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Karlsson, Jan. "Learning in Collaboration : Academics’ experiences in collaborative partnerships." Doctoral thesis, Pedagogiska institutionen, Lunds universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-73.
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There is an ongoing debate both in the United States and Europe about the need to develop a broader view of scholarship and the different activities connected with it, including “service to the community”. In Sweden, service takes the form of practice-oriented engagement and collaboration with the surrounding community, as stipulated by Swedish law regulating universities’ activities. Collaboration is frequently perceived as a supplementary task, in addition to education and research, hence the name ‘the third task’. Many academics, university teachers and researchers, are today involved in different collaborative partnerships. This thesis focuses academics’ learning in two different contexts: collaboration with small and medium enterprises (SMEs) and in a multidisciplinary research programme at the National Institute for Working Life in Sweden (NIWL). The results of the first investigation reveal that the academics learn different strategies to instigate, accomplish, deepen and further develop collaboration between universities and SMEs. The results also show also that academic professionals engaged in this type of activity need to handle the rigid structures of the academic organisation, which neither encourage nor reward these individuals’ efforts to collaborate. However, this study shows that although academics and practioners from SMEs come from different working cultures with their various traditions associated with language and interaction, a continuous exchange and dialogue creates trust and competence for all parties, as well as learning in the form of new knowledge that is useful for both the academia and SMEs. Collaboration across disciplines is rapidly becoming an integral feature of research, due to the desire to explore problems and questions that are not confined to a single discipline and the need to solve societal problems. The second empirical investigation focuses on the workplace learning of researchers in a multidisciplinary research (MDR) programme at the National Institute for Working Life in Sweden (NIWL), and their collaboration with practitioners. The results show that academics in this multidisciplinary context reach a deepened awareness of the perspectives of their own and others’ fields of research, as well as a heightened curiosity to learn more. The learning also involves gaining new insights about their own learning and how this takes place; its impact on their own professional development, and discovering, sometimes surprisingly, how their competence can be used in new areas of research. The interaction of knowledge and experience with researchers of different disciplines and practitioners creates a context that demands a different type of learning for the academics, compared to working in their own disciplines. Both investigations give an understanding of how academics experience their learning in collaboration with practitioners and researchers from different disciplines. It shows how the holistic integration of knowledge deriving from the academic functions of collaboration, teaching and research contributes to development within the academia and in working environments outside it.<br>Det finns en pågående debatt, både i USA och i Europa om behovet att utveckla en bredare syn på akademisk kompetens och de olika aktiviteterna som den innefattar, bland annat det som kallas “tjänster riktade mot samhället”. I Sverige tar dessa samhällsorienterade tjänster formen av praktik orienterad involvering och samarbete med det omgivande samhället, i enlighet med den lagstiftning som reglerar högskolans verksamhet. Samarbete uppfattas ofta som en uppgift som ligger utöver utbildning och forskning; den kallas därför också “den tredje uppgiften”. Många akademiker, universitetslärare och forskare, är idag engagerade i olika former av samverkan. Avhandlingen fokuserar akademikers lärande i två olika sammanhang: samverkan med små och medelstora företag (SMF), och samverkan inom ramen för ett flervetenskapligt forskningsprogram vid Arbetslivsinstitutet (ALI). Resultaten från den första undersökningen visar att akademikerna lär sig olika strategier för att initiera, genomföra, fördjupa och vidareutveckla samverkan mellan högskolan och SMF. Resultaten visar också att akademikerna som är verksamma inom detta område behöver hantera den akademiska organisationens rigida strukturer, som varken uppmuntrar eller belönar dessa individers ansträngningar att samverka. Akademiker och praktiker i SMF kommer från olika arbetskulturer, med olika traditioner förknippade med språk och interaktion. Undersökningen visar dock att kontinuiteten i utbytet och dialogen skapar ett förtroende och kompetensutveckling för alla involverade parter, samt ett lärande i form av ny kunskap som är användbar både för akademin och för SMF. Tvärvetenskapligt samarbete håller på att bli en grundläggande del av all forskning, beroende på önskan att utforska problem och frågeställningar som inte är begränsade till ett enstaka ämnesområde, och behovet att lösa de problem samhället ställs inför. Den andra empiriska undersökningen fokuserar forskares lärande på arbetsplatsen inom ett flervetenskapligt forskningsprogram vid (ALI), samt deras samarbete med praktiker. Resultaten visar att det som akademiker lär i detta flervetenskapliga sammanhang är en fördjupad medvetenhet om perspektiven i deras egen och andras forskningsfält, samt en förstärkt nyfikenhet att lära mer. Lärandet innebär även att komma till nya insikter om deras eget lärande, och hur detta äger rum; hur det påverkar deras egen professionella utveckling, och att upptäcka - ibland överraskande – hur deras kompetens kan användas i nya forskningsområden. Samspelet mellan kunskap och erfarenhet hos forskare med olika ämnesbakgrund och med praktiker skapar ett sammanhang som kräver en annan typ av lärande for akademikerna, jämfört med deras inomdisciplinära arbete. Resultaten från båda undersökningarna ger en förståelse av hur akademiker upplever sitt lärande i samarbete med praktiker och andra forskare från olika ämnen. Det visar hur den holistiska kunskapsintegrationen som härrör från de tre akademiska funktionerna samverkan, undervisning och forskning, samtidigt bidrar till utveckling i arbetsmiljöer både inom och utanför akademin.<br>Populärvetenskaplig beskrivning på svenska av artiklarna I-IV.
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Sonnenwald, Diane H., Mirja Iivonen, Jeffrey A. Alpi, and Heli Kokkinen. "Collaborative Learning Using Collaboration Technology: Report from the Field." Kluwer Publishers, 1999. http://hdl.handle.net/10150/105954.
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We propose that emerging collaboration, or groupware, technology that supports synchronous interaction among students and faculty can add new aspects to the traditional distance learning and university course models. To explore this assumption we taught a masters' level university course using collaboration technology. In our approach, collaboration technology (integrated synchronous audio- and video-conferencing, electronic whiteboard and shared application tools) was used to provide students at universities in different countries opportunities to participate in interactive class exercises and discussions, and to do class assignments together. Students also participated in traditional, face-to-face class seminars, discussions and exercises at their local university. Thus students learned using collaboration technology and traditional methods. In this paper we describe the course and discuss students' evaluations of the course, their collaboration with each other, and collaboration technology used during the course. Students evaluated the course and their collaborative experiences very highly but reported unique challenges and had mixed impressions with respect to the technology. Challenges included establishing interpersonal communication and meeting commitments. In general, students judged collaboration technology lower than e-mail and telephony in characteristics such as social presence, participation and ease of use. However, there were differences in evaluations among students in Chapel Hill and Oulu implying cultural preferences. In addition, students reported varying degrees of productivity and variety of tasks afforded the technology. These differences were similar for students in Chapel Hill and Oulu, implying individual preferences influenced evaluation of the technology. These results appear to imply that students need to learn principles of collaboration in addition to the technology for collaborative learning across distances to occur, and that a variety of technologies are needed to accommodate cultural and individual differences among students.
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Kuadey, Noble. "Mobile Collaborative Learning System." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-11117.
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This project work is about mobile learning system that will enable people to learn and collaborate anywhere and at anytime. It is the continuation of the work carried out in autumn 2009, by Noble and Izaz.In this project work, a Mobile Collaborative Learning System (MCLS) prototype was designed and implemented. The project work has been carried out according to the design science research methodology. An evaluation of the usability of the prototype was conducted. Mobile Services Acceptance Model (MSAM) was used to analyze factors that are influential for user adoption of the prototype.The results from the evaluation indicated that the majority of the test users perceived the prototype to be useful and they intend to use the prototype if they have access to it. These results confirm how useful and beneficial the prototype would be to students.
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Dillenbourg, Pierre J. "Human-computer collaborative learning." Thesis, Lancaster University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387456.
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Kubica, Tommy. "Adaptable Collaborative Learning Environments." Technische Universität Dresden, 2018. https://tud.qucosa.de/id/qucosa%3A73177.
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Audience Response Systems (ARSs) provide a promising opportunity to address issues occurring in traditional higher education, e.g., the lack of interaction, by allowing students to participate anonymously in lectures using their mobile devices. This can promote the students' attention, increase the interaction between the lecturer and the students and foster active thinking during class. In order to choose an appropriate ARS, numerous surveys list and classify these systems according to different criteria, e.g., supported features and platforms. [From the introduction]
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Pietsch, James Roderick. "Collaborative learning in mathematics." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1088.
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This study looked at the implementation of a collaborative learning model at two schools in Sydney designed to realise the principles recommended by reform documents such as the Principles and Standards for School Mathematics (NCTM, 2000) and policy documents including Numeracy, A Priority for All (DETYA, 2000). A total of 158 year seven and year eight students ranging in age from 12 to 15 years old from two schools participated in the study. In all, seven classroom teachers participated in the study each completing two topics using the collaborative learning model. Four research questions were the focus of the current study. Three research questions were drawn from eight principles identified in the literature regarding what constitutes effective mathematics learning. These questions related to the nature of collaboration evident in each classroom, the level of motivation and self-regulation displayed by students in the different types of classrooms and the relationship between learning mathematics within the collaborative learning model and real-world mathematics. A final research question examined the degree to which the concerns of teachers relating to preparing students for examinations are met within the collaborative learning model. Several different data collection strategies were adopted to develop a picture of the different forms of activity evident in each classroom and the changes that took place in each classroom during and after the implementation of the collaborative learning model. These included classroom observations, interviews with student and teacher participants, questionnaires and obtaining test results. Both exploratory and confirmatory factor analysis were used to reduce the data collected. Factor scores and test results were compared using t-tests, ANOVAs and Mann Whitney nonparametric tests. Data collected from interviews and classroom observations were analysed using a grounded approach beginning with the open coding of phenomena. Leont’ev’s theoretical approach to activity systems (1972; 1978) was then used to describe the changing nature of classroom activity with the introduction of the collaborative learning model. Within the collaborative classrooms there were a greater number of mathematical voices participating in classroom discussions, a breaking down of traditional roles held by teachers and students, and dominant patterns of collaboration evident in each classroom reflecting pre-existing cultural ways of doing. Furthermore, there was some quantitative evidence suggesting that student levels of critical thinking, self-regulation and help seeking increased and students were also observed regulating their own learning as well as the learning of others. Classroom practice was also embedded in the cultural practice of preparing topic tests, enabling students to use mathematics within the context of a work group producing a shared outcome. Finally, there was quantitative evidence that students in some of the collaborative classes did not perform as well as students in traditional classrooms on topic tests. Comments from students and teachers, however, suggested that for some students the collaborative learning model enabled them to learn more effectively, although other students were frustrated by the greater freedom and lack of direction. Future research could investigate the effectiveness of strategies to overcome this frustration and the relationship between different types of collaboration and developing mathematical understanding.
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Pietsch, James Roderick. "Collaborative learning in mathematics." University of Sydney, 2005. http://hdl.handle.net/2123/1088.
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Doctor of Philosophy (PhD)<br>This study looked at the implementation of a collaborative learning model at two schools in Sydney designed to realise the principles recommended by reform documents such as the Principles and Standards for School Mathematics (NCTM, 2000) and policy documents including Numeracy, A Priority for All (DETYA, 2000). A total of 158 year seven and year eight students ranging in age from 12 to 15 years old from two schools participated in the study. In all, seven classroom teachers participated in the study each completing two topics using the collaborative learning model. Four research questions were the focus of the current study. Three research questions were drawn from eight principles identified in the literature regarding what constitutes effective mathematics learning. These questions related to the nature of collaboration evident in each classroom, the level of motivation and self-regulation displayed by students in the different types of classrooms and the relationship between learning mathematics within the collaborative learning model and real-world mathematics. A final research question examined the degree to which the concerns of teachers relating to preparing students for examinations are met within the collaborative learning model. Several different data collection strategies were adopted to develop a picture of the different forms of activity evident in each classroom and the changes that took place in each classroom during and after the implementation of the collaborative learning model. These included classroom observations, interviews with student and teacher participants, questionnaires and obtaining test results. Both exploratory and confirmatory factor analysis were used to reduce the data collected. Factor scores and test results were compared using t-tests, ANOVAs and Mann Whitney nonparametric tests. Data collected from interviews and classroom observations were analysed using a grounded approach beginning with the open coding of phenomena. Leont’ev’s theoretical approach to activity systems (1972; 1978) was then used to describe the changing nature of classroom activity with the introduction of the collaborative learning model. Within the collaborative classrooms there were a greater number of mathematical voices participating in classroom discussions, a breaking down of traditional roles held by teachers and students, and dominant patterns of collaboration evident in each classroom reflecting pre-existing cultural ways of doing. Furthermore, there was some quantitative evidence suggesting that student levels of critical thinking, self-regulation and help seeking increased and students were also observed regulating their own learning as well as the learning of others. Classroom practice was also embedded in the cultural practice of preparing topic tests, enabling students to use mathematics within the context of a work group producing a shared outcome. Finally, there was quantitative evidence that students in some of the collaborative classes did not perform as well as students in traditional classrooms on topic tests. Comments from students and teachers, however, suggested that for some students the collaborative learning model enabled them to learn more effectively, although other students were frustrated by the greater freedom and lack of direction. Future research could investigate the effectiveness of strategies to overcome this frustration and the relationship between different types of collaboration and developing mathematical understanding.
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Kharrufa, Ahmed Sulaiman. "Digital tabletops and collaborative learning." Thesis, University of Newcastle Upon Tyne, 2010. http://hdl.handle.net/10443/911.
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People collaborate around tables at home, school and work. Digital tabletop technology presents an opportunity to bring computer support to these traditional face-to-face collaborative settings. This thesis principally addresses the challenge of designing digital tabletop applications for small group learning in the classroom and makes contributions in two distinct, but closely related areas: (i) interaction techniques for digital tabletops; and (ii) the design and evaluation of a digital tabletop-based system for supporting collaborative learning. A review of previous literature combined with a preliminary observational study on collaboration around traditional tables indentifies a number of requirements for tabletop interaction. These include the need for fluid interaction techniques that allow control of interface object attributes when these objects are moved between tabletop territories. Attribute gates are proposed as a solution to this problem through utilizing a novel, crossing-based, interaction technique. A recognition of the territorial focus in existing interaction techniques, and their limiting assumption that users work at relatively fixed locations around the table, led to the identification of another challenge, supporting the mobility of users around the shared workspace of the table. TANGISOFT is presented as a hybrid tangible-soft keyboard designed specifically for applications that require mobile users with moderate text entry requirements. The investigation of the potential of tabletop technology to support collaborative learning was carried out through the design, development, and evaluation of Digital Mysteries. From an interaction design perspective, the design aimed to utilize the unique affordances of tabletops in terms of combining the benefits of traditional tables and digital technology. From a learning perspective, the design aimed to support higher-level thinking skills, feedback, reflection, and metacognition by focusing on activities that promote these skills and supporting effective collaboration. The evaluation of Digital Mysteries demonstrated that the design was successful in encouraging the targeted learning activities. The design process and validation of Digital Mysteries embody a significant contribution to the development of our understanding of digital tabletop technology at the application level, and collaborative learning applications in particular. This understanding is summarized in the form of general guidelines for designing collaborative learning applications for digital tabletop technology.
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AHMED, WAQAR. "Collaborative Learning in Computer Vision." Doctoral thesis, Università degli studi di Genova, 2022. http://hdl.handle.net/11567/1069010.
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The science of designing machines to extract meaningful information from digital images, videos, and other visual inputs is known as Computer Vision (CV). Deep learning algorithms cope CV problems by automatically learning task-specific features. Especially, Deep Neural Networks (DNNs) have become an essential component in CV solutions due to their ability to encode large amounts of data and capacity to manipulate billions of model parameters.
Unlike machines, humans learn by rapidly constructing abstract models. This is undoubtedly due to the fact that good teachers supply their students with much more than just the correct answer; they also provide intuitive comments, comparisons, and explanations. In deep learning, the availability of such auxiliary information at training time (but not at test time) is referred to as learning by Privileged Information (PI). Typically, predictions (e.g., soft labels) produced by a bigger and better network teacher are used as structured knowledge to supervise the training of a smaller network student, helping the student network to generalize better than that trained from scratch.
This dissertation focuses on the category of deep learning systems known as Collaborative Learning, where one DNN model helps other models or several models help each other during training to achieve strong generalization and thus high performance. The question we address here is thus the following: how can we take advantage of PI for training a deep learning model, knowing that, at test time, such PI might be missing? In this context, we introduce new methods to tackle several challenging real-world computer vision problems.
First, we propose a method for model compression that leverages PI in a teacher-student framework along with customizable block-wise optimization for learning a target-specific lightweight structure of the neural network. In particular, the proposed resource-aware optimization is employed on suitable parts of the student network while respecting the expected resource budget (e.g., floating-point operations per inference and model parameters). In addition, soft predictions produced by the teacher network are leveraged as a source of PI, forcing the student to preserve baseline performance during network structure optimization.
Second, we propose a multiple-model learning method for action recognition, specifically devised for challenging video footages in which actions are not explicitly visualized, but rather, only implicitly referred. We use such videos as stimuli and involve a large sample of subjects to collect a high-definition EEG and video dataset. Next, we employ collaborative learning in a multi-modal setting i.e., the EEG (teacher) model helps the video (student) model by distilling the knowledge (implicit meaning of visual stimuli) to it, sharply boosting the recognition performance.
The goal of Unsupervised Domain Adaptation (UDA) methods is to use the labeled source together with the unlabeled target domain data to train a model that generalizes well on the target domain. In contrast, we cast UDA as a pseudo-label refinery problem in the challenging source-free scenario i.e., in cases where the source domain data is inaccessible during training. We propose Negative Ensemble Learning (NEL) technique, a unified method for adaptive noise filtering and progressive pseudo-label refinement. In particular, the ensemble members collaboratively learn with a Disjoint Set of Residual Labels, an outcome of the output prediction consensus, to refine the challenging noise associated with the inferred pseudo-labels. A single model trained with the refined pseudo-labels leads to superior performance on the target domain, without using source data samples at all.
We conclude this dissertation with a method extending our previous study by incorporating Continual Learning in the Source-Free UDA. Our new method comprises of two stages: a Source-Free UDA pipeline based on pseudo-label refinement, and a procedure for extracting class-conditioned source-style images by leveraging the pre-trained source model. While stage 1 holds the same collaborative peculiarities, in stage 2, the collaboration exists in an indirect manner i.e., it is the source model that provides the only possibility to generate source-style synthetic images which eventually helps the final model in preserving good performance on both source and target domains.
In each study, we consider heterogeneous CV tasks. Nevertheless, with an extensive pool of experiments on various benchmarks carrying diverse complexities and challenges, we show that the collaborative learning framework outperforms the related state-of-the-art methods by a considerable margin.
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Lee, Jisu. "Graduate Students' Collaborative Information Seeking in a Group-based Learning Setting." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271854/.
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Working with others within an organization can have a variety of positive effects, and the benefits of collaboration have been discussed in various disciplines. In information science, interest in collaborative information seeking, including collaborative information seeking by students in an online learning environment is expanding. This study was aimed at understanding graduate students' collaborative information seeking behaviors through the process of a group project, including factors that affected students' perceptions of collaborative work and their difficulties during the collaborative process. The research was based on Yue and He's model, which describes information users' collaborative communication and information behaviors, and Kuhlthau's model, which describes users' individual information seeking behaviors. The participants were 43 students enrolled in a master's level course delivered primarily online. The students were required to work together in groups to complete a research project. Data were collected through a background survey, behavior survey, and online communication texts and analyzed using descriptive statistics, statistical tests, and content analyses. The results showed significant changes in collaborative and information seeking behaviors and perceptions across three stages of the project during the semester. Theoretical, practical, and methodological implications for future research are discussed.
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Heslop, Philip. "Designing tabletop applications for collaboration in non-collaborative learning tasks in the classroom : learning persuasive writing." Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/3023.
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Learning in a face to face collaborative setting can have many benefits, such as leveraging differing peer proficiency to obtain an outcome not reachable by the individuals involved. Including expertise provided by teachers decreases this gap between potential and current ability, while also providing opportunity for the expert to impart timely and appropriate assistance to the learners. In the fields of Human Computer Interaction and Educational Technology, digital tabletops have come to the fore as a medium for facilitating small groups of collaborative learners, and suitable applications can provide at least some of the support that the teacher’s expertise would in the learning process. Previously, most explorations in this area have concentrated on learning tasks that are already collaborative in nature, and have focused on single group deployments, and usually in controlled settings such as a research lab. This thesis focuses on two main aims: (i) investigating the design of such applications, and how learning tasks not normally considered collaborative, such as Persuasive Extended Writing, might be adapted to a digital tabletop mediated collaborative learning task; and (ii), how to expand this application from a single group to a classroom scenario, and overcoming all the challenges that an “in the wild” deployment of this kind might entail. A review of previous literature on collaborative learning and collaborative learning technology inform a learner centred design process of an application for the collaborative learning of Persuasive Extended Writing. This design process was conducted with three groups of three learners aged 13 – 15 in the lab. Based on this investigation of the literature around collaborative learning, there is a potential learning impact from allowing collaboration in a usually non-collaborative learning setting. The application incorporates factors designed to elicit collaborative behaviours, such as visuospatial representations and decision points. The work then sets about identifying and evaluating these collaborative behaviours, with a view that they are potentially in line with this ultimate learning goal. iii The Collocated Collaborative Writing application (CCW) is deployed and evaluated in an “in the wild” classroom setting. This involved two studies in real classrooms in schools, with eight digital tabletops allowing for a class-wide deployment. In the first study, participants were students of mixed ability, year 8 (aged 13-14), studying English, Geography and History. In the second study, participants were mixed ability year 8 students (aged 13-14) studying English. Studies were facilitated by teachers who had created the material for the studies based on their current teaching and curriculum. The process identified the issues and challenges involved in this kind of “in the wild” deployment. The lessons learned from this process about the differing expectations of the stakeholders involved in the first study informed the second deployment. A combination of addressing the issues directly, forming a more equal partnership with the school and teacher, and differences in culture between the schools lead to a study in which the collaborative writing application is evaluated. There are two main contributions of this work. Firstly, a set of design guidelines derived from lessons learned during the design process. Their intention is to assist in the process of making a normally non-collaborative learning task into a collaborative one, by exploiting affordances of the technology. The second contribution comes from lessons learned from two “in the wild” classroom studies. It outlines a deeper understanding of how this kind of application can be extended to the classroom by gaining insight into expectations of the parties involved, understanding the culture of the school and making the process a partnership rather than an imposition. The work also evaluated the Collaborative Writing Application in terms of the type and quality of the collaborative behaviours of the participants, and how they changed over time, as well as the adoption of the technology by the teacher, eventually being seen as a tool for their own agenda rather than an external element in the classroom.
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Parzhetskaya, L. (Lyana). "Enhancing collaborative learning by means of collaborative serious games:providing requirements to collaborative serious games’ design." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201409201877.
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The current study is a theoretical overview which aim is to define collaborative serious games, identify the problems arising in using and implementation of these games in learning and education and search of ways of improvement of the collaborative process by means of providing the requirements to collaborative serious games’ design. The study makes connections among the following concepts: collaboration, gaming and technology and shows how they can be combined into a one study in order to improve the collaborative process of students and to provide a new solution to the pedagogical problems the modern teachers can face in their teaching practice (e.g. students’ motivation, engagement in learning, self-regulation, developing of argumentation skills, ability to work collaboratively and etc.).
The body of the thesis consists of three main parts that provides the basic ideas of serious games, computer-supported collaborative learning and collaborative game-based learning and answering the research questions of the study: ‘What are the benefits of using serious games in education and what are the “pros” and “cons” of using serious games as a technological tool?’, ‘What is collaboration in teaching-learning process and how collaboration can be supported by means of technology?’, ‘What are the main requirements and challenges in design of collaborative serious games?’ and as a conclusion the thesis is completed by answering the primary questions of the study ‘What is collaborative game-based learning?’ and ‘How can learning be enhanced by means of using collaborative serious game?’ First two parts are the analyses of theoretical framework on serious games and collaboration, the third part is a synthesis that represents summarization of theoretical review fulfilled with the author’s both learning and game experience that inspired to elaborate practical advice to designing collaborative serious games on the basis of entertainment games. Two different types of data were used in the study: 1) theoretical framework for digital game-based learning, serious games, collaborative learning, computer-supported collaborative learning, collaborative serious games (digital game-based collaborative learning); 2) empirical data collected from 8 engaging and popular games for entertainment by reading game reviews and analyzing games themselves while playing.
On the basis of the results, it can be concluded that game based learning (GBL) has become an alternative to traditional learning concepts. “Serious games” allow reaching the new generation and at the same time to use new technologies for educational purposes as they combine a proper game entertaining component and a training component together. To develop a good collaborative serious game and thereby to satisfy students’ learning needs is a big challenge as gameplay has to fulfill requirements of traditional single player games (fun, narration, video, audio), challenges of multiplayer games (concurrent gaming, interaction) and design of serious game (inclusion of learning content, adaptation and personalization). Moreover, the requirements of collaborative learning have to be considered (group goals, positive interdependence, and individual accountability). After analyzing the theoretical part the criteria for collaborative serious games were elaborated on which analysis of popular games for entertainment was conducted with a purpose to reveal aspects that can be implemented in modern collaborative serious game. The results (adaptation of theoretical framework) are presented in the form of a table, which includes the functions to collaborative serious games, the requirements, practical examples from the entertainment games and its adaptation to collaborative serious games.
The study is aimed to encourage teachers and educators see the potential benefit of collaborative serious games and start using them in teaching learning practice; the study provides pedagogical and technological requirements to collaborative serious games design to help game designers develop good collaborative serious games and third, it provides the new results that extend the existing requirements to collaborative serious games with elaborating the requirements to games for entertainment.
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Alrayes, Amal. "Investigating the learning performance in computer supported collaborative learning environments." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/investigating-the-learning-performance-in-computer-supported-collaborative-learning-environments(369f64e0-3309-499e-a00a-c097ae7e5d03).html.
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This thesis concerns groupwork, Computer Supported Collaborative Learning (CSCL) and social relationships. The use of the computer, especially when it involves the web, is claimed to be one of the most powerful tools for providing teachers and learners with an interactive and independent learning environment. This claim is justified by the immediate and wide accessed to resources. Although CSCL involves many technologies and functions, it is agreed that its universal feature is to encourage students to seek in-depth learning. The main purpose of this research is to empirically investigate the influences on learning outcomes in CSCL environments, specifically to understand how affordances for collaboration contribute to user experience as well as performance in groupwork; and to study social relationships and how they may affect learning performance. The main motivations behind this research are: 1) contradictions in the literature about the effectiveness of using the technology in groupwork, and 2) the shortcomings of existing collaborative environments, such as a poor sense of presence and limited non-verbal communication. Evaluations of collaborative technology have tended to follow either an ethnographic approach to investigate the context of use in depth, or more focused experimental analyses directed towards specific questions about collaboration. However, this research followed the mixed methods approach which has been successfully applied in HCI (Murphy et al., 1999; Ormerod et al., 2004), so this approach is suitable for investigating CSCL affordances and requirements. A series of seven field studies was conducted, using both quantitative (questionnaires) and qualitative (observations and interviews) methods. Synthesising the analysis of the seven studies involved experimentally comparing the affordances of some existing collaborative technologies (Blackboard and SecondLife). Overall, the results offer four main contributions. First, a conceptual model of the factors that impact performance in CSCL environments is developed, including three main dimensions: technology, group and learner features. Second, the key theoretical findings in this research show that social relationships and overall group activities do not correlate directly with performance, so our results appear to agree with previous findings that social relationships have no positive effect on learning performance. However, some social familiarity does appear to promote group interaction and performance. Comparing the use of technologies with face-to-face collaboration produced a complex picture. The 3D virtual world did not produce the expected benefit, probably because of usability problems encountered with the avatars. In contrast, the text-based virtual world was perceived as being more usable, even though for some groups it was considered to be boring and not a stimulating user experience. Although face-to-face collaboration was expected to be most effective, and indeed it was quickest and rated best on experience and positive emotions, it did not produce more accurate results. Third, was the mixed methods research approach and the discourse analysis method used to analyse the Blackboard threads in this research. Finally, the research provides guidelines for both educators and designers of CSCL environments. Although the exploratory nature of the study resulted in certain limitations, the study enriches existing knowledge in the area of CSCL and provides theoretical, methodological and practical insights that suggest promising opportunities for future research.
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Vujovic, Milica. "Studying collaborative learning space design with multimodal learning analytics." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/673315.
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Research has provided relevant advances in evidence-based design for productive learning. For example, in the field of collaborative learning, there is extensive evidence for some key learning design elements, such as methods of structuring activity sequencing, group formation techniques, and technology mediating collaboration. However, progress has been more limited in the area of evidence-based design of collaborative learning physical spaces. Contradictorily, research on learning spaces and their impact on teaching and learning have been a field of inquiry for decades. Existing studies have explored how learning spaces can play a role in inhibiting or encouraging student participation in active learning tasks, such those applying collaborative learning methods. However, the methods used in these studies have provided limited empirical evidence on the effects that specific design elements of collaborative learning spaces have on student behaviour. In this context, technological advances in data capture and analysis tools offer new opportunities and challenges to overcome this lack of evidence. In particular, the potential to advance learning space research through approaches involving Multimodal Learning Analytics (MMLA) is becoming increasingly clear.
This dissertation contributes to emerging MMLA research by aiming to disentangle the effects of space design elements and their interaction with other learning design elements in order to help broaden the evidence-based design spectrum with more fruitful learning. In particular, the thesis focuses on the interaction of table shapes in learning spaces with the group size learning design element. The dissertation also explores the relevant, but often neglected, gender perspective. An experimental design methodology is applied with the objective of answering research questions related to: (1) the differences in student behaviour when two table shapes and two group sizes are used; (2) indicators relevant to collaborative learning space research; and (3) data collection, analytical, and visualisation techniques. Contributions include the first empirical evidence about the influence of table shape on student behaviour, including effects arising from the interaction of table shape with group size and student gender. In addition, the dissertation offers a new case that discusses MMLA indicators in this field and explores how motion capture, temporal analysis, and aggregated visualisation can contribute to collaborative learning space research.<br>Ha habido avances importantes en la investigación en el ámbito del diseño para el aprendizaje efectivo basado en evidencias. Por ejemplo, en el ámbito del aprendizaje colaborativo, se han conseguido evidencias sobre algunos elementos importantes de su diseño, como los métodos para estructurar las secuencias de actividades, las técnicas de formación de grupo o la tecnología que media la colaboración. Sin embargo, el avance ha sido más limitado en el área del diseño de los espacios físicos para el aprendizaje colaborativo. Contradictoriamente, la investigación sobre los espacios de aprendizaje y su impacto en la educación han sido objeto de investigación durante décadas. Estudios existentes han explorado cómo los espacios de aprendizaje juegan un papel en inhibir o favorecer la participación de los estudiantes en tareas de aprendizaje activo, como las que aplican métodos de aprendizaje colaborativo. Sin embargo, los métodos utilizados en estos estudios han generado muy pocas evidencias empíricas sobre los efectos que elementos específicos de esos espacios tienen en el comportamiento de los estudiantes. En este contexto, los avances en las tecnologías para la captura y el análisis de datos ofrecen nuevas oportunidades, y retos, para cubrir esta falta de evidencias. En particular, el potencial de la Analítica de Aprendizaje Multimodal (MMLA, de sus siglas en inglés) se está vislumbrando como especialmente prometedor para avanzar la investigación sobre los espacios de aprendizaje.
Esta tesis doctoral contribuye al campo emergente de MMLA con el objetivo de desgranar los efectos de los elementos de diseño en los espacios de aprendizaje y su interacción con otros elementos de diseño para el aprendizaje. El objetivo último es ampliar el espectro del diseño basado en evidencias para el aprendizaje efectivo. Para ello, la tesis se centra en estudiar la interacción de las formas de las mesas con el tamaño de grupo, como elementos de diseño sobre el espacio y sobre el método de aprendizaje. La tesis también explora la perspectiva de género, una perspectiva relevante pero no suficientemente considerada en el ámbito. La metodología empleada es de diseño experimental y se plantean preguntas de investigación relacionadas con: (1) las diferencias en el comportamiento de los estudiantes cuando se utilizan dos tipos de mesas y tamaños de grupo; (2) los indicadores de analítica de aprendizaje relevantes en la investigación de espacios de aprendizaje colaborativo; (3) las técnicas para la recogida, el análisis y la visualización de datos. Las contribuciones de la tesis incluyen unas primeras evidencias científicas sobre la influencia de las formas de las mesas en el comportamiento de los estudiantes, considerando la interacción con el tamaño de grupo y el género. Además, la tesis también ofrece un nuevo caso de recogida de datos que permite revisar la validez de indicadores MMLA propuestos en el campo y explorar como aproximaciones de captura de movimiento, análisis temporal y visualización avanzada pueden contribuir a la investigación en espacios para el aprendizaje colaborativo.
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Balazs, Ildiko Erzsebet. "Konzeption von Virtual Collaborative Learning Projekten." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2005. http://nbn-resolving.de/urn:nbn:de:swb:14-1111134624957-21292.
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Virtual Collaborative Learning (VCL) beschäftigt sich mit einer Möglichkeit, Lernenden eine virtuelle Lernumgebung zu bieten, in der sie die Vorteile von E-Learning, wie zeitliche Flexibilität oder Ortsunabhängigkeit, mit den Vorteilen einer kollaborativen Zusammenarbeit kombinieren können. Hierbei steht die systematisch vorbereitete, tutoriell begleitete, unter Projektbedingungen (klare Zielvorgabe, offener Lösungsweg, begrenzte personelle und zeitliche Ressourcen) realisierte und mit Hilfe von Informations- und Kommunikationstechnologie hauptsächlich in virtueller Umgebung stattfindende, selbstorganisierte Kleingruppenarbeit an authentischen Problemstellungen im Mittelpunkt. Das Ziel der vorliegenden Arbeit ist die Unterstützung eines Entscheidungsträgers beim Treffen von VCL-bezogenen Planungsentscheidungen und somit die Erhöhung der Wahrscheinlichkeit eines erfolgreichen Einsatzes dieser Lehrform. Hierfür wurden basierend auf den Erfahrungen und Daten, die innerhalb von sieben VCL Projekten zwischen 2001 und 2003 am Lehrstuhl für Wirtschaftsinformatik, insb. Informationsmanagement, der Technischen Universität Dresden gesammelt und ausgewertet wurden, die Besonderheiten eines VCL Einsatzes systematisiert und ein Vorgehensmodell zur Unterstützung des Entscheidungsträgers abstrahiert. Die im Teil A der Arbeit vorgestellten Informationen ermöglichen dem Leser, Virtual Collaborative Learning in die Vielzahl unterschiedlicher Lehrformen der virtuellen Gruppenarbeit einzuordnen, eine präzise Vorstellung über die mit VCL erreichbaren Ziele zu gewinnen und VCL im Detail kennen zu lernen. Dieses Wissen ist notwendig, um das im Teil B vorgestellte Vorgehensmodell erfolgversprechend nutzen zu können. Das Vorgehensmodell teilt den gesamten Entscheidungsprozess in einzelne Phasen, die Phasen in mehrere Schritte und die Ermittlung möglicher Alternativen in mehrere aufeinander aufbauende Module auf. Zu den einzelnen Vorgehensschritten stehen dem Entscheidungsträger im Anhang unterstützende Informationen, abgeleiteten Empfehlungen, Checklisten und abstrahierte Regeln zur Verfügung.
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Weinberger, Armin. "Scripts for Computer-Supported Collaborative Learning." Diss., lmu, 2003. http://nbn-resolving.de/urn:nbn:de:bvb:19-11206.
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Loria, Enrica. "Collaborative learning in a simulated environment." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12550.
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This thesis purpose is to compare the effectiveness of collaborative learning against individual learning applied at the context of environment awareness. The game consists in a treasure hunt for wastes: the wastes are hidden all over the world; the task is to find them and recycle them correctly. To study the aforementioned situation, the game has two versions: a single player and a multiplayer mode. The latter based on collaboration as essential element to reach the goal. The project idea is to sensitize the player by placing him in a world, which is coherent with his own environment. The world is set up from official sources of what world’s condition are in order to give an immersive sensation; this choice is due to the concept of situated learning for which the learning is set in an environment that is similar to where the learning material will be applied in future.
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Jelfs, Beth. "Collaborative adaptive filtering for machine learning." Thesis, Imperial College London, 2009. http://hdl.handle.net/10044/1/5598.
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Quantitative performance criteria for the analysis of machine learning architectures and algorithms have long been established. However, qualitative performance criteria, which identify fundamental signal properties and ensure any processing preserves the desired properties, are still emerging. In many cases, whilst offline statistical tests exist such as assessment of nonlinearity or stochasticity, online tests which not only characterise but also track changes in the nature of the signal are lacking. To that end, by employing recent developments in signal characterisation, criteria are derived for the assessment of the changes in the nature of the processed signal. Through the fusion of the outputs of adaptive filters a single collaborative hybrid filter is produced. By tracking the dynamics of the mixing parameter of this filter, rather than the actual filter performance, a clear indication as to the current nature of the signal is given. Implementations of the proposed method show that it is possible to quantify the degree of nonlinearity within both real- and complex-valued data. This is then extended (in the real domain) from dealing with nonlinearity in general, to a more specific example, namely sparsity. Extensions of adaptive filters from the real to the complex domain are non-trivial and the differences between the statistics in the real and complex domains need to be taken into account. In terms of signal characteristics, nonlinearity can be both split- and fully-complex and complex-valued data can be considered circular or noncircular. Furthermore, by combining the information obtained from hybrid filters of different natures it is possible to use this method to gain a more complete understanding of the nature of the nonlinearity within a signal. This also paves the way for building multidimensional feature spaces and their application in data/information fusion. To produce online tests for sparsity, adaptive filters for sparse environments are investigated and a unifying framework for the derivation of proportionate normalised least mean square (PNLMS) algorithms is presented. This is then extended to derive variants with an adaptive step-size. In order to create an online test for noncircularity, a study of widely linear autoregressive modelling is presented, from which a proof of the convergence of the test for noncircularity can be given. Applications of this method are illustrated on examples such as biomedical signals, speech and wind data.
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Myneni, Lakshman Sundeep Narayanan N. Hari. "Studio-based computer supported collaborative learning." Auburn, Ala, 2009. http://hdl.handle.net/10415/1665.
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Podoski, Chad William. "Instant messenger for collaborative learning environments." [Florida] : State University System of Florida, 2001. http://etd.fcla.edu/etd/uf/2001/ank7124/thesis.pdf.
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Thesis (M.E.)--University of Florida, 2001.<br>Title from first page of PDF file. Document formatted into pages; contains x, 52 p.; also contains graphics. Vita. Includes bibliographical references (p. 51).
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Maroske, Claire. "Scaffolding collaborative learning in mathematics classrooms." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2058.
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In this practitioner-research study I investigated the quality of collaborative learning in my Year 10 mathematics class. I collected data on changes that occurred in small-group interactions before and after I conducted teamwork training. Prior to this intervention students experienced anxiety and relied on the teacher to provide reassurance and validation. After group-work skills were introduced students displayed improved self-reliance and greater productivity and satisfaction.
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Psimas, Lynnae L. "Perceptions of Collaborative Process in a Professional Learning Focused University-Community-School Collaboration." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/71.
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The current study explored the collaborative processes present in a collaboration between an urban university in the Southeast United States, a state-funded educational support agency, and several urban and suburban school districts served by the state agency. To obtain a comprehensive understanding of the collaboration and relevant practices, perceptions were obtained from university, community agency, and K-12 school representatives through 12 individual and 2 group interviews. Data were collected and analyzed using Moustakas’s (1994) transcendental phenomenology methodology. Findings indicated that participants perceived collaborative processes in the areas of collaborative structure, communication practices, characteristics of collaborators and organizations, and group dynamics. Participants also described outcomes of the collaboration in the areas of general impact on professional learning participants, learning, evolution of behaviors and beliefs, relationship development, emotional impact, sustainability, and generalizability. Comparison of the current results to Hord’s (1986) model of inter-organizational collaboration and the literature on inter-organizational collaboration revealed strong support for a synthesis model of inter-organizational collaboration. Furthermore, the findings suggest implications for practice in the areas of goal alignment, communication, perceptions of collaborative involvement, system entry and assimilation, and personal characteristics.
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Henry, Kirk. "Students' Perceptions of Collaboration Tools in a Higher Education Online Collaborative Learning Environment." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3544.
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Higher education funding and student behavior has been changing rapidly (Dervarics,2008). Because of this, there has been an increased focus on the use of alternative tools for course delivery. One of the emerging areas of focus has been an increased interest in the use of communication and information technologies (Curtis & Lawson, 2001). Currently, there are a wide variety of flexible delivery methods that have been used as well as their associated tools. Naturally, questions have been raised about the efficacy of these tools on the quality of student-student, student-teacher, and student-content interaction (Curtis & Lawson, 2001). Interaction and Collaboration may be versatile tools within the online learning environment, but the main concern for instructional designers and instructors is improving student outcomes within the online learning environment. Unfortunately, there isn't much research to guide instructors and developers as to which online collaboration tools promote transformative pedagogy, and research appears non-existent indicating the preferences of students and faculty regarding specific online collaboration tools. A host of interactive events are possible within an online learning environment. Some are viewed as essential and others may assume a more supplemental role. Participants reported that they preferred to interact with other students and their instructor using the discussion board within the online learning environment. Additionally, the participants believe that their interaction with the text was of less importance than their interaction with the instructor. Learners indicated that the discussion board was valued over all other collaboration tools available within the course. However, it is certainly possible that in other learning environments such findings may differ. Further study is needed to determine whether the initial insights of participants reflect reasonable trends in interaction or merely an isolated instance. This study was conducted using a mixed methods research approach. Mixed methods research allows the inclusion of issues and strategies that surround methods of data collection, methods of research, and related philosophical issues (Johnson, Onwuegbuzie & Turner, 2007). When qualitative and quantitative datasets are mixed, the datasets often provide richer insights into the phenomenon than if either qualitative or quantitative datasets alone were used. Additionally, using a mixed methods approach provides strengths that offset the weaknesses inherent in each sole approach (Creswell & Plano Clark, 2007; Jick, 1979). Rather than limiting the study to a single ideology, the research was able to utilize all possible methods to explore a research problem. The results of this study provide guidelines for instructional designers developing instructional strategies for online environments. The importance of well-designed instruction was reinforced by this study. The components of "well-designed instruction" can span beyond stimulus-response or drill and practice activities to include a wide range of dynamic interactions using a wide range of increasingly specific tools. Such diverse interactions using the correct tools collectively comprise a dynamic learning environment encompassing one or more learning communities that can expand well beyond the restrictions of any single course selection, thereby connecting learners in unique ways.<br>Ph.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Education PhD
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Fitzgerald, Clifford Thomas. "Self-directed and collaborative online learning: learning style and performance." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33470.
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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The purpose of this study was to determine whether a match between a participant's learning style and type of online instruction improved learner performance on tests measuring comprehension and retention. Learning style was measured by the Self-Directed Leamer Readiness Scale (SDLRS) and the Grasha-Riechmann Student Learning Style Scale (GRSLSS) and online instruction varied among online courses, recorded online courses, and computer-based tutorials. The setting for the study was a high tech machine vision company in Massachusetts and online users of its products were the participants. Three groups of learners participated in the study: employees, high school students, and customers. All three groups were comprised of engineers or engineering students. All 106 participants completed a survey that measured their preference for self-directed and collaborative learning style with the standard instruments SDLRS and GRSLSS. Participants completed 323 pre- and post-tests for 46 live online courses, recorded online courses, and computer-based tutorials during the data collection phase of the study. Those participants learning in their preferred learning style had the highest mean improvement from pre- to post-tests. Those participants with average or below average scores for self-directed and collaborative learning style showed the least improvement. The results of this study supported the hypothesis that matching the type of activity, collaborative or self-directed, to the learner's preferred learning style improved performance. The study included ten research questions.<br>2031-01-01
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Saeed, Sabina, and Sabina Saeed. "Learning To Learn: A Look Into the Collaborative Learning Space." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625142.
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The Collaborative Learning Space is a recent addition to the University of
Arizona that helps students engage in active learning. Prior to the incorporation of the
CLS, courses were primarily taught in a lecture based format. After receiving a grant, the
University of Arizona decided to use the money to develop new types of leaning spaces
and classrooms to increase student engagement and active learning. These classrooms are
not only effective for the students, but also they
make a huge impact on the faculty. For my honors
senior thesis, I worked with Dr. Cohen to get a
closer look at how we learn and what learning is
like in the CLS. We investigated what types of learning
and teaching styles are used in the CLS, and how
students and professors view this new space in
comparison to a regular lecture based classroom. We
also explored the literature on how active learning
impacts students learning. Overall the teacher and student
satisfaction with the new learning spaces was seen to be very high, and
active learning was found to show improvements in different areas including
information retention, critical thinking, study habits, student attitude, and problem-solving
skills.
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An, Yun-Jo. "Collaborative problem-based learning in online environments." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219913.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006.<br>"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2121. Adviser: Charles Reigeluth.
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Chan, Wai-man. "Exploring collaborative learning online in history classes." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B39848656.
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Lee, Kam-fong. "Enhancing students' collaborative learning through CMC discussion." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040057.
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Jahng, Namsook. "Examining collaborative learning in an online course." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/30495.
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The purpose of this dissertation research was to examine collaborative learning processes during a project-based small group activity in a graduate online course. The specific research questions were: (1) How can group collaboration be assessed quantitatively? (2) What factors hinder or facilitate small group collaboration? (3) Which participation behaviours in whole group discussions before entering small groups are associated with small group collaboration?
I developed an analytical framework, the Small Group Collaborative Learning Model (SGCLM), for assessing small group collaboration during project-based activity by modifying the Community of Inquiry model (Garrison, Anderson, & Archer, 2000) in combination with the online interaction learning model (Benbunan-Fich, Hiltz, & Harasim, 2005) which used the input-process-output (IPO) framework (McGrath, 1964, 1984; McGrath, Arrow, & Berdahl, 2000). Based on the SGCLM, I analyzed 2,029 messages (732 messages from small group forums and 1297 messages from the whole group discussions by twenty four students enrolled for 13 weeks). The data were coded into three communication categories (cognitive, social, and managerial) as well as communication directions (sender and receiver). For the data analysis, multiple methodological approaches (content analysis, social network analysis, and qualitative analysis) were employed.
Collaboration in six small groups was assessed by three quantitative indices in terms of a group’s communication quantity, group members’ participation equality, and a group’s information sharedness. Following the quantitative assessment, a qualitative examination of the collaboration processes was conducted to identify the specific problems indicated by the quantitative indices. Finally, statistical analyses were performed on students’ participation behaviours before entering the small groups to discover whether these behaviours were related to more/less collaboration in the context of the small groups.
I conclude that the three indices can be helpful for researchers, instructors, and course designers who aim at assessing and facilitating project-based small group collaborations in terms of more active communication, more democratic contributions, and more open communication. The collaboration indices can be a useful rubric for instructors to capture potential problems during small group activities and to provide support for the groups. Limitations and suggestions for future research are discussed.
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Kojiri, Tomoko, Yasuyuki Ito, and Toyohide Watanabe. "User-oriented interface for collaborative learning environment." IEEE, 2002. http://hdl.handle.net/2237/6900.
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Bull, Susan. "Collaborative student modelling in foreign language learning." Thesis, University of Edinburgh, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496469.
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Kwok, Wing-fai Tommy, and 郭榮輝. "Using CMC to enhance students' collaborative learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29604734.
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Liu, Kit-ying, and 廖潔凝. "ICT supported collaborative learning of business studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29959895.
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Chan, Wai-man, and 陳偉民. "Exploring collaborative learning online in history classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B39848656.
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Chan, Sing-fai, and 陳星輝. "A study of collaborative learning in biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959982.
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Lee, Kam-fong, and 李錦芳. "Enhancing students' collaborative learning through CMC discussion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040057.
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Kheiravar, Salma. "MACL, a mobile application for Collaborative Learning." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45568.
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Collaborative Learning actively engages students in group activities and is known as a very effective teaching and learning technique. Collaborative Learning emphases student-instructor and student-student collaboration during the learning process.
Tablets can be used in a variety of ways to maximize the effectiveness of Collaborative Learning. Currently, the existing solutions focus on student-instructor in-class collaboration because of their physical features (lightness, screen size, easy to carry, touch interactions, etc.).
This thesis explores the use of tablets to help instructors and students collaborate in real-time both during the class and outside the class. In this thesis, I propose a real-time collaborative approach for student-student and student-instructor interaction and present a prototype with emphasis on student-student interaction. The developed prototype allows students to solve flowchart problems individually or collaboratively either in a face-to-face or an on-line environment. A study is conducted to evaluate the usability of the system and to determine its effectiveness for Collaborative Learning.
During the study, students were randomly assigned to 3 groups (individual group work, face-to-face group work, on-line group work). All groups solved 2 flowchart problems both on paper and using the prototype.
The results suggest that the prototype is motivating and easy to use. It also increases the amount of in-group discussion and provides an equivalent opportunity for students to contribute to the problem in comparison to a paper version of the exercise.
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Barikzai, Safia. "Integrating courseware into collaborative learning environments (ICiCLEs)." Thesis, London South Bank University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435234.
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Hundley, Gene. "Collaborative Learning and Wireless Local Area Networks." NSUWorks, 2003. http://nsuworks.nova.edu/gscis_etd/599.
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This study investigated the appropriate methods for incorporating collaborative activities supported by wireless local area networks in the middle school classroom environment. The project addressed the problem that although current educational practice indicates the value of incorporating collaborative learning in the middle school classroom, the physical setting, lack of training, and a narrow scope of vision tend to block that incorporation in many schools. The goal of this project was to develop and evaluate a process model that can be utilized to facilitate the collaborative learning process through the incorporation of wireless LAN's in a middle school environment.
Criteria that are necessary for a successful product were established and matrices based on the established criteria were developed. An eight-member Formative Committee was assembled to establish a criteria set for the process model. The committee consists of seven educators from the Emanuel County School System, plus one representative from the system-wide technological support staff. The Formative Committee examined current practices and methodologies associated with collaborative learning in the classroom. This committee also investigated methods in which collaborative activities can be enhanced through the utilization of wireless networks.
An Expert Committee was responsible for validating the criteria established by the Formative Committee. This four member Expert Panel was selected from teacher educators in local colleges and universities based on teaching experience, expertise in collaborative learning, expertise incorporating computers in the classroom, and expertise developing educational support materials. The validation was accomplished utilizing surveys and formative feedback based on criteria recommended by the Formative Committee. Current collaborative activities were examined and guidelines were developed that meet the requirements of the validated criteria.
A pilot study was conducted in order to aid in the developmental process. An eighth grade music appreciation course was utilized in the pilot study. This class utilized computers connected via a wireless network and the process model that was developed based on the established criteria, to support the collaborative activities. A Development Committee examined the results from the pilot study. This committee was composed of three members from the Formative Committee and three members from the Expert Panel.
Data gathered from the Development Committee and the pilot study was incorporated into the process model. After recommendations from the Development Committee were examined and integrated into the product, a Summative Committee was developed in order to evaluate the process model. This committee presented recommendations for future modifications as well as future areas of research.
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Xia, Guangyu. "Expressive Collaborative Music Performance via Machine Learning." Research Showcase @ CMU, 2016. http://repository.cmu.edu/dissertations/784.
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Techniques of Artificial Intelligence and Human-Computer Interaction have empowered computer music systems with the ability to perform with humans via a wide spectrum of applications. However, musical interaction between humans and machines is still far less musical than the interaction between humans since most systems lack any representation or capability of musical expression. This thesis contributes various techniques, especially machine-learning algorithms, to create artificial musicians that perform expressively and collaboratively with humans. The current system focuses on three aspects of expression in human-computer collaborative performance: 1) expressive timing and dynamics, 2) basic improvisation techniques, and 3) facial and body gestures. Timing and dynamics are the two most fundamental aspects of musical expression and also the main focus of this thesis. We model the expression of different musicians as co-evolving time series. Based on this representation, we develop a set of algorithms, including a sophisticated spectral learning method, to discover regularities of expressive musical interaction from rehearsals. Given a learned model, an artificial performer generates its own musical expression by interacting with a human performer given a predefined score. The results show that, with a small number of rehearsals, we can successfully apply machine learning to generate more expressive and human-like collaborative performance than the baseline automatic accompaniment algorithm. This is the first application of spectral learning in the field of music. Besides expressive timing and dynamics, we consider some basic improvisation techniques where musicians have the freedom to interpret pitches and rhythms. We developed a model that trains a different set of parameters for each individual measure and focus on the prediction of the number of chords and the number of notes per chord. Given the model prediction, an improvised score is decoded using nearest-neighbor search, which selects the training example whose parameters are closest to the estimation. Our result shows that our model generates more musical, interactive, and natural collaborative improvisation than a reasonable baseline based on mean estimation. Although not conventionally considered to be “music,” body and facial movements are also important aspects of musical expression. We study body and facial expressions using a humanoid saxophonist robot. We contribute the first algorithm to enable a robot to perform an accompaniment for a musician and react to human performance with gestural and facial expression. The current system uses rule-based performance-motion mapping and separates robot motions into three groups: finger motions, body movements, and eyebrow movements. We also conduct the first subjective evaluation of the joint effect of automatic accompaniment and robot expression. Our result shows robot embodiment and expression enable more musical, interactive, and engaging human-computer collaborative performance.
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Pardàs, Lluïsa. "Constructivism and Collaborative Learning in Music Teaching." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34619.
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The lessons from Catalonia and Sweden, based in instrumental or vocal music performance, are analysed taking into account the respective teachers’ goals and practices. The implications of the two different methodologies used, top-down big ensemble and collaborative small groups, and their relationship to constructivist pedagogies are discussed.
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Gudkova, N. "Strategies for effective computer-supported collaborative learning." Thesis, Наукова платформа Open Science Laboratory, 2020. https://er.knutd.edu.ua/handle/123456789/15511.
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In social constructionist pedagogical approaches, learning is defined as an interactive, discursive and situated activity. This rests on the idea that knowledge is co-constructed through social interaction. Students are seen as active learners and teachers as facilitators. In both off- and online settings, collaborative learning refers to two or more learners working together and striving to solve a common task or achieve a shared learning objective using predominantly peer-directed interactions. Computer-supported collaborative learning has the potential to improve learners’ cognitive, affective and social learning outcomes.
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Lewis, Adam H. "Technology and Collaborative Learning in Employee Training." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1508160808319683.
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Papesch, Matthias. "A collaborative environment for learning security protocols." [S.l. : s.n.], 2003. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB10790773.
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Chan, Sing-fai. "A study of collaborative learning in biology." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264604.
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Warner-Metzger, C., B. C. Reed, John Paul Abner, Janet Todd, and Michele R. Moser. "PCIT training: Applying a Learning Collaborative Model." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4978.
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DINIZ, DOS SANTOS ALYSSON. "Educational collaborative games for sustainable development learning." Doctoral thesis, Politecnico di Torino, 2018. http://hdl.handle.net/11583/2711101.
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In a world regularly menaced by environmental and humanitarian crises, addressing education for a sustainable future becomes a critical issue. However, sustainability learning is extremely challenging, since the instructional tools to use must be able to deal with the inherent complexities of the matter, which can be summarized by three main factors: a) the interdisciplinary domains related to sustainability issues, such as ecology, economics, politics and culture, b) the involvement of several social structures, such as individuals, families and communities, and c) the demand for collaborative skills, creativity, flexibility and critical reflection. This thesis discusses educational games in the context of sustainability issues, by focusing on three main research questions:
• RQ1: which are the theoretical models that underlie educational games design;
• RQ2: which is the current state of the art of the developed sustainability
games?
• RQ3: how to design educational games aiming to foster learning and collaboration in sustainability scenarios?
Concerning the frst two research questions, this thesis aims at identifying, from a theoretical point of view, the elements that facilitate the achievement of the instructional goals in general educational games. To this end, it surveys the literature related to the design guidelines and evaluation tools for educational games. From this investigation, it is possible to identify (i) the lack of validation of current tools and (ii) the need to balance both educational and engagement elements into game design. Then the work analyzes the state of the art of sustainability serious games, by establishing a taxonomy related to the main purpose of the game, broadly dividing the various approaches into the categories of: (i) educative games, i.e. those intended to teach, and (ii) persuasive games, i.e. those aimed at influencing players’ habits or opinions towards more sustainable practices. The in-depth analysis of both groups allows: (i) the initial proposition of key aspects that should be considered in the design of a sustainability game, attempting to enhance its effectiveness, and (ii) the defnition of open questions that demand further scientifc investigation.
Then, the thesis tackles the last research question (from a more practical point of view) by detailing the design, development and evaluation of two sustainability games, WaterOn! and Sustain. In particular, since collaboration among users is a relevant dimension in sustainability learning, one of the research objectives of this work is to acquire a better understanding of users’ collaboration in sustainability games and which tools, game mechanics, design and narrative elements are necessary/suitable to effectively foster such cooperation. As for the two collaborative games developed, each of them has different learning objectives, target audiences and interaction designs in order to analyze the effectiveness of sustainability learning from two distinct instructional approaches (identifed in the theoretical part of this research). Sustain evaluation indicates its success in achieving both pedagogic and collaborative outcomes. Although WaterOn! lacks a similar evaluation, it allows conjectures about the adopted theoretical and practical tools, which also inspired the development of Sustain.
Concluding, this thesis identifes the relevant theoretical background and guidelines that underlie sustainability game design, with specifc emphasis on the collaborative dimension of the learning process, and evaluate their effectiveness through the evaluation of games based on such guidelines. The positive results found in the assessment contributes to the current literature by supporting the effectiveness of educational games as an additional learning tool in the context of sustainability.
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Zhao, Ke, and 赵珂. "Fostering learning and collaboration through computer-supported collaborative inquiry among Chinese tertiary business Englishstudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44901926.
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Maurel, Denis. "Contributions aux communications inter-vues pour l'apprentissage collaboratif." Electronic Thesis or Diss., Sorbonne université, 2018. http://www.theses.fr/2018SORUS489.
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Cette thèse présente plusieurs méthodes d'optimisation et d'amélioration des communications inter-vues dans un contexte d'apprentissage collaboratif. Deux axes sont développés: Le premier concerne l'amélioration des communications pour le clustering collaboratif, un paradigme dans lequel plusieurs jeux de données, appelés vues, sont utilisés pour effectuer un premier clustering local avant de s'échanger des informations afin de parvenir à un concensus sur leurs résultats. Notre premier contribution consiste en une méthode d'apprentissage permettant à une vue de pondérer l'information fournit par les vues externes. Cette méthode se base sur la résolution d'un problème constitué du critère du clustering collaboratif auquel à été ajouté deux contraintes sur les coefficients de pondérations. Une seconde contribution consiste en la définition d'une méthode d'apprentissage incrémentale de cartes auto-adaptatrices de Kohonen, suivie de son adaptation au clustering collaboratif. Cette méthode permet entre autre la mise à jour des résultats obtenus via le clustering collaboratif en cas d'évolution dans la distribution des données pouvant survenir au cours du temps. Le second axe consiste en la définition d'un nouveau paradigme collaboratif, appelé reconstruction collaborative. Dans ce paradigme, plusieurs vues collaborent pour reconstruire des données localement manquantes. Cette méthode se base sur des réseaux de neurones permettant de faire le lien entre les données externes et les données locales. La combinaison des informations externes est assurée par une méthode de pondération permettant de privilégier les caractéristiques les mieux reconstruites par chaque vue externe<br>This thesis presents several methods to optimize and improve inter-views communications in a collaborative learning context: The first contribution is about the improvement of communications for Collaborative Clustering using a learning method making it possible for a view to weight the information supplied by the external views. This methods is based on the resolution of a problem made of the Collaborative Clustering criterion with two constraints of the weighting coefficients. A second contribution consists in the definition of an incremental learning method of Self-Organizing Maps, followed by its adaptation to Collaborative Clustering. This method makes it possible to adapt the results obtained using Collaborative Clustering in case of a potential evolution in data distribution through time. The second axis consists in the definition of a new paradigm, called Collaborative Reconstruction. In this paradigm, several views collaborate to reconstruct local missing data. This method is based on neural networks linking external data and local data. The combination of the external informations is guaranteed by a weighting method favoring the best reconstructed features for each external view
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Clark, Jonathan T. "Developing collaborative leadership a study of organizational change toward greater collaboration and shared leadership /." [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1229720750.
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Thesis (Ph.D.)--Antioch University, 2008.<br>Title from PDF t.p. (viewed February 19, 2009). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2008."--from the title page. Includes bibliographical references (p. 163-171).