Classroom salon

Barr, John; Gunawardena, Ananda

doi:10.1145/2157136.2157196

Cited by 17 publications

(8 citation statements)

References 12 publications

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“…Studying students’ perceptions in using educational tool Edooware, Balakrishnan found that students were interested in using the social networking services provided in the tool, suggesting that incorporating such services in educational tools has the potential to improve students’ learning experiences. Classroom Salon and Hot Dish are other learning tools that integrate social networking services to enhance student engagement and collaboration.…”

Section: Related Workmentioning

confidence: 99%

“…Many studies have focused on the efficacy of offering teaching and learning services via computer networks where students and instructors can collaborate virtually . Since the emerging of Web 2.0 technologies , a number of studies have investigated the application of Web 2.0 to support social‐networking services (e.g., updating status, feeds, messaging, sharing, and tagging) in the learning context .…”

Section: Introductionmentioning

confidence: 99%

“…Using the Internet and Web 2.0 technologies, facilitating and enhancing collaborations and interactions in teaching and learning become easier, which have encouraged many new collaborative learning environments being developed and investigated . Today with the popularity of social networks, integrating social‐networking services into learning environments has the potential to enhance students’ interactions, collaborations, and overall learning experiences . Social mechanisms as comments, feedback, news feeds, dashboards, and tagging help team members to be aware of various aspects of their teams, leading to improved software development teamwork [17,18].…”

Section: Introductionmentioning

confidence: 99%

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Enhancing team collaboration through integrating social interactions in a Web‐based development environment

Nguyen

Dang

et al. 2016

Comp Applic In Engineering

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This paper presents the design and evaluation of a Web-based collaborative learning environment called EduCo for learning and practicing team-based exercises in computer science and software engineering courses. EduCo's defining characteristic is integrating a number of services for software development activities, for example, project management, requirements engineering, design, and programming into integrated shared workspaces with social-networking facilities to enhance collaboration among students and instructors. We conducted a controlled experiment to evaluate the effectiveness of the system in doing a three-iteration programming project. A total of 126 second-year students who attended an object-oriented programming course participated in the experiment. The results show that while the system was not found to affect student programming performance, it improved student engagement and satisfaction when working in teams. These results imply that the system's shared workspaces and social-networking services have the potential to enhance learning outcomes of students working in teams when these features are integrated into collaborative learning environments. ß

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Section: Related Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Enhancing team collaboration through integrating social interactions in a Web‐based development environment

Nguyen

Dang

et al. 2016

Comp Applic In Engineering

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“…Studies that view social network mechanisms as supporting tools for close collaborative learning 3 msdn.microsoft.com/en-us/vstudio/ff637362.aspx 4 koding.com 5 codenvy.com [6][20] [28] suggest potential benefits. Lightweight social functionalities such as tagging, new feeds, and notification can enhance interactions in many activities [24].…”

Section: Online Social Network In Learningmentioning

confidence: 99%

“…The design of a social-network integrated teaching-learningworking environment would make easy for instructors to manage the content and interactions and for students to be more informed and enjoyable when learning and doing assignments. Classroom Salon [6] and Hot Dish [20] are social software that focus on interactions and have support for social content editing. Classroom Salon depends heavily on context-based annotations that invite students to discuss directly on parts of the materials.…”

Section: Online Social Network In Learningmentioning

confidence: 99%

EduCo

Dang

Nguyen

et al. 2014

Proceedings of the 16th International Conference on Information Integration and Web-Based Applications &Amp; Services

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There have been studies suggesting that collaboration and cooperation can deliver higher performance than competition or individual work. The Web does not only provide ubiquitous access to resources and computation power but also can be an open structure for better and continuous collaboration. In this study, we introduce our vision and construction of an integrated social environment called EduCo to assist teaching and learning software engineering courses. EduCo is a Web environment for instructors to teach and for students to learn and practice designing, programming, and managing software in software engineering courses. It is also a social network platform that helps stimulate participation, interaction, sharing, awareness, accountability, and teamwork. This paper describes the initial construction of the system with many core capabilities realized. The paper also presents our case studies from applying the system to several programming language classes. The results from the case studies suggest that the system has the potential to encourage students' participation and satisfaction. In addition, this paper presents our vision for future enhancements of the system with core capabilities such as feeds, dashboards, notifications, tracking, and reporting.

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Deconstructing the failure: Analyzing the unanswered questions within educational Q&A

Rath

Shah

2016

Proc. Assoc. Info. Sci. Tech.

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Community Question and Answering (CQA) is a wellknown platform for knowledge sharing and social learning. CQA services have expanded into the education sector, where school students are the main users. Here, CQA functions as a non-traditional learning environment in which students use their own knowledge to construct the knowledge base. However, there have been cases where some questions are not answered within such a Q&A system. This failure may occur if a question is unclear, complex, inappropriate, or unrelated to the subject in which it is contextualized. While experts do not answer posted questions, co-users moderate responses and help maintain answer quality. However, due to the presence of users from diverse cultural and linguistic backgrounds, many questions remain unanswered. The current study analyzes and explores the failed questions collected from Brainly, a social learning Q&A platform for school students. The quality of 1,000 questions extracted from this service is analyzed based on human-based ratings and extracted textual features. The findings show that a relationship can be drawn between the non-textual assessment results and the objective textually extracted features. This further encourages the study of why a question might be of poor quality. The findings also show which subjects contain the highest number of unanswered questions. These results will further help us to understand how questions should be restructured to obtain answers from their askers' peers.

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Classroom salon

Cited by 17 publications

References 12 publications

Enhancing team collaboration through integrating social interactions in a Web‐based development environment

Enhancing team collaboration through integrating social interactions in a Web‐based development environment

EduCo

Deconstructing the failure: Analyzing the unanswered questions within educational Q&A

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