Web-based Collaborative Learning Research Articles

Unveiling the nexus between quality and student engagement in web-based collaborative learning systems

Unveiling the nexus between quality and student engagement in web-based collaborative learning systems

Modeling of web-based collaborative learning management system

The challenges faced by most learning management systems (LMS) can be classified into two main areas: pedagogical and technical issues. A comprehensive exploration of these interrelated challenges provides valuable insights for developing a new and more effective model for LMS. In this paper, a novel conceptual model for a web-based collaborative LMS is introduced, merging two distinct learning theories: behaviorism and social constructivism. Through an analysis of the strengths and limitations of each theory, the study moves on to outline the fundamental principles and technical features of the proposed LMS model, which stems from this integration. In conclusion, the paper explores the implications of creating user-centered LMS solutions, with a specific focus on addressing the varied requirements of learners.

Exploring students’ beliefs about web-based collaborative learning and their practices: a qualitative case study of university English-as-a-foreign-language readers

This semester-long qualitative case study, spanning 4 months, focused on an English reading course in which 20 university English-as-a-foreign-language readers were instructed to engage in web-based collaborative learning outside of class. The study drew on data resources including interviews with students, field notes on their web-based collaborative learning practices, and students’ written reflections. A thematic analysis of the data sources shows that the positivity of student readers’ beliefs about web-based collaborative learning (i.e., about web-based collaborative platforms and reading activities) changed over time but ultimately became stably positive. The change was found to be related to the interactions between their beliefs about web-based collaborative platforms and their beliefs about reading activities over time. The students’ beliefs about web-based collaborative learning were also found to be sensitive to factors regarding the students’ learning over time, including their prior learning experiences and their ongoing learning experiences. In the process, the students’ web-based collaborative learning practices were primarily driven by their positive beliefs and constrained by their negative beliefs although additional factors emerged over time from their learning process and intervened in the relationship between their beliefs and their learning. The implications of these findings on how to best engage students in web-based learning are discussed.

ACTIVE ENGAGEMENT IN COLLABORATIVE ENGINEERING DESIGN: HOW TO MEASURE AND USE IT IN A FEEDBACK SYSTEM?

AbstractEngineering design is typically a collaborative process, and in the era of digital engineering, online collaboration platforms are increasingly being used to perform the work. Despite the development of e-collaboration technologies, there is a significant gap between actual collaboration and what is really needed. However, improving collaboration requires a proper measurement system. Yet, the common methods to measure and improve collaboration are challenging, usually not compatible with digitalized collaboration, and have limited scalability. This paper presents a new data-driven method for measuring, visualizing, and monitoring Active Engagement (AE) in web-based teamwork, which is a key element of effective collaboration. We applied the method in a case study of four engineering teams during a Technology Planning and Road-mapping course. The results suggest that measuring AE in web-based teams, with an available history log, is technically feasible and can meaningfully represent the team's collaboration. The presented approach can be used to upgrade e-collaboration platforms as a toolkit or for further investigation on improving web-based collaborative design and learning through monitoring dashboards and feedback systems.

Effect of Web-Based Collaborative Learning Method with Scratch on Critical Thinking Skills of 5th Grade Students

This study aimed to investigate the effect of web-based collaborative learning method with Scratch software on the critical thinking skills of 5th grade students and to create materials in Scratch software on the biodiversity subject. This study, in which a quasi-experimental design with pre-test - post-test control group was used, was carried out with 96 fifth grade students selected using convenient sampling method. In the implementation of the study, in addition to the education and training activities on biodiversity in the control groups, the students in the experimental group created products using the web-based collaborative learning method with Scratch in science and information technologies and software courses. As a result of the t-test for the independent samples of the post-test data obtained from the critical thinking questionnaire, it was determined that the critical thinking skills of the experimental group students were higher than the control group students. It is recommended for younger individuals to use Scratch to come up with solutions by using critical thinking skills to cope with complex problems affecting the whole world such as global warming, wars, and pandemics, and to choose the right solution amongst the given ones. Teachers can get an idea about students’ opinions, conceptual errors, and their capability to express themselves, and they can reorganize the educational activities by taking these variables into consideration.

A Novel Method for Measuring, Visualizing, and Monitoring E-Collaboration

With its roots in the 1960s, e-collaboration has dramatically evolved and expanded over the past decades and became a globally adopted practice of teamwork. On the other hand, despite the development of e-collaboration technologies, the lack of true collaboration remains one of the main reasons for teamwork failures. However, traditional approaches to improving collaboration due to time-consuming, complicated, and expensive procedures do not meet the modern setup's requirements. This paper presents a new fast, simple, and low-cost method to improve e-collaboration through active engagement measures by analyzing data logs. The authors designed and ran a feedback system to mirror the participants' engagement during a collaborative engineering design course. The results of two case studies, including nine teams, suggest meaningful positive impacts of the method. The presented approach is applicable in upgrading e-collaboration platforms and further investigation on improving web-based collaborative learning and teamwork through monitoring dashboards and feedback systems.

How does web-based collaborative learning impact information literacy development?

This qualitative study documents evidence of first year undergraduate students' collaboration processes and information literacy learning while completing research assignments in groups during a semester-long course. Focus group interviews and artifacts collected in the web-based tool Evernote allowed us to conduct an in-depth analysis of students' collaborative behavior in terms of their actions, feelings, and thoughts during information seeking behavior (Kuhlthau, 2004), and of the potential of collaboration for fostering information literacy development.Our analysis revealed that certain conditions should be present to facilitate information literacy learning through collaboration: 1) Technology that enables real-time interaction and both active and passive sharing; 2) Meshing of students' interests through the assignment framing; and 3) Students' acceptance of the collaboration technology as a worthwhile tool.In addition, multiple factors determined the extent of the information literacy learning developed through the collaborative assignment tasks, including group dynamics, prompts for students to teach each other information skills, encouragement of students to share exemplars of notes or written assignments, exposure to different points of view, and time management.

Geriatric Oncology: Cognition and Communication

With the dramatic increase in the older adult population, assessment and care of chronic diseases of aging, notably cancer, cognitive impairment and functional decline, have increasing clinical importance. Most healthcare practitioners (HCPs) receive minimal education in geriatrics and/or communication skills and are not optimally prepared to treat older cancer patients. Geriatric Oncology: Cognition and Communication (Geri-Onc CC) trains HCPs to identify cognitive impairment and/or functional decline and improve communication with patients and caregivers. Geri-Onc CC is a 2-day virtual training. Day 1 covers depression, dementia, delirium, pharmacology, cognitive rehabilitation, language barriers, and decision-making capacity. Day 2 focuses on communication skills experiential practice in geriatric syndromes, cognitive syndromes and shared decision making. In addition, HCPs engage in 6 bimonthly web-based collaborative learning activities post-training. Thus far, three cohorts have participated (n=56). Participants were primarily female (88%), 68% non-Hispanic White, and represented multiple disciplines [psychologists (29%) social workers (25%), physicians (21%), others(25%)] and they work in various settings: comprehensive cancer centers (43%),community hospitals (18%), and others (33%). Most (48%) have been caring for older cancer patients for 1-5 years. All reported the training had value to them as a clinician, increased their knowledge of geriatrics, and helped them meet their training goals and 84% were extremely satisfied with the program. Recruitment has been successful. Participants have been diverse in terms of race/ethnicity, profession, practice characteristics and the populations they serve. Overall, participants have found the training valuable, future work will describe outcomes of the training.

Challenges faced by rural accounting teachers in implementing web-based collaborative learning

The twenty-first century has witnessed a call for teachers to integrate information and communication technology (ICT) into teaching and learning. However, creating a classroom environment that engages in active learning has proved to be a hurdle to South African teachers, as more traditional teaching methods continue to be utilised in teaching. These challenges have derailed the current efforts by the Department of Basic Education to introduce ICT in the teaching and learning process in an effort to create a learner-centred environment. This paper seeks to open epistemic access by determining the challenges faced by rural accounting teachers in implementing web-based collaborative learning. The paper reports on the findings of a qualitative study that employed interviews to generate data with five Grade 10 accounting teachers in rural South Africa. The findings reveal that accounting teachers are faced with myriad challenges that serve as a stumbling block in their attempt to implement web-based collaborative learning. Contrary to the principles of Critical Accounting Research, the teaching methods and resources used position teachers in control and authority while the learners are disempowered, marginalised and oppressed. We consequently argue that accounting teachers require support and capacity building to implement web-based collaborative learning effectively.

Innovative Inquiry-based Methods in Learning and Teaching Science

The purpose of the study is to synthesize the peer-reviewed literature about innovative inquiry-based approaches for science learning and teaching. This study answers the following research questions: (1) Based on the peer-reviewed literature, what hybrid inquiry-based learning (IBL) approaches exist which respond to the challenges and expectations of education in the 21st century? (2) What features do they have? (3) What empirical evidence supports their effectiveness? (4) At which levels of education do they appear? (5) What learning outcomes are achieved? Using the methodology of systematic literature review, 110 articles obtained by the Google Scholar engine. We selected different approaches based on the following criteria: (1) they respond to the challenges and expectations of education in the 21st century, (2) technology supports the learning and teaching process, and (3) IBL is combined with some other learning approaches to increase the efficiency of the learning and teaching process. The full texts of 54 studies were read and assessed that satisfied the inclusion criteria. Four categories of hybrid IBL were identified: project-based inquiry learning, game-transformed inquiry-based learning, web-based collaborative inquiry learning, and simulation-based inquiry learning. We define and describe these approaches and present the empirical work in detail. Finally, we compare the presented learning approaches and highlight the limitations of technology integration into the classroom. This study helps to draw attention to the huge pedagogical potential of these technology-supported hybrid IBL approaches and the value of researching them.

Web-Based Collaborative Learning: A proposed Learning Platform for the School of ICT, Auchi Polytechnic

Technological advancements in the World Wide Web continue to gain widespread adoption, with various kinds of applications finding their use in education, including those for 'digital collaboration'. The term has become widely known for its extension of our traditional means of distributed learning and workflow. In present-day Nigeria, collaboration between students and educators in most tertiary institutions still involves the most basic use of instant messaging tools provided via online chat forums, google groups, WhatsApp, for knowledge sharing over the internet. However, these tools come with their limitations. Take 'Yahoo' and 'google' groups for example; yahoo groups are meant solely for students possessing yahoo mail accounts, and the same applies for google groups. Overall, the user-access convention on these platforms makes it difficult for students to enjoy any cross-platform privileges in the absence of email ownership on the particular service domain. Owing to this, our research project sought to bridge this identified gap, with a pilot project in the School of ICT, Federal Polytechnic, Auchi. We proposed the development and implementation of this unified platform to meet the salient and underlying collaborative need within our learning community. The system (PolyCollab) is a cross-platform web application, hosted on an online server and designed using MVC model architecture. The framework was developed using PHP, CSS3, HTML5, and MySQL for the database. The system was subjected to evaluation by potential users within the institution, and on the whole met with predefined user-specific requirements. Keywords: W eb-Based Learning, Collaborative Learning, Distributed Learning Environment DOI: 10.7176/CEIS/12-2-05 Publication date: April 30 th 2021

Promoting Evidence-Based Practices for Breast Cancer Care Through Web-Based Collaborative Learning

PURPOSE The objective of the Project ECHO (Extension for Community Healthcare Outcomes) for Knowledge Summaries for Comprehensive Breast Cancer Control (KSBC) was to strengthen the capacity to plan and implement evidence-based, resource-appropriate breast cancer control programs using virtual case-based learning within a global network of experts and peers. METHODS The KSBC ECHO was a collaboration between the US National Cancer Institute Center for Global Health, Women’s Empowerment Cancer Advocacy Network, and Breast Health Global Initiative in alignment with the Breast Cancer Initiative 2.5 campaign to reduce disparities in breast cancer outcomes. Using the ECHO model, we developed a 6-month Web-based program to support the development of locally relevant, resource-appropriate cancer control programs through mentorship and use of KSBCs. The course was advertised via existing networks, conferences, and social media. Breast cancer control project teams from around the world applied and were accepted to participate in the KSBC ECHO. Fourteen biweekly ECHO sessions were held via Zoom and included case presentations, didactic presentations, and discussion. Projects spanned the care continuum and sessions addressed preplanning, assessing need/barriers, setting objectives/priorities, and implementing/evaluating. Baseline and end point surveys were used to evaluate the ECHO program. Participants identified a mentor, completed worksheets, and presented on the project status. RESULTS Fifteen project teams from 11 countries—64 participants: advocates, clinicians, policymakers, and researchers—were enrolled. Twenty-eight participants (57%) completed the baseline and end point surveys. Analysis of the data using a paired t-test indicates that the knowledge increase was statistically significant: The average knowledge gain was 0.76 ± 0.89 (95% CI, 0.44 to 1.08; P < .0001). Additional feedback on the Web-based collaborative learning model will be presented. CONCLUSION The ECHO model encouraged interaction between policymakers, clinicians, advocates, and technical experts while using evidence-based tools to develop locally relevant, resource-appropriate implementation strategies and policy recommendations.

Promoting evidence-based practices for breast cancer care through web-based collaborative learning

The Knowledge Summaries for Comprehensive Breast Cancer Control (KSBCs) are a series of 14 publications aligned with World Health Organization guidance on evidence-based breast cancer control and accepted frameworks for action. To study utilization of the KSBCs in the development of locally relevant breast cancer control policies and programs in limited resource settings, the National Cancer Institute Center for Global Health, the University of Washington and the Fred Hutchinson Cancer Research Center developed the Project ECHO® for KSBCs (KSBC ECHO). Project ECHO is an online model which employs case-based learning, while promoting multi-directional learning and network-building. The program was evaluated using a pre-post study design to assess if this online collaborative learning platform can be an effective model for dissemination and utilization of the KSBCs to inform breast cancer control programs and policy advocacy in limited resource settings.A total of 28 KSBC ECHO participants (57 %) responded to the baseline and endpoint program evaluation surveys. Across all 28 respondents, analysis of the data indicates that knowledge increase was statistically significant overall: average knowledge gain was 0.77, 95 % CI [0.44–1.08] and p value < 0.0001. A majority of responding team leads reported that the core ECHO components (case/didactic presentations, discussion) contributed to a great extent to strengthening their project proposal/goals.Program evaluation survey responses indicate that utilization of this online platform provided an opportunity for individual knowledge gain, multi-directional information exchange, network-building, and strengthening of the proposed breast cancer control projects based in limited resource settings.

Does sociability quality of web-based collaborative learning information system influence students\u2019 satisfaction and system usage?

The use of collaborative learning technologies is a stimulating element of collaborative learning process, where social interaction and collaboration are key factors. This research examines the impact of sociability quality on the usage of web-based collaborative learning information system (WBCLIS) and user satisfaction. We propose a theoretical model by integrating the construct of ‘sociability quality’ in the DeLone and McLean’s (Journal of Management Information Systems 19:9–30, 2003) updated information system success model. Proposed theoretical model was empirically validated, in a service-learning course with undergraduate students, where data was collected using an online questionnaire and evaluated through partial least square, structural equation modelling (PLS-SEM) statistical approach. Results suggest that, sociability quality has a direct positive impact on the system use and overall user satisfaction, along with a strong indirect impact on the net benefits of the WBCLIS. Findings also confirmed that, system use and user satisfaction are strong predictors of the net benefits. These results about sociability quality, contribute significantly in the domain of IS success literature, by identifying a novel and critical IS success dimension. Further, theoretical contribution in the context of sociability quality for IS success, and practical implications entailing the use of WBCLIS in the domain of service learning are also discussed.

Towards an E-Learning Platform for Translator Training: Getting Stakeholders Involved

The dynamic nature of the language industry and the current and future demands of the translation market have increased the need for integrating web-based collaborative learning and teamwork techniques into translation training classrooms. However, the absence of specialized eLearning platforms for translation training makes it difficult for translation trainers to execute collaborative translation tasks that mimic real-life situations.The present paper discusses online collaborative learning in translation classrooms and argues for involving translator training stakeholders in the process of designing and developing web-based collaborative learning tools for translator-training purposes. The paper proposes a software design workflow that can be followed by eLearning software engineers when designing online learning tools for translatortraining purposes based on Jirava’s (2004) software application life cycle. The paper also displays different functions of an underdevelopment online-software specialized for translator training institutions. The design is inspired by translators, translation students,and trainers. The paper ends by measuring students’ perceptions of the proposed tool in terms of its ease of use and usefulness using Venkatesh and Bala's (2008) Technology Acceptance Model. Keywords: Translator training, Collaborative learning, Web-based collaborative learning, E-Learning, Technology acceptance model.

Developing a computer-mediated communication competence forecasting model based on learning behavior features

This study aims to develop a computer-mediated communication (CMC) competence forecasting model (CMCCFM) based on five well-known machine learning schemes－ linear regression algorithm, M5P algorithm, sequence minimum optimization regression algorithm, convolutional neural network algorithm, and multi-layer perceptron algorithm and learning behavior features collected by a micro-behavior recorder from the learners who used a web-based collaborative problem-based learning (WCPBL) system to perform a problem-solving learning activity. To explore the big data generated from a huge amount of learners’ micro-behaviors as the user behavior features for establishing a good CMCCFM, this study developed the learning micro-behavior classification structure according to the collected data features and the concepts of CMC competence. Additionally, an effective method for constructing a CMCCFM with high correctness and stableness was proposed and examined its forecasting effectiveness. The effects of learning situations on the prediction accuracy of CMCCFM were also explored. Analytical results show that the CMCCFM developed by the five considered machine learning schemes all have good prediction performance to some degree. Among the five considered machine learning schemes, the sequence minimum optimization regression algorithm with the model complexity parameter set to 0.1 has the highest prediction accuracy and stability. The key features that influence the prediction accuracy most are “communication behavior” and “communication objective.” Moreover, the development of the CMCCFM must consider the learning situations and learners’ traits, such as discussion trait and familiar degree with the problem-solving subject, because those would affect the prediction accuracy of the developed CMCCFM. • Developing a computer-mediated communication competence forecasting model (CMCCFM) based on learning behavior features. • Developing the learning micro-behavior classification structure according to the collected data features. • The sequence minimum optimization regression algorithm has the highest prediction accuracy and stability. • The key features that influence the prediction accuracy most are communication behavior and communication objective. • The development of the CMCCFM must consider the learning situations and learners’ trait.

Web-based problem-based collaborative learning for converted muslim in learning Islamic knowledge

Web-based collaborative learning is well accepted learning methods since it provides flexibilities not only in term of learners’ interaction but also its timeliness learning materials. Even though there are many websites offer learning materials for Muslims generally but for new converted Muslims getting authentic materials and proper guidance are complicated. Hence, a web-based problem-based collaborative learning is proposed. This method integrates an elected virtual instructor to facilitate and support the new converted Muslims’ cognitive and emotional activities, develop their confidence of resolving and dealing with problems they are facing. This paper relates and analyzes the problem-based collaborative learning in terms of the functionality and user acceptance. Based on a survey conducted, it shows that 85% of the respondents found the system very useful and easy to use while 80%found that the system met their requirements. This system hypothetically able to help, and ease new converted Muslims in exploring Islamic authentic knowledge by using problem-based technique in web-based collaborative learning.

The effect of a Web-based Collaborative Reflection Learning Strategy on Academic Achievement and Satisfaction of College Students of Education.

The effect of a Web-based Collaborative Reflection Learning Strategy on Academic Achievement and Satisfaction of College Students of Education.

Process Mining and Interaction Data Analytics in a Web-Based Multi-Tabletop Collaborative Learning and Teaching Environment

This article builds on the intersection of educational process mining and the automatic analysis of student's collaborative interaction data previously collected from a web-based multi-tabletop learning environment. The main focus of the article was to analyze and interpret the data using several process mining techniques in order to increase the instructor's awareness (knowledge) about the students' collaboration process and group progress in terms of specific quantitative indicators as follows: participation (consisting of participation density, participation rate and participation dynamics metrics), interaction (consisting of interaction density and interaction dynamics metrics), time performance (including the number of time intervals between the activities as well as the duration of idle/inactive periods), similarity of tasks (or symmetry of actions) and division of labor (or symmetry of roles). The empirical findings showed that there are substantial differences between the high and low performance groups.

Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment

This study examines the influence of social presence, interactions (student-student and teacher-student) and emotional engagement on active learning within the context of social web-based collaborative learning (SWBCL). In order to accomplish this objective, an empirical study was conducted with 416 students from two universities, organized into groups of 4 or 5 students, who were instructed to complete a collaborative project over the course of one semester. At the end of the project, the students filled out a questionnaire and the resulting data was analyzed using the partial least squares (PLS) technique. The results suggest that social presence and teacher-student interaction have a positive influence on students' active learning, both directly and indirectly, through emotional engagement. This variable also mediates the influence of student-student interactions, which have a less significant impact on active learning than the other analyzed variables. Consequently, this study offers important contributions to the study and practice of active learning in a SWBCL environment.