Effects of applying STR for group learning activities on learning performance in a synchronous cyber classroom

Kuo, Tony C. T.; Shadiev, Rustam; Hwang, Wu‐Yuin; Chen, Nian-Shing

doi:10.1016/j.compedu.2011.07.018

Cited by 35 publications

(8 citation statements)

References 9 publications

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“…Another student experienced a problem with connecting video and audio systems correctly for the online face-toface meeting and he missed the beginning of the meeting. These and other similar issues were experienced by students in the 3C environment in other studies (Chen et al, 2005;Gedik, Kiraz, & Ozden, 2013;Hwang et al, 2012;Kuo et al, 2012). Therefore, potential technical issues need to be considered in advance, and immediate technical support should be available for the instructor and students throughout the learning activity (Brush & Saye, 2008;Krajcik & Blumenfeld, 2006).…”

Section: Student S6mentioning

confidence: 79%

“…The synchronous environment created by the JoinNet™ application features audio and video interaction, versatile synchronous information-sharing tools, and a control panel. Students could upload and present PowerPoint® slides using the whiteboard and interact with peers in the synchronous cyber classroom (Hwang et al, 2012;Kuo et al, 2012). Detailed discussions of the 3C environment and its features for asynchronous and synchronous communication can be found in Chen et al (2005).…”

Section: Online Learning Environmentmentioning

confidence: 99%

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A pilot study: Facilitating cross-cultural understanding with project-based collaborative learning in an online environment

Shadiev

Hwang

Huang

2015

AJET

Self Cite

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<p>This study investigated three aspects: how project-based collaborative learning facilitates cross-cultural understanding; how students perceive project-based collaborative learning implementation in a collaborative cyber community (3C) online environment; and what types of communication among students are used. A qualitative case study approach was applied to explore these aspects using a variety of data sources. First, students’ reflections were evaluated to determine their level of cross-cultural understanding. Second, students’ messages on the discussion board were analysed to explore their cross-cultural learning process and types of communication. Third, interviews were conducted with the students and their instructor to investigate their experiences and perceptions with respect to project-based cross-cultural learning. Results of this study show that cross-cultural learning took place in the 3C online environment. Folk games, learning activities, were interesting, drew students’ attention, and stimulated their motivation. The students and the instructor positively perceived the 3C online environment as it created an authentic learning environment by connecting students from different cultures. Educational, technical, and communicative types of communication in the 3C environment were derived; however, only communication of the educational type could facilitate cross-cultural understanding. Based on the results, this study provides implications and suggestions for the teaching and research community in the field.</p>

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Section: Student S6mentioning

confidence: 79%

Section: Online Learning Environmentmentioning

confidence: 99%

A pilot study: Facilitating cross-cultural understanding with project-based collaborative learning in an online environment

Shadiev

Hwang

Huang

2015

AJET

Self Cite

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“…As mentioned above, ASR is the core engine of auto-captioning, which is also considered in this study. In previous studies, the effects of using ASR to improve language learning and learning performance (Kuo et al, 2012;Shadiev et al, 2014Shadiev et al, , 2015Wang & Young, 2014), cognitive load (Chan et al, 2020) as well as visual attention and learning behaviour (Huang et al, 2014) have been examined. In addition to ASR, NMT has been studied to enhance performance in learning languages, including speaking and writing comprehension (Briggs, 2018;Lee, 2019;Niño, 2020) and reading comprehension (Fuji, 1999;Castilho & Arenas, 2018).…”

Section: Auto-subtitle Systemsmentioning

confidence: 99%

The effects of using an auto-subtitle system in educational videos to facilitate learning for secondary school students: learning comprehension, cognitive load, and satisfaction

Malakul

Innwoo

2023

Smart Learn. Environ.

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While subtitles are considered a primary learning support tool for people who cannot understand video narration in foreign languages, recent advancements in artificial intelligence (AI) technologies have played a pivotal role in automatic subtitling on online video platforms such as YouTube. This study examines the effects of three different types of subtitles in the Thai language (i.e., auto-subtitles, edited subtitles, and no subtitles) on learning comprehension, cognitive load, and satisfaction to determine whether it is feasible to use AI technology as an auto-subtitles system to facilitate online learning with educational videos. To that aim, 79 Thai secondary school students from three Mathayom 5 (Grade 11) computer science classrooms participated in this study. This study used the static group comparison, which is the Posttest-Only Control Group Design. The results of this study found that the auto-subtitles system that generates Thai language subtitles for English educational videos has greater feasibility of implementation to facilitate online learning when compared to editorial subtitles by Thai natives. Therefore, Thai subtitles generated by the auto-subtitles system in English educational videos can facilitate students’ learning comprehension, cognitive load, and satisfaction.

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“…According to Shadiev and Sun (2019), the STR function of SELT receives speech input in one language and the CAT function of SELT simultaneously translates it into different language, making interaction among representatives of different cultures without a common language possible. Scholars have suggested that STR technology is a useful tool to aid students' learning in both physical (Ranchal et al, 2013) and cyber classrooms (Kuo, Shadiev, Hwang, & Chen, 2012) in the case of non-native speakers (Ranchal et al, 2013) and students with cognitive or physical disabilities (Shadiev, Hwang, Chen, & Huang, 2014). For example, students can focus on the lecture instead of taking class notes when lecture transcriptions are available in a physical classroom (Ranchal et al, 2013;Shadiev et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…For example, students can focus on the lecture instead of taking class notes when lecture transcriptions are available in a physical classroom (Ranchal et al, 2013;Shadiev et al, 2014). In a cyber classroom, students can follow the lecturer by reading STR texts when network connections are not stable and they cannot hear the lecturer (Kuo et al, 2012). During lectures in a foreign language, students can listen to the lecturer and simultaneously read STR texts to understand unfamiliar words and to verify or clarify words they have misheard (Ryba, McIvor, Shakir, & Paez, 2006;Shadiev et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Exploring the influence of technological support, cultural constructs, and social networks on online cross-cultural learning

Shadiev

Huang²

2020

AJET

Self Cite

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In this study, we carried out an online cross-cultural learning activity supported by speech-enabled language translation technology on a social network service with representatives from 13 nationalities. The participants were assigned into two groups: Group I discussed the traditions and related culture of interest whereas Group II discussed traditions, culture, and any other topics of interest. We tested the effectiveness of the learning activity supported by speech-enabled language translation technology on cross-cultural learning; analysed the social network; measured the cultural constructs, and investigated the relationship between the cultural constructs and cross-cultural learning. The results revealed that Group I outperformed Group II in terms of both procedural and declarative knowledge. The results showed that Group II had better social network characteristics; for example, Group I had fewer edges and a lower average network degree than Group II. In terms of cultural constructs, the results related to power distance, individualism, and uncertainty avoidance were contradictory to those of earlier research. Finally, we found no relationship between the cultural constructs and cross-cultural learning. In this paper, we discuss implications for and suggestions to the field of technology-supported cross-cultural learning based on the results.

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Effects of applying STR for group learning activities on learning performance in a synchronous cyber classroom

Cited by 35 publications

References 9 publications

A pilot study: Facilitating cross-cultural understanding with project-based collaborative learning in an online environment

A pilot study: Facilitating cross-cultural understanding with project-based collaborative learning in an online environment

The effects of using an auto-subtitle system in educational videos to facilitate learning for secondary school students: learning comprehension, cognitive load, and satisfaction

Exploring the influence of technological support, cultural constructs, and social networks on online cross-cultural learning

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