Mobile Collaborative Learning Research Articles

Facilitating Mathematical Argumentation by Gamification: A Gamified Mobile Collaborative Learning Approach for Math Courses

Facilitating Mathematical Argumentation by Gamification: A Gamified Mobile Collaborative Learning Approach for Math Courses

Mobile Collaborative Learning Over Opportunistic Internet of Vehicles

Machine learning models are widely applied for vehicular applications, which are essential to future intelligent transportation system (ITS). Traditional model training methods commonly employ a client-server architecture to perform local training and global iterative aggregations, which can consume significant bandwidth resources that are often absent in vehicular networks, especially in high vehicle density scenarios. Modern vehicle users naturally can collaboratively train machine learning models as they are the data owner and have strong local computing power from the onboard units (OBU). In this paper, we propose a novel collaborative learning scheme for mobile vehicles that can utilize the opportunistic vehicle-to-roadside (V2R) communication to exploit the common priors of vehicular data without interaction with a centralized coordinator. Specifically, vehicles perform local training during the driving journey, and simply upload its local model to roadside unit (RSU) encountered on the way. RSU's model will be updated accordingly and sent back to the vehicle via the V2R communication. We have theoretically shown that RSUs' models can eventually converge without a backhaul connection. Extensive experiments upon various road configurations demonstrate that the proposed scheme can efficiently train models among vehicles without dedicated Internet access and scale well with both the road range and vehicle density.

Science teaching and the mobile collaborative learning approach: different educational contexts

The study described in the article aims to understand how mobile devices can help teaching practices in the pedagogical project in the classroom and beyond. We opted for a qualitative approach with the use of research-action, involving the collaborative work of a teacher interested in contributing to the resolution of concerns related to the use of these technologies in the school context. Interviews, field diaries, and class observations were analyzed and coded. The results indicate that the elements that supporThe research deals with how mobile technologies helped Science classes, articulating curriculum content and real situations experienced in the community. t Mobile Collaborative Learning, based on teaching practice supported by mobile devices, recognize the importance of teaching as a mediator, involving students in discussions about the themes studied in different learning contexts. One way, via, or possible path that the study brought out is that for these technologies to be integrated into school activities it is necessary to make the curriculum more flexible, both in planning and execution, thus rethinking public policies that encourage the use of these devices at school, especially those of students' own use.

Mobile collaborative learning with social network awareness

AbstractBackgroundSocial network awareness (SNA) enables students to know the online learning context of peers in computer‐supported collaborative learning (CSCL) and it has been used to improve peer interaction and participation in collaborative learning tasks. Mobile learning enables students to access learning content and discuss content with peers regardless of location or time. Because almost every college student has their own mobile device and social networks are ubiquitous in their daily lives, a mobile learning application with social networking is promising for promoting effective learning if students are willing to continually use the application. However, few studies have investigated this.ObjectivesIn this study, SNA was integrated into a mobile‐based assessment (MBA–SNA). The study investigated whether students were willing to persist in the use of MBA–SNA and the factors influencing this intention.MethodsA 1‐month experiment was conducted to investigate the research question on the basis of the unified theory of acceptance and use of technology (UTAUT).ResultsThe results demonstrated that (1) students were willing to continue using the MBA–SNA, (2) the incentives influencing behavioural intention (BI) in initial use and continual use differed, and (3) social influence (SI) and perceived playfulness (PP) were the two key determinants of continual use.ImplicationsThe SNA increases the positive impact of SI and PP on MBA continual use so that continual use can be assured. Future research should integrate SNA into other mobile learning apps (e.g., mobile collaborative writing or discussion apps) to enhance continued system use and learning effectiveness.

The Effectiveness of Mobile Collaborative Learning on Students’ Writing Performance by Implementing Magnet Summary Strategy

The purpose of the study was to examine the effectiveness of using Mobile Collaborative Learning (MCL) and Magnet Summary Strategy (MSS) on students’ writing performance and their perceptions towards these strategies. This study utilized a pre-test and post-test control group quasi-experimental design. The results of the paired sample t-test revealed a statistically significant difference between the average pre-test score of 45.8000, indicating a lower level of knowledge among participants before the intervention, and the average post-test score of 68.2800, indicating a substantial improvement in knowledge following the interventions. The intervention used MCL and MSS to help students summarize and organize information, which resulted in improved writing performance. moreover, the significance level of 2-tailed test was less than 5% demonstrating that the difference in the pre-test and post-test scores was statistically meaningful. Thus, it is improbable that the variance in scores happened merely by chance, indicating that the intervention had considerable impact on the participants’ knowledge. The results also showed that the implementation of MCL and MSS helped students to improve their social skills. They appreciated the opportunity to collaborate and communicate with their peers, which helped them to develop their interpersonal skills and learn from each other. Moreover, the implementation of MCL and MSS resulted in a sense of group success when working on group activities, which contributed to a positive learning experience. Overall, the study suggests that using MCL and MSS can be an effective approach to improve students’ writing performance and their social skills.

Exploring learner motivation and mobile‐assisted peer feedback in a business English speaking course

AbstractBackgroundPeer‐to‐peer feedback exchanges have been recognized as crucial to language learning. While studies on peer feedback proliferate, little is known about whether and how peer feedback is affected by learners' motivational levels.ObjectivesSituated in a mobile collaborative learning context, the current study examined how English as a Foreign Language (EFL) students with different motivational levels participated in mobile‐assisted peer feedback provision, as well as the characteristics of the feedback they provided.MethodsA total of 61 sophomores majoring in Business English at a Chinese university participated in this 16‐week‐long study. They were asked to complete oral assignments and give and receive peer feedback via MosoTeach (a popular mobile learning application in China). Multiple types of data (peer feedback records, questionnaires, reflective journals and interviews) were collected, analysed, and triangulated.Results and ConclusionsResults revealed that EFL learners with higher motivation were more likely to provide feedback on time using more words. Unique characteristics of mobile‐assisted peer feedback among highly motivated learners were also observed.ImplicationsThe study highlights the importance of learner motivation in mobile‐assisted peer feedback practice and provides pedagogical suggestions for better designing and implementing peer feedback in mobile collaborative learning contexts.

Systematic review on mobile collaborative learning for engineering education

Our daily lives have been transformed by mobile smart devices. Due to the sudden impact of the coronavirus (Covid-19) on education, the importance of mobile devices for communicating with teachers and students has risen to a new level of prominence. The Web of Science and Scopus databases were used to conduct a systematic review of the research on mobile collaborative learning in engineering education. The purpose of this review is to ascertain the degree to which research on mobile collaborative learning has been conducted in the field of engineering education between 2010 and 2020. A total of 48 articles were reviewed to ascertain the research methodologies and area of study, as well as to provide an updated review of studies on mobile collaborative applications, particularly in the field of engineering education. Among the most significant findings is that the majority of publications make use of augmented reality and mobile application development. According to the review, the majority of studies were conducted in the fields of computer sciences, electronic engineering, and artificial intelligence.

Mobile learning in higher education environmental science: state of the field and future possibilities

Authentic, place-based learning is essential for students of ecological and environmental sciences, providing connection to the discipline and building environmental literacy (O’Neil et al. 2020). In a COVID-affected world where opportunities to provide field-based learning may be limited, evaluating how mobile technologies may be used to enhance the field-based learning experiences of students is increasingly important.
 Advances in mobile technologies have seen a surge in customised applications for species identification, data collection and collation aimed at public users and citizen scientists (e.g. iNaturalist: Unger et al. 2020; eBird: Sullivan et al. 2009; FrogID: Rowley et al. 2019). With field-based learning central to ecology and environmental science disciplines, there is a clear opportunity for the expanded use of mobile tools in higher education. We evaluated recent projects through a systematic review of the use of mobile learning technologies and approaches in field-based environmental sciences within higher education over the last decade.
 Our search criteria terms encompassed mobile learning, mobile devices, teaching methods, field-based learning, undergraduate students and science disciplines and identified 1613 initial records. After removing irrelevant and duplicate records, 130 studies were identified that implemented mobile learning within science, technology, engineering and mathematics (STEM) disciplines, with engineering (32/130 studies, 24.6%), geology and geosciences (17/130, 13.1%) and natural/environmental sciences (17/130, 13.1%) the most common. Narrowing this search again to field-based studies, we identified 18 records, most of which (12/18, 66.7%) were in geology and geosciences disciplines.
 A range of mobile learning technologies were used in the field, spanning the SAMR continuum (Laurillard 2012) from the substitution of traditional field activities with species identification apps (Pfeiffer et al. 2009; Thomas and Fellowes 2017), and augmentation of field experiences with multimedia resources such as podcasts (Jarvis and Dickie 2010) and other apps and resources viewed on mobile devices (Welsh et al. 2015; France et al. 2016; Unger et al. 2018), through to the modification and reinvention of field-based learning by incorporating multimedia displays, visualisations, games and information hotspots (Habib et al. 2012; Fitzpatrick et al. 2012; Bursztyn et al. 2015), virtual field trips and augmented reality (Stokes et al. 2010; Howard 2011; Litherland and Stott 2012; Kingston et al. 2012; Bursztyn et al. 2017; Prietnall et al. 2019), and customised apps that allow student-generated content (Chang et al. 2012) such as data collection, analysis and reflection (Chatterjea 2012; Wang et al. 2016). Studies used both enterprise and custom-built tools, with most incorporating geolocation capabilities.
 Our review criteria only identified two studies in ecology disciplines, both of which utilised an existing enterprise application for species identification (Pfeiffer et al. 2009; Thomas and Fellowes 2017). There remains ample opportunity to develop collaborative mobile learning systems that use custom-built applications for field data collection and are integrated with the learning management systems, such as those in development in collaborative international projects (Bone et al. 2020). We strongly encourage the exploration of the potential for mobile learning in these contexts, and the publication of other projects that have incorporated mobile tools in ecological and environmental sciences curricula.

Mapping primary students’ mobile collaborative inquiry-based learning behaviours in science collaborative problem solving via learning analytics

This article reports on a study focusing on understanding how primary students conducted collaborative inquiry-based learning (CIBL) supported by a mobile app during the COVID-19 pandemic when all lessons were conducted online. Learning analytics (LA) were used to map students’ behaviours in CIBL activities. One class with 35 students in Grade 4 participated in this study. Log data was collected and analysed using learning analytics with process mining techniques to understand groups’ CIBL behaviours in a mobile learning environment. The findings revealed high- and low-performance groups’ common and different features of CIBL behaviours. The research findings can help inform both teachers of making pedagogical refinement in the CIBL activity design, and researchers of developing scaffolding tools at different phases of CIBL on the mobile learning app to enhance students’ collaborative problem-solving skills.

Factors Influencing the Acceptance of Mobile Collaborative Learning for the Continuous Professional Development of Teachers

The COVID-19 epidemic has not only triggered a worldwide health catastrophe, it has also affected learning processes all over the world. While COVID-19 was in its initial wave of transmission, educational systems around the world witnessed bitter experiences in the form of the closure of institutes or a shift to distance (or online) learning techniques. The delivery of quality education was affected the most where the educational system was already weak due to the unavailability of effective teachers’ professional development programs and the lack of the integration of technology. This study extends the conventional continuous professional development (CPD) model of in-service teachers adopted in the province of Sindh, Pakistan. The extensions are based on the integration of mobile technology and support for collaborative learning and ongoing assistance, which are missed in the current traditional model. To assess the acceptance and use of the app, an Mobile collaborative learning (MCL) based CPD acceptance framework is designed by combining chosen components from a generally recognized Unified theory of acceptance and use of technology (UTAUT2) and other well-recognized acceptance models for the acceptance and use of the technology. In the context of CPD, a total of 14 constructs have been selected which include performance expectancy; effort expectancy; facilitating conditions; hedonic motivation; mobility; knowledge acquisition; content and information quality; on-the-job support; reward; behavioral intention; engagement; interactivity with peer & experts; self-management and collaborative learning. Based on these constructs; a total of 13 hypotheses were developed with 55 measurement items. A total of 494 teachers participated in a two-week training session using the designed app. Based on the activity, a questionnaire was designed and distributed among the participants using WhatsApp groups during the academic year of 2021–2022. Out of 494 participants; 472 participants correctly filled in the questionnaires, which were selected for analysis. The data was analyzed using IBM SPSS version 21; and, for Structural Equation Modeling (SEM) analysis, IBM AMOS version 21 was used. According to the results, all thirteen hypotheses were found statistically significant showing the positive impact on the acceptance and use of the CPD app. The results of this study promote teachers’ and experts’ engagement and participation in CPD activities which not only improve the knowledge and skills of the learners but also impact their long-term professional development and success. This research may help the teachers’ training and related institutions to make better choices and develop a mobile collaborative learning system for school-based teacher support and training programs. As a basis, this study may also be used in other provinces of Pakistan and beyond to make it a CPD standard.

Leveraging Collaborative Mobile Learning Instructional Pedagogy in The Era of COVID-19

One way of ensuring gender equality in science education is by mainstreaming gender components into the pedagogical delivery of science instruction. Thus, the researchers in this study designed a Gender Responsive Collaborative Learning Strategy (GR-CLS) based on Universal Design for Learning (UDL) principles. The effectiveness of this instructional paradigm on students' achievement and attitude was determined in a mixed factorial quasi-experimental research design study conducted in a virtual and hands-on laboratory learning environment. Multistage sampling technique was used to select a total sample of 218 secondary school students from same sex and mixed sex schools. The six hypotheses formulated in the study were tested using Means and Analysis of Covariance (ANCOVA). Empirical findings revealed a significant difference in the mean achievement and attitude scores of both male and female students who were exposed to GR-CLS under virtual and hands-on laboratory environment respectively compared to those who were not exposed to GR-CLS. These results indicate that GR-CLS is an effective pedagogical strategy for improving students' achievement and attitude regardless of gender. Nevertheless, it was discovered that GR-CLS leads to a significant improvement in the achievement of students from same sex schools over mixed sex schools. The study, therefore, recommends the adoption of GR-CLS by science teachers in the planning and implementation of science lessons to create equal opportunities for both male and female students to benefit maximally from learning activities carried out in the laboratory.

Forming Suitable Groups in MCSCL Environments

Given the peculiarities of mobile computer-supported collaborative learning (MCSCL) environments, forming suitable groups in such learning environments represents a hard and time-consuming task. This is because many conditions related to mobile learners, devices, and environment should be considered. Unlike the existing solutions, the present paper shows a grouping approach that allows a customizable formation of (1) homogeneous groups, (2) heterogeneous groups, and (3) mixed groups. The proposed solution does not only help instructors to dynamically form appropriate MCSCL groups, but it also allows to continually control the learners' learning, psychological, and social developments. To assess the effectiveness of the proposed solution, three metrics were used: (1) comparison between the characteristics of the existing group formation tools, (2) average intra-cluster distance of each grouping algorithm, and (3) an experimental evaluation in a real world environment. The obtained results show a great superiority of the proposed solution compared to the existing ones.

Collaborative Mobile Learning with Smartphones in Higher Education

<p class="0abstract">The advantages of mobile learning and the possibility of universal access to educational materials have a downside in the form of a possible lack of communication between the student, his/her teachers, and course mates. In this context, collaborative teaching methods can be applied to support learners in solving educational challenges. The objective of this work was to analyze the effectiveness of collaborative approaches in mobile learning. The research methods included two stages: an experiment on the introduction of collaborative mobile learning into the educational process and an online sociological survey. The use of the questionnaire method resulted from the need to collect quantitative data and analyze the effectiveness of training by determining the shares of respondents with positive and negative opinions toward m-learning. The examination was conducted in 2020 among 190 undergraduate sociology students studying at three universities of the Russian Federation (Moscow State Pedagogical University, M.K. Ammosov North-Eastern Federal University, and Tyumen State University), as well as among 76 undergraduate students of the direction "Education" studying at Abai Kazakh National Pedagogical University. The main practical result of this experiment was the introduction of mobile technologies in the previously used e-learning models and learning management systems of the considered educational institutions. The collaborative mobile environment was based on the principles of communication and cooperation of users, mutual learning, and teacher coordination of students' actions. The study confirmed that collaborative mobile learning could be flexibly transited from blended to distance learning models and vice versa. The analysis of the survey outcomes proved the validity of eight proposed hypotheses, both in terms of mobile learning impact on the quality of education and the influence of the collaborative environment on the development of students' competencies. The practical significance of research findings is in the fact that they allow the effective implementation of collaborative mobile learning technologies to form students' professional competencies.</p>

Application of Context-Aware and Collaborative Mobile Learning System Design Model in Interactive E-Book Reader Using Design Thinking Methods

800x600 Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:Times New Roman,serif;} E-books as a learning medium have been widely used and utilized to support learning processes. The presence of e-books as digital books can be accepted by users because of the interactive content and display. However, the current format of e-book has not provided a mechanism/platform that accommodates contemporary learning styles on a two-way networked learning basis. E-books are more static in the sense that it has minimal interaction context. E-books have not been able to integrate learners with their learning environment in an interaction construct to support a learning activity. To address this problem, this study recommends a new approach called context-aware and collaborative mobile learning system design model. The method used in implementing the design model is design thinking . Usability testing using the guerrilla usability testing method is carried out to determine the quality of the e-books produced. The results obtained at the stages of empathize and define produced list and learning problems experienced by students when using e-books. The ideate and prototype stages produced e-book prototypes developed based on context-aware and collaborative mobile learning system design model. In the test stage, usability testing of 30 students showed good results. It is said to be good because there are no assignments with a score of one in the rubric usability testing table. So it can be concluded that the design model applied to the prototype e-book is feasible and can be understood by users . 800x600 Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4

Integrating Educational Design Research and Design Thinking to Enable Creative Pedagogies


 
 
 This paper explores the interrelationship between educational design research, and design thinking that guides the design stage, enabling the design of authentic collaborative mobile learning environments. As an example the article outlines the design thinking principles and processes that informed the development of wireless mobile presentation systems (MOAs) designed to create a flexible infrastructure to enable the exploration of new pedagogies in different educational contexts. The project used design thinking within an educational design research methodology to provide an in house solution to creating a supporting infrastructure to enable the implementation of a new framework for creative pedagogies and curriculum redesign. The article reflects upon example implementations of using mobile social media and MOAs as a catalyst for implementing our framework for creative pedagogies, and propose collaborative curriculum design principles for integrating the use of mobile social media within new pedagogical paradigms.
 
 

Collaborative Mobile-Learning Architecture Based on Mobile Agents

The connection between collaborative learning and the new mobile technology has become tighter. Mobile learning enhances collaborative learning as learners can access information and learning materials from anywhere and at any time. However, supporting efficient mobile learning in education is a critical challenge. In addition, incorporating technological and educational components becomes a new, complex dimension. In this paper, an efficient collaborative mobile-learning architecture based on mobile agents is proposed to enhance learning activity and to allow teachers and students to collaborate in knowledge and information transfer. A mobile agent can control its own actions, is able to communicate with other agents, and adapts in accordance with previous experience. The proposed model consists of four components: the learner agent, the teacher agent, the device agent and the social agent. The social agent plays the main role in the collaborative tasks since it is responsible for evaluating the collaborative interactions among different learners. Additionally, it offers an evaluation indicator for the learners’ collaboration and supplies the teacher with learner’s collaboration reports. The proposed model is evaluated by introducing a collaborative mobile-learning case study applied to two full classes of undergraduate students. To conduct the model experiments, students were asked to complete a questionnaire after they used the proposed model. The questionnaire results statistically revealed that the proposed architecture is easy to use and access, well-organized, convenient, and facilitates the learning process. The students thought the proposed m-learning application should complement rather than replace the traditional lectures. Moreover, the experimental results show that the proposed collaborative mobile learning model enhances the learner’s skills in problem solving, increases the learner’s knowledge in comparison with individual learning, and social agent encourages learners for more participation in the learning tasks. Based on the experiments conducted, the authors found that the proposed model can improve the quality of the learning process by assessing learners’ and groups’ collaboration, and it can help teachers make learners improve how they work in groups. This also provides various ways of assessing learners abilities and skills in groups. It is also possible to integrate the collaborative e-learning with the proposed collaborative m-learning.

Approach Model Driven Engineering: Profiling Group Collaborative Learner in Mobile Learning

Abstract Model Driven Engineering (MDE) has shown its results in the software development, particularly with the Model Driven Architecture approach (MDA). While the learner group specification phase, to perform collaborative activities in an integrated Technology Enhanced Learning (TEL) embedded system, is in-depth. Our proposal is based on the model driven engineering in the context of learner profile. Our hypothesis is the clustering analysis and then the use of models extracted from the group profile during collaborative mobile learning (m-Learning). These extracted models are at the heart of the approach we propose and which is the subject of this paper.

Team-based mobile learning supported by an intelligent system: case study of STEM students

ABSTRACT This paper presents an empirical study on the integration of an intelligent teaching system, Moso Teach (MT), into an English curriculum in a top-ranked four-year university in China. Data sources include the reports and analysis generated by the learning analytics tools in MT, a survey of students, final exam scores, and the instructor’s observation of classroom activities. Findings suggest that an intelligent and adaptive learning platform coupled with well-designed team-based activities can indeed increase students’ engagement in learning in a wide variety of activities and contexts, from personalized learning to team collaboration, and including classroom participation and asynchronous postings on a discussion forum. These findings are significant because Chinese universities tend to have large-size classes with few opportunities for interaction. Most importantly, this study reveals the impact of collaborative mobile learning on STEM students in both learning engagement and learning outcomes.

New Methods for Collaborative Experiential Learning to Provide Personalised Formative Assessment

Abstract—¬Supporting diverse and rapidly changing learning styles of new digital age generations is one of the major hurdles to higher education in the age of massification of education markets. Higher education institutions must now utilize unprecedented network speed and mobile technology to create stimulating learning environments for new digital age generations. This paper presents a new learning and teaching model that combines dynamic learning space (DLS) and mobile collaborative experimental learning (MCEL) for supporting diverse learning styles of students. DLS assists students with state-of-art modern wireless network technologies in order to support fast-paced, multi-tasking, data and content intensive collaborative learning in class. The model further extends student learning activities beyond classroom by allowing students to continue their learning anywhere and anytime conveniently using their mobile devices. MCEL provides automated continuous personalized formative-feedback 24/7. The main objectives of the model are to improve student engagement and to provide ownership of their learning journey, experiential learning, contextualized learning, and formative assessment at low cost. The model employs three factors that influence collaborative experiential learning and formative assessment. The three factors are: (1) the use of learning space within the classroom, (2) wireless learning technology, and (3) mobile learning system (m-Learning). Pilot studies of the model are conducted and evaluated on two groups of postgraduate students. Their participation is observed, and a survey is conducted. The results show that (1) DLS encourages high-level learning and diverse learning styles to move away from passive low-level knowledge intensive learning activities; (2) MCEL supports Bigg's constructive alignment in curriculum design, contextualized experimental learning, and personalized formative learning.

Promoting mobile collaborative language learning in Islamic higher education

<span lang="EN-US">This study sought to explore students’ experience in using Instagram to participate in mobile collaborative language learning (MCLL)</span><span lang="EN-US">. T</span><span lang="EN-US">he</span><span lang="EN-US"> contents they </span><span lang="EN-US">produced and shared, a</span><span lang="EN-US">s well as</span><span lang="EN-US"> their interaction and collaboratio</span><span lang="EN-US">n, were analyzed</span><span lang="EN-US">. The participants of this study were </span><span lang="EN-US">110 students in an </span><span lang="EN-US">English education department</span><span lang="EN-US">, in three different classes,</span><span lang="EN-US">who all had taken a </span><span lang="EN-US">translation course</span><span lang="EN-US">their third semester. Online tasks were assigned to students and they were required to produce, share, interact and collaborate to accomplish tasks. This study applied </span><span lang="EN-US">a </span><span lang="EN-US">qualitative method </span><span>with case study research design </span><span lang="EN-US">using observation, focus group discussion and content analysis. Data were analyzed through stages namely categorization, reduction and interpretation. </span><span>Results showed </span><span lang="EN-US">that </span><span>the </span><span lang="EN-US">students were able to participate in MCLL using Instagram. They produced and shared contents that met the requirement of MCLL. The contents include</span><span lang="EN-US">d</span><span lang="EN-US"> English sentences for structural collaboration in terms of subject-verb agreement and English sentences for word meaning collaborations. They interacted with their peer</span><span lang="EN-US">s</span><span lang="EN-US"> by writing feedback and comment</span><span lang="EN-US">s on the uploaded content</span><span lang="EN-US">. They collaborated with their peer</span><span lang="EN-US">s</span><span lang="EN-US"> by providing multiple interactions to accomplish tasks in MCLL like writing structural analysis, word meaning, paraphrasing sentences, and sentence translation.</span>