Using Conversant Media as a collaborative learning tool in teacher education

Khine, Myint Swe; Atputhasamy, Lourdusamy

doi:10.14742/ajet.1715

Cited by 6 publications

(3 citation statements)

References 6 publications

(4 reference statements)

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“…The paragraph is a larger grained unit of analysis and this has been used in studies by Hara et al (2000) and Rourke et al (2001)). Others including Marcelo et al (2002), Khine et al (2003), Aviv et al (2003) and Anderson et al (2001) have used the whole message as a unit of analysis. Clearly, it is the case that of all syntactic units, the boundaries of a message are very clearly defined in any context of computer conferencing.…”

Section: Units Of Analysis: Which One Should I Use?mentioning

confidence: 99%

Content analysis of computer conferencing transcripts

Donnelly¹,

Gardner

2011

Interactive Learning Environments

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As conferencing tools become an increasingly common feature in students' experience, tutors need to have an understanding of how these tools facilitate the formation and maintenance of collaborative learning communities. Inevitably the pursuit of this understanding requires some form of analysis of the interactions involved. This analysis of the written transcripts, created by students during computer mediated conferencing (CMC), invariably takes the form of a systematic content analysis. For small-scale work the analysis can be undertaken manually but when the volume is large, as might arise from courses delivered wholly online or in a blended learning approach for example, some form of automated content analysis comes into its own. Whether analysed quantitatively or qualitatively, there is much to commend this type of approach by higher education tutors wishing to assess the progress of their students and improve their understanding of how students learn through computer conferencing technology. On the basis that tutors need to have an awareness of the advantages and limitations of such tools, this paper examines the content analysis approaches currently available. This debate generally focuses on the appropriateness of the methodology and the representation of interaction patterns and learning processes. In this paper we propose to extend Rourke et al.'s study to cover a wider range of methodological models.Specifically we examine the merits and demerits of these models as exemplified in a selection of influential conferencing analysis studies.

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Section: Units Of Analysis: Which One Should I Use?mentioning

confidence: 99%

Content analysis of computer conferencing transcripts

Donnelly¹,

Gardner

2011

Interactive Learning Environments

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“…The major challenge, then, is to develop the best environment for learning based on computer orientated communication (Luppicini, 2003). Khine and Lourdusamy (2003) had once successfully implemented collaborative learning into teacher education under the Conversant Media platform with video annotation. Twenty-five student teachers were invited to participate in a pilot project to reflect on instructional issues in authentic teaching through online discussion in a computer laboratory.…”

Section: Idea Improvementmentioning

confidence: 99%

The digital video database: A virtual learning community for teacher education

Hung

Yip

2008

AJET

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<span>This research started with the design and implementation of an online digital video database, followed by a study of how three student teachers used it in building a virtual learning community that enabled the sharing of teaching practices during their first teaching practicum in the teacher education program. The student teachers made use of teaching practice videos that were edited into 'learning objects' ready for peer evaluation. The peer evaluation was conducted by an online discussion forum among community members, which provided the data for analysis. The findings give insight into how comments and feedback flowed within the learning community, and how the videos in the form of learning objects helped to generate various categories of teaching practices. Finally, a follow up focus group discussion provided useful data regarding the possibilities and limitations of creating a learning community centred on sharing constructed learning objects in an online digital video database.</span>

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“…We asked students to create, share and visualize videos on an intranet or Internet, and discuss the contents and quality of these videos. This is not a novel approach [31] [42] [48] [51], and the question addressed here is what kind of technology will support these tasks so that they become educationally effective. We are interested in the video production process as a collaborative learning task [20].…”

Section: Introductionmentioning

confidence: 99%

A Novel Group Engagement Score for Virtual Learning Environments

Castellanos

Haya

Urquiza-Fuentes

2017

IEEE Trans. Learning Technol.

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STEM (Science, Technology, Engineering and Math) education is currently receiving much attention from governments and educational institutions. Our work is based on active learning and video-based learning approaches to support STEM education. Here we aimed to increase student's engagement through reflective processes that embrace video filmmaking, and subsequent on-line discussion and evaluation of those videos. We propose a group engagement score that takes into account both individual activity and similarity of participation, thus allowing corrective actions to be taken when unengaged students or groups are identified. We tested these ideas using our own social learning platform that combines the principal features of Social Networks with tools that facilitate collaborative learning design. This platform stimulates students' learning by means of two main reflective processes: participatory production and peer-review. We evaluated this platform and the learning approach it supports in an Object Oriented Programming course and identified interesting differences between group engagement and video ratings. Our principal conclusion is that greater teacher and student awareness of the ongoing activities and group engagement are needed.

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Using Conversant Media as a collaborative learning tool in teacher education

Cited by 6 publications

References 6 publications

Content analysis of computer conferencing transcripts

Content analysis of computer conferencing transcripts

The digital video database: A virtual learning community for teacher education

A Novel Group Engagement Score for Virtual Learning Environments

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