Student' Strategic Actions in Computer-Supported Collaborative Learning

Computer-Supported Collaborative Learning (CSCL) can be a powerful tool in creating learning communities in which students have a chance to construct knowledge collaboratively and to develop explanations of the subject to be studied. It is obvious, however, that collaborative inquiry is a cognitively-challenging task for an individual student. More evidence on the nature and quality of students' actions and strategic processes in CSCL is needed to make these models more applicable in different domains of classroom learning. The aim of this study was to analyse students' strategic actions in Computer-Supported Collaborative Learning. Eighteen secondary school students, ages 13–14 years, participated in CSCL inquiries in their literature class. The networked technology environment used was CSILE. The students had three inquiry-based CSCL projects, each lasting for six weeks. The data-collection procedures used were questionnaires, students' written computer notes and repeated process-oriented interviews. The results show the dominance of a superficial approach toward inquiry. This is evidenced by the students' fact-oriented computer notes and their self-reported, surface-level strategic actions. However, the results show a growing amount of collaborative discussion in the networked database. Collaborative networked discussions manifest an increase in deeper-level cognitive strategies and progressive student inquiries. This revised version was published online in July 2006 with corrections to the Cover Date.     

Digital identity formation: socially being real and present on digital networks

Social networks have become popular communication and interaction environments recently. As digital environments, so as ecosystems, they have potential in terms of networked learning as they fulfill some roles such as mediating an environment for digital identity formation and providing social and emotional presence. Based on this phenomenon, the importance of identity formation as a sociological and psychological process was explained throughout this study. Following that, social networks as digital social ecosystems and learning environments in which self-actualization, self-presentation, and self-disclosure of the individuals were discussed and their necessity as well as their potential for social and emotional presence was explained to better understand social networks. Besides, social networks and “Facebook” as a case were examined. Within this perspective, the purpose of this study was to explore online social networks with an emphasis on learning; to put forward its educational premises; and to analyze digital identity formation, social presence, and emotional presence in social networks.     

Students' personal networks in virtual and personal learning environments: a case study in higher education using learning analytics approach

The main objective of this paper is to analyse the effect of the affordances of a virtual learning environment and a personal learning environment (PLE) in the configuration of the students' personal networks in a higher education context. The results are discussed in light of the adaptation of the students to the learning network made up by two undergraduate, inter-university and online courses. Besides, we also examine the influence of this effect in the learning process. The findings reflect the effectiveness of a PLE for facilitating student participation and for assisting students in the creation of larger and more balanced personal networks with richer social capital. However, the findings do not provide evidences about a difference in the learning performance between the two environments. From a methodological point of view, this paper serves as an illustration of the analysis of personal networks on digital data collected from technology-enhanced learning environments.     

在线学习准备度对大学生在线学习投入度的影响

在线学习投入是保证"停课不停学"期间在线教学质量的重要条件。对大学生开展调查,运用描述统计和回归分析法对疫情期间大学生在线学习准备度的现状、大学生在线学习投入度的现状进行分析,可以发现在线学习准备度对大学生在线学习投入度的影响以及在线学习自我效能感、感知教师支持、在线学习平台体验在其中的中介作用。结果表明:大学生在线学习准备不足;大学生在线学习投入整体不高;大学生在线学习准备度对大学生在线学习投入度具有显著影响;在线学习自我效能感、感知教师支持、在线学习平台体验在在线学习准备度和在线学习投入度之间存在中介效应。因此,可以从技术支持维度、在线学习资源设计维度、教师支持维度着手提升学生的在线学习投入度。     

YouTube: An emerging tool in anatomy education

The use of online social networks in medical education can remodel and enhance anatomy teaching and learning; one such network is the video-sharing site YouTube. Limited research in the literature exists on the use of YouTube as a platform for anatomy education. The aim of this study is to assess student's perceptions and patterns of usage of this resource, as well as the effectiveness of YouTube videos within a problem-based learning (PBL) curriculum. The study was conducted on 91 second-year medical students for whom video links were suggested throughout the academic year. In addition, the Human Anatomy Education (HAE) Channel was launched on YouTube to support classroom teaching with videos that emphasized applied aspects of anatomy. The results demonstrated that 98% of the students used YouTube as an online information resource, albeit in different frequencies. Out of the 86% who have been to the HAE Channel, 92% agreed/strongly agreed that the channel helped them learn anatomy. The study also reports the popularity of and awareness about using YouTube as a social network as well as in learning. Based on these findings, YouTube can be considered as an effective tool to enhance anatomy instruction if the videos are scrutinized, diversified, and aimed toward course objectives. Faculty of average computer literacy should be enabled to produce videos on their own YouTube channels to support independent learning and integration in a PBL curriculum. The methods described for capturing and editing the videos can be used as a prototype.     

Experiences of pioneers facilitating teacher networks for professional development

This study presents an exploration into facilitation practices of teacher professional development networks. Stimulating networked learning amongst teachers is a powerful way of creating an informal practice‐based learning space driven by teacher needs. As such, it presents an additional channel (besides more formal traditional professional development initiatives) for teacher education and sustained professional development. This study describes a set of challenges facilitators of teacher networks encounter and presents ways to overcome them. Successful facilitation is the cornerstone for vital teacher networks in which they share knowledge and develop their practice.     

Measuring the demand for agricultural information

Abstract

Networked learning aims to foster students’ knowledge construction processes as well as the quality of knowledge construction. In this respect, it is crucial to be able to analyse both aspects of networked learning. Based on theories on networked learning and the empirical work of relevant authors in this domain, two coding schemes are presented to analyse the nature of learning processes and the quality of knowledge construction in networked learning. The coding schemes were used to analyse the learning processes and learning results of students in an MSc course on land use planning at Wageningen University in which networked learning played an important role. The inter-rater reliability of both instruments appeared to be satisfactory. The relation between the two coding schemes is discussed and recommendations for future research and educational practice are formulated.     

研究生线上与线下学习时间投入变化及影响因素分析——基于大规模的线上教与学调查数据

学习时间投入是衡量研究生学习状态与表现的重要指标之一。基于30所高校14 286名研究生的调查数据,通过配对样本T检验、单因素方差分析以及层级回归模型,围绕研究生线上与线下学习时间投入变化展开分析。结果发现,从线下学习转向线上学习的过程中,研究生在学习上的时间投入出现大幅度下降,且不同背景的研究生在线下学习时间投入、线上学习时间投入和时间投入变化上呈现出多种特征。此外,研究生线上与线下学习时间投入变化是学习环境、学生的认知反应以及学习能力共同作用的结果,而环境因素中网络环境对研究生线上与线下学习时间投入变化的作用受学生的认知反应以及学习能力的影响。因此,有必要根据不同群体学习时间投入特征采取针对性措施、创设良好的线上学习环境、加强学生对突发事件的认知引导、提升学生的自主学习能力。     

Exploring the effects of online learning behaviors on short-term and long-term learning outcomes in flipped classrooms

ABSTRACT

The flipped classroom pedagogy has been widely used recently. Despite many researches have paid attention with the learning outcome of flipped classroom, there has been limited attention in regard to investigate the relationship between learning behavior and learning outcomes in a flipped classroom. In this paper, we proposed to investigate the influence of online learning behaviors on short-term and long-term learning outcomes in a flipped classroom. This study used Calculus and grade point average (GPA) scores to represent short-term and long-term learning outcomes, respectively. Multiple linear regression indicated that students’ online learning behavior does not have a significant effect on short-term learning outcomes, but has a significant effect on long-term learning outcomes. For applying multiple correspondence analysis, students were divided into groups according to five grade levels based on their scores. According to GPA grade level, students’ online learning behaviors had a significant effect on long-term learning outcomes for the five groups (GPAa, GPAb, GPAc, GPAd, GPAe). According to their Calculus grade level, students’ online learning behaviors had a significant effect on short-term learning outcomes for three groups (CALa, CALd, and CALe), but two groups (CALb and CALc) did not demonstrate this trend. For exploring the effects of online learning behaviors on future learning outcomes, GPA can be considered representative because the GPA was calculated for the entire academic year 2015. Students in the CALa group exhibited the highest frequency of online learning behaviors and obtained the highest GPA grade levels (GPAa and GPAb). For the CALb, CALc, CALd, and CALe groups, students with a higher frequency of online learning behaviors obtained a higher GPA grade level. These results indicate that students’ online learning behaviors have a positive effect on future learning outcomes.     

Networked Learning in Higher Education: Students’ Expectations and Experiences

This paper reports findings from a study of undergraduates’ expectations about, and experiences of, networked learning using computer-mediated conferencing (CMC). The data come from questionnaires administered at the start and end of four different courses, and their interpretation is informed by a set of interviews with students and teachers involved in these and other networked learning courses. Students’ views were generally positive at the start and at the end of each course, though they became more moderate over time. The structure of students’ reported feelings remained relatively stable over time. There was no evidence to suggest that male or younger students had more positive feelings about networked learning. The thoroughness with which CMC is integrated into a networked learning course appears as a significant factor in explaining differences in students’ feelings about the worth and value of their experience. As might be expected, a well-integrated course was associated with more positive experiences.     

“互联网+教育”背景下高职外语信息化教学改革思路探析——基于学生线上自主学习能力视角

“互联网+教育”背景下,在线自主学习已经成为学生提升外语知识水平和素养的重要手段之一,因此培养学生的线上自主学习能力是外语教学的一项重要任务。教师应分析学生的线上外语自主学习能力情况,提炼用于提升学生线上自主学习能力的教学策略,这对培养学生的线上自主学习习惯和技能以及提高学生线上学习的效率和质量具有重要意义。     

Assessing an Online Student Orientation: Impacts on Retention,Satisfaction, and Student Learning

To help prepare students for the rigors of an online master’s degree in technical and professional communication, I created a course-embedded online student orientation (OSO) structured by the community of inquiry theory of online learning. The study researched the effect of the OSO on student satisfaction, student perceptions of online learning, and students’ program retention. The OSO was effective in helping students to reflect on their learning and demonstrated students’ interest in peer collaboration.     

Evaluating the use of metaphor in online learning environments

Metaphor appears to be an innate tendency in human communication and can be shown to have significant potential when applied to the design of online learning environments. This paper describes and discusses an example of an online research methods learning resource that employs metaphoric navigation. Feedback from the tutors who design and populate the resource and from early pilots with student users is discussed. A particular focus for the discussion is the problem faced by sufferers of autism spectrum disorder, brain damage, and other cognitive disabilities that affect the comprehension of metaphor. Research that demonstrates that autistic tendencies also exist in members of the general population is also discussed as an important consideration in learning environment design. The paper concludes that there appears to be evidence that many people in the general population have traits associated with autism spectrum disorder that are likely to affect their engagement with online learning. This variation in approaches to learning strongly suggests that one single online environment is unlikely to facilitate learning equally in all students. Currently most learning sites and commercial and open source virtual learning environments offer some facility for customization of the interface, but no opportunity for students to choose from a range of environments in which to study. This paper argues that the creation of multiple learning environments which overlay the same learning content is a priority if we are to optimize the experience for the greatest number of learners and avoid exclusion due to disability or learning preferences.     

Students’ characteristics,self-regulated learning,technology self-efficacy,and course outcomes in online learning

The purpose of this study was to examine the relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students’ self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences.     

Strengthening the Conversation in Blended and Face-to Face Courses: Connecting Online and In-Person Learning with Crossover Protocols

There is currently strong and widespread support among university administrators for blended learning at the college level, or courses that incorporate some degree of online instruction. As instructors are called on to incorporate online and face-to-face elements into their instruction, they face the critical question of how to intentionally connect the two modalities in ways that strengthen learning. This article first outlines the historical context of social-constructivism's presence in online instruction, and then presents a rationale for the use of “crossover” discussion protocols that connect online forums and face-to-face discussions. The article argues that by drawing deliberately on the benefits of both online and in-person learning environments, crossover protocols help students make more insightful connections among ideas and push their own—and each others'—thinking in unexpected ways. A set of crossover protocols is then provided, along with considerations for implementing them effectively. These practical strategies for facilitating conversations across the two modalities were developed in the author's undergraduate and graduate level courses in English and education and are adaptable across course levels and disciplines. The article concludes with a discussion of how students experience the learning benefits of crossover protocols.     

Teachers’ and students’ perspectives on teaching and learning through virtual learning environments

The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students’ background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers’ and students’ perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools.     

应用技术培养反思性学习者

本文首先介绍了什么是反思性学习——它的优点以及如何改变教师和学生的角色,接着阐述了这种方法应用于网上学习所需的三种技术,即学习内容、博客、即时信息。论文以英国开放大学的硕士课程为例,分析了这些技术的应用。评价表明,学生们认为这种学习尽管费力,但很刺激。让学生自己决定学习内容也受到一些学习能力强的学习者的欢迎。所有学习者在体会到反思性学习方法的优点之前,都需要获到一些支持,也需要经过一段时间的适应。博客是一种常用的反思载体,即时信息也常被用于社会的交往联系。尽管这些课程的教学完全是通过网络进行的,但随时可以获得在线教师的辅导也是学生们取得良好学习成效的必要条件。     

Perceptions of instructional quality: impact on acceptance and use of an online learning environment

ABSTRACT

Given the growing use of online learning environments in higher education, it is important to further unravel how students’ use is influenced by their perceptions towards these learning environments. This study includes the perceived quality of the instructional design based on the First Principles of Instruction of Merrill and students’ acceptance based on the constructs perceived usefulness and perceived ease of use of the technology acceptance model (TAM). The aim of this study is twofold: a first aim is to investigate the influence of the perceived instructional quality on students’ acceptance and the second aim is to investigate the impact of students’ acceptance and the perceived instructional quality on the quantity (i.e. course activity) and quality (i.e. course performance) of use. In this study, a Moodle-based online learning environment for learning French as a foreign language was studied. Participants were 161 university students. Structural equation modeling (SEM) indicates that the perceived instructional quality has a significant positive influence on students’ acceptance. Furthermore, students’ perceived instructional quality has a positive influence on the quality, but not on the quantity of use, whereas students’ acceptance of the online learning environment has no impact on the use of the learning environment.     

Social Presence Online: Networking Learners at a Distance

This paper draws on two studies which researched the use of online small group environments where collaborative learning is a central structure for learning. The establishment of social presence is facilitated through the socio-affective aspect of small group interaction which contributed to the effectiveness of learning online. Social presence, the ability of online learners to project themselves into a textual environment which has few visual or contextual cues, will be explored as an important element in facilitating effective online learning. The teacher's role in helping students project their online social presence and in establishing an environment for learning within the larger group computer conference will also be discussed.