these studies geared towards technology tools and non-web-based technology. A study which closely relates to this work, investigated the effectiveness of web-based virtual learning environment. ...
The perception of students in six (6) Southern Colleges of Education in Ghana on the use of web-based technology software for teaching and learning of biology was studied using 120 students. A questionnaire was used to collect data from the students on the perception they have about the use of web-based technology. The data from the questionnaire were analysed using descriptive statistics. The findings revealed that the use of web-based technology instructional approach during lessons delivery and accessing the internet to search for information during instructional hours provided opportunities for students to access internet information at their own pace. It also came to light that the use of web-based instruction improved students’ understanding in biology concepts, stimulated students’ interest and thinking, and was not a waste of instructional time. The study revealed that students could use web-based software without any difficulties, the use of web-based instruction was not boring, the use of web-based instructions individualised learning and finally, the use of web-based technology for biology instruction was not time-consuming. Therefore, science tutors especially biology tutors should use web-based technology software for teaching and learning of biology concepts to make learning meaningful to students.
... The result of computation shows that whether the students are reminded or not, they tend to respond to the forum discussion on the regular basis. Computer-mediated communication (CMC) technologies have become an important element of both face-to-face and online education to increase both the amount and quality of interaction and participation in courses, which in turn affects student achievement (Alavi, 1994;Beuchot & Bullen, 2007). Beuchot and Bullen (2007) suggest that one key to a successful virtual community may lie in ensuring that its members make meaningful interpersonal connections before they are asked to engage in cognitive tasks (Beuchot). ...
The new normal has brought changes in the teaching-learning platform. Different modalities were implemented to ensure the continuation of education, but some nations had decided to close their educational system amidst the pandemic. The Philippines have decided to enter the synchronous and asynchronous modality of learning. This study aimed to know the role of online recitation through forum discussion in the synchronous learning modality. Thirty grade 11 STEM students were chosen purposely for this study. Google Classroom was the online platform used by the researchers, the classwork section of the google classroom was utilized where questions were posted, and responses were placed by the students. Rubric scoring was used to grade the works of students. The result of the study showed that there is no significant difference in the performance of students in terms of participation, quality of posts, plagiarism, and students' attitudes.
... point in 18 of the 32 studies included in this systematic review. Student engagement and attitudes were routinely analyzed and adopted as evidence of the effectiveness of innovative instructional technologies in the relevant studies (Alavi, 1994;Niemi & Multisilta, 2014;Zhu et al., 2021). ...
Driven by the initiative of e-learning, mobile technologies such as tablets, with the merits of portability and accessibility, have become vital tools for creating ubiquitous learning and mobile learning (m-learning) environments in science education. The reconstruction of the science learning environment enabled by mobile technologies may influence students’ learning engagement and correspondingly affect their science learning performance. Considering the limited empirical studies on student engagement in the m-learning environment at the senior secondary level, this study focuses on exploring the characteristics of students’ engagement in a mobile technology-supported science learning environment. In the study, a class with 45 10th grade students and three teachers at a senior secondary school was videotaped and observed. The data of students’ behavioral, emotional, and cognitive engagements from 60 science lessons was coded and analyzed qualitatively and quantitatively from the social-cultural perspective. On that basis, the correlations among these three dimensions of engagements in m-science learning environment were further calculated. The findings indicated the progress and pitfalls of current mobile technology-supported teaching and learning practices in science education. The results and discussions will inform the pedagogical design and implementation of mobile learning in science education.
... The connection of CL and CMC (computer-mediated communication) technology has been proved to be mutually beneficial by several researchers. CL helps to structure the online environment, whereas CMC technology helps to eliminate many of CL's barriers (Alavi, M., 1994). Hence, CSCL is about how technology can be used to support CL (Koschmann, T. D., 1994). ...
Learning a foreign language is becoming more vital in Japan as a result of globalization. It gives foreigners various reasons to study Japanese including working or living in Japan. They should exchange language and skills and generate opportunities for engagement. Assisting them in exchanging linguistic skills and knowledge is critical. This study first proposes a theoretical model of dual-role collaborative learning to improve second language learners' speaking skills. Learners will participate as facilitators in their native language and receivers in their second language. Some supporting features must be given, followed by a Computer-supported Collaborative Learning (CSCL) named BiTak which is a video chat system that allows strict turn-taking dual-lingual conversation. The learner’s progress is positively evaluated by language teachers using a Rubric scoring framework. Based on the experiment results, it was concluded that BiTak has turned users' perspectives of video chat programs into collaborative learning platforms, allowing them to act as facilitators and receivers.
... Researchers have commonly used satisfaction as an indicator to evaluate the effectiveness of learning environments in both academic and business settings (Alavi, 1994;Alavi, Wheeler, & Valacich, 1995). For example, researchers have found that users' satisfaction level with initial IS as the strongest factor that predicts IS continuance intentions in online banking (Bhattacherjee, 2001). ...
... The current study reported a lack of peer and social interaction as a disadvantage of online foreign language learning. Similarly, previous studies in the literature stressed the importance of active participation and negotiation in language learning (Alavi, 1994;Ellis, 1997;Shaw, 2013). Student interactions regarding cooperation and collaboration during course activities in face-to-face classes may enhance students' productive skills, which may not be as available as in online education. ...
The current study focused on English as a Foreign Language (EFL) learners' immediate reactions towards total digitalization at higher education during the Covid-19 pandemic. Accordingly, the perceptions of EFL learners on online foreign language learning during the COVID-19 pandemic were investigated. After discussing the advantages and disadvantages of online foreign language classes during the pandemic from the viewpoints of the participants studying at a public university in Turkey, the study questioned whether the participants preferred online foreign language classes or traditional face-to-face foreign language classes. The study adopted the phenomenological method of qualitative design and employed open-ended questions to collect data. The data were analysed by following a bottom-up strategy, and the categories were formed inductively. The results showed that online foreign language classes had both positive and negative aspects for the learners. Additionally, it was found that more than half of the participants preferred traditional face-to-face foreign language classes to online foreign language classes.
... Conditions for collaborative learning in a course include a common goal, positive interdependence, coordination and communication, individual accountability, awareness, and joint rewards (Szewkis et al., 2011). Results in education have found greater student involvement, learner engagement, level of understanding, problem solving, and critical thinking (Alavi, 1994;Cabrera et al., 2017;Leidner & Fuller, 1997;Shen et al., 2006;Sloffer et al., 1999). Furthermore, the National Survey of Student Engagement (NSSE) indicates that one of the most important benchmarks for encouraging student engagement is "active and collaborative learning" which is identified as a precursor for the growth and development of critical thinking, moral reasoning, intercultural effectiveness, and well-being of students (Pascarella et al., 2010). ...
The complexity of today’s organizational databases highlights the importance of hard technical skills as well as soft skills including teamwork, communication, and problem-solving. Therefore, when teaching students about databases it follows that using a team approach would be useful.
Team-based learning (TBL) has been developed and tested as an instructional strategy that leverages learning in small groups in order to achieve increased overall effectiveness. This research studies the impact of utilizing team-based learning strategies in an undergraduate Database Management course in order to determine if the methodology is effective for student learning related to database technology concepts in addition to student preparation for working in database teams.
In this study, a team-based learning strategy is implemented in an undergraduate Database Management course over the course of two semesters. Students were assessed both individually and in teams in order to see if students were able to effectively learn and apply course concepts on their own and in collaboration with their team. Quantitative and qualitative data was collected and analyzed in order to determine if the team approach improved learning effectiveness and allowed for soft skills development. The results from this study are compared to previous semesters when team-based learning was not adopted. Additionally, student perceptions and feedback are captured.
This research contributes to the literature on database education and team-based learning and presents a team-based learning process for faculty looking to adopt this methodology in their database courses. This research contributes by showing how the collaborative assessment aspect of team-based learning can provide a solution for the conceptual and collaborative needs of database education.
... In this perspective, Alavi [20] supports the argument that teamwork reinforces learning through problem solving techniques which are a means to extend, test, and refine mental models until they become effective and reliable. According to Slavin [21], collaborative learning fosters social support and encouragement for individual learning. ...
... The use of mobile learning has also been found to encourage additional student participation by reinforcing students' willingness to plan their own acquisition of knowledge (Watkins, 2008). Alavi (1994) found that student participation in discussion groups can be used as a form of collaborative learning, thus strengthening the connection between collaboration, participation and academic success. Collaborative learning has also been labeled a social imperative that has had positive impacts on individual learning behaviors, academic outcomes, and even overall group knowledge (Jeong & Hmelo-Silver, 2016), which makes it a critical aspect of the classroom environment that teachers can purposefully implement on a regular basis. ...
Academic success has not been well defined consistently, and when definitions have been proposed (e.g. Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006 ; York, Gibson, & Rankin, 2015), they are not always measured consistently. Is it good grades (Parker, Summerfeldt, Hogan, & Majeski, 2004), and if so, what constitutes a good grade and what should be graded? Is it understanding the material, and if so, is understanding shown by simply completing the academic tasks (Choi, 2005)? Is it perseverance and grit (Tang, Wang, Guo, & Salmela-Aro, 2019), and if so, why do many other definitions and views focus so much on grades? Alternatively, and perhaps even more importantly, how do students define academic success? By being able to better understand how students view and define academic success, educators can be better prepared to help students succeed within the classroom by better providing them with opportunities and feelings of success rather than defeat. In this research I investigated this problem of practice using qualitative methods through a case study of students within mathematical classroom settings. Advisor: Stephanie Wessels
... Interaction Processes Effects of these problems can be attributed to the transfer of traditional instructional modes to the online environment rather than adopting new and alternative ways of teaching and learning (39). ...
There has been a shift to virtual learning due the COVID-19 pandemic, however educational systems were not adequately prepared for such events. While there has been some research on Virtual Learning Frameworks, most focus on the educator and the pedagogies as the centre of the system rather than the learner. This research proposes the necessity of taking a learner-centred approach in designing VLEs, focusing on three robust factors: self-actualisation, delivery framework and content value. This categorisation is a result of cumulative discovery and analysis of quantitative and qualitative research findings, with an added effort of suitably allocating the collected information into a more determinative framework. This was reinforced by analysis of previous extensive research on different pedagogies and virtual learning environments. A supplementary approach was applied beyond the theoretical deconstruction of the VLE framework but how it can practically inform the design decisions.
... Moreover, based on a study by Mayer (2002), a four-item scale was used to measure knowledge acquisition. E-learning effectiveness was measured via five items using Alavi (1994). Lastly, the student satisfaction (four items) was measured by four items and we adapted this scale from Headar, Elaref, and Yacout (2013). ...
Current study is undertaken to examine the role of Information & Communication Technology (ICT), motivational variables, and virtual competence towards students' e-learning effectiveness. Structural Equation Modelling (SEM) with Partial Least Squares (PLS) was used for data analysis. Findings revealed that different components of ICT, except perception, have a positive impact on e-learning effectiveness. Also, perceived usefulness, perceived enjoyment, virtual self-efficacy, and virtual social skills positively contribute towards e-learning effectiveness of students which contribute to their knowledge acquisition and satisfaction. Findings of the study have unique implications for universities, faculty and students to create/use e-platforms for effective learning experiences.
... Research done in the past has established its benefits. Collaborative learning enhances critical thinking skills, encourages higher order thinking and helps students retain information for a longer duration of time (Johnson and Johnson, 1989;Totten, 1991;Alavi, 1994;Styron, 2014). In his study, Snyder (2009) suggested that faculty do little to support effective collaboration other than simply assigning students group work, assuming that students are born with the project management skills, conflict resolution and communication skills required for high performance team work (Oakley et al., 2004). ...
Purpose
Virtual collaboration provides students with an opportunity to develop cultural intelligence while fitting into the team where the members are from diverse cultures. The purpose of this study is to explore whether global virtual team (GVT) projects raise students' understanding of cultural differences. In addition, it is interesting to know how internationally disruptive events such as the coronavirus disease 2019 (COVID-19) pandemic influence GVT projects.
Design/methodology/approach
The research involved two parts: In the first part, a two-wave longitudinal study was conducted to investigate how intercultural sensitivity and intercultural communication competence coevolve within a group of international students enrolled in a virtual business professional project. In the second part, using word clouds and topic modelling on the participants' perceptions, the study investigated whether the sudden disruption caused by the pandemic show similar results in performance, focussing primarily on the resilience of virtual teams. Further, the study explored participants' perceptions towards online learning in higher education institutions as well as the attitude of corporate organizations towards remote working in the post-pandemic years.
Findings
The results confirmed that GVT projects, in fact, do raise students' understanding of cultural differences and the need to adjust their behaviour accordingly in order to engage with their culturally different counterparts effectively. Participants reported an increase in their cognitive, behavioural and affective attributes.
Research limitations/implications
Among the limitations of this study is the relatively small number of student participants. Furthermore, the number of respondents from India dominated the sample. Since the Indian students were disproportionately affected by the shutdown, causing them to return often to rural areas with poor Internet connectivity, responses concerning the disruption caused by the pandemic may be overriding negative. The same could be said of responses from US-American students, who often rely heavily on-campus employment or whose parents became unemployed during the pandemic, and thus were faced with disproportionate economic insecurity.
Practical implications
This paper provides insights to the educators and international organizations on how such projects provide the skills essential for reducing costs, accessing knowledge, skills and abilities (KSAs) across borders, maintaining flexible work schedules and arrangements, and taking advantage of multiple time zones to increase productivity.
Originality/value
While highlighting the significance of cultural intelligence, this paper investigated how the sudden disruption caused by a crisis such as the COVID-19 pandemic impacts performance, focussing primarily on the resilience of virtual teams.
... The satisfaction perceived by the learner was widely used in the evaluation of the effects of the environments of learning (Alavi, 1994;Alavi, Wheeler, & Valacich, 1995;Kearney et al., 2019;Leu et al., 2017) and to know if the learners are going to keep or not adopting a system of study (Arbaugh, 2015). The satisfaction perceived by the online learner was defined as the degree of satisfaction perceived by the learner to the entire environment e-learning and from a holistic point of view (Epstein, 2018). ...
... Thus the e-teaching increases the students' freedom and choice. Traditional instructional modes are often not suited to the use of technologies and will therefore have to be changed (Alavi, 1994). The change of roles implies that the paradigm will change from push to pull, meaning that while the students will be allowed and required to take greater control of their own education, the instructor's role will change to that of a facilitator or coach (Ives & Jarvenpaa, 1996). ...
... In this perspective, Alavi (1994) supports the argument that teamwork reinforces learning through problem solving techniques which are a means to extend, test, and refine mental models until they become effective and reliable. According to Slavin (1990), collaborative learning fosters social support and encourages individual learning. ...
Computer-assisted collaborative learning is known to challenge and motivate students with Learning Disabilities. The present paper therefore intends to briefly present the benefits of computer-supportive collaborative learning activities as well as demonstrate specific practices and paradigms concerning the inclusion of students with Special Educational Needs in Secondary Education in Greece. To reach this target, the researchers proceed to an ICT literature review associated with computer-mediated collaborative and inclusive learning methods in Greek Secondary Education. According to literature review findings, these learning methods are considered beneficial in terms of learning purposes directed to students with learning disabilities since they do raise students' interest and engagement in the learning procedure, enhance their cognitive abilities and assist them to develop self-esteem, problem-solving strategies and, finally, a solid collaborative attitude. Therefore, this paper concludes that there has been a lack of significant progress with respect to establishing collaborative inclusive learning environments in Greece.
... Although these streams of research suggest that blended management education leads to higher learning effectiveness than traditional lectures (Arbaugh et al., 2009), instructors still struggle to effectively implement blended courses (Concannon, Flynn, & Campbell, 2005;McLaren, 2004). Blended learning environments are associated with more comprehensive cognitive processing (Daspit & D'Souza, 2012;Kember, McNaught, Chong, Lam, & Cheng, 2010), higher perceived learning (Evans, 2008), better test performance (Buttner & Black, 2014;López-Pérez, Pérez-López, & Rodríguez-Ariza, 2011), and higher learning satisfaction (Alavi, 1994), but they also lead to higher dropout rates (Deschacht & Goeman, 2015;McLaren, 2004). Furthermore, learners in these environments complain about a lack of familiarity with the content or technology, and express a preference for classroom learning (Concannon et al., 2005). ...
Blended learning environments have found their way into management education in research and practice. While the majority of the extant research indicates that the use of learning technologies can increase learning effectiveness, instructors of management courses lack clear guidance on how to develop effective blended learning environments. Therefore, this paper aims to derive an instructional design for a blended learning environment from available research results, which can then be used by instructors of qualitative management modules, such as those focused on entrepreneurship, marketing, or strategy. We first provide an overview of the antecedents of learning effectiveness in blended management education, which can be attributed to the learners themselves or to the learning environment. These antecedents influence cognitive processing in the human memory. Based on these insights, we develop a design proposal for a blended learning
environment to deliver qualitative management content. In particular, we suggest a flipped format in which learners acquire and construct knowledge in advance, while classroom time is used for interactive discussions and applications. Finally, we discuss implications for business schools wishing to effectively implement such a learning environment that enables contemporary education and may eventually become their next value proposition.
... 20 Mahasiswa secara aktif mengkonstruksi pengetahuannya dengan cara memformulasikan ide-ide atau gagasan-gagasan kedalam ungkapanungkapan dan ide yang dibangun melalui reaksi dan respon dari pihak lain. 20,21 Dengan ungkapan lain, mahasiswa bukan hanya aktif tetapi juga interaktif. Prosesproses pembelajaran yang lebih mengaktifkan mahasiswa ini berorientasi pada mahasiswa atau dikenal dengan learner-centered orientation. ...
Background: Collaborative learning is a learning method which centered on students’ learning process. Although many theories and research results showed that interactive lecture is better than conventional lecture, but in fact, only few lecturers use the interactive method in teaching and learning process. Literature stated that using conventional method in teaching and learning process does not motivate students to learn more while using the other one (interactive lecture) will enhance students’ motivation. Collaborative learning is one of interactive lecture method. Based on the facts mentioned above, the researcher wants to compare students’ motivation who participate in conventional method and those who participate in collaborative learning method.Method: This was a quantitative research with experimental approach, used posttest only with control group design. This research measured students’ learning motivation by using Motivated Strategies for Learning Questionnaire (MSLQ). Subjects for the research were the second semester students of Public Health Scince of Tadulako University which divided into two groups randomly. Data were analyzed by Mann-Whitney test method.Results: There were a distinct disparity in students’ learning motivation after following learning process with conventional and collaborative learning method. Students who followed collaborative learning had higher motivation than students who followed conventional lecture.Conclusion: Collaborative learning improves students’ learning motivation toward the nutrient topic on Public Health Sciences.
Current study aimed at identification of the effect of e-learning on university students' task engagement. Sample of the study was selected randomly two universitiesof Lahore comprising total 344(181 Male and 163 Female) students. Aquestionnaire was developed indigenouslyand was validatedto use for data collection.It contained statements related to use of e-learning resources and task engagement of students. Factors in task engagement included: students' interest,attention, curiosity, interest, optimism, and passion to complete their tasks and effectiveness of e-learning resources for objective and subjective type assessment. The questionnaire was validated through a pilot study which showed the reliability index (cronbach alpha).79. SPSS version 20 (trail version) was used for data analysis. Differences in responses of male and female students was identified by running independent samplefor using e-learning resources and task engagement. One-way ANOVA was used to find out mean difference in the responses of students enrolled in different programs of studies and in various semesters regarding use of e-learning resources and task engagement. Results showed that male students are more inclined to use e-learning resources for task engagement than female students. Moreover, one-way ANOVA revealed that students of science (BS. Physics) department showed grater mean score for using e-learning resources for task engagement. Whereas, students in education program show lowest mean score for using e-learning resources for task engagement. Discussion was made on the basis of findings.
In formal learning in higher education, online learning groups are used to help learners attain various learning objectives in a learning domain and outside that domain. Social learning is set up to benefit the following: enhanced distributed collaboration, intercommunications, co-exploration, co-inquiry, co-design, diverse thinking, critical thinking, and other capabilities. Through a review of the literature and analysis of years of learning management system (LMS) data, this work offers some early observations of potential variables for study (studied individually or in concert) to better understand how to maximize learning groups online (the social dynamics, work processes, and target outcomes), as part of a pre-“research design” exploration. Ultimately, different levers in the design and support of online learning groups are seen to affect their efficacy in various online learning contexts.
From automated customer support to virtual assistants, conversational agents have transformed everyday interactions, yet despite phenomenal progress, no agent exists for programming tasks. To understand the design space of such an agent, we prototyped PairBuddy—an interactive pair programming partner—based on research from conversational agents, software engineering, education, human-robot interactions, psychology, and artificial intelligence. We iterated PairBuddy’s design using a series of Wizard-of-Oz studies. Our pilot study of six programmers showed promising results and provided insights toward PairBuddy’s interface design. Our second study of 14 programmers was positively praised across all skill levels. PairBuddy’s active application of soft skills—adaptability, motivation, and social presence—as a navigator increased participants’ confidence and trust, while its technical skills—code contributions, just-in-time feedback, and creativity support—as a driver helped participants realize their own solutions. PairBuddy takes the first step towards an Alexa-like programming partner.
Despite the growing importance of blended learning environments (BLEs) across disciplines, the extant research provides inconsistent results on their performance effects. While many studies find positive effects of BLEs on learning outcomes, others either find no significant performance differences between BLEs and traditional lectures or reveal that learners prefer face-to-face encounters. These contradictory findings suggest that differences in the effects of BLEs and other instruction formats on learning outcomes might be more nuanced than conceptualized in prior research. Specifically, research in the fields of management education and educational psychology indicates that these inconsistent findings might be addressed by carefully analyzing specific design characteristics of BLEs and by considering indirect effects of psychological characteristics. Thus, we introduce flow theory, which describes a learner's complete immersion in an activity, and we propose that experiencing flow mediates the positive effects of flexibility and interaction—two central characteristics of BLEs—on learning outcomes. The results of a quasi-experiment with 115 graduate-level management students support our hypotheses. We contribute to blended learning research by looking beyond the direct effects of instruction formats on learning outcomes and by investigating the mechanisms as well as the boundary conditions behind active knowledge construction in BLEs from a constructivist perspective. Our results suggest that instructors should ensure that they promote both flexibility and interaction in BLEs, and they should account for learners' cognitive characteristics.
We empirically examine how relative performance feedback (RPF) in simulation games influences students' learning and outcome performance. We use the Littlefield Technologies simulations (developed by Responsive Technologies) as the contextual background of this study. The study was conducted based on the rich theoretical foundation of RPF that has been extensively studied in the field of Psychology, Economics, and Education. We collected survey-based data from students of four operations management courses at two universities in the United States. We developed a “feedback response (FR)” construct to measure the perceived level of a team's exerted effort in response to the publicly available team standing information (i.e., RPF availability) and hypothesized that it fully mediates the effects of RPF availability on learning and outcome performance. The study findings suggest that providing RPF via leaderboard improves FR, which in turn leads to both higher learning and outcome performance.
There is general outcry about the lack of technology integration in Accounting classrooms. Accounting teachers lack appropriate knowledge, skills and expertise in technology. A qualitative approach was used to conduct the study. Sample of six Accounting educators was purposively selected in the study. Interviews were used to collect data from Accounting teachers. This study reveals that technology integration is hindered by a number of challenges in Accounting classrooms. The paper further revealed that most Accounting teachers are not ready for e-learning classrooms. Another finding is that, Accounting teachers need to be workshopped for technology integration. Therefore, the article recommends that Accounting educators needs to be supported in technology use in their teaching approaches. Furthermore, the study recommends that, Eastern Cape Department of Education should address challenges facing technology integration and come up with innovative directive measures to improve integration, issues of security and infrastructure by introducing direct policies which govern the use of technology across all subjects in its schools.
This chapter presents digital instructional leadership. But, to understand digital instructional leadership, it is a must to know what leadership is thoroughly, and how instructional and digital leaderships matters. So, this chapter explains these terms in detail. It is believed that this chapter will contribute to the literature in four ways. Firstly, this chapter will explain what leadership is and what types of theories it has. Secondly, it will address how digital instructional leadership seems in terms of instructional, digital leaderships, and the COVID-19 pandemic. So, this chapter will be an important cornerstone for expanding leadership in such a way that instructional and digital leadership are merged into one type of leadership. Thirdly, it will scrutinize digital instructional leadership in educators' eyes. Fourthly, it presents what to do to improve digital instructional leaders' behavior of educators. In this way, it will pioneer the field of educational administration to review the current leadership types and to merge some of them in the direction of needs.
Making students become intrinsically motivated to participate in daily class activities is an open challenge that has been addressed in different ways. In this article, we evaluate the impact of an educational innovation project, named TrivialCV, in terms of student motivation, engagement, and learning outcomes. We analyze the impact of two types of activities: multiplayer team-based competitions created for delivery during a live class session and single-player competitions created to be played asynchronously from home. We deployed these activities in two different computer engineering courses (programming fundamentals and operating systems) and used questionnaires, grades, and activity tracking in the virtual campus to evaluate their impact. After the analysis, we can assert that the use of TrivialCV activities was useful for providing additional motivation to the students and improving their engagement with the courses in which they were deployed. TrivialCV activities were very well received by the students, who considered them fun, engaging, and useful.
NICT integration in teaching assists teachers in addressing gaps and overcoming the weakness of traditional teaching methods through designing a learner-centered technology enhanced learning environments. To this end, this study aims to empirically investigate how NICTs meet the educational needs of student in higher education and hence increase or decrease their satisfaction toward online education. Convenience sampling was used to collect data for the analysis. Responses were obtained from a 216 valid random sample comprising of students at Hassan II University of Casablanca in Morocco. The responses were analysed using SPSS version 26 and SmartPls using structural equation modeling (SEM). The study's findings found that the presence of the teacher and the quality of the technological infrastructure seem to be the most significant contributing factors for students' satisfaction during this specific context. The pratical implications of these findings are discussed.
Neste trabalho é criada e proposta uma metodologia geral com um modelo de processos para a realização de sessões de aprendizagem considerando um entorno colaborativo com interação síncrona mediada por ferramentas digitais. Com a inclusão de tecnologias na educação, se observa que não é suficiente tornar as ferramentas disponíveis a educadores e aprendizes. Identificou-se uma carência de metodologias que guiam a criação de novas formas de desenho instrucional, baseado na interação por meio de ferramentas digitais. Além disso, evidenciou-se que a maioria das plataformas de aprendizagem explora somente uma interação assíncrona.
Problem Durumu ve Amaç: Çevrimiçi grup tartışmaları, öğrenenlerin çevrimiçi öğrenme ortamlarında kendilerini daha iyi ifade edebilmelerine ve daha zengin öğrenme çıktılarına sahip olabilmelerine olanak tanımaktadır. Bu bağlamda, çevrimiçi öğrenme süreçlerinden elde edilecek olan verimin artırılabilmesi noktasında öğrenenlerin çevrimiçi grup tartışmalarına ilişkin sergilediği tutumların önem taşıdığı söylenebilir. Bu noktadan hareketle gerçekleştirilen bu çalışmada yaşam boyu öğrenenlerin çevrimiçi grup tartışmaları sürecine ilişkin tutumlarının cinsiyet, eğitim durumu, akademik başarı, lisansüstü öğrenim görme isteği, teknoloji kullanım yeterliği, günlük ortalama internet kullanım süresi ve internet kullanım amacı gibi değişkenler açısından incelenmesi amaçlanmıştır.
Yöntem: Bu amaç doğrultusunda betimsel araştırma yöntemlerinden tarama modeliyle desenlenen çalışmaya toplam 4071 gönüllü öğrenen öğrenen katılmıştır.
Bulgular: Çalışma kapsamında elde edilen sonuçlar, yaşam boyu öğrenenlerin çevrimiçi grup tartışmaları sürecine ilişkin tutumlarının; cinsiyetlerine göre anlamlı bir şekilde farklılaşmadığını gösterirken, eğitim durumu, akademik başarı, lisansüstü öğrenim görme isteği, teknoloji kullanım yeterliği, günlük ortalama internet kullanım süresi ve internet kullanım amacı gibi değişkenler bağlamında anlamlı ölçüde farklılaştığını göstermektedir. Buna göre, ikinci üniversite kapsamında okuyan, akademik başarısı daha yüksek olan, lisansüstü çalışma yapmayı düşünen, teknoloji kullanım yeterliği yüksek olan, günlük ortalama internet kullanım süresi bir saatten fazla olan ve interneti öğrenme amacıyla kullanan öğrenenlerin, çevrimiçi ortamlarda gerçekleştirilen tartışma süreçlerine ilişkin tutumlarının olumlu olduğu görülmüştür.
İleriye Dönük Araştırma ve Uygulama için Öneriler: Elde edilen bu sonuçlarla birlikte, yaşam boyu öğrenenlerin çevrimiçi ortamlarda gerçekleştirilen tartışma sürecine karşı olan tutumlarında, tartışma ortamının etkileşime olanak sağlayacak şekilde tasarlanmasının ve öğreticilerin bu ortamlara yeterince zaman ayırmasının da etkili birer unsur olduğu düşünülmektedir. Bu doğrultuda gerek kurumların gerekse de öğreticilerin çevrimiçi tartışma forumlarını etkin bir şekilde kullanma konusunda zaman harcaması gerektiği ifade edilebilir. Bununla birlikte çevrimiçi grup tartışamaları sürecinin öğrenenler üzerindeki etkisini ortaya koyacak olan bilimsel çalışmalara ihtiyaç duyulduğu ifade edilebilir.
Covid-19 pandemic has triggered the popularity of online instruction, a large-scale college students have been forced to convert in-person learning to online instruction at the first time. In this study, 226 students were selected to find out what are beginners’ perceptions of online learning outcomes and technological barriers, and what are the technological barriers affecting online learning outcomes. The results showed that the beginners had positive attitude on the outcomes of online learning. Belief was the main second-order barrier of online instruction. Training was the main first-order barrier, and access and vision had impact on part of online learning outcomes.
p>Purpose: The axle of this study is to trace out the educational implications from Bhagwad Gita with specific reference to ‘Pedagogy’ aspect in the successful implementation of National Education Policy-2020 of India. Design/methodology/approach: This study uses qualitative approach and deploys a mix of desktop and Hermeneutics analysis to trace out the educational implications with specific reference to ‘Pedagogy’ aspect while seeking perspective from Bhagwad Gita. The national education policy had been studied in detail and tens of research papers on pedagogy aspect along with a deeper study of Bhagwad Gita were studied to seek a perspective on pedagogy aspect of NEP-2020. Findings: The study concludes that the philosophy of the Bhagavad Gita has great potential to address the some of the crucial aspects of NEP-2020 especially the Pedagogy, which in itself is the most crucial deciding factor in the successful implementation of the NEP-2020. Thus, the success in implementation of NEP-2020 will depend on many factors including the pedagogy used by teachers who have to actually implement the policy at the ground level. The study concludes that the NEP 2020 can be successfully implemented by drawing learning with respect to pedagogy from our ancient treatise Shrimad Bhagwat Gita, which still stands ahead of times. This implies that in order to achieve the objectives of the new education system as laid down by NEP-2020, it is imperative to pay special attention to the pedagogical aspect of teaching, which in turn can be adopted from Bhagwad Gita. Originality/value: This is the first study of its kind where a mix of desktop and Hermeneutics analysis has been used while drawing inferences and relevance from Bhagwad Gita on Pedagogy aspect of NEP-2020, which could become the basis for successful implementation of the same and also for future studies in this direction.
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An abstract is not available.
Meta-analyses indicated that cooperation is more effective than interpersonal and individual efforts in promoting achievement and productivity, that cooperation in intergroup competition is superior to interpersonal and individual efforts in promoting achievement and productivity, and that interpersonal competition and individual efforts do not differ in effects on achievement and productivity.
This paper is concerned with the promotion of higher-order cognitive skills in higher education through small semi-independent student groups (‘syndicates˚s). In a review of the literature, evidence is assembled to show that in certain circumstances syndicate work produces striking results in the development of higher-order skills. Various contributory factors suggested by different authors to account for the effects in ‘successful˚s and ‘unsuccessful˚s classes are reported and a list is drawn up of the kinds of observations that need to be made to define the conditions.
Methods developed by faculty to involve students in the classroom are described in 13 articles, based on the experience of University of Minnesota faculty in the Northwest Area Program on Active Learning. Each article considers: how to get started, sample applications of the method, challenges and how to deal with them, rewards, and where to get help. Article titles and authors are as follows: "Using Primary Sources in the Classroom" (Elaine Tyler May); "Introducing Active Learning: Conceptual and Practical Problems" (William R. Charlesworth); "Cooperative Learning Groups" (Karl A. Smith); "Introducing Simulation and Role Play" (Terrie M. Shannon); "Structuring Controversy in the Classroom" (Deborah Deemer); "Using Active Learning in Large Classes" (Thomas F. Brothen); "Training Teaching Assistants to Use Active Learning Strategies" (Donald Ross); "Teaching Problem-Solving Skills" (Bert E. Fristedt); "Organizing Community Studies" (Peggy Sand); "Teaching Cognitive Skills to Underprepared Students" (Diane Chambers); "Personal Computers in Education" (Alan Wassyng, Karl Smith, Sam Sharp); "Questions and Answers about Active Learning" (Gloria Christopher); and "Northwest Area Program on Active Learning: History and Projects" (Russell Christensen). Four pages of references and a list of advisory committee members and staff for the program are included. (SW)
This first volume of a two-volume report describes a project at the New Jersey Institute of Technology (NJIT) which assessed the effectiveness of a Virtual Classroom (VC) in which students and teachers communicate through a computer-mediated system called the Electronic Information Exchange System (EIES). Chapter 1 provides background on project goals, learning in the VC, educational technology and effectiveness, software, a theoretical framework, and outcomes to be measured. A discussion of methodology, covering target courses and subjects, experimental design, evaluation, measurement, and data analysis is presented in Chapter 2. The next chapter deals with implementation problems related to student recruiting, equipment, software, resistance to collaborative learning, electronic pranks, and experimental controls. Chapter 4 describes student perceptions of the VC based on pre- and post-course questionnaires. Differences in course outcomes as affected by mode of delivery (completely online, mixed, or face-to-face) are discussed in Chapter 5, while Chapter 6 looks at the effects of student attitudes, attributes, behavior, and access conditions on outcomes. Findings are summarized in the final chapter. Appendixes include: (1) the baseline questionnaire for students, with frequency distributions; (2) the post-course questionnaire for students, with frequency distributions; (3) the questionnaire for students who dropped the course, with frequency distributions; (4) the guide for interviews with students; and (5) interview transcripts. (90 references) (MES)
This book examines cooperation, competition, and individualization in the classroom. Although the authors admit to a preference for cooperation among students in learning situations, they also believe that there are times when competition and individualization may be more beneficial. These three goal structures are examined in terms of: (a) definition, (b) research, (c) myths, (d) selection, (e) implementation, (f) skills, (g) monitoring, (h) evaluation, (i) teacher role, and (j) classroom management. Appendixes include a review of research and diagnostic and instructional exercises. An extensive bibliography is included. (PB)
The concept of collaborative learning is discussed, with the following definition offered: "a pedagological style that emphasizes cooperative efforts among students, faculty and administrators." The paper focuses on the following characteristics: (1) collaboration means that both teachers and learners are active participants in the educational process; (2) collaboration bridges the gulf between teachers and students; (3) collaboration creates a sense of community; (4) collaboration means that knowledge is created not transferred; (5) collaboration makes the boundaries between teaching and research less distinct; and (6) collaboration locates knowledge in the community rather than in the individual. (KM)
Investigated the relationship between specific classroom behaviors and critical thinking. Four indicants of student involvement were measured using a modified version of N. A. Flanders's (1970) interaction analysis system: student participation, peer-to-peer interaction, faculty questions, and faculty encouragement and use of student ideas. Critical thinking was assessed by use of the Watson-Glaser Critical Thinking Appraisal and A. Chickering's (1972) behavioral self-report index. 12 college classrooms ( N = 138), equally divided among disciplines, were studied using canonical correlation, analysis of variance, and univariate analyses. Student participation, encouragement, and peer-to-peer interaction consistently emerged as being significantly and positively related to critical thinking. The results, though more suggestive than definitive, have significant implications for future research methodology and for faculty development efforts. (43 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The transfer of knowledge and skills from training and development programs to the employee's job requires cooperation between the trainer and the employee's supervisor. Skill transfer can be improved if managers (1) set the proper stage, (2) work with the employee to identify a work project to be completed during the course, (3) provide proper feedback, (4) act supportively, and (5) integrate course procedures into daily work. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Although cognitive psychology currently represents the mainstream of psychological and educational thinking, it is only recently that much concern has been shown for learning as such -- that is, concern for the factors and/or variables that influence "changes" in human performance, knowledge structures, and/or conceptions. This article examines current thinking about learning within the framework of cognitive psychology and how a new, cognitive conception of learning can guide future research on both learning and instruction. Similarities and differences between behavioral and cognitive conceptions of learning are discussed, along with issues such as the active (rather than passive) nature of learning, the concern for understanding (i.e., comprehension), the role of prior knowledge, the cumulative nature of most forms of human learning, and the role played by cognitive analyses of performance. Several cognitive theories of learning are presented as examples of how cognitive psychology has influenced research on learning.
Technical developments in electronic communication, computing, and decision support, coupled with new interest on the part of organizations to improve meeting effectiveness, are spurring research in the area of group decision support systems (GDSS). A GDSS combines communication, computing, and decision support technologies to facilitate formulation and solution of unstructured problems by a group of people. This paper presents a conceptual overview of GDSS based on an information-exchange perspective of decision making, Three levels of systems are described, representing varying degrees of intervention into the decision process. Research on GDSS is conceived as evolving over time from the study of simple "shell" systems, consisting of menus of features available for selection by a group, to consideration of sophisticated rule-based systems that enable a group to pursue highly structured and novel decision paths. A multi-dimensional taxonomy of systems is proposed as an organizing framework for research in the area. Three environmental contingencies are identified as critical to GDSS design: group size, member proximity, and the task confronting the group. Potential impacts of GDSS on group processes and outcomes are discussed, and important constructs in need of study are identified.
The introduction of hypermedia into the classroom presents both an opportunity to expand the power of teaching through electronic
facilitation of the media and a challenge to redesign the classroom and instructional environment to exploit the enhanced
features of hypermedia. This paper briefly surveys the current state of computers in the classroom and then argues that a
more integrated approach is required. To this end, the concept of an electronic teaching theater is proposed which takes advantage
of hypermedia and collaborative work environments. The aim of the electronic teaching theater is not to totally redesign the
classroom and instructional interaction, but rather to facilitate it using well understood metaphors to lay out the dynamics
of classroom interaction on the electronic media and to use the results from research in human/computer interaction to design
the interface. To facilitate the application of hypermedia, a model of instructional interaction among the students, the instructors,
the course material, and the products of instruction is presented. A number of component models pertaining to course preparation,
lectures, note taking, and other instructional activities are then discussed that should prove useful in designing the electronic
classroom. The origin of these models is the mental representation of the interaction as perceived by the teacher and the
student. The idea is to start with such models as a base metaphor, to instantiate the metaphors in the electronic classroom,
and then to explore innovations in the technology that go beyond the strict application of the metaphor.
The past decade has seen an important and dramatic change in research on cooperative incentive and task structures (see Slavin, 1983a), in which individuals work in small groups and are rewarded based on the group’s performance. Before the early 1970s, this research took place primarily in the social psychological laboratory, or in short-term field experiments in locations set up to resemble the laboratory. The systematic use of instructional methods involving cooperation among students was rarely seen, and when it did occur, the methods used tended to be drawn directly from the laboratory (see, for example, Johnson & Johnson, 1974; Slavin, 1977).
Proposes a theory of the processes that enable a student to learn while engaged in solving a problem. It gives a microscopic account of learning in a specific situation (the Tower of Hanoi problem) based on a detailed analysis of a single human problem-solving protocol. It proposes general mechanisms, however, that make no specific reference to an individual S or task, and it shows how these interact with specific task information gained during the problem-solving process. The adequacy of the mechanisms for producing the learning is guaranteed by a computer simulation of the process in the form of an adaptive production system. A transcript of the S's (an adult college graduate) complete protocol is appended. (9 ref)
In this paper we analyze the empirical research on the impacts of electronic meetings on group processes and outcomes. We define and differentiate two broad types of electronic meeting systems: Group Decision Support Systems (GDSS) and Group Communication Support Systems (GCSS). We then present a framework and method for analyzing the impacts of such information systems on groups that we develop from the literature of organization behavior and group psychology. We review the empirical research and findings concerned with the impacts of GDSS and GCSS on groups, and we compare and contrast these findings. Finally, we conclude by discussing the implications of our analysis on the focus of attention and the design of future research.Our review of the empirical research suggests that GDSS and GCSS have similar impacts on some aspects of group processes and outcomes, but opposite impacts on other aspects. GDSS and GCSS both increase the depth of analysis of groups, increase participation, decrease domination by a few members, and increase decision quality. On the other hand, GDSS increase consensus reaching, decrease decision time, increase confidence in the decision by the group members, increase the satisfaction of group members with the process, and increase the satisfaction of the group members with the decision. GCSS decrease cooperation, increase the time to reach a decision, and decrease the confidence in decisions.
Toward School-College Collaboration
- E L Boyer
An Empirical Study of Classroom Dynamics USing Exemplar, an Electronic Learning Support Environment Based on Cognitive Learning Theory," working paper
- R O Briggs
- V Ramesh
Unities Across Domains in Children's Choices
- R S Siegler