Effects of Collaborative and Individual Learning in a Blended Learning Environment

In courses using a virtual learning environment (VLE), some students like to work together, and some do not. If we give students the opportunity to choose either teamwork or individual study, how does this affect their marks and their appraisal and assessment of the course? This question has been investigated in the context of an English Literature course at the University of Utrecht. In this course, students work intensively with a VLE, and attend lectures: a blended learning environment. Previous research has shown that the pedagogical design used provides a powerful learning environment. This time, students had the choice of working on the course assignments in small teams (2–4 students), or individually. Both groups were compared based on their study results, and the answers to a questionnaire. Students valued the choice. Mainly those students with high marks for a previous course, which had a similar pedagogical design, preferred collaboration. Statistical analysis showed that collaboration resulted in significantly better marks.     

浅谈网络教育环境下的个别化学习和协作学习

网络教育使学生的主体性得到了体现，基于网络的个别化学习和协作学习成为网络教育环境中学生学习的主要方式，本文探讨了网络教育环境下个别化学习和协作学习的涵义、特点，以及二者在网络教育中的相互应用。     

Supporting Communication in a Collaborative Discovery Learning Environment: the Effect of Instruction

We present a study on the effect of instruction on collaboration in a collaborative discovery learning environment. The instruction we used, called RIDE, is built upon four principles identified in the literature on collaborative processes: Respect, Intelligent collaboration, Deciding together, and Encouraging. In an experimental study, a group of learners (ages 15–17) receiving this instruction was compared to a control group. The learners worked in dyads on separate computers in a shared discovery learning environment in the physics domain of collisions, communicating through a chat channel. Qualitative and quantitative analyses of the logged actions in the learning environment and the chat protocols showed that the RIDE instruction can lead to more constructive communication, and improved discovery learning activities, as expected, although no direct effect on discovery learning results was found. This study shows the benefits of providing instruction on effective communication and the learning process in a collaborative discovery learning situation.     

多媒体网络环境下英语协作学习模式的研究

本文从协作学习的概念及网络环境下协作学习的理论依据入手，通过我院大学英语教学的实践，介绍了实现网络环境下协作学习的五个步骤，分析了网络环境下协作学习的特点和优势，指出了存在的问题和改进的措施。     

Designing a Web-Based Science Learning Environment for Model-Based Collaborative Inquiry

The paper traces a research process in the design and development of a science learning environment called WiMVT (web-based inquirer with modeling and visualization technology). The WiMVT system is designed to help secondary school students build a sophisticated understanding of scientific conceptions, and the science inquiry process, as well as develop critical learning skills through model-based collaborative inquiry approach. It is intended to support collaborative inquiry, real-time social interaction, progressive modeling, and to provide multiple sources of scaffolding for students. We first discuss the theoretical underpinnings for synthesizing the WiMVT design framework, introduce the components and features of the system, and describe the proposed work flow of WiMVT instruction. We also elucidate our research approach that supports the development of the system. Finally, the findings of a pilot study are briefly presented to demonstrate of the potential for learning efficacy of the WiMVT implementation in science learning. Implications are drawn on how to improve the existing system, refine teaching strategies and provide feedback to researchers, designers and teachers. This pilot study informs designers like us on how to narrow the gap between the learning environment’s intended design and its actual usage in the classroom.     

A Case Study of Changing the Learning Environment in Law: Introducing Computer-Supported Collaborative Activities

This article reports on a 3-year case study of the introduction of computer-supported collaborative activities in a previously traditional lecture-based law course at a large North American research university. The evolving design of the activities is described, as well as the students' and professor's reactions to the new learning environment. Results show that students perceived that the new emphasis on skills was valuable, and that the collaborative learning activities contributed to their learning of content and technical skills as well as teamwork. Implications for design of such activities as well as factors to consider are presented, for instance, any changes must be considered systemically, with evaluation and workload being key components.     

多元开放环境下的协同学习实践研究

如何让学习真正发生?江苏省梁丰高级中学依托2018年获批立项的苏州市前瞻性项目,开展多元开放环境下协同学习实践研究,积极探索基于情境、问题导向的互动式、启发式、探究式、体验式教学实践,让学生成为"活动、活力、活化"课堂环境、"实验室、课程基地、学科教室"环境、"互联网+"环境的学习主角,以助推学校育人方式的转变,并逐步形成"知行合一"的教学方式,从而推进学校整体品质创建之行。     

Computer Conferencing: An Environment for Collaborative Project-Based Learning in Distance Education

In this experimental study two independent variables were manipulated. Each was associated with online collaborative learning in a distance education context. One of these (group formation strategy) addresses one of the early decisions that must be made in forming groups for collaborative project work. The second (levels of tutor intervention) relates to the on-going process of group management in a computer-mediated environment. An additional independent variable (type of collaborative project) served as a within-group factor in the design. Two measures of individual achievement (final exam scores and idea units) and a measure of group dynamics served as dependent variables. Prior academic achievement (current grade point average) served as a covariate in the analysis of the achievement data. There were no differences across the two types of projects, but two slightly different interaction patterns emerged from the analysis of the achievement data. In general, however, these results favored the random assignment of students to collaborative groups (as contrasted with allowing students to pick their own partners) and the introduction of low tutor intervention during the course of project work. Two main effects emerged from an analysis of the group dynamics data, one of which supports the random assignment strategy. Because of these findings, it is difficult to suggest a totally unambiguous strategy for formulating and managing online collaborative project work. However, some tentative suggestions are advanced. Some guidelines for online collaborative learning are provided.     

协作学习2.0:基于Web2.0的协作学习新范式

文章在分析Web2.0的特征及协作学习概念的基础上,提出了协作学习2.0的概念与特点,给出了协作学习2.0的架构,在探讨了协作学习2.0的理论基础上,重点解析了协作学习2.0架构的元素,并具体说明了协作学习2.0的应用过程,为Web2.0时代的协作学习提供了一种新范式。     

Wiki环境下学生参与合作学习与数学学习成效的相关研究

通过准实验研究法, 探讨学生在Wiki环境下参与合作学习过程中发表贡献的数量与数学学习成就的相关性, 同时还以问卷调查法, 探讨在这种开放合作环境下学习, 是否会提高学生对学习数学的学习态度.研究结果显示:学生发表贡献的数量与教学学习成就存在显着的正相关;在这种开放合作环境下学习, 学生对学习数学的学习态度会略为提高, 但未达到显著程度.     

When Collaborative Learning Meets Nature: Collaborative Learning as a Meaningful Learning Tool in the Ecology Inquiry Based Project

This research suggests utilizing collaborative learning among high school students for better performance on ecology inquiry-based projects. A case study of nine 12th grade students who participated in collaborative learning sessions in the open field and in class is examined. The results show that the students concentrated on discussing the methods of measurement and observation in the open field, rather than the known methods from class or from the laboratory. Another major part of their discussions concentrated on knowledge construction. Knowledge construction occurred between students with same or similar learning abilities. The role of the teacher in these discussions was crucial: she had to deal with and dispel misconceptions; and she had to bridge the gap between low-ability and high-ability students, for enabling meaningful learning to occur. The article ends with a number of recommendations for using collaborative learning as a tool for achieving meaningful learning in high school ecology inquiry-based projects.     

How to Set a Web-mediated TBLT Classroom to Achieve Optimal Student Learning Outcomes

Task-based language teaching has been controversial all the time.The writer of this essay tries to explicate how to set a web-mediated TBLT classroom to help Chinese non-English majors improve their English language competence by analyzing a case from Wenzhou University.     

基于对话的英语网络协作学习的教学设计

计算机支持的协作学习是网络环境下学习的一种新的范式。本文首先从对话学习理论的视角,探讨了对话在学习中的本质和作用。根据协作学习中对话的特点和类型,笔者建立了基于对话的协作学习共同体的框架。在该理论框架的基础上,结合笔者所开设的一门英语网络课程的教学设计,详细地介绍了不同对话的设计策略,以促进语言交际能力的发展。     

Interaction and Collaboration Using an Intelligent Collaborative Learning Environment

The goal of this research is to design and prototype an intelligent collaborative learning environment. Within this environment, we study synchronous interaction among group members (students) working on a problem/project. Students use an Intelligent Collaborative Support System (ICSS) and a shared activity space: the Tulka Whiteboard. Two main interaction spaces have been implemented: a planning-communication space and a production space. Dialogue and negotiation are supported through the ICSS permitting exchange and evaluation of free-text communication messages that are initiated by students choosing sentence openers from a menu. Using the whiteboard, a virtual room is dedicated to a group of students who share documents, annotations on documents, drawing tools, and text tools. Each group is provided a dynamic assessment of their collaborative skills based on a communication skills model.     

Spontaneous Collaborative Learning: A New Dimension in Student Learning Experience?

‐ Many studies have reported positive effects of cooperative learning methods on student achievement. In all such cases, cooperative learning experiences were initiated and structured by teachers, and designed according to special task and reward structures. The present study discusses a different kind of cooperative learning, Spontaneous Collaborative Learning (SCOLL), which is not structured by the teachers, but is student‐initiated. The characteristics of such a learning experience are described, and its effects on the learning strategies adopted by students, the quality of the students’ learning outcomes are examined. Quantitative and qualitative data from 39 Hong Kong tertiary (physiotherapy) students showed that SCOLL, as compared to individual preparation, promoted the engagement of a deep approach incorporating high level cognitive strategies, and in turn learning outcomes reflected in a higher structural complexity of assignments than those approaches and outcomes of students who worked individually.     

基于Internet的协作学习环境系统的设计与实现

建构主义学习理论强调协作学习对意义建构的重要作用,同时重视学习环境的设计,认为学习者在一定的环境中利用各种工具和信息资源完成意义的建构。Internet以诸多优势为开展协作学习在提供了有效的环境。该文分析了基于Internet的协作学习进程和环境系统目标,提出了一个基于Internet的协作学习环境系统的设计模型,并给出其实现方法。作为应用,作者简要描述了《摄影构图》在该系统上学习的过程。     

语义网格环境下的资源协同学习平台研究

网格计算技术为构建支持动态、开放、群体行为的跨组织大规模协作提供了良好的技术和环境支撑。在分析了语义网格相关的元数据描述、本体服务的基础上,构建了基于语义网格的教育资源协同平台体系结构,通过网格中间件技术和基于消息的发布/订阅(Pub/Sub)机制提供协同消息的发送和接收,实现协作支持服务功能,使用户获得真正所需要的资源。     

协同学习环境中的知识建构及其社会网络分析

知识建构是一种社会性协商与对话的意义建构过程。基于协同学习工具套件所构建的适应集体学习情境的新型学习环境,通过社会网络分析来探究课堂知识建构过程中的师生互动所形成的社群结构、社会关系以及参与特征。结果表明,协同学习环境中,通过支持教师主导的学习者知识建构过程,形成了知识聚合性的社会关系网,使学习者的观点、想法快速地进行汇聚从而支持深度知识建构,同时也清晰地描绘了社群中学习者的参与特征。本研究可以为实现不同文化背景下新技术革新教学提供一种新路径：