Computational Design Principles to Support the Monitoring of Collaborative Learning Processes

Collazos, César A.; Guerrero, Luis A.; Pino, José A.

doi:10.2316/journal.208.2004.3.208-0815

Cited by 10 publications

(7 citation statements)

References 17 publications

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“…Students working in small groups tend to learn more and retain the knowledge longer. In collaborative learning: students set learning goals, share knowledge by teaching each other, freely ask questions and assess their learning outcome, and actively work together in group's task under the teacher's guide (Collazos, Guerrero & Pino, 2001;Soller & Lesgold, 2000).…”

Section: Wwwccsenetorg/assmentioning

confidence: 99%

Collaborative Learning and Skills of Problem-based Learning: A Case of Nigerian Secondary Schools Chemistry Students

Abubakar¹,

Arshad²

2015

ASS

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The role of chemistry in the development of any society cannot be overemphasized. Chemistry students are therefore expected to have improved learning and acquisition of problem solving skills to facilitate the expected development in modern society. Problem-based learning is a student-centered pedagogy which helps students develop problem solving skills and improved knowledge through collaborative and self-directed learning under teacher's guide. It is supported by Cognitive and Constructive psychologists. However the learning process in Nigeria does not produce students with the required skills and knowledge, because of traditional instructions by teachers, poor learning environment and inadequate learning facilities. The purpose of this study is to investigate the roles of teachers and students in development of collaborative learning and skills in Nigerian Secondary Schools. The study used a qualitative approach with explanatory design. Fifteen (15) chemistry students and a teacher were purposefully selected from one Senior Secondary School (16 years) as participants. The participants received 6 weeks of PBL lessons using a topic purification of water. The researchers collected data during the intervention process through observations field notes and interviews after the PBL lessons were conducted. The data were transcribed, triangulated and analyzed using content analysis. The results showed that the students have improved learning and acquisition of problem solving skills including communication, teamwork and high-order thinking skills due effective collaborative learning activities among them. It is therefore recommended that collaborative learning approach be introduced in Nigerian Secondary Schools.

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Section: Wwwccsenetorg/assmentioning

confidence: 99%

Collaborative Learning and Skills of Problem-based Learning: A Case of Nigerian Secondary Schools Chemistry Students

Abubakar¹,

Arshad²

2015

ASS

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“…The game continues until all cards are uncovered. The game is played in a distributed fashion, with communication allowed through a chat tool [3]. Also it provides a space where the player places his name to be able to connect himself to the server (see Figure 2).…”

Section: Fig 2 Memonet User Interface (In Spanish)mentioning

confidence: 99%

“…In a similar way to MemoNet, this game provides communication through chat. The problem is there is only one way to arrange the tokens, therefore they need to communicate in order to win the game [3].…”

Section: Colorwaymentioning

confidence: 99%

Collaborative Scenarios to Promote Positive Interdependence among Group Members

Collázos

Guerrero

Pino

et al. 2003

Groupware: Design, Implementation, and Use

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Abstract. Positive interdependence is the heart of collaborative activities that define collaboration and transform group work into teamwork. To achieve positive interdependence among students, just putting them in group and telling them to work together may not be sufficient. Previously, several types of positive interdependencies have been identified for unsupported group activities. These kinds of interdependencies are now instantiated for the case of computersupported group learning. The examples we show in this paper are taken from computer games and other tools we have developed to set students in a scenario in which they must collaborate in order to succeed. This paper also presents diverse forms of structuring positive interdependence in software tools based on the interface design to ensure that students think we instead of me.

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“…Observations allow to measure and to understand the quality of each group interaction and its progress on the assignment [10]. The facilitator not only can observe the interactions among members of the group, but also she can intervene anytime she considers it as necessary.…”

Section: Monitoring Windowmentioning

confidence: 99%

Improving the Use of Strategies in Computer-Supported Collaborative Processes

Collázos

Guerrero

Pino

et al. 2003

Groupware: Design, Implementation, and Use

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Abstract. The members of a work group need to apply a common strategy to collaboratively solve a problem. A good strategy will mainly depend on the collaboration scenario, participants' background, and available tools. This paper presents two widgets that have been useful to help to define and use good group members' strategies in collaborative learning scenarios. The concepts behind these widgets can be reused to support strategy definition processes in order to improve the efficiency and effectiveness of computer-supported collaborative processes

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Computational Design Principles to Support the Monitoring of Collaborative Learning Processes

Cited by 10 publications

References 17 publications

Collaborative Learning and Skills of Problem-based Learning: A Case of Nigerian Secondary Schools Chemistry Students

Collaborative Learning and Skills of Problem-based Learning: A Case of Nigerian Secondary Schools Chemistry Students

Collaborative Scenarios to Promote Positive Interdependence among Group Members

Improving the Use of Strategies in Computer-Supported Collaborative Processes

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