Affective states in computer-supported collaborative learning: Studying the past to drive the future

Reis, Rachel Carlos Duque; Isotani, Seiji; Rodríguez, Casiano; Lyra, Kamila Takayama; Jaques, Patrícia Augustin; Bittencourt, Ig Ibert

doi:10.1016/j.compedu.2018.01.015

Cited by 84 publications

(60 citation statements)

References 43 publications

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“…Research on social learning in digital learning environments indicates that dealing with digital media implies the development of social awareness [75]. This involves making use of social media and social communication technology [76,77], and defining one's role in a digital network [20,78].…”

Section: Social Perspectives On Learningmentioning

confidence: 99%

Digital Learning Environments in Higher Education: A Literature Review of the Role of Individual vs. Social Settings for Measuring Learning Outcomes

et al. 2020

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Research on digital learning environments has traditionally applied either an individual perspective or a social perspective to learning. Based on a literature review, we examined to what extent individual or social perspectives determined the learning outcome variables that researchers have used as measurements in existing studies. We analyzed prototypical approaches to operationalize learning settings (individual vs. social) published in peer-reviewed journals and identified their relation to several measures of learning outcomes. We rated n = 356 articles and included n = 246 articles in the final analysis. A total of 159 studies (64.6%) used an individual learning setting, while 87 studies (35.4%) used a social learning setting. As learning outcome measures, we observed self-reports, observable behavior, learning skills, elaboration, personal initiatives, digital activity, and social interactions. The two types of learning settings differed regarding the measurement of elaboration and social interactions. We discuss of the implications of our findings for future research and conclude that researchers should investigate further measures of learning outcomes in digital learning settings.communication and collaboration as well as for learning and knowledge exchange in an appropriate way to become competent and proficient members of a knowledge society. Second, digital learning environments promise to make learning and teaching more effective, for example, by increasing learners' motivation [14,21], adapting to students' prior knowledge [16], or providing the possibility for mobile and ubiquitous learning [22,23].However, the findings of existing studies on the impact of digital media on learning are ambiguous [24][25][26][27]. In general, influencing factors, such as teachers [28,29], prior knowledge [30,31], or the novelty of the particular digital setting [32] seem to have greater effects on learning outcomes than the use of digital media per se. One reason for marginal findings on the effects of digital media in these studies might be that they are highly heterogeneous with regard to measurements and the learning settings that they applied. Therefore, the study presented here summarizes common measurements of variables that capture learning outcomes in existing empirical studies. This contributes to finding a common language of researchers to describe effects by having a shared understanding of distinctive learning outcomes. We also argue that the particular theoretical perspective that researchers and practitioners take toward learning with digital media may have an impact on how they design learning environments, how they operationalize relevant variables, and how they measure learning outcomes [26]. Research on digital learning environments has traditionally applied two perspectives of examining and understanding how people learn [33]: A cognitive, individual-oriented perspective that focuses on individual cognition, and a social, community-oriented perspective that focuses on distributed cognition and col...

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Section: Social Perspectives On Learningmentioning

confidence: 99%

Digital Learning Environments in Higher Education: A Literature Review of the Role of Individual vs. Social Settings for Measuring Learning Outcomes

et al. 2020

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“…Computer Supported Collaborative Learning (CSCL) supports collaborative learning using technologies to promote students' interaction and collaboration, and maximize their learning achievement [24]. This technology allows learners who are far apart to collaborate online.…”

Section: Collaboration and E-learningmentioning

confidence: 99%

Collaborative Mobile-Learning Architecture Based on Mobile Agents

et al. 2020

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The connection between collaborative learning and the new mobile technology has become tighter. Mobile learning enhances collaborative learning as learners can access information and learning materials from anywhere and at any time. However, supporting efficient mobile learning in education is a critical challenge. In addition, incorporating technological and educational components becomes a new, complex dimension. In this paper, an efficient collaborative mobile-learning architecture based on mobile agents is proposed to enhance learning activity and to allow teachers and students to collaborate in knowledge and information transfer. A mobile agent can control its own actions, is able to communicate with other agents, and adapts in accordance with previous experience. The proposed model consists of four components: the learner agent, the teacher agent, the device agent and the social agent. The social agent plays the main role in the collaborative tasks since it is responsible for evaluating the collaborative interactions among different learners. Additionally, it offers an evaluation indicator for the learners’ collaboration and supplies the teacher with learner’s collaboration reports. The proposed model is evaluated by introducing a collaborative mobile-learning case study applied to two full classes of undergraduate students. To conduct the model experiments, students were asked to complete a questionnaire after they used the proposed model. The questionnaire results statistically revealed that the proposed architecture is easy to use and access, well-organized, convenient, and facilitates the learning process. The students thought the proposed m-learning application should complement rather than replace the traditional lectures. Moreover, the experimental results show that the proposed collaborative mobile learning model enhances the learner’s skills in problem solving, increases the learner’s knowledge in comparison with individual learning, and social agent encourages learners for more participation in the learning tasks. Based on the experiments conducted, the authors found that the proposed model can improve the quality of the learning process by assessing learners’ and groups’ collaboration, and it can help teachers make learners improve how they work in groups. This also provides various ways of assessing learners abilities and skills in groups. It is also possible to integrate the collaborative e-learning with the proposed collaborative m-learning.

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“…However, only involving students in activities may not understand science concepts (Kaya, Erduran, Aksoz, & Akgun, 2019;Koirala & Acharya, 2005;Mahat, 2004;Ogawa, 1995). The major concern of this study is that the understanding and the achievement of science is not good as the science teachers in the schools of Nepal believe on the banking concept and rote memorization (Acharya, 2019c;Reis, Isotani, Rodriguez, Lyra, Jaques, & Bittencourt, 2018). To support the importance of collaboration, the researcher argues that "collaboration is necessary to improve the skills of problem-solving, science process and self-confidence of primary school teacher candidates" (Alfin & Fuad, 2019, p. 1).…”

Section: Introductionmentioning

confidence: 99%

“…Taking into consideration the science teachers hold in shaping the practices of teaching and students' learning environment in science, the desired change in school science depends heavily upon the capability of science teachers and students through collaboration. However, in an overview of science teachers' beliefs in understanding science concepts, collaboration is must among students and science teachers and it is possible by project-based learning (Isotani et al, 2018;Tsybulsky & Muchnik-Rozanov, 2019). Thus, the anticipated change put forward by curricula reforms, putting emphasis on scientific inquiry and engages students meaningfully in science classes through the meaningful engagement by collaboration.…”

Section: Introductionmentioning

confidence: 99%

Collaborative Learning Practices by Gender: A Case of a Community School in Nepal

Acharya¹,

Acharya²,

Shrestha³

2020

IES

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This study explores the situation of basic level community school boy and girl students' science and health learning through collaborative culture. Fifth, sixth and seventh-grade students (both boys and girls) took part in this study. As per the aim of this study, a set of questionnaire was developed and administered to the sampled students. Two hundred and fifty-eight students were selected from the sampled school using the census sampling technique. All the students were involved in collaborative learning activities such as building trust and open communication, establishing group interaction, respect diversity and sharing creative ideas based on the basic level science and health curriculum aiming at promoting inquiry learning through collaboration. A quantitative analysis involving the use of the Chi-square test at 0.05 level of significance, Likelihood ratio and Somer's symmetric was conducted to see the association between the variables. The results showed that science and health collaborative learning activities by gender were not associated significantly. There was no statistically significant difference (α=0.05) between the variables studied. The findings showed a weak association with gender and collaborative science and health learning activities in the classrooms.

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Affective states in computer-supported collaborative learning: Studying the past to drive the future

Cited by 84 publications

References 43 publications

Digital Learning Environments in Higher Education: A Literature Review of the Role of Individual vs. Social Settings for Measuring Learning Outcomes

Digital Learning Environments in Higher Education: A Literature Review of the Role of Individual vs. Social Settings for Measuring Learning Outcomes

Collaborative Mobile-Learning Architecture Based on Mobile Agents

Collaborative Learning Practices by Gender: A Case of a Community School in Nepal

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