Peer-to-peer technology in collaborative learning networks: applications and research issues

Bostrom, Robert P.; Gupta, Saurabh; Hill, Janette R.

doi:10.1504/ijkl.2008.019736

Cited by 14 publications

(12 citation statements)

References 15 publications

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“…A study by Cheung et al (2011) demonstrates the reasons for using social networks, especially Facebook; namely, because of the effective connections made between people, and the easy way in which they exchange knowledge (Cheung et al, 2011). Another study carried out by Bostrom et al (2008) describes some methods to help students and encourage them to work together to achieve shared learning outputs by understanding the concept of 'collaborative learning.' They find that the most successful method is the 'face-to-face' way of collaborative learning in small groups.…”

Section: The Positive Impact Of Social Networking In Educationmentioning

confidence: 99%

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Adoption Of Social Networking In Education: A Study Of The Use Of Social Networks By Higher Education Students In Oman

Al-Mukhaini

Al-Qayoudhi

Al‐Badi

2014

JIER

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The use of social networks is a growing phenomenon, being increasingly important in both private and academic life. Social networks are used as tools to enable users to have social interaction. The use of social networks (SNs) complements and enhances the teaching in traditional classrooms. For example, YouTube, Facebook, wikis, and blogs provide a huge amount of material on a wide range of subjects. This research aims to explore the need to change the traditional style of teaching and learning after the innovation of Web 2.0. The main objectives of this research are to discover the motives for the use of social networks by higher education students in Oman, to recognize the impact of social networking tools in learning and education generally, to analyse the problems that students might face when using social networks, and to determine whether the traditional learning methods need to be changed in the era of Web 2.0 technologies? In order to achieve the objectives of this research, the research methodology is to conduct a survey amongst Omani students at different universities, colleges, and other higher education institutions and to explore the social networking tools that might have an influence on teaching and learning styles. The type of data collected will be both quantitative and qualitative. This study is based mainly on the student's perspective - the impact on students of using social networking tools and what effect it has on the traditional style of learning and teaching. This study highlights the benefits of using social networks as tools for developing a new style of learning, and the negative impacts that can affect the process of learning, in order to provide a justification for using social networks in higher education.

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Section: The Positive Impact Of Social Networking In Educationmentioning

confidence: 99%

“…They find that the most successful method is the 'face-to-face' way of collaborative learning in small groups. Also, Microsoft Groove software was found to be the most successful application in peer-to-peer collaboration work (Bostrom et al, 2008).…”

Section: The Positive Impact Of Social Networking In Educationmentioning

confidence: 99%

Adoption Of Social Networking In Education: A Study Of The Use Of Social Networks By Higher Education Students In Oman

Al-Mukhaini

Al-Qayoudhi

Al‐Badi

2014

JIER

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“…Traditionally, e-learning has been asynchronous, but the development of learning objects can be very time consuming and not within the skill set of many academic staff. Various initiatives are underway to develop shared e-learning resources (eg, [ 17 ]), but there is a growing body of research exploring how student-student or staff-student communication (either synchronous or asynchronous) can be used in addition to, or instead of, fixed learning objects [ 18 , 19 ]. For example, Baecker et al have developed methods (ePresence [ 20 , 21 ]) that support real-time video and voice and video conferencing for a few participants, while streaming an event to many others.…”

Section: Discussionmentioning

confidence: 99%

Use of Live Interactive Webcasting for an International Postgraduate Module in eHealth: Case Study Evaluation

Jones

Maramba²,

Boulos³

et al. 2009

J Med Internet Res

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Background Producing “traditional” e-learning can be time consuming, and in a topic such as eHealth, it may have a short shelf-life. Students sometimes report feeling isolated and lacking in motivation. Synchronous methods can play an important part in any blended approach to learning.Objective The aim was to develop, deliver, and evaluate an international postgraduate module in eHealth using live interactive webcasting.Methods We developed a hybrid solution for live interactive webcasting using a scan converter, mixer, and digitizer, and video server to embed a presenter-controlled talking head or copy of the presenter’s computer screen (normally a PowerPoint slide) in a student chat room. We recruited 16 students from six countries and ran weekly 2.5-hour live sessions for 10 weeks. The content included the use of computers by patients, patient access to records, different forms of e-learning for patients and professionals, research methods in eHealth, geographic information systems, and telehealth. All sessions were recorded—presentations as video files and the student interaction as text files. Students were sent an email questionnaire of mostly open questions seeking their views of this form of learning. Responses were collated and anonymized by a colleague who was not part of the teaching team.Results Sessions were generally very interactive, with most students participating actively in breakout or full-class discussions. In a typical 2.5-hour session, students posted about 50 messages each. Two students did not complete all sessions; one withdrew from the pressure of work after session 6, and one from illness after session 7. Fourteen of the 16 responded to the feedback questionnaire. Most students (12/14) found the module useful or very useful, and all would recommend the module to others. All liked the method of delivery, in particular the interactivity, the variety of students, and the “closeness” of the group. Most (11/14) felt “connected” with the other students on the course. Many students (11/14) had previous experience with asynchronous e-learning, two as teachers; 12/14 students suggested advantages of synchronous methods, mostly associated with the interaction and feedback from teachers and peers.Conclusions This model of synchronous e-learning based on interactive live webcasting was a successful method of delivering an international postgraduate module. Students found it engaging over a 10-week course. Although this is a small study, given that synchronous methods such as interactive webcasting are a much easier transition for lecturers used to face-to-face teaching than are asynchronous methods, they should be considered as part of the blend of e-learning methods. Further research and development is needed on interfaces and methods that are robust and accessible, on the most appropriate blend of synchronous and asynchronous work for different student groups, and on learning outcomes and effectiveness.

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“…É um processo ativo e centrado no aluno, que expressa suas ideias, articula seu pensamento, desenvolve suas representações, elabora suas estruturas cognitivas e envolve-se em um processo de validação social de seus novos saberes. Já para Bostrom, Gupta e Hill (2008), aprendizagem colaborativa é uma estratégia de ensino e aprendizagem que encoraja os partícipes a trabalharem em conjunto para alcançarem resultados educacionais compartilhados. Para QI et alli (2010) a aprendizagem colaborativa diz respeito a metodologias e ambientes nos quais os alunos se engajam em uma tarefa comum em que cada indivíduo depende do que os demais realizam.…”

Section: Fundamentaçãounclassified

“…Logo, os projetos, como prática pedagógica, podem ser beneficiados pelo trabalho colaborativo. Através dele os alunos desenvolvem o pensamento crítico (Johnson;Johnson e Smith, 2007) são encorajados a trabalhar em grupo (Bostrom, Gupta e Hill, 2008;Fischer, Rohde e Wulf, 2007), criam significado (Resta e Lafarriere, 2007) e refletem sobre seu conhecimento (Soller et. al.…”

Section: Introductionunclassified

eduScrum Projetos de Aprendizagem Colaborativa Baseados em Scrum

Borges¹,

Schmitt²,

Nakle³

2014

RENOTE

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A metodologia ágil Scrum é adequada a projetos de escopo aberto ou seja, suscetíveis a modificações ao longo do seu desenvolvimento. Além disso, está baseada em princípios como desenvolvimento incremental, melhoria contínua, simplificação de processos e equipes auto-gerenciáveis. Estes princípios também são aplicáveis em projetos de aprendizagem nos quais deseja-se desenvolver o trabalho colaborativo, os processos auto-regulatórios de aprendizagem, as habilidades de identificar problemas, analisar, refletir, pesquisar, compreender, propor e desenvolver soluções. Assim, o presente trabalho descreve o eduScrum, que é uma adaptação da metodologia Scrum aos projetos colaborativos de aprendizagem, apoiada por uma ferramenta Web que auxilia na coordenação das atividades do grupo de alunos.

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Peer-to-peer technology in collaborative learning networks: applications and research issues

Cited by 14 publications

References 15 publications

Adoption Of Social Networking In Education: A Study Of The Use Of Social Networks By Higher Education Students In Oman

Adoption Of Social Networking In Education: A Study Of The Use Of Social Networks By Higher Education Students In Oman

Use of Live Interactive Webcasting for an International Postgraduate Module in eHealth: Case Study Evaluation

eduScrum Projetos de Aprendizagem Colaborativa Baseados em Scrum

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