Remote Collaborative Learning Research Articles

A Case Study of a Remote Collaborative Learning Which Incorporate Mutual Viewing in the Small Classes

A Case Study of a Remote Collaborative Learning Which Incorporate Mutual Viewing in the Small Classes

Nova virtuelna stvarnost - percepcije i iskustvo nastavnika i studenata u vezi sa onlajn-nastavom i učenjem engleskog jezika

An invisible, yet cruel virus has made the entire world face a new reality. Regardless of the degree to which online communication had already been used in educational settings before the Covid-19 pandemic, almost no one working in education had a feeling of being ready to work in the new circumstances. The process of migration to emergency remote language teaching and learning was stressful for all stakeholders in education - management, lecturers, students and their parents. Relying on the reflective and descriptive methods, the paper investigates the advantages and disadvantages of digital tools and platforms for remote collaborative learning, primarily ZOOM, Microsoft Teams, Jitsi Meet, and online learning management systems, recognised by the students and teachers within the mandatory and elective General English, ESP and EMI courses at the Teacher Education Faculty, University of Belgrade and Belgrade Metropolitan University. We conducted qualitative research by using structured and unstructured interviews and monitoring students' collaborative work. In the conclusion, the paper emphasises the aspects of educational technologies which have proved to be beneficial for everyone included in the process, without limiting the creativity, development of thinking skills and investigative spirit of students and lecturers while learning and teaching English.

A Multimodal Real-Time Feedback Platform Based on Spoken Interactions for Remote Active Learning Support.

While technology has helped improve process efficiency in several domains, it still has an outstanding debt to education. In this article, we introduce NAIRA, a Multimodal Learning Analytics platform that provides Real-Time Feedback to foster collaborative learning activities’ efficiency. NAIRA provides real-time visualizations for students’ verbal interactions when working in groups, allowing teachers to perform precise interventions to ensure learning activities’ correct execution. We present a case study with 24 undergraduate subjects performing a remote collaborative learning activity based on the Jigsaw learning technique within the COVID-19 pandemic context. The main goals of the study are (1) to qualitatively describe how the teacher used NAIRA’s visualizations to perform interventions and (2) to identify quantitative differences in the number and time between students’ spoken interactions among two different stages of the activity, one of them supported by NAIRA’s visualizations. The case study showed that NAIRA allowed the teacher to monitor and facilitate the learning activity’s supervised stage execution, even in a remote learning context, with students working in separate virtual classrooms with their video cameras off. The quantitative comparison of spoken interactions suggests the existence of differences in the distribution between the monitored and unmonitored stages of the activity, with a more homogeneous speaking time distribution in the NAIRA supported stage.

Social Media as a Catalyst for Distant Collaborative Learning: Trends and Concerns for Small Island States

Information technology has deeply modified the way people access and produce educational contents. Social media, more particularly, have enabled new possibilities by making it easy to create and share text, image, and video, possibly from a mobile equipment such as a Smartphone. Younger generation is especially fond of these new services. This paper thus aims at proposing a new approach to take advantage of this worldwide phenomenon for educational purpose. The idea is to rely on Social Media to support distant collaborative learning. After browsing a panorama of social media and e-Learning concepts, to explicit their respective mechanisms, a case study based on two islands of the Indian Ocean, Mauritius and Reunion Islands, is presented. This research also includes a data collection process to assess the readiness of these two islands to set up of an international collaborative e-Learning platform relying on social media. It can be said for sure that though these islands are geographically distant, they are ready to embark on distant collaborative initiatives that can be helpful in a number of areas and disciplines. Respondents have stressed on the fact that Social Media can enhance collaborative work, can facilitate collective decision-making, can allow expressing the learner’s expression or state of mind, and can allow further enrolment of international students, just to name a few advantages. Social media thereby bridges the geographical distance between these two islands and acts as a catalyst for remote collaborative learning.

Design and Application of a Remote Electronic Communication Teaching System in a Network Environment

With the design and application of remote teaching system as the research target, this study uses the research methods of literature research method, website inves-tigation method and system development to make a detailed research on the theo-ry of remote collaborative learning and electronic communication technology. On the basis of web-based teaching platform of remote education, this study puts forward a long-remote collaborative teaching system of electronic communication along with the network environment, and designs the function modules of the system in detail, in which the communication effect of electronic communication technology on group members and teachers' creation of collaborative learning sit-uations are fully considered. Finally, the practicality and validity of the system are verified by the realization of the system, which provides a wider development space for the remote teaching system.

Remote collaborative learning support system using avatars with facial expressions

Recently, various researches have been conducted about remote collaborative learning. However, unlike face-to-face communication, remote communication is difficult to give nonverbal information such as facial expression and physical. Therefore, it may interfere with the transmission of intention and emotion. In this research, to support intention and emotion transmission in remote collaborative learning, we develop and assess a remote collaborative learning support system using avatar with facial expression on sharing note system. We create 13 types of avatar with facial expression with reference to Russell's emotional circle model. As a result of comparative experiments with and without avatar with facial expression, the drawing time has increased and the test score is higher when there are facial expressions. And since weak positive correlation is observed between the drawing time and the test score, it is presumed that the avatar with facial expression promotes explanatory activities by drawing and enhances the learning efficiency.

Remote collaborative learning support system using avatars with facial expressions

Recently, various researches have been conducted about remote collaborative learning. However, unlike face-to-face communication, remote communication is difficult to give nonverbal information such as facial expression and physical. Therefore, it may interfere with the transmission of intention and emotion. In this research, to support intention and emotion transmission in remote collaborative learning, we develop and assess a remote collaborative learning support system using avatar with facial expression on sharing note system. We create 13 types of avatar with facial expression with reference to Russell's emotional circle model. As a result of comparative experiments with and without avatar with facial expression, the drawing time has increased and the test score is higher when there are facial expressions. And since weak positive correlation is observed between the drawing time and the test score, it is presumed that the avatar with facial expression promotes explanatory activities by drawing and enhances the learning efficiency.

RECT: A Cloud-Based Learning Tool for Graduate Software Engineering Practice Courses With Remote Tutor Support

Nowadays, remote collaborative learning tools for computer science education mostly emphasize providing learning resources and realizing virtual collaborative learning environment for students. Many people in this field tend to have their mind fixed on the process improvement of such a collaboration as a whole, while few notice that individuals may have different roles and impacts on this type of teamwork. There usually is a “supervisor” on the team, who offers support to all members in the collaborative learning environment. However, such support may not always be as accessible as students demand it to be. Therefore, this paper describes a cloud-based tool to support software engineering practice courses in collaboration with remote tutors. This system utilizes a cloud storage platform to provide sharing of multimedia study materials and a better management of project developing cycles. A remote collaborative component called the Virtual Debug Laboratory is designed to improve and share students’ debugging experience in the same team. The most innovative feature of this system is that it amplifies the role of tutoring in remote collaborative learning environments so that tutors can, in real time, assist students in debugging during actual project developing and demonstrate step by step to the students the process of debugging. The results of the analyzed data regarding the use of this system indicate that the system can potentially enhance students’ abilities in project developing and debugging in software engineering practice courses. It is our hope that these preliminary data can provide a future reference for the software education community.

Development of Remote Access and Control Features for Digital Signal Processing Laboratory Experimentations

Remote instrumentation and collaborative learning methods have enhanced the experimental learning aspects of engineering education. Automation is changing the nature of these laboratories and remote access techniques are providing access to server machine from anywhere in the world through internet. This provides an opportunity to develop the remote instrumentation laboratories using which students can perform their lab experiments remotely all over the day and thereby increasing the productivity of the lab setups and measuring instruments. This paper presents the detailed architecture and the implementation details of remote DSP lab instrumentation. LabVIEW user interface is developed to control all the test instruments and their related hardware interfaces. Radmin tool is used as remote access tool to integrate multiple clients to server machine through wired/wireless internet access. Hardware interface is designed and developed to route data and control signals from data acquisition card to the respective hardware and to control the test instruments.

Comprehensive classification of collaboration approaches in E-learning

There are a number of approaches to learning such as traditional approaches (teacher-centered) and collaborative approaches (learner-centered). Nowadays, the concepts of collaboration and social interactions are the major trends in education. Therefore, many researchers embrace these concepts to offer the educational field enhanced learning environments which are supported by communication and collaboration techniques. The adaptation causes the existence of varied approaches which are addressing the collaborative learning techniques. As a result, there is a need for a mechanism to study those approaches and highlight their eminence. The aim of this paper is to give a comprehensive overview about the state-of-art in collaborative learning, especially by integrating social media tools. To do so, the study adopts a classification framework based on four different views (subject, purpose, method, and tool). The framework has been used to compare ten collaborative e-learning approaches. The finding indicates the potential of all approaches in developing an online learning environment for remote collaborative learning despite the lack of fulfilling all the requirements highlighted in the four views.

WebRTC 기반 원격 협업 학습 플랫폼 기술 연구

Recently, as the number of smart devices (such as smart TV or Web based IPTV) increases, the way of digital broadcast contents is changed. This change leads that conventional broadcast media accepts Web platform and its services to provide more quality contents. Based on this change, in education field, education broadcasting also follows the trend. The traditional education broadcasting platforms, which just delivered the lecture in one-way, are utilized the Web technology to make interaction between teacher and student. Current education platforms, however, are insufficient to satisfy users' demands for two-way interactions. This paper proposes a new remote collaborative learning platform which able to provide high interactivity among users. Based on new functional requirements from original use case, the platform provides collaborative contents sharing and collaborative video streaming techniques by utilizing WebRTC (Web Real-Time Communication) technology. The implementation demonstrates the operability of proposed system.

Collaborative learning in multi-user virtual environments

Multi-user virtual environments (MUVEs) have captured the attention and interest of educators as remote collaborative learning environments due to their immersion, interaction and communication capabilities. However, productive learning interactions cannot be considered a given and careful consideration of the design of learning activities and organizational support must be provided to foster collaboration. In this paper, a model to support collaborative learning in MUVEs is presented. This model enables the scaffolding of learning workflows and organizes collaborative learning activities by regulating interactions. Software architecture is developed to support the model, and to deploy and enact collaborative learning modules. A user-centered design has been followed to identify successful strategies for modeling collaborative learning activities in a case study. The results show how interactions with elements of 3D virtual worlds can enforce collaboration in MUVEs.

A Cooperation Support Method between Discussion Space and Activity Space in Collaborative Learning and its Experimental Evaluation

This paper describes a prototype and its experimental evaluation of the chat system that offers cooperation support between discussion space and activity space in collaborative learning. In collaborative learning in the proposed system, students are divided into groups, carry out discussion on a study theme by chats, and create on-line reports in cooperative manner. The proposed cooperation support method aims at improving the level of cooperation among students and the effectiveness of the study by making group members grasp other member's study situation mutually through cooperation support in group member's utterance and report creation. We use Wiki as a tool for collaborative work in this research. Cooperation support displays the Wiki's updating time and contents on the chat system with activity cooperation support that offers a space for remote collaborative learning and allows a student to know about other students' condition. In addition, the number of chat utterances was displayed, and other students' condition is easily grasped.