Collaborative Learning Agent for Promoting Group Interaction

Suh, Heejeon; Lee, Seung-Wook

doi:10.4218/etrij.06.0105.0235

Cited by 35 publications

(21 citation statements)

References 5 publications

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“…This is to ensure that there are plenty of postings so that other agents can perform their tasks. The formula used to determine student activeness is based on the learners' out-degree centrality of their discussion (Suh & Lee, 2006): Learners with high out-degree centrality are more active in providing information to others in discussion or providing comments on the opinions of others. Newman et al (1995) also have mapped the relevant indicators of content analysis to each of the phases in the Garrison's "practical inquiry model" (Garrison et al, 2001a(Garrison et al, , 2001b.…”

Section: Smart Forummentioning

confidence: 99%

The virtual classroom: A catalyst for institutional transformation

Subramaniam

Kandasamy

2011

AJET

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This study explores the use of the virtual classroom which has been created in myVLE, a learning management system used by the Open University Malaysia (OUM). The virtual classroom in myVLE is an asynchronous-based online learning environment that delivers course materials to learners and provides collaboration and interaction using an asynchronous-based forum as the main platform to support the learners' independent study. It also provides a learning environment with learning tools, learning materials, opportunities for contextual and collaborative discussions, and individual learning and assessment. OUM uses this virtual classroom to deliver the subject Object-Oriented Programming (CS1) and in this paper the impact of this delivery system is explored. The study aimed to elicit students' perceptions of the virtual classroom, based on their learning experiences, how well it supported their selfmanaged learning, and their personal preference for this compared with face to face interactions. Findings obtained using a questionnaire indicated moderate responses (average value for the items was between 2.0 to 3.6 on a five point Likert scale) for the use of the virtual classroom, and some possible reasons for this are discussed in this paper.

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Section: Smart Forummentioning

confidence: 99%

The virtual classroom: A catalyst for institutional transformation

Subramaniam

Kandasamy

2011

AJET

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“…Feedback from instructors is another factor that can encourage students to perform better (Barros & Felisa Verdejo, 2000; H.-J. Suh & Lee, 2006). However, the disadvantages of group collaboration are the difficulty of coordinating a joint effort and the diversity of group members (McCarthy et al, 1991).…”

Section: Group (Collaborative) Writing In the Classroommentioning

confidence: 99%

“…Instructors also find it difficult to monitor, assess, and promote students' contributions and performance (H.-J. Suh & Lee, 2006). …”

Section: Group (Collaborative) Writing In the Classroommentioning

confidence: 99%

Design Alternatives for a MediaWiki to Support Collaborative Writing in Higher Education Classes

Kasemvilas

Olfman

2009

IISIT

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Constructivist learning mechanisms such as collaborative writing have emerged as a result of the development of Web 2.0 technologies. We define the term mandatory collaborative writing to describe a writing activity where the group has a firm deadline. Our study focuses on how a wiki can fully support mandatory group writing. The motivation of this design science research study emerges from a graduate Knowledge Management class assignment to write a wiki book. The project outcome shows that the wiki instance used for the project, MediaWiki, could better facilitate the process with a set of extensions that support discussion, evaluation, and project management. We outline designs for these mechanisms: 1) a discussion mechanism that changes the way users discuss content on a wiki page and increases group awareness; 2) an evaluation mechanism that provides a tool for the instructor to monitor and assess students' performance; and 3) a project management tool that increases awareness of the status of each component of the writing project and provides an overall summary of the project. A demonstration of the principles to a focus group provided a basic proof of the validity of these mechanisms.

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“…Feedback from instructors is another factor that can encourage students to perform better (Barros & FelisaVerdejo, 2000; H-J. Suh & Lee, 2006). However, the disadvantages of group collaboration are the difficulty of coordinating a joint effort and the diversity of group members (McCarthy et al, 1991).…”

Section: Group (Collaborative) Writing In the Classroommentioning

confidence: 99%

Design Alternatives for a MediaWiki to Support Collaborative Writing

Kasemvilas¹,

Olfman²

2009

JIITO

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Web 2.0 technologies are having a considerable influence on the learning industry. Constructivist learning processes, such as collaborative writing, have emerged as a result of the development of Web 2.0 technologies. We define the term "mandatory collaborative writing" to describe a writing task where the group has a firm deadline. This article focuses on how a wiki can fully support mandatory group writing. The motivation of this design science research study emerges from a graduate Knowledge Management class assignment to write a wiki book. The main finding shows that the wiki instance used for the project, MediaWiki, could better facilitate the collaborative writing process with a set of extensions that support discussion and project management. We outline designs for these processes: 1) a discussion process that changes the way users discuss content on a wiki page and increases group awareness; and 2) a project management process that increases awareness of the status of each component of the writing project and provides an overall summary of the project. A demonstration of the principles to a focus group provided a basic proof of the validity of this design. The significant contributions of this study are these processes, which can facilitate group writing and constructivist learning processes. Contributions of the study to several streams of research are discussed.

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Collaborative Learning Agent for Promoting Group Interaction

Cited by 35 publications

References 5 publications

The virtual classroom: A catalyst for institutional transformation

The virtual classroom: A catalyst for institutional transformation

Design Alternatives for a MediaWiki to Support Collaborative Writing in Higher Education Classes

Design Alternatives for a MediaWiki to Support Collaborative Writing

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