Collaborative Learning System Research Articles

Providing emotion awareness and affective feedback to virtualised collaborative learning scenarios

The enrichment of computer supported collaborative learning (CSCL) systems with emotion awareness features (detect emotion patterns and respond affectively) opens a window towards an authentic social interaction and learning experience. In the current paper, we first review prominent emotion theories and models with respect to learning, detection techniques and affective feedback strategies, and then we present a system’s design and implementation that provides collaborators with a usable, web tool for self-reporting of emotions. In response to the user’s emotions, the system activates an animated, virtual assistant that employs expressive faces and synthesised speech to provide affective and task-based feedback. The specific tool was customised and adapted to the virtualised collaborative session (VCS) system for the needs of an experiment that we run in the Open University of Catalonia. The respective results and findings are presented and discussed.

Study on Collaborative Learning System Design Based on Web Platform

The integration of Web technology to build collaborative learning environment, and systems analysis of Web technology to support collaborative learning theory, technical infrastructure, integration of Web and the advantages of collaborative learning is proposed mode of Web technology and collaborative learning environment architecture model. Finally, Google cloud computing applications - GoogleApp Engine and Google Apps interpreted as an instance of the Web and cloud computing technology is how to integrate, as well as collaborative learning environment integrated collaborative learning environment, as compared with the traditional strengths lie, and given based on Google Apps web collaborative learning strategies. Web2.0 and demonstrated the feasibility of integrating cloud computing technology, technical support for future research to broaden the thinking and learning.

“Brokering” Behavior in Collaborative Learning Systems

The meaning and the impact of social roles and their embeddedness in social systems have a long tradition in social sciences. Especially the identification of structural conditions of individuals is important for studying processes of innovation and diffusion. Prior research has shown that “mediating” actors acquire a special role in knowledge networks by forming dynamic chains of information flow in the process of knowledge transfer. Therefore, it is important to detect and describe the impact of these individuals in digital distance learning processes for a better understanding of the relationship between network structure and information flow. In a previous work five typical influential social roles of actors were extracted and examined in knowledge networks. This paper presents the special mediating role labeled as “Broker” in formal and informal online learning communities by using Social Network Analysis (SNA). In the research teachers and students in remote learning communities are examined by their embeddedness in different communication networks in macro and micro perspective via structural analysis. The data were collected from the most popular 120 discussion boards comprising834 users and 11030 articles in the distance learning system, called OPAL, that is actively used by 11 universities located in the state of Saxony, Germany. The social network data are represented as communication networks between individuals. Brokering behavior is characterized by examining role patterns and flow of information through the network of learners and educators in the distance learning system. The results of the study describe the impact of Brokers for the communication and collaboration process in digital knowledge communities.

Successful Implementation of a Computer-Supported Collaborative Learning System in Teaching E-Commerce

This paper describes the successful application of a computer-supported collaborative learning system in teaching e-commerce. The authors created a teaching and learning environment for 39 local secondary schools to introduce e-commerce using a computer-supported collaborative learning system. This system is designed to equip students with additional knowledge and skills in e-commerce. In this paper, the authors focus on the practical implications of the project-based learning approach on the teaching and learning of introductory e-commerce in the business context. Results indicate that students are interested in the proposed approach, particularly in learning by doing. In conclusion, the authors describe in this paper the successful development of a project-based teamwork game environment for the teaching and learning of e-commerce in schools. This environment can enrich learning and the pedagogical use of development tools in the academe. Finally, the paper puts forward two propositions that can guide hypothesis generation in future research.

Designing Prototype Model of an Online Collaborative Learning System for Introductory Computer Programming Course

This paper discusses the design of the prototype model of the online collaborative learning system for introductory computer programming course. The methodology used involves three phases which are the data collection, analysis and design and the implementation phase. Initially, fifty respondents from the first year students of the Diploma in Computer Science in Universiti Teknologi MARA (UiTM) Perlis, Malaysia have been randomly selected to participate in the data collection phase in order to investigate the students’ interests, learning styles as well as their learning preferences. The results have shown the need for the development of online small group discussions that could facilitate online communication and collaboration from dispersed location, hence encouraging distance learning education. A design of a structure model for an online collaborative learning system has been constructed in order to support the online collaborative learning activities in a virtual environment. The logical designs of the Online Collaborative Learning System or OCLS are being designed using the object-oriented models which are the use-case model and class diagram in order to show the concise processes of virtual “Think-Pair-Share” collaborative activities. The “Think-Pair-Share” collaborative learning technique that is being used in the design structures has been chosen because of its simplicity and relatively low-risk. Later, the physical design of the prototype model is being constructed using the Web-based technologies which are the MySQL database, PHP and Apache web server. This paper also discusses the impact of the online collaborative learning system towards the students’ performance where analysis has shown that the t-test result had a significant value of 0.01, which is less than 0.05 (sig. 2-tailed).

Leveraging a personalized system to improve self-directed learning in online educational environments

Many students who participate in online courses experience frustration and failure because they are not prepared for the demanding and isolated learning experience. A traditional learning theory known as self-directed learning (SDL) is a foundation that can help establish features of a personalized system that helps students improve their abilities to manage their overall learning activities and monitor their own performance. Additionally, the system enables collaboration, interaction, feedback, and the much-needed support from the instructor and students' peers. A Web 2.0 social-technology application, MediaWiki, was adopted as the platform from which incremental features were developed to utilize the fundamental concepts of SDL. Students were able to customize content by setting specific learning goals, reflecting on their learning experiences, self-monitoring activities and performances, and collaborating with others in the class. SDL skills exist to some degree in all learners, this study finds that students' SDL abilities can improve when a course adopts a personalized and collaborative learning system that enables the students to be more proactive in planning, organizing, and monitoring their course activities.

Construction of Knowledge Model in Collaborative Learning System

Base on the study of interactive collaborative learning system, a construction program of a knowledge-centric interactive collaborative learning system is proposed. The program adopts the knowledge point as the smallest element of teaching resource library, and constructs knowledge model through the relationship between knowledge points. In this paper, the course Computer Organization Principles is taken as an example to build knowledge point repository which is with a certain applicable value and be of guiding significance for the subsequent collaborative learning research.

An Instructional and Collaborative Learning System with Content Recommendation

With the rapid development of Internet, e-learning has become a new teaching and learning mode. However, lots of e-learning systems deployed on Internet are just electronic learning materials with very limited interactivity and diagnostic capability. This paper presents an integrated e-learning environment named iCLSR. Firstly, iCLSR provides an online environment for instruction and collaborative learning, which gets rid of the constraints of time and space. Second, online teaching and learning evaluation data from instructors and learners can be collected by iCLSR and can be analyzed with an improved PSK-means clustering algorithm. Third, the learning object lists can be recommended for learners based on online evaluation results and their learning history. The application of iCLSR demonstrates that it can recommend appropriate learning materials for learners, inspire communication between learners and instructors, save time for users and therefore improve the instructional effects and learning performance.

웹 기반 협력학습 환경에서 학습자간 상호작용의 매개효과 관한 연구

The purpose of this study is to verify the mediating effect of interaction among learners in a Web Based Collaboration Learning (WBCL) environment. 254 Korean college students served as test subjects and during the 4 weeks of research period, they studied the Test of English for International Communication (TOEIC) in a web-based collaborative learning system. The interaction between learners was looked into by categorizing the concept into task oriented information sharing activities and relationship oriented communication activities and analyzing the causal relationship between the two activities. Learning performances were measured in individual level. The results are as follows. First, task oriented information sharing activities effect positively on relationship oriented information sharing activities. Second, the managerial characteristics of WBCL had a positive effect on interaction between learners but the systematic characteristics had partial influence on interaction between learners. Third, the interaction between learners completely interconnects the managerial characteristics of WBCL and learning performance but partially interconnects the systematic characteristic of WBCL and learning performance. In conclusion, this study implies that managerial and systematic characteristics of WBCL should be considered on the preferential basis for the WBCL to become successful and interactive activities such as information sharing and communication should be encouraged to be active from a small-size WBCL perspective.

Towards Urban Sustainability : Learning from the Design of a Programme for Multi-stakeholder Collaboration

Owing to rapid urbanisation, cities are becoming a key locus for making sense of, and influencing, social and technological development. Urban sustainability is high on the research as well as on the development agenda. The complexity of modern cities often defies conventional governance mechanisms to promote sustainability, such as regulation, information and economic incentives. This has prompted a growing interest in innovative approaches based on collaborative learning in diverse groups of stakeholders in pursuit of sustainability. In this article, we wish to contribute to, and advance, the research and practice regarding urban sustainability by exploring the experiences of designing and facilitating a programme for multistakeholder collaboration, trust-building and concerted action in six cities in Europe, southern Africa and Southeast Asia. We apply an action research method called ‘learning history’ to understand the learning processes in the design and facilitation team and in two multistakeholder groups in Makana in South Africa and Malmo in Sweden. The findings illustrate how collaborative learning theory and systems thinking framed useful praxis for facilitating rich learning processes in these three teams. The article is presented in four sections: Section 1 provides the introduction and orientation; Section 2 provides a process description of the design of the SUS Programme; Section 3 provides learning histories; and Section 4 provides reflexive engagement on these.

A Self-Configurable Remote Display Network for Synchronized Collaborative Learning Systems

A Self-Configurable Remote Display Network for Synchronized Collaborative Learning Systems

Identifying and Addressing Cultural Barriers to Faculty Adoption and Use of a Learning Management System in a Ghanaian University

This study adopted a participatory action research (PAR) approach to identify and address the various cultural factors that contribute in hindering faculty adoption and use of a Learning Management System (LMS) for online collaborative learning (OCL) at a private university in Ghana. This followed a realization that an LMS that the university deployed for OCL purposes, and had been available for over five years, remained largely unused by faculty members despite that they have been trained, motivated and appropriately resourced to do so. With a preliminary investigation revealing the possible role of cultural factors, this study drew on some aspects of Hofstede’s cultural dimensions theory to develop and conceptualize a research framework, and subsequently engaged 10 faculty members in a semester-long action study. Findings show that by collectively identifying the cultural underpinnings, and conscientiously working on them, faculty members can ultimately change their attitudes (as well as those of their other colleagues) significantly, and be better predisposed to using online collaborative tools and resources for OCL.

An Approach to Encouraging and Evaluating Learner's Knowledge Contribution in Web-Based Collaborative Learning

Although previous research has demonstrated learning benefits for both instructors and students in the web-based collaborative learning environments, one of the major difficulties is the lack of a practical approach to assist teachers in evaluating the knowledge contribution of learners. A novel method of merging multi-modes of assessment and reward mechanism in a collaborative learning system was examined in this study. The developed system has been applied to a learning activity of a web programming and design course and 102 2nd-year college students from two classes were invited to participate in this research. The system logs and assessment results were analyzed through system use over 6 weeks. The experimental results showed not only could the proposed approach provide instructors with feedback, it could also evaluate and improve learning. In addition, learners could easily and efficiently manage their learning outcomes, share knowledge with one another, reflect on and notify others of learning outcomes and learning status, and engage in high-level reflective practices.

Exploring the affordance and acceptance of an e‐reader device as a collaborative learning system

PurposeThe aim of this research is to identify users' perceived affordances and explore how they influence the acceptance of an e‐reader device collaborative learning system.Design/methodology/approachThe paper reports on two studies conducted to identify and explore perceived affordances. The first study enabled four users to experience a collaborative problem‐solving task to elicit perceived affordances. The second study developed and used a survey instrument based on a modified technology acceptance model with 54 participants to investigate the influences of the affordances on users' acceptance using the partial least square technique.FindingsFive major affordance factors were found to be significantly influencing users' acceptance of the proposed system. These affordance factors are: mobility affordance, support affordance, connectivity affordance, immediacy affordance, and collaborative affordance. Surprisingly, sustainability affordance was found to have limited influence on the acceptance of the proposed system.Research limitations/implicationsThe findings can be applied to other e‐reader devices with features similar to iLiad such as Sony PRS, Kobo, Nook, PocketBook and Viewsonic. Prototyping is a critical design process which aims to elicit user experiences. The research implies that the prototype system is capable of generating perceived affordances that are useful for e‐reader device development in order to enhance acceptance. The convenience sample used in the survey is biased towards male participants. As male and female users perceive information and communications technologies (ICT) differently, caution should be taken when applying the findings to the general population.Practical implicationsPractitioners should focus on utilising the support affordance of the system and identifying clear learning goals with the help of collaborative affordance as the learning pedagogy. System designers should focus on creating a good range of visible support affordances that are intuitive, while enhancing or complementing the collaborative learning affordances. The design of an integrated chat application is important as it lays the foundation for ensuring that collaborative learning with e‐reader devices is possible.Originality/valueE‐reader devices have not been studied extensively as collaborative learning systems. This research is believed to be the first to integrate and explore the use of an e‐reader device in a collaborative learning environment. This study introduces the concept of composite affordance with a modified technology acceptance model for investigating users' acceptance of an e‐reader device as a collaborative learning system.

Enhancing Communication Theory Learning in the European Higher Education Area

This article describes a new methodology adapted to the Bologna process within the sphere of teaching modulations. For this purpose, a new educational tool in the area of digital signal processing for communication theory has been developed for undergraduates in engineering. On the one hand, the application is intended to serve as a system for collaborative learning with which the student can carry out a mathematical and graphical study of all kinds of traditional communications systems functions, such as basic mathematical operations, modulations and filters in Octave/Matlab, by using examples provided by the application. On the other hand, the students will be able to develop new plug-ins with new problems and systems simulated in Octave/Matlab. The evaluation of the tool was based on a series of tests monitoring the students and contrasting academic results from 2006. The results showed an increase in the number of students passing the subject.

Question Answering System for an Effective Collaborative Learning

The increasing advances of Internet Technologies in all application domains have changed life styles and interactions. With the rapid development of E-Learning, collaborative learning is an important for teaching, learning methods and strategies. Interaction between the students also student with the teacher is important for student to gain knowledge. Based on the four basic teaching styles formal authority, demonstrator or personal model, facilitator and delegator, today combined between facilitator and delegator style is responsible for student learning. It is student centered and the teacher as facilitates the material and activities, but learning becomes part of valuable and effective when they collaborate with each other, and as the teacher who will delegates and facilitates the responsibility of learning to the students. In this paper, we introduce an effective question answering Q&A system for collaborative learning, which can act not just like a virtual teacher, but also virtual discussion for student. With the proposed system, brings a new Q&A system, student can attach their question when they want collaborate using collaborative learning capitalize on one another's resources and skills. Students can ask their questions to the group when they want to collaborate with others, asking one another for information, evaluating one another's ideas, then each of the answer will compare with encyclopedia data base. In this research, the Q&A system for the Senior High School in Indonesia, in this subject of Information Communication Technology implemented. From the the 40 question and 120 answer, the result is 90,48% precision 50% recall.

CLAS: a Collaborative learning awareness system

By interacting with the environment, a person generates a multitude of signals. In the case of collaborative learning, these signals allowed a learner to have some knowledge of the actions and the intentions of his colleagues. The knowledge of others, which is resulting from his interaction with the environment, is often mentioned in literature by the term awareness’. The latter can be translated in this context by be aware’ or be aware of what’ it happens. The awareness allows both learners to adjust and plan their behavior based on what they know each other. In this paper, we present CLAS, a collaborative learning system that takes into account the “awareness process”. For doing this, it provides its learners with a set of tools that facilitate the visualization of the traces of their teammates. These learners are grouped into small groups. These social groups can contain four learners at most. This work is a part of research project supported by Guelma University. The task dedicated to our team is to study the impacts of “group awareness” on the instructional level of learners. In other words, the aim is to study the effects of showing all the traces (i.e. actions) of learners by theirs peers. This visualization can be synchronous or asynchronous. In order to facilitate this task, several tools are provided to each learner. These tools are used for supporting the visualization of information about the actions of the other learners belonging to the same group. Some indicators can be calculated from these actions. Most of these indicators are taken from the Social Network Analysis (SNA). Among these indicators, we can cite task realization percentage, percentage of contribution of each group member in global task, cohesion degree, etc. At the end of the paper, we present some screen-shots of CLAS (Collaborative Learning Awareness System), which was implemented at computer science department of Guelma University.

The Proposed Model of Collaborative Virtual Learning Environment for Introductory Programming Course.

This paper discusses the proposed model of the collaborative virtual learning system for the introductory computer programming course which uses one of the collaborative learning techniques known as the “Think-Pair-Share”. The main objective of this study is to design a model for an online learning system that facilitates the collaborative learning activities in a virtual environment such as online communications and pair or small group discussions. In order to model the virtual learning environment, the RUP methodology has been used where it involves the data collection phase and the analysis and design phase. Fifty respondents have been randomly selected to participate in the data collection phase to investigate the students’ interest and learning styles as well as their learning preferences. The results have shown the needs for the development of online small group discussions that can be used as an alternative learning style for programming courses. The proposed design of the virtual learning system named as the Online Collaborative Learning System or OCLS is being depicted using the objectoriented models which are the use-case model and class diagram in order to show the concise processes of virtual “Think-Pair-Share” collaborative activities. The “Think-PairShare” collaborative learning technique that is being used in this model has been chosen because of its simplicity and relatively low-risk. This paper also presents the proposed model of the system’s architecture that will become the guidelines for the physical development of OCLS using the web-based applications.

CC-LO: Embedding Interactivity, Challenge and Empowerment into Collaborative Learning Sessions

Despite their demonstrated potential through a range of early studies, on-line collaborative learning systems do not yet have the impact that many believe is possible. In particular, collaborative learning approaches cannot be readily applied to every e-learning experience, since they require a degree of presence and/or collaboration which may be difficult to achieve. In addition, collaborative learning systems often lack the challenging resources and tools required to fully support collaborations, making the experience unattractive to end-users and discouraging progression. Whilst the learner might expect to control the collaborative experience, often it is the collaborative experience that controls and limits the learner. As a result, collaborative learning resources can lack authentic interactivity, user empowerment and balanced levels of challenge, thus having a negative effect in learner motivation and engagement. To overcome these deficiencies, we propose a new paradigm named Collaborative Complex Learning Objects (CC-LO): a special type of Learning Object which aims to leverage the knowledge elicited during live sessions of collaborative learning, augmented with author-generated information, to produce interactive and attractive resources to be experienced and played by learners. During CC-LO execution, learners can observe how avatars discuss and collaborate, how discussion threads grow, and how knowledge is constructed, refined and consolidated. Furthermore, learners can interact with the CC-LO in order to modify some parameters observing the consequences and assessing their understanding. The research reported in this paper was undertaken within the European Framework 7 project ALICE (Adaptive Learning via Intuitive/Interactive, Collaborative and Emotional Systems).

Designing a Mobile-app-based Collaborative Learning System

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