Mobile Collaborative Informal Learning Design: Study of collaborative effectiveness using Activity Theory

Baloch, Hasnain Zafar; Rahman, Azizah Abdul; Ihad, Noorminshah A

doi:10.3991/ijim.v6i3.2090

Cited by 13 publications

(8 citation statements)

References 9 publications

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“…In addition, many previous research results indicated that collaborative performance and problem solving for college graduates are inadequate. The survey results showed that college graduates still tend to take a long time to adjust to their work environment, even failing to collaborate with colleagues when solving urgent problems [13], [14]. In addition, students were often only required to have high learning outcomes, but students often fail to solve non-routine problems.…”

Section: Introductionmentioning

confidence: 99%

Collaborative Problem Based Learning Integrated with Online Learning

Hendarwati

Nurlaela

Bachri

et al. 2021

Int. J. Emerg. Technol. Learn.

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The development of science and technology during the Covid-19 pandemic re-quires universities to prepare their students to have collaborative and problem-solving skills through appropriate learning today, namely, integrating learning with online technology. This study aimed to determine the effectiveness of im-plementing collaborative problem-based learning (CPBL) integrated with online learning on student collaborative and problem-solving skills. The research meth-od used was quantitative with a post-test quasi-experimental design involving fourth-semester students in the Early Childhood Education Study Program, Uni-versitas Muhammadiyah Sidoarjo, Indonesia. The effectiveness of implementing CPBL integrated with online learning was analyzed primarily using the t-independent sample test. The study results showed that the implementation of CPBL integrated with online learning effectively improved students’ collaborative and problem-solving skills. This effectiveness especially occurs when construct-ing knowledge, looking for resolution strategies, and evaluating solutions in breakout rooms and collaborative forums and zoom meetings. Meanwhile, the study results recommend that CPBL integrated with online learning can be used as a solution and an essential study for academics to keep familiarizing and prac-ticing collaborative and problem-solving skills that are relatively difficult to im-prove during the Covid-19 pandemic.

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Section: Introductionmentioning

confidence: 99%

Collaborative Problem Based Learning Integrated with Online Learning

Hendarwati

Nurlaela

Bachri

et al. 2021

Int. J. Emerg. Technol. Learn.

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“…In the context of learning research, this condition then forms a new research sub-field of CSCL called mobile Computer-Supported Collaborative Learning (mCSCL) (Fu & Hwang, 2018;Resta & Laferrière, 2007). An important element is the integration of the characteristics of mobile devices with collaborative learning (Baloch, Abdul Rahman, & A Ihad, 2012). Thus the mobile Computer-Supported Collaborative Learning (mCSCL) is defined as the use of mobile devices as a learning tool in the classroom and outside the classroom in a collaborative learning environment (Carapina & Boticki, 2015;Zurita & Nussbaum, 2004).…”

Section: Introductionmentioning

confidence: 99%

The Effects Of Mobile Computer Supported Collaborative Learning to Improve Problem Solving and Achievements

Santosa

2020

Journal for the Education of Gifted Young Scientists

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This research aims to prove whether mobile Computer-Supported Collaborative Learning (mCSCL) is better at improving learning outcomes to solve problems than mobile Computer-Supported Individual Learning (mCSIL) based on the student's Self Regulated Learning level. Data analysis techniques in this study used SPSS programs with two-way variance analysis. The research subjects involved 140 Harapan Bangsa Academy students. The results of the analysis found that mCSCL has an average of 67,071 provides better learning outcomes for problem-solving than mCSIL, which is 63,414. Also, this study found that students with higher Self Regulated Learning (SRL) had better learning achievement than students with lower Self Regulated Learning that is, 66.5 compared to 63.986. Furthermore, the test results also obtained Fab = 3,326 with Sig. = 0.07 then H0AB is accepted. This matter means the mCSCL and mCSIL learning strategies provide equally good learning achievements for students who have high or low Self Regulated Learning. The novelty of this study is that the mobile Computer-Supported Collaborative Learning strategy will be more effective in improving problem-solving learning outcomes if students have high Self Regulated Learning.

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“…( Baloch et al, 2012;Engestro, 2001;Engeström, 1999;Li and Bratt, 2004;Uden, 2007;Zurita and Nussbaum, 2007) …”

Section: Methodsunclassified

Supporting Interaction in Learning Activities Using Mobile Devices in Higher Education

Shishah¹,

Hopkins²,

FitzGerald³

et al. 2013

12th World Conference on Mobile and Contextual Learning (mLearn 2013)

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Mobile devices are personal, portable and being increasingly used to assist students' learning that creates new educational opportunities for students at university. Adopting mobile technologies to various educational activities that students are practicing in Higher Education (HE) is a key challenge yet one that could create powerful opportunities to support academic learning. This research will investigate how students at university use mobile devices with respect to engagement and interaction in various learning activities. It will study how students in HE engage with learning tasks and what social interactions occur when they are trying to achieve their academic goals. Also, the tools/software that support their academic goals in different learning settings or activities will be considered. This paper shows the background of the research to promote students' interaction in various learning settings (including both different physical environments and different activities) using mobile learning support system.

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Mobile Collaborative Informal Learning Design: Study of collaborative effectiveness using Activity Theory

Cited by 13 publications

References 9 publications

Collaborative Problem Based Learning Integrated with Online Learning

Collaborative Problem Based Learning Integrated with Online Learning

The Effects Of Mobile Computer Supported Collaborative Learning to Improve Problem Solving and Achievements

Supporting Interaction in Learning Activities Using Mobile Devices in Higher Education

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