Conversational learning integration in technology enhanced classrooms

Abstract

a b s t r a c tToday's college students have grown up with technology. These digital natives typically gravitate toward group activities in technology embedded social contexts. However, despite this multidimensional evolution, little has changed in conventional classrooms where they build their education experience. We investigate learning models in a classroom environment which still remains the main driver of education today. We describe a conversational learning model based on group activities which involve multi-party conversations. We implement this model in a technology-enhanced studio-classroom to ''visualize'' conversations which otherwise would remain abstract to learners. Teachers are empowered with instructional patterns to guide their changing role in this novel classroom environment. Based on standard assessment indicators, we conduct an experimental analysis which results show interesting tradeoffs of learning performance that favor the proposed conversational learning approach compared to those obtained from conventional instruction.

Envisioning Architecture of Metaverse Intensive Learning Experience (MiLEx): Career Readiness in the 21st Century and Collective Intelligence Development Scenario

“…Today immersive technologies are replacing the-mostly hard to build-concrete ex periences in the above experiential learning framework with virtual experiences, where learners are actually "immersed" into real-life situations to improve their engagement learning performance, and ability to apply their know-how and skills [39][40][41][42][43][44][45]. Severa studies in the literature have examined the application of immersive and experientia learning models in higher education and acknowledged their potential to deliver career ready graduates [46][47][48][49][50]. Today immersive technologies are replacing the-mostly hard to build-concrete experiences in the above experiential learning framework with virtual experiences, where learners are actually "immersed" into real-life situations to improve their engagement, learning performance, and ability to apply their know-how and skills [39][40][41][42][43][44][45].…”

Tecnologias Na Educação: Há Impacto No Desempenho Acadêmico?

“…Conforme Atif (2012) os estudantes universitários são considerados nativos digitais, pois cresceram em meio à tecnologia. No entanto, apesar de ter havido uma evolução TECNOLOGIAS DA EDUCAÇÃO: HÁ REFLEXO NO DESEMPENHO ACADÊMICO?…”

“…Revista Universo Contábil, ISSN 1809-3337, FURB, Blumenau, v. 14, n. 1, p. 07-28, jan./mar., 2018 multidimensional com os discentes, nas salas de aulas, que é o local em que se constrói a experiência de ensino, poucas mudanças ocorreram. Atif (2012) realizou um experimento, concebendo um ambiente de sala de aula com base em um leiaute de tecnologia avançada, incluindo uso de quadro interativo, tablet, painel de controle para o professor, unidade telepresencial, tela touch screen e células/grupos de trabalho. Os resultados sugerem que o resultado da aprendizagem foi melhor em relação ao modelo de aprendizagem convencional, na sala de aula tradicional.…”

Schooling for Digital Citizens

“…Many scholars affirmed the influence of technology on digital age students, and considered them to be as typical "digital natives" since they spend more time with their digital affairs than they do with their families or in school, which definitely influences their socio-emotional, mental, and physical development to the extent that they have become under the authority of an "other parent" (Orth & Chen, 2013 Recent literature has suggested that digital age students perceive the Internet as a preferred point of origin for most tasks (Atif, 2012), but while "their usage of technology is as common as a knife and fork" (Williams, Crittenden, Keo, & McCarty, 2012: p. 128), they are often unaware of the potential power they are discharging (Salajan, Schonwetter, & Cleghorn, 2010); and they are not necessarily good users of the media that they have at their service (Kirschner & Karpinski, 2010). In addition, digital age students are unconscious of their digital foot print which is a permanent record that is easily searchable by others and impossible to discard (Fong, 2015).…”