This meta-analysis synthesizes research findings on the effects of computer-supported collaborative learning (CSCL) based on its three main elements: (1) the collaboration per se, (2) the use of ...computers, and (3) the use of extra learning environments or tools, or supporting strategies in CSCL. In this analysis, 425 empirical studies published between 2000 and 2016 were extracted and coded, and these generated the following findings. First, the collaboration had significant positive effects on knowledge gain (ES effect size = 0.42), skill acquisition (ES = 0.64), and student perceptions (ES = 0.38) in computer-based learning conditions. Second, computer use led to positive effects on knowledge gain (ES = 0.45), skill acquisition (ES = 0.53), student perceptions (ES = 0.51), group task performance (ES = 0.89), and social interaction (ES = 0.57) in collaborative learning contexts. Third, the use of extra learning environments or tools produced a medium effectfor knowledge gain (ES = 0.55), and supporting strategies resulted in an ES of 0.38 for knowledge gain. Several study features were analyzed as potential moderators.
Collaborative inquiry learning affords educators a context within which to support understanding of scientific practices, disciplinary core ideas, and crosscutting concepts. One approach to ...supporting collaborative science inquiry is through problem‐based learning (PBL). However, there are two key challenges in scaffolding collaborative inquiry learning in technology rich environments. First, it is unclear how we might understand the impact of scaffolds that address multiple functions (e.g., to support inquiry and argumentation). Second, scaffolds take different forms, further complicating how to coordinate the forms and functions of scaffolds to support effective collaborative inquiry. To address these issues, we identify two functions that needed to be scaffolded, the PBL inquiry cycle and accountable talk. We then designed predefined hard scaffolds and just‐in‐time soft scaffolds that target the regulation of collaborative inquiry processes and accountable talk. Drawing on a mixed method approach, we examine how middle school students from a rural school engaged with Crystal Island: EcoJourneys for two weeks (N=45). Findings indicate that hard scaffolds targeting the PBL inquiry process and soft scaffolds that targeted accountable talk fostered engagement in these processes. Although the one‐to‐one mapping between form and function generated positive results, additional soft scaffolds were also needed for effective engagement in collaborative inquiry and that these soft scaffolds were often contingent on hard scaffolds. Our findings have implications for how we might design the form of scaffolds across multiple functions in game‐based learning environments.
Despite the increasing number of synchronous online learning studies examining the links between engagement, readiness, and satisfaction, to the best of our knowledge, no previous research has ...focused on investigating second language (L2) learners' satisfaction in a synchronous online learning environment at two waves of data collection. The present study examines this issue by conducting a measurement at the beginning and toward the end of the semester on a sample of 82 Korean undergraduate students using self-report assessments. This study further explored the ways in which students engage in an online synchronous learning environment using qualitative data. Ordinary least squares regression analysis was utilized to examine the predictive relationships between engagement, readiness, and satisfaction. The results showed that higher readiness was associated with positive satisfaction levels at the start of the semester, while learner engagement predicted higher satisfaction levels toward the end of the course. Moreover, students’ use of learning strategies such as note-taking, recording, and searching for additional materials increased their engagement, strengthening the positive relationship between engagement and satisfaction. These findings suggest that L2 learner engagement can effectively facilitate increases in satisfaction in synchronous remote learning over the course of a semester.
In this engaging volume, Jon Dron views education, learning, and teaching through a technological lens that focuses on the parts we play in technologies, from language and pedagogies to computers and ...regulations. He proposes a new theory of education whereby individuals are not just users but co-participants in technologies—technologies that are intrinsic parts of our cognition, of which we form intrinsic parts, through which we are entangled with one another and the world around us. Dron reframes popular families of educational theory (objectivist, subjectivist, and complexivist) and explains a variety of educational phenomena, including the failure of learning style theories, the nature of literacies, systemic weaknesses in learning management systems, the prevalence of cheating in educational institutions, and the fundamental differences between online and in-person learning. Ultimately, How Education Works articulates how practitioners in education can usefully understand technology, education, and their relationship to improve teaching practice.
Abstract New school buildings are often designed for flexible innovative learning environments (ILEs) to support learning future skills better than before. However, little is known about the ...relationship between environment and pedagogy. This article examines the relationship between the environment and pedagogy from the perspective of primary school teachers in the context of teaching mathematics. We interviewed 26 teachers from 10 Finnish ILEs and did a thematic analysis. The relationship between the environment and pedagogy forms a complex network of entangled tensions between teacher's inner space, community's social space and physical space. When the tensions between these spaces were resolved in a positive way, ILEs enabled pedagogy that diversified mathematics education, improved student cohesion and teachers' well‐being at work. However, the ILEs' transformation process often appears to be left unfinished, leading to unsuccessful resolution of tensions. Further, our findings highlight the importance of four‐dimensional environmental competence in exploiting the affordances enabled by ILE.
OER-based Online Micro-courses Rory McGreal; Wayne Mackintosh; Dave Lane
Journal of open, flexible, and distance learning,
09/2023, Letnik:
27, Številka:
1
Journal Article
Recenzirano
Odprti dostop
The OER Universitas (OERu) is a consortium of more than 30 higher education institutions on five continents. It was founded in 2011 to provide learners everywhere with learning opportunities and ...pathways to official recognition or credit. The OERu maintains a very economical base with very low expenses. It supports a sustainable learning environment with incremental increases in infrastructural capacity as and when it is needed. The OERu’s global digital infrastructure has been created to facilitate learner access to micro-courses on the internet from any geographical location. This Next Generation Digital Learning Environment (NGDLE) is based entirely on free and open source software (FOSS). The OERu has established a working model for transnational micro-credentialling for approved university qualifications. To date it has supported more than 200,000 learners in over 100 countries. The OERu is based on a scalable, FOSS NGDLE which has dramatically reduced the cost of providing learning opportunities to anyone, anywhere, on the web.
OER-based Online Micro-courses Rory McGreal; Wayne Mackintosh; Dave Lane
Journal of open, flexible, and distance learning,
09/2023, Letnik:
27, Številka:
1
Journal Article
Recenzirano
Odprti dostop
The OER Universitas (OERu) is a consortium of more than 30 higher education institutions on five continents. It was founded in 2011 to provide learners everywhere with learning opportunities and ...pathways to official recognition or credit. The OERu maintains a very economical base with very low expenses. It supports a sustainable learning environment with incremental increases in infrastructural capacity as and when it is needed. The OERu’s global digital infrastructure has been created to facilitate learner access to micro-courses on the internet from any geographical location. This Next Generation Digital Learning Environment (NGDLE) is based entirely on free and open source software (FOSS). The OERu has established a working model for transnational micro-credentialling for approved university qualifications. To date it has supported more than 200,000 learners in over 100 countries. The OERu is based on a scalable, FOSS NGDLE which has dramatically reduced the cost of providing learning opportunities to anyone, anywhere, on the web.
Virtual Technologies Trends in Education Martín-Gutiérrez, Jorge; Mora, Carlos Efrén; Añorbe-Díaz, Beatriz ...
Eurasia Journal of Mathematics, Science and Technology Education,
02/2017, Letnik:
13, Številka:
2
Journal Article
Recenzirano
Odprti dostop
Virtual reality captures people’s attention. This technology has been applied in many sectors such as medicine, industry, education, video games, or tourism. Perhaps its biggest area of interest has ...been leisure and entertainment. Regardless the sector, the introduction of virtual or augmented reality had several constraints: it was expensive, it had poor ergonomics, or implied too much work to create contents. Recent technological innovations, including the rapid adoption of smartphones by society, have facilitated the access to virtual reality and augmented reality of anyone. In addition, several large companies like Apple, Facebook, Samsung, and Magic Leap, among others, have increased their investment to make these technologies to improve their accessibility within the next few years. Educational institutions will benefit from better accessibility to virtual technologies; this will make it possible to teach in virtual environments that are impossible to visualize in physical classrooms, like accessing into virtual laboratories, visualizing machines, industrial plants, or even medical scenarios. The huge possibilities of accessible virtual technologies will make it possible to break the boundaries of formal education.
Virtual information and physical objects are deployed in regular teaching all over, and until recently, blending these two environments has been a very difficult task at best. Understanding the ...concepts of geometry and their three-dimensional (3-D) space is still considered a difficult subject area for some students. Therefore, a requirement of a learning innovation arises for learning geometry to overcome the problems faced while understanding geometry by students’. The main objective of the paper is to develop Augmented Reality (AR)- based geometry learning for the android and iOS platforms than to deploy the applications among students for teaching 3-D geometry in high school students. This technology is considered to the realm of science and mathematics classroom and supports theoretical underpinnings in understanding the benefits as well as limitations of augmented reality-based learning environment (ARLE) experiences. One of the topics which are difficult for the students to understand is geometry in mathematics education. To address the problem, the article introduces a framework of mobile- based ARLE system.
Despite a surge of empirical work on student participation in online learning environments, the causal links between the learning-related factors and processes with the desired learning outcomes ...remain unexplored. This study presents a systematic literature review of approaches to model learning in Massive Open Online Courses offering an analysis of learning-related constructs used in the prediction and measurement of student engagement and learning outcome. Based on our literature review, we identify current gaps in the research, including a lack of solid frameworks to explain learning in open online setting. Finally, we put forward a novel framework suitable for open online contexts based on a well-established model of student engagement. Our model is intended to guide future work studying the association between contextual factors (i.e., demographic, classroom, and individual needs), student engagement (i.e., academic, behavioral, cognitive, and affective engagement metrics), and learning outcomes (i.e., academic, social, and affective). The proposed model affords further interstudy comparisons as well as comparative studies with more traditional education models.
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