• Title, Summary, Keyword: Online Collaborative Learning

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Online Collaborative Learning according to Learning Task Types (학습과제 유형에 따른 온라인 협력학습)

  • Lee, Sung-Ju;Kwon, Jae-Hwan
    • Journal of Internet Computing and Services
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    • v.11 no.5
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    • pp.95-104
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    • 2010
  • As the computer and the communication technology are an unity, the collaborative learning based on constructivism is emphasized more than learning by forming external representation. Especially, online has characteristics not only to facilitate collaborative activities but to make students collaborators. In online collaborative learning, learning task is an integrated element in course design and an important portion deciding learning design, learning environment and learning process. Thus this study explored collaborative learning model according to the learning task type.

Online Collaborative Language Learning for Enhancing Learner Motivation and Classroom Engagement

  • Jeong, Kyeong-Ouk
    • International Journal of Contents
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    • v.15 no.4
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    • pp.89-96
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    • 2019
  • This study examines the impact of online collaborative English language learning to enhance learner motivation and classroom engagement in university English instruction. The role of learner motivation and classroom engagement has gained much attention under the premises of current constructivist framework of English as a foreign language education. To promote learner motivation and classroom interaction in English instruction, participants in this study engaged in integrative English learning activities through online group collaboration and peer-tutoring. They exchanged productive peer response and shared their learning experiences throughout the integrative English learning activities. Digital technology played an integral role in motivating the learning process of the participants. Data for this study were gathered through an online questionnaire survey and semi-structured interviews. The data were analyzed based on the ARCS motivational model of instructional design to identify the motivational aspects of integrative English learning activities. This study reveals that participants of this study regarded online collaborative English learning activities as the positive and motivating learning experience. The online collaborative English reading instruction had positive effect on improving EFL university students' learning performance. Participants of this study also identified affective and metacognitive benefits of online collaborative EFL learning activities for learner motivation and classroom engagement. This study reveals that the social networking platform in online group collaboration played a crucial role for the participants in understanding the integration of online group collaboration as the positive and effective language learning strategy. This study may have implications in suggesting the effective instructional design for promoting learner motivation and classroom interaction in EFL education.

Collaborative Learning Agent for Promoting Group Interaction

  • Suh, Hee-Jeon;Lee, Seung-Wook
    • ETRI Journal
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    • v.28 no.4
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    • pp.461-474
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    • 2006
  • This project aims to design and develop a prototype for an agent that support online collaborative learning. Online collaborative learning, which has emerged as a new form of education in the knowledge-based society, is regarded as an effective method for improving practical and highly advanced problem-solving abilities. Collaborative learning involves complicated processes, such as organizing teams, setting common goals, performing tasks, and evaluating the outcome of team activities. Thus, a teacher may have difficulty promoting and evaluating the entire process of collaborative learning, and a system may need to be developed to support it. Therefore, to promote interaction among learners in the process of collaborative learning, this study designed an extensible collaborative learning agent (ECOLA) for an online learning environment.

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Research on Instructional Design Models for Cross-Cultural Collaborative Online Learning (온라인 국제교류 협력학습 설계모형 탐구)

  • Park, SangHoon
    • Journal of Digital Convergence
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    • v.16 no.10
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    • pp.1-9
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    • 2018
  • The purpose of this study is to examine the concepts and types of cross-cultural collaborative online learning that enhance the utilization of advanced ICT in education and contribute to the promotion of educational exchanges between countries, and suggest exchange learning design models necessary for the active introduction. For this study, previous studies related to cross-cultural collaborative online learning were examined. As a result, cross-cultural collaborative online learning is an educational method based on constructivism that explore and construct knowledge by interacting and collaborating with students, teachers, and field experts who are linguistically and culturally heterogeneous based on advanced ICT. The type of cross-cultural collaborative online learning could be divided into synchronous exchange learning centered on remote video classes and asynchronous exchange learning centered on website based tasks. A PPIE learning design model considering the characteristics of each type is presented.

Teaching a Database Course with Collaborative Team Projects

  • Park, Jae-Hwa
    • The Journal of Information Technology and Database
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    • v.4 no.1
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    • pp.65-77
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    • 1997
  • This paper describes and effective teaching approach to an undergraduate database course. This research draws on practical experience based on the hands-on practice approach which leads students to develop a database application utilizing various tools. Students not only learn concepts, methodologies and tools of database technology in class and through online multimedia learning aids, but also practice how to integrate them through collaborative team projects. The course employs collaborative learning approach and multimedia and internet technologies. Students are encouraged to work collaboratively on assignments and projects and to learn independently through online multimedia learning aids.

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A Study on the Design and Implementation of Web Based Collaborative Learning Systems for Improving Interactivity among Learners (e러닝환경에서 학습자간 상호작용활동 증진을 위한 웹기반 협동학습시스템의 설계 및 구현에 관한 연구)

  • Lee, Dong-Hoon;Lee, Sang-Kon;Lee, Ji-Yeon
    • Journal of Information Technology Services
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    • v.6 no.3
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    • pp.195-207
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    • 2007
  • This study describes the design and implementation of web based collaborative learning system to improve interactivity among learners. Based on suggestions from previous studies, the system is composed of three main parts : the community module, the learning module, and the administrative module. The study participants were 254 university students from two different institutions. They were divided into 43 groups and asked to complete an online TOEIC preparation module using the learning system over 4 weeks. Survey data were collected at three points from each participant-before and 3 weeks after the beginning of the online module and at the completion of the module. The result indicates that the usage of this system is positively related to the learners' collaborative learning activities, the level of sense of community, and learner satisfaction both at the individual and group levels.

Interface Design of Online Collaborative Learning Environment for Person Storytelling - From CSCL point of view for digital media design - (퍼스널 스토리텔링의 온라인 협력 학습을 위한 인터페이스에 대한 연구 - CSCL을 통한 디지털 미디어 디자인의 학습 측면에서 -)

  • Song, Ji-Won
    • Archives of design research
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    • v.20 no.1
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    • pp.155-166
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    • 2007
  • This study is about an interface design supporting collaborative learning activities in online environment in which people exchange their knowledge and give feedback on personal storytelling to each other. Interface design issues from the viewpoint of Computer Supported Collaborative Learning (CSCL) on digital media design are considered. Based on collaborative learning theories and analysis on the existing online collaborative sites about digital media, such as online forums for digital pictures and films, interface guidelines are suggested and the interface is designed. The interface design is evaluated through a pilot test. The interface for collaborative learning on personal storytelling is designed to support observation and to provide a scaffolding for valuable conversation. It is also designed to help intersubjectivity of online conversation and an easy access to media.

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The Development and Application of International Collaborative Writing Courses on the Internet

  • Chong, LarryDwan
    • English Language & Literature Teaching
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    • v.13 no.2
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    • pp.25-45
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    • 2007
  • In this article, I discuss an International Collaborative Writing Course on the Internet (ICWCI) that focused on the learning effectiveness Korean EFL students (KEFLSs) perceived to be necessary to exchange with international EFL students (IEFLSs). The course development was based on an internet-based instructional module, applying widely accepted EFL theories for modern foreign language instruction: collaborative learning, process writing, project-based learning, and integrated approaches. Data from online discussion forum, mid-of-semester and end-of-semester surveys, and final oral interviews are conducted and discussed. KEFLSs and IEFLSs were questioned about (a) changes in attitude towards computers assisted language learning (CALL); (b) effect of computer background on motivation; (c) perception of their acquired writing skills; and (d) attitude towards collaborative learning. The result of this study demonstrated that the majority of ICWCI participants said they enjoyed the course, gained fruitful confidence in English communication and computer skills, and felt that they made significant progress in writing skills. In spite of positive benefits created by the ICWCI, it was found that there were some issues that are crucial to run appropriate networked collaborative courses. This study demonstrates that participants' computer skills, basic language proficiency, and local time differences are important factors to be considered when incorporating the ICWCI as these may affect the quality of online instructional courses and students' motivation toward network based collaboration interaction.

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Collaborative Learning Supporting Agent for Facilitating Peer Interaction (상호작용 촉진을 위한 협력학습지원 에이전트)

  • Suh Hee-Jeon;Moon Kyung-Ae
    • The KIPS Transactions:PartA
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    • v.12A no.6
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    • pp.547-556
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    • 2005
  • Online collaborative teaming, which has emerged as a new type of education in knowledge-based society, is being discussed actively in the areas of action learning at companies and project-based learning and inquiry-based learning at schools. It regards as an effective method for improving learners practical and highly advanced problem solving abilities, and for stimulating their absorption into learning through pursuing common goals of learning together. Different from individual learning, however, collaborative learning involves complicated processes such as organizing teams, setting common goals, performing tasks and evaluating the outcome of team activities .Thus, it is difficult for a teacher to promote and evaluate the whole process of collaborative learning, and it is necessary to develop systems to support collaborative learning. Therefore, in order to monitor and promote interaction among learners in the process of collaborative learning, the present study developed an extensible collaborative teaming supporting agent (ECOLA) in online learning environments.