EVA: an interactive Web-based collaborative learning environment

Sheremetov, Leonid; Guzmán-Arenas, Adolfo

doi:10.1016/s0360-1315(02)00030-1

Cited by 50 publications

(15 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…At the heart of collaborative learning is the need to analyse learning as an active social process: the learners actively construct their knowledge, and interaction is important to the process of them understanding each other and generating a common language to perform a task (Salkind, ). In technological terms, CSCL relies mainly on the design of virtual learning environments (VLEs) to support collaborative learning activities with tools such as e‐mails, discussion forums, chats, personal profiles and notes (Sheremetov and Guzmán, ). VLEs have a structure that consists ofknowledge—all the necessary information to learn;collaboration—real and virtual groups;consulting—the teachers or tutors who give feedback;experimentation—the practical work of the students in a VLE;personal space—individual, user‐specific information.…”

Section: Cscl Research: Theory and Methodologymentioning

confidence: 99%

Systemic Intervention for Computer-Supported Collaborative Learning

2013

View full text Add to dashboard Cite

This paper presents a systemic intervention approach as a means to overcome the methodological challenges involved in research into computer-supported collaborative learning applied to the promotion of mathematical problem-solving (CSCL-MPS) skills in schools. These challenges include how to develop an integrated analysis of several aspects of the learning process; and how to reflect on learning purposes, the context of application and participants' identities. The focus of systemic intervention is on processes for thinking through whose views and what issues and values should be considered pertinent in an analysis. Systemic intervention also advocates mixing methods from different traditions to address the purposes of multiple stakeholders. Consequently, a design for CSCL-MPS research is presented that includes several methods. This methodological design is used to analyse and reflect upon both a CSCL-MPS project with Colombian schools, and the identities of the participants in that project. Copyright © 2013 John Wiley & Sons, Ltd.Keywords computer-supported collaborative learning; mathematical problem-solving; critical systems thinking; systemic intervention; methodological design INTRODUCTION In today's world, the use of information and communication technologies (ICTs) to assist learning processes is on the increase. One of the main purposes of ICT use in learning processes is to facilitate collaboration and, therefore, improve learning by means of sharing and distributing knowledge. This purpose has been pursued through a new educational paradigm called 'computersupported collaborative learning' (CSCL) (Lipponen, 2002;Lehtinen, 2003), which has raised fresh theoretical and methodological issues for researchers Systems Research and Behavioral Science Syst. Res. 32, 86-105 (2015) Published online 20 September 2013 in Wiley Online Library (wileyonlinelibrary.com) DOI: 10.1002/sres.2220 because of the complexity of analysing different factors in this type of learning process. For example, research has to consider analyses at both the individual and group levels; the nature of interactions between learners; students' attitudes; technological aspects; and the school's context. Considering these factors in a coherent and reflective manner is a methodological challenge for CSCL research (Dillenbourg, 1999;Daradoumis et al., 2006;De Laat et al., 2006;Stahl et al., 2006;Arbaugh et al., 2010, Arjava, 2011Strijbos, 2011).Currently, CSCL researchers are proposing several different methodologies to analyse CSCL processes, such as the triangulation of quantitative methods (e.g. social network analysis, statistics and surveys) with qualitative methods (e.g. interviews and content analysis) (Daradoumis et al., 2006;De Laat et al., 2006;Cho et al., 2007;Rienties et al., 2009;Gress et al., 2010). Also, some analysis of the context of CSCL activities is beginning to be included alongside the analyses of processes (Arnseth and Ludvigsen, 2006;Arjava, 2011). Although these methodological developments are improving the way CSCL ...

show abstract

Section: Cscl Research: Theory and Methodologymentioning

confidence: 99%

Systemic Intervention for Computer-Supported Collaborative Learning

2013

View full text Add to dashboard Cite

show abstract

“…Web-based learning platforms provide the appropriate support to develop such a collaboration approach, especially through shared workspaces, forums and chats, where team members can exchange ideas and make progress in developing activities collaboratively (Sheremetov and Guzman Arenas 2002). Many studies of online CL have shown high levels of improvement in knowledge, achievement of course objectives, understanding of concepts, changes in practice and attainment of learner satisfaction (Wiecha and Barrie 2002, Wiecha et al 2003, Ruiz et al 2006.…”

Section: Collaborative Learningmentioning

confidence: 99%

An effective online teaching method: the combination of collaborative learning with initiation and self-regulation learning with feedback

Tsai

2013

Behaviour & Information Technology

View full text Add to dashboard Cite

In modern business environments, work and tasks have become more complex and require more interdisciplinary skills to complete, including collaborative and computing skills for website design. However, the computing education in Taiwan can hardly be recognised as effective in developing and transforming students into competitive employees. In this regard, the author adopted collaborative learning (CL) with initiation and self-regulated learning (SRL) with feedback to develop students' collaborative skills and regular learning habits and further contribute to practical computing skills for website design. This study comprised an experiment that included 279 second-year university students from five class sections, including four experimental groups (CISF group, n ¼ 57; CIS group, n ¼ 53; CI group, n ¼ 68; C group, n ¼ 68), and a control group (T group, n ¼ 33). The results reveal that students who received the combined treatment of online CL with initiation and SRL with feedback attained the best grades for their computing skills for website design among the five groups. The author further discusses the implications for teachers, schools and educators who plan to design practical scenarios and online learning activities for their students.

show abstract

“…In Ref. [39], the authors proposed an environment called as Virtual Learning Spaces (EVA, in Spanish) where all user interfaces are web pages dynamically generated by servlets, applets, and agents. In Ref.…”

Section: Related Workmentioning

confidence: 99%

Construction and evaluation of Flash Media Server based collaborative virtual hydraulic circuits/equipments

Gao

Cai

Yong

et al. 2012

Comp Applic In Engineering

View full text Add to dashboard Cite

ABSTRACT:Collaboration generally leads to better learning outcomes than individual work, and efficient communication is of essential importance to collaborative learning environments. Adobe's Flash Media Server (FMS) together with its Flash provides an efficient a platform for developing collaborative learning environments. Using FMS, we have designed and developed a collaborative learning environment targeted for students' selfteaching of hydraulic experiments. The collaborative learning environment consists of multi-user collaboration supporting courseware modules called as virtual hydraulic circuits/equipments. In this paper, the Modeler-ViewController (MVC) architecture designed for the collaborative courseware modules was provided, and key steps of developing such modules using FMS were described. The effect of the courseware modules in helping students in making preparations for actual experiments was examined, and students' attitudes toward the modules were surveyed and analyzed. Results showed that collaborative courseware modules can lead to better learning outcome, and efficient communication especially audio communication is more preferred by the tested students.

show abstract

EVA: an interactive Web-based collaborative learning environment

Cited by 50 publications

References 6 publications

Systemic Intervention for Computer-Supported Collaborative Learning

Systemic Intervention for Computer-Supported Collaborative Learning

An effective online teaching method: the combination of collaborative learning with initiation and self-regulation learning with feedback

Construction and evaluation of Flash Media Server based collaborative virtual hydraulic circuits/equipments

Contact Info

Product

Resources

About