Added Value Model of Collaboration in Higher Education

Béres, Ilona; Turcsányi-Szabó, Márta

doi:10.28945/1303

Cited by 8 publications

(5 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As Béres and Turcsányi-Szabó (2010) show, collaborative content creation allows users to be co-authors and active participants in the learning process. This way, through interaction and connections between users and through collaborative tools (such as wikis and social networks), it is possible to generate connective knowledge based on real experiences.…”

Section: Resultsmentioning

confidence: 99%

Connectivist Learning Objects and Learning Styles

Moral

Cernea

Villalustre

2013

IJELL

View full text Add to dashboard Cite

The Web 2.0 brought in the use of social tools at a large scale in every area: a transformation which led to redefining the teaching-learning process. In this new context knowledge is distributed over network connections in an uncontrolled way -thus learning consists of recognizing relevant information patterns and constructing new connections. Hence, users become active members of learning communities, bringing in their own social context and committing themselves to the whole learning process.This article presents a comparison between constructivism and connectivism, which arises in the Social Web framework. It also shows an evolution of the Learning Objects design which is moving from a constructivist perspective to a connectivist one (Siemens, 2005), due to the benefits provided by the Web 2.0 tools, and specifically by social media. These new resources allow learning strategies to transfer through multiple users' connections and enable collaborative knowledge construction within networks. Connectivist Learning Objects (CLOs) emerge as interdisciplinary nodes, which incorporate multiple learning experiences from users within very diverse contexts. Adapting CLOs to users' cognitive diversity enhances both the individual learning and the connective one. This paper presents design guidelines for CLOs, based on didactical methodologies to reinforce their adaptability to students learning styles.

show abstract

Section: Resultsmentioning

confidence: 99%

Connectivist Learning Objects and Learning Styles

Moral

Cernea

Villalustre

2013

IJELL

View full text Add to dashboard Cite

show abstract

“…Teaching online is much more labor intensive than face-to-face instruction [1], but the benefits of individualization to students" needs, schedules, and learning style can far exceed the time cost to the instructor [16]. Online collaborative dialogue that synthesizes ideas, encourages debate, and explores related themes requires students to combine inductive and deductive reasoning, often leading to greater depths of knowledge, mastery of content, and satisfaction with learning [14].…”

Section: Possible Solutions Through Collaboration and Creativitymentioning

confidence: 99%

“…Goulet, Krentz and Christiansen characterized collaboration as a transformative experience transcending consultation, collegiality, and cooperation [18]. Beres and Turcsanyi-Szabo [16] recommended using individual objectives and group objectives for collaborative learning using mindmaps, project-based learning, inquiry-based learning, games, multimedia and sequential or global learning materials. They emphasize the increased responsibility of learners to demonstrate their group contributions given that interactions are recorded.…”

Section: Possible Solutions Through Collaboration and Creativitymentioning

confidence: 99%

A Proposed Model to Increase Creativity, Collaboration and Accountability in the Online Classroom

Kutaka-Kennedy¹

2015

IJIET

View full text Add to dashboard Cite

Abstract-As technological advances have revolutionized almost every aspect of our daily lives, the field of education has been evolving to optimally address the opportunities and challenges afforded by these new technologies. Like everything else, education has migrated online; however, some problems need to be addressed, such as the high drop rates for online courses, student disengagement, and course quality. Furthermore, developing the 21st century skills of critical thinking, communication, collaboration and creativity requires that we develop a pedagogy that goes beyond traditional lecture and information transfer models of the past. This paper will describe a few of the problems and possible solutions to online learning and 21st century skills through the use of collaboration and creativity. Accountability for collaborative and creative work will also be addressed.

show abstract

“…Furthermore, Dag and Geçer [60] proposed some factors rather than learning style in order to increase the academic achievement and learning performance especially when considering extra criteria to construct group model which are: 1) demographic factors; 2) teaching strategies; 3) teaching methods; and 4) learning strategy. These factors should be considered when developing for personal or individual and collaborative adaptive e-learning systems [2].…”

Section: VIImentioning

confidence: 99%

“…This lead to the use of Hypermedia as a suitable media to overcome the challenges facing traditional learning, teaching, and education issues, especially for supporting new constructivist way for achieving an active and user-centric learning as well as achieve the collaborative learning effectively [1][2]. However, contemporary empirical researches showed contradictions in the results regarding the impacts of user-centric system in developing an effective and affective learning process.…”

Section: Introductionmentioning

confidence: 99%

Adaptive Educational Hypermedia System using Cognitive style approach: Challenges and opportunities

Ghazal

Yusof

Zin

2011

Proceedings of the 2011 International Conference on Electrical Engineering and Informatics

View full text Add to dashboard Cite

E-learning systems have rapidly evolved from generation to another throughout the recent years. Adaptive Educational Hypermedia System (AEHS) provides capabilities to personalize the web-based system according to student's model such as user's interests, needs, preferences, knowledge, and background, which are personal characteristics gathered explicitly or implicitly. The goal of developing AEHS is to achieve an effective and affective learning performance, as well as to get positive impacts on the student through gaining skills and learning experiences. Most AEHS are technologically-driven to transfer knowledge rather than pedagogically-driven focusing on gaining cognitive skills and other experiences. To overcome this gap many researchers considered Cognitive style (CS) as the most important factor for reasoning and predicting individual traits, learning strategies and other preferences. Furthermore many researchers proposed new cognitive factors-rational, intuitive, and interpersonal as the most innate, brain-based, fixed stable preferences to build a robust adaptive student model dynamically and to get positive influence on the affective and effective AEHS. Based on the literature review, we have identified a number of theoretical and technical issues related to the AEHS architecture in relation to the whole brain cognitive style model to achieve an effective learning outcomes .The findings will be used for designing a user model for AEHS.

show abstract

Added Value Model of Collaboration in Higher Education

Cited by 8 publications

References 11 publications

Connectivist Learning Objects and Learning Styles

Connectivist Learning Objects and Learning Styles

A Proposed Model to Increase Creativity, Collaboration and Accountability in the Online Classroom

Adaptive Educational Hypermedia System using Cognitive style approach: Challenges and opportunities

Contact Info

Product

Resources

About