A wiki-based framework for collaborative learning design in teacher education

Zalavra, Eleni; Papanikolaou, Kyparisia A.

doi:10.1007/s10639-021-10874-9

Cited by 6 publications

(10 citation statements)

References 34 publications

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“…Learners’ positive emotions effectively increase their participation rates, and emotions such as curiosity, excitement, and enjoyment help them remain engaged in the course and stay persistent (Al-Samarraie & Saeed, 2018 ; Özüdoğru, et al, 2022; vanOostveen et al, 2019 ; Zalavra & Papanikolaou, 2022 ). However, negative emotions such as boredom, weariness, and anxiety have the opposite effect (Linnenbrink-Garcia et al, 2011 ; Tzafilkou et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Partners can obtain knowledge, resources, and abilities that they need from one another, thereby encouraging the growth of their professional knowledge. This interactive process can accelerate the growth of their professional literacy and the pursuit of individual interests, as well as strengthen learners’ collaboration and improve their learning outcomes (Macià & García, 2016 ; Pyhältö et al, 2015 ; Tzanavaris et al, 2021 ; Zalavra & Papanikolaou, 2022 ). The collaborative platform’s technical environment can strengthen intra-group interactions and relationships, and promote learners’ collaborative knowledge building (Nguyen et al, 2022 ; Özüdoğru, et al, 2022; Pavo & Rodrigo 2015 ; Prestridge, 2019 ; Tsiotakis & Jimoyiannis, 2016 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Specifically, knowledge forums facilitate discussions, knowledge resource sharing, and scaffolding activities for knowledge building, so that learners can improve their professional knowledge and learning capabilities. Good relationship performance of individuals usually results in learners’ expressing both critical and creative content that contributes to knowledge building, thereby facilitating collaborative performance (Burden &Kearney 2017 ; Cleveland & Block, 2017 ; vanOostveen et al, 2019 ; Zalavra & Papanikolaou, 2022 ). In response to this line of reasoning, the following hypotheses are proposed:…”

Section: Literature Reviewmentioning

confidence: 99%

“…The broad scope of professional knowledge and increasing complexities associated with topic knowledge require teachers to adopt a highly personalized and cooperative learning model, as well as the practical operations of collaborative learning (Frei-Landau et al, 2022 ; Garcia, 2021 ; vanOostveen et al, 2019 ; Yadegaridehkordi et al, 2019 ; Zalavra & Papanikolaou, 2022 ). This consequently allowed them to focus their efforts on collaborative learning and professional development in order to transform real and context-based ideas into next generation course plans.…”

Section: Introductionmentioning

confidence: 99%

“…They can also use information technology tools for self-regulation to promote their learning (Azevedo & Gašević 2019 ; Bannert & Reimann, 2012 , Tour, 2017 ) and create new platforms for communication and interactions. Collaboration among members can ensure the effective building of professional knowledge (Al-Samarraie & Saeed 2018 ; Özüdoğru, et al, 2022; vanOostveen et al, 2019 ; Zalavra & Papanikolaou, 2022 ). All these experiences help increase interactions among learners, improve their problem-solving skills, and enhance their professional knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Encouraging teacher participation in Professional Learning Communities: exploring the Facilitating or restricting factors that Influence collaborative activities

Chao

2022

Educ Inf Technol

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With the ease of using information technology tools, the explosive growth of smartphone applications (apps), and the rise of learning communities on social media, the acceptance of learning communities has become one of the most significant challenges for higher education institutions in Taiwan. In order to better understand teachers’ collaborative performance inlearning communities, this study employs the cognitive dimension (opportunism) andinternal tension dimension (e.g. rising expectation, relationship burden) as restrictive factors; on the other hand, it uses emotional support, sense of belonging, and interpersonal altruism as facilitating factors; and community interaction, relationship performance, and collaborative performance as endrogenous factors. With a cross-sectional survey method and a quantitative approach, this study further dives into the collaborative performance of professional learning communities. A total of 157 teachers (87 male and 70 female) were surveyed, and a structural equation modeling approach was used. It was found that social media learning communities have done better than previous courses of field learning in unrestraining learning styles and increasing the breadth of knowledge. Facilitating and restrictive factors led to the rearrangement of the entire knowledge contribution process, enabling new configurations of individuals, members, and community. Moreover, community interactions are important drivers of relationship and collaboration performance supported by empirical data. The findings offer guidelines for policymakers and educators who evaluate teachers’ collaborative performance and relationship performance to promote teaching efficiency and effectiveness by incorporating cyberethics in educational activities.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Encouraging teacher participation in Professional Learning Communities: exploring the Facilitating or restricting factors that Influence collaborative activities

Chao

2022

Educ Inf Technol

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Training of Greek Public Administrators in Legal Knowledge Management by Using the Legislation Editing Open Software (LEOS)

Fitsilis

Papastylianou

2023

J Knowl Econ

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The article describes the evolution of an innovative legal interoperability laboratory within the National School of Public Administration and Local Government in Athens, Greece. While critically analysing its general scope, objectives and structure, the knowledge management perspective of an interoperable legal informatics solution for handling big open legal data is brought into focus. In the context of the laboratory, the use of Legislation Editing Open Software (LEOS), a legal informatics tool that has been developed as a European Union ISA2 solution, is highlighted. Different aspects of and lessons learned from the training of public administrators are discussed while assessing this operations support system for potential use as a web-based authoring tool by the Hellenic public service. The evaluation of both the laboratory and the tool was conducted based on expert surveys, and possible upgrades are discussed to make the training of public administration more efficient.

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Structuring from scratch a legal interoperability laboratory

Fitsilis

Papastylianou²

2022

RPA

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This article defines what is required in order to create an innovative legal interoperability laboratory from scratch at the National School of Public Administration and Local Government in Athens. Its scope and objectives are critically analysed and its modules outlined. The problem-based learning method has been applied to a synchronous and asynchronous distance learning educational environment. In particular, in the context of the laboratory, the use of LEOS (Legislation Editing Open Software), a legal informatics tool that has been developed as a European Union ISA2 solution, is highlighted. Moreover, the relation of the laboratory to existing open interoperability courses and the wider European Interoperability Framework are presented along with the tool being assessed for potential use as an authoring tool by the Hellenic public administration. Both the laboratory and the course have been thoroughly evaluated and the results of this evaluation are presented and discussed, in view of plans for the design of additional related interoperability courses and laboratories.

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A wiki-based framework for collaborative learning design in teacher education

Cited by 6 publications

References 34 publications

Encouraging teacher participation in Professional Learning Communities: exploring the Facilitating or restricting factors that Influence collaborative activities

Encouraging teacher participation in Professional Learning Communities: exploring the Facilitating or restricting factors that Influence collaborative activities

Training of Greek Public Administrators in Legal Knowledge Management by Using the Legislation Editing Open Software (LEOS)

Structuring from scratch a legal interoperability laboratory

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