Development Of Collaborative Learning Environment Research Articles

A case study of process performances during a small-group activity: comparison between a round-shaped and a crescent-shaped seating arrangements in studio-style learning spaces

This research explored the best shapes and layouts of seating arrangements for fostering process performances of students in studio-style learning spaces, which have emerged in the development of collaborative learning environments in higher education. We conducted a design case study to explore both team and individual process performances during a small-group activity in a round-shaped and a crescent-shaped seating arrangement. Evaluators observed and measured the individual process performance of each group member together with the team process performances of each group. All factor scores of the individual process performance were higher in the crescent-shaped seating arrangement than in the round-shaped seating arrangement, with substantive effect sizes. In the group process performance, the factor scores of ‘planning and process’ and ‘independence and leadership’ in the crescent-shaped seating arrangement were substantially higher than those of the round-shaped arrangement, indicating that the crescent-shaped seating arrangement fostered students’ ability to collaborate responsibly in their project work. Video analysis revealed that groups in the crescent-shaped layout tended to have more eye-contact and to spend less time planning, which indicates that such sociopetal effects have the potential to promote efficiency in the discussion between people seated in a crescent-shaped arrangement. We discuss the necessity to take students’ seating arrangements into consideration regarding the sociopetal, as well as a proximal focal point and less-disparate distance between the leader and other participants to allow them to engage in their own work better.

A mixed-methods case study examining the developmental networks of athletes in a wheelchair rugby team

ObjectiveThe purpose of this study was to examine the developmental networks of athletes in a wheelchair rugby team. DesignA convergent mixed-methods design embedded within an instrumental case study (i.e., wheelchair rugby team). MethodsParticipants included seven wheelchair rugby athletes (five male; two female) and seven non-athletes linked to the team (four male; three female). Five athletes had a spinal cord injury and two athletes had a congenital impairment. Non-athletes included one current coach/romantic partner, three parents, one kinesiologist, and two administrators. The quantitative data were analyzed using social network analysis. The qualitative data were analyzed using thematic analysis. ResultsWheelchair rugby athletes had small networks (M = 6) that included a diversified set of developmental relationships, such as peers, coaches, parents, romantic partners, and rehabilitation specialists. Furthermore, the quality of relationships varied as a function of the type of developmental relationships, which led to distinct developmental contributions, such as athlete's integration into the wheelchair rugby community, continued participation in this sport, and athletic development. ConclusionThese results provide pertinent and useful information on the relationships of para sport athletes, including the development of collaborative learning environments for them.

Development of Collaborative Learning Environment Using Plural Robots

Development of Collaborative Learning Environment Using Plural Robots

Challenges in the Development of Affective Collaborative Learning Environment with Artificial Peers

Abstract Collaborative learning is a process that involves a group of peers collaborating with the aim to acquire new knowledge or skills. Collaborative learning environment enables such interactions by means of ICT. The paper focuses on affective collaborative learning environments, i.e., collaborative learning environments that are additionally aware of user’s emotions and moods. Based on the analysis of existing research, a general architecture of an affective collaborative learning environment has been proposed in the paper and the main challenges for developing such an environment have been identified, namely, nonintrusive and safe detection of user’s emotions, the adaptation of tutoring strategies, as well as modelling of artificial peers. This study can be considered the first step for the development of the collaborative learning environment that takes into account various affective aspects during the collaborative learning process.

Case study on perspicacity of collaborative learning experiences

In the attempt to relate to the architectural practice, architectural education today has augmented the development of collaborative learning environment in the campus scenario. Presently, collaborative work among students from the same program and university is considered common. Hence, attempts of collaboration is extended into having learning and teaching collaboration by means of inter-universities. The School of Architecture, at the International Islamic University Malaysia (IIUM) has explored into having collaboration across the continent with Fatih Sultan Mehmet Waqf University (FSMWU), among faculty members and students of the two (2) universities This paper explicates the empirical study on students’ perspicacity of their collaborative learning experiences; in term of effectiveness, generative behaviour, and teamwork. Survey with three (3) open-ended questions are distributed to students to express their opinions on learning collaboration that they have had during the execution of the Joint Summer School Program (JSSP). Feedback on their perspicacity is obtained and organised into numerical and understandable data display, using qualitative data processing software. Albeit the relevancy of collaborative learning, students gave both positive and negative feedbacks on their experiences. Suggestions are given to enhance the quality of collaborative learning experience for future development

ロボットを用いた協調学習環境の開発

ロボットを用いた協調学習環境の開発

Collaborative learning and engineering workspaces

Research studies aimed to improve remote collaboration and education are presented and related to practical results for control and automation engineering education. Individual, social and cultural aspects are considered as important requirements in the development of collaborative learning environments. A collaborative learning environment for control and automation education, which includes mixed-reality lab experiments, is presented. The proposed environment hosts remote lab experiments that enable the development of collaborative projects among students working at different sites. Experiences using the proposed learning environment in both university and vocational courses are presented.

The Development of Collaborative Learning Environment with Learning Blogs

Collaborative learning is a kind of group learning mode where members of group learn any concept or topic through communication and discussions. Current researches on collaborative learning paid little attention to the functionalities of group members. In order to solve this problem, this paper utilizes a Learning Blog (LBlog) to share experience and viewpoints of group members, and achieve learning goals together in the end. The LBlog also integrates Learning Management System (LMS) to manage the group members’ profiles to evaluate the learners’ learning efficiency. Our initial experiments with the LBlog indicate that it is an useful educational tool to support collaborative learning.

Tablet Computers in the Veterinary Curriculum

Tablet computers offer a new method of information management in veterinary medical education. With the tablet computer, students can annotate class notes using electronic ink, search for keywords, and convert handwriting to text as needed. Additional electronic learning resources, such as medical dictionaries and electronic textbooks, can be readily available. Eleven first-year veterinary students purchased tablet computers and participated in an investigation of their working methods and perceptions of the tablet computer as an educational tool. Most students found the technology useful. The small size and portability of the tablet allowed easy transport and use in a variety of environments. Most students adapted to electronic notetaking by the second week of classes; negative experiences with the tablet centered on a failure to become comfortable with taking notes and navigating on the computer as opposed to writing and searching on paper. A few performance-related problems, including short battery life, were reported. Tablet software allowed conversion of faculty course notes from a variety of original formats, meaning that instructors could maintain their original methods of note preparation. Adopting a consistent naming convention for files helped students to locate the files on their computers, and smaller file sizes helped with computer performance. Collaboration between students was fostered by tablet use, which offers possibilities for future development of collaborative learning environments.