Investigating Different Educational Blog Characteristics to Support Collaborative Learning based on Connectivism Learning Theory

Yousef, Ahmed Mohamed Fahmy; Salah, Radwa Amir; Makram, Eman Mohammed

doi:10.5220/0009425601180129

Cited by 8 publications

(7 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This agrees with previous studies that although diversity could hinder interaction, perspective taking without negative judgements, but an atmosphere of mutual understanding and tolerance fosters idea generation (Gonc xalves et al, 2020;Hawlina et al, 2017;Tlili et al, 2021). This research finding sheds more light and contributes to scholarly studies based on the connectivism theory revealing that sequential discussions with the most connects online collaborative platform has positive impact on collaborative activity (Yousef et al, 2020). Expressing agreement to ideas was also found to relate new ideas, elaborating ideas, and building on ideas.…”

Section: Discussionsupporting

confidence: 91%

Idea Improvement and Socially Shared Regulation Matter in Cross-Cultural Online Collaborative Learning

Gyasi

Zheng

2023

Sage Open

View full text Add to dashboard Cite

Cross-cultural collaborative learning has been paid more and more attention in recent years. To promote productive cross-cultural collaborative learning, idea generation and improvement, and socially shared regulation is crucial. The study aimed to identify the differences in idea generation and improvement as well as socially shared regulation between high- and low-performance groups in cross-cultural online collaborative learning. In this study, 24 culturally diverse university students composed of eight groups conducted cross-cultural online collaborative learning to solve problems collaboratively. Epistemic network analysis and lag sequential analysis methods were employed to analyze data quantitatively and qualitatively. The results revealed that different strategies shape different learning performances. High-performance groups adopted more cognitive, social, and regulation processes than low-performance groups. The results extend the existing literature by indicating that idea elaboration, refining or building on ideas, and appraisal is strongly connected to new ideas. In addition, transitions from monitoring and controlling to adapting metacognition in collaborative learning activities are the main difference in socially shared regulation between high-performance and low-performance groups. This study shed light on how to engage culturally diverse students to generate and improve ideas as well as jointly regulate collaborative learning.

show abstract

Section: Discussionsupporting

confidence: 91%

Idea Improvement and Socially Shared Regulation Matter in Cross-Cultural Online Collaborative Learning

Gyasi

Zheng

2023

Sage Open

View full text Add to dashboard Cite

show abstract

“…Blogs are easy to create and maintain and are highly feasible due to low cost and wide availability. Grounded in the learning theory of connectivism, educational blogs can support content discussed in regular courses, provide a virtual home for a course or institute with schedules or syllabi, and serve as a one-stop shop for foundational knowledge of hot topics (Saichaie et al, 2014;Yousef et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Blogging for the Continuum of Medical Education: Engaging Diverse Communities of Learners

Schlegel¹,

Primacio²

2021

MedEdPublish

View full text Add to dashboard Cite

In response to the COVID-19 pandemic, colleges and universities established remote teaching and reestablished best practice-based, active education using discussion boards and other means to promote learner collaboration. Increasingly, social media or open educational technology platforms contribute to blended learning. This short article aims to introduce blogs for delivering barrier-free online education to targeted public audiences and groups of learners. Blogs disseminate ideas within a tangible, searchable, and interactive medium, creating a community of learners who share a common interest. We set forth eLearning Bites (eBites), a medical education blog housed at the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, which offers easily accessible educational topics aligned with needs from the institution's immediate medical education community. Emphasizing evidencebased, active online learning, eBites finds and merges best practices in medical education with new learning technology. Metrics can be obtained from website analytics tools such as, e.g., Google Analytics providing additional data such as, e.g., number of pageviews or sessions, to elucidate how learners interact with the blog.

show abstract

“…Therefore, interaction tools depend mainly on taking advantage of the interactive web as a means of communication, where these tools allow students to present themselves and express their opinions and ideas to others [15]. The Connectivism Learning Theory emerged to adopt a new vision for education in the digital age in a social context, as it saw education as a network of personal knowledge that is created with the aim of engaging learners from all over the world in the educational process, with the aim of building their knowledge and learning interactively as a result of direct communication between them and each other to build their own scientific content without direct intervention from the teacher, thus enhancing the philosophy of student-centered learning [16].…”

Section: Learning Theories For Education Designmentioning

confidence: 99%

A Proposed Strategy Based on Instructional Design Models through an LMS to Develop Online Learning in Higher Education Considering the Lockdown Period of the COVID-19 Pandemic

2022

View full text Add to dashboard Cite

The COVID-19 pandemic has left more than 1.6 billion children and young people in 161 countries, nearly 80% of students enrolled in education systems globally, out of school. Many countries have resorted to online learning to reduce the repercussions of this shutdown. Many challenges have emerged, the most important of which are infrastructure and communication, and the knowledge of teachers and administrators of the necessary tools and processes are also key factors in providing online learning. In fact, nationwide lockdowns could have been an opportunity to test technological interventions for distance learning. Unfortunately, few systems have reached this point and are ready for implementation. The current study aimed to propose a strategy for distance education using the focus group method to gather the opinions of experts in the field of learning technologies and analyze their responses using text analysis software considering the McKinsey 7S Framework. The study found that the proposed strategy based on instructional design models that use OERs, i.e., blogs, audio recordings, and other resources, can improve the quality and efficiency of learning, provide students with skills, and achieve sustainable development goals in education in the Kingdom of Saudi Arabia.

show abstract

Investigating Different Educational Blog Characteristics to Support Collaborative Learning based on Connectivism Learning Theory

Cited by 8 publications

References 16 publications

Idea Improvement and Socially Shared Regulation Matter in Cross-Cultural Online Collaborative Learning

Idea Improvement and Socially Shared Regulation Matter in Cross-Cultural Online Collaborative Learning

Blogging for the Continuum of Medical Education: Engaging Diverse Communities of Learners

A Proposed Strategy Based on Instructional Design Models through an LMS to Develop Online Learning in Higher Education Considering the Lockdown Period of the COVID-19 Pandemic

Contact Info

Product

Resources

About