Teaching collaborative skills with a group leader computer tutor

This paper discusses how a group leader computer tutor may aid students in learning collaborative skills in a co-operative learning environment. However, students need to learn collaborative skills and practice using them. The group leader computer tutor discussed in this paper is designed on the principles of co-operative learning, intelligent tutoring systems and computer-supported collaborative work within an intelligent collaborative learning system (ICLS). The group leader aims to facilitate group work on the task level and to teach students how to use collaborative skills in the discussion level as students work on networked computers in the Jigsaw method of co-operative learning. The ICLS and its group leader were used by two classes at a liberal arts university. Qualitative research shows that the students' co-operative attitudes changed and academic achievement improved from pre- to post-treatment. Students, especially, used the communication skill of openness in comment type discussions. The students enjoyed working collaboratively through the ICLS and their teachers thought that the experience was valuable for them.     

基于网络的协作式虚拟学习环境设计

本文探讨了设计网络协作学习时虚拟学习环境的重要性,具体阐述了如何创设网络协作学习的虚拟学习环境．并且从三个方面提出了虚拟学习环境创设的原则。     

The impact of computer supported collaborative learning on internship outcomes of pharmacy students

This article focuses on an evaluation of the impact of an innovative instructional design of internships in view of a new integrated pharmaceutical curriculum. A key innovative element was the implementation of a computer-supported collaborative learning environment. Students were, as part of their formal curriculum, expected to work in a systematic and collaborative way in discussing and solving real-life cases. Students in the role condition were assigned specific roles. The cases were an additional critical variable in the study. The results of the study demonstrate that both independent variables (role assignment and cases) have a significant impact on levels of knowledge construction and, especially, on the attainment of objectives of the new integrated pharmaceutical curriculum.     

Analysis of students’ participation patterns and learning presence in a wiki-based project

The educational applications of wikis are becoming very popular among instructors and researchers and they have captured their attention and imagination. This paper reports on the investigation of a wiki project designed to support university students’ collaborative authoring and learning. The design framework of the wiki-based project is outlined and an analysis framework is proposed as the result of combining analysis of students’ collaborative actions, e.g. edits and posts in the wiki pages. The framework was applied to investigate students’ engagement, their contribution to the wiki content and the patterns of collaboration and content co-creation they followed during the project timeline. Our findings revealed different patterns of students’ contribution to their group wiki as well as their different roles. The paper concludes with suggestions for future development of the framework and research in the field of wiki learning design.     

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.     

新型教学模式CSCL的发展趋势和存在问题

计算机支持的协作学习（CSCL）是目前学习科学和教育技术学的热点研究问题。随着计算机和网络技术的发展,CSCL发展迅猛,并逐渐地应用于实践之中。通过对近几年的研究成果分析,介绍了CSCL的研究现状和发展趋势,并提出了在实践过程中存在的问题。     

The classroom group work for collaborative learning

This paper addresses the issues in the field of collaborative learning,and put its stress on the classroom group work for collaborative learning.The way to deal with group work and teacher's role in the process will also be discussed.     

Computer support for knowledge communication in science exhibitions: Novel perspectives from research on collaborative learning

In this article, the potentials of advanced technologies for learning in science exhibitions are outlined. For this purpose, we conceptualize science exhibitions as dynamic information space for knowledge building which includes three pathways of knowledge communication. This article centers on the second pathway, that is, knowledge communication among visitors. We argue that advanced technologies have specific potentials to support all forms of visitor-to-visitor knowledge communication and, furthermore, allow for new forms of knowledge communication among unacquainted visitors and beyond the actual museum visit. We discuss mechanisms of collaborative learning with regard to their relevance for visitor-to-visitor knowledge communication and present prototypical advanced media applications in science exhibitions that address these mechanisms. This article both contributes to our understanding of collaborative learning in science exhibitions and the support advanced technologies can provide for visitor-to-visitor knowledge communication in science exhibitions.     

Internationalising a learning environment instrument for evaluating transnational online university courses

This article describes the adaptation and validation of the Constructivist OnLine Learning Environment Survey (COLLES) for use in the transnational higher education context. As higher education becomes a more global phenomenon, ‘borderless’ education, either online or by distance education, is becoming a reality and there is a need for remote evaluation of course delivery and student learning. Curtin University of Technology is managing supported online delivery of Business Studies Degree and Diploma courses to four partner institutions of the African Virtual University, an initiative based in Nairobi, Kenya. Evaluation of students’ learning has included an online survey about the provision of resources and the quality of the learning environment in the various computer-based classrooms. Embedded in this instrument has been the adapted COLLES, providing a concomitant opportunity to test the properties and usefulness of the learning environment instrument. Problematic issues surrounding adaptation of the instrument have included the consequences of modifying the wording and establishing or confirming the meaning of the latent constructs in partially online courses and for transnational students. The process of establishing the validity and reliability of the scales is discussed.     

Effects of multimedia annotations on incidental vocabulary learning and reading comprehension of advanced learners of english as a foreign language

The study investigates immediate and delayed effects of different hypermedia glosses on incidental vocabulary learning and reading comprehension of advanced foreign language learners. Sixty-nine freshman TEFL students studying at a Turkish university were randomly assigned to three types of annotations: (a) definitions of words, (b) definitions coupled with associated pictures, and (c) definitions coupled with associated short videos. Subjects were asked to read an annotated text with the intention of comprehension. The data were collected through a vocabulary pre-test, a vocabulary post-test, a delayed vocabulary test as well as a reading comprehension test. In order to measure incidental vocabulary learning, subjects were not told that they were going to be given vocabulary tests. Results showed that the groups that had access to definitions along with both types of visuals had significantly higher vocabulary scores on both immediate and delayed post-tests than the definition only group. However, no differences were observed on the reading comprehension test. Finally, the qualitative data revealed that hypermedia reading had positive impact on participants’ attitudes towards foreign language reading and vocabulary learning.

Elementos clave para un modelo de aprendizaje basado en proyectos colaborativos online (ABPCL) en la Educación Superior

ABSTRACT

Collaborative learning is a key approach to the development of teaching and learing activities. Project-based learning (PBL) is an approach that encourages the acquisition of skills by the students promoting collaboration among them, since it requires them to solve activities for the development of a specific product. There are various experiences of using this methodology, most of them applied in primary and secondary education, and the few that refer to higher education are carried out in classroom settings. This work presents a case study based on a specific course designed for the acquisition of the digital competence that combines collaborative online learning with PBL and the results obtained from its implementation are explained. The collected data show the success of its application and validates the design presented, highlighting the key elements for fostering collaboration among students.     

Broken Links: The Ephemeral Nature of Educational WWW Hyperlinks

The use of distributed (Internet) resources to enhance both traditional and distance education has caused much excitement in the science education community. However, one of the difficulties with relying on such freely available distributed resources has been the lack of certainty that the resources will be available for students next month, next semester, or next year. We have recently been involved in the development of three graduate-level biochemistry courses designed for high school teachers. Development of these courses relied heavily upon distributed science education resources. As a consequence, they represented a set of authentic science education resources that could be monitored over time to determine their rate of extinction. In total, the three courses contained 515 nonredundant URLs representing either scientific content of science education pedagogy. These have been monitored on a monthly basis during the 14 months since the creation of the courses (August 2000). During this period 85 (16.5%) of the URLs have ceased to function or had their content changed. The most attrition was seen in URLs with the edu, com, and org domain names, in which 17.5, 16.4, and 11% have already become inaccessible.     

The paradox of trust in online collaborative groups

Open and sustained discussions in heterogeneous collaborative online groups should provide opportunities for adults to reshape their thinking, deeply understand the subject content, and have their voices heard and respected. These opportunities turn on trust. The ability to trust thoughts that are different from their own is influenced by the learners’ ability to be open about their beliefs and to develop healthy self–other relationships within their small groups. These issues are examined through a qualitative phenomenographic perspective of the stories of the students enrolled in two online adult learning classes utilizing a problem‐based and collaborative pedagogy. The findings indicate that group members import trust issues into the group, which then become issues for the group‐as‐a‐whole. To resolve these issues, the groups engage in several evading behaviors to avoid the types of discussion necessary to fully deal with the difference and resolve the trust issues.     

把学习的选择权还给学生

教育规划纲要提出要改革人才培养模式,这就要求充分发挥学生在学习中的主体作用,改变现在学生被教育、被学习的状况。给每个学生提供适合的教育,就要把学习的选择权还给学生。学校要减少必修课,增加选修课,为学生的学习选择创造条件。     

建设高职院校企业管理仿真化实习实训平台的实践与探索

从基本功能、建设原则、基本内容、取得的效果四个方面对高职学院校内企业管理仿真化实习实训平台的建设进行了分析,突出介绍了企业管理仿真化实习实训平台的建设内容,在效果分析的基础上强调了其鲜明的特色.     

The River of Learning: building relationships in a university,school and community Indigenous widening participation collaboration

In this article, findings of a qualitative study of an Indigenous widening participation program are presented. The program, River of Learning, has been in existence since 2010 and represents a powerful collaboration between a rural high school in New South Wales (NSW) Australia, a metropolitan university, Indigenous Elders and non-Indigenous community members. An analysis of the narrative data generated through individual and group interviews with stakeholders provided findings with respect to the program including how it has contributed to the building and strengthening of university and community relationships and how important the interaction with Indigenous Elders and school and university staff is in development of confidence to engage in higher education in the Indigenous students. These findings are discussed and the article concludes with reflections on the learnings generated through such university, school and community collaborations and what these may mean in ensuring greater Indigenous representation in higher education in Australia in the future.     

Electromechanical instrument collaborative sharing system based on A/S mode

1 Introduction ? With the advance in technology, accurate electromechanical instrument has been a critical tool to many breakthroughs in scientific and technological research. The collaboration and sharing of electromechanical instrument resources through…     

Improved learning efficiency and increased student collaboration through use of virtual microscopy in the teaching of human pathology

The implementation of virtual microscopy in the teaching of pathology at the Bloomington, Indiana extension of the Indiana University School of Medicine permitted the assessment of student attitudes, use and academic performance with respect to this new technology. A gradual and integrated approach allowed the parallel assessment with respect to both the virtual and optical microscopes. Student survey data indicated that the virtual imaging technology was enthusiastically received, and aggregate grade comparisons with the previous classes showed no decrease in content mastery. Survey questions assessing a variety of parameters reveal improved time and resource utilization, as well as increased student collaboration. Even so, 50% of the respondents indicated having both optical and virtual microscopes available was preferable. Anat Sci Ed 1:240–246, 2008. © 2008 American Association of Anatomists.