Applying adaptive swarm intelligence technology with structuration in web-based collaborative learning

One of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. We posit that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. In this paper, we propose an ant swarm collaborative learning (ASCL) environment based on a swarm intelligence system (SIS) that structures opportunities for effective collaboration and learning in a dynamic way. The results of our experiments indicate that: (1) the self-organizing behavior of SIS is positively associated with system appropriation; (2) the multi-agent-based mechanism of SIS is positively associated with system appropriation; (3) the cohesive capability of SIS is positively associated with system appropriation; and (4) the learner’s tendency toward system appropriation is positively associated with learning effectiveness. Our findings also show that learners in an ASCL environment outperform their counterparts in a general web-based learning (GWL) environment. We conclude that different types of technological support can influence the achievement in a web-based learning environment.     

The role of tasks and epistemological beliefs in online peer questioning

The current study examines the assertion that students are motivated and learn more by carrying out tasks consistent with their epistemological beliefs in web-based learning environments. In the study, 120 undergraduate students in an educational technology course participated as part of their coursework. Using a wiki, triads reciprocally asked and responded to questions as constructing either a group summary or a group argument. Students with less advanced epistemological beliefs more actively coordinated formats and procedures for group work and achieved higher comprehension of reading materials in the collaborative summary than in the collaborative argumentation. By contrast, these differences were not found for students with more advanced epistemological beliefs. However, the interaction effect between tasks and epistemological beliefs disappeared for the quality of argumentation on case problems. Independently of epistemological beliefs, collaborative argumentation promoted more constructive and interactive peer questioning activities and helped to construct higher quality arguments in case problems than collaborative summary. Therefore, the effects of matching tasks and epistemological beliefs varied depending on types of learning outcomes (comprehension vs. argumentation) in online peer questioning.     

Separating the effects of knowledge construction and group collaboration in learning outcomes of web-based courses

This research investigates the effects of knowledge construction and group collaboration in outcomes of MBA courses entirely delivered on the web. The data comes from a sample of courses conducted from summer 2000 through summer 2002. The results indicate that students achieve higher perceptions of learning in courses where knowledge is transmitted through the system, as opposed to constructed by the students, and when students are engaged in collaborative assignments. In terms of final grades, our findings show that the absence of both factors (knowledge construction and group collaboration) has a detrimental effect on student performance. Students earn on average better grades in courses where either one of these factors is present. Contrary to our expectations, the presence of both factors does not have positive synergistic effects on student performance. These findings suggest that the success of web-based courses entirely delivered online depends upon providing collaborative learning activities, and/or challenging environments where the students are responsible for the creation of their own knowledge.     

The nature of the discourse in web-based Collaborative Learning Environments: Case studies from four different countries

The present paper describes a series of case studies of collaborative learning supported by two web-based learning environments: Synergeia2 and FLE3. The case studies were conducted in Finland, Greece, Italy, and the Netherlands as a part of international project called Innovative Technologies for Collaborative Learning. The general aim of this investigation was to examine the cases in a detailed way, and to find possible indications that might explain success and difficulties related to implementation of web-based Collaborative Learning Environments. The specific aims of the present study were to investigate the nature of the students’ and teachers’ computer-mediated discourse, whether and to what extent the students and teachers actually used the knowledge types in Synergeia2 and FLE3-environments (resembling CSILE’s thinking types); and finally, to what extent the use of knowledge types was connected to the content of knowledge produced by the students and the teachers. The results showed considerable differences in the nature of the discourse and difficulties in students’ labelling of their own notes. It is suggested that the adoption and development of collaborative practices takes time: collaborative learning in web-based environments is best organized around long-lasting learning activities; instead of weeks, whole academic terms. Further, it is underlined that the selection of good sets of knowledge types is important. Software must allow teachers to construct appropriate sets of knowledge types.     

Risky business or sharing the load? - Social flow in collaborative mobile learning

Mobile learning has been built upon the premise that we can transform traditional classroom or computer-based learning activities into a more ubiquitous and connected form of learning. Tentative outcomes from this assertion have been witnessed in many collaborative learning activities, but few analytic observations on what triggers this collaboration have so far been made. However Social Flow, a concept framework that extends Csikszentmihalyi’s flow theory, may help us to partially explain the triggering mechanism of collaborative mobile learning. Our case study in this article, where learners together explore a built environment as part of a simulated security guard training programme, describes how the concept of social flow in a collaborative learning space might sketch out what triggers an optimal learning experience in collaboration and what can be additionally achieved in a collaborative learning experience. In this learning context, collaborative mobile learning might be seen to prompt more knowledge generation and extra learning tasks by fostering greater motivation than other learning environments.     

Developing a collaborative learning environment using a web-based design

Abstract Today, technology is being used to support teachers in designing interesting and stimulating learning environments for students. In this paper, a web-based design project is used to create a collaborative learning environment with the aim of inculcating collaborative skills into the learners and increasing their problem-solving and critical thinking skills. The design project was created using multimedia tools such as Dreamweaver and Adobe-Photoshop. Students worked in groups and were actively responsible for their own learning processes. Results showed that students engaged in collaborative learning enhanced their problem-solving and critical thinking skills, learned to work in a team and became more autonomous learners.     

Research and development of web-based virtual online classroom

To build a web-based virtual learning environment depends on information technologies, concerns technology supporting learning methods and theories. A web-based virtual online classroom is designed and developed based on learning theories and streaming media technologies. And it is composed of two parts: instructional communicating environment (ICE) and collaborative learning environment (CLE). ICE provides learners with learning materials, lecture videos, and interactive environment etc. CLE supports active learning by providing the environment with learning tools, learning materials and contextual discussion for learners. The environments are designed with event-based synchronous strategies and e-learning technologies standards.     

Bridging the gap between students and computers: supporting activity awareness for network collaborative learning with GSM network

The internet has been widely used to promote collaborative learning among students. However, students do not always have access to the system, leading to doubt in the interaction among the students, and reducing the effectiveness of collaborative learning, since the web-based collaborative learning environment relies entirely on the availability of computers and the internet. A web-based collaborative learning scheme based on activity awareness carried out through mobile phones is proposed herein. The proposed mechanism automatically sends SMS messages on a GSM network, based on student identity and learning activity, making the student aware of the collaborative learning context, and further improving the student's learning. A web-based collaborative learning activity was implemented in a Taiwan undergraduate class to examine the proposed scheme. Experiments demonstrated that awareness of the collaborative learning context through mobile phones significantly increased student participation in learning activity and improving student learning performance.     

Determining factors of the use of e-learning environments by university teachers

E-learning environments increasingly serve as important infrastructural features of universities that enable teachers to provide students with different representations of knowledge and to enhance interaction between teachers and students and amongst students themselves. This study was designed to identify factors that can explain teachers’ use of e-learning environments in higher education. A questionnaire was completed by 178 teachers from a wide variety of departments at Wageningen University in the Netherlands. We found that 43% of the total variance in teacher use of e-learning environments could be explained by their opinions about web-based activities and their opinions about computer-assisted learning (predictors) and the perceived added value of e-learning environments (mediating variable). In other words, teachers’ use of e-learning environments can be explained to a high extent by their perceptions of the added value of these environments, which in turn are substantially influenced by their opinions about web-based activities and computer-assisted learning.     

Web-based collaborative inquiry learning

Abstract This study proposes a web-based collaborative inquiry learning system. This system uses the World-wide web (WWW) as a source of knowledge exploration, and provides exploratory problems to guide students to think and explore. A concept map is used as a tool of anchoring and representing knowledge during inquiry process. In the process of learning, learners are allowed to exchange the evidence they have collected, their personal opinions, and the concept maps that they have built. In order to effectively integrate the inquiry learning, collaborative learning, and concept map in the system, this study proposes a collaborative inquiry learning model and related learning activities. Two studies were constructed based on the collaborative inquiry learning model to investigate students' learning processes in the collaborative inquiry learning on the web.     

Collaborative learning in multi-user virtual environments

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

网络教学协作学习模式的设计与实现

随着网络教学应用越来越广泛,将协作学习模式应用于网络教学的模式将成为一种主要的网络教学学习模式,并大大提高现有网络教学的效率和质量。本文以建构主义为基础,借鉴复杂理论的观念,对协作学习如何应用于网络教学进行分析,并且设计实际的教学模型。     

Instructional interventions to enhance collaboration in powerful learning environments

The general aim of the contributions to this special issue was to foster learning in computer supported collaborative learning environments by designing instructional interventions that enhance collaboration between learners. Scripts and external representations were used as instructional interventions to support social and cognitive processes, respectively, during collaborative learning. Although, the interventions enhanced these social and cognitive processes, beneficial effects on learning outcomes were not always found. This discussion uses cognitive load theory, particularly the expertise reversal effect, to explain these results. It is concluded that the principles from this theory which pertains to individual learning, show great promise for the design of collaborative learning environments.     

Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues

The aim of this study is to examine and to describe how student teachers engaged in courses in web-based learning environments over a period of 40-weeks develop a collective competence to collaborate. The collective competence of collaboration is defined as the level of learning ability a group of students express when using dialogues as a tool for their own and other’s learning in a web-based learning environment. The students’ contributions to the course assignments, the group responses and the collaborative discussions and dialogues were analysed and interpreted based on Bakhtin’s and Rommetveit’s theories on dialogic interactions and meaning potentials. The results describe three different levels at which students use dialogues as a tool for learning when they collaborate within the group.     

Implement web learning environment based on data mining

The need for providing learners with web-based learning content that match their accessibility needs and preferences, as well as providing ways to match learning content to user’s devices has been identified as an important issue in accessible educational environment. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. In order to achieve optimal efficiency in a learning process, individual learner’s cognitive learning style should be taken into account. Due to different types of learners using these systems, it is necessary to provide them with an individualized learning support system. However, the design and development of web-based learning environments for people with special abilities has been addressed so far by the development of hypermedia and multimedia based on educational content. In this paper a framework of individual web-based learning system is presented by focusing on learner’s cognitive learning process, learning pattern and activities, as well as the technology support needed. Based on the learner-centered mode and cognitive learning theory, we demonstrate an online course design and development that supports the students with the learning flexibility and the adaptability. The proposed framework utilizes data mining algorithm for representing and extracting a dynamic learning process and learning pattern to support students’ deep learning, efficient tutoring and collaboration in web-based learning environment. And experiments do prove that it is feasible to use the method to develop an individual web-based learning system, which is valuable for further study in more depth.     

Lessons learned from the design of situated learning environments to support collaborative knowledge construction

The main characteristics of situated learning environments (SLEs) are: to provide authentic contexts, activities, expert performances and integrated assessment; to support multiple roles and perspectives, collaborative knowledge construction, coaching and scaffolding; and to promote reflection and articulation. However, current SLEs have two limitations: (1) not all of these characteristics are included, particularly lacking collaborative knowledge construction, in most cases; and (2) most SLEs are designed to support learning activities outdoors, but not indoors. This paper presents the implementation of an SLE that overcomes these two limitations. This SLE is based on bidirectional Quick Response (QR) codes, which are enhanced QR codes that not only provide information when scanned but also collect user-generated content. This “Bidirectional SLE” is evaluated in an experiment in which it is compared with an equivalent “Traditional SLE”, which is built upon traditional QR codes. The purpose of this comparison is to understand if using bidirectional QR codes as a mechanism to support collaborative knowledge construction in indoor settings has an impact on students' learning outcomes and on their impression of the learning experience. Two hundred fifty-three students participated in this experiment. Data collected from this experiment indicate that the students who worked in the Bidirectional SLE (1) received better scores, providing better and more complete answers, and (2) evaluated their learning experience better than their peers' who worked in the Traditional SLE. Finally, a cross-analysis of these results including teachers' opinions led to a set of lessons learned about the design of SLEs to support collaborative knowledge construction.     

Using Internet technology to support flexible learning in business education

New technologies are increasingly relied upon to support innovative approaches to business education. In particular, Internet technology has expanded the reach and range of traditional universities by allowing individualized online access to information and knowledge. However, while there are many claimed pedagogical benefits, little is known about the impact and effectiveness of Internet technology in flexible learning environments. This paper reports the experience of using web-based technology to support flexible learning in an undergraduate management subject. Important teaching and learning issues associated with the development and implementation of online flexible learning resources are discussed.