Computer-assisted Collaborative Learning Research Articles

Research on the Optimization of the Physical Education Teaching Mode Based on Cluster Analysis under the Background of Big Data

With the rise of digital campuses, online learning platforms, and the improvement of educational technology, the interaction between teachers and students has entered a new stage. Especially under the influence of CSCL (Computer Supported Collaborative Learning), computer-assisted collaborative learning, and E-learning (Electronic Learning) network digital learning that emerged in recent times, new technologies are changing the way people learn. Students’ learning is not limited to one-way absorption of knowledge taught by teachers, and the interaction between students and teachers, students and students, and the interaction between students and the teaching environment are increasingly appearing in modern teaching classrooms. This paper optimizes the physical education management based on the clustering algorithm under the background of big data, uses the popular Java language to write codes to realize all the functions of the algorithm, and uses some small examples to prove the correctness of the fuzzy clustering algorithm sex. The algorithm reads a file through the input and output streams FileReader and BufferedReader. The content of the file is the relevant information of the physical education mode. It gives the methods to calculate the cluster center (i.e., the center of mass), calculate the distance, correct the fuzzy classification matrix, and display the matrix. (i.e., output matrix), conversion to deterministic classification method, calculation of classification coefficients, and basic functions such as average fuzzy entropy. According to the data, if the FCM clustering method is not used, but the previous average method is used as the evaluation basis, there will be results that we do not want to see, but if we use the FCM algorithm, the evaluation result is that what we want to see is more specific. From the analysis results, thematic teaching + basic teaching seems to be the most popular mode of physical education.

Computer-Assisted Collaborative Learning for Enhancing Students Intellectual Ability Using Machine Learning Techniques

Computer-Assisted Collaborative Learning for Enhancing Students Intellectual Ability Using Machine Learning Techniques

Computer supported collaborative learning in Greek inclusive secondary education

Computer-assisted collaborative learning is known to challenge and motivate students with Learning Disabilities. The present paper therefore intends to briefly present the benefits of computer-supportive collaborative learning activities as well as demonstrate specific practices and paradigms concerning the inclusion of students with Special Educational Needs in Secondary Education in Greece. To reach this target, the researchers proceed to an ICT literature review associated with computer-mediated collaborative and inclusive learning methods in Greek Secondary Education. According to literature review findings, these learning methods are considered beneficial in terms of learning purposes directed to students with learning disabilities since they do raise students’ interest and engagement in the learning procedure, enhance their cognitive abilities and assist them to develop self-esteem, problem-solving strategies and, finally, a solid collaborative attitude. Therefore, this paper concludes that there has been a lack of significant progress with respect to establishing collaborative inclusive learning environments in Greece. Key words: Collaborative learning; computer-supported education; Inclusive education; Special Educational Needs and/or Disabilities; SEND

COMPUTER-ASSISTED COLLABORATIVE WRITING AND STUDENTS’ PERCEPTIONS OF GOOGLE DOCS AND WIKIS: A REVIEW PAPER

Computer-assisted collaborative writing has been gradually employed in L2 and FL contexts due to the introduction of Web 2.0 applications and tools (i.e., Google Docs and wikis) and its benefits in developing learners’ writing skills. Accordingly, extensive literature that dealt with computer-assisted collaborative learning and learners’ perceptions towards this activity has been condensed on shelves by time passing. Thus, a review of former studies over the recent decade is called forth aiming to ameliorate the difficulties of reaching this literature and to awaken broadened knowledge in this promising area. This paper reviewed and discussed about 40 relevant articles published from 2011 to 2019 that dealt with computer-assisted collaborative writing using Web 2.0 tools, precisely Google Docs and wikis, and learners’ perceptions towards this activity (computer-assisted collaborative writing) and tools. All the articles were selected according to specific criteria, where only a true collaborative writing peer-reviewed articles were selected. After that, two main themes were synthesized: (a) collaborative writing outcomes and (b) students’ perceptions, and specific research components in relation to each theme were further reviewed and summarized using illustrative tables. Drawing on the review of this literature, the researchers discuss pedagogical implications in terms of technology integration and writing development and address future research directions including systematically reviewing this topic with teachers’ perceptions of computer-assisted collaborative writing.

Language Learning in Computer-assisted Collaborative Learning (CACL) Environment

Does computer helps learners improve their cognition? If yes, then what are the theories support such improvement? The different computer-assisted system will be used in the different purpose and needs of the education. Besides discussing the theories and some basic computer-assisted learning environment, this paper is trying to find the answers of the following questions as well: In which way do Computer-assisted Collaborative Learning (CACL) systems help learner improve the cognition? Will CACL help students in language (both first language and second language) learning?

Encouraging innovativeness through Computer-Assisted Collaborative Learning

Encouraging innovativeness through Computer-Assisted Collaborative Learning

Computer-Assisted Collaborative Learning and Academic Performance

For the continuing search for effective teaching methodology in Maritime English Instruction, this paper examines the effect of the Computer-Assisted Collaborative Learning (CACL) Method on the academic performance of maritime students in terms of their scores in the summative test, pretest and post test, and midterm examination. The study used the experimental design. A series of CACL-based modules covering the midterm topics which was enriched from the existing Instructor's Guide for Maritime English was tested with two experimental groups of students against two other classes who were exposed to the Traditional Method (TM) of instruction. The four groups of students were categorized into academic achievers and non-academic achievers. Findings revealed a significant improvement on the academic performance of all groups after their separate exposure to the two methods. Results from the midterm exam and the summative test further revealed that there is no significant difference on the academic performance of the groups of academically advanced students. For the groups of non-achievers, however, those who were exposed to the CACL method had significantly scored higher than those who were taught using the Traditional Method.

Enabling Idea Generation through Computer-Assisted Collaborative Learning

Enabling Idea Generation through Computer-Assisted Collaborative Learning

What do students do in a F2F CSCL classroom? The optimization of multiple communications modes

This exploratory study analyzes how students use different communication modes to share information, negotiate meaning and construct knowledge in the process of doing a group learning activity in a Primary Grade 5 blended learning environment in Singapore. Small groups of students interacted face-to-face over a computer-mediated communication (CMC) technology called Group Scribbles (GS) to jointly complete a learning task. The lesson designers attempted to optimize the use of CMC technology and face-to-face (F2F) discussion in students’ collaborative learning, with the aim of harnessing the specific features of each medium. Building on notions from communication studies and from interaction analysis, we observed the construction and evolution of the interactions through analyzing the artifacts that were produced by a group of students – in verbal talk, gestures, and sketches drawn and text inscribed in GS. F2F and GS interactions intertwined to support collaborative learning. The findings from this study could inform design aspects concerning integrating and reinforcing the strengths of both communication modes when introducing computer-assisted collaborative learning (CSCL) in a F2F classroom.

Schoolteachers training in ICT competencies: an empirical study about collaborative learning

The curriculum of the subject of “New Technologies Applied to Education” used in the training of future schoolteachers needs a thorough review due to the progressive integration of ICT in teaching practices. The Bologna Declaration on the EuropeanHigher Education Area is another important element in the need for change and break from a traditional model of teaching based on conceptual contents. This situation has led us to seek a greater role for our students through a better quality and more active teaching-learning process. In this context we designed a course where the competencies needed to do a good job is the central axis and the methodology is based on Computer Assisted Collaborative Learning (CSCL) and Project-Based Learning (PBL). To develop the competencies we used a Virtual Learning Environment and students have done 4 projects (Blog, Video clip, Report and Journal). The purpose of this research is to determine if the teaching-learning process through collaboration between twoprofessors is appropriate for this new way of forming technologically. In this empirical study, the 140 final year students in a elementary schoolteacher degree program who agreed to participate were divided into two groups. The control group did all its training with a single professor. In contrast, the experimental group had two professors at different times of training. The results obtained indicate that one cannot state categorically that the participation of two professors significantly improves the development of all kinds of competencies.

Computer-assisted collaborative learning: the new generation of simulations and social computing in the business curriculum

Computer-assisted collaborative learning: the new generation of simulations and social computing in the business curriculum