Search results for "LAB"

Sharing and constructing perspectives in web-based conferencing

2006

Abstract This study investigates the quality and nature of virtual interaction in a higher education context. The study aims to find out variables that mediate virtual interaction, particularly the emerging processes of sharing and constructing perspectives in web-based conferencing. The purpose of this paper is to report the results on different levels of web-based discussions with parallel findings on the amount of sharing perspectives. The findings of two empirical studies are compared, and thereby also the impact of the pedagogical model designed between these two studies is evaluated. Possible explanations for why some discussions reach higher levels and include more perspective sharin…

Challenge of supporting vocational learning: Empowering collaboration in a scripted 3D game – How does teachers’ real-time orchestration make a diffe…

2012

Along with the development of new technologies, orchestrating computer-supported collaborative learning (CSCL) has become a topic of discussion because new learning spaces challenge teacher to support collaborative learning in new ways. However, despite the optimistic notions of teachers’ orchestration in CSCL situations, there are still no systematic research findings on real-time orchestration. This study is one attempt to fill in the knowledge gap on understanding the differences in knowledge construction processes between settings with and without teachers’ real time orchestration in 3D learning games from a socio-cultural perspective. The aims of the study are twofold. The first aim is…

What makes learning and understanding in virtual teams so difficult?

2004

The ideas presented in this article are especially challenged by critical questions raised by the other authors in this special issue. One of the core questions throughout the different studies is whether participants in distributed learning groups are able to successfully work on a common task and achieve a type of interaction that leads them to educationally relevant higher-level discussion and learning. This article discusses the central findings of these studies in light of the recent research on computer-supported collaborative learning. At the beginning of the article, typical problems and challenges related to learning in virtual teams are described. In the end of the discussion, som…

Using a game environment to foster collaborative learning: a design‐based study

2011

Designing collaborative three‐dimensional learning games for vocational learning may be one way to respond to the needs of working life. The theoretical vantage points of collaborative learning for game development and the ‘design‐based research’ methodology are described; these have been used to support collaborative learning in the vocational context. The aim of the empirical study is to determine, firstly, what kinds of design elements were essential from the point of view of the collaboration, and secondly, what kinds of discussions students engage in during the game. In this study, three essential features of design elements stood out. Firstly, the scripted tasks have to require true c…

Learning from Social Collaboration

2017

This chapter focuses on the challenge of evaluating game-based learning. It argues that linking game-based learning with the characteristics of a specific game or game-produced engagement is challenging. It further proposes a framework in which the game-based learning process is approached by considering (business) simulation games as Computer-Supported Collaborative Learning (CSCL) environments and presents an approach on how learning can be approached and evaluated from this perspective. In addition, it highlights how simulation game mechanics appears to be a potential way to promote learners' socio-emotional processes and give rise to social interaction and to structure collaboration amo…

Deep Networks for Collaboration Analytics : Promoting Automatic Analysis of Face-to-Face Interaction in the Context of Inquiry-Based Learning

2021

Scholars have applied automatic content analysis to study computer-mediated communication in computer-supported collaborative learning (CSCL). Since CSCL also takes place in face-to-face interactions, we studied the automatic coding accuracy of manually transcribed face-to-face communication. We conducted our study in an authentic higher-education physics context where computer-supported collaborative inquiry-based learning (CSCIL) is a popular pedagogical approach. Since learners’ needs for support in CSCIL vary in the different inquiry phases (orientation, conceptualization, investigation, conclusion, and discussion), we studied, first, how the coding accuracy of five computational models…

E-Learning material presentation and visualization types and schemes

2014

Multimedia and content visualisation provide ability to transform electronic materials into more dynamic format. This can provide positive aspect on learning, but also can overload the limited information processing capacity in human brains. Cognitive load in technology-enhanced learning is closely related to the learning styles of learners. This study examines interactions between learning styles of students and how these are related to student’s working memory and cognitive traits. To investigate the learning styles of learners the Felder- Soloman questionnaire was chosen. It allows analyse students’ learning styles with respect to the Felder-Silverman learning style model, which is t…

Working on understanding during collaborative online reading

2012

This study examines how students in Finland (16-18 years of age) constructed meaning and knowledge in a collaborative online reading situation. Student pairs ( n = 19) were asked to write a joint essay on a controversial issue. First, the pairs discussed the topic freely to activate their prior knowledge. Next, they gathered source material on the Internet. Finally, they composed a joint essay. The data were collected using an interaction approach to verbal protocol data, along with video screen captures. In the analysis, three units were employed: episodes ( n = 562) for describing online reading practices; utterances ( n = 944) for identifying collaborative reading strategies; and collab…

Social sensitivity:a manifesto for CSCL research

2021

International audience; Technologies for computer-supported collaborative learning (CSCL) are playing an increasingly prominent role in educational contexts, especially as teachers and students strive to deal with pandemic-related constraints. However, the technologies being used for collaboration on a daily basis are not sufficiently equipped to promote collaborative learning as both a cognitive and a socio-emotional process. They may even run the risk of hindering the constructive exchange of ideas and provoking disputes and negative encounters. In this squib, we argue that the field of CSCL is failing to address this risk, because our research efforts are far too scattered and siloed. We…

2018

This study presents new ways of visualising technology-enhanced collaborative inquiry-based learning (CIBL) processes in an undergraduate physics course. The data included screen-capture videos fro...