The collaborative virtual affinity group model: principles, design, implementation, and evaluation

Al-Jarrah, Ahmad; Pontelli, Enrico

doi:10.1080/1206212x.2018.1486557

Cited by 3 publications

(6 citation statements)

References 21 publications

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“…The traditional model works based on pyramid/hierarchical structures, where the layers shows a decreases in authority and expertise levels. The ARG model mostly differs in several important aspects in spite of incorporate aspects of the traditional models (e.g., peerto-peer relationships between team members), this can be shown in Table 1 (Al-Jarrah and Pontelli, 2020).…”

Section: Affinity Research Group (Arg) Modelmentioning

confidence: 99%

“…In the given collaborative work, the group of students has a common goal that needs to be achieved within the deadline of the given assignment. According to these definitions, the core purpose can be mentioned as the inspiration for the team to work together and as a guide to achieve the common goal (Al-Jarrah and Pontelli, 2020;2016;Al-Jarrah, 2016). Student success, cooperation and excellence are the three core values of ARG (Gates et al, 2008) that are adopted by LPSEAG.…”

Section: Principal Arg Componentsmentioning

confidence: 99%

“…The problem with the temporal bounds is that the ARG teams operations are limited to a specific time period and have to be synchronized between the team members, which constitutes a block in using the ARG model widely in supporting the distributed and distanced learning for the online courses. Moreover, (Al-Jarrah and Pontelli, 2020) shows that the extension of the ARG to be a learning model in a collaborative virtual environment has significant effectiveness on learning programming for introductory programming courses (Al-Jarrah, 2016;Al-Jarrah and Pontelli, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Integrator YesYes Integrates all collected ideas from members and puts them all together into one place that each member can access and all member can agree on. * ARG(Gates et al, 2008) ** CVAG(Al-Jarrah and Pontelli, 2020) …”

mentioning

confidence: 99%

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Social Media-Facilitated Programming: An ARG Model for Collaborative Programming

Al-Jarrah¹,

Baareh²,

Smadi³

et al. 2021

Journal of Computer Science

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Internet-based tools and social media are greatly developed in the tech world. Today, technology is widely accepted and used by all generations. These tools are great and very useful for students in terms of learning, collaboration and information sharing. We aim to present a model for learning programming in social learning environments with the context of the Affinity Research Group (ARG) model. The proposed model is called "Learning Programming in Social Environments within Affinity Group (LPSEAG)". We test the proposed model for two academic years. A comparative approach was used. In the experiment, we divide the students into two categories: (1) Learn programming in the context of using the LPSEAG model, (2) Learn programming in the context of social media groups. Qualitative and quantitative results are compared for the two categories. From the results obtained it was clearly found that the students' satisfaction was high on working within a group using the LPSEAG model compared to the responses of students that use social media groups only. Moreover, the quantitative results support the assumptions that the use of LPSEAG model in learning programming in the introductory programming courses enhances the learning outcomes. Learning programming in groups enhances the learning outcomes for students whatever the student's programming level. Teachers are encouraged to create students' programming groups and implement LPSEAG model to increase learning outcomes and facilitate learning environments for students over-distance. More researches are needed to develop CVLEs which encourage students to learn programming with teams over distance.

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Section: Affinity Research Group (Arg) Modelmentioning

confidence: 99%

Section: Principal Arg Componentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Social Media-Facilitated Programming: An ARG Model for Collaborative Programming

Al-Jarrah¹,

Baareh²,

Smadi³

et al. 2021

Journal of Computer Science

Self Cite

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“…Furthermore, the study shows that maintaining academic integrity is difficult. Students lose their concentration during online lectures, and often do not listen to the whole lecture because they know that they can return to recordings later [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Learning features and accessibility limitations of video conferencing applications: are people with visual impairment left behind

Doush

Al-Jarrah

Alajarmeh

et al. 2022

Univ Access Inf Soc

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The COVID-19 pandemic increases the reliance on video conferencing applications for learning. Accessible video conferencing applications with good learning features can help people with visual impairment when they participate in online classes. This paper investigates the accessibility limitations and the available learning features of the top two current video conferencing applications, namely Zoom and MS Teams. A task-based expert review and a blind user evaluation are conducted using Web Content Accessibility Guidelines 2.1. In addition, the study identifies the application with the better learning features based on Universal Design for Learning guidelines. A set of recommendations are outlined for developing better inclusive video conferencing applications for people with visual impairment. The presented ideas can be applied to enhance the learning experience of people with visual impairment.

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Adoption of Visual Programming Environments in Programming Learning

Batiha¹,

Sahari²,

Aini³

et al. 2022

Int. J. Adv. Sci. Eng. Inf. Technol.

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Programming education is gradually integrated into the school and university curricula. Accordingly, studies in the Computer Science education field have highlighted issues such as high failure rate, memorizing, bugs, the complexity of concepts, motivation, and uconfidence faced by students when learning a programming language, specifically object-oriented programming. These issues require specific learning environments to reach the target audience. Therefore, the objectives of this article are to identify the issues based on previous work and to verify those issues by interview feedback conducted with lecturers in the Department of Computer Science and Information Technology at the Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia. Following that, the theoretical principles underpinning environments were studied to explore the suitability of these environments for university education based on the identified issues. The investigated environments included Turtle Graphics, Alice, BlueJ, Greenfoot, Snap!, and NetsBlox, a co-located collaborative block-based programming, and OOPP were studied and used to teach and learn object-oriented programming. Based on the interviews with experts, we found that students still had issues when learning programming, which involved memorizing, bugs, the complexity of concepts, unconfidence, communicating with students during a calamity (distance learning), and a number of students in labs. We conclude that these environments focus on some issues and ignore others, and no single environment satisfies all these issues, which causes students to be demotivated. In a further study, all these issues will be addressed by developing a learning environment, and its effectiveness shall be tested.

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The collaborative virtual affinity group model: principles, design, implementation, and evaluation

Cited by 3 publications

References 21 publications

Social Media-Facilitated Programming: An ARG Model for Collaborative Programming

Social Media-Facilitated Programming: An ARG Model for Collaborative Programming

Learning features and accessibility limitations of video conferencing applications: are people with visual impairment left behind

Adoption of Visual Programming Environments in Programming Learning

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