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What do you mean by collaborative learning
... To address these challenges, this study combines two approaches: computer-supported collaborative learning (CSCL) and gamification. CSCL refers to digital group learning applications (Dillenbourg, 1999). A PCA can moderate group learning by facilitating collaboration, healthy competition, task coordination, and feedback, although this PCA role is still rare . ...
... Group learning can involve collaborative and competitive learning. In collaborative learning, partners work out solutions together (Dillenbourg, 1999). Hence, everyone's success is connected. ...
... W. Johnson & Johnson, 2009). Despite these many advantages, the literature emphasizes that collaboration is also associated with challenges to actually support intrinsic motivation (Dillenbourg, 1999;D. W. Johnson & Johnson, 2009;Salomon & Globerson, 1989). ...
Technological advances in generative artificial intelligence (GAI) have increased the relevance of pedagogical conversational agents (PCAs) like chatbots to support students. Despite their potential for learning as a service, PCAs are rarely used by educational institutions. They often neglect the benefits of group learning, like collaborative problem-solving, and insufficiently address learners' motivational challenges in digital environments. To tackle these issues, we designed and evaluated a gamified PCA for information systems (IS) education with collaborative and competitive group learning capabilities. We investigated the effects of collaborative and competitive elements in PCA design using a 2x2 experiment (n = 120). Our findings show that collaborative game elements foster learners' motivation and highlight the PCA's role as a group learning moderator. This study contributes new knowledge on GAI in IS education, meaningful gamification in the PCA context, and computer-supported collaborative learning.
... However, cooperation is generally defined as two or more people working together towards a shared goal (e.g., Jeong and Hmelo-Silver 2016), while cooperative learning refers to the learning process that occurs during cooperation in educational settings (cf. Dillenbourg 1999). Cooperation and cooperative learning are often differentiated from collaboration and collaborative learning (Kozar 2010). ...
... Cooperation and cooperative learning are often differentiated from collaboration and collaborative learning (Kozar 2010). During cooperation, students work separately with hierarchically divided tasks among group members (i.e., a larger task is divided into independent subtasks), aiming to combine them later into a single final product (Dillenbourg et al. 1996;Dillenbourg 1999). In contrast, collaboration refers to a direct, symmetrical, joint, and interactive involvement of students while working towards a shared learning goal, with tasks divided heterarchically (i.e., tasks are divided equally among group members into interdependent levels) (Dillenbourg et al. 1996;Dillenbourg 1999). ...
... During cooperation, students work separately with hierarchically divided tasks among group members (i.e., a larger task is divided into independent subtasks), aiming to combine them later into a single final product (Dillenbourg et al. 1996;Dillenbourg 1999). In contrast, collaboration refers to a direct, symmetrical, joint, and interactive involvement of students while working towards a shared learning goal, with tasks divided heterarchically (i.e., tasks are divided equally among group members into interdependent levels) (Dillenbourg et al. 1996;Dillenbourg 1999). Collaborative learning, like cooperative learning, refers to the learning process during collaboration which is an interconnected endeavour (e.g., Dillenbourg et al. 1996;Kozar 2010). ...
This article in the journal “Gruppe. Interaktion. Organisation. (GIO)” presents the results of a study examining one underlying mechanism of successful digital cooperation among students in higher education from a student perspective. We investigated whether and how students’ cooperative mindset and the climate in their university courses correlate with how they perceive the impact of digital cooperation on their learning outcomes. Data were collected using a questionnaire in different university courses at three universities, involving students from different study programmes and semesters. We conducted a mediation analysis that included students’ cooperative mindsets, the perception of the course climate, and the perception of the impact of digital cooperation on students’ learning outcomes. We found that students’ cooperative mindsets predicted their perception of the impact of digital cooperation on their learning. The cooperative mindset of students also predicted their perception of the course climate, which, in turn, predicted their perception of the impact of digital cooperation on their learning. Moreover, we found that the effect of students’ cooperative mindset on the perceived impact of digital cooperation on learning was mediated by the perception of the course climate. These findings suggest that highlighting the relevance of digital cooperation for learning outcomes can initiate a positive dynamic shaping students’ perceptions of their course climate and benefits of digital cooperation. Understanding these dynamics is crucial because cooperative group work in digital environments has become an integral part of teaching in higher education.
... As the country aims to establish itself as a prominent global power, the use of DOI: 10.4018/979-8-3693-1854-6.ch003 digital collaboration technologies in educational methods has been a central focus. Digital collaboration refers to a variety of tools and platforms that are specifically created to enable communication, interaction, and collaborative work among persons in educational environments (Dillenbourg, 1999). These encompass virtual classrooms, online forums, collaborative papers, and multimedia tools that challenge the conventional limits of learning . ...
... This paradigm includes several forms such as virtual classrooms, online forums, collaborative papers, and multimedia resources. These forms collectively aim to provide a dynamic and interactive learning environment (Dillenbourg, 1999;Anderson, 2004). Dillenbourg's influential research highlights the need to use technology to promote collaborative learning. ...
... Dillenbourg's influential research highlights the need to use technology to promote collaborative learning. In this approach, learners actively participate in shared activities to build their understanding, moving beyond the limitations of traditional classroom settings (Dillenbourg, 1999). This cooperative method cultivates a setting in which students actively engage in defining their own educational encounters. ...
The Indian education system is undergoing significant changes driven by technology, with a focus on digital collaboration tools. These tools, such as virtual classrooms, address evolving global workforce needs and diverse learning requirements. However, challenges like infrastructure disparities and digital literacy exist. Considering India's cultural diversity and socioeconomic inequities, the study explores the impact of digital collaboration on social sustainability in education. It aims to provide insights into the relationship between technology adoption and social sustainability, informing governmental decisions and fostering academic discussions on achieving socially sustainable education in India.
... This effort also supports, to an adequate level (provided the educator/researcher supervises the process), the prerequisite condition of the symmetry of action that Dillenbourg [45] pinpointed. It also protects the assessment from some students overtaking the range of actions from other students, an issue that would clearly compromise the ability to measure the physical and mental contributions of the individual within the group. ...
... In parallel, the fact that the students are of the same age and the groups basically consist of classmates also supports the elements of symmetry of knowledge and status [45]. The fact that all group members aim to assemble the puzzle also supports, in a direct and explicit manner, the last prerequisite guideline for a collaborative activity, which is based on the symmetry of goals [45]. ...
... In parallel, the fact that the students are of the same age and the groups basically consist of classmates also supports the elements of symmetry of knowledge and status [45]. The fact that all group members aim to assemble the puzzle also supports, in a direct and explicit manner, the last prerequisite guideline for a collaborative activity, which is based on the symmetry of goals [45]. ...
Collaboration skills are essential for the effectiveness and efficiency of collective effortsin both professional and personal contexts. However, their complex and intertwined nature poseschallenges in both defining and assessing them. To develop educational methodologies aimed atenhancing the cultivation of collaboration skills, there is a need for developing pre-post experimentalassessment tools that target the construct in real-life school settings. Research indicates a lack ofperformance-based assessment tools designed to assess collaboration skills. This research proposes aperformance-based assessment developed through collecting evidence from individuals participatingin both solo and group puzzle activities. The assessment is created by viewing collaboration skillsthrough the lens of the ATC21S framework. A total of 148 students aged from 11 to 12 years oldfrom 12 different public schools in Greece participated in this study, carried out over a period of7 months between December 2023 and June 2024 in both the test and retest phases. The results showthat, regardless of the group compositions, individual student collaborative performance was stable.The validity of using Spearman’s correlation coefficient was measured at 0.623
(PDF) Collaboration Skills and Puzzles: Development of a Performance-Based Assessment—Results from 12 Primary Schools in Greece. Available from: https://www.researchgate.net/publication/384394596_Collaboration_Skills_and_Puzzles_Development_of_a_Performance-Based_Assessment-Results_from_12_Primary_Schools_in_Greece [accessed Sep 27 2024].
... Collaborative work is an organized and synchronized activity that involves developing and maintaining a shared understanding of a problem or task at hand (Roschelle & Teasley, 1995). According to Dillenbourg (1999), participants engage in collaborative work by working together, negotiating, and sharing meaningful ideas to attain a common objective. Nevertheless, engaging in collaborative work demands a high level of responsibility, maturity, and creativity, making it more suitable for higher-grade students (Bruffee, 1987). ...
... During the podcast creation phase, 87.1% of the students actively contributed ideas for the construction of the podcast. This high level of participation highlights their ability to work together, negotiate, and share meaningful ideas (Dillenbourg, 1999). Despite being beginners in English language learning, the students demonstrated a clear understanding of their roles and responsibilities in the project, showcasing maturity and creativity in their collaborative efforts (Bruffee, 1987). ...
Introduction: Mastering a second or foreign language, especially oral communication, is complex and challenging, influenced by external pressures as seen in Colombia's education and language policy reforms, which compel teachers and institutions to address how to develop language skills with students. Objective: This study aimed to explore how collaborative podcast development, as a critical digital literacy practice, can enhance 11th graders' oral and critical interaction in English. Methodology: Conducted in a public school, the research employs a qualitative approach within a case study methodology. Although quantitative techniques like checklists and questionnaires were used for data collection, the study maintains a qualitative design. Through semi-structured interviews with a subgroup of five students, participants reflect on their experiences of collaborative learning and interaction in English while constructing a podcast. Data was analyzed using a triangulation method. Findings: Thematic analysis revealed that collaborative podcast development promoted English oral interaction among participants, fostering collaboration, exchange of thoughts and feelings, and increased language confidence. Discussion and Conclusions: The study advocates for a reexamination of digital practices in the classroom to promote English oral interaction from a critical perspective. It recommends collaborative podcast development as a digital practice to enhance oral interaction, empowering students to use English in social and academic contexts.
... This theoretical approach could provide a solid framework for understanding how the use of Instagram promotes student engagement and motivation, leading to greater satisfaction with the educational process. In addition to applying the MOA theory, our study integrates perspectives from self-efficacy theory (Bandura, 1997) and collaborative learning theory (Dillenbourg, 1999;Oswald & Zhao, 2021). By integrating these theoretical perspectives, we can gain a more comprehensive understanding of the impact of digital platforms on student performance and satisfaction. ...
... Additionally, the integration of collaborative learning theory supports these outcomes by emphasizing the role of social interactions in enhancing learning outcomes (Dillenbourg, 1999). Instagram, by promoting student collaboration through shared projects and interactive discussions (Živojinović et al., 2023), aligns with this theory and contributes to a more engaging and effective learning environment. ...
... In business education, where teamwork and collaboration are critical skills, collaborative learning helps students develop the interpersonal and communication skills necessary for success in the business world (Johnson, 2000). Collaborative learning also fosters active participation, as students are required to engage with their peers, exchange ideas, and solve problems together, which leads to deeper understanding and retention of knowledge (Dillenbourg, 1999). ...
... The positive impact of collaborative learning on engagement can be attributed to several factors. First, collaborative learning allows students to share ideas, challenge each other's thinking, and develop a deeper understanding of the subject matter (Dillenbourg, 1999). This process of social learning not only promotes cognitive engagement but also increases emotional and behavioral engagement, as students feel more connected to their peers and are more motivated to contribute to group activities (Laal & Ghodsi, 2012). ...
This study explores the influence of digital literacy, technological adoption, and collaborative learning on student engagement in business education. Utilizing a quantitative research design, data were collected from 300 undergraduate students enrolled in business programs through a structured questionnaire. The analysis employed descriptive statistics, correlation analysis, and multiple regression techniques to investigate the relationships between the variables. The results revealed that digital literacy, technological adoption, and collaborative learning significantly contribute to student engagement, with collaborative learning emerging as the strongest predictor. The findings underscore the importance of enhancing digital literacy and promoting technology use in educational settings, alongside fostering collaborative learning experiences, to improve student engagement in business education. These insights have implications for educators and curriculum designers seeking to create more effective and engaging learning environments.
... This way, we argue for the endorsement of collaborative learning contexts that stride for the quality of learning through the understanding of the relationships between participants, tools/artifacts, and social groups. The instructor should act mainly as a facilitator to the learning process, directing his participation towards the orientation of the community/group work in a productive direction while supervising the peripheral participants (Wenger, 1998), to whom tools may be provided to self-regulate their interactions (Dillenbourg, 1999). ...
... But we must have present that in order for the collaboration to take place there must be a motive and space for negotiation. According to Dillenbourg (1999) collaboration is characterized by participants who share a common goal, are at a similar level and can perform the same actions while working together. The interactions defined as collaborative have the possibility to influence the peers cognitive processes, to be negotiable and may produce misunderstandings, that are a significant part in the "collaborative learning dynamics model" (Dillenbourg, 1997, p.10). ...
Participation is a complex process, engaging the whole person, implying cognitive, emotional and relational aspects (Wenger, 1998). In online open and distant learning, group work is a commonly used strategy, given its collaborative nature and constructivist framework (Bates & Poole, 2003; Garrison & Anderson, 2003; Jonassen, 2005). In this context, collaborative learning processes are highly dependent on the shared written information and the interactions that are established among the participants. The types of interactions that occur within such groups are often decisive for its success. The present research was developed in the context of a Curricular Unit that is part of the degree plans for the Master in E-learning Pedagogies and the Master in Educational and Multimedia Communication at the Universidade Aberta, where a new pedagogical model for online education has been implemented since 2007. Two main research questions were asked: What are the interaction patterns that characterize successful groups? What types of constraints prevent some participants from fully engagement on the group work? To answer these questions, after the course was finished, two particular groups were identified (one characterized has very successful in their final product and one has less successful), after that, each of the group´s online discussion forums was coded and submitted to content analysis. Data analysis involved iterative analysis and revision of the coding scheme (Strauss and Corbin, 1998). Two of the researchers derived the initial coding key from the online discussion forums used during the group project phase of the Curricular Unit. Some of the codes were quantified in order to foster a more meaningful comparison of the data by allowing patterns to be identified and further explored (McConnell, 2006). This type of assessment was welcomed by the students and effectively implemented by all the groups but one. Nevertheless, the interpretation made by each group of what should be valued and how it should be operationalized varied significantly. Even though the groups seemed to follow similar stages throughout their project development, distinct interaction patterns emerged between more and less successful groups. This raised issues of equity and validity of the suggested method, as well as about the best strategies to foster productive online collaborative learning environments in general, and about the role of the instructor in particular.
... For example, collaborative learning and peer tutoring are used to structure student-student interactions and to stimulate students to discuss their learning and negotiate meaning. Various studies have shown positive effects of collaborative learning, peer tutoring and social learning, mostly in traditional educational settings -including online environments (Bronack, Riedl, & Tashner, 2006;Dawson, 2008;Dillenbourg, 1999;Fantuzzo, Riggio, Connelly, & Dimeff, 1989;Stodel, Thompson, & MacDonald, 2006;Vassileva, 2008;Wiley & Edwards, 2002), but also in organisational settings (Lave, 1991;Marsick, Watkins, Callahan, & Volpe, 2006). Learners benefit in two ways by collaboration in social settings, firstly because it improves learning outcome by reducing isolation, providing a sense of belonging, being able to make use of the collective intelligence. ...
... While studies in online and distance education have shown that carefully designing opportunities for social interactions can promote collaboration and cooperation (Dillenbourg, 1999;Thurston, 2005), most of the times these methods work well because they are implemented in formal educational settings where there is a teacher to carefully design the learning material, tasks, the situations and the interaction structures to promote interactions. Even when these exist students in online education environments still can perceive a lack of social structure, and do not feel part of the group of fellow students and do not feel they belong (Dawson, 2008;Thurston, 2005). ...
Learning Networks are particularly suitable for lifelong learners as Learning Networks are online social networks designed to support non-formal learning. Lifelong learners want to learn what they need, when they need it and at a place and pace that suits them. Combined with the heterogeneous background of the learners, it is very hard to meet these needs with traditional curriculum based formal education. Instead the learner needs to be put central. Moreover, learners in a LN need to rely on learning through and with others, by sharing knowledge. That this is a feasible option is shown by the positive effects of collaborative learning and peer tutoring in formal education, as well as the interest in social learning in the digital era. However, a Learning Network needs to provide learner support services to tackle obstacles that arise due to the lack of interaction structures and organisational structures that come naturally with a formal educational setting. A peer support service that assists learners in finding the most suitable peer for their request is one of the required learner support services. In this paper we argue why social learning and peer support are relevant to learners in a Learning Network. We describe our peer support model based on the notion of ad hoc transient groups and present findings of five empirical studies that used prototypical implementations of this model. In the first prototypes peer selection criteria focused on content knowledge, proximity or eligibility and past workload. As collaboration tools, a wiki, discussion forums or instant messaging were used. In three studies, both formal education and in Learning Network conditions, the peer support systems were successful in that selected peers provided decent answers. However in two other studies we encountered problems. In one study learners failed to use the peer support systems to ask questions. In another study, sufficient participants were recruited beforehand, but many never responded when the experiment started. As a consequence, peers who were paired with learners never showed up and learners got frustrated. This shows how important it is that learner support services not only provide the means to interact with others but also provide the affordances that stimulate and motivate the learners to engage in meaningful interactions.
... With collaborative learning, the type of group membership of the students should also be considered. By collaborative learning, we refer to situations in which two or more learners are engaged in a common task or problem and use each other's resources and skills to solve it (Dillenbourg, 1999;van Aalst, 2013). By group membership type, we refer to the level of prior knowledge of an individual learner in relation to others in the same group. ...
... This was a positive indicator from an equity perspective, as the literature has highlighted that high ability students' learning may be hindered in heterogeneous groups (Webb et al., 2002). Research has shown that the quality of group interaction is a stronger predictor of performance in collaborative learning than student ability or the ability composition of the group (Webb et al., 2002), and that outcomes related to group composition and learning are mediated by the amount and type of interaction between group members (Dillenbourg, 1999;Pine & Messer, 1998;Webb et al., 2002). For high-ability students working in heterogenous groups, high quality interaction within the group might promote learning to the same as it would be in homogenous groups (Webb et al., 2002). ...
Research on balance rule learning has focused on studies done in individual settings. This study investigates how students collaboratively learn balance rules and focuses especially on four variables that potentially affect rule development: student age, group composition, prior knowledge, and scientific reasoning skills. Eight-, ten- and twelve-year-old students collaboratively used a designed simulation-based learning environment with an open experimentation space and tasks that required progressively more complex balance rules. Students’ balance rules were tested before and after intervention with the Balance Scale Test and their scientific reasoning skills were tested with items from the Science-P Reasoning Inventory. The results show that the intervention was successful in developing students’ balance rules. Logistic regression show that the students’ previous knowledge was the only variable that affected the likelihood of rule development. Students’ with less complex pre-test rules developed their rules more often than students with more complex pre-test rules when controlling for the other variables. The results go against some previous findings and show that a collaborative setting can lead to balance rule learning with primary school aged students.
... Dabbagh and Kitsantas [16], for instance, have demonstrated a positive correlation between the level of engagement in online courses and improvements in learning efficiency. The mediating role of learning engagement is particularly important in online environments where the physical co-presence of learners and instructors is absent, and interaction must be intentionally designed to foster a sense of community and active participation [83]. Xu et al. [84] revealed that teacher facilitation could improve the level of learner-instructor interaction, thus increasing students' engagement in online discussion. ...
... This heightened level of engagement not only boosts learning efficiency but also fosters a genuine interest and lasting retention of the learning material. Certainly, there are two overarching points that encapsulate the reasons why online student-student interaction might not enhance learning efficiency: (1) despite the potential for collaboration, online student interactions often lack the immediacy of faceto-face communication, which research suggests is crucial for deep learning [83]. Without real-time engagement, students may not receive the prompt feedback necessary for efficient learning. ...
(1) learning efficiency is recognized as the ultimate goal of online education, as it is related to the quality of online education and the cognitive development of students and is influenced by social interactions. This study explores the mediating roles of social presence and learning engagement in the relationship between social interaction and online learning efficiency, addressing gaps in prior studies that have not yet identified the underlying mechanisms. (2) students from three middle schools (N = 344; Mage = 13.61; 56.68% women) completed self-report questionnaires regarding social interaction, social presence, learning engagement, and learning efficiency. (3) the study findings reveal significant serial mediation effects of social presence and learning engagement in the relationship between learner–instructor and learner–learner interactions and learning efficiency. Specifically, while the indirect effect of learner–instructor interaction through social presence alone (indirect effect = 0.08, 95% CI = [−0.00, 0.17]) was not significant, the pathways through learning engagement (indirect effect = 0.18, 95% CI = [0.11, 0.26]) and the combined mediation through both social presence and learning engagement (indirect effect = 0.06, 95% CI = [0.03, 0.09]) were statistically significant. Similarly, for learner–learner interaction, the indirect effects through social presence (indirect effect = 0.09, 0.17) and learning engagement (indirect effect = 0.17, 95% CI = [0.11, 0.24]) were significant, as was the serial mediation through both mediators (indirect effect = 0.07, 95% CI = [0.04, 0.11]). (4) social presence and learning engagement played crucial mediating roles in the links between social interactions and online learning efficiency, and the predictive efficacy of learner–learner and learner–instructor interactions on online learning efficiency was found to be unequal.
... Beberapa tantangan utamanya termasuk mengelola dinamika kelompok yang kompleks, mengatasi perbedaan dalam tingkat keterampilan atau pemahaman di antara anggota kelompok, serta potensi ketidakseimbangan dalam tingkat partisipasi. Selain itu, tantangan lainnya mencakup waktu yang dibutuhkan untuk mencapai kesepakatan dalam pengambilan keputusan serta kemungkinan adanya konflik personal yang dapat menghambat kolaborasi yang efektif (Dillenbourg, 1999). ...
... Penggunaan platform daring atau aplikasi khusus memungkinkan berbagi informasi, diskusi, dan pengorganisasian proyek kelompok secara efisien. Teknologi ini membantu mengatasi tantangan terkait waktu dan memfasilitasi komunikasi yang terus-menerus di antara anggota kelompok (Dillenbourg, 1999). ...
Transformasi digital yang berlangsung begitu cepat telah membawa perubahan besar dalam berbagai aspek kehidupan, termasuk dalam metode pembelajaran. Pendidikan Agama Islam, yang selama ini identik dengan metode konvensional, kini dihadapkan pada tantangan dan peluang baru untuk dapat beradaptasi dengan kemajuan teknologi. Buku ini berupaya untuk memberikan panduan, inspirasi, dan solusi bagi pendidik, orang tua, serta semua pihak yang berkepentingan agar dapat memanfaatkan teknologi secara optimal dalam mengajarkan nilai-nilai Islam yang luhur.
Dalam buku ini, kami membahas berbagai aspek penting yang meliputi perkembangan teknologi dalam pendidikan, strategi pembelajaran PAI berbasis digital, tantangan yang dihadapi dalam implementasinya, serta upaya untuk menjaga keseimbangan antara kemajuan teknologi dengan nilai-nilai spiritual yang harus tetap dijaga.
Kami menyadari bahwa buku ini masih jauh dari sempurna. Oleh karena itu, kritik dan saran yang membangun sangat kami harapkan untuk perbaikan di masa yang akan datang. Semoga buku ini dapat menjadi sinar penerang bagi dunia pendidikan Islam di era digital dan memberikan manfaat bagi semua pembaca.
... Platforms like Brightspace Insights and Salesforce Education Cloud analyze student data to predict engagement levels and identify at-risk students, which permits teachers to interfere timely and offer necessary support, thereby maintaining or increasing student engagement (Siemens & Long, 2011) [20]. AI-enabled social learning platforms facilitate collaboration and communication among students, promoting engagement through group discussions and project management tools (Dillenbourg, 1999) [21]. Finally, immersive and interactive learning experiences are made possible by virtual reality (VR) and augmented reality (AR) applications like Google Expeditions and zSpace, which provide students a deeper understanding of and interest in subjects like science and history. ...
... Platforms like Brightspace Insights and Salesforce Education Cloud analyze student data to predict engagement levels and identify at-risk students, which permits teachers to interfere timely and offer necessary support, thereby maintaining or increasing student engagement (Siemens & Long, 2011) [20]. AI-enabled social learning platforms facilitate collaboration and communication among students, promoting engagement through group discussions and project management tools (Dillenbourg, 1999) [21]. Finally, immersive and interactive learning experiences are made possible by virtual reality (VR) and augmented reality (AR) applications like Google Expeditions and zSpace, which provide students a deeper understanding of and interest in subjects like science and history. ...
The proliferation of online higher education has underscored the need for innovative approaches to enhance student learning, engagement, and success. This paper explores the transformative potential of artificial intelligence (AI) in revolutionizing online education. By focusing on personalized learning, AI-driven assessment, and student engagement, this research investigates how AI technologies can create tailored educational experiences, optimize learning outcomes, and foster a dynamic online learning environment. The study delves into the implementation of AI-powered tools, such as intelligent tutoring systems, adaptive learning platforms, and predictive analytics, to address individual student needs, provide timely feedback, and promote active participation. Through a comprehensive analysis of the existing literature and emerging trends, this paper aims to identify key challenges, opportunities, and best practices for leveraging AI to optimize online higher education, ultimately contributing to improved student satisfaction, retention, and academic achievement.
... 2 Theoretical background 2.1 Collaborative online learning Collaborative learning is a widely used teaching format in higher education that allows students to share knowledge in self-directed learning environments. While some authors distinguish between collaborative and cooperative learning (Dillenbourg, 1999), others highlight their similarities (Kreijns et al., 2003). We follow the conclusions of Kirschner (2001), who emphasizes commonalities, and use the term collaborative learning as "an umbrella term for various instructional approaches to small group learning" (Yang, 2023, p. 718) throughout this study. ...
Collaborative online learning became a necessity for universities during the COVID-19 pandemic. Even though it is known from research that online collaboration is an effective way of learning, digital interaction can be challenging for learners. Group members have to create a high-quality interaction to ensure the success of the collaborative learning process. Based on a theoretical model of collaborative learning, high-quality interaction can be determined with regard to cognitive group activities (prior knowledge activation, transactivity), meta-cognitive group activities (organization of the work process), and relational group activities (group climate, participation and task-related communication). Our study aims to examine how students manage a self-directed collaborative learning setting, how they perceive the process quality of digital interaction and how the interaction quality is related to self-reported outcomes (learning gain and satisfaction). We use a newly developed questionnaire to assess the quality of digital interaction in terms of the aforementioned dimensions. Furthermore, we focus on associations with the beliefs about web-based learning and the ability of perspective-taking at the individual level as well as the sense of community at the group level. We conducted a quantitative study within online university courses that were implemented asynchronously due to the COVID-19 pandemic. N = 298 undergraduate students in teacher education rated the quality of a digital collaborative learning settings (response rate of 72%). The students worked on collaborative tasks autonomously without any guidance from the teacher. We find differences between (meta-)cognitive and relational factors of interaction quality, and differences in the strength of the associations with outcomes and individual and group-related factors. Our study provides insights into students´ collaborative online learning and examines the relationships between different dimensions of group interaction quality and the input and outcome variables. Limitations and areas for further research are discussed.
... Given the global recognition and adoption of cooperative learning, including its increasing implementation in mainland China, it is crucial for educational policymakers to support and encourage these strategies. This could involve providing training for teachers, revising curriculum guidelines to include cooperative learning principles (Dillenbourg, 1999), and allocating resources to facilitate this shift. Ultimately, embracing cooperative learning can lead to improved educational outcomes and better prepare students for future academic and professional challenges. ...
This paper explores the role of cooperative learning approach to English reading among secondary level students in China. As English as a foreign language is a part of school curriculum, developing students’ reading skills is essential to achieve the curricular goals. Since reading is challenging skill for non-native speakers, which is evident from the condition that despite teachers investing a lot of time in developing students’ reading skills, the level of improvement is not satisfactory. In the changed context of teaching and learning of English, cooperative learning has gradually become one of the most popular learning strategies in recent years as it encourages teachers and students to engage in complementing each other in learning, which greatly promotes learning interest and mobility, and also can be more conducive to teachers and students to break through the bottleneck of English reading. Two major questions raised were: a) Whether the cooperative learning affect students’ English reading ability? b) How does the cooperation affect students’ learning motivation in English reading? To respond to these questions, in this study, the data were gathered through an experiment conducted in grade eight that involved students in cooperative learning to develop their English reading. The results of the study indicated that cooperative learning improved students’ reading ability, enhanced their motivation and improved students’ learning enthusiasm. This implies that English as foreign language learning contexts should prioritise students’ engagement in cooperative learning.
... This collaborative approach allows students to learn from each other, share different perspectives and develop social and communication skills. The facilitator's role is to set up group work, mediate discussions and ensure all students are engaged (Dillenbourg, 1999).Facilitators create opportunities for collaborative learning by setting up group work that gets students to work together and learn from each other. Cooperative learning structures such as jigsaw, think-pair-share and group investigations are commonly used to promote collaboration and peer teaching. ...
The constructivist approach to teaching is all about the learner being the constructor of their own knowledge. This means the teacher has to shift from being the instructor to the facilitator. A constructivist teacher facilitates learning by guiding students through experiences that promote active exploration, problem-solving, and critical thinking. Rooted in constructivist theory, this approach emphasizes student-centered learning, where knowledge is constructed through interaction with the environment and collaboration with peers. The teacher's role shifts from a traditional provider of information to a guide who supports and challenges students to construct their own understanding. This method promotes deep understanding, intrinsic motivation, and the development of skills necessary for lifelong learning. Through reflective exercises and continuous feedback, a constructivist teacher creates an engaging and dynamic classroom environment. This research paper looks at the theory behind the constructivist approach, the many hats of the facilitator and the practical applications and implications for teaching and learning.
... Format kelompok ini memungkinkan mereka untuk saling bekerjasama dalam menyelesaikan tugas pembelajaran (Gokhale, 1995). Pebelajar dapat secara aktif berbagi ide, pengetahuan, dan keterampilan untuk mencapai hasil belajar (Dillenbourg, 1999). Meskipun berbagai penelitian menunjukkan hasil bahwa collaborative learning secara positif dapat meningkatkan hasil belajar, namun model pembelajaran ini juga memiliki beberapa keterbatasan. ...
Writing skill is often regarded as a complex ability in English language learning, requiring more precision in grammar and vocabulary than listening, speaking, and reading. Teaching writing skills effectively requires special attention, such as implementing homophily-based collaborative learning, which groups students based on shared interests. This study also investigates the impact of academic engagement on writing skills. This quasi-experimental research employed a posttest-only control group design. The experimental class utilized homophily-based collaborative learning, while the control class used standard collaborative learning. Data were collected through questionnaires and posttests. The results indicated that the homophily-based collaborative learning class achieved higher writing skill scores compared to the standard collaborative learning class. Additionally, students with high academic engagement scored higher in writing skills than those with low academic engagement. No interaction was found between the learning model and academic engagement on writing skills. Therefore, teachers are encouraged to form learning groups based on homophily principles to achieve better outcomes and to provide additional support to learners with low academic engagement to optimize their results. Abstrak Writing skill seringkali dianggap sebagai keterampilan yang kompleks dalam pembelajaran Bahasa Inggris. Writing skill membutuhkan ketelitian dan kehati-hatian dalam grammar dan vocabulary yang lebih besar daripada listening, speaking, dan reading. Sebagai keterampilan yang kompleks, pembelajaran writing skill membutuhkan perhatian khusus agar pembelajaran dapat berjalan dengan optimal. Sebagai contoh dengan menerapkan collaborative learning dengan pembentukan kelompok berdasarkan prinsip homophily. Model ini menekankan mekanisme belajar secara kolaboratif berdasarkan peminatan topik belajar. Selain itu, penelitian terkait academic engagement juga perlu dilakukan untuk mengetahui pengaruhnya terhadap writing skill. Penelitian ini berjenis quasi experiment dengan posttest only control group design. Kelas eksperimen menggunakan homophily based collaborative learning sedangkan kelas kontrol dengan collaborative learning. Pengambilan data dilakukan dengan angket dan posttest. Penelitian ini menemukan kelas dengan homophily based collaborative learning memperoleh nilai writing skill yang lebih tinggi dibadingkan collaborative learning. Pebelajar dengan tingkat academic engagement yang tinggi juga menghasilkan nilai writing skill yang lebih tinggi dibandingkan academic engagement rendah. Tidak ditemukan adanya interaksi antara model pembelajaran, academic engagement, dan writing skill. Selanjutnya, guru dapat menyusun kelompok belajar berdasarkan prinsip homophily untuk mendapatkan hasil belajar yang lebih baik. Guru juga perlu memberikan perlakuan khusus kepada pebelajar dengan academic engagement rendah agar dapat mencapai hasil belajar yang optimal.
... The term 'collaborative learning' has often been mentioned in educational fields and its positive (also negative) aspects have been more widely studied than ever. Collaborative learning is a situation in which multiple learners participate in a joint learning activity to expand their existing knowledge together and achieve a common learning goal (Dillenbourg, 1999;Janssen et al., 2012). Learners build a common understanding of the topic and create new knowledge by exchanging their own ideas and negotiating within a team (Beers et al., 2005). ...
The TUNED project aims to improve the knowledge and skills of educators by applying pedagogical strategies from learning science, such as self-regulated learning and scaffolding. We intend to impact different levels of education: the first-level target is educators in higher educational institutions (HEIs), including professors, lecturers and teachers in initial teacher education (ITE). Training these educators will directly affect the second-level target: HE students and school teachers who take in-service training and lectures of ITE. Finally, the third-level target is students in the schools who will benefit from the new methods applied by teachers. In this way, we can trigger a domino effect that will improve training and teaching at every level of education. As our first step, this guidebook aims to help teachers, particularly in a higher education context, where online and blended learning methods are most commonly used, by providing theoretical and practical implications and frameworks to facilitate students’ self-regulated learning in distant learning contexts. We hope this guidebook will provide readers with insights into effective scaffolding to enhance pupils’ regulation skills and tips for exploiting the benefits of digital learning to create better online/blended learning experiences.
... It is undeniable that students might have different quality of interaction during CPS. Dillenbourg (1999) stated three criteria to see whether students interact collaboratively, i.e., interactivity, synchronicity, and negotiability. Interactivity refers to how interactions affect students' thinking within a group. ...
Many studies reported the importance of mathematical justification in collaborative problem-solving (CPS). However, not all tasks could stimulate mathematical justification in CPS. This study explores the potential of a decision-making task in facilitating mathematical justification in CPS of a derivative topic. Two groups of 12 graders in Bandung, Indonesia solved a task. The group works were observed, recorded, and the written works were collected. The findings showed that the task encouraged the groups to focus on justifying mathematical claims. Both groups successfully solved the task, yet different mathematical justifications were observed. We discussed the possible roles of the task difficulty and groups’ mathematics ability in promoting mathematical justifications. Checking the effectiveness of the task on a larger sample was recommended for further studies.
... Collaborative theory emphasizes that learning is a social process and that knowledge construction is inseparable from group interaction and collaboration (Dillenbourg, 1999). In an ODL environment, although learners are physically separated from each other, interaction through various technical means is still a core component of the learning experience (Garrison et al., 2000). ...
The rapid spread of open and distance learning (ODL) in higher education has sparked a strong interest in the determinants of student satisfaction. Although previous studies have explored various factors that influence satisfaction, a comprehensive model integrating multiple dimensions is still lacking. This study proposes and empirically tests a comprehensive structural equation model of ODL student satisfaction, incorporating interaction, instructor quality, learning management system (LMS), assessment, and student self-regulation as key predictors. Based on constructivist, collaborative, and cognitive information processing theories, we hypothesize direct effects and mediation relationships between these constructs. Data collected from 1,450 students at a large open university in China were analyzed using partial least squares structural equation modeling (PLS-SEM). The results reveal complex interrelationships among the predictors, with interaction and self-regulation emerging as key mediating variables. This study contributes to the ODL literature by providing a nuanced understanding of the satisfaction formation process and offers practical implications for improving the ODL experience. Our findings highlight the need for a holistic approach to ODL design and implementation, emphasizing the synergistic effects of technology, instructional, and personal factors in fostering student satisfaction.
... Para além disso, estimulam a capacidade de planejar, monitorar, estabelecer metas, aprender de forma colaborativa através da inversão entre de papéis entre os pares, transformando, assim, estes estudantes em sujeitos reais na construção do aprendizado, ao lado do docente, ao desenvolver a sua autonomia. 10 É uma metodologia educacional em que duas ou mais pessoas (grupo de pessoas) tentam aprender ou aprendem algo em conjunto (DILLENBOURG, 1999). É um processo ativo de construção de conhecimento que ocorre de forma coletiva, por meio da interação, colaboração entre os pares de estudantes que atuam de forma interdependente na busca pelo aprendizado proposto pelo professor. ...
Este trabalho objetiva explorar o Potencial de Desenvolvimento da Pedagogia da Autonomia (PDPA) na aprendizagem de Língua Inglesa (LI) nas escolas públicas estaduais de Ensino Médio do município de Jaguaruana, Ceará, Brasil, a partir da análise do livro didático (LD) utilizado nestas escolas. A motivação em investigar o PDPA no LD se justifica pela relevância que o desenvolvimento da autonomia tem para o aprendizado da LI. Motiva-se, ainda, por se considerar essencial a adoção da referida pedagogia pelo professor, uma vez que esta pode favorecer a motivação pelo aprendizado da língua, assim como torná-lo mais significativo, uma vez que o LD pode ser um material didático valioso para sua promoção. No campo da Linguística Aplicada interdisciplinar, esta investigação articula a Análise Dialógica do Discurso (ADD) e a Pedagogia da Autonomia de Freire, tomando o LD como um enunciado na perspectiva bakhtiniana, que deixa ser tocado pelo discurso teórico da Pedagogia da Autonomia no contexto da aprendizagem de LI. A fim de dar conta deste estudo, adota-se a abordagem de natureza qualitativa, analisando o LD de LI Anytime! Always ready for education, volume único, selecionado pelos professores durante a edição de 2021 do Programa Nacional do Livro e do Material Didático (PNLD), utilizado nas três séries do Ensino Médio (1ª, 2ª, 3ª), nas escolas públicas do município durante o triênio de 2022-2024. Diante da análise realizada, os resultados da investigação apontam para a existência de uma relação explícita entre a Pedagogia da Autonomia e o ensino de LI promovido pelo LD, materializando-se a partir da frequência de atividades que contemplam os saberes da referida pedagogia, tais como: refletir criticamente, consciência do inacabamento, respeito à autonomia do educando, tomada consciente de decisões, saber escutar (disponibilidade para diálogo). Além dos saberes da Pedagogia da Autonomia, as atividades do LD do LD também apresentam as seguintes dimensões da autonomia na aprendizagem de LI: assumir o papel de protagonistas (aprender de forma independente/autodireção) e monitoramento/(auto)avaliação/autorregulação da aprendizagem. Sublinhamos que estes saberes e dimensões mencionados, apresentam ocorrências em todas as unidades do LD, sejam elas principais ou unidades especiais, e em seis das sete seções destas unidades, a exemplo: Let's Start, Reading, Listening, Speaking, Writing, Self-Assessment, e em suas subseções. Assim, o exemplar do LD analisado apresenta PDPA, que pode ser flagrado por meio da presença do quantitativo de 124 atividades que favorecem o desenvolvimento da autonomia frente ao total de 142, em outras palavras, um percentual de 87,32%. Por conseguinte, constatou-se, a existência de apenas 18 atividades que não apresentam PDPA, na seção Language Study (atividades de gramática), representando uma porcentagem de apenas 12,68%. Diante de um número expressivo de atividades com PDPA, cabe ao professor por meio de sua prática pedagógica, utilizar o LD de LI de forma que essa potencialidade seja concretizada e o desenvolvimento da autonomia dos estudantes seja alcançado.
Palavras-chave: Potencial de Desenvolvimento da Pedagogia da Autonomia. Livro didático. Ensino de Língua Inglesa. Escolas públicas. Análise Dialógica do Discurso.
... -Promoting collaborative learning fosters the development of critical thinking, communication, and teamwork skills among students ( Johnson & Johnson, 1999;Dillenbourg, 1999). ...
In the 21st century, the educational landscape has been substantially altered by the rapid advancements in technology, globalization, and the changing demands of the workforce. An increasing number of people believe that the traditional educational paradigms, which place a strong emphasis on rote memorization and standardized testing, fall short of adequately educating pupils for the complexity of today's society. The 21st-century education model emphasizes the pursuit of communication, collaboration, creativity, and critical reasoning. The purpose of this investigation is to investigate the incorporation of Professional Learning Communities (PLCs) and John Hattie's Visible Learning principles in the establishment of a 21st-century, model school. Visible Learning emphasizes the transparency and quantifiability of student learning processes, whereas PLCs cultivate an environment of ongoing professional development and improvement among educators. The results indicate that the combined approach fosters a supportive, data-driven, and student-centered learning environment, as well as improves student engagement, critical thinking, and academic performance. Increased job satisfaction, professional development, and structured collaboration are advantages that teachers experience. Despite the necessity of ongoing professional development and resistance to change, this integrated model is a scalable and replicable framework for educational excellence that addresses the imperative need for educational reform and prepares students for the 21st century.
... Collaborative learning involves two or more people learning or attempting to learn something together (Dillenbourg 1999) and includes multidisciplinary processes and enhanced learning outcomes. It is distinct from cooperative learning, where required tasks are distributed amongst learners (Laurillard 2009); instead, connected learners rely on each other to share and construct knowledge (Nussbaum-Beach and Hall 2011). ...
... Additionally, collaborative learning experiences contribute to the development of teamwork and leadership skills, preparing students for success in collaborative work settings [53,55]. By participating in peer assessment activities, students learn to work effectively in teams and leverage each other's strengths to achieve common goals [56]. ...
... Collaborative learning relies on the integration of a collaborative activity within an educational context (Dillenbourg, 1999). Collaborative learning theories emphasize the social aspect of learning and how learning and motivation can be constructed through interactions. ...
The increasing adoption of generative AI (Gen AI) has made it even more important to investigate how education and learning is transformed. The paper investigates the evolving relationship between humans and AI in performing learning and knowledge-intensive tasks. Based on mixed data collected from business school students, the article explores the evolving relationships between human and AI in knowledge collaboration. The article sets out to address how Gen AI usage affects students’ behavior, their academic work and their attitudes towards AI. It investigates how students use Gen AI in an academic context to support students’ work processes. Our analysis draws on collaborative learning theories and revisits the automation-augmentation paradox in the context of management education. The aim is to address the following research questions: How does collaboration with AI affect student academic work? And how do students in higher education use Gen AI for academic work? We present insights into students’ perception of benefits and drawbacks of using Gen AI, their attitude towards Gen AI, knowledge tasks in which they collaborate or delegate to Gen AI and we discuss the potential risks associated with the use of Gen AI. Students are collaborating with AI using ChatGPT for expanding knowledge on academic themes, summarizing concepts, theories, and generating ideas for research topics and methods. Time saving, enhanced productivity and user-friendliness of the tool were identified as the main benefits associated with Gen AI, whereas the risk of plagiarism, its inaccuracy in responses and the need for prior knowledge were identified as the main drawbacks. While our findings underscore the potential of Gen AI to significantly enhance student learning experiences, they also underscore the importance of exercising caution and awareness of associated risks to automate learning. This study seeks to enrich our comprehension of AI's transformative role in higher education, with a specific focus on the student-centered perspective.
... This "silo" approach (isolating classes) is somewhat intentional: institutions need to restrict access to tuition-paying students, and prevalent pedagogical approaches rely on controlling the order in which information is revealed to the student and view building on others' work as a form of "cheating". Unfortunately the silo approach can inhibit pedagogical approaches that can be conducive to learning, such as collaborative learning (Dillenbourg, 1999;Webb & Palincsar, 1996), apprenticeships (Lave & Wenger, 1991), and interdisciplinary/transdisciplinary collaborations (Derry & Fischer, 2005). In response to this need, we designed a software environment, disCourse (discourse.ics.hawaii.edu), to support individual courses while also allowing for serendipitous discovery of other persons, ideas and resources in the larger social network. ...
Online learning environments can do more than support immediate instructional objectives: they can also enable participants to gain value from a network of scholars and resources. Networks of weak ties provide access to potential collaborators and novel information beyond what is available in one’s immediate strong tie circles. These resources for potential action have been termed "bridging social capital". Since the capital in socio-technical networks resides partially in how the technology enables contact between people, it has been called "socio-technical capital." Combining these ideas, we call the weak ties enabled by a technical environment "bridging socio-technical capital". Inspired by this idea, our software for networked learning, Prometheus, has been designed to support online university level education and teacher professional development under an open community model. In these online environments, a number of people who may have something in common are participating in task-specific workspaces that are embedded in a shared virtual space. Our objective is to design this space to offer affordances for the sharing of something of value between participants beyond the specific instrumental objectives that brought them to the workspaces (e.g., professional development activities or taking a course). The analysis reported in this paper examines the extent to which people who come to the university environment for instrumental objectives such as taking a course encounter persons or products of others from outside their assigned workspaces. Various digital artifacts available in Prometheus--discussions, resources, user profiles, and wiki pages--are compared in terms of how they support these encounters, which we call "spontaneous associations." Affiliation networks are created and analyzed to characterize and compare spontaneous and preassigned associations. Results show that there is appreciable bridging across classes and degree programs, but the types of artifacts studied play different roles in mediating bridging socio-technical capital as measured by spontaneous associations. While there is much more activity within wikis and discussions, little of that activity helps users expand beyond their assigned contexts, primarily because discussions and especially wikis are owned by task-specific workspaces with controlled membership. Meanwhile, an appreciable percentage of access to profiles and resources (about a third) are bridging events, but these artifacts support fewer associations and no interaction, which limits their contribution to bridging socio-technical capital. The results revealed that we need to find ways to make users aware of relevant discussions and especially wikis outside their primary workspaces, and to increase opportunities for interaction around resources and profiles. More generally, this work highlights the importance of looking beyond immediate instructional objectives to design for bridging socio-technical capital in networked learning environments, and offers one approach to identifying how digital objects mediate such capital.
... A key to understanding learning in a collaborative TELE lies in understanding the rich interaction between individuals (Dillenbourg, 1999). To improve the quality of educational practices, there has been recent interest amongst educators in studying teaching and learning processes, using more general methodologies concerned with recording and analysis of teacher and student behaviours as they occur in the actual classroom situation. ...
Enhancing educational interactions in collaborative learning within Technology Enhanced Learning Environments (TELE) is a popular approach to engage students in active learning within the Higher education sector globally. These entail providing educational interaction episodes at various time points of a teaching/learning session. Analyses of interactions can explore whether improving student collaborations and interactions do indeed have an impact on learning. Few empirical studies on interaction analyses have been conducted in the context of Technology Enhanced classrooms in Higher education. Tools used currently for analyses of video data of educational interactions yield reports that are either too technical or do not, in themselves, give feedback on the impact of student interactions on learning. In this project, while studying collaborative learning within a Technology Enhanced practical lab, a simple model of an "Interaction Timeline Graph" was developed to sequentially analyse educational interactions over time, so that teachers and students alike might understand these. Content analyses of widely-used video analysis software applications was done. This led to some elements of these software applications to be incorporated in this new model. To further analyze educational impacts of these interactions, elements of a learning framework applied specifically to Technology Enhanced Learning lab have been coded and then incorporated into a further innovative detailed model of the "Visual Interaction and Learning Sequence Graph". Such a model of "Visual Interaction and Learning Sequence Graph" includes three critical segments of colour coded educational interactions in a sequential timeline as well as their representative snapshots along with each of its learning element. While studying learning in a technology enhanced classroom setting, it has much potential in its use, as interactions can be directly related to learning outcomes and summative grades. As this "Visual Interaction and Learning Sequence Graph" is simple and graphic, it can be used as a feedback tool for both the learner as well for facilitators on the effectiveness of interactions. When compared with grades, this model could also be used to expand academic analytics in identifying types of interaction that successful students engage in and those that may influence increased learning effectiveness and higher student performance.
... To be successful at networked learning, learners need to have sufficient networking skills. These skills include (i) skills regarding content such as being able to engage in conversations and being able to communicate ideas, thoughts and (Dillenbourg, 1999;Kintsch & Van Dijck, 1978), and (ii) skills regarding the process of networking to continuously build, maintain and activate personal learning networks (PLNs) (Nardi, Whittaker & Schwarz, 2000), in particular to be able to identify the experience and expertise of the connections in their PLNs (Rajagopal, Joosten-ten Brinke, Bruggen, van J. & Sloep, 2012). By developing these skills, sophisticated networked learners will be able to build effective and valuable personal learning networks to support their present and future learning needs. ...
In recent years, the concept of a Personal Learning Network (PLN) as a structure to support personal learning has become more and more widespread. A Personal Learning Network refers to the network of people a self-directed learner connects with for the specific purpose of supporting their learning. An effective use of PLNs as learning resources depends on various networking skills of the learners. These skills include content-related skills such as such as being able to engage in conversations and being able to communicate ideas, thoughts and opinions to the listener, but also (ii) skills regarding the process of networking itself to continuously build, maintain and activate PLNs, in particular to be able to identify the experience and expertise of the connections in their PLNs. Relationships for learning in a PLN are often supported through various technical instruments and platforms. Although many technologies are being developed to support learners' construction and maintenance of their Personal Learning Network, the design is often based on certain assumptions on what learners consider important for their own social learning. However, there has been little investigation on what a learner considers important in a PLN. This article presents the results of a study on the concepts that determine whether a learner considers a contact to be valuable to their learning, the perceived relevance or importance of these concepts to the learner, and the extent to which these concepts are perceived to be supported by current popular networking platforms. The methodology used consists of a two-stage process: a scaffold activity on name generation and abstraction of concepts by participants in a workshop on networking skills, followed by a survey rating the importance of the elicited concepts and their association with 5 chosen PLN-supporting platforms. The conclusions of the study are (i) 18 concepts are generally accepted as driving a learner's PLN, (ii) that social learning via PLNs still remains very hidden, but reflective activities encourage more control over this type of learning, and (iii) that different social networking platforms fullfil different aspects of the supporting personal learning networks, with the exception of Twitter as a learning platform, that emerges from the study as the most widely applicable tool.
... Hence, the growing interest towards CL it not surprising, as learners get responsible for their mutual learning since the success of one learner helps the others to be successful too Laal and Ghodsi (2012). In fact, CL is recognized to come with many advantages: it can promote a learner-centered education, induce a positive attitude in learners, stimulate critical thinking, create an active learning environment, enable a seamless knowledge flow among the team members, etc. (Dillenbourg, 1999;Zhao and Zhang, 2009). Over the years, the use of CL has progressively expanded, showing positive outcomes in various learning contexts, encompassing English language (Peng et al., 2019;Emir and Yangın-Ekşi, 2024), Information Technology (Konak et al., 2016), Chemistry (Yang and Wang, 2023), etc. ...
The use of Virtual Reality (VR) in education is getting more and more common, especially when hands-on learning experiences have to be delivered. With VR it becomes possible, e.g., to simulate dangerous or costly procedures that could hardly be implemented in real settings. However, engaging large classes in immersive laboratory activities may be difficult, since VR kits are still rather expensive for quantity purchases and may require powerful PCs as well as proper spaces to work. A possible way to deal with these issues could be to combine VR with so-called asymmetric Collaborative Learning (CL). CL is a particularly interesting pedagogical approach, as it make learners work in team to achieve a common educational goal, promoting critical thinking and active learning. In asymmetric CL, in particular, learners use different technologies to interact. When combined with VR, asymmetric CL could be used, e.g., to let some learners get immersed in a virtual environment, while some others actively participate in the experience using a desktop interface. This configuration could allow, in principle, to involve more learners in the same amount of time and with the same number of VR kits, while also letting them benefit of the advantages of CL. Based on these considerations, this paper investigates the impact of CL on VR-based education by leveraging an immersive virtual environment designed to support a laboratory experience in a Chemistry course. A user study was conducted by involving 46 university students enrolled in the course. Objective and subjective metrics were used to compare two education methods, i.e. one in which the students experienced the VR environment in isolation, another one in which pairs of students collaborated with an asymmetric approach. Students’ knowledge acquisition was assessed by means of theoretical quizzes, whereas practical performance was automatically measured during the VR experience. The experimental results showed that trading off VR-based, individual learning for CL may have positive effects on the acquisition of theoretical knowledge, but may be detrimental to the achievement of practical abilities if sufficient exposure to technology cannot be guaranteed.
... No two students perform similar and best [1] thus group learning seems to solution for the same. Collaborative learning refers to a procedure when two or more people gather together and share information with one another in order to accomplish a common goal [2]. To achieve a similar goal, teams are formed for social events and business team-building exercises even outside of the academic setting. ...
... Thus, in addition to providing training on emotion regulation strategies, it might be promising to ask students to collaboratively analyse historyrelated 360 videos in order to promote a less emotional and more cognitive processing of the videos. Collaborative learning describes a 'situation in which two or more people learn or attempt to learn something together', and includes the expectation of certain forms of interactions in order to achieve a common goal (Dillenbourg, 1999, p. 1). The quality of these interactions is determined by various collaborative processes. ...
Background
With the increasing availability of immersive technologies such as 360° videos for educational purposes, research needs to shift from media comparison studies to value‐added studies in order to identify conditions for effective learning with such technologies. For the educational use of history‐related virtual reality media, which are characterized by immersion and emotionalization, instructional approaches that promote cognitive and critical rather than emotional processing of the content are required.
Objectives
Drawing on research on self‐regulated learning, emotion regulation, and collaborative learning, the present value‐added study examines whether (1) strategy training in cognitive and emotion regulation strategies and (2) collaboration can enhance students' cognitive processing of history‐related 360° videos.
Methods
In a quasi‐experimental study with school students (N = 157), we compared the effects of training addressing cognitive and emotion regulation strategies with training focusing on cognitive strategies alone. Before and during each of the two types of training, students were asked to either collaboratively or individually analyse a history‐related 360° video.
Results and Conclusions
Training in cognitive strategies alone promotes cognitive processing of 360° videos, while combined training leads to more emotional processing. Collaboration helps students to analyse a history‐related 360° video in a cognitive and reflective way before training and to acquire the cognitive strategies during the training. After training, however, students who had previously collaborated processed the video more emotionally than students who had previously worked alone. This study highlights the importance of tailored instructional approaches to maximize the educational potential of immersive technologies in history education.
... Collaborative learning is a specific type of learning and interaction process in which learners in groups negotiate their learning goals and coordinate their shared learning processes together (Roschelle & Teasley, 1995). As collaborative learning consists of discussions, negotiations and reflections on the task at hand, it has the potential to lead to deeper information processing than individuals would achieve alone (Baker, 2015;Dillenbourg, 1999). The premise for successful collaborative learning is that the presence of group members is a significant factor that helps build, monitor and sustain their shared learning processes at the cognitive, motivational and socioemotional levels (Barron, 2003;Isohätälä et al., 2020;Näykki et al., 2017). ...
Background
In recent years, the use of virtual reality (VR) environments for education has gained interest in research and education. However, little is known about the potential of social VR environments for collaborative learning.
Objectives
This study explores pre‐service teachers' (PSTs') collaborative learning and role‐based drama activity, focusing on their self‐created fictional avatar characters and their experiences of presence while working on a group‐based virtual drama activity.
Methods
PSTs' course on environmental storytelling was used as the context of the study, in which they worked in small groups in a VR environment (AltspaceVR) from the desktop computers due to COVID‐19 restrictions. Qualitative research data were collected via questionnaire (N = 15). The data were analysed using a community of inquiry model to explore the PSTs' experiences of online presence.
Results and conclusion
The results showed that the PSTs' experienced creating and acting as virtual characters as meaningful and engaging activities, and elements of presence were manifested in their reflections. Based on this case study, it can be concluded that the interactive virtual drama activity has the potential to foster the experience of presence in online learning.
Der Beitrag geht aus bildungs- und kompetenztheoretischer Perspektive der Frage nach, wie sich Souveränität in algorithmisierten Gesellschaften bestimmen lässt. Hierzu werden relationale Subjektfiguren (entangled, circulated subjects) erprobt, die jenseits eines individuellen und starken Subjekts argumentieren. Sie sind anschlussfähig an gegenwärtige Diskussionen zum computational thinking, die die Basis für einen zukunftsträchtigen, kollaborativen Ansatz von Souveränität bilden.
Abstract The digitization of society impacts not only professional and private life,
but also education. For the case of mathematics education, the question is how
curricula may benefit from digital technology, and how digitization affects curricu-
lum policies. To address these questions, we distinguish the intended, the
implemented, and the attained curriculum. For the intended curriculum, we claim
that digital technology continues to challenge traditional curriculum content, and we make a plea for more attention to data science, computational thinking, modeling,
and simulation. Concerning the implemented curriculum, we highlight the need for
teacher professional development and collaboration in designing and implementing
digital curriculum resources. To assess the attained curriculum, we describe how
technological constraints still may hinder the digital assessment of skills beyond the
basic ones, and discuss what technological features platforms for digital assessment of mathematics learning need.
This chapter provides a comprehensive overview of the role of technology in academic transformation, challenges and considerations in implementing technology in education, best practices and strategies for effective integration of technology, and the future of education in the post-COVID era. It highlights the shift towards online and hybrid learning models. The redefinition of the roles of educators and students, the embrace of personalized and adaptive learning approaches. Enhancing access to education, ensuring equity and inclusivity in digital learning. It also addresses concerns regarding privacy and data security. It highlights professional development and training for educators, creating a supportive digital learning environment, evaluating the effectiveness of technology integration, and the need for continued research and innovation in educational technology. The chapter concludes with final thoughts on the future of education, emphasizing the challenges and opportunities that lie ahead.
This study explores the factors that contribute to enhancing students’ achievement in mathematics education (ACH) in the 21st century, with a focus on the mediating role of student interest (STI). Technology integration (TCI), collaborative learning (COL), and student motivation (SMO) are examined as key determinants of academic achievement in mathematics. A descriptive survey was used in the study, and 385 student samples from six senior high schools in the Kumasi metropolis were used. A survey questionnaire was administered using purposive, stratified, and simple random sampling techniques to select students from the six schools. The questionnaire measured students’ perceptions of TCI, COL, SMO, STI, and ACH. Preliminary analyses, including reliability analysis (Cronbach’s alpha), descriptive analysis, exploratory factor analysis, confirmatory factor analysis, converging validity, and discriminant validity, were assessed before the main model estimation. Amos (v. 23) was used to do structural equation modeling (SEM) in order to assess the various hypotheses. The findings from the SEM analysis showed that TCI and COL all had a direct positive and significant effect on ACH. However, SMO had a direct positive but insignificant effect on ACH. STI as mediating role was found to exhibit no mediation effect on the relationship between TCI, COL, and SMO on ACH.
This study explores the critical role that online communities play in fostering collaborative learning by examining the various technological advances and pedagogical approaches that are being used to change the educational experience. In a comprehensive literature review, we examine the evolution of collaborative learning in the digital environment, from asynchronous discussion platforms to immersive virtual environments and artificial intelligence systems. Our analysis shows that online communities, when integrated effectively, offer unique opportunities for collective knowledge construction, overcoming cultural and geographic barriers. However, we also identify important challenges, such as the need to ensure equity in participation and foster sustained engagement. The study highlights the importance of a balanced approach that puts educational principles first, rather than simply implementing technology, and emphasizes the need for educators to develop new facilitation skills. propose strategies to create more inclusive and adaptable learning environments using emerging technologies such as artificial intelligence and virtual reality. Thus, we found that, despite having transformative potential for collaborative learning, online communities are useful to apply in a careful and contextualized way, based on constant research and collaboration between all participants in the educational ecosystem.
This paper systematically reviews the integration of Project-Based Collaborative Learning (PBCL) in English classrooms, focusing on the aims, methodologies, results, novelty, and contributions of studies conducted over the past decade. The review identifies key patterns, gaps, and future research opportunities in PBCL, offering insights for educators and policymakers. The findings highlight the effectiveness of PBCL in improving student engagement, language acquisition, and collaborative skills, making a compelling case for its wider adoption in English language classroom education.
Os surdos no Brasil enfrentam desafios significativos ao acessar e concluir a educação formal. Este estudo tem como objetivo fortalecer a educação bilíngue para surdos, identificando como adotar o mapeamento conceitual colaborativo para atender às especificidades dos estudantes surdos nos anos iniciais do ensino fundamental bilíngue. Os mapas conceituais apresentam características visuais de representação de conhecimento e são reconhecidos para a promoção da aprendizagem. Para alcançar esse objetivo, empregou-se o método de pesquisa-ação, no qual estudantes surdos, professores surdos e ouvintes de uma escola bilíngue participaram ativamente da construção de um framework para mapeamento conceitual colaborativo. A coleta de dados foi realizada por meio de entrevistas, questionários, observações e análise documental dos mapas produzidos pelos estudantes. Além disso, a pesquisa envolveu a análise de vídeo das interações dos estudantes durante as atividades com mapas conceituais. O framework é composto por cinco fases: capacitação dos professores, planejamento do processo, planejamento das atividades, promoção do interesse dos estudantes e execução das atividades. Cada fase oferece recomendações específicas, validadas no contexto, que servem como base para o desenvolvimento de uma tecnologia de apoio colaborativo.
The development of educational curricula at Islamic educational institutions greatly determines the quality of these institutions. This research aims to analyze and describe the development of the educational curriculum at Madrasah Aliyah Negeri Insan Cendikia Serpong Jakarta. This research method uses a descriptive qualitative approach, while data collection techniques in this research use observation, interviews and documentation, with data analysis techniques using data reduction, data presentation and drawing conclusions. The results of this research show that MAN Insan Scholar Serpong (MAN IC Serpong) is a model of secondary education unit that integrates Islamic Religious Education with science and technology in a balanced manner. This approach aims to be a pioneer in overcoming the divide between religious knowledge and science and technology. The advantages of MAN IC Serpong can be seen in curriculum development, Information and Communication Technology (ICT) based management, learning facilities, professionally managed dormitories, and daily communication using Indonesian and international languages.
This chapter explores innovative teaching methods that incorporate collaborative learning at higher education level. The discussion critically interrogates benefits, challenges and strategies for successful implementation of collaborative methodologies. Also known as cooperative learning, collaborative learning is a pedagogical technique that promotes active engagement, participatory learner engagement in learning in emancipatory epistemological spaces, contact, and mutual assistance among students.
Este texto analisa, comparativamente, as narrativas de seis educadoras imigrantes no ensino superior, três em Sergipe (BR) e três em Massachusetts (EU), com o intuito de demonstrar como essas educadoras influenciam a formação dos indivíduos no ensino superior. A análise é realizada a partir da compreensão de suas trajetórias e saberes que afetam a prática docente. Para tanto, são utilizados os conceitos de sociedade e indivíduo de Elias (1994), os saberes docentes de Tardif (2012) e a abordagem do Estudo de Caso Comparado (ECC) de Bartlett e Vavrus (2017). Observa-se, a partir deste estudo, que suas vivências integradas na prática docente potencializam as experiências educacionais e contribuem para o aprimoramento das sociedades em que estão inseridas.
Esse trabalho teve como objetivo investigar o uso de metodologias ativas de ensino para estudantes com TEA, que frequentam escolas regulares dos Anos Finais do Ensino Fundamental na cidade de Arraial do Cabo no Rio de Janeiro. Participaram desta pesquisa vinte e dois professores atuantes em escolas da rede pública. A metodologia utilizada para o levantamento dos dados foi o questionário semiestruturado elaborado na plataforma virtual Google Forms. Os resultados apontam que as metodologias ativas podem ser eficazes para estudantes com TEA em escolas públicas, pois proporcionam uma abordagem mais participativa e prática no processo de ensino-aprendizagem. Além de oferecer mais autonomia e estimular o protagonismo dos estudantes, as metodologias ativas também podem ajudar os estudantes com TEA, a desenvolver habilidades sociais e de comunicação, além de respeitar as diferenças individuais. No entanto, faz-se necessário o investimento em formação continuada destes profissionais para que possam atuar na construção de novos saberes docentes e práticas pedagógicas significativas.
Educação: Reflexões e Experiências
Volume 5
The purpose of this paper is to consider whether or not networked learning has the potential to enhance learning opportunities for students with high functioning autism or Asperger's Syndrome, through reflective consideration of the cognitive theories associated with a diagnosis of autism spectrum disorder and Passey's (2014) key constructs of learning. In so doing, the paper initially provides a clarification of the criteria for a diagnosis of autistic spectrum disorder, and the problematic issues associated with concepts of high functioning autism. It then presents psychological theories of the autism spectrum and discusses a range of associated characteristics that may prevail when an individual has high functioning autism or Asperger's Syndrome. The paper briefly explores the way in which educational practitioners seek to achieve inclusion for students with high functioning autism or Asperger's syndrome and the ways in which these students may, nonetheless, be implicitly excluded from the academic route that their measured intelligence quotient suggests might be possible. The paper then considers key conceptual lenses that provide insight into constructs of learning, highlighting the way in which the application of such lenses might require adaptation in the light of the cognitive theories of autism. It briefly presents some of the ways in which technology is currently and predominantly used to ameliorate some of the impairments associated with autism and then looks to consider the extent to which various forms of networked learning might extend the academic learning capability of individuals with high functioning autism. The paper also discusses the way in which co-morbidities of autistic spectrum disorder may exacerbate the learning barriers of students with high functioning autism or Asperger's Syndrome and impact upon the affordance that such environments might offer to those students. The paper concludes by proposing suggestions for further research. It also suggests potential development activity that could support a better understanding of the ways in which networked learning might be adapted to support not only students in higher education, but also for those studying at secondary level for whom mainstream or special schooling remains problematic. It further considers the ways in which education research practitioners might engage with autism charitable organisations, international practitioners and clinicians in the field of autism spectrum disorders.
Este estudo tem como objetivo analisar o que tem sido publicado sobre ensino superior EaD , com ênfase no curso de Administração. Para isso, foi conduzida uma revisão
bibliométrica e sistemática, considerando a metodologia Prisma selecionando 163 artigos. A pesquisa abrangeu estudos publicados entre 2011 e 2020, indexados nas bases de dados Scopus (Elsevier) e Web of Science. Os resultados indicam um aumento expressivo no volume de publicações sobre EaD, acompanhado por uma expansão na oferta de vagas nessa modalidade, ultrapassando a modalidade presencial em 2018. Além do crescimento no número de estudos, destaca-se que a maioria dos artigos foi publicada em coautoria, com destaque para periódicos editados na Venezuela e no Reino Unido. O Brasil figura entre os três países que mais produzem estudos sobre EaD. Embora essa modalidade de ensino não seja recente, a discussão acadêmica em torno do tema tem se intensificado nos últimos anos, com foco predominante na qualidade dos sistemas de EaD,
analisados sob a perspectiva da satisfação dos alunos.
ResearchGate has not been able to resolve any references for this publication.