Collaborative Distance Learning Research Articles

Virtual reality classrooms vs. video conferencing platform, initial design and evaluation study for collaborative distance learning

Virtual reality classrooms vs. video conferencing platform, initial design and evaluation study for collaborative distance learning

CHALLENGES AND OPPORTUNITIES TO COLLABORATIVE DISTANCE LEARNING IN ESP INSTRUCTION

In post pandemic instruction fueled by digital media and technology, distance learning emerges as a powerful opportunity for higher education collaboration. The Directorate of Students’ Learning, Ministry of Education and Culture of Indonesia opens opportunities for universities across Indonesia to have collaborative online learning with those students based on underprivileged regions in Indonesia. This research investigates a case of collaborative online learning project between two universities in East Java and East Nusa Tenggara province with two ESP courses designed collaboratively and implemented with shared classes in online mode. Through this case study, two things are explored during the program: challenges and opportunities in the stage of course development and course implementation. Two course developers, four university instructors, and thirteen selected students from both universities were involved in this study. Data collection combined interviews, virtual observations, and instructional documents. Analysis employed thematic layering and triangulation, revealing challenges in four areas: course development, technology readiness, teaching methods, and student support. However, rooms of improvement are there for more prepared future collaboration. Despite the challenges, collaborative distance learning conducted by both universities can be a lesson to learn for a better online instruction in the future amidst the pluralistic backgrounds of the students and problematic technology support.

Distance Collaborative Learning Model as a Solution for Developing 4.0 Literacy Competencies in The Post-Pandemic Era

Distance Collaborative Learning Model as a Solution for Developing 4.0 Literacy Competencies in The Post-Pandemic Era

Oral Didactics in an Actional Approach: Manifesting Emotions and Involving the Limbic System in a Face-to-Face and in a Hybrid Context

In oral didactics, the nature of the interactions which are established among the members of the group grant a cognitive, socio-affective and behavioral dimension in order to implement collaborative tasks, linking conviviality and pragmatism. In collaborative distance learning, teachers and learners are able to share experiences as well as new IT tools, while multimodal and open approaches can facilitate exchanges among the participants who put pragmatic learning modes into practice. As a result, the promotion of new training requirements through the adoption of good educational practices, cultivates the knowledge of an action-centred creative potential. Therefore, acting and co-acting in a group’s face-to-face or even in a hybrid context becomes a new challenge for oral learning, since digital media can also condition the sensations but also the behavior of users, a fact which has consequences on the biological and neurological rhythm and psychological life of people involved in the learning process.

Digital Skills and Online Collaborative Learning: The Study Report

This paper discusses digital skills and their role in collaborative distance learning. Collaboration is considered to be one of the most effective, yet challenging, methods of teaching and learning. Many learners avoid collaborative tasks, for different reasons. We believe that the level of digital skills may be a key to understanding their attitude. A study was conducted at Nicolaus Copernicus University in Toruń, Poland. The respondents assessed, amongst other items, the level of their own digital skills. Based on this assessment, three groups of students with different skill levels were distinguished. Further analyses showed that students with different level of digital skills vary according to their own experiences in collaborative online learning, but not in terms of views on the phenomenon, technologies used, or computer hardware. Most differences are between the low and high skill groups. However, they are also present between the low and average, and the average and high skill groups. These results contribute to the discussion on the need to individualise the teaching and learning process and highlight the roles of digital competence development for all participants in the learning process.

The Design and Implementation E-Scaffolding Enhance Learning (ESEL) Using Web-based Simulation on Moment of Inertia

In this study, E-Scaffolding Enhance Learning (ESEL) using Web-based simulation has been designed and implemented. The scaffolding approach in this research is a conceptual scaffolding of the moment of inertia. Web-based simulation consists of 2D and 3D simulation. The 3D simulation was developed using unity software and 2D simulation was developed using scratch and articulate storyline software. All simulation was published as an Html file, and finally inserted into the website. The validation of the product was carried out by experts such as a physics lecturer and a physics teacher. The implementation phase was carried out through collaborative distance learning between one Senior High School in Bandung and one school in West Nusa Tenggara. The validation results show that ESEL using Web-based simulation on moment of inertia is deserved with an average score of 92% in the very good category. Nevertheless, there are several improvements still need to be made in terms of the appearance of the Web-based 3D simulation especially when it is accessed by phone cell. The appearance of the Web-based 3D simulation is still not responsive for smartphones. But based on the questionnaire result of students, ESEL using Web-based simulation on moment of inertia has a value 71% which means that ESEL has a good category of validation and is interesting for the students. ESEL using Web-based simulation also improves students’ activities in the distance learning of physics classroom.

Mentor-learner web-based interprofessional collaborative distance learning: An innovation in teaching-learning method

Mentor-learner web-based interprofessional collaborative distance learning: An innovation in teaching-learning method

E-Learning Based on Cloud Computing

Modern technological paradigms of learning give educators an ability to support the development of highly professional human resources. For this reason, teachers of higher educational institutions find advanced technologies more and more useful. Rapid introduction of cloud computing into pedagogical practice creates a professional need to study the technological capabilities of cloud-based learning services to select the best educational solutions among available variants. In view of this, the current article provides a theoretical overview of e-learning cloud architecture layers and models of its deployment in the education system. In order to test the adaptability of learning management systems (LMSs) to a collaborative distance learning model, research among educators of I.M. Sechenov First Moscow State Medical University (Russia), Prydniprovska State Academy of Civil Engineering and Architecture (Ukraine) and Wuxi Institute of Technology (China) was carried out using the Blackboard Learn LMS as a case study. This study involved 100 individuals who tested the Blackboard Learn teaching capabilities. The conducted investigation allowed outlining the main advantages of the use of computer-based e-learning applications in the process of organizing and supporting the educational process. Among them are convenient means of processing educational content, effective educational process organization, effective tools for knowledge monitoring, and effective security and confidentiality system. The present work also shed light on the benefits of introducing cloud-based e-learning in higher educational institutions, as producers of an integrated educational product. The study confirmed that the introduction of cloud computing in education results in the advancement of the training content and can considerably improve students’ academic results due to updated learning technologies, concepts, and tools.

Implementation of Project-Based Model in Collaborative Distance Learning System for Second Grade Elementary School

The COVID-19 pandemic has had a major impact on the education sector, especially for schools, in the form of a change in the learning process, which currently must be done in a different space and distance. In areas with a harmless zone and inadequate for online learning, the schools have practiced two ways of learning: face-to-face and non-face-to-face. The scientific model should still be implemented eventhough in distance learning situation. This study aimed to examine the use of a project-based learning model for elementary school students to develop a collaborative distance learning system during the COVID-19 pandemic. The research method employed classroom action research from the John Elliot model. The first cycle of learning was carried out online, and the second cycle of learning was conducted face-to-face at school. The research was done in two cycles because students had limited facilities to support online learning. The data collection technique was through observation. The research subjects involved were second-grade elementary school students of SD Negeri 2 Kurung Kambing in Pandeglang Regency. This study’s results proved that the project-based model influenced increasing psychomotoric competency achievement in the SBdP (Cultural Arts and Crafts) subject with teaching materials mimicking daily and natural movements in the "Planting Corn" dance. This learning also involved students more actively and trained them to think critically and behave creatively.

To Use or not Use Collaborative Learning Techniques in Teleconference Teaching? A Case Study from the Hellenic Open University

The purpose of the small-scale qualitative research study was to examine the use and perceived value of integrating collaborative learning techniques at teleconferences at the School of Humanities of the Hellenic Open University (HOU). Qualitative semi-structure interviews with tutors from the School of Humanities at the HOU were conducted in order for the research plan to be fundamentally heuristic and generate original results. Purposeful sampling was chosen for the data collection process, cross-sectional organization for the data classification and thematic analysis for the data analysis. The results of the present research study indicate the parameters need to be taken into account in order for the tutors to use collaborative learning techniques at teleconference teaching at HOU. Adequate teleconference platform, tutors’ training on distance collaborative learning and group dynamics, and a common understanding regarding distance learning and group dynamics in e-learning environments are some of the most significant findings derived from this research study. The role of students, as well as the role of the distance-learning provider, in integrating and adopting distance collaborative learning strategies is also highlighted by the results.

Teaching mathematical concepts using web-based collaborative enviroments. An eTwinning case study

eTwinning is an innovative European program that strengthens lifelong learning and the main purpose of which is the networking of schools with the help of new technologies. It is an initiative of the European Commission to strengthen the collaborative distance learning and the implementation of new innovative instructional methods. Through literature review, this article explores the contribution of the eTwinning project to the cultivation of basic skills, which the European Parliament identifies as keys to an individual's lifelong learning. Mathematics are included in these skills. It is an attempt to show the schools' potential to cultivate the students' European identity and European skills, such as cooperation and respect for the perceptions and culture of other people. It is also a case study aimed at exploring the cognitive, creative, cooperative and technological dimensions of an eTwinning action, as well as the attitude of 18 students towards the distance learning action, which they participated in. Τhe subject of the eTwinning practice combines mathematical concepts applied in real context.

Process modeling and decision mining in a collaborative distance learning environment

This paper is divided into four main parts. In the first part of the study, we identified the most significant factors that affect the performance of groups in collaborative learning situations. The results showed that the extent of communication, interactions and involvement/participation between students have crucial impacts on the performance of groups. In the second part of the study, we defined and explained specific alphabets and keywords derived from a collected event log during a distance learning activity using a real-time multi-user concept mapping service. Our aim was to interpret the data in such a way that eventually can increase the instructor’s awareness about entire the collaborative process. In the third part of the study, we used several statistical and process mining techniques in order to discover and compare distinguished patterns of interaction and involvement between the groups with high and low performance. The results showed that the extent of students’ interaction was four times greater in the high performance groups. Similarly, the extent of students’ involvement and participation was three times greater in the high performance groups compared with the low performance groups. In the fourth part of the study, we analyzed the extent of communication with respect to textual and semantic contributions of the students written/typed and shared in the chat rooms during the online distance activity. The results showed that the level of students’ communication was two times greater in the groups with high performance. And finally, we applied a Decision Tree/Rules technique to extract a model of decisions (as well as their possible consequences) about performance of groups in collaborative learning situations.

Web-based laboratory for collaborative and concurrent CAD designing, assembling, and practical exercising on distance

Original scientific paper Collaborative CAD of distant modelling is a today’s necessity for realization in a timely manner. This need arises even within educational institutions, where investments in the development of technologies to support collaborative distance learning are still trivial. Most CAD programs used in engineering have modules for collaboration. However, these solutions are expensive, especially for educational institutions that have a large number of students. The mentioned modules generally work within a specific CAD platform and support import and export of a limited number of CAD formats. In this paper, we present an open-source solution that overcomes these problems. It implements practical work at a distance by combining most commonly used CAD platforms in engineering. In this paper, we describe how to use virtual laboratory for rapid designing through execution of practical exercises. The architecture of the proposed solution, the modelling of the laboratory and methods for creating its functions are described. Also, given is a tangible example of collaborative aircraft assembly between distant students, with parts modelled in different CAD packages, and the usability of labs presented through prototype builds on 3D printer and the final test in the wind tunnel. Qualitative and quantitative evaluations were conducted. Conclusions set the direction of the future development using various technologies for building virtual assembly laboratory.

A method for cooperation support between discussion space and activity space in collaborative learning and its experimental evaluation

AbstractThis paper describes a prototype and the experimental evaluation of a chat system that offers cooperation support between a discussion space and an activity space in collaborative learning. In collaborative learning in the proposed system, the students are divided into groups, carry out discussions on a study topic through chats, and create online reports in a cooperative manner. The proposed cooperation support method aims at improving the level of cooperation among students and the effectiveness of learning by making group members aware of other members' learning circumstances through cooperation support in group member utterances and report creation. We use a Wiki as a tool for collaborative work in this research. Cooperation support displays the Wiki's update time and contents on the chat system with activity cooperation support, offering a space for distance collaborative learning and allowing each student to become aware of the other students' situations. In addition, the number of chat utterances is displayed, and other students' situation is easily grasped. © 2012 Wiley Periodicals, Inc. Electron Comm Jpn, 95(2): 25–38, 2012; Published online in Wiley Online Library (wileyonlinelibrary.com). DOI 10.1002/ecj.10366

Towards effective video annotation: An approach to automatically link notes with video content

The characteristics of annotations, such as highlighting, context-based notes, and organization are difficult to translate from the traditional paper-based medium to the digital format. An added challenge is how to facilitate annotations on a digital video in a collaborative distance learning environment. To explore issues in video annotation, we developed a tool called Interactive Shared Education Environment (ISEE). ISEE automatically generates hyperlinked timestamps, which we called Smartlinks, to associate the notes with their video contents. A usability study with 59 participants, following up by a small-scale eye-tracking study, was conducted to explore users’ video note-taking behaviors and to examine the effect of the new Smartlink design. Our results showed that participants with Smartlink took fewer notes, focused less on video controls and more on video content than those without Smartlink. We believe the main benefit of Smartlink is that it may offload non-learning related cognitive loads and allow users to take better notes. Findings from this study on users’ video annotation behaviors shed light on the future design of video annotation systems in both individual and collaborative environments.

Intelligent assistance for teachers in collaborative e-learning environments

Collaborative learning environments provide a set of tools for students acting in groups to interact and accomplish an assigned task. In this kind of systems, students are free to express and communicate with each other, which usually lead to collaboration and communication problems that may require the intervention of a teacher. In this article, we introduce an intelligent agent approach to assist teachers through monitoring participations made by students within a collaborative distance learning environment, detecting conflictive situations in which a teacher’s intervention may be necessary. High precision rates achieved on conflict detection scenarios suggest great potential for the application of the proposed rule-based approach for providing personalized assistance to teachers during the development of group works.

Teaching online programming courses using collaborative methods

In recent years,Web-based online teaching has grown substantially in many disciplines including Mathematical Sciences. Online courses in variety of subjects are being offered in many institutions. Offering online courses in Mathematics, Computer Science and other natural sciences disciplines posed a greater hardship on the developer because of the nature of the subject areas where more visual and face-to-face interaction are essential. An understanding of the student success factors of online collaborative programming can help alleviate the challenges encountered by the course developers. Adding the hands-on activities, tutorials, and cooperative learning experience in web courses can almost simulate the classroom environment to a great extent. This paper focuses on current literature review of successful pedagogical methods in providing quality online cooperative programming. Specifically, the paper reviews current literature on collaborative methods, programming and distance education, collaborative learning and online education, and the lessons learned from teaching online programming using cooperative learning methods. The authors’ implementation of the various success factors identified from the literature review in their online cooperative programming course was also provided.

The PfP Consortium as a Change Management and Integration Tool: Ten Years of Experience

The PfP Consortium was born in 1999 at NATO’s Fiftieth Anniversary at the Washington Summit, although the idea of the Consortium was first tested in 1998 at ISF in Zurich. Bulgaria had the privilege of hosting the Second PfP Consortium Annual Conference in Sofia—the first gathering dedicated to the new initiative to define the roadmap for the future “troika council” that had been established to provide continuity between the annual conferences. The objectives defined in Washington were “fostering greater academic and educational opportunities within the defense and security community; encouraging high standards for professional military education; promoting cost-effective education through collaborative distance learning and distributed training; expanding dialogue, understanding, and cooperation through security-related research in EAPC countries; and, exploring complementary relationships with institutions such as the NATO Defense College.” About ten years later it is time to see how these goals were pursued, and to assess to what extent they have been achieved in EAPC area. The Statement of the Principles of the Consortium and the Statement of Operation and Administration were approved at the conference in Sofia. This marked the formal start of the new initiative, which was prepared by a team led by Dr. Kennedy and Dr. Winkler at the George C. Marshall European Center for Security Studies in GarmischPartenkirchen, Germany. The following year, in 2000, Dr. Winkler took over the Geneva Centre for Democratic Control of Armed Forces (DCAF), an organization that played a key role in moving the Consortium forward. From the very beginning, the Consortium—having been established in the spirit of PfP—was an effective change management instrument that provided the opportunity for defense academies to work with civilian universities and security studies institutes, many of them NGOs from PfP countries. The development of the Consortium was facilitated by annual conferences, and through its relationships with other forums such as the International Security Forum (ISF), the George Marshall Center Alumni Association, the NATO Defense College Alumni Association, and the Conference of the

Practical Study of Distance Collaborative Learning on Food Culture Connecting with Combined Classes of Isolated Islands by Three Universities' Partnership

Practical Study of Distance Collaborative Learning on Food Culture Connecting with Combined Classes of Isolated Islands by Three Universities' Partnership

Adaptive Synchronization of Semantically Compressed Instructional Videos for Collaborative Distance Learning

The increasing popularity of online courses has highlighted the need for collaborative learning tools for student groups. In this article, we present an e-Learning architecture and adaptation model called AI2TV (Adaptive Interactive Internet Team Video), which allows groups of students to collaboratively view instructional videos in synchrony. Video player actions, like play, pause and stop, can be initiated by any group member and and the results of those actions are synchronized with all the other students. These features allow students to review a lecture video in tandem, facilitating the learning process. AI2TV upholds the invariant that each student will receive semantically equivalent content at all times. Experimental trials show that AI2TV successfully synchronizes instructional videos for distributed students while concurrently optimizing the video quality, even under conditions of fluctuating bandwidth, by adaptively adjusting the quality level for each student while still maintaining the semantic content of the instructional videos.