Transformed telepresence and its association with learning in computer-supported collaborative learning: a case study in English learning and its evaluation

Ting, Yu Liang; Tai, Yaming; Chen, Jun Horng

doi:10.1080/10494820.2015.1131169

Cited by 9 publications

(4 citation statements)

References 26 publications

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“…Ogunduyile's () research highlights that although informal social learning can make students feel more comfortable, it is liable to involve distractions. Tuttle () mentions safety concerns around communication via texting, while Ting, Tai and Chen () note that the novelty of an activity created feelings of uncertainty among students about its effect on their learning. Finally, there are some reports of technical problems that might lead to frustration or non‐engagement; for example, Yang and Xie () note technical difficulties with picture uploading and copy–paste actions on iPads.…”

Section: Resultsmentioning

confidence: 99%

Mobile collaborative language learning: State of the art

Kukulska‐Hulme¹,

Viberg²

2017

Brit J Educational Tech

234

126

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This paper presents a review of mobile collaborative language learning studies published in 2012–16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second‐ and foreign‐language pedagogical approaches, second language acquisition (SLA) principles and affective designs. The results indicate that affordances such as flexible use, continuity of use, timely feedback, personalisation, socialisation, self‐evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity have been emphasised. These affordances were found to be particularly suited to promote social constructivism, which is often sustained by game‐based, task based and seamless learning. In terms of second and foreign language pedagogical approaches, the combination of individualised and collaborative learning prevails, along with task based, situated and communicative language learning, and raising orthographic awareness. Among SLA principles, negotiation of meaning and opportunities for feedback are highlighted. Affective aspects include increases in motivation, engagement and enjoyment, mutual encouragement, reduction in nervousness and embarrassment, and a few negative reports of risk of distraction, safety concerns, feelings of uncertainty and technical problems. The reviewed studies present a convincing case for the benefits of collaboration in mobile language learning.

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Section: Resultsmentioning

confidence: 99%

Mobile collaborative language learning: State of the art

Kukulska‐Hulme¹,

Viberg²

2017

Brit J Educational Tech

234

126

View full text Add to dashboard Cite

show abstract

“…In turn, it allows the creation of monitored teaching-learning situations where group reactions, the type of adaptive regulation and behavior can be analyzed (monitoring target, valence, and phase). This method allows the creation of opportunities and limitations in the different monitoring dimensions [28,52,53].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Bibliometric Study of Scientific Production on the Term Collaborative Learning in Web of Science

et al. 2020

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Currently, more and more teachers decide to follow active teaching methods, leaving behind traditional teaching methods. Among the most used pedagogical methods in the educational field is the collaborative learning. The general objective of the present investigation is to know the performance and academic development of the term "collaborative learning" in the documents collected in the Web of Science database. The research method developed was based on a bibliometric study, identifying academic performance and conceptual development, through a co-word analysis. Particularly, we have pursued four main objectives: (a) To determine the degree of performance of documents collected from collaborative learning; (b) to identify the scientific development of so-called collaborative learning; (c) to analyze the most incidental aspects of collaborative learning; and (d) to value the most representative authors who are experts in the use of collaborative learning. The total number of manuscripts studied is 3295. The results show the manuscripts are written mainly in English by researchers who belong from the United States. The main area of knowledge is Education Educational Research. As a conclusion, it can be said that the collaborative learning pedagogical method is at a turning point in the scientific field. Its scientific evolution, focused on its principles in the students themselves, has extended to other branches. At present, studies are oriented towards technological resources, co-regulation, and the academic achievements of students. Furthermore, in the coming years the terms innovation, design, patterns, collaboration, and communication will probably be the new lines of study in this scientific field.

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“…Smartphones can support advanced processing of multimedia (e.g., speech recognition, text to speech, and text translation) (Ting, Tai, & Chen, 2017;Ting, Tai, Tseng, & Tsai, 2018). These functions enable simple development of versatile language-learning applications.…”

Section: Mapping App Techniques With Language-learning Interactionsmentioning

confidence: 99%

English -learning mobile app designing for engineering students’ cross-disciplinary learning and collaboration

Tai

Ting

2019

AJET

Self Cite

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Engineers must be able to collaborate with experts across disciplinary boundaries to successfully address the complex challenges of a contemporary workplace. The related training and research on motivating and engaging engineering students in schools is limited and rarely accounts for students’ lived experiences in the curriculum design. Meanwhile, programming is a medium of communication that can be reflexive with other domains and has been treated as a way of thinking about and exploring disciplines beyond computer science. In this study, engineering students used authoring tools of mobile app to design an English-learning app, in which English teachers provide feedbacks for revision, and a preliminary cross-disciplinary collaboration is asserted. The learning design referred to the frameworks of constructing socio-technical creativity to aid the students in employing their existing English knowledge to design mobile apps. The evaluation was conducted on the basis of the students’ designed apps and presentation, teachers’ feedback, and students’ self-reports. The results indicated that the common use of mobile apps in people daily life seemed to create a boundary object for the engineering students and English teachers to express, communicate, and coordinate their perspectives and knowledge. Students could view the engineering work from different aspects and appreciate English teachers’ comments and value their expertise. By accounting for the interests of students and schools’ limited resources, this study serves as a reference for cross-disciplinary learning and collaboration methodology.

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Transformed telepresence and its association with learning in computer-supported collaborative learning: a case study in English learning and its evaluation

Cited by 9 publications

References 26 publications

Mobile collaborative language learning: State of the art

Mobile collaborative language learning: State of the art

Bibliometric Study of Scientific Production on the Term Collaborative Learning in Web of Science

English -learning mobile app designing for engineering students’ cross-disciplinary learning and collaboration

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