This meta-analysis examined 15 studies on collaborative online learning. The studies were selected based on their relevance to the theme and analyzed to synthesize their findings. The analysis found that collaborative online learning is most effective when students establish relationships, receive timely feedback, and have responsibility in their learning. For collaborative learning to succeed, participants must support each other and there needs to be structure, accountability, and continued research in the field.
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
Paper presentation delivered at European Association for Learning and Instruction's Higher Education SIG conference, 'Future visions for learning and teaching', Kirkkonummi, Finland, 15th June 2010.
"Innovating an integrated approach to collaborative eLearning practices in hi...eraser Juan José Calderón
"Innovating an integrated approach to collaborative eLearning practices in higher education: the case study of a corporate communication e-platform" de Cindy Sing Bik Ngai , Wing Man Lee, Patrick Pak Kei Ng and Doreen Dongying Wu Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong, People’s Republic of China aparecido en el STUDIES IN HIGHER EDUCATION https://doi.org/10.1080/03075079.2018.1482266
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
Paper presentation delivered at European Association for Learning and Instruction's Higher Education SIG conference, 'Future visions for learning and teaching', Kirkkonummi, Finland, 15th June 2010.
"Innovating an integrated approach to collaborative eLearning practices in hi...eraser Juan José Calderón
"Innovating an integrated approach to collaborative eLearning practices in higher education: the case study of a corporate communication e-platform" de Cindy Sing Bik Ngai , Wing Man Lee, Patrick Pak Kei Ng and Doreen Dongying Wu Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong, People’s Republic of China aparecido en el STUDIES IN HIGHER EDUCATION https://doi.org/10.1080/03075079.2018.1482266
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
Paulina Kuforiji, Columbus State University
Florence Wakoko-Studstill, Columbus State University
Bonita Williams, Columbus State University
Harriet Nabushawo, Makerere University
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
Turning up critical thinking in discussion boardseLearning Papers
This paper adopts a constructivist view of learning. It seeks to explore the mechanisms behind knowledge construction and higher-order thinking in discussion board usage amongst a less traditional, increasingly growing student population of work-based, distance learners.
Authors: Susan Wilkinson, Amy Barlow
An Overview of Criteria for Selecting an LMS.docx.David Brooks
Paper presented at Second Canadian International Conference on Advances in Education,Teaching & Technology 2017, 29-31 July, 2017, Toronto, Canada
This letter is to inform you that the scientific committee has selected your abstract for oral presentation in the Second Canadian International Conference on Advances in Education,Teaching & Technology 2017 (EduTeach2017) which will be held on 29-31 July 2017, at the International Living & Learning Center, Ryerson University, Toronto, Canada.
THE EFFECTS OF COMMUNICATION NETWORKS ON STUDENTS’ ACADEMIC PERFORMANCE: THE ...IJITE
Social networks, as the most important communication tools, have had a profound impact on social aspects of community user interactions and they are used widely in various fields, such as education. Student interaction through different communication networks can affect individual learning and leads to improved academic performance. In this study, a combined approach of social network analysis and educational data mining (decision tree method) was used to study the impact of communication networks, behavior networks
and the combination of these two networks on students’ academic performance considering the role of factors such as computer self-efficacy, age, gender and university. The results of this study, which included 139 students, indicate gender is highly prioritised in all three models. Moreover, according to the results all three models had enough confidence level that among them communication networks with higher
confidence, accuracy and precision had significant impacts on the prediction of academic performance.
Dossier catálogo de la exposición "Intimus" con obras de Rafael Lafuente, Daniel Pozo y Chechu Ciarreta que se pudo ver en la edición de Room Art Fair en 2013.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
Paulina Kuforiji, Columbus State University
Florence Wakoko-Studstill, Columbus State University
Bonita Williams, Columbus State University
Harriet Nabushawo, Makerere University
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
Turning up critical thinking in discussion boardseLearning Papers
This paper adopts a constructivist view of learning. It seeks to explore the mechanisms behind knowledge construction and higher-order thinking in discussion board usage amongst a less traditional, increasingly growing student population of work-based, distance learners.
Authors: Susan Wilkinson, Amy Barlow
An Overview of Criteria for Selecting an LMS.docx.David Brooks
Paper presented at Second Canadian International Conference on Advances in Education,Teaching & Technology 2017, 29-31 July, 2017, Toronto, Canada
This letter is to inform you that the scientific committee has selected your abstract for oral presentation in the Second Canadian International Conference on Advances in Education,Teaching & Technology 2017 (EduTeach2017) which will be held on 29-31 July 2017, at the International Living & Learning Center, Ryerson University, Toronto, Canada.
THE EFFECTS OF COMMUNICATION NETWORKS ON STUDENTS’ ACADEMIC PERFORMANCE: THE ...IJITE
Social networks, as the most important communication tools, have had a profound impact on social aspects of community user interactions and they are used widely in various fields, such as education. Student interaction through different communication networks can affect individual learning and leads to improved academic performance. In this study, a combined approach of social network analysis and educational data mining (decision tree method) was used to study the impact of communication networks, behavior networks
and the combination of these two networks on students’ academic performance considering the role of factors such as computer self-efficacy, age, gender and university. The results of this study, which included 139 students, indicate gender is highly prioritised in all three models. Moreover, according to the results all three models had enough confidence level that among them communication networks with higher
confidence, accuracy and precision had significant impacts on the prediction of academic performance.
Dossier catálogo de la exposición "Intimus" con obras de Rafael Lafuente, Daniel Pozo y Chechu Ciarreta que se pudo ver en la edición de Room Art Fair en 2013.
A iniciação à guitarra em videochamadaGil Ferreira
O trabalho integra-se na disciplina de Projeto Educativo no âmbito do Mestrado em Ensino de Música na Universidade de Aveiro. Este Projeto Educativo tem como objetivo a implementação de um programa de iniciação à guitarra em videochamada. Observar-se-á a eficácia da referida tecnologia de comunicação na transmissão das competências envolvidas na iniciação à guitarra clássica em alunos sem conhecimentos prévios do instrumento. No final reflectir-se-á acerca dos limites e possibilidades da videochamada na iniciação à guitarra. O documento de apoio ao projeto educativo (DAPE) descreve e contextualiza as diversas fases da investigação da implementação de um programa de iniciação à guitarra em videochamada na Internet – com recurso à aplicação informática Skype.
This dissertation was developed within Educational Project, a subject in the Masters Course in Music Education at Universidade de Aveiro. This Educational Project aims at implementing an initial guitar training programme to be taught through video call. The effectiveness of this communication technology shall be observed in the transmission of beginner’s level skills in classical guitar to students who did not have previous knowledge of the instrument. In conclusion, one shall reflect on the limits and possibilities of video call in beginner’s level guitar teaching and learning. The document supporting the educational project (DAPE) describes and contextualizes the various stages of the above mentioned investigation using the computer application Skype.
Vereadora Cléo consegue liberação de verba para postos de saúde de Ribeirão P...Luís Carlos Nunes
Através de solicitação feita a deputada federal Renata Abreu (PTN), a vereadores Cléo Meira conseguiu liberação de R$ 150.000,00 (cento e cinquenta mil reais) que deveram ser utilizados em 10 postos de saúde de Ribeirão Pires para aquisição de móveis, equipamentos diversos, ar condicionado, refrigerador, câmara para conservação de imunobiológicos, dentre outro (ver documento ao final do texto).
Segundo a vereadora Cléo Meira (PTN), a deputada Renata Abreu é uma grande aliada de Ribeirão Pires. Agradeço muito toda a atenção da deputada Renata Abreu que sempre vem atendendo na medida do possível as nossas reivindicações.
Cléo disse ainda que esse recurso deve contribuir em muito na melhoria da qualidade de atendimento aos pacientes da cidade e também nas condições de trabalho dos servidores.
Guia para la selección y utilización de calzado de uso profesionalegrandam
Descargado de: Gobierno de España, Ministerio de Empleo y Seguridad Social, http://www.insht.es/InshtWeb/Contenidos/Documentacion/TextosOnline/Guias/Guias_Orientativas_EPI/Ficheros/calzado
Computers & Education 55 (2010) 1721–1731
Contents lists available at ScienceDirect
Computers & Education
journal homepage: www.elsevier.com/locate/compedu
Learning presence: Towards a theory of self-efficacy, self-regulation, and the
development of a communities of inquiry in online and blended learning
environments
Peter Shea a,*, Temi Bidjerano b
a University at Albany, State University of New York, Albany, NY 12222, United States
b Furman University, Greenville, SC 29613, United States
a r t i c l e i n f o
Article history:
Received 13 April 2010
Received in revised form
20 July 2010
Accepted 21 July 2010
Keywords:
Online learning
Community of inquiry framework
Learning presence
Teaching presence
Social presence
Cognitive presence
Self-efficacy
* Corresponding author.
E-mail addresses: [email protected] (P. Sh
0360-1315/$ – see front matter � 2010 Elsevier Ltd. A
doi:10.1016/j.compedu.2010.07.017
a b s t r a c t
In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000)
suggesting that the model may be enhanced through a fuller articulation of the roles of online learners.
We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-
year institutions in which we examine the relationship between learner self-efficacy measures and their
ratings of the quality of their learning in virtual environments. We conclude that a positive relationship
exists between elements of the CoI framework and between elements of a nascent theoretical construct
that we label “learning presence”. We suggest that learning presence represents elements such as self-
efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner
self-regulation. We suggest that this focused analysis on the active roles of online learners may contribute
to a more thorough account of knowledge construction in technology-mediated environments
expanding the descriptive and explanatory power of the Community of Inquiry framework. Learning
presence: Towards a Theory of Self-efficacy, Self-regulation, and the Development of a Communities of
Inquiry in Online and Blended Learning Environments.
� 2010 Elsevier Ltd. All rights reserved.
1. Introduction
Online education continues to grow and is playing and increasingly significant role in US higher education. Recent research indicates that
more 4 million higher education learners, i.e. 25% of all college students, are enrolled in at least one online course (Allen & Seaman, 2010)
This represents an increase of more than 100% from just four years ago. In addition to this rapid growth, research is beginning to emerge
indicating that online education has transcended the “no significant difference” phenomena. For more than a decade the accepted wisdom
has been that online education and its predecessor, “distance learning” resulted in no significant difference relative to learning outcomes
achieved through classroom ins.
The seven principles of online learning: Feedback from faculty and alumni on ...eraser Juan José Calderón
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Cynthia Janet Tanis,
ABSTRACT
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning.
This presentation will assist in preparing a novice online EFL teacher for not only the complexities, problems, responsibilities and challenges encountered but also the tremendous rewards that can be gained from the e-moderation process. The role played by the e-moderator in creating and teaching an online course in English as a Foreign language will be explored. In particular, the e-moderators beliefs and perceptions as well as the challenges encountered throughout the process. Furthermore, It will detail the relevant theories of online learning and show how they are represented through various models, creating a framework to assist the e-moderation process.
Giving Back: Exploring Service-Learning in an Online EnvironmentRochell McWhorter
This is the last author's copy. To read the published copy:
http://www.ncolr.org/issues/jiol/v14/n2/3
Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education.
Using Socrative and Smartphones for the support of collaborative learning IJITE
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning
process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers
due to its effects on student learning performance. In this study, our primary objective is to investigate the
effect of Socrative with combination of smartphones on student learning performance. We also observed
the benefits of interactivity between the teacher and the students and among classmates, which positively
influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
Using Socrative and Smartphones for the support of collaborative learning IJITE
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning
process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers
due to its effects on student learning performance. In this study, our primary objective is to investigate the
effect of Socrative with combination of smartphones on student learning performance. We also observed
the benefits of interactivity between the teacher and the students and among classmates, which positively
influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
Using socrative and smartphones for the support of collaborative learningIJITE
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning
process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers
due to its effects on student learning performance. In this study, our primary objective is to investigate the
effect of Socrative with combination of smartphones on student learning performance. We also observed
the benefits of interactivity between the teacher and the students and among classmates, which positively
influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
A summary of evidence-based practices in creating community in online education, tips for leveraging Moodle tools to create online community, and a list of resources for further reading.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Digital Tools and AI for Teaching Learning and Research
6610collins3a
1. A Meta-Analysis ofCollaborative Online Learning Carrie Collins In partial fulfillment of the requirements of Education 6610 Faculty of Education Memorial University of Newfoundland April 1, 2010
36. Conclusion A review of the research concluded that the importance of students being a part of their own learning process and having responsibility in their own learning process as a necessity for collaborative online learning.
37. Conclusions Based on the interpretation of the evidence from all studies examined in this meta-analysis, there is a connection between collaborative learning and social constructivist theory Online learning environments have the potential to thrive because of the constructivist nature Technology rich collaborative learning environment stimulates learning by allowing students to be active participants in their learning.
38.
39.
40. References Frydenberg, M. (2008). Wikis as a tool for collaborative course management. MERLOT Journal of Online Learning and Teaching , 4 (2), 169 – 181. Fung, Y. Y. (2004). Collaborative online learning: interaction patterns and limiting factors. Open Learning: The Journal of Open and Distance Learning, 19 (2), 135 — 149. Kennedy, D., & Duffy, T. (2004). Collaboration—a key principle in distance education. Open Learning: The Journal of Open and Distance Learning, 19 (2), 203 — 211. Koh, M. H., & Hill, J.R. (2009). Student perceptions of group work in an online course:Benefits and challenges. Journal of Distance Education / Revue de l'Éducation à Distance, 23 (2), 69-92. Lee, S.-h., Magjuka, R., Liu, X., & Bonk, C. J. (2006). Interactive technologies for effective collaborative learning. International Journal of Instructional Technology and Distance Learning, 3 (6), 17 - 32. Levinsen, K. T. (2006). Collaborative On-line teaching: The inevitable path to deep learning and knowledge sharing. Electronic Journal of e-Learning , 4 (1), 41-48. Li, Y., Dong, M., & Huang, R. (2009). Toward a semantic forum for active collaborative learning. Educational Technology & Society, 12 (4), 71–86. Luckin, R., Clark, W., Graber, R., Logan, K., Mee, A., & Oliver, M. (2009). Do Web 2.0 tools really open the door to learning? Practices, perceptions and profiles of 11-16-year-old students. Learning, Media and Technology, 34 (2), 87 -104. Philip, R., & Nicholls, J. (2009). Group blogs: Documenting collaborative drama processes. Australasian Journal of Educational Technology, 25 (5), 683-699. Pozzi, F. (2009, December 14 ). Using jigsaw and case study for supporting online collaborative learning. Computers & Education, 1-9. Tilchin, O. (2009). Stimulating collaborative learning by doing study projects. International Journal of Instructional Technology and Distance Learning, 6 (9), 65-75. Tu, C.-H., & Corry, M. (2003). Building active online interaction via a collaborative learning community . Computers in the Schools, 20 (3), 51-59. Wang, M., Poole, M., Harris, B., & Wangemann, P. (2001). Promoting Online Collaborative Learning Experiences for Teenagers. Educational Media International, 38 (4), 203- 215. Wheeler, S., Yeomans, P., & Wheeler, D. (2008). The good, the bad and the wiki: Evaluating student-generated content for collaborative learning. British Journal of Educational Technology, 39 (6), 987-995 Zach, L., & Agosto, D. E (2009). Using the online learning environment to develop real-life collaboration and knowledge-sharing skills: A theoretical discussion and framework for online course design. MERLOT Journal of Online Learning and Teaching, 5 (4), 590-599.
Editor's Notes
Collaboration amongst learners is paramount in the creation of an ‘effective learning environment’. (Kennedy & Duffy, 2004)A sense of “community,” is also necessary to implementing online collaborative learning. (Tu & Corry, 2003)The online environment has great potential for fostering collaborative learning among distance learners who are separated in time and space. (Fung, 2004)Wikis enable students to collaboratively generate, mix, edit and synthesise subject specific knowledge within a shared and openly accessible digital space. (Wheeler, Yeomans, & Wheeler, 2008)
This presentation presents a meta-analysis of fifteen studies on the theme of collaborative online learning.Thisis an important topic because as the advocates of collaborative online learning insist that learners in collaborative online learning environments achieve higher levels of understanding and retain information better than learners who work alone.This presentation will review the methods of the meta-analysis How the studies were synthesized and analysedA summary of journals selected The findings as a result of the meta-analysis of the studiesThe implications and limitations of the research presentedExamining the culminating evidence based on the findings
Inclusion criteria of this meta-analysis was selected based upon the evidence examined from fifteen studies on the theme of collaborative online learning .Criteria for this presentationincludes studies that focused on the subject and topic of collaborative online learning. Studies had to include examples of effective use of collaborative online learning and ways students and instructors could best utilize collaborative online learning. Inclusionary keywordsinclude collaborative online learning, discussion forum, online learning environments, learning community, teamwork, student learning, online collaboration, interaction, communication, collaborative learning, project-based collaborative learning, and group work.
Also included in the inclusion criteria are examples of critical thinking, knowledge construction, and active learning. Key concepts of collaborative online learning also included: student-generated content, online discussion and asynchronous discussion – These are found using social networking sites like wikis and blogsSocial networking is the future of collaborative online learning
The information presented in these tables is a synopsis of the fifteen journals presented in this meta analysisThe journals were selected, based in the year the journal was published, name of the journal, whether the journal is a free source or subscription service journal, Also journals were selected based on the keyword criteria from the initial search and finally keywords that were not included butare relevant to the theme of collaborative online learning.
seven of the fifteen studies came from journals published in 2009. In each of the years 2008, 2006 and 2004, there were two studies each year, for a total of 6 studies. Finally, in the years of 2001 and 2003 there was one study in each year. Additionally, eight of the fifteen studies came from open source journals along with the remaining seven of the fifteen studies came from subscription service journals.
The fifteen studies based on this theme were selected based on their relevance to the theme as well as overlapping concepts, how current the information is, keywords informationThe research presented from for these studies is amalgamated in these tables so that it is used in a meaningful way
The purpose of this meta-analysis examined the collaborative process essential to online learning, looking at the three components of online learning: communication, cooperation, and collaboration. These studies, listed in the preceding tables looked at how and why students utilize online discussion forums as well as the theories and practices for an interactive collaborative learning community in an online environment. This meta-analysis also explored the approaches and effectiveness of social networking sites to enhance traditional online learning situations, and how these types of online learning environments promote and support collaborative learning through the use of student created content.
The evidence gathered from these studies is consistent with theoretical framework based on Constructivist Theory. Social constructivism is where learners build upon their prior knowledge by interacting with their peers in the social environment. In such an environment, learners use their existing knowledge and apply what they know to solve real-world problems, and where learners are free to explore and create. Though most studies in this meta-analysisutilized constructivist theories, Kennedy and Duffy, Li, Dong, and Huang , Pozzi, and Tilchin used a communication model as a foundation for their research.
There were many overlapping methods of data collection. Often when a researcher conducted a survey or used a questionnaire they would do a follow up interview either with a focus group or a sample of the group studied. Tilchin based his information on a literature review there was no empirical data collectedWhile Tu and Corry’s information provided details as to how to develop strategies to promote effective collaborative online learning.Li, Dong, and Huang, Luckin et al,Wheeler, Yeomans, and Wheeler, and Zach and Agosto gathered data based on quantity and quality of the postings and threads of discussion boards and the participation when using wikis and blogs.
The studies conducted by Kennedy and Duffy, Lee, Magjuka, Liu, and Bonk, Levinsen, Tu and Corry, Philip and Nicholls, Tilchin, Wheeler, Yeomans, and Wheeler, and Zach and Agosto were based on qualitative research methods. Five of the fifteen studies, Frydenberg, Koh and Hill, Luckin, et al., Pozzi, and Wang, et al. used the mixed method of qualitative and quantitative research methods. And finally the remaining two studies, Fung and Li, Dong, and Huang were quantitative studies. Data collected was based on perceptions of the authors, transcripts from online postings, observations and survey results. Data was also collected using a communication model.Data based on quantitative research was complied in tables and graph. all studies were based on the perceptions of the authors based on either their research or their models.
Levinsen and Li, Dong, and Huang found a need for a more effective way for learners to collaborate online;meaningnot reading every posting to be engaged in the learning environment. Students preferred to spend less time browsing and searching, and more time utilizing valuable information for more effective collaboration and reflection. Collaborative learning was found to improve students’ learning by vastly improving organization of class and personal resources. If students feel confused or stressed by their learning situation they are less likely to participate in the collaborative learning experience and focus on their own learning and become less explorative and reflective. An overall finding was that the design of an online learning environment should meet the needs of the participants;
The participants in collaborative online learning must be aware of the expectations, while instructors should work to establish a sense of community with the members of the groupA proactive teacher is essential for the success of collaborative online learning; the development of a supportive community is a means of motivation and learning support for participants in online learning environments . sufficient training for instructors is needed to teach and learn using the technology as well as to help facilitate satisfactory synchronous and asynchronous discussion
Through the development of their communication models and theories Frydenberg Lee, Magjuka, Liu, and Bonk, Li, Dong, and Huang, Philip and Nicholls, Tu and Corry, and Wang, et al. concluded collaborate online learning can promote higher level thinking skills and promote cooperative learning skills. that if students were to become critical thinkers and independent worker using collaborative online software, this would prepare them for work in their future career choices, which will have a positive impact on how students collaborate as working professionals.
the success of collaborative online learning is based on effective and ongoing meaningful contributions by all participants. However, there needs to be a means for accessing the postings in a concise method. Participants become disinterested when they are forced to wade through countless posting that are irrelevant and one-sided. However there was little evidence of how this method of conciseness could be achievedthere was alsolittle evidence to support Wheeler, Yeomans, and Wheeler, and Tu and Corry’s claim that the instructor of online environments need to be adequately trained in order to meet the needs of all learners. Although it was evident that for the success of online learning environments the instructors must be very clear and concise of their expectations and should also monitor contributions to ensure that there is a balance discussion by all participants. Instructors must demonstrate organizational skills, as well as management and planning skills.
Lee, Magjuka, Liu, and Bonk, Levinsen, and Kennedy and Duffy examined how the use of technology encouraged and supported collaborative online learning, and how constructivist theory is directly linked to collaborative online learning. Wang, et al. Found a significant increase in the participants’ self-confidence and problem solving skills when participating in in collaborating online learning. Wikis when used as a means of collaborative online communication and learning added value to learning experienceand increased the potential of learners to succeed as futureworkers and technology professionals. A strong conclusion of this meta analysis is that there needs to be continuing research in the field on collaborative online learning.
A technology rich collaborative learning environment stimulates learning by allowing students to be active participants in their learning. Participants of online learning environments need guidance, support, and assistance from teachers and instructors and classmates to ensure that all members of an online work group contribute significant material as well as thoughts and opinions. There needs to be structure and accountability; for students to be engaged in their own learning process. Wang, et al. (2001) suggested participants improved communication skills, developed strong team work and presentation skills as a result of their participation in collaborative online learning communalities. In collaborative online learning organization, management and planning are essential.
Throughout all studies compiled in this meta-analysis, there was the strong connection between collaborative learning and social constructivist theory; the importance of students being a part of their own learning process and having responsibility in their own learning process is necessary for collaborative online learning. Online learning environments have the potential to thrive because of the constructivist nature
while collaboration and knowledge sharing is not always easy, it is far more achievable within online learning environments where students are able to share and learn from one another, while having a control of their learning environment. Collaborative online learning maximizes the opportunity for sharing knowledge, ideas and materials. While learnerswillingly support one another in their learning process. Koh and Hill (2009) believe that participants of online learning environments need guidance, support, and assistance to ensure all members of an online work group contribute significant material as well as thoughts and opinions.
Participants had improved communication skills and developed stronger team work and presentation skills as a result of their participation in online learning environments. There is a need for structure within online learning environments because allowing ‘free response’ can result low quality postings or no posting at all . lack of structure can also obstruct positive cooperation and communication. Wang, et al. concluded that the participation by student developed a greater understanding of collaborative online learning and how to use these tools in problem solving and communicating.
A technology rich collaborative learning environment stimulates knowledge acquisition by allowing students to be active participants in their learning process through group projects. Levinsen, Zach and Agosto and Tilchin confirmed the successful link between social constructivism and collaborative online learning.Traditionally online learning forums have attracted learners because it allowed the participants to discuss concerns freely and with flexibility and that online learning environments have the potential to thrive because of the constructivist nature.
The implications and limitations of this meta-analysis is very detailed, yet because all the concepts and topics are interconnected, they could not be separated.A prevailing theme through all studies examined in this meta-analysis was how the use of technology encouraged and supported collaborative online learning, which was based on constructivism. Collaborative online learning maximizes the opportunity for sharing knowledge, ideas and materials. The success of collaborative online learning is based on effective and ongoing meaningful contributions by all participants. However, there also needs to be a means for accessing online posting in a concise method. Participants become disinterested when they are forced to wade through countless posting that are irrelevant and one-sided, yet there was little evidence of how this method of conciseness could be achieved.. Instructors must demonstrate organizational skills, as well as management and planning skills. And both students and instructors need to be cognizant that traditional classroom practices do not always work in online learning environments.As a result of the evidence and data examined in this meta-analysis, it was concluded that collaborative online learning is an effective way to meet the needs of diverse learners by offering them the opportunity to work in an environment that allows them to work with their peers to share ideas and materials while, learning from one another. There is room for growth, as the traditional message board forum still has an important place in the structure of an online environment, but learners are embracing the use of wikis, blogs and other social networking tools to facilitate their learning in a more interactive manner; which is undoubtedly the future of collaborative online learning. For that reason, an in-depth examination of the social networking sites with relation to collaborative online learning would have been a more current and relevant theme to analysze.
Collaborative online learning involves two or more learners working together for a mutual learning goal, in an interactive workspace with one or more electronic tool or computer used to support collaboration activities. For a collaborative online learning environment to be positive and successful, members must be willing to support one another in their learning process.
There needs to be interaction among participants within their own postings and in response to the postings of other group members. participants improved communication skills and developed strong team work and presentation skills as a result of their participation in collaborative online learning environments.
Most online learners will have success when: they are able to establish a relationship with their group membersreceive prompt feedback from their instructor and group membersAre able to work in a timely mannerinstructors understand to the benefits of online collaboration.
A review of the research concluded that the importance of students being a part of their own learning process and having responsibility in their own learning process as a necessity for collaborative online learning.
Based on the interpretation of the evidence from all studies examined in this meta-analysis, there is a connection between collaborative learning and social constructivist theoryOnline learning environments have the potential to thrive because of the constructivist natureTechnology rich collaborative learning environment stimulates learning by allowing students to be active participants in their learning.
There needs to be structure and accountability:for students to be engaged in their own learning process and in collaborative online learning organizationmanagement and planning are essential
Undoubtedly a consistent conclusion of the studies examined for this analysis stated the need for continued research.