The influence of students and teachers characteristics on the efficacy of face-to-face and computer supported collaborative learning

Solimeno, Andrea; Mebane, Minou; Tomai, Manuela; Francescato, Donata

doi:10.1016/j.compedu.2007.04.003

Cited by 109 publications

(60 citation statements)

References 59 publications

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“…These made the students exploit their world and improvise, thus providing an effective means of team work and collaboration. This is a graduate attribute and skill that has been shown to benefit students when they eventually move on to professional workplaces (Solimeno, Mebane, Tomai, & Francescato, 2008).…”

Section: Discussionmentioning

confidence: 99%

Insights into the use and affordances of social and collaborative applications for student projects

Bankole

Venter

2017

SACJ

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The use of social and collaborative computing has the potential of assisting learning and improving the ability to work together as part of a team. Team work is a graduate attribute that students need to acquire before transitioning from university into the workplace. The aim of this exploratory research was to provide insights into the use of social and collaborative applications by Computer Science students, and the emergent affordances student project teams have created with the use of these applications. It answers the questions: What elearning platforms or applications do students use to collaborate for team projects? What technology affordance draws students to use these applications? This study adopts affordance theory as the theoretical framework. Two types of content analysis: conventional content analysis and summative content analysis were used to analyse the data. Data was gathered using a pre-designed questionnaire with the teams during the first semester of 2016. Findings show that the university’s elearning platform is utilised for some of their courses; however students seem to prefer free and open source platforms. Student project teams used applications such as WhatsApp, Telegram, Dropbox, Google Drive, Google Docs, as well as email messages, to work jointly, and were successfully able to complete their team projects. Four types of technology affordances: communicative-affordance, document share-affordance, course resource-affordance, and integrity-affordance, were identified as being relevant.

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Section: Discussionmentioning

confidence: 99%

Insights into the use and affordances of social and collaborative applications for student projects

Bankole

Venter

2017

SACJ

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“…Smith (2011) found (n=507) that a series of factors including preparedness for online study, the e-tutoring abilities of staff, the level of collaboration with peers, course design and the ICT skills of students were all issues perceived by students to be related to the quality and effectiveness of online learning. Solimeno, Mebane, Tomai and Francescato (2008) specifically examined the collaborative methodology, arguably more associated with asynchronous online education, and concluded that when comparing with face-to-face collaborative learning, both were equally effective. They concluded that learning strategies (either face-to-face or online) that promote collaborative interactive learning with the peer group could be a key factor in promoting effective learning more generally.…”

Section: Comparing Levels Of Satisfaction Between Online and Face-to-mentioning

confidence: 99%

Assessing Quality And Effectiveness In Fully Online Distance Education

Smith

Macdonald

2015

JPAAP

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Online education has developed over the past two decades, initially in response to a desire to provide distance learning opportunities at degree level for remote communities. The University of the Highlands and Islands [UHI] in Scotland has been at the forefront of this. It has been possible to gain degrees using wholly online learning and teaching processes since 1995. In recent years, institutions across the globe have developed learning materials for online learning in order to both supplement the teaching and learning in faceto-face classes and to enable students to undertake entire programmes using online communications. The most recent developments have been in the advent of MOOCS and SPOCS.This paper seeks to (1) give an overview of the past 20 years of developments in online education, (2) provide a detailed review of recent research relating to standards, satisfaction and effectiveness of online education, (3) consider the costs and benefits across a range of definitions of online education and (4) examine the primary challenges, conflicts and opportunities for online distance learning and teaching in relation to the issues faced by students, educators and institutions.

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“…Contrariamente às afirmações populares, o treinamento em gestão do tempo nem sempre é eficaz, uma vez que o desempenho depende de outros fatores, como motivação e outras habilidades. Solimeno et al (2008) compararam a eficácia da aprendizagem face a face com a da aprendizagem colaborativa assistida por computador (CSCL) no aumento do conhecimento acadêmico e das competências profissionais. Também exploraram como as características de personalidade e estratégias de aprendizagem dos alunos foram associadas com melhores resultados de aprendizagem em contextos on-line ou face a face.…”

Section: Gestão Do Tempounclassified

O TEMPO E A DISTÂNCIA: avaliação on-line das habilidades de administração do tempo

et al. 2015

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Resumo: A administração do tempo é tema relevante para a sociedade moderna, sendo foco de estudos específi-cos voltados para a produtividade industrial, sucesso profissional, realização pessoal e desempenho acadêmico. A Associação brasileira de Educação a Distância aponta como um dos principais motivos dados pelos alunos para a evasão a "falta de tempo para estudar", tornando, portanto, necessário aprofundar o estudo das habilidades de administração do tempo com o objetivo de superar essa barreira ao ensino por meio da EAD (Educação a Distância) através da Internet. Dessa forma, este trabalho caracteriza as habilidades de gerenciamento do tempo e apresenta um instrumento de pesquisa on-line capaz de mensurá-las. Como demonstração de sua aplicação, utiliza-se o instrumento em cinco amostras de estudantes de cursos mistos ou on-line, avaliando 505 respondentes. Os resultados apontam, por um lado, que as habilidades de administração do tempo podem se aprimorar com o amadurecimento do estudante, independentemente de seu gênero. Por outro lado, a formação acadêmica, por si só, não leva a um aumento significativo das habilidades de gerenciamento do tempo dos estudantes. O instrumento apresentado se diferencia por ser voltado para a avaliação de estudantes de cursos EAD, podendo ser respondido on-line de forma rápida por possuir apenas cinco itens. O instrumento mensura as habilidades de gestão do tempo do estudante e da turma para que os responsáveis pelo curso possam tomar medidas no sentido de adaptar os recursos do Ambiente Virtual de Aprendizagem ao comportamento da turma e oferecer treinamentos para desenvolver as habilidades dos alunos nessa área. PalavRas-chave: Administração do tempo. Educação a distância. Ambiente Virtual de Aprendizagem.aBsTRacT: Time management is an important issue for modern society and also is focus specific studies focused in industrial productivity, professional success, personal achievement and academic performance. The Brazilian Association of Distance Education points out one of the main reasons given by students for evasion as "lack of time to study." Therefore, it is necessary to deepen the study of time management skills, to overcome this barrier to education through ODL (open and distance learning) in the Internet. Thus, this article characterizes the time management skills and presents an online research tool capable of to measure them. As a demonstration application, the instrument is used in five samples of mixed courses or online, evaluating 505 respondents. The results show, on the one hand, that the time management skills can improve with the student's maturity, regardless of their gender. On the other hand, academic education alone does not lead to a significant increase in students' time management skills. The described instrument is distinguished by being focused on the evaluation of students in distance education courses that can be completed on-line quickly, as it has only five items. The instrument measures the student's time management skills and the class so that c...

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The influence of students and teachers characteristics on the efficacy of face-to-face and computer supported collaborative learning

Cited by 109 publications

References 59 publications

Insights into the use and affordances of social and collaborative applications for student projects

Insights into the use and affordances of social and collaborative applications for student projects

Assessing Quality And Effectiveness In Fully Online Distance Education

O TEMPO E A DISTÂNCIA: avaliação on-line das habilidades de administração do tempo

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