A systematic review of cloud computing tools for collaborative learning: Opportunities and challenges to the blended-learning environment

Al-Samarraie, Hosam; Saeed, Noria

doi:10.1016/j.compedu.2018.05.016

Cited by 256 publications

(161 citation statements)

References 37 publications

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“…Cloud-based technologies do not only act as a means for collaboration, but as an essential component of collaboration (Zhou, Simpson, & Domizi, 2012). Therefore, educators are turning their attention to cloud computing technologies to enhance collaboration (Al-Cattan, 2014; Guoli & Wanjun, 2010), facilitate communication (Al-Samarraie & Saeed, 2018), and support knowledge sharing among learners (Chu & Kennedy, 2011;Lin et al, 2014). Consequently, it is largely expected that in the near future, cloud tools will have a significant impact on education, enabling both learners and teachers to do their work effectively with less cost (Zurita, Baloian, & Frez, 2014).…”

Section: Cloud-based Collaborative Writing (Cbcw)mentioning

confidence: 99%

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Ahmad¹

2020

IES

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This study has devoted itself to examining the effect of using cloud-based collaborative writing on EFL students' writing quantity and quality. Twenty-one EFL students studying at Jubail College of Education, IAU University participated in the study. They were pretested in writing quantity and quality before the treatment then they practiced cloud-based collaborative writing for a whole semester before being posttested in both measures. Results from non-parametric Wilcoxon Signed Ranks revealed no significant difference between the pretest and the posttest regarding writing quantity whereas it revealed a significant difference with regard to writing quality. It was concluded that cloud-based collaborative writing can be used to improve the quality of essays written by EFL students. Recommendations and research suggestions were introduced.Through the researcher's experience as an associate professor of TEFL at Jubail College of Education, IAU University, she noticed that writing is indeed a problematic area for most EFL students and that most students get low grades in their writing exams. Furthermore, she administered a writing test to a group of these students. Through analyzing their answers, the researcher found that they wrote insufficiently and she discovered that they committed many errors in coherence, grammar, spelling, structure, word choice, punctuation, phoneme clusters, and use of prefixes and suffixes. Therefore, the need arose to search for a solution for Saudi EFL students' inability to write effectively regarding both quantity and quality. Based on the researcher's search for effective strategies that can improve EFL writing quantity and quality, cloud-based collaborative writing seemed as a promising one.

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Section: Cloud-based Collaborative Writing (Cbcw)mentioning

confidence: 99%

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Ahmad¹

2020

IES

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“…Then, the full text of each remaining article (total 57 articles) was read in which 17 articles were removed as they did not present sufficient statistics. The articles were arranged using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, which has been recommended by many previous studies (Al-Samarraie & Saeed, 2018;Neeley, Ulman, Sydelko, & Borges, 2016;O'Flaherty & Phillips, 2015;Sardi, Idri, & Fernández-Alemán, 2017) (see Figure 1).…”

Section: Research Strategymentioning

confidence: 99%

The Role of Gamification Techniques in Promoting Student Learning: A Review and Synthesis

2019

Self Cite

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“…Research has clearly demonstrated that the more students become involved with the “real life” situations, the more they learn (Liverpool‐Tasie, Adjognon, & McKim, 2019; Lo, Gdovin, Stankiewicz, Appezzato, & Garvey, 2006). Therefore, the current trends in teaching undergraduate students are to provide learning environments that are student centered, where the student can actively learn about the subject matter (Al‐Samarraie & Saeed, 2018; Duffrin, 2006; Ma, Steger, Doolittle, & Stewart, 2018). Active learning is an approach to instruction that involves actively engaging students with the course material through discussions, problem‐based learning, case studies, role plays, group projects, think‐pair‐share, peer learning, and other methods (Michael, 2004; Reitmeier, 2010).…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptions of Plickers and crossword puzzles in undergraduate studies

Mshayisa

2020

J of Food Science Edu

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In higher education, there are calls to incorporate active learning experiences that place the student at the center of learning, rather than encouraging students to be passive listeners. For students to have a deeper and more meaningful learning experience, educators can use an active learning approach. This approach attempts to engage students at higher levels of thinking so that they are more interested in, better engaged with, and understand the course material better. The aim of this study was to investigate students' perceptions of Plickers and crossword puzzles as low-cost pedagogical tools to foster active learning in an undergraduate course in food science and technology. A mixed-method survey consisting of a 5-point Likert scale and open-ended qualitative questions was administered via Blackboard to elicit student responses. A total of 121 students were enrolled for the course and 70.2% (n = 85) completed the survey. Plickers were found to be easy to use (mean = 4.66), provided opportunities to answer to formative questions anonymously (mean = 4.60), and helped increase participation in class (mean 4.05). The majority of students felt that crossword puzzles required them to think critically (mean = 4.53) and provided them with the opportunity to assess how well they understood the course content (mean = 4.45). Moreover, a statistically positive relationship was found between student collaborative learning and crossword puzzle implementation scores (r = .506, p < .01). The findings demonstrated that when implemented effectively, Plickers and crossword puzzles contributed to greater enhanced student engagement. These pedagogical tools can be applied as formative assessment instruments and offer a low-cost alternative to the limitations encapsulated by didactic pedagogy.

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A systematic review of cloud computing tools for collaborative learning: Opportunities and challenges to the blended-learning environment

Cited by 256 publications

References 37 publications

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

The Role of Gamification Techniques in Promoting Student Learning: A Review and Synthesis

Students’ perceptions of Plickers and crossword puzzles in undergraduate studies

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