Collaborative Learning Platform Research Articles

Generative Artificial Intelligence (ChatGPT‐4) and Social Media Impact on Academic Performance and Psychological Well‐Being in China's Higher Education

ABSTRACTThe rapid advancement of generative artificial intelligence (GAI) and the extensive use of social media have transformed how students engage with educational materials and interact with their peers. Collaborative learning (CL) platforms, empowered by artificial intelligence (AI) algorithms, have gained popularity due to their potential to enhance learning outcomes and provide personalised educational experiences. This research examines the effects of generative AI (ChatGPT‐4) and social media use on young students' academic performance and psychological well‐being, focusing on CL. The study conceptual framework was examined based on a sample of 441 Chinese university students. The statistical technique PLS‐SEM is put into practice to measure the structural framework of academic performance and psychological well‐being. The findings of this study show that generative AI (ChatGPT‐4) and social media positively influence young students' academic performance and psychological well‐being. Additionally, the results of this research study show that CL positively mediates between social media, academic performance and psychological well‐being. Conversely, it negatively mediates the association between generative AI (ChatGPT‐4), academic performance (AP), and psychological well‐being. The findings can facilitate a better understanding of the implications of technologies in the educational context and subsequently aid in formulating evidence‐based strategies to optimise their impact on students's academic success and well‐being.

Empowering Student Transition and Engaging Students Using Actionbound: A Gamified Collaborative Community Learning Platform

Transition to University is a significant milestone for students who are embracing new experiences and challenges. It is particularly vital for international students who have to adapt to a new and different learning environment in the UK. Successful transition and sense of belonging in a new institution lay foundation for students’ academic success. However, transition is a process rather than an event. Accordingly, fostering a collaborative community learning environment and facilitate peer networks and community support becomes critical. It enables social interactions and active learning by engaging students in collaborative group activities, which would in turn support students’ transition to and belonging in a new learning environment. With the advancement of technology, computer-assisted and computer-supported collaborative learning flourished in 21st century. The emergence of mobile digital technology leads to the design of gamification in learning, known as game-based learning or gamified collaborative community learning in order to engage students in fun and interactive activities. ‘Actionbound’ is one of the versatile gamification platforms and mobile apps which can engage students in collaborative community learning with gamified activities. It enables users to create, share and participate in interactive scavenger hunts, tours, games and quizzes. It allows users to design custom challenges, incorporate multimedia content and track players’ progress in real-time. It engages participants to work collaboratively to solve challenges and complete tasks. At UHBS, we have used Actionbound to support the student transition into the University’ learning journey at the start of term. We used scavenger hunt game and quiz functions within Actionbound to direct students to collaborate in teams to solve the challenges and tasks. In this action research, students found Actionbound fun and loved the competitive nature with points and leaderboards. It helped them build network and form friendship. Together, they solved puzzles and tackled challenges which supported their transition and got them prepared for learning in a new environment. Moving forward, as an ongoing action research, we would like to extend the use of Actionbound to term time and in module delivery so to track students’ engagement with the collaborative learning platform and investigate the impact on their academic performance.

Exploring the Role of Communities of Practice in Enhancing Professional Development of Physical Education Teachers: A Literature Review."

By analyzing relevant literature,this study explores the role of Communities of Practice (CoP) in promoting the professional development of physical education (PE) teachers. CoPs provide PE teachers with a platform for collaborative learning, knowledge sharing, enhancing their teaching skills and effectiveness. Through CoPs, PE teachers can exchange experiences and reflect on teaching methods, thereby improving teaching strategies and fostering professional growth. However, there are some challenges in the implementation of CoPs. Time constraints pose a major barrier, as heavy workloads limit PE teachers' participation in CoP activities. Sustainability is also an issue, with diminished leadership and participation over time. Furthermore, without formal support or recognition from schools, CoPs struggle to secure resources, hindering their growth. Although CoPs offer significant opportunities for the professional growth of PE teachers, issues such as time management, participation, sustainability, and institutional support must be addressed to fully realize the potential of physical education teachers.

Enhancing collaborative online learning in higher education: using Google Docs to analyze Literature texts by teacher trainees

The purpose of this project was to explore how collaborative learning can be enhanced through Information Communications Technology in the critical reading and analysis of Literature texts in a particular teacher training course at a selected university in Uganda. The study undertook an interventional research approach whereby critical literacy principles provided the basis for formulating online tasks that would provoke higher order thinking skills such synthesizing, analyzing, reasoning, comprehending, application, and evaluation during the discussion of the play The Lion and the Jewel. A conversational framework was adopted to design a collaborative learning environment by which face-to-face sessions were combined with technology in form of Google Docs. Some of the steps of engagement included identifying the eight participants, sharing of initial content on critical literacy with them, face-to-face sessions and uploading of tasks. The findings reveal that with systematic instructions and guidance Google Docs can provide a collaborative learning platform whereby students can continuously comment about Literature texts in a conversational manner; the intervention proved the possibilities of flexibility in the learning environment; and dialogic teaching especially when discussing Literature texts was greatly enhanced during this intervention. This study was carried out in a real time learning context during the teaching of one of the researcher’s courses. The finding thus can offer some useful guiding steps as benchmarks for actual take up of other ICT tools in teaching and learning in higher institutions of education

Digitising a Card Game for Teaching Pragmatic Markers

Most language learning applications focus on pronunciation, vocabulary, and grammar of a language. However, learning the pragmatics enables learners to interpret contextual meanings of specific words uttered by native speakers during conversations. An educational card game called Mind You! was developed for non-native English-speaking international students in Australia to help them learn English pragmatic markers. The card game was designed to encourage social constructivism and situated learning, where learners construct their own sentences based on their combined interpretations of pragmatic markers, images and scenarios displayed on cards to answer hypothetical questions. A mobile application of the card game is being developed as a supplementary resource when face-to-face or in-person learning is neither possible nor practical. Learners can listen to audios of pragmatic markers in sentences and type or record their own sentences based on their interpretations of the cards and share them online with other learners. This provides a platform for distance collaborative learning between other language learners where they share sentences based on different interpretations of different card combinations. The objective of the mobile application is to train learners in using pragmatic markers for English conversations outside the game. This work-in-progress manuscript outlines how the card game can be digitised into a mobile application.

ENHANCING SOFT SKILLS IN TEACHING ENGLISH: A STUDY UTILIZING PADLET APPLICATION AMONG STUDENTS

This research aims to examine the efficacy of utilizing the Padlet application to enhance soft skills in English as a Foreign Language (EFL) education among students at International Information Technology University. Soft skills, such as communication, collaboration, critical thinking, and creativity, are crucial competencies for students navigating the globalized workforce. Technology integration in education has become increasingly important, and Padlet provides a versatile platform for collaborative learning and content sharing. This study adopts a quantitative approach, employing a pre/post-observation design to evaluate the influence of Padlet usage on the development of soft skills among EFL students. Participants are randomly assigned to either an experimental group, engaging with Padlet activities, or a control group receiving traditional instruction. Validated instrument, including performance evaluations, are used to measure soft skills before and after the intervention. Quantitative data analysis techniques are utilized to compare mean scores between groups and assess the effectiveness of Padlet in fostering soft skills. Expected outcomes encompass improvements in communication clarity, increased collaboration in group tasks, enhanced critical thinking through information synthesis, and greater creativity in idea generation. The findings of this study hold implications for EFL educators seeking innovative approaches to skill development and for institutions aiming to effectively integrate technology into language education. By exploring the role of Padlet in enhancing soft skills within the specific context of EFL education at International Information Technology University, this research contributes to a deeper understanding of technology-supported learning and its impact on student outcomes.

Collaborative Learning Platform for Academicians in Libya

Higher education academicians face a variety of difficulties, such as the need for improved collaboration, streamlined communication, and effective resource management. In order to tackle these concerns, this study investigates the unique challenges that academicians in higher education face. The study emphasizes the need for integrated features and user interfaces that are simple to understand and customized for a particular requirement of higher education. Moreover, by exploring the recognition and understanding of these barriers, the study not only clarifies the complex terrain of difficulties but also establishes the foundation for the creation of a platform for collaborative learning. With a focus on the problems faced by academicians, this platform will include features like a forum that is easy to use, the ability to share resources, a powerful search engine, a section devoted to frequently asked questions, and a chatbot that can engage users. Together, these elements seek to offer a thorough resolution to the problems noted, promoting enhanced dialogue, information sharing, and instructional effectiveness among academicians.

Learning beyond books: A hybrid model to learn real‐world problems

AbstractThere are several initiatives underway to improve the learning of software developers. These attempts include the integration of GitHub into software engineering classes, the creation of learning management systems, gamification approaches, and collaborative learning platforms. These initiatives have demonstrated promise in boosting students' collaborative growth and cooperation abilities, emphasizing their potential influence on improving learning experiences in practical areas. Books, on the other hand, remain basic in education, but their physical size limits their ability to explore all practical elements of a topic in depth. This limitation requires more research and application of theoretical information in real‐world circumstances. In this work, we address the issue of limited space in traditional books that frequently prevents complete presentation of practical elements of a topic. To address this issue, we propose an application that improves the reading experience and accelerates the learning process. To anticipate themes, we use a combination of latent Dirichlet allocation (LDA) algorithms and a generative pre‐trained transformer. First, utilizing LDA to find potential topic keywords inside the text and then leveraging generative pretrained transformer to predict topic names based on the LDA produced keywords. In addition, a query builder module produces and executes queries depending on the current page's topic, obtaining real‐world issues from Stack Overflow. The system classifies results by query‐title similarity, question‐answer ranking, and content quality before displaying them to users. This bridges the gap between theoretical knowledge and practical application. We illustrate the usefulness of suggested tool using simulations, comparison with existing tools and user studies. The majority of users provide favorable comments and find it interesting and helpful for improving the learning process.

Exploration of Personalized Learning for University Students in the Era of AI

This paper delves into the pivotal role of Artificial Intelligence (AI) in enhancing personalized learning for university students. It begins by highlighting the challenges faced by students in resource acquisition, learning method adaptability, and motivation, and then discusses how AI can address these issues through customized resources and adaptive learning environments. The paper further explores the application of AI in course design, intelligent tutoring, learning analytics, and collaborative learning platforms, showcasing the technology s potential to improve learning efficiency and outcomes. It also examines the future trends and challenges in the popularization of personalized learning, emphasizing the need for ethical considerations and data security. The paper concludes by suggesting that future research should focus on the long-term impact of AI in education and the importance of ensuring equitable access to its benefits for all students.

The Impact of Using Collaborative Learning Platforms on Increasing Student Creativity

One of the student-centred learning (SCL) methods is collaborative learning. In collaborative learning, students are required to actively participate in learning together or in groups. And collaborative learning is also based on the needs of students to improve the quality of learning. This research is conducted to find out how the use of collaborative learning platforms can help students become more creative in collaborative activities. By understanding the different types of collaborative learning platforms, teachers and parents are able to incorporate the role of technology in students' learning process. In conducting this research, researchers used quantitative methods in the implementation of the research. The data obtained by researchers was obtained through distributing questionnaires presented by researchers through a goggle from application. The distribution of this questionnaire was carried out by researchers online, which then the results of the acquisition of the distribution of this questionnaire will be processed using an SPSS application. From this research, the researcher can conclude that the impact of using a collaborative learning platform on increasing student creativity shows positive results. With the use of collaborative learning platform, it can visualise abstract and complex concepts, opening opportunities for students to develop their imagination and creativity through rich visual exposure. Based on the results of this study, it shows that collaborative learning platform can enhance students' creativity as it allows students to interact more actively and interactively during the learning process. In addition, rich visual exposure enables better understanding and enhances students' creativity and imagination.

Support Student Engagement through Technology-Based Collaborative Platforms

Keeping students engaged in teaching and learning activities is a very difficult task for teachers and schools. Changes in school systems are continuously changing the way students interact and engage in learning, forcing educators to explore resources and strategies to better support students. Educational technology helps educators meet today's needs and is an important resource for the learning process. Increased use of technology in learning environments can support and enhance student engagement. The emergence of collaborative platforms is a form of technological interest to support student engagement. The purpose of this research is to explore whether technology with collaborative platforms can support student involvement in the learning process. Through research on supporting student engagement through this technology-based collaboration platform, researchers hope that using technology-based collaboration platforms in learning can help students in the learning process. The method used in this research is a quantitative method. Researchers conducted a survey using a Google form consisting of 15 sentences related to the research title. The researchers found that supporting student engagement through technology-based collaborative platforms had a major impact on student engagement. The presence of a collaborative learning platform makes students more enthusiastic and excited. Students feel that with cooperation in the learning process, learning becomes more differentiated and attracts students' attention. The limitations of this research are that researchers only conduct research in schools and researchers do not conduct research directly in schools but share survey links on Google forms containing statements about supporting student engagement through technology-based collaborative platforms.

Teaching Resource Recommendation of Online Sports Collaborative Learning Platform Based on Optimized K-means Algorithm

The online collaborative learning platform for physical education is an interactive and open physical education teaching mode. To improve students’ learning interest and efficiency, the online sports collaborative learning platform is designed. From the perspective of person-post matching, the role in the group is designed and the improved clustering algorithm is used to realize the grouping. The combination of the k-mean algorithm and the firefly algorithm is used to enhance the real-time and accuracy of learning resource recommendation. The outcomes demonstrated that the Firefly algorithm had obvious advantages in convergence speed and other aspects. Relative to the classical K-means algorithm and the Firefly algorithm, the average clustering accuracy of the presented algorithm was improved by 7.23 % as well as 2.18 %, and the average processing time was improved by 4.35 % and 2.26 %, respectively. In the dataset Iris, the average clustering accuracy and processing time were 91.29 and 8.65, respectively. The optimal, worst, and average values of the online collaborative learning platform on the ground of the firefly-optimized K-means algorithm were 0.3006, 3.2176, and 1.5234, respectively. The fusion algorithm proposed in this study can optimize the recommendation of teaching resources on sports online collaborative learning platforms, improve learners’ learning passion, learning efficiency, and satisfaction, and relieve teachers’ teaching pressure.

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

Application of the Online Collaborative Learning Platform in Islamic Religious Education Learning: Its Impact on Academic Achievement and Student Learning Motivation

Application of the Online Collaborative Learning Platform in Islamic Religious Education Learning: Its Impact on Academic Achievement and Student Learning Motivation

From Likes to Saving Lives: Embracing Social Media’s Power to Connect, Learn, and Innovate in Medical Education Delivery

ABSTRACT Social media have become an integral part of human life, because the manner in which we communicate, share information, and network with the external world is changing significantly. The purpose of the current review is to explore the role of social media in transforming medical education, identify the merits and the potential concerns, and propose effective strategies to overcome the identified challenges. Social media have significant potential in strengthening the delivery of medical education and meeting the scenarios emerging out of changing dynamics. The most important aspect of social media is that they have global reach and wide accessibility, and promotes active engagement of students. Similar to any other teaching–learning method, even the use of social media has its own limitations-cum-concerns. We must come out with potential solutions to each one of these problems so that overall acceptance and utilization of social media applications can be optimized. In conclusion, social media in medical education have immense potential to revolutionize learning and provide a platform for collaborative learning and networking. The need of the hour is to do systematic planning, train stakeholders, and establish guidelines for promoting effective engagement while using social media, and thereby keeping pace with the rapidly evolving healthcare landscape.

Design and Implementation of a Cloud Native Application for Collaborative Learning

Abstract: In the current landscape of education technology, the incorporation of Cloud Native Architecture has emerged as a transformative force. This paper describes the meticulous design and implementation of a groundbreaking application: a Cloud Native Platform for Collaborative Learning. Using the powerful MERN stack (MongoDB, Express.js, React.js, and Node.js), this platform represents a paradigm shift in how modern education ecosystems are built. The application offers a seamless, usercentric experience that promotes collaborative learning across multiple educational dimensions. The platform encapsulates the essence of holistic and technology-driven education, featuring interactive learning paths, an integrated coding environment, rich project repositories, academic note storage, access to past papers, and an extensive research paper database. As we delve into the key features and developmental intricacies, it becomes clear that this Cloud Native Application for Collaborative Learning is poised to transform the educational landscape. This paper provides a comprehensive overview of this cutting-edge application's innovative design principles, development methodologies, and transformative potential.

The Network Effect of Internet+Education Models in English Collaborative Learning Across Locations

Abstract This paper establishes an English off-site collaborative learning system based on B/S architecture so that English learning is no longer restricted by time and space. This study investigates the influencing factors of network effects by introducing continuous learning behaviors in an online English off-site collaborative learning platform, and explores how course network size, course network diversity, and course strong linkage factors affect network effects. Two language classes in the College of Foreign Languages of a university were selected as research subjects to conduct an empirical study to test the effectiveness of the off-site collaborative learning teaching model. The results showed that the correlation coefficients of course network size, course network diversity, and course strong ties in the learning process were 0.341, 0.394, and 0.263, respectively, all of which were positively related to persistent behavior. In further testing the hypotheses, the main effects of course network size, course network diversity, and course strong ties were all significant (p<0.001). English off-site collaborative learning can improve students’ English performance and interest, which can develop their learning habits in the direction of making.

Enhancing collaborative learning in health management education: an investigation of Padlet-mediated interventions and the influence of flexible thinking

This study had three primary goals. First, it aimed to craft an intervention program centered around collaborative learning enabled by Padlet. Second, it aimed to gauge the perceptions of health management students regarding this intervention and how it affected their collaborative learning experiences. Additionally, the third objective of the study aimed to investigate how students’ flexible thinking within the learning process might shape their perceptions of the advantages derived from this instructional activity within the domain of online collaborative learning. Data for the analysis were gathered from 100 Israeli undergraduate students by two measurements: Flexible thinking in learning and Student perceptions of collaborative learning via Padlet. The intervention program included several stages. First, the students discussed the pedagogic objective of using Padlet. In the second stage, the students were presented with ill-structured problems related to the course content. Each group had to choose one problem and analyze it from three perspectives discussed in the course—healthcare provider, patient, and organization. Next, the students presented and explained their solutions employing the shared knowledge base. The final work was presented in different formats using various technologies. The PLS-SEM analysis has corroborated our hypothesis that students’ flexible thinking might positively contribute to their perception of Padlet utilization. According to the empirical model, in general, students who perceived themselves as more flexible were found more receptive to utilizing the proposed technological tool (Padlet) and hence tended to appreciate its function as a collaborative learning platform enabler. This study mainly underscores the important role flexible thinking plays in motivating managers and medical professionals to embrace innovative technologies or methods for teamwork, that could enable them to weigh arguments, seek alternative solutions to authentic problems, and adjust their approaches effectively and collaboratively as new challenges emerge.

Improving surgical safety checklist utilisation at 23 public health facilities in Ethiopia: a collaborative quality improvement project

BackgroundIn 2009, the WHO introduced the surgical safety checklist (SSC) as one of the interventions for improving patient safety. The systematic use of structured checklists during surgery has been shown...

Empowering for the “Belt and Road”: Teaching Applied Chinese as a Foreign Language at Guangdong Nongken University

This article explores the transformative initiatives undertaken by Guangdong Nongken (GK) Rubber, a prominent player in China’s agricultural foreign cooperation, within the framework of the “Belt and Road” initiative. The GK Rubber School has engaged in a multifaceted approach to Chinese language education that not only imparts linguistic skills but also fosters a deep understanding of Chinese culture. The reforms discussed encompass curriculum, teaching objectives, and innovative teaching methods, with an emphasis on promoting sustainable learning. The GK Rubber School’s dynamic integration of online and offline teaching, use of AR and VR technologies, and collaborative learning platform for instructors sets a precedent for excellence in the field of Chinese as a Foreign Language (CFL) education. This article highlights these innovative approaches that align with the objectives of the “Belt and Road” initiative, building bridges of understanding and cooperation between China and ASEAN countries.