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The physical environments are often limited for fostering and enriching creativity and collaborative benefits, especially in the educational context. In general, students have limited opportunities to experience peer-to-peer and group collaborative learning. Gaining knowledge, understanding and group interaction skills from a collaborative learning experience in a classroom are often rare. This paper introduces how a virtual environment can be combined with a physical environment to achieve collaborative benefits. We observed an online homework submission system that facilitated this collaborative process. Although this is only one example of one class, these observed collaborative benefits and the way that the virtual and physical environments combine to produce them could be useful for other courses where collaborative skills are necessary or desired.Keywords:
Collaborative virtual environment
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Although the technology exists to provide collaborative distance learning and training through electronic networks and groupware, little is currently known about appropriate ways in which to structure these learning environments. This article describes two research projects using groupware for collaborative learning activities. The first was a graduate business course conducted entirely online with geographically dispersed individuals. The second project investigated the use of groupware for collaborative writing and problem solving at a military academy with undergraduate students. Results and conclusions are presented to inform others working with computer networks and groupware.
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The use of virtual reality for learning is a relatively recent trend in education. Hence, there are many understudied aspects. In this research, 16 secondary school teachers were invited to participate in symmetric and asymmetric collaborative learning in virtual reality using Class VR virtual reality case headset and a standalone Oculus Quest 2 headset. As results demonstrate, majority of teachers (68, 8%) believe that collaborative learning in virtual reality is significantly different from both computer-supported collaborative learning (CSCL) and traditional collaborative learning in classroom. While teachers believe that using virtual reality in distance and collaborative learning has strong potential in classroom, they also express concerns regarding technical, software and resource support and readiness of teachers themselves to use virtual reality.
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A C OMPUTATIONAL F RAMEWORK FOR THE S TUDY OF C OLLABORATIVE L EARNING Rick Alterman (alterman@cs.brandeis.edu) Svetlena Taneva (svet@cs.brandeis.edu) Computer Science Department, Volen Center for Complex Systems, Brandeis University 415 South Street., Waltham, MA, 02454 USA There are a large number of research questions on collaborative learning that cannot easily be answered by simply collecting and comparing quantitative data on the performance of individual and collaborative learners. More often than not, critical information is available only if access to a detailed recording of the students’ collaborative work is available. For certain research endeavors in the collaborative learning domain, we need to know how the students organized their task, what roles the students played, and how they participated. Videotaping is an example of a technology that has been used to investigate collaborations within the workplace. But there are some difficulties with using this approach for the studying of collaborative learning, not the least of which is the extensive time-cost of collecting and transcribing video data. We argue that groupware applications are an ideal platform for experimental investigations of collaborative learning. At Brandeis we have been developing principles, tools, and methods for cognitively engineering groupware systems that support online collaboration. One part of this project is to develop a toolkit that enables the rapid development of groupware applications that can be used as experimental platforms. A key component of the groupware systems that are generated is that a complete transcript of all the online activity is automatically captured in a form that is replayable by an analyst using a replay device (that is created as the system is developed). Students at Brandeis have successfully used this toolkit in a HCI class to produce a working groupware system; each team of students had 28 days to write the code. Another part of our research project is to develop discourse analysis techniques for modeling the online collaborative work of users and the cognitive load it entails for each of the participants. These techniques have been taught in a class on Computational Cognitive Science. In this poster, we will present some of the details of an experimental study of collaborative learning that we are currently conducting. Some of the questions about collaborative learning that we want to investigate are: Corresponding to each one of these questions are significant hypotheses about the role of participation and/or explanation in collaborative learning tasks. Our study compares the performance of individuals and pairs of students (with little or no prior programming experience) as they learn to draw figures using JScheme. As a part of this study, we constructed a platform (GrewpTool) for collaborative programming that has been used to support several kinds of classroom related activities. In our experimental study, GrewpTool collects, in a replayable transcript, the representational work of individual subjects and all of the communication between paired subjects. The participants in our experiment complete both a pre and a post test, whose score difference indicates how much they learn. Our study has produced an enormous amount of data for analysis. The replay of an individual session of collaboration is one of the tools available for analyzing the interactional data. Given this tool, extracting specific and accurate answers to questions about participation is feasible, but the data is not easily codable and the task is labor intensive. We have developed some automatic methods for analyzing the interaction that can be used to guide the ethnographic analysis of the subjects’ online behavior. Each of these representations is relevant to answering questions of the sort listed above. We will show automatically generated representations that depict how close each pair worked together, how they organized their collaboration, the type and amount of each subject’s participation, and the content of their conversation. Each of these representations can be created because all of the subjects’ participation is mediated by the computer and therefore automatically recorded and transcribed. Given this analysis of the data, it is possible to more selectively engage in the labor-intensive task of analyzing the replay of each session. Given these kinds of representations of data it is easier to explore the effects of explanation, participation, and organization on learning. How does the amount and type of participation affect individual learning? Acknowledgments What do the participants talk about (i.e. which aspects of the activity do they spend the most effort on)? This work was supported by the National Science Foundation under Grant EIA-0082393, and by the Office of Naval Research under Grant N000-14-02-1-0131. How do the collaboration? How closely do the participants work together? participants organize their
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Collaborative learning is an instructional situation in which students interact while accomplishing an academic task. Collaborative learning as a theory on the whole is not a new idea (Gaillet, 1994), but the concept of computer supported collaborative learning is (Cerratto and Belisle, 1995). But what actually is computer-supported collaborative learning (CSCL) and how effective can it really be? What are the strengths and weaknesses of CSCL? How can learning, communication and interaction be encouraged? And what are the disadvantages if the interaction is not forthcoming? This paper explores these and other related issues.
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Collaborative virtual environment
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The collaborative educational virtual environment supposes the active participation of students and teachers, interacting highly and aiming at knowledge exchange and creation of new abilities. The learning becomes a process in which one assists the other to reach the objective, by exchanging experiences, dialogues, discussion of ideas, accomplishments of the group, and individual activities that can be shared with the group, allowing the creation of knowledge based on collective involvement. In this context, this paper describes and discusses the aspects and methods of interaction between students and teachers in collaborative educational virtual environments and presents an application based on the Virtual Teacher Project.
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There is a long history of Computer Supported Collaborative Learning (CSCL) being applied to students on distance learning courses, and there is a significant body of literature in this area [5,6,10]. This paper reports by contrast the use of CSCL for conventional full time face to face students. It comprised part of the final phase of a research council funded study of innovative CSCW applications.
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This paper presents an evaluation of the security, safety, and privacy of selected Online Collaborative Groupware (OCG) tools such as Skype, Facebook, Wikis and Gmail (SWFG) used to support learning activities from the perception of the students, and with a particular focus on the impact of their usage on student trust. A case study was conducted with two groups of undergraduate students at the University of Bahrain to identify and develop an efficient model for using SWFG tools securely within learning. In doing so, questionnaires were distributed post case study among two different students groups A and B. The overall finding of this study is that there are differences between two groups in their usage with respect to security, privacy, and trust for SWFG tools.
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