Collaboration Two-Way

Arnold, Nike; Ducate, Lara; Kost, Claudia

doi:10.17161/iallt.v48i0.8576

Cited by 9 publications

(10 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Haythornthwaite (2006), collaboration is related to working together towards a common goal. For that reason, it aims at regulating a coordinated effort of all group members to regulate their activity and learning (Arnold et al, 2009). Kahiigi et al (2012) explain that peer review process within collaborative e-learning environment involves students having access to their peers" work and providing each other with feedback in a context that can be accessed with flexibility.…”

Section: Collaborationmentioning

confidence: 99%

Predictors of Academic Achievement in Online Peer Learning among Undergraduate Students in a Malaysian Public University

Amin¹,

Hassan²,

Jalil³

2018

IJARBSS

View full text Add to dashboard Cite

An online peer learning through social media tools such as Facebook, Twitter, YouTube and Instagram has been networking interrelated undergraduates as social groups in higher learning institutions. In that respect, it has become an emerging phenomenon in the academia. Yet, not much is known about the effect of social media on the undergraduates" academic achievement. Therefore, the main purpose of this study is to identify the relationship of students' peer engagement, academic self-efficacy, social influence, peer feedback and collaboration with students' academic achievement while practising online peer learning via social media and at the same time to predict the factors that influencing students' academic achievement among undergraduate students in Universiti Putra Malaysia (UPM). The study was based on the quantitative method in nature with a correlational design using a set of the questionnaire as instrument adapted from previous studies and validated by a panel of experts. The sampling technique is stratified. A total of 376 responses were collected. The finding of regression analysis indicated that five of the variables have a significant effect while the only peer feedback has an insignificant effect. The most important factor is social influence, followed by collaboration, performance expectancy, peer engagement and academic self-efficacy. The model explained 38.9% of the variation in the academic achievement of undergraduate students at UPM. As a result, this study confirms that collaboration between peer in an online environment is valid and able to predict the academic achievement.

show abstract

Section: Collaborationmentioning

confidence: 99%

Predictors of Academic Achievement in Online Peer Learning among Undergraduate Students in a Malaysian Public University

Amin¹,

Hassan²,

Jalil³

2018

IJARBSS

View full text Add to dashboard Cite

show abstract

“…Concernant l'enseignement/apprentissage du français, des recherches antérieures ont examiné les avantages et les inconvénients de l'utilisation des technologies dans l'enseignement des langues étrangères. Selon Arnold et Ducate (2006), les technologies peuvent offrir des avantages tels que la possibilité d'offrir un accès flexible aux cours et une variété de supports multimédias pour faciliter l'apprentissage. Cependant, les auteurs soulignent également que l'utilisation excessive des technologies peut entraîner des conséquences négatives sur l'apprentissage en limitant les interactions sociales et en réduisant l'attention et la motivation des apprenants.…”

Section: Cadre Théorique Et Contexte De L'étudeunclassified

Effect of distance learning for students of French in universities in Jordan

Alshtaiwi

2023

View full text Add to dashboard Cite

Objectives: The study conducted in Jordan aimed to evaluate the impact of distance learning on French students in Jordanian universities. The views of both teachers and students were gathered through questionnaires that addressed various topics related to distance learning. Methods: Questionnaires were distributed to 160 first- and second-year French students and their teachers. The topics covered in the questionnaires included the pedagogical materials offered in French, university grades, the effectiveness of distance learning, and preparation for this mode of education. Results: The results showed that the transition to distance learning significantly impacted French students in Jordan. Students reported difficulties with the pedagogical materials offered in French and a decrease in their university grades. However, they also appreciated the flexibility offered by distance learning. Teachers also acknowledged the difficulties, particularly in terms of contact and interaction with students. Conclusions: The study highlights the importance of improving the pedagogical materials offered in French to students and encouraging increased online interaction between teachers and students. Universities should better prepare teachers and students for distance learning to meet the needs and aspirations of students. The results of this study could be used to improve distance learning and help students better adapt to this method of learning.

show abstract

“…To measure progress made by COIL student participants, the authors reviewed student work for clues of social presence (Arnold & Ducate, 2006), such as willingness to engage with partners and ability to make personal connections. Given that students earn points for completing COIL activities, the measure of cross-cultural design presence is the timeliness of students' responses to partners and the effort they put into those responses.…”

Section: Literature Reviewmentioning

confidence: 99%

A Study of Cross-cultural Learning Experience: through Collaborative Online International Learning (COIL) Interior Design Between Macau and China during the Covid-19

2023

HEOS

View full text Add to dashboard Cite

As interconnected learning of global cultures has become the main direction of international education. In today's college students' education and learning, a more closely connected trend in education has become to cultivate, inspire, and create college students to succeed in global economic development, which is increasingly becoming the responsibility of international universities -helping college students to obtain Cross-cultural communication, collaboration skills required for work after graduation. In the strategy development program for studying interior design courses, different cultural influences have a direct impact on the student's learning experience in terms of "culture shock", where historical reasons for fragmentation require an opportunity to presuppose how to approach design issues that can be addressed in a cross-cultural context. This paper is based on a strategy to address and explore a new area of educational reform in China -the establishment of a bundled partnership between the Chinese Education Bureau and the Macau Education and Youth Development Bureau for educational co-development, and the study and practice of a virtual collaborative online global learning (COIL) program. This research will provide a platform for reviewing and exploring the concept of multicultural learning and experiences in interior design between China and Macau during the period of COVID-19 through the collaborative Online international learning approach A systematic review will be included in order to gain effective information related to the research topic and review findings of recent articles.

show abstract

Collaboration Two-Way

Cited by 9 publications

References 22 publications

Predictors of Academic Achievement in Online Peer Learning among Undergraduate Students in a Malaysian Public University

Predictors of Academic Achievement in Online Peer Learning among Undergraduate Students in a Malaysian Public University

Effect of distance learning for students of French in universities in Jordan

A Study of Cross-cultural Learning Experience: through Collaborative Online International Learning (COIL) Interior Design Between Macau and China during the Covid-19

Contact Info

Product

Resources

About