Application of Variance Analysis to Measure the Impact of STEM Methodology Components in an Educational Intervention

Most computer-supported collaborative learning (CSCL) environments are purely functional, that is, they concentrate on a specific pedagogy. This is not surprising since their design and use is based on educational grounds and is driven by educators, educational technologists and educational researchers. Unfortunately, these functional environments do not always enable collaborative learning because they miss social interaction, a key element in collaborative learning. One approach for stimulating social interaction is using specific pedagogical techniques that enforce collaborative learning. This chapter presents an alternative approach that is based upon an affordance framework for designing sociable collaborative learning environments. This affordance framework is materialized by devices that enhance group awareness for users of CSCL environments.KeywordsCollaborative LearningSocial PresenceIndividual AccountabilityPositive InterdependenceGroup AwarenessThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

The purpose of this study was to investigate the effects of technology-mediated TBLT (Task based language teaching) tasks where students must collaborate within an English as Foreign Language (EFL) course created to develop their English speaking abilities. A total of 25 students participated in this study and were assigned to groups of 4 to 6. Each group was asked to create seven five-minute video productions in English using their cell phone camera about topics assigned to them by the teacher over the course of one semester. The results of the pre-test and post-test indicated that the tasks were effective in improving students’ English speaking abilities. Class observations and students’ Facebook posts showed predominately positive perceptions towards the task of video making with their respective groups using technology tools. The bi-weekly video productions and the end-of-term survey revealed that the participants believe that technology-mediated TBLT in a collaborative learning environment was beneficial in increasing their English speaking abilities, which highlights the need to shift from teacher-centered activities to learner-centered activities within a collaborative learning environment.

There is a growing global interest in extending the field of study from stand-alone learning environment to collaborative or cooperative learning environment. In the light of the recent explosive growth of information communication technology, the platform for collaborative or cooperative activities should be revisited. This paper investigates the technological challenges in using distributed multimedia in a collaborative learning environment and proposes an architecture for multimedia processing in the collaborative learning environment. V-Class, a Java application suite with intensive distributed multimedia support, has been developed and deployed, allowing collaborative learning between students and tutors at remote locations. Students can engage in group activities and also collaborate with tutors. Each student sees a common shared window on which text or graphical objects may be added and which can then be shared online. A built-in chat room supports collaborative dialogue. Students can work either in collaborative groups or in teams as directed by the tutor. This paper summarizes the technical architecture of the V-Class system as well as the pedagogical implications of the suite.

Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment – The pilot study

This article seeks to present a case study regarding collaborative learning (CL) in a higher education environment. CL is an approach of teaching and learning where students at a various performance levels work together in small groups with the aim to solve a problem. With CL students developing not only higher-level thinking skills, but also enhancing the soft skills, such as oral communication, social interaction, among others. Currently, the labour market demands professionals with transversal abilities. In this context, the Polytechnic Institute of Leiria changed the curriculum of Web and Multimedia Development (DWM) technological course to create a collaborative learning environment. The process stated on the 2017/2018 scholar year. The results show that students working in a collaborative environment are more motivated and committed. Furthermore, the importance of real projects and the contact with clients were highlighted during the study.

This case study describes the verbal and nonverbal social interaction of 11 youth with Autism Spectrum Disorders in a 3D Collaborative Virtual Learning Environment—iSocial. The youth were developing social competence through participation in a social competence intervention curriculum implemented online so as to provide access to high quality instruction for youth in small and rural communities. The data show the ability and variability of verbal and nonverbal reciprocal social interactions while online. In addition, the results of this case study revealed associations between pedagogical design features of the iSocial 3D CVLE, such as, goal-oriented, narrative embedded, game/role play enriched and peer-supported 3D CVLE activity design and higher frequencies and better quality of reciprocal social interaction. Therefore, these findings have potential to inform future design of 3D social learning spaces.

Extant research has identified the significance of technological affordances in computer-supported learning environments. However, until recently, there is scarcely empirical research on affordances for organizing collaboration in these learning environments. To address this gap, this study empirically examines affordances for organizing collaboration in a simulation-based learning environment. We focus, in particular on understanding how the organizing affordances of the learning environment are perceived and employed by the learners during a simulation-based learning task. The study was executed among 177 undergraduate higher education (HE) business students from 10 universities in Belgium, China, Estonia, New Zealand, the USA, Austria, and Finland. The data were obtained from the students’ reflective essays, and analyzed with a qualitative content analytical approach. The results of our analyses yield in four types of organizing affordances: (1) organizing the division of work, (2) managing information and resources, (3) managing tasks, and (4) strategizing. Each type of organizing affordance was required in the joint learning task. The study offers an advanced understanding of affordances for organizing and of their use/nonuse in simulation-based learning environments. The findings of this study have theoretical and empirical implications and can contribute to both the development of pedagogic and educational practices as well as the design of learning tasks and environments.

PurposeIn a collaborative learning environment there will be many learners with diverse cultures. These learners should be supported to communicate and collaborate among themselves. The variety of the communication and collaboration tools and modes available to each learner would depend on his/her personal cultural background. The purpose of this paper is to suggest the adaptation of the collaborative learning environment to the learner's cultural profile. So, first it aims to present learner's models with respect to his/her cultural characteristics. It also aims to present the various communication and collaboration tools and modes that would be available to the learners. Then, each learner has at his/her disposal the appropriate communication and collaboration tools and modes according to his/her cultural characteristics.Design/methodology/approachThe cultural models of Trompenaars and Hampden‐Turner, as well Hofsted are modified relaxing the dualism of their dimensions. The modified models are used in a collaborative learning environment. The various attributes and types of communication and collaboration among learners and teachers in a collaborative learning environment are also identified.FindingsThis paper presents learner's cultural models across several cultural dimensions. Each cultural dimension weights differently. Also, a learner may not belong strictly to a cultural extreme of a dimension, but he/she may have characteristics from both cultural extremes of each dimension. Based on a learner's cultural profile, different communication and collaboration tools would be available to the learner.Research limitations/implicationsBased on the learner's profile, either the adaptation engine, or the teacher, or the learner him/herself may select the appropriate communication and collaboration tools and modes for the particular learner. Designers, developers and evaluators of collaborative learning systems may benefit from these learners' cultural models and the communication and collaboration attributes. For example, they may create collaborative learning systems with flexible communication and collaboration attributes that provide to each learner personalized communication and collaboration tools according to his cultural profile.Practical implicationsThis paper proposes the adaptation of the collaborative learning environment to the cultural characteristics of the learner. Future research may assign the specific communication and collaboration tools to each particular learner's cultural profile.Originality/valueThis paper proposes the adaptation of the communication and collaboration tools and modes that are used by a learner in a collaborative learning environment to the learner's cultural characteristics. First, the paper presents new cultural models of a learner. Then, it presents the communication and collaboration attributes and types that would be used by the learners in a collaborative learning environment. A learner would have at disposal the appropriate personalized communication and collaboration tools.

A collaborative learning environment is considered a relevant learning approach for improving the quality of elementary school education. This study aims to describe the influence of a collaborative learning environment on the motivation and learning outcomes of elementary school students through a deeper understanding of the learning process. A qualitative approach with a descriptive design was used to explore the dynamics of learning interactions, student experiences, and the role of teachers in creating a collaborative learning environment. The research subjects consisted of elementary school teachers and students actively involved in group-based learning. Data collection techniques were carried out through learning observations, in-depth interviews, and documentation studies, then analyzed using an interactive analysis model. The results showed that a collaborative learning environment encourages positive social interactions, increases learning engagement, and strengthens students' intrinsic motivation. Continuously developing learning motivation contributes to improved learning outcomes, both in cognitive, affective, and social skills. Collaborative learning also builds students' self-confidence, critical thinking skills, and cooperative attitudes. The teacher's role as a facilitator is an important factor in maintaining the effectiveness of a collaborative learning environment. This study concludes that the implementation of a collaborative learning environment has the potential to comprehensively improve the quality of learning processes and outcomes in elementary schools

Universities, significantly impacted by the shift to online learning during pandemic, must critically evaluate their teaching methods and outcomes to enhance performance in the post‐pandemic era. However, there has been a limited examination of whether students achieved comparable levels in cognition and social interaction during the pandemic compared to traditional face‐to‐face learning. Addressing this gap, this exploratory study utilized a quasi‐experimental design to analyse and compare the learning performance and outcomes of two cohorts of students (totalling 45) in a 12‐week university course delivered through the computer‐supported collaborative learning (CSCL) approach, both during and after the pandemic. Employing quantitative analysis and lag sequential analysis, the study examined students' behaviours, similarities and differences in performance within CSCL environments under two distinct social situations. Results indicated that students engaged in complete online learning with CSCL and those in face‐to‐face teaching with CSCL achieved similar levels of conceptual understanding. Additionally, a comparable distribution pattern of learning behaviours was observed. However, significant differences in behaviour sequences emerged between the two implementations, with students exhibiting a higher level of engagement in CSCL activities during the post‐pandemic period. These findings inform the design of CSCL environments should integrate student‐centred activities and include guiding scripts, prompts and scaffoldings in navigating learning endeavours effectively. Practitioner notes What is already known about this topic The CSCL environment could facilitate teacher‐student and student–student interaction in learning activities. Studies have been conducted on the impact of scripts and prompts on students' cognition and social interaction in CSCL environment. There is a crucial need for conducting more in‐depth data analysis to comprehensively explore the CSCL process within university settings. What this paper adds A well‐designed CSCL environment, coupled with effective instructional strategies, exhibits resilience, sustaining its beneficial effects on students' academic performance and interaction. Both cohorts demonstrated a proclivity for engaging in repetitive behaviours, particularly focused on reviewing and reading activities. The latter cohort displayed a preference for individual tasks over collaborative efforts, showcasing a relatively higher frequency of individual work as opposed to group activities. Notably absent in both groups were crucial behavioural sequences, namely VR‐IA and VC‐IA, underscoring potential areas for CSCL improvement. Implications for practice and/or policy In the CSCL environment, a variety of activities rooted in student‐centred pedagogy (ie, self‐regulated learning, inquiry‐based learning and peer feedback) should be seamlessly integrated. It is recommended to furnish students with scripts, prompts and scaffoldings to bolster their navigation through collaborative and independent learning endeavours within CSCL environment. Students are encouraged to bridge their newly acquired knowledge with their existing understanding, for enhancing engagement and promoting deeper comprehension.

Background Financial incentives play a crucial role in enhancing teacher motivation and performance, particularly in public secondary schools. This study investigates the influence of financial incentives on teacher performance in public secondary schools in Kajara County, Ntungamo District, Uganda. Methodology The study used a descriptive correlational cross-sectional design under a mixed-methods approach to examine teacher motivation and performance. From a target of 300 respondents, 169 were selected through purposive and stratified sampling. Data were gathered using questionnaires, interviews, and document reviews. Quantitative data were analyzed with SPSS (Version 25) using descriptive and correlational statistics, while qualitative data were thematically analyzed. Results The majority of the participants, 56.7% of respondents, were male, and 36.0% were aged 30–39 years. Descriptive findings showed that teachers strongly agreed they receive monthly salaries (Mean = 3.78, SD = 1.14) but disagreed that the salary is sufficient (Mean = 2.01, SD = 1.02) or paid on time (Mean = 2.34, SD = 1.10). The overall mean of 2.24 (SD = 1.00) indicated general dissatisfaction with financial incentives. Teacher performance was rated low (Overall Mean = 2.25, SD = 1.03), with teachers showing limited lesson preparation, poor punctuality, and low engagement in co-curricular activities. A strong positive correlation was found between financial incentives and teacher performance (r = 0.786, p < 0.01), indicating that improved financial motivation significantly enhances performance outcomes. Conclusion It was established that inadequate, irregular, and inequitable financial incentives undermine teacher motivation and performance. Recommendations There is a need to provide timely salary payments, introduction of performance-based rewards, provision of housing and transport allowances, and strengthen of teacher SACCO support schemes to enhance teacher productivity and educational quality in public schools.

The increased popularity of the smart devices among student community has increased the teacher learner communication and taken learning beyond classroom now. The Mobile based Learning (m-learning) gives learner the flexibility of learning and enables a collaborative learning environment. Involvement, cooperation, team work are the crucial benefits that a student can obtain from the collaborative learning environment. Because of the dynamic nature of m-learning environment, a dynamic self created network or Mobile Ad hoc Network (MANET) would be best suited to establish the collaborative learning environment. Use of MANET in itself raises various issues. For the educational collaboration mobile nodes may frequently exchange data, text, images, transmit audio, video streaming packets to one another or even exchange information from databases thereby causing heavy network traffic. Another important issue to be considered are the malicious attacks-the mobile learning collaborative environment may have to face in absence of centralized authorities and granting access to both legitimate users and attackers. This unconditional trust may not only cause attack on single node, but also on numerous others. Keeping the reputation of participating nodes and to mitigate the attacks against them in the collaborative learning environment has become a challenging issue. This paper will try to jot down these challenges of establishing a Collaborative Learning Environment using the MANET.

We propose a framework for the integration of personalisation and collaboration in virtual learning environments (VLEs). We describe two models of personalisation, i.e. assessment-based personalised learning via suggestions and personalised space. Collaboration is achieved via learning service, which provide specific collaboration services for learners. Although the proposed system integrates personalisation and collaboration in the learning environment, users have the option of switching off the personalisation so the learning space can act as a collaborative environment.

Problem Statistics indicate that Autism Spectrum Disorder (ASD) is on the increase in America and worldwide (Xu, Strathearn, Liu, & Bao, 2018; Baio et al., 2018). Autism spectrum disorder can impair an individual’s ability to engage in neurotypical behavior, which has the potential to increase their vulnerability to being shunned and bullied. This makes autism a major societal concern with significant costs to the individual, their family, private/public health insurance, state financial aid programs, and to the nation. This present study was undertaken to determine, in the opinions of those connected to the case, whether the interventions engaged in this case were effective and to what extent the educational and social interventions practiced in this specific case were responsible for enabling Carter to reach the place where the diagnosticians felt that he no longer met the criteria for receiving services for autism spectrum disorder. Purpose The purpose of this study was to identify social and educational interventions used in Carter's journey with Autism Spectrum Disorder and to document the social and educational interventions employed by several individuals who worked with him. Further, the study sought to describe the impact of these interventions on Carter, from the perspectives of the key individuals involved in the early education of the child. Additionally, the study set out to determine whether these interventions actually enabled Carter to no longer meet the criteria for receiving services for autism spectrum disorder. -- Method The study employed a qualitative case study approach which gathered data mainly through semi-structured interviews and focus groups. Other data sources included Carter’s mother's (Meghan's) account of her experience, key documents, and examples of learning activities found to be of benefit to the child. The nine individuals who were interviewed were invited to participate because they had been directly involved with the case. The data was analyzed using NVivo data analysis. Results The results from the analysis of the data study indicate that there was a positive relationship between the interventions reported and Carter's no longer meeting the criteria for services for ASD. The activities reported proved to be too numerous to be mentioned individually and were therefore grouped thematically. The two large groups were the social interventions and the educational interventions. The social interventions group was comprised of activities, such as Gymfants (gymnastics for young children), Children’s Choir, Adventurers Club, and attending regular school which promoted social interactions. These groups facilitated Carter’s working with others, taking directions from others, imitating others, leading, following, and taking turns. Language was key to these interactions. Educational interventions included; reading, attending homeschool, regular school, strategic games such as Connect Four, Uno, and geographical puzzles, floor puzzles; foreign language videos and science videos among other activities. These interventions incorporated language and encouraged Carter in individual work, seated work, pattern identification, and viewing for a purpose among other things. These interventions were planned by Meghan outside of the Individualized Educational Plan (IEP) and in addition to Speech Therapy. Conclusions As a result of this study, the reader can see that the curriculum developed for Carter by Meghan was directly related to his progress. The study concluded that Carter's family working together to provide the program of interventions contributed greatly to his no longer meeting the criteria to remain in the autism therapy program designed for him by the Individualized Educational Plan (IEP) team. It appeared that the intentionality of Carter’s support team had a significant relationship with his progress. It was also concluded that there was a strong relationship between Music as a theme and Carter's progress. The study concluded that the combination of educational and social interventions employed with Carter helped to eliminate the need for him to receive services for autism spectrum disorder. The study showed that intervention in autism requires parental involvement as the delivery of a variety of social and educational interventions through the medium of the home allowed for a natural, meaningful and permanent transfer of knowledge and growth in a number of areas. It is therefore obligatory that the parent/therapist/school partnership be supported and empowered.

Scaffolding students in a collaborative networked learning environment requires different instructional methods than in a traditional home or classroom setting. The goal of this research is to understand computer-mediated collaboration in an instructional setting in order to create an effective computer-mediated collaboration tool. We identify ways to support collaboration by examining the interaction and strategies employed by a peer tutor and teacher and between peers working in our collaborative learning environment. We found that supporting collaboration in an electronic setting requires diagnosing impasses, facilitating problem-solving interaction, and suggesting ways to divide the problem into sub-tasks.