A general framework for tracking and analysing learning processes in computer‐supported collaborative learning environments

Pozzi, Francesca; Manca, Stefania; Persico, Donatella; Sarti, Luigi

doi:10.1080/14703290701240929

Cited by 82 publications

(54 citation statements)

References 12 publications

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“…Thus, this study provides some evidence for the adoption of a collaborative software system hosted via the cloud to support mentorship in the online dissertation process. The use of SharePoint is useful for collaboration just as collaborative technologies have been shown useful in the distance education classroom as a communication tool, a repository and a contribution tracker (Chan and van Aalst 2004;Jermann, Soller, and Lesgold 2004;Pozzi et al 2007). When used for interaction, it supports doctoral candidates' sense of connectedness and satisfaction, two factors associated with persistence and completion of the dissertation.…”

Section: Discussionmentioning

confidence: 99%

Investigating uses and perceptions of an online collaborative workspace for the dissertation process

Rockinson‐Szapkiw¹

2012

Research in Learning Technology

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The intent of this study was to investigate 93 doctoral candidates' perceptions and use of an online collaboration workspace and content management server, Microsoft Office SharePoint, for dissertation process. All candidates were enrolled in an Ed.D. programme in the United States. Descriptive statistics demonstrate that candidates frequently use SharePoint for a variety of reasons, including assisting them in sharing and gaining information, improving the flow and organisation of the dissertation process and collaborating with their advisors mentors, in the dissertation process. Results of the multivariate analysis of variance demonstrated that doctoral students' who extensively use SharePoint have significantly higher student-to-student connectedness and student-to-advisors connectedness than doctoral students who use it moderately and on a limited basis. Additional results revealed that sense of connectedness and satisfaction are positively associated with the different features of SharePoint. Since using SharePoint to facilitate the mentorship during the dissertation process is positively associated with connectedness and satisfaction, it may positively influence completion and time to completion of a doctoral programme.

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Section: Discussionmentioning

confidence: 99%

Investigating uses and perceptions of an online collaborative workspace for the dissertation process

Rockinson‐Szapkiw¹

2012

Research in Learning Technology

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“…These concerns include increasing completion rates, addressing basic curriculum standards, student questionnaire overload, accountability and measuring teaching effectiveness and quality. Although to date the field of learning analytics has largely focused on learner progression and developing lead indicators of student attrition (Campbell, De Blois, & Oblinger, 2007;Fritz, 2011), there is much potential (and some early research) in using student interaction data to establish indicators of more complex concepts such as knowledge construction (Pozzi, Manca, Persico, & Sarti, 2007), sense of community (Dawson, 2006;Gasevic, Adesope, Joksimovic, & Kovanovic, submitted), creativity (Dawson, 2010;Dawson, McWilliam, & Tan, 2011), and self-regulated learning (Biswas, Jeong, Kinnebrew, Sulcer, & Roscoe, 2010;Winne & Hadwin, 2013).…”

Section: Assessment Of Literaciesmentioning

confidence: 99%

“…Researchers such as Macfadyen and Dawson (2010) Debate, discourse tools, give and take interactions in knowledge development (Pozzi et al, 2007) The media literacies described are still reliant upon an individual student demonstrating a certain level of competency in the more traditional literacies (Jenkins et al, 2006). A student who has limited reading and writing proficiency will continue to struggle with new media literacies.…”

Section: Assessment Of Literaciesmentioning

confidence: 99%

IRRODL Volume 15, Number 4

Authors

2014

IRRODL

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Editorial -Volume 15, Issue Number 4Nn OnlineCourses Rory McGreal Co-Editor, IRRODLWelcome to the first fall edition of IRRODL. This edition can be divided into two sections; the first is pedagogical and aimed at practitioners. It contains papers researching interaction, focusing on social and collaborative learning, synchronous and asynchronous activities, roleplaying, crowdteaching, grouping, and the effects of learning styles. The second section is aimed at distance education administrators and program directors. It contains papers on management, elearning design, and rating teachers, followed by investigations into student performance in MOOCs and the analysis of data for assessing multiliteracies and student needs. Section 1: Pedagogical papersTwo papers investigate social networking, one by open educational practitioners and the other by students.The first paper (Schreurs et al.) focuses on the activities of open educational practitioners, describing how their participation is supported in the context of online collaborations. The paper is rather long, but it was felt that the interview quotations were highly relevant and of interest to distance learning professionals. The views of students on their social networking experience in a learning management system is the subject of Özmen and Atici's qualitative research paper. Using semistructured interviews, the researchers investigate the use of social networking and the students' attitudes towards the experience. Action research is used by Koechli and Glynn to describe the development of a roleplaying website called Lake Devo as an example of an online role-play environment.The effects of the audio and visual presentations including avatars were the subject of their study, which involved surveying the students and debriefing them at the conclusion of the activities. The last two pedagogical oriented papers look at crowdsourcing and learning styles.Recker, Yuan, and Ye investigate the employment of high quality web-based content by teachers as part of a crowdsourcing community. The study examines their usage activities and analyzes their characteristics, concluding that they are engaged in "crowdteaching". In a comparative study, Çakıroğlu examines the relationships among learning styles, study habits, and learning performances in a computer science course. Section 2: Administration papersUsing Moore's theory of transactional distance and social cognitive theoretical framework, Jowallah evaluates the strategies implemented to support the research activities of postgraduate students in the University of the West Indies Open Campus.This study included the role of teaching/learning spaces, scheduling, and seminars.Examining multiple articles and texts, Hillen and Landis investigate what kinds of pedagogy, instructional design models, or didactical models are established andproposed for e-learning design in the US and Europe. They study the different educational philosophies, specific theories about learning, and e-learning design.In their study, Prasad and Usag...

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“…It is no longer understood as a mere passive storage of contents, but with the aim to generate actions and solutions in various contexts in which the concepts are applied (Pozzi et al 2007, Manca 2008). …”

Section: Learning Communitiesmentioning

confidence: 99%

Trends in ICT and Multimedia Supported Education

Papić

Bešter

2012

Organizacija

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The formal educational system is facing different problems regarding adaptation towards the needs of a modern knowledge society. In the article, two important and comprehensive challenges to today's formal educational system are discussed and commented upon. The first problem is the incoherence between the needs of the labor market and formal education system outcomes in terms of graduated students. Another problem is the distancing between the prevailing traditional pedagogical methods within formal educational institutions and the ways in which students acquire information and knowledge outside of the schools as they are becoming less and less interested in traditional lectures. It is argued that specific information and communication system technologies (ICT) supported mechanisms, such as social learning and virtual communities may address these challenges. Theories of communities and social learning that may be useful for implementation in the education system are explained and practical implementation is proposed.

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A general framework for tracking and analysing learning processes in computer‐supported collaborative learning environments

Cited by 82 publications

References 12 publications

Investigating uses and perceptions of an online collaborative workspace for the dissertation process

Investigating uses and perceptions of an online collaborative workspace for the dissertation process

IRRODL Volume 15, Number 4

Trends in ICT and Multimedia Supported Education

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