Knowledge building and the quantity, content and quality of the interaction and participation of students in an online collaborative learning environment

Avcı, Ümmühan; Usluel, Yasemin Koçak

doi:10.1016/j.compedu.2016.02.015

Cited by 97 publications

(79 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Prediction and clustering studies, among others, can be conducted with these techniques, which help the teacher to gain knowledge of the learning characteristics of students and to predict at-risk students [23,34,38]. Even so, it is true that these techniques should be used throughout the whole teaching process to be able to develop personalized actions for student learning [35,36]. In subsequent studies, therefore, development of the learning process among students at the start, in the middle, and at the end of the study module will be analyzed with machine learning techniques [12,13].…”

Section: Discussionmentioning

confidence: 99%

“…In addition, machine learning techniques have been used in this study, in view of their effective use with what is known as data mining [13,18,36]. In particular, supervised and unsupervised machine learning techniques have been used (linear regression and clustering k-means methods, respectively).…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, the frequency and systematicness of student interactions and their interactions with LMS are directly related to effective learning [36]. Along these lines, recent investigations [23] have revealed differences in predicting learning results in relation to the variable "teaching methodology" (understood in terms of the pedagogic structure of the teaching, the evaluation procedures, and feedback).…”

Section: Extraction and Analysis Of Information On The Teaching-learnmentioning

confidence: 99%

See 2 more Smart Citations

Effectiveness of Blended Learning in Nursing Education

Manzanares

Llamazares

Arnaiz‐González

2020

IJERPH

View full text Add to dashboard Cite

Currently, teaching in higher education is being heavily developed by learning management systems that record the learning behaviour of both students and teachers. The use of learning management systems that include project-based learning and hypermedia resources increases safer learning, and it is proven to be effective in degrees such as nursing. In this study, we worked with 120 students in the third year of nursing degree. Two types of blended learning were applied (more interaction in learning management systems with hypermedia resources vs. none). Supervised learning techniques were applied: linear regression and k-means clustering. The results indicated that the type of blended learning in use predicted 40.4% of student learning outcomes. It also predicted 71.9% of the effective learning behaviors of students in learning management systems. It therefore appears that blended learning applied in Learning Management System (LMS) with hypermedia resources favors greater achievement of effective learning. Likewise, with this type of Blended Learning (BL) a larger number of students were found to belong to the intermediate cluster, suggesting that this environment strengthens better results in a larger number of students. BL with hypermedia resources and project-based learning increase students' learning outcomes and interaction in learning management systems. Future research will be aimed at verifying these results in other nursing degree courses.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Extraction and Analysis Of Information On The Teaching-learnmentioning

confidence: 99%

See 1 more Smart Citation

Effectiveness of Blended Learning in Nursing Education

Manzanares

Llamazares

Arnaiz‐González

2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…It also means that different learning activities and actions (discussion forums, questionnaires, workshops, wikis, access to repositories) may take place and innovative teaching methods may be used, such as Project-Based Learning (PBL). The interactive behaviors that can be analyzed in this type of LMS, are as follows (Yücel and Usluel, 2016): Student-student interaction.Student-teacher interaction.Student-content interaction.Student-system interaction.Teacher-student interaction.…”

Section: Introductionmentioning

confidence: 99%

How Do B-Learning and Learning Patterns Influence Learning Outcomes?

et al. 2017

View full text Add to dashboard Cite

Learning Management System (LMS) platforms provide a wealth of information on the learning patterns of students. Learning Analytics (LA) techniques permit the analysis of the logs or records of the activities of both students and teachers on the on-line platform. The learning patterns differ depending on the type of Blended Learning (B-Learning). In this study, we analyse: (1) whether significant differences exist between the learning outcomes of students and their learning patterns on the platform, depending on the type of B-Learning [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whether a relation exists between the metacognitive and the motivational strategies (MS) of students, their learning outcomes and their learning patterns on the platform. The 87,065 log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform were analyzed. The results revealed different learning patterns between students depending on the type of B-Learning (RB vs. SB). We have found that the degree of blend, RB vs. SB, seems to condition student behavior on the platform. Learning patterns in RB environments can predict student learning outcomes. Additionally, in RB environments there is a relationship between the learning patterns and the metacognitive and (MS) of the students.

show abstract

“…When students share the same goal in a collaborative situation, they can learn from each other through group discussions and reach agreements on their own learning goals; this learning approach facilitates CL experience (Neo, ). CL environment provides students with the opportunity to participate in discussion and allows them to bear responsibility for their own learning (Yücel & Usluel, ).…”

Section: Introductionmentioning

confidence: 99%

Exploring collaborative learning effect in blended learning environments

Sun

Liu

Luo

et al. 2017

Computer Assisted Learning

View full text Add to dashboard Cite

The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher education. WeChat, which is a mobile synchronous communication tool, and modular object-oriented dynamic learning environment (Moodle) were used as mobile and online collaborative learning settings. Seventy-eight college students majoring in information engineering participated in the experiment. The following findings were revealed by combining methods of social network analysis, content analysis and questionnaire survey: (1) the collaborative social networks generated in this study showed that students had tighter interaction relationships in Moodle than in WeChat; (2) deeper level of knowledge building in collaboration and interaction through Moodle than WeChat was observed; and (3) Moodle got higher perception level than WeChat because of its usefulness for collaboration.

show abstract

Knowledge building and the quantity, content and quality of the interaction and participation of students in an online collaborative learning environment

Cited by 97 publications

References 37 publications

Effectiveness of Blended Learning in Nursing Education

Effectiveness of Blended Learning in Nursing Education

How Do B-Learning and Learning Patterns Influence Learning Outcomes?

Exploring collaborative learning effect in blended learning environments

Contact Info

Product

Resources

About