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Designing electronic tools for collaborative learning environments
... 14). Later, a framework was developed by Kirschner et al. (2004) to further illustrate how to examine the usefulness of an educational system. According to the framework, the evaluation of the usefulness of an educational system should include two dimensions: usability and utility. ...
... According to the framework, the evaluation of the usefulness of an educational system should include two dimensions: usability and utility. Specifically, usability deals with the extent to which a system allows users to understand and manipulate it easily to complete a learning task efficiently whereas utility refers to whether the system could afford users with functionalities needed for the accomplishment of the task (Kirschner et al., 2004). In the framework proposed by Kirschner et al. (2004), the concept of utility relates to educational affordances and social affordances, and usability associates with technological affordances. ...
... Specifically, usability deals with the extent to which a system allows users to understand and manipulate it easily to complete a learning task efficiently whereas utility refers to whether the system could afford users with functionalities needed for the accomplishment of the task (Kirschner et al., 2004). In the framework proposed by Kirschner et al. (2004), the concept of utility relates to educational affordances and social affordances, and usability associates with technological affordances. As Kirschner et al. (2004) point out, ''education is always a unique combination of technology, social, and educational contexts and affordances'' (p. ...
This study examined the affordances of an online learning platform used in a Chinese university for online teaching and learning during the pandemic period. A usefulness theoretical perspective was adopted to examine three types of affordances of the platform, namely, educational affordances, social affordances, and technological affordances. Both quantitative and qualitative data were collected and analyzed, including survey questionnaires, observation, and semi-structured interviews. A range of educational affordances emerged from the results, including Representation, Resource sharing, Community-building, Promoting interaction, and Administration. However, despite the respondents’ perceived ease of use of the platform, results indicate that the platform played a limited role in increasing learners’ social presence. A framework for examining usefulness has been developed based on the results. Pedagogical implications are proposed and suggestions for future research are provided.
... Unlike the previous reviews, the current review goes beyond merely reporting the specific types of chatbot employed in past empirical studies. It empirically examines the possible technological, pedagogical, and social affordances associated with chatbots in language learning through the lens of the usefulness theoretical perspective (Kirschner, Strijbos, Kreijns, & Beers, 2004, see following section for detail). This could help educators better understand how chatbots have actually been used in language learning, and their benefits or challenges, as well as suggestions to deal with these challenges. ...
... This paper examines the possible technological, pedagogical, and social affordances associated with chatbots in language learning. This is accomplished by taking a usefulness theoretical perspective (Kirschner et al., 2004) to analyse the utility and usability of chatbots for teaching and learning purposes in language learning contexts. ...
... Usability is concerned with whether a system enables users to accomplish a set of tasks in an easy and efficient way that satisfies the user (Kirschner et al., 2004). Utility refers to the functionality of a system-whether it provides the functions that users need. ...
Background:
The use of chatbots as learning assistants is receiving increasing attention in language learning due to their ability to converse with students using natural language. Previous reviews mainly focused on only one or two narrow aspects of chatbot use in language learning. This review goes beyond merely reporting the specific types of chatbot employed in past empirical studies and examines the usefulness of chatbots in language learning, including first language learning, second language learning, and foreign language learning.
Aims:
The primary purpose of this review is to discover the possible technological, pedagogical, and social affordances enabled by chatbots in language learning.
Materials & Methods:
We conducted a systematic search and identifies 25 empirical studies that examined the use of chatbots in language learning. We used the inductive grounded approach to identify the technological and pedagogical affordances, and the challenges of using chatbots for students’ language learning. We used Garrison’s social presence framework to analyze the social affordances of using chatbots in language learning.
Results:
Our findings revealed three technological affordances: timeliness, ease of use, and personalization; and five pedagogical uses: as interlocutors, as simulations, for transmission, as helplines, and for recommendations. Chatbots appeared to encourage students’ social presence by affective, open, and coherent communication. Several challenges in using chatbots were identified: technological limitations, the novelty effect, and cognitive load.
Discussion and Conclusion:
A set of rudimentary design principles for chatbots are proposed for meaningfully implementing educational chatbots in language learning, and detailed suggestions for future research are presented.
... To further operationalize the construct of affordance, this paper adopts the trichotomy of affordance proposed by researchers as a preliminary analytic framework for designing effective electronic collaborative learning environment for language learning (Kirschner et al., 2004). The three types of affordances in the framework are: (a) technological, (b) educational, and (c) social affordances. ...
... But only the construct of "social affordance" in the trichotomy was found to be useful to categorize the teachers' report of FF's facilitation of teacher-student interactions. The other two constructs (i.e., technological affordance, educational affordance) were found to be not very relevant to our data as Kirschner et al (2004) has used them to denote student learning. After a recursive and repetitive process, we then synthesized the rest Sub-themes into four other kinds of affordances (i.e., pedagogical, managerial, assessment, developmental), and these were marked as overarching themes (see Table 3). ...
... Our study also extends Kirschner's et al. (2004) trichotomy framework in at least three ways. First, while Kirschner's et al. (2004) framework has mainly examined the affordances of a collaborative design for learning, the present study offers empirical evidence for the instructional possibilities afforded by a learning platform for teachers to engage with innovative FA and teaching practices. ...
In recent years, growing interest is shown in Technology-aided formative assessment (TAFA) and language learning. Research has shed light on the experimentation and effectiveness of various TAFA tools, focusing on their pedagogical advantages in assisting the teaching of particular linguistic skills (reading, writing, spelling, etc.). Taking an ecological perspective, this paper reports on an ethnographic case study on the various affordances perceived by a group of English as a Foreign Language (EFL) teachers who used a learning management system “designed for Formative assessment (FA) purposes” in China. Data from interviews, teacher journals, and EFL classrooms are collected. Thematic coding of interview data shows that the platform offers a wide range of pedagogical, managerial, assessment, social, and developmental affordances for the EFL teachers, with experienced teachers in FA reporting better affordances both in quality and in quantity. This paper further proposes a model to understand how TAFA can be designed in a way that fosters EFL teaching and student learning. Implications for designing TAFA and future studies are also discussed.
... Es habitual pensar en la web como material académico y no como un entorno educativo que proporciona a profesores y alumnos herramientas de interacción que permiten promover un aprendizaje más significativo (Herrington et al., 2006;Kirschner et al., 2004). ...
... Los entornos virtuales para el aprendizaje suelen centrarse en las características superficiales y tienden a mantenerse en la pedagogía tradicional, en lugar de abordar las posibilidades educativas, sociales y tecnológicas para la colaboración, prestando más atención a la interacción (Kirschner et al., 2004). Se hará énfasis específicamente en cómo las posibilidades educativas se entrelazan con las otras dos y cómo las decisiones de diseño instructivo influyen en ellas. ...
El contexto educativo actual que busca la innovación, con numerosas vías de aprendizaje individual y colaborativo, necesita integrar de forma simultánea y en profundidad el aprendizaje presencial y el online (a distancia). Requiere cambios de paradigma, que le permitan incorporar todas las posibilidades que aportan las tecnologías digitales: flexibilidad, desarrollo de proyectos grupales e individuales, trazabilidad, posibilidad de crear itinerarios más personalizados.
... The technological advances of the past decades have given rise to an increased integration of educational technology in classrooms and in this context, different alignment frameworks have been developed, for instance, for the design of computer supported collaborative learning (CSCL) environments (Kirschner, Strijbos, Kreijns & Beers, 2004), e-learning tasks (Bower, 2008) and educational technologies as a whole . However, these frameworks were devised for entirely screen-based implementations of educational technology. ...
... As outlined by Kirschner et al. (2004), the usefulness of a system is composed of its utility (whether it provides what is needed) and its usability (how easy and pleasant it is to use). While traditional HE is usually concerned with the latter, there have also been approaches to integrate heuristics related to utility. ...
This chapter addresses the alignment of educational robotics (ER) tools with classroom activities. To this end, it first introduces a conceptualization of ER activities describing the relevant cognitive artifacts and the learning theories underlying such activities. Based on this conceptual framework, a set of design and evaluation heuristics are presented, aimed at supporting developers and educators in aligning ER tools with classroom activities and vice versa. The heuristics were elaborated in several focus groups with 35 developers and educators experienced in the domain. To evaluate the methodology in authentic contexts, two case studies with groups of developers will be presented. Moreover, to illustrate the usefulness from an educator's point of view, another example will be presented in which the devised methodology was used to guide the design of an ER classroom activity.
... His interest was in interface elements, which directly suggested suitable actions, informing design aspects of the digital tool. An area that has gained much from embracing the concept of affordances is the study of humancomputer interaction (HCI) and digital tools (Baerentsen and Trettvik, 2002, Turner and Turner, 2002, Kirschner et al., 2004, Hadjerrouit, 2017, Chiappini, 2012, Conole, 2013. Some of these studies consider socio-cultural aspects of affordances like Chiappini (2012) where 'cultural affordances' appears as a term to capture the cultural objectives underlying a digital learning tool for teaching and learning of algebra. ...
... Some of these studies consider socio-cultural aspects of affordances like Chiappini (2012) where 'cultural affordances' appears as a term to capture the cultural objectives underlying a digital learning tool for teaching and learning of algebra. Kirschner et al. (2004) define various types of affordances in connection with digital tools. Technological affordances relate to the usability of a tool and how it may induce and invite specific learning behaviours. ...
Flipped Classroom as a pedagogical framework has gained popularity at secondary and tertiary levels of mathematics education, but there is a lack of research based on a solid theoretical foundation. This article considers the flipped mathematics classroom from the perspective of affordances and cultural–historical activity theory. The empirical background is based on semi-structured interview data from eight first-year computer-engineering students following 1 year of flipped classroom teaching. The thematic analysis of the data indicates that the flipped format offers a range of affordances at various levels of the activity system. This article advances research on affordances for mathematical learning in a flipped classroom pedagogical frame, presenting operational affordances out-of-class, action affordances at the mathematical task level and finally activity affordances at the collective level.
... Pedagogical affordances Pedagogical affordances refer to the relations between the properties of an educational intervention and learners' individual differences (Kirschner et al., 2004). In this study, pedagogical affordances include learners' educational levels (viz. ...
While empirical investigations of artificial intelligence (AI) chatbots for English-as-a-foreign-language (EFL) learners’ language skill development have been receiving considerable attention, a quantitative analysis of its effectiveness and how the pedagogical effects differ under different conditions is still lacking. To bridge the gaps, drawing on the usefulness theoretical framework and the proposed criteria, this study meta-analyzed 21 eligible studies published during 2008–2023 to gain a comprehensive understanding of the overall effect and moderator analyses of AI chatbots for EFL learning. Results indicated that the overall effect was g = 0.648, 95% CI [0.406, 0.891], suggesting that AI chatbots could be effective to facilitate EFL learners’ language skill development. Furthermore, intervention durations and interface designs were found to be significant moderators. Informed by the results obtained, implications for practice were also discussed.
... Konak, Clark, and Nasereddin (2013) report that the design of hands-on activities is an important factor in order to fully realize the benefits of VCLs. Kirschner et al. (2004) note that social interactions should not be taken for granted in computersupported collaborative learning environments, and they suggest that group cohesion and interactions should be fostered by incorporating positive interdependence in learning activities and building interactivity into the learning environments. ...
... According to Gross and colleagues (2005), group awareness means acquiring the information about team members, as well as the relevant information about the situation of group activities at present, so as to execute some task effectively. In addition, group awareness means acquiring the activity information of team members and activity space (Kimmerle & Cress, 2008) [25]. Group awareness can also be equal to the social presence (Gunawardena, Lowe, & Anderson, 1997), for social presence is defined as "perceiving the interactive partners" (Kreijns et al., 2003). ...
As one of the forms of collaborative learning, collaborative argumentation can improve students’ argumentation skills, promote effective content learning and cultivate critical thinking. Especially in the field of Computer-supported Collaborative Learning (CSCL), such as conflicts between group members, free-riding behavior, and unequal participation occur frequently. At the same time, in the CSCL environment, it is difficult to coordinate one’s actions with other group members’ actions. These problems are mainly caused by learners who cannot obtain group awareness information about accompanying learners and the current group. Therefore, this study according to the previous research, the initial design principles and initial specific guidelines for the group awareness tool were identified. After that, three educational technology experts reviewed the initial design principles and guidelines. The modified specific guidelines were applied to the two-week classroom teaching of 45 first-year students in a class. In addition, a learners’ response survey was conducted on the students who actually participated in the computer-supported collaborative argumentation activities. Finally, the results of questionnaire surveys (n=45) and interviews (n=5) were analyzed, and the final specific guidelines were developed. According to the research results, collaborative argumentation based on group awareness tool solves the problem that general collaborative argumentation activities can’t obtain timely information on the cognitive, behavioral, and social awareness of accompanying learners and the current group study situation. It can continuously maintain their study motivation and promote interaction among learners to improve the quality of computer-supported collaborative learning.
... Although the benefits of hands-on learning in young students is clear (Ekwueme et al., 2015;National Science Board, 1991, p. 27), there are a multitude of considerations to consider to be sure the lessons are a high-quality learning experience for students (Kirschner et. al., 2004). Research has cited that teachers report the benefits of hands-on learning to be increased engagement in lessons, stimulates many different types of learners, increased content retention, and student empowerment in the process (Haury & Rillero, 1994). ...
Students teaching students is widely accepted to be one of the most effective teaching methods with benefits for both the students teaching and those that are learning (Sorcinelli, 1991; Stigmar, 2016). Previous studies have found that students acting as instructors experience improved content knowledge and develop skills and confidence in communication of complex subject matter (Swim, 1999). Students learning from other students experience increased enjoyment and enthusiasm in learning science (Hinck, 2013; Rao et al., 2007). We created a cross-age scientific curricular experience program model that utilized hands-on activities with instruction by trained high school students. This study aims to understand how these curricular experiences impact the self-efficacy of student instructors as well as student learner engagement. We found that student instructors commonly have positive teaching experiences and feel more confident about teaching after each curricular experience. Student engagement during all curricular experiences was high and reflections from instructors, students, and classroom-teachers highlighted the benefits of students teaching students. Overall, this study shows support for cross-age instruction and the importance of hands-on activities in scientific education. We hope educators increase cross-age instruction and hands-on activities throughout their science classes.
... Their aim was to generate a checklist for practitioners to make informed choices about the ways in which different technologies could be used (see Boyle & Cook, 2004 for a critique). Kirschner et al. (2004) suggested using the concepts of "utility" and "usability" as two criteria for evaluating the usefulness of an educational system. Utility refers to technology providing users with the functionalities needed to perform a learning task and is associated with educational affordances and social affordances, whereas usability relates to the technology enabling users to understand and operate the tool and is measured by technological affordances. ...
This paper makes a case for the Bakhtinian concept of “chronotope” in explaining the space–time affordances of technology in second language pedagogy. It examines the production of space–time that intersects online/offline, formal/informal and local/translocal activities in task-based language teaching. Drawing on an example of instructional design using WeChat to facilitate the learning of business Chinese, this paper illustrates that the chronotopic affordances of mobile apps such as WeChat, when creatively integrated with task-based language pedagogy, can significantly expand the learning mobility and opportunities defined by the classroom in its traditional sense. This chronotopic expansion enables learners to be positioned in digitally mediated and simulated scenarios and roles that transcend the space–time of the classroom, closely resembling real-world communication in the globalising world. It is suggested that language task design, taking into account the chronotopic affordances of technology, can facilitate authentic and networked space–time of learning by embedding it in mobile, hybrid, individualised and collaborative contexts. The chronotope concept helps us not only critically understand the complexity of mobile-assisted language learning but also theoretically reimagine the classroom chronotopes and the roles, relationships and processes of learning in an increasingly technology-based knowledge economy in post-pandemic education.
... Their aim was to generate a checklist for practitioners to make informed choices about the ways in which different technologies could be used (see Boyle & Cook, 2004 for a critique). Kirschner et al. (2004) suggested using the concepts of "utility" and "usability" as two criteria for evaluating the usefulness of an educational system. Utility refers to technology providing users with the functionalities needed to perform a learning task and is associated with educational affordances and social affordances, whereas usability relates to the technology enabling users to understand and operate the tool and is measured by technological affordances. ...
This paper makes a case for the Bakhtinian concept of “chronotope” in explaining the space–time affordances of technology in second language pedagogy. It examines the production of space–time that intersects online/offline, formal/informal and local/translocal activities in task-based language teaching. Drawing on an example of instructional design using WeChat to facilitate the learning of business Chinese, this paper illustrates that the chronotopic affordances of mobile apps such as WeChat, when creatively integrated with task-based language pedagogy, can significantly expand the learning mobility and opportunities defined by the class-room in its traditional sense. This chronotopic expansion enables learners to be positioned in digitally mediated and simulated scenarios and roles that transcend the space–time of the classroom, closely resembling real-world communication in the globalising world. It is suggested that language task design, taking into account the chronotopic affordances of technology, can facilitate authentic and networked space–time of learning by embedding it in mobile, hybrid, individualised and collaborative contexts. The chronotope concept helps us not only critically under-stand the complexity of mobile-assisted language learning but also theoretically reimagine the classroom chronotopes and the roles, relationships and processes of learning in an increasingly technology-based knowledge economy in post-pandemic education.
... Having a norm driven space to develop positive online experience may translate into smoother navigation of informal online realities and more importantly, allow the use of the Internet to create new forms of social capital that may even benefit learning experiences. While designers often suggest that affordances are to be set for a sociotechnical environment a priori (Kirschner et al., 2004;Jeong & Hmelo-Silver, 2016), to ensure that learning or usership within the environment meets a certain goal or theory of change, I suggest that understanding and comparing the usership trajectories of different technologies used for formal, non-formal, and informal purposes using models of usership and design constraints may provide ways to dynamically alter the nature of a tool or the intent of its use and compromise varied facets of usership and the possible potentials arising from them; essentially creating a participatory classroom. This slightly differs from the idea that a set of constraints or capacities need to be met in the use of collaborative platforms; these features and utilities are discovered through ongoing use, as described in the principles of ecological psychology (Gibson, 2014). ...
This multi-component study assesses perceived mechanisms through which undergraduate and graduate college students use social media and learning management systems (LMS) through path modelling. The literature review outlines current work related to investigating the mechanisms of learning through LMS and social media, and proposes a new cybernetic model focusing on interplay between design constraints and user agency on online platforms. Using an existing, validated scale that measures design constraints and perceived social connection and exploration on social media, the first part of this study revalidates the existing scale with 302 college students, and adapts it to create and validate another instrument that measures user perceptions of their agency on LMS tools using Confirmatory Factor Analysis. The second part of the analysis in this study involves a platform level understanding of the use of social media and LMS in terms of social connection, exploration and design constraints, and placing these interrelationships within a framework of topology, abstraction, and scale. It also measures relationships across these platforms, through the use of legacy dialogs. The third part of the data analysis in this study focuses on the construction of path models investigating general level mechanisms of social connection, exploration and design within and between social media and LMS. Results reveal that the ethos of community formation that drive the creation of problem-solving environments in social media settings and on LMS tools are fundamentally different; requiring educators to create activities that mirror the spontaneous agencies displayed by users on social media tools in the classroom. An interview tool is created based on results, to inquire further into students’ perceived bond formation on varied informal, formal, and non-formal platforms.
... In the past, ours an important assessment that attests to the success of students we dropped the measures, and more we are learners and teachers. Professional testing agencies, for example, create and oversee college entrance exams for graduates and undergraduates, not classroom teachers [14]. Collective learning contexts reflect the maturity of the inquiry related to collective Learning. ...
Collective Learning is for students or students and Variety involving the collective intellectual endeavor of the authors is the umbrella term for educational approaches. Usually, Students two or so works in groups of more than one, looking Mutual Understanding, solutions or Meanings or a Creating the product. Benefits collective learning are as follows Includes: advanced increase accountability. Successful learners share four characteristics Takes: They are smart, self-determined and empathetic thinkers. Successful learning Learner, materials, teacher and their contacts Research shows that covers environment. Joint teachers teach students their own knowledge Encourage students to use, their knowledge and they share learning strategies with each other Treats with respect and high Focus on level understanding. By helping each other, students create a collaborative community that enhances the best performance of each member (Sen, 2018). Collaborative learning strengthens students' motivation by giving them more freedom-a great motivation for their learning achievement. Collective Learning, sometimes small this is called group learning an instructional strategy is, in which small groups are common Work together. Putting together Multi-step math problem A Judging or creating can be as complicated new kind School design.
... While no consent has been reached on the conceptual definition of affordance, it has resulted in the analytical value of the concept (Evans et al., 2017). As noted above, Gibson looks at utility by focusing on the basic features of an artifact in relation to the user whereas Norman focuses more on usability than on utility by emphasizing how an artifact is perceived (Kirschner et al., 2004). Although no explicit definition was provided by Norman (1999) about what perceived affordances mean, it was assumed to indicate a similar meaning to Gaver's (1991) false affordances (Kaptelinin, 2014). ...
The term affordance has been defined and interpreted diversely in different domains over decades. However, little attention has been paid to the definition of affordances in the domain of education. With the increasing application of various technologies in education, the conceptualization of educational affordances of technology is essential to fully explore the educational potential of technology and better understand how learning could be supported with the affordances of technology. This paper compares the existing literature concerning affordance theories and defines affordances in the domain of education. A framework for conceptualizing educational affordances of technology has been articulated based on the literature to interpret the notion from three aspects: technology, user, and environment. The framework would not only help practitioners to understand the certain capability of technology to provide an effective mediating tool for educational activities but also assist researchers to study the educational affordances of technology from new dimensions.
... Science teacher educators have supported technology integration initiatives in a variety of ways: They may craft experiences that help their teacher candidates use technology effectively in the classroom (Habowski & Mouza, 2014), understand the affordances and limitations of technology (Kirschner et al., 2004), or create a personal vision for teaching and learning with technology (Hechter, 2012). No matter the approach, it is critically important to understand what view of technology the science teacher education program advances. ...
The science teacher education community plays a prominent role in teacher preparation programs. Particularly, science methods courses emphasize modeling instructional strategies to promote inquiry-based practices. Integrating appropriate educational technology to enhance and support classroom practices should be embedded in these courses. The recommendations in this paper, specific to science methods, consist of designing the proper use of educational technology using three domains: (a) supporting the process of learning, (b) catalyzing the acquisition of information, and (c) communicating acquired knowledge. The three proposed domains are illustrated at different levels of the PICRAT technology integration model (Kimmons, 2016), with examples that can be quickly adapted to both elementary and secondary science methods courses. The authors aim to help inform science methods instructional practice, the design of related activities, and the application of education technology.
... As we have outlined, the idea of setting out affordances for a technology-assisted educational environment (Jeong and Hmelo-Silver 2016 ;Kirschner et al. 2004 ) and expecting outcomes to emerge within the constrained boundaries of a theory of change lies within a first-order cybernetic framework to curriculum design. There have been attempts to try to expand such first-order approaches to involve ongoing partnerships between designers/observers, students, and practitioners (Spikol 2011 ), wherein observers act iteratively to alter the structure of curricula based on the emergent needs of students and practitioners (Fig. 1 ). ...
Despite iterative learning design being increasingly implemented, such approaches are often delineated by well-defined periods of design/implementation. However, second-order cybernetics, which suggests a participatory approach to learning design, involves responsively adapting learning environments to meet students’ needs, treating them as agentic participants in the classroom. In our mixed methods study, we investigate whether such a process can facilitate egalitarian participation and collaborative interactions in a technology-assisted classroom. We use the example of a graduate psychology class of 17 students and suggest that adaptation of live-chat activities by a participant observer on the Reddit social media platform that supplemented the in-person lecture dynamically, using a network analysis and qualitative ethnography as a modelling facility mimicked the ongoing feedback loops of social media platforms, enabling students to use social media with a critical eye, and engage in productive collaboration. Our quantitative results present network graphs for weekly eigen centrality to understand the egalitarian nature of the network, and transitivity to understand the likelihood for collaboration between more than two agents. Our qualitative results elaborate selected Reddit posts, and weekly field notes to explain how redesigning the chat weekly helped augment lecture-based discussion with the instructor and critique of student presentations, spurring egalitarian participation through a space-place dialectic. Students also provided end-semester feedback that was analyzed using inductive coding, to design future courseware.
... Despite there being a plethora of PowerPoint, hyperlinks and information available to the learners, the online resources were described as poor and it was considered that the virtual learning environment was merely acting as an unstructured repository; learning was described as amorphous and self-directed, with this poor online learning experience leading to learner anxiety (figure 1). Thus, with a significant potential for time-delay using asynchronous communications, a lack of clarity around how to interpret the resources and lack of sensory contact with teachers and other students, it was clear that merely replicating traditional pedagogy is not appropriate (Kirschner, Jan-Willem, Kreijns, & Beers, 2004) in the context of networked-learning. As a member of the academic team who was not consulted about this change in module delivery, this did not sit comfortably with me, nor did it reflect my own teaching philosophy or experience of being an experienced online learner and developing online teacher. ...
This chapter introduces a case study to explore the pedagogical re-design of an online module using online discussions as the focus for learning. A longitudinal and development module assessment was threaded through three phases of learning: 1) writing bees, 2) WIKI (what I know is), and 3) problem-based learning (PBL). Each phase of learning is explained using evidence to support its development, and a critique of the benefits and limitations of learning this way is included. An evaluation of the re-designed module is included, demonstrating although at times the online discussion and writing activities were challenging that on the whole, students enjoyed learning in this way. This chapter concludes by claiming that the pedagogical design of learning using online discussions should be engaging, interactive, collaborative, and fully supported at every stage of the learners' journey and recommends further research in the theory of communities of practice to inform such pedagogical design.
... Murray, 1997). In educational technology, two additional interrelated affordances referring to utility have also been identified: social and educational (Kirschner et al., 2004). Social affordances act as socialcontextual facilitators. ...
... Often, educational environments supported by technology are designed using a probabilistic approach (Kirschner et al., 2004), wherein affordances or design features are forecasted to effect change in learning in a certain direction. Scott (2014), who applies cybernetics to education, suggests probabilistic design lies within a first-order cybernetic framework observing a classroom in a detached way to see whether learning fits a theory of change, rather than meeting emergent needs of students. ...
In the Information Age, social media tools produce cybernetic feedback loops that respond to human agency on-the-fly, making it important to equip individuals with skills to navigate these feedback loops and traverse through a society where polarized online debates about controversial issues like climate change and vaccines are common. Educational environments become safe, norm-driven environments to equip individuals with these digital skills. In this mixed methods study, we suggest using a cybernetic interaction design approach to mimic the ongoing effects of the cybernetic feedback loops of social media and equip students with the agency to use such tools to create cohesive learning communities. A participant observer rewired in-class live chats on the Reddit social media platform in a graduate psychology class of 17 students on-the-fly based on weekly social network analysis of live-chats, and qualitative field notes taken to construct a brief ethnography of lectures that followed live-chats. Discussions about collected data led to restructuring the format of the live-chat, with regards to involvement of instructor, number of concurrent groups, and group selection processes. Results from our weekly mixed methods analyses suggest that rewiring the live discussions solidified the likelihood for closed ties between n>2 agents to emerge, and for each agent to be connected with other users who were popular in the network. Our inquiry suggests that cybernetic interaction design may be used to create a cohesive learning community that could co-construct ideas in technology-assisted college classrooms through critical discourse; an important skill required to navigate an information-saturated society.
... The conceptual model presented in the paper adopts and adapts its constructs IT infrastructure support (IT_IS), virtual collaborative tools (VCTs) and future-oriented technologies (FOTs) from technology, social interaction and pedagogy of the generic model and constructs RII from the extended awareness incentives demand and support (AIDS) model. The generic model of the education system can guide the integration of ICT into the teaching and learning process (Kirschner et al., 2004;Wang, 2008). The model has its roots in constructivist learning theories, interactivity design and usefulness. ...
Purpose
The research aims to measure the effectiveness of collaborative learning exchanges transpired through digital tools and technologies (DT&Ts) employed by the mentor universities during the COVID-19 pandemic by conducting an empirical study on undergraduate students in Indian higher educational institutions (HEIs) under the mentorship program based on the corporate social responsibility (CSR) initiative. The pandemic scenario, its impact on the mentor university's social responsibility and the way DT&Ts can assist are investigated in this article.
Design/methodology/approach
The interactions with experts and students were conducted to explore the DT&Ts for learning exchanges. Next, structural equation modeling (SEM) was performed to validate the model and perform regression analysis. The quantitative data collection was made through questionnaires during the second deadly wave of COVID-19 that hit India.
Findings
The independent variables (IVs) such as the IT infrastructure support (IT_IS), virtual collaborative tools (VCTs) and future-oriented technologies (FOTs) have a significant impact on the CSR learning outcomes (CSR_LOs) of undergraduate students under the mentorship program. However, IV research instruments for innovation could not make a significant effect.
Research limitations/implications
The IVs IT_IS, VCTs and FOTs influence the CSR_LOs, while RII does not have an influential impact.
Practical implications
As the online learning environment is expected to stay at least in a blended form, adequate CSR funding in infrastructure is necessitated to harness the full potential of this important resource, technology. The results of this empirical investigation affirm that IT_IS, VOTs and FOTs significantly impact CSR_LOs during the crisis. The study findings would encourage the mendtor universities and their stakeholders, including the mentee universities, to evolve and create an ecosystem for effective management of these resources to attain positive outcomes. The study findings can guide the mentor universities in managing uncertainties like pandemics and effectively using the earlier-mentioned critical resources for social responsibility. This research also allows the development of future applications adnd models in mentor-mentee universities for social responsibility, post-pandemic transformation and resilience.
Social implications
The DT&Ts came to the immediate rescue during the pandemic and positively affected collaborative CSR_LOs by the mentor universities, but they have not evolved to a level where offline learning can be replaced entirely. Hence, it can be inferred that a hybrid model is preferable. The study also improves the understanding of how DT&Ts are being harnessed to aid collaborative learning in fulfilling the mentors' CSR in fatal emergencies. The purpose is to equip the education system through mentorship so that universities can sustain, innovate and grow even in trying times. Also, it discusses the dynamics of various DT&Ts for creating a sustainable learning environment and utilizing them to make the teaching prolific and influential.
Originality/value
There is a scarcity of literature regarding the learning outcomes realized through CSR initiatives and collaboration between mentor-mentee institutions. There is a need to understand how these knowledge exchanges continued despite the physical restrictions during the pandemic. In this direction, this study helps to understand how the DT&Ts played a critical role in continuing learning and keeping abreast in a knowledge society from the perspective of resource-based view (RBV) in these precarious situations.
... In this context, affordances refer to the perceived and actual properties of the tool, primarily those fundamental properties that determine just how the tool could possibly be used. Kirchner et al. (2004) developed three levels of affordances for digital tools. Firstly, technological affordances are properties of digital tools that are linked to usability issues. ...
... CSCW explores design of persistent contexts for activity by considering differences between peripheral and focal awareness, the possibility for impromptu encounters, usability through spatial metaphors, and telematic reciprocity-a symmetrical sense of presence among the collaborating individuals or groups (Benford et al., 1998). Along with social and technological affordances, computer-supported collaborative learning (CSCL) also considers educational affordances, in particular those characteristics that enable specific types of learning to occur (Kirschner et al., 2004). Other collaborative technologies have been designed for convivial personal or familial engagement, including telematic dinner parties (Barden et al., 2012) or devices such as the "FamilySong," which is designed for remote synchronous music sharing with intergenerational family members (Tibau et al., 2019). ...
We present two practice-situated participatory investigations using networked wearable sensors to develop movement-responsive collectively playable musical instruments: a series of four collocated workshops for expert dancers and a distance learning course in which students use wearable technology to enhance embodied learning and feelings of connectedness telematically. We reflect on our exploration of techniques for structuring ensemble improvisations augmented with bespoke digital musical instruments using aggregate statistical measures, such as variance of participants’ physical orientation as an index of group intention. Participatory design exchanges top-down design methodologies with bottom-up approaches consulting actors’ interests. We follow this approach by evolving our instruments through abductive experiments and trial-and-error tinkering, without strong theories, methods, or models, using elementary signal processing techniques that are meaningfully understood and modified by participants. Our experiences suggest useful scaffolding techniques for educational transdisciplinary research-creation communities seeking to explore relational ensemble dynamics in telematic and/or physically collocated settings using accessible wearable technologies. Through creative inquiry and participation, technical objects can become bearers of sense and meaning rather than instating mystifying or alienating relations for the participants.
... Kirschner and colleagues (2004) examined collaborative learning mediated by technology and suggested that the effectiveness of such collaborative learning depends on the presence of three types of affordancesthe technological, educational (or learning), and social affordances in the task environment. According to Kirschner et al. (2004), technological affordances refer to the presence of specific tools and artifacts such as videoconferencing or workgroup support system that supports collaborative tasks. In particular, technologies afford the accomplishment of learning goals by facilitating and maintaining member participation, information exchanges, and interactions to the team learning process. ...
Full terms and conditions of access and use, archived papers, submission instructions, a search tool, and much more can be found on the JISE website: https://jise.org ABSTRACT The unprecedented coronavirus pandemic (COVID-19) presented new, daunting academic adversities to college students, especially those from underserved communities. This study provides a nuanced understanding of underserved students' adversities in online distance education, based on an in-depth analysis of narratives of 220 students from a minority-serving institution in the United States. Informed by the capital theory, the study revealed six major barriers to e-learning: technical, cultural, environmental, balance, social, and financial barriers, and identified new underlying dimensions. Moreover, the study found that technical barriers are often coupled with other types of barriers and underserved students are more likely to experience multiple learning barriers. A variance model of influencing factors was proposed for e-learning outcomes. The paper highlights new digital divide in e-learning and provides practical implications for educational institutions to support underserved students in overcoming academic adversities and building educational resilience.
... The digital world enables users to develop new forms of online communities and affords for their daily social interactions with others (Idris and Wang 2009;Kirschner et al. 2004). A consumer may read a news story, and then share it through text messages or Facebook Messenger to friends and family. ...
Each medium of news delivery has a unique set of attributes that facilitate or impede consumption and learning. In this article, we examine what affordances of digital news sites are present or absent. Based on the perspectives of Gibson’s ecological psychology and his conceptualizations of affordances, as well as Norman’s theorizing of signifiers, we conducted an exploratory study with loyal digital news readers to query their reliance on a number of affordances. We compared those findings to the affordances realized in print and argued that many signals supporting sense-making of the print news are attenuated in digital. Implications are discussed.
... According to these approaches, collaborative environments were designed to stimulate social skills, for example, responsibility, communication, planning and coordination (Brandon and Hollingshead, 1999) (Kirschner et al. 2004) (Wang, 2009). As an evolution of these possibilities, there are proposals for educational mobile applications (Park, 2011), motivated by use of mobile device technologies, such as immediate communication, multimedia resources and geolocation services. ...
Virtual learning environments were designed to stimulate social competences, such as altruism, responsibility, communication, planning and coordination. It is observed that creation of technology for active methods, as for the Predict-Observe-Explain (POE) model. However, advances in the design of these environments are necessary to support aspects of collaboration and mobility. The goal of this article is to present a proposal for a mobile platform that organizes a workflow of revised POE models, based on debates. The methodology and expected results are presented.
... These functionalities refer to the educational and social affordances of the affordance framework for computer-supported collaborative learning environments proposed by Kirschner et al. (2004), describing technological, social and educational affordances. Technological affordances mediate social and educational contexts. ...
Purpose
This study aimed to provide evidence to support the use of a wiki called PBworks as a learning tool to foster students' information literacy (IL) skills based on activity theory.
Design/methodology/approach
The participants consisted of 421 students (i.e. form 1 to form 3) from Hong Kong taking a liberal studies course during the 2016–2017 academic year. This study mainly used a mixed methods design, proposing 11 hypotheses. Quantitative data from 374 questionnaires were analysed to test these research hypotheses, while a qualitative method (interviews) was used to explain the quantitative results. A structural equation modelling approach was used to analyse the data, and data triangulation was used to answer the same research questions.
Findings
The results showed that the model components PBworks affordances (PB) and rules and divisions (RD) had significant direct effects on individual activities (IA) and community activities (CA) and significant indirect effects on information literacy (IL). The results also revealed that CA had a significant effect on IA and had an even greater effect on IL.
Research limitations/implications
Using PBworks and the project-based learning (PjBL) approach, this study examined the determinants affecting the IL skills of Hong Kong junior secondary school students and proposed a wiki-based information literary activity (WILA) model.
Practical implications
As students' IL skills have become increasingly important, this study can shed light on related topics for future studies.
Social implications
And contribute to social stability and harmonious development.
Originality/value
This study eventually confirmed the validity of the WILA model with all hypotheses supported.
Peer review
The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-03-2020-0092 .
... Kirschner (2002) defined educational affordances as those characteristics of an artifact that determine if and how a particular learning behavior could possibly be enacted within a given context. Similarly, social affordances are characteristics of an environment that allow for and invite enactment of social behavior (Kirschner, Strijbos, Kreijns, Beers, 2004). Just like a town square affords meeting and interacting with people in the physical space, online environments can also afford social behavior. ...
In a technology-rich world, human relations are increasingly mediated through the
interfaces of our digital devices. This is also true for certain arenas of the educational
sector, like online/distance education, where students may traverse a full
learning trajectory without ever physically meeting their instructors or fellow students,
as is the case in distance education. While increasingly sophisticated communication
technologies may coax our senses, the fact remains: if our communication partner is
not really there but physically absent, this will likely have psychological ramifications.
The notion of social presence is one of the most prominent attempts at understanding
the unique psychological properties of mediated communication. It refers to the
degree to which we fall for the illusion of non-mediation, or in other words, our failure
to perceptually integrate what we know in the abstract: That we are talking to a screen. Notably, even in communication media with modest face-to-face fidelity, for example
text-based asynchronous messaging, it is possible to experience relatively high degrees of
social presence. That is, we feel that our communication partner is “real” and “there”.
As evocative and relevant this concept may appear –the sheer volume of studies attest to its popularity–, its practical benefits in advancing our knowledge on the psychology of mediated communication in online distance learning have been relatively small, a fact that may be traced back to a history of inconsistent definitions and the resulting lack of cumulative research progress.
Section A “Introduction and Theoretical Foundations” lays out what we currently do and
don’t know about the psychology of mediated communication, how this relates to online
distance learning and some of its classic issues, as well as the state of research in this
educational arena, with a specific focus on the online environments in which mediated
learning experiences take place. Following this, a thorough review of the concept of social
presence identifies central challenges of the literature and a model to guide the following
steps is proposed.
Section B “Empirical Studies” presents the central research questions of this thesis and
presents five chapters to answer them. As a whole, the quantitative studies within
these chapters are geared toward a better understanding of the phenomenon of social
presence, a more comprehensive theoretical modeling around it, as well as practical
application of this knowledge toward enhancing online distance learning experiences. To
this end, data from a total of 1023 students at FernUniversität in Hagen was collected and
analyzed.
Section C “Discussion and Future Directions” lays out the contributions of this thesis toward the challenges of social presence. Despite some questions remaining unanswered,
the interpretation of findings allows us to conclude that significant progress has been
made toward a better identification, explanation, and application of social presence. As a
visual summary, the final research model is presented in its modified and extended form,
detailing all hypotheses examined in this thesis. Further condensing the findings of this
thesis, a set of questions informing a tentative theory of social presence are answered
succinctly. Through these summaries on different levels of elaboration, we learn that social
presence is a complex psychological phenomenon that is multi-causally determined
and nuanced in terms of its benefits for online distance learning. Finally, two frameworks are proposed that may guide future researchers toward major roadblocks on the path to a more coherent and relevant line of research on social presence.
... Another idea is to create a take-ownershipmindset by integrating entrepreneurial learning (de Silva et al. 2020;Llaugel and Ridley 2018a;Ngnepieba et al. 2018;Ridley 2018;Ridley 2020a, b;Ridley and Khan 2019) and the Golinkoff and Hirsh-Pasek (2016) 6Cs (collaboration, communication, content, critical thinking, creativity innovation, confidence). These and other methods (Bonwell and Eison1991;Brindley et al. 2009;Chickering and Gamson 1987;Kirschner et al. 2004;Rodriguez 2011;Swart and MacLeod 2020) are not mutually exclusive. They can be made inclusive. ...
Traditional lecture and active learning methods of teaching a university course are compared. The particular course is university calculus. The lecture method was applied to two sections of calculus. The active learning method was applied to two other sections. In all cases students were given an examination near the beginning of the course and a final examination at the end of the course. The score averages for the active learning method were higher than for the lecture method. The distribution of scores for the lecture method were non-normal multimodal in the first and final examinations. The distribution for the active learning method went from non-normal multimodal in the first examination to unimodal normal in the final examination. A new undeceivable nature evidence-based method is presented for measuring teaching efficacy by probability distribution.
Supplementary information:
The online version contains supplementary material available at 10.1007/s43545-021-00154-1.
The Internet and Information Communication Technologies (ICTs) in general have significantly transformed the world’s economy and social landscape, enhancing the lives of individuals, promoting business growth, and stimulating economic development. Not having access to the Internet and the appropriate technology comes with a high probability of constrained prospects of quality education, social mobility, employment opportunities, and other factors related to quality of life. This research used a concurrent mixed-method inquiry to explore the effects of digitalization on learning outcomes with a digital learning management platform (Sakai). University of Ghana was selected purposively because the university has been employing the use of Sakai LMS as a tool for teaching and learning since 2014. Two hundred and thirty students (230) at Level 100 in the Adult Education program of the University were chosen as participants for the quantitative survey (n = 230) and 10 students were randomly selected from the 230 to participate in an in-depth interview (n = 10). The study utilized both questionnaires and interviews for data collection. Whereas the quantitative data were analysed using inferential statistics, the qualitative data were analysed via content and thematic approaches. The study found that Sakai as a learning tool enhanced students’ participation in discussion forums and online chats that enhanced the learning process through the sharing of ideas and course resources with one another.
Although roles of teaching presence have often been neglected in online learning environments, recent research has acknowledged its burgeoning importance. Synchronous online learning mode in which the teaching and learning process occurs in concurrent real-time helps blur the physical boundary hindrance of online learning for students. However, being present in classes, even in brick-and-mortar classes or virtual classes, does not ensure students’ learning occurrence. The purpose of this study was to investigate the effects of synchronous online learning environments (SOLE) on students’ cognitive engagement, satisfaction, and academic achievement as well. Partial Least Square Structural Equation Modeling (PLSSEM) was utilized to examine the issue under investigation. The results from a questionnaire survey from 186 participants indicated that pedagogical instructions had direct positive medium effects on both deep and shallow cognitive engagements; deep cognitive engagement had a direct positive impact on academic achievement while shallow cognitive engagement did not have any impact on academic achievement and satisfaction. Interestingly, technical support had a direct positive impact on both direct impacts on academic achievements and satisfaction. Implications for the teaching and learning in a synchronous online modality and limitations of the study were also discussed.
This study aims to investigate the moderating effect of AI preference (three AI types: ITS, ELE, and AI-based Dashboard) of college students between expected relationship building with educational AI and the expected role of AI. For an exploratory study, PLS-SEM (Partial Least Square Structural Equation Model) analysis was conducted based on 425 college students' responses. The results revealed that students expected 'Trust' the most for building relationships with educational AI, and 'ITS' showed the most frequent moderating effects among other AI preferences. The results of this study are expected to be used as basic data to present implications for AI development that can form educationally meaningful interactions with students and the role of AI in collaborating with human instructors to support learning in the educational field.
Background
Video conferencing learning offers a more accessible and flexible learning mode for students who cannot attend face‐to‐face class in person. However, research about the video conferencing learning is still lacked, especially for students' engagement in this setting.
Objectives
This study adopts the self‐system model of motivational development to uncover effects of the video conferencing learning environment (VCLE) to students' engagement.
Methods
Two hundred and ninety‐eight primary school students involved in the VCLE were surveyed. The partial least square structural equation modelling was employed to explore the link between the VCLE and students' engagement with a mediating role of basic psychological needs satisfaction (BPNS).
Results and Conclusions
Results showed that the BPNS played a mediating role in the processes from the VCLE to engagement. Both pedagogical and social affordance had a significant effect on the BPNS. However, their influences were different. Specifically, pedagogical affordance yielded a stronger effect on the BPNS for autonomy than social affordance. The predicting power of social affordance on BPNS for relatedness and competence was stronger than pedagogical affordance. Generally, social affordance yielded more contributions to behavioral and emotional engagement than pedagogical affordance. Moreover, BPNS for competence was the only significant mediator between the VCLE and behavioral engagement, and it owned the strongest mediating power on the relationship between the VCLE and emotional engagement, followed by autonomy, and the smallest of relatedness. This study suggests that practitioners and researchers should give more consideration to improve social affordance of the VCLE and to meet students' BPNS especially for competence in order to design and implement an engaged video conferencing course.
Educational reforms across the globe in recent years have focused on increasing the quality of learning through innovation. Immersive Virtual and Augmented Reality (VR/AR) technologies have enabled schools and universities to raise the quality of learning by transforming learning experiences from passive to active, and empowering educators to leverage on four key affordances—Multimedia Augmentation, Enhanced Visualization, Experiential Learning and Learning Motivation. A review of studies has shown that using VR/AR can positively affect students’ learning experiences and students are generally favorable towards the use of these technologies. Experiments show that there is a significant increase in students’ engagement in learning and improvement in conceptual understanding through enhanced visualization. These findings have implications on the pedagogical design of lessons that use VR/AR.
his book constitutes the refereed conference proceedings of the 21st International Conference on Web-Based Learning, ICWL 2022 and 7th International Symposium on Emerging Technologies for Education, SETE 2022, held in Tenerife, Spain in November 21–23, 2022.
The 45 full papers and 5 short papers included in this book were carefully reviewed and selected from 82 submissions. The topics proposed in the ICWL&SETE Call for Papers included several relevant issues, ranging from Semantic Web for E-Learning, through Learning Analytics, Computer-Supported Collaborative Learning, Assessment, Pedagogical Issues, E-learning Platforms, and Tools, to Mobile Learning.
In addition to regular papers, ICWL&SETE 2022 also featured a set of special workshops and tracks:
The 5th International Workshop on Educational Technology for Language Learning (ETLL 2022),
The 6th International Symposium on User Modeling and Language Learning (UMLL 2022), Digitalization in Language and Cross-Cultural Education,
First Workshop on Hardware and software systems as enablers for lifelong learning (HASSELL).
This three part paper explores how the approaches of cybernetics (a field investigating how complex systems- brains, individuals, societies and machines navigate their realities) have influenced education and psychology over time. The first part recounts the establishment of first-order cybernetics, and the emergence of an observer driven approach to understanding the adaptation of living systems at the Macy Conferences. I suggest that psychology adopted the computational aspects of cybernetics models, paying attention to figure-ground relationships rather than emergent, integrated relationalities in human learning and adaptation, leading to the popularization of neuropsychological and information processing approaches in the 50s and 60s. The second part outlines emergence and sudden decline of second-order cybernetics through research efforts at the Biological Computer Laboratory, and suggests psychology and education bifurcated from this approach during the Cognitive Revolution, producing social cognitive and cognitivist approaches, direct instruction, and prescribed outcomes for learning and mental models. The third part suggests the aftereffects of the Cognitive Revolution led to (re)interpretation of constructivist approaches through a cognitivist lens by scholars like Jerome Bruner, and outlines current efforts to embrace the ethos of second-order cybernetics in educational and psychological research and treat learners as historical actors constantly evolving in a complex social world.
Lay Description
What is already known about this topic?
Previous studies have confirmed that social presence significantly affects learning performance.
In learning communities, social interaction depends on the development of trust networks.
What this paper adds?
This study reveals that students' perceived problem‐based learning (PBL) performance can be measured by the four primary of independent study, group interaction, reasoning skills and active participation. Accordingly, social presence, social identification and trust can significantly influence these four dimensions of learning performance.
The social interaction in community‐based PBL contexts was observed, and it is found that students' level of social presence have a positive influence on their social identification, trust and perceived PBL performance.
The implications of study findings for practitioners
The interpersonal interaction among students in the online PBL communities improves the students' understanding of PBL processes and enhances their learning outcomes in nursing internship programs.
The findings of this study can effectively guide educators and instructors to develop effective approaches to organize and manage PBL‐based nursing internship programs.
Collaborative learning approaches and cognitive/collaborative load
Epistemic outlining for college writing
The potential of social media technology has made its use a daily habit among individuals, institutions, and communities. However, several studies on technology adoption, especially social media use in education, focus more on its impact on the student than the teacher, who is generally perceived as a key stakeholder. This study used purposive sampling to select teachers who taught grades 7–10 and had used social media in their teaching activities. In-depth interviews were carried out with participating teachers to get their opinions and perspectives about how they used social media in their teaching activities (N=11). Inductive and deductive coding were used for the latent content analysis and four categories emerged: (1) SM technology in the classroom, (2) positive perceived contextual affordances, (3) negative perceived contextual affordances, and (4) support for social media. Results of the study show that, besides the schools’ learning management systems, YouTube was the major SM app that was regularly used by participants in their lessons. Also, all participating teachers expressed their interest in teaching with social media. However, they cited some challenges as weaknesses towards social media use in teaching.
البحث الأول
تطوير استراتيجية لأنشطة التعلم التشاركي عبر الفيسبوك وأثرها في تنمية التحصيل والتفكير الناقد لدى طلاب الدبلوم العام بكلية التربية جامعة الإسكندرية
مجلة كلية التربية، جامعة الإسكندرية، (2017)، مجلد (27) ،عدد(4) جزء(2)، ص ص 21-75
اسم الباحث: د/ السيد عبد المولى السيد أبو خطوة التخصص: تكنولوجيا التعليم
مخلص البحث:
استهدف هذا البحث تطوير استراتيجية مقترحة TSSR (فكرThink – ابحث Search – شارك Share – راجعReview ) لأنشطة التعلم التشاركي عبر الفيسبوك، والكشف عن أثرها في التحصيل والتفكير الناقد في مقرر تكنولوجيا التعليم(2) لدي طلاب الدبلوم العام بكلية التربية، وذلك مقارنة باستراتيجية(TPSh) فكرThink – زاوج Pair– شاركShare ، واستراتيجية(TPSq) فكر Think – زاوجPair -رابع Square ؛ حيث إن الاستراتيجية المطورة تهدف إلى معالجة جوانب القصور فيهما، واستخدم الباحث المنهج التجريبي، والتصميم التجريبي هو "امتداد تصميم المجموعة الضابطة ذو الاختبار القبلي– البعدي، وتكونت عينة البحث من (64) طالبًا وطالبة من طلاب الدبلوم العام في الفصل الدراسي الثاني 2015/2016، قسموا إلى ثلاث مجموعات تجريبية ومجموعة ضابطة، وبلغ عدد كل مجموعة (16) طالبًا وطالبة، واستخدمت المجموعة التجريبية الأولي الاستراتيجية المطورة TSSR للأنشطة التشاركية عبر الفيسبوك، واستخدمت المجموعة التجريبية الثانية استراتيجية TPSh عبر الفيسبوك، واستخدمت المجموعة التجريبية الثالثة استراتيجية TPSqعبر الفيسبوك، ونفذت المجموعة الضابطة أنشطة المقرر بالطريقة المعتادة؛ وأظهرت نتائج البحث وجود فروق ذات دلالة إحصائية عند مستوى ≤ 0.05 في القياسين القبلي والبعدي للتحصيل والتفكير الناقد لدي المجموعات التجريبية الثلاثة، وذلك لصالح القياس البعدي، وأظهرت نتائج المقارنات بين متوسطات المجموعات في القياس البعدي وجود فرق ذي دلالة إحصائية عند مستوى ≤ 0.05 في التحصيل والتفكير الناقد بين مجموعات البحث الأربعة لصالح طلاب المجموعة التجريبية الأولي TSSR. وعدم وجود فرق ذي دلالة إحصائية عند مستوى ≤ 0.05 في التحصيل والتفكير الناقد بين المجموعتين التجريبيتين الثانية TPSh، والثالثة TPSq.
الكلمات المفتاحية: الأنشطة التشاركية، الفيسبوك، التحصيل، التفكير الناقد، الدبلوم العام، كلية التربية.
Developing a new Strategy for Collaborative Learning Activities Through Facebook and its Impact on the Achievement and Critical Thinking among Students of the
General Diploma
Abstract:
This research targeted the development of a proposed strategy TSSR (Think- Search- Share- Review) for learning activities through Facebook and its impact on achievement and critical thinking in the educational technology course among students of the general diploma at the Faculty of Education compared with the strategy (TPSh) Think- Pair-Share and the strategy (TPSq) Think- Pair- Square as the proposed strategy aims at treating their defects. The researcher used the experimental method, and the experimental design is "extended of Pre-test-post-test control group designs . The sample consisted of (64) students of the general diploma in the second semester 2015/2016, divided into three experimental groups and control group, and the total number of each group was (16) students. The first experimental group used the developed strategy TSSh for collaborative activities via Facebook, and the second experimental group used the strategy TPSh via Facebook, and the third experimental group used the TPSq strategy via Facebook, and the control group implemented the course activities in the usual way. The results of the study showed that there were statistically significant differences at α ≤ 0.05 level in the pre and post measurements of achievement and critical thinking of the three experimental groups for the benefit of post measurements. The results of the comparisons between the means of the groups in the post measurements showed the following:
- There were statistically significant difference at α ≤ 0.05 level in achievement and critical thinking among the four research groups in favor of the students of the first experimental group TSSR. The results show that the first experimental group TSSR exceeds the other research groups in achievement and critical thinking.
Keywords: New Strategy of collaborative Activities, collaborative Learning, Facebook, Achievement, Critical Thinking, General Diploma, Faculty of Education.
Το βιβλίο απευθύνεται σε όσους ενδιαφέρονται για την εκπαιδευτική διάσταση των εφαρμογών Εικονικής Πραγματικότητας και, συγκεκριμένα, της Πλήρως Εμβυθισμένης Εικονικής Πραγματικότητας. Αναλύει τεχνικά θέματα, εξετάζει τα βασικά χαρακτηριστικά της και παρουσιάζει το θεωρητικό πλαίσιο που στηρίζει την εισαγωγή της στην εκπαιδευτική πράξη. Σκοπός είναι οι αναγνώστες να εξοικειωθούν με αυτήν την τεχνολογία και να διαπιστώσουν την ελκυστικότητα και την αποτελεσματικότητά της. Κυρίως όμως, επιδιώκεται οι εκπαιδευτικοί να πειστούν για την αναγκαιότητα ένταξης αυτής της τεχνολογίας στην καθημερινή διδακτική τους πρακτική, αναβαθμίζοντας κατά αυτόν τον τρόπο την ποιότητα της παρεχόμενης εκπαίδευσης στους μαθητές. Οι δε ερευνητές μπορούν να βρουν χρήσιμο το βιβλίο, καθώς, μεταξύ άλλων, αναλύεται η υπάρχουσα βιβλιογραφία και προτείνεται συγκεκριμένο μοντέλο για την εξέταση των παραγόντων που την καθιστούν ισχυρό εκπαιδευτικό/μαθησιακό εργαλείο.
The present chapter introduces the informal and formal roles that learners can take when participating in group interaction during videoconferencing sessions. ln addition, the task-based collaborative roles that may feature the three main stages of videoconferencing will be described with examples. The authors share their experience in this regard based on the joint ESP videoconferencing sessions they arranged between Hungarian and Czech students in 2014 (cf. Háhn and Podlásková, 2016) and between Finnish and Czech
students in 2Q15 and 2017.
The author discusses telematic wearable music, recounting the design and evolution of improvised techniques and approaches in a remotely taught course offered to undergraduates. This new contribution to interactive interfaces for remote ensembles is musically motivated and inclusive for non-specialists who apply musical instincts they discover through participation. Students are introduced to wearable "Internet of Things" (IoT) computing, synthesis, and sound design, with the goal of developing rich, movement responsive , individually and/or collectively playable wearable instruments. The course facilitates practice-situated investigation of accessible, agile, and inexpensive modes of distributed creativity in musical interaction through experiential inquiry and tinkering. Telematic wearable music aspires to enact shared, situated spaces and less ocularcentric modes of learning through embodied sonic telepresence, emphasizing and enhancing embodied participation in synchronous remote learning.
Este artículo describe el proceso de conceptualización y diseño funcional de un foro electrónico, que se propone facilitar aquellos procesos de aprendizaje que toman como base la comunicación, pero también la colaboración y la construcción de conocimiento, así como su seguimiento y evaluación. La experiencia se basa en un proyecto de innovación que implicó el diseño, el desarrollo y la implementación piloto de esta herramienta de comunicación asíncrona, en el contexto del campus virtual de la Universitat Oberta de Catalunya (UOC). El diseño de la herramienta parte del análisis de distintos modelos de referencia en lo que respecta al apoyo tecnológico de procesos de aprendizaje colaborativo y de construcción social de conocimiento. En paralelo, y tras analizar algunos modelos para el estudio de la construcción colaborativa de conocimiento en entornos virtuales, se presenta una propuesta de análisis y evaluación de este tipo de procesos mediados por herramientas de comunicación asíncrona similares a la diseñada.
The aim of this study was to examine the potential educational affordances of Augmented Reality (AR) for pupils with Moderate Learning Difficulties (MLD). Data was elicited from 25 teachers specialised in AR and Special Education. Qualitative data analysis revealed 10 affordances, related to the provision of in situ contextual information, individualised guidance, feedback and gamified experiences, as well as to learning object visualisation, interaction reinforcement, and the ability to obtain first-person view. Results also indicated three affordances not previously documented in the literature; namely, attention capturing, skill development efficiency and repeatability. These findings can contribute to a better under-standing of the educational value of AR for pupils with MLD, in addition to providing researchers, AR developers and educators with information that was heretofore limited.
ResearchGate has not been able to resolve any references for this publication.