Comparison of Two Learning Models for Collaborative e-Learning

Park, Chan Jung; Hyun, Jung Suk

doi:10.1007/11736639_9

Cited by 4 publications

(4 citation statements)

References 6 publications

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“…The importance of learner-learner and/or learner-teacher interactions for promoting selfconfidence is also noted. For example, computer-supported collaboration enables learners to appreciate dialogue as an important resource in learning (Jakobsson 2006;Park and Hyun 2006).…”

Section: Factors Influencing the Development Of Self-confidencementioning

confidence: 99%

How might teachers enable learner self-confidence? A review study

Maclellan

2013

Educational Review

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In the context of learner-centred learning and curricular reform, self-confidence is invoked as an important construct. However, there is no easily available research-informed guidance on what self-confidence means for the professional teacher. This study uses the analytic technique of Concept Analysis to review psychology and education literatures to provide a 'take-home' message for teachers. The review identifies conceptual artefacts (ideas, theories, concepts which explain, connect, predict or apply knowledge) that the teacher can appropriate in order to enable learner self-confidence. These conceptual artefacts are classified in three groups: characterising self-confidence; self-judgements of confidence; and factors that influence the development of self-confidence. The review finds self-confidence to be a robust and stable psychological construct, best promoted through teachers' attention to learners' development of knowledge and engagement in socially designed learning activities. It further finds that teachers' attention to activities which involve learners' self-regulation are of importance.

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Section: Factors Influencing the Development Of Self-confidencementioning

confidence: 99%

How might teachers enable learner self-confidence? A review study

Maclellan

2013

Educational Review

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“…On the one hand, students and teachers were asked for information on student work and features in questionnaires or reports (Collazos et al 2007;Soller 2001;Park and Hyun 2006;Meier et al 2007;Kahrimanis et al 2009). On the other hand, student interactions were stored to model their collaboration.…”

Section: Key Modeling Issues In Collaborative Learning Systemsmentioning

confidence: 99%

“…Soller (2001) proposed a Collaborative Learning Model where a set of indicators described effective collaboration in an educational setting (participation, basic social knowledge, discussions on active learning, development analysis and processing groups, and interaction promotion). Park and Hyun (2006) encouraged students to evaluate their peers (team) and themselves using the following indicators: interaction, "collaborativity", and accountability. This "collaborativity" represented the group's activities to achieve the team's learning objectives.…”

Section: Key Modeling Issues In Collaborative Learning Systemsmentioning

confidence: 99%

“…Some researchers have offered monitoring tools, which students used to watch their activity, or experts to analyze collaboration. For instance, Collazos et al (2007), Park and Hyun (2006), Meier et al (2007) and Kahrimanis et al (2009) offered the modeling results in a simple attribute-value set. Martínez et al (2006), Daradoumis et al (2006) and Bratitsis et al (2008) presented or proposed presenting the results graphically.…”

Section: Key Modeling Issues In Collaborative Learning Systemsmentioning

confidence: 99%

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Content-free collaborative learning modeling using data mining

Anaya

Boticario

2011

User Model User-Adap Inter

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Modeling user behavior (user modeling) via data mining faces a critical unresolved issue: how to build a collaboration model based on frequent analysis of students in order to ascertain whether collaboration has taken place. Numerous humanbased and knowledge-based solutions to this problem have been proposed, but they are time-consuming or domain-dependent. The diversity of these solutions and their lack of common characteristics are an indication of how unresolved this issue remains. Bearing this in mind, our research has made progress on several fronts. First, we have found supportive evidence, based on a collaborative learning experience with hundreds of students over three consecutive years, that an approach using domain independent learning that is transferable to current e-learning platforms helps both students and teachers to manage student collaboration better. Second, the approach draws on a domain-independent modeling method of collaborative learning based on data mining that helps clarify which user-modeling issues are to be considered. We propose two data mining methods that were found to be useful for evaluating student collaboration, and discuss their respective advantages and disadvantages. Three data sources to generate and evaluate the collaboration model were identified. Third, the features being modeled were made accessible to students in several meta-cognitive tools. Their usage of these tools showed that the best approach to encourage student collaboration is to show only the most relevant inferred information, simply displayed. Moreover, these tools also provide teachers with valuable modeling information to improve their management of the collaboration. Fourth, an ontology, domain independent features 123 182 A. R. Anaya, J. G. Boticario and a process that can be applied to current e-learning platforms make the approach transferable and reusable. Fifth, several open research issues of particular interest were identified. We intend to address these open issues through research in the near future.

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Reveal the Collaboration in a Open Learning Environment

Anaya

Boticario

2009

Methods and Models in Artificial and Natural Computation. A Homage to Professor Mira’s Scientific Legacy

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Comparison of Two Learning Models for Collaborative e-Learning

Cited by 4 publications

References 6 publications

How might teachers enable learner self-confidence? A review study

How might teachers enable learner self-confidence? A review study

Content-free collaborative learning modeling using data mining

Reveal the Collaboration in a Open Learning Environment

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