A Didactic Experience in Collaborative Learning Supported by Digital Media

Cattafi, Ricardo A.; Metzner, Christiane

doi:10.28945/929

Cited by 5 publications

(3 citation statements)

References 1 publication

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“…Collaborative tools can serve as a knowledge platform for a community of practice where members of the community can share their knowledge with the group, post information, work together, and critically discuss issues (Cattafi & Metzner, 2007). The use of collaborative tools is characterized by some of the elements fundamental to a community of practice, including an online presence, a variety of interactions, communication, participation, relevant content, and relationships to a broader subject field of interest.…”

Section: Tools For Collaborative Writingmentioning

confidence: 99%

Education Students’ Use of Collaborative Writing Tools in Collectively Reflective Essay Papers

Brodahl

Hansen

2014

JITE:Research

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Google Docs and EtherPad are Web 2.0 tools providing opportunity for multiple users to work online on the same document consecutively or simultaneously. Over the last few years a number of research papers on the use of these collaborative tools in a teaching and learning environment have been published. This work builds on that of Brodahl, Hadjerrouit, and Hansen (2011) expanding its case study. The theoretical framework is the same as the one underlying Brodahl et al. (2011), drawing on two learning theories, the social-constructivist learning theory and the community of practice, and their relationships to collaborative tools. The literature review is extended to cover the recent research work in the field, related to Web 2.0 technologies in higher education.The case study of Brodahl et al. (2011) involved 201 education students who had just begun their four-year initial teacher education. However, 24 students are omitted in the current work, and the result tables from Brodahl et al. (2011) accordantly updated. Disregarding particular groups of students was due to their specific local dispersion, as they conducted their entire assignment and collectively reflective essay paper at the same physical location and, with respect to this, reported the use of collaborative tools as superfluous and unwanted in their setting.Partly based on the same survey, this work presents a case study investigating education students' perceptions of collaborative writing reflective essay papers. However, where Brodahl et al. (2011) presented a solely quantitative study derived from closed-ended questions, this work incorporates the survey's open-ended questions in a qualitative analysis. The analysis also draws on the students' written reflections on their experiences.The qualitative analysis supports the conclusion of Brodahl et al. (2011) that technical problems were a major issue, mostly related to EtherPad. All but one complaint about technical difficulties stemmed from EtherPad users during a limited period of time. Other major negative feedback concerned group size; several groups pointed out difficulties with organizing the work, problems of Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission.Education Students' Use of Collaborative Writing Tools keeping track when editing simultaneously, and failure to produce a unified document. Positive issues frequently m...

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Section: Tools For Collaborative Writingmentioning

confidence: 99%

Education Students’ Use of Collaborative Writing Tools in Collectively Reflective Essay Papers

Brodahl

Hansen

2014

JITE:Research

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“…Traditional collaborative writing practices tend to be limited within the group members (Chao & Lo, 2011), whereas Web 2.0 tools enable students to benefit collectively, through which they can post information, interact, and discuss the tasks collaboratively (Brodahl, Hadjerrouit & Hansen, 2011;Cattafi & Metzner, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ Perceptions and the Potential Impact of Web 2.0 Tools in Collaborative Writing Classes

Eren

Atay

2021

EFLIJ

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Information and communication technology (ICT) has been increasingly implemented in L2 writing contexts for the last decade. A wide range of research was conducted mostly on the use of a single most commonly used Web-based social tool such as wikis or blogs while other practical tools that can be combined in L2 writing classes remained largely unexplored in the literature. To address this gap, the present study investigated the effect of using various Web 2.0 tools on learners’ L2 writing performances and perceptions of students towards integration in the context of Turkish higher education. Drawing upon the theoretical framework of social constructivism, three commonly practiced Web 2.0 tools, i.e., Socrative, Padlet and Google Docs, were integrated into the experimental collaborative writing class. The data were collected by means of students’ writings, focus group interviews and teacher observation checklists. An independent sample t-test of the writing score gains revealed that Web 2.0 tools group had statistically significant higher writing outcomes. Analysis of the qualitative data concluded that varied Web 2.0 tools provided students with significant benefits such as encouraged learner autonomy, increased motivation and participation in addition to much more enjoyable writing lessons and enhanced social interaction.

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“…The collaborative (or cooperative) learning approach may have an important role to play in enhancing the effectiveness of current elearning environments. This learning approach has long been the subject of much study by educational researchers and designers (e.g., Cattafi & Metzner, 2007;Slavin, 1983). Hooper (1992) defined cooperative learning in terms of four aspects of cooperation: behavior, incentive structure, task structure, and motive.…”

Section: Collaborative Learningmentioning

confidence: 99%

Online Learner Satisfaction and Collaborative Learning

Alkhalaf

Nguyen

et al. 2013

International Journal of Information and Communication Technology Education

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Despite the considerable potential for e-learning to improve learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixed-methods approach in investigating the underlying reasons for this situation. Results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them and their fellow students. When interactions do occur, students indicate overwhelmingly that they find such interactions useful. Together, these findings suggest that greater student interaction, which could be fostered through the use of collaborative learning, is likely to be both popular with students and beneficial to their learning outcomes.

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A Didactic Experience in Collaborative Learning Supported by Digital Media

Cited by 5 publications

References 1 publication

Education Students’ Use of Collaborative Writing Tools in Collectively Reflective Essay Papers

Education Students’ Use of Collaborative Writing Tools in Collectively Reflective Essay Papers

Students’ Perceptions and the Potential Impact of Web 2.0 Tools in Collaborative Writing Classes

Online Learner Satisfaction and Collaborative Learning

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