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collaborative learning</title> <meta name="description" content="Search results for: collaborative learning"> <meta name="keywords" content="collaborative learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="collaborative learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7737</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: collaborative learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7737</span> Implementation of the Collaborative Learning Approach in Learning of Second Language English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashwini%20Mahesh%20Jagatap">Ashwini Mahesh Jagatap</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the language learning strategy with respect to speaking skill with collaborative learning approach. Collaborative learning has been proven to be efficient learning methodology for all kinds of students. Students are working in groups of two or more, reciprocally searching for understanding, Solutions, or meanings, or creating a product. The presentation highlights the different stages which can be implemented during actual implementation of the methodology in the class room teaching learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20classroom" title="collaborative classroom">collaborative classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning%20approach" title=" collaborative learning approach"> collaborative learning approach</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20skills" title=" language skills"> language skills</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20teaching" title=" traditional teaching"> traditional teaching</a> </p> <a href="https://publications.waset.org/abstracts/23125/implementation-of-the-collaborative-learning-approach-in-learning-of-second-language-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">573</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7736</span> Collaborative Online Learning for Lecturers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=Emily%20Doreen%20Lee"> Emily Doreen Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Wee%20Hui%20Yean"> Wee Hui Yean</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper was prepared to see the perceptions of online lectures regarding collaborative learning, in terms of how lecturers view online collaborative learning in the higher learning institution. The purpose of this study was conducted to determine the perceptions of online lectures about collaborative learning, especially how lecturers see online collaborative learning in the university. Adult learning education enhance collaborative learning culture with the target of involving learners in the learning process to make teaching and learning more effective and open at the university. This will finally make students learning that will assist each other. It is also to cut down the pressure of loneliness and isolation might felt among adult learners. Their ways in collaborative online was also determined. In this paper, researchers collect data using questionnaires instruments. The collected data were analyzed and interpreted. By analyzing the data, researchers report the results according the proof taken from the respondents. Results from the study, it is not only dependent on the lecturer but also a student to shape a good collaborative learning practice. Rational concepts and pattern to achieve these targets be clear right from the beginning and may be good seen by a number of proposals submitted and include how the higher learning institution has trained with ongoing lectures online. Advantages of online collaborative learning show that lecturers should be trained effectively. Studies have seen that the lecturer aware of online collaborative learning. This positive attitude will encourage the higher learning institution to continue to give the knowledge and skills required. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20online%20learning" title="collaborative online learning">collaborative online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers%E2%80%99%20training" title=" lecturers’ training"> lecturers’ training</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a> </p> <a href="https://publications.waset.org/abstracts/1541/collaborative-online-learning-for-lecturers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1541.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">456</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7735</span> Learners and Teachers Experiences in Collaborative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bengi%20Sonyel">Bengi Sonyel</a>, <a href="https://publications.waset.org/abstracts/search?q=Kheder%20Kasem"> Kheder Kasem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays technology is growing so fast. Everybody agrees that technology should be enhanced more in educational field in order to achieve maximum level of teaching and learning effectiveness. Collaborative learning is one of the most important subjects that have been discussed widely in the last 20 years. In this growing of technology and the widely spread of e-learning systems most of face-to-face processes are changing to be completely online base. Online collaborative learning considered one of the new feature that applied recently in some e-Learning systems but still there are much differences between face-to-face instance of collaborative learning and what really occur and happen in networked online environment.In this research we will compare face-to-face collaborative learning with online collaborative learning to define the key success for achieving course’s outcomes. We will also study the current teachers and students experience in today e-Learning systems, more specifically in online collaborative system and study them interaction to today’s technology that related to education. We will apply quantitative and qualitative research method in order to get accurate results. Finally we will gather all of our findings, analyze it and try to find the advantages and disadvantages as well as the current problems and possible solutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title="collaborative learning">collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20by%20doing" title=" learning by doing"> learning by doing</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%20experiences" title=" learners experiences"> learners experiences</a> </p> <a href="https://publications.waset.org/abstracts/32642/learners-and-teachers-experiences-in-collaborative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32642.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">525</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7734</span> The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom and the Relationship between Them</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibraheem%20Alzahrani">Ibraheem Alzahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified through given an example of the learning environment. Due to wiki characteristics, wiki can be used to understand the relationship between constructivist learning theory and collaborative learning environment. However, several evidences will come in this paper to support the idea of why wiki is the suitable method to explore the relationship between social constructivist theory and the collaborative learning and their role in learning. Moreover, learning activities in wiki classroom will be discussed in this paper to find out the result of the learners' interaction in the classroom groups, which will be through two types of communication; synchronous and asynchronous. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20constructivist" title="social constructivist">social constructivist</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=wiki" title=" wiki"> wiki</a>, <a href="https://publications.waset.org/abstracts/search?q=activities" title=" activities"> activities</a> </p> <a href="https://publications.waset.org/abstracts/45458/the-role-of-the-constructivist-learning-theory-and-collaborative-learning-environment-on-wiki-classroom-and-the-relationship-between-them" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45458.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">503</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7733</span> An Automatic Method for Building Learners’ Groups in Virtual Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20Bourkoukou">O. Bourkoukou</a>, <a href="https://publications.waset.org/abstracts/search?q=Essaid%20El%20Bachari"> Essaid El Bachari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The group composing is one of the key issue in collaborative learning to achieve a positive educational experience. The goal of this work is to propose for teachers and tutors a method to create effective collaborative learning groups in e-learning environment based on the learner profile. For this purpose, a new function was defined to rate implicitly learning objects used by the learner during his learning experience. This paper describes the proposed algorithm to build an adequate collaborative learning group. In order to verify the performance of the proposed algorithm, several experiments were conducted in real data set in virtual environment. Results show the effectiveness of the method for which it appears that the proposed approach may be promising to produce better outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=building%20groups" title="building groups">building groups</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20objects" title=" learning objects"> learning objects</a> </p> <a href="https://publications.waset.org/abstracts/78363/an-automatic-method-for-building-learners-groups-in-virtual-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7732</span> Ubiquitous Collaborative Learning Activities with Virtual Teams Using CPS Processes to Develop Creative Thinking and Collaboration Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sitthichai%20Laisema">Sitthichai Laisema</a>, <a href="https://publications.waset.org/abstracts/search?q=Panita%20Wannapiroon"> Panita Wannapiroon </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a research and development which is intended to: 1) design ubiquitous collaborative learning activities with virtual teams using CPS processes to develop creative thinking and collaboration skills, and 2) assess the suitability of the ubiquitous collaborative learning activities. Its methods are divided into 2 phases. Phase 1 is the design of ubiquitous collaborative learning activities with virtual teams using CPS processes, phase 2 is the assessment of the suitability of the learning activities. The samples used in this study are 5 professionals in the field of learning activity design, ubiquitous learning, information technology, creative thinking, and collaboration skills. The results showed that ubiquitous collaborative learning activities with virtual teams using CPS processes to develop creative thinking and collaboration skills consist of 3 main steps which are: 1) preparation before learning, 2) learning activities processing and 3) performance appraisal. The result of the learning activities suitability assessment from the professionals is in the highest level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ubiquitous%20learning" title="ubiquitous learning">ubiquitous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20team" title=" virtual team"> virtual team</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20problem%20solving" title=" creative problem solving"> creative problem solving</a> </p> <a href="https://publications.waset.org/abstracts/30649/ubiquitous-collaborative-learning-activities-with-virtual-teams-using-cps-processes-to-develop-creative-thinking-and-collaboration-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30649.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">515</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7731</span> Metacognition Skill on Collaborative Study with Self Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suratno">Suratno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Metacognition thinking skills should be developed early on in learning. The aim of research builds metacognition thinking skills through collaborative learning with self-evaluation. Approach to action research study involving 32 middle school students in Jember Indonesia. Indicators metacognition skills consist of planning, information management strategies, comprehension monitoring, and debugging strategies. Data were analyzed by t test and analysis of instructional videos. Results of the study here were significant differences in metacognition skills before and after the implementation of collaborative learning with self-evaluation. Analysis instructional video showing the difference artifacts of student learning activities to learning before and after implementation of collaborative learning with self-evaluation. Self-evaluation makes students familiar practice thinking skills metacognition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metacognition" title="metacognition">metacognition</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=thinking%20skills" title=" thinking skills"> thinking skills</a> </p> <a href="https://publications.waset.org/abstracts/34574/metacognition-skill-on-collaborative-study-with-self-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34574.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">361</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7730</span> Building Knowledge Partnership for Collaborative Learning in Higher Education – An On-Line ‘Eplanete’ Knowledge Mediation Platform</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20K.%20Ashiquer%20Rahman">S. K. Ashiquer Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a knowledge mediation platform, “ePLANETe Blue” that addresses the challenge of building knowledge partnerships for higher education. The purpose is to present, as an institutional perception, the ‘ePLANETe' idea and functionalities as a practical and pedagogical innovation program contributing to the collaborative learning goals in higher education. In consequence, the set of functionalities now amalgamated in ‘ePLANETe’ can be seen as an investigation of the challenges of “Collaborative Learning Digital Process.” It can exploit the system to facilitate collaborative education, research and student learning in higher education. Moreover, the platform is projected to support the identification of best practices at explicit levels of action and to inspire knowledge interactions in a “virtual community” and thus to advance in deliberation and learning evaluation of higher education through the engagement of collaborative activities of different sorts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mediation" title="mediation">mediation</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=deliberation" title=" deliberation"> deliberation</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a> </p> <a href="https://publications.waset.org/abstracts/164723/building-knowledge-partnership-for-collaborative-learning-in-higher-education-an-on-line-eplanete-knowledge-mediation-platform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164723.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7729</span> Analyzing Log File of Community Question Answering for Online Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Long%20Chen">Long Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the proliferation of E-Learning, collaborative learning becomes more and more popular in various teaching and learning occasions. Studies over the years have proved that actively participating in classroom discussion can enhance student's learning experience, consolidating their knowledge and understanding of the class content. Collaborative learning can also allow students to share their resources and knowledge by exchanging, absorbing, and observing one another's opinions and ideas. Community Question Answering (CQA) services are particularly suitable paradigms for collaborative learning, since it is essentially an online collaborative learning platform where one can get information from multiple sources for he/her to choose from. However, current CQA services have only achieved limited success in collaborative learning due to the uncertainty of answers' quality. In this paper, we predict the quality of answers in a CQA service, i.e. Yahoo! Answers, for the use of online education and distance learning, which would enable a student to find relevant answers and potential answerers more effectively and efficiently, and thus greatly increase students' user experience in CQA services. Our experiment reveals that the quality of answers is influenced by a series of factors such as asking time, relations between users, and his/her experience in the past. We also show that by modelling user's profile with our proposed personalized features, student's satisfaction towards the provided answers could be accurately estimated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Community%20Question%20Answering" title="Community Question Answering">Community Question Answering</a>, <a href="https://publications.waset.org/abstracts/search?q=Collaborative%20Learning" title=" Collaborative Learning"> Collaborative Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Log%20File" title=" Log File"> Log File</a>, <a href="https://publications.waset.org/abstracts/search?q=Co-Training" title=" Co-Training"> Co-Training</a> </p> <a href="https://publications.waset.org/abstracts/21813/analyzing-log-file-of-community-question-answering-for-online-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21813.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">441</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7728</span> Study on Evaluating the Utilization of Social Media Tools (SMT) in Collaborative Learning Case Study: Faculty of Medicine, King Khalid University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vasanthi%20Muniasamy">Vasanthi Muniasamy</a>, <a href="https://publications.waset.org/abstracts/search?q=Intisar%20Magboul%20Ejalani"> Intisar Magboul Ejalani</a>, <a href="https://publications.waset.org/abstracts/search?q=M.Anandhavalli"> M.Anandhavalli</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Gauthaman"> K. Gauthaman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social Media (SM) are websites increasingly popular and built to allow people to express themselves and to interact socially with others. Most SMT are dominated by youth particularly college students. The proliferation of popular social media tools, which can accessed from any communication devices has become pervasive in the lives of today’s student life. Connecting traditional education to social media tools are a relatively new era and any collaborative tool could be used for learning activities. This study focuses (i) how the social media tools are useful for the learning activities of the students of faculty of medicine in King Khalid University (ii) whether the social media affects the collaborative learning with interaction among students, among course instructor, their engagement, perceived ease of use and perceived ease of usefulness (TAM) (iii) overall, the students satisfy with this collaborative learning through Social media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=Web%202.0" title=" Web 2.0"> Web 2.0</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20ease%20of%20use" title=" perceived ease of use"> perceived ease of use</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20usefulness" title=" perceived usefulness"> perceived usefulness</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20Learning" title=" collaborative Learning"> collaborative Learning</a> </p> <a href="https://publications.waset.org/abstracts/19256/study-on-evaluating-the-utilization-of-social-media-tools-smt-in-collaborative-learning-case-study-faculty-of-medicine-king-khalid-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19256.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">508</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7727</span> A Collaborative Teaching and Learning Model between Academy and Industry for Multidisciplinary Engineering Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moon-Soo%20Kim">Moon-Soo Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to cope with the increasing demand for multidisciplinary learning between academy and industry, a collaborative teaching and learning model and related operational tools enabling applications to engineering education are essential. This study proposes a web-based collaborative framework for interactive teaching and learning between academy and industry as an initial step for the development of a web- and mobile-based integrated system for both engineering students and industrial practitioners. The proposed web-based collaborative teaching and learning framework defines several entities such as learner, solver and supporter or sponsor for industrial problems, and also has a systematic architecture to build information system including diverse functions enabling effective interaction among the defined entities regardless of time and places. Furthermore, the framework, which includes knowledge and information self-reinforcing mechanism, focuses on the previous problem-solving records as well as subsequent learners’ creative reusing in solving process of new problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20teaching%20and%20learning%20model" title="collaborative teaching and learning model">collaborative teaching and learning model</a>, <a href="https://publications.waset.org/abstracts/search?q=academy%20and%20industry" title=" academy and industry"> academy and industry</a>, <a href="https://publications.waset.org/abstracts/search?q=web-based%20collaborative%20framework" title=" web-based collaborative framework"> web-based collaborative framework</a>, <a href="https://publications.waset.org/abstracts/search?q=self-reinforcing%20mechanism" title=" self-reinforcing mechanism"> self-reinforcing mechanism</a> </p> <a href="https://publications.waset.org/abstracts/86272/a-collaborative-teaching-and-learning-model-between-academy-and-industry-for-multidisciplinary-engineering-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86272.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">326</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7726</span> MATLAB Supported Learning and Students' Conceptual Understanding of Functions of Two Variables: Experiences from Wolkite University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eyasu%20Gemech">Eyasu Gemech</a>, <a href="https://publications.waset.org/abstracts/search?q=Kassa%20Michael"> Kassa Michael</a>, <a href="https://publications.waset.org/abstracts/search?q=Mulugeta%20Atnafu"> Mulugeta Atnafu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A non-equivalent group's quasi-experiment research was conducted at Wolkite University to investigate MATLAB supported learning and students' conceptual understanding in learning Applied Mathematics II using four different comparative instructional approaches: MATLAB supported traditional lecture method, MATLAB supported collaborative method, only collaborative method, and only traditional lecture method. Four intact classes of mechanical engineering groups 1 and 2, garment engineering and textile engineering students were randomly selected out of eight departments. The first three departments were considered as treatment groups and the fourth one 'Textile engineering' was assigned as a comparison group. The departments had 30, 29, 35 and 32 students respectively. The results of the study show that there is a significant mean difference in students' conceptual understanding between groups of students learning through MATLAB supported collaborative method and the other learning approaches. Students who were learned through MATLAB technology-supported learning in combination with collaborative method were found to understand concepts of functions of two variables better than students learning through the other methods of learning. These, hence, are informative of the potential approaches universities would follow for a better students’ understanding of concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=MATLAB%20supported%20collaborative%20method" title="MATLAB supported collaborative method">MATLAB supported collaborative method</a>, <a href="https://publications.waset.org/abstracts/search?q=MATLAB%20supported%20learning" title=" MATLAB supported learning"> MATLAB supported learning</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20method" title=" collaborative method"> collaborative method</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20understanding" title=" conceptual understanding"> conceptual understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=functions%20of%20two%20variables" title=" functions of two variables"> functions of two variables</a> </p> <a href="https://publications.waset.org/abstracts/93374/matlab-supported-learning-and-students-conceptual-understanding-of-functions-of-two-variables-experiences-from-wolkite-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93374.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">278</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7725</span> Challenges to Collaborative Learning in Architectural Education in the Middle East</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lizmol%20Mathew">Lizmol Mathew</a>, <a href="https://publications.waset.org/abstracts/search?q=Divya%20Thomas"> Divya Thomas</a>, <a href="https://publications.waset.org/abstracts/search?q=Shiney%20Rajan"> Shiney Rajan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational paradigm all over the globe is undergoing significant reform today. Because of this, so-called flipped classroom model is becoming increasingly popular in higher education. Flipped classroom has proved to be more effective than traditional lecture based model as flipped classroom model promotes active learning by encouraging students to work on in collaborative tasks and peer-led learning during the class-time. However, success of flipped classrooms relies on students’ ability and their attitudes towards collaboration and group work. This paper examines: 1) Students’ attitudes towards collaborative learning; 2) Main challenges to successful collaboration from students’ experience and 3) Students’ perception of criteria for successful team work. 4) Recommendations for enhancing collaborative learning. This study’s methodology involves quantitative analysis of surveys collected from students enrolled in undergraduate Architecture program at Qatar University. Analysis indicates that in general students enrolled in the program do not have positive perceptions or experiences associated with group work. Positive and negative factors that influence collaborative learning in higher education have been identified. Recommendations for improving collaborative work experience have been proposed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=female" title=" female"> female</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20work" title=" group work"> group work</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Middle%20East" title=" Middle East"> Middle East</a>, <a href="https://publications.waset.org/abstracts/search?q=Qatar" title=" Qatar"> Qatar</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20experience" title=" student experience"> student experience</a> </p> <a href="https://publications.waset.org/abstracts/72345/challenges-to-collaborative-learning-in-architectural-education-in-the-middle-east" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72345.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7724</span> Collaborative Research between Malaysian and Australian Universities on Learning Analytics: Challenges and Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Z.%20Tasir">Z. Tasir</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20N.%20Kew"> S. N. Kew</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20West"> D. West</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Abdullah"> Z. Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Toohey"> D. Toohey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research on Learning Analytics is progressively developing in the higher education field by concentrating on the process of students' learning. Therefore, a research project between Malaysian and Australian Universities was initiated in 2015 to look at the use of Learning Analytics to support the development of teaching practice. The focal point of this article is to discuss and share the experiences of Malaysian and Australian universities in the process of developing the collaborative research on Learning Analytics. Three aspects of this will be discussed: 1) Establishing an international research project and team members, 2) cross-cultural understandings, and 3) ways of working in relation to the practicalities of the project. This article is intended to benefit other researchers by highlighting the challenges as well as the strategies used in this project to ensure such collaborative research succeeds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20research%20project" title="academic research project">academic research project</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20research" title=" collaborative research"> collaborative research</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20understanding" title=" cross-cultural understanding"> cross-cultural understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20research%20project" title=" international research project"> international research project</a> </p> <a href="https://publications.waset.org/abstracts/48332/collaborative-research-between-malaysian-and-australian-universities-on-learning-analytics-challenges-and-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48332.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">242</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7723</span> Students’ Perceptions of Using Wiki Technology to Enhance Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hani%20Mustafa">Hani Mustafa</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Gonzalez%20Ruiz"> Cristina Gonzalez Ruiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Estelle%20Bech"> Estelle Bech</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The growing influence of digital technologies has made learning and interaction more accessible, resulting in effective collaboration if properly managed. Technology enabled learning has become an important conduit for learning, including collaborative learning. The use of wiki technology, for example, has opened a new learning platform that enables the integration of social, linguistic, and cognitive processes of language learning. It encourages students to collaborate in the construction, analysis, and understanding of knowledge. But to what extent is the use of wikis effective in promoting collaborative learning among students. In addition, how do students perceive this technology in enhancing their language learning? In this study, students were be given a wiki project to complete collaboratively with their group members. Students had to write collaboratively to produce and present a seven-day travel plan in which they had to describe places to visit and things to do to explore the best historical and cultural aspects of the country. The study involves students learning French, Malay, and Spanish as a foreign language. In completing this wiki project, students will move from passive learning of language to real engagement with classmates, requiring them to collaborate and negotiate effectively with one another. The objective of the study is to ascertain to what extent does wiki technology helped in promoting collaborative learning and improving language skills from students’ perception. It is found that while there was improvement in students language skills, the overall experience was less positive due to unfamiliarity with a new learning tool. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title="collaborative learning">collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=wiki" title=" wiki"> wiki</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/144650/students-perceptions-of-using-wiki-technology-to-enhance-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7722</span> Social Collaborative Learning Model Based on Proactive Involvement to Promote the Global Merit Principle in Cultivating Youths' Morality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wera%20Supa">Wera Supa</a>, <a href="https://publications.waset.org/abstracts/search?q=Panita%20%20Wannapiroon"> Panita Wannapiroon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a report on the designing of the social collaborative learning model based on proactive involvement to Promote the global merit principle in cultivating youths’ morality. The research procedures into two phases, the first phase is to design the social collaborative learning model based on proactive involvement to promote the global merit principle in cultivating youths’ morality, and the second is to evaluate the social collaborative learning model based on proactive involvement. The sample group in this study consists of 15 experts who are dominant in proactive participation, moral merit principle and youths’ morality cultivation from executive level, lecturers and the professionals in information and communication technology expertise selected using the purposive sampling method. Data analyzed by arithmetic mean and standard deviation. This study has explored that there are four significant factors in promoting the hands-on collaboration of global merit scheme in order to implant virtues to adolescences which are: 1) information and communication Technology Usage; 2) proactive involvement; 3) morality cultivation policy, and 4) global merit principle. The experts agree that the social collaborative learning model based on proactive involvement is highly appropriate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20collaborative%20learning" title="social collaborative learning">social collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=proactive%20involvement" title=" proactive involvement"> proactive involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20merit%20principle" title=" global merit principle"> global merit principle</a>, <a href="https://publications.waset.org/abstracts/search?q=morality" title=" morality"> morality</a> </p> <a href="https://publications.waset.org/abstracts/30645/social-collaborative-learning-model-based-on-proactive-involvement-to-promote-the-global-merit-principle-in-cultivating-youths-morality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30645.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7721</span> Collaborative Reflexive/Reflective Teaching and Action Research in TESL </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20F.%20Elkommos">O. F. Elkommos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching English as a Second Language (TESL) has become a very rich area of research. Practitioners or teachers of English as a foreign or a second language are now promoting both collaborative learning and collaborative teaching. Students learning a language collaboratively and cooperatively are learning in a better environment of team work where they learn from each other. Further, teaching English collaboratively also creates an enriching environment that is also very enriching to students’ and teachers’ experiences of learning and teaching. Moreover, action research stems from actual teacher concerns and students’ needs. Reflection in turn, on the experience of the material taught and the delivery of material is becoming an integral part of the teaching and learning experience self- evaluation and self-development. In this case, the concern of the research field in the area of TESL will be the development of teaching delivery, material and quality of learning. In the present research, the TESL module taught to year two students in the Faculty of Arts and Humanities, British University in Egypt (BUE) will be evaluated reflexively by the students and teachers. The module was taught to students in two different specialisms. It was taught and delivered through collaborative teaching and was evaluated by both teachers and students as very successful and enjoyable. The reflections of both teachers and students as well as student results confirm that it was a success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=addressing%20differentiation" title=" addressing differentiation"> addressing differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20teaching" title=" collaborative teaching"> collaborative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20teaching%20and%20learning" title=" reflective teaching and learning"> reflective teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reflexive%20learning" title=" reflexive learning"> reflexive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reflexive%20teaching" title=" reflexive teaching"> reflexive teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=self-development" title=" self-development"> self-development</a>, <a href="https://publications.waset.org/abstracts/search?q=self-evaluation" title=" self-evaluation"> self-evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=TESL" title=" TESL"> TESL</a> </p> <a href="https://publications.waset.org/abstracts/111279/collaborative-reflexivereflective-teaching-and-action-research-in-tesl" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111279.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7720</span> Design of Mobile Teaching for Students Collaborative Learning in Distance Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lisbeth%20Amhag">Lisbeth Amhag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study is to describe and analyze the design of mobile teaching for students collaborative learning in distance higher education with a focus on mobile technologies as online webinars (web-based seminars or conferencing) by using laptops, smart phones, or tablets. These multimedia tools can provide face-to-face interactions, recorded flipped classroom videos and parallel chat communications. The data collection consists of interviews with 22 students and observations of online face-to-face webinars, as well two surveys. Theoretically, the study joins the research tradition of Computer Supported Collaborative learning, CSCL, as well as Computer Self-Efficacy, CSE concerned with individuals’ media and information literacy. Important conclusions from the study demonstrated mobile interactions increased student centered learning. As the students were appreciating the working methods, they became more engaged and motivated. The mobile technology using among student also contributes to increased flexibility between space and place, as well as media and information literacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20self-efficacy" title="computer self-efficacy">computer self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20supported%20collaborative%20learning" title=" computer supported collaborative learning"> computer supported collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20and%20open%20learning" title=" distance and open learning"> distance and open learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20design%20and%20technologies" title=" educational design and technologies"> educational design and technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20and%20information%20literacy" title=" media and information literacy"> media and information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a> </p> <a href="https://publications.waset.org/abstracts/36365/design-of-mobile-teaching-for-students-collaborative-learning-in-distance-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7719</span> Collaborative and Context-Aware Learning Approach Using Mobile Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sameh%20Baccari">Sameh Baccari</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Neji"> Mahmoud Neji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, the rapid developments on mobile devices and wireless technologies enable new dimension capabilities for the learning domain. This dimension facilitates people daily activities and shortens the distances between individuals. When these technologies have been used in learning, a new paradigm has been emerged giving birth to mobile learning. Because of the mobility feature, m-learning courses have to be adapted dynamically to the learner’s context. The main challenge in context-aware mobile learning is to develop an approach building the best learning resources according to dynamic learning situations. In this paper, we propose a context-aware mobile learning system called Collaborative and Context-aware Mobile Learning System (CCMLS). It takes into account the requirements of Mobility, Collaboration and Context-Awareness. This system is based on the semantic modeling of the learning context and the learning content. The adaptation part of this approach is made up of adaptation rules to propose and select relevant resources, learning partners and learning activities based not only on the user’s needs, but also on its current context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title="mobile learning">mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20technologies" title=" mobile technologies"> mobile technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=context-awareness" title=" context-awareness"> context-awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation%20engine" title=" adaptation engine"> adaptation engine</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation%20strategy" title=" adaptation strategy"> adaptation strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20object" title=" learning object"> learning object</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20context" title=" learning context"> learning context</a> </p> <a href="https://publications.waset.org/abstracts/86589/collaborative-and-context-aware-learning-approach-using-mobile-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86589.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7718</span> E-Learning Recommender System Based on Collaborative Filtering and Ontology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Tarus">John Tarus</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhendong%20Niu"> Zhendong Niu</a>, <a href="https://publications.waset.org/abstracts/search?q=Bakhti%20Khadidja"> Bakhti Khadidja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, e-learning recommender systems has attracted great attention as a solution towards addressing the problem of information overload in e-learning environments and providing relevant recommendations to online learners. E-learning recommenders continue to play an increasing educational role in aiding learners to find appropriate learning materials to support the achievement of their learning goals. Although general recommender systems have recorded significant success in solving the problem of information overload in e-commerce domains and providing accurate recommendations, e-learning recommender systems on the other hand still face some issues arising from differences in learner characteristics such as learning style, skill level and study level. Conventional recommendation techniques such as collaborative filtering and content-based deal with only two types of entities namely users and items with their ratings. These conventional recommender systems do not take into account the learner characteristics in their recommendation process. Therefore, conventional recommendation techniques cannot make accurate and personalized recommendations in e-learning environment. In this paper, we propose a recommendation technique combining collaborative filtering and ontology to recommend personalized learning materials to online learners. Ontology is used to incorporate the learner characteristics into the recommendation process alongside the ratings while collaborate filtering predicts ratings and generate recommendations. Furthermore, ontological knowledge is used by the recommender system at the initial stages in the absence of ratings to alleviate the cold-start problem. Evaluation results show that our proposed recommendation technique outperforms collaborative filtering on its own in terms of personalization and recommendation accuracy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20filtering" title="collaborative filtering">collaborative filtering</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=recommender%20system" title=" recommender system"> recommender system</a> </p> <a href="https://publications.waset.org/abstracts/64364/e-learning-recommender-system-based-on-collaborative-filtering-and-ontology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64364.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">380</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7717</span> A Collaborative, Arts-Informed Action Research Investigation of Child-Led Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dragana%20Gnjatovic">Dragana Gnjatovic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment is a burning topic in education policy and practice due to measurement-driven neoliberal agendas of quality and standardisation of assessment practice through high stakes standardised testing systems that are now influencing early childhood education. This paper presents a collaborative, arts-informed action research project which places children at the centre of their learning, with assessment as an integral part of play-based learning processes. It aims to challenge traditional approaches to assessment that are often teacher-led and decontextualised from the processes of learning through exploring approaches where children's voices are central, and their creative arts expressions are used to assess learning and development. The theoretical framework draws on Vygotsky's sociocultural theory and Freire's critical pedagogy, which indicate the importance of socially constructed reality where knowledge is the result of collaboration between children and adults. This reality perceives children as competent agents of their own learning processes. An interpretive-constructivist and critical-transformative paradigm underpin collaborative action research in a three to five-year-old setting, where creative methods like storytelling, play, drama, drawing are used to assess children's learning. As data collection and analysis are still in process, this paper will present the methodology and some data vignettes, with the aim of stimulating discussion about innovation in assessment and contribution of the collaborative enquiry in the field of Early Childhood Education and Care. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20for%20learning" title="assessment for learning">assessment for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20methodologies" title=" creative methodologies"> creative methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20action%20research" title=" collaborative action research"> collaborative action research</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education%20and%20care" title=" early childhood education and care"> early childhood education and care</a> </p> <a href="https://publications.waset.org/abstracts/125490/a-collaborative-arts-informed-action-research-investigation-of-child-led-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125490.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7716</span> A Collaborative Action Research on the Teaching of Music Learning Center in Taiwan's Preschool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei-Ying%20Liao">Mei-Ying Liao</a>, <a href="https://publications.waset.org/abstracts/search?q=Lee-Ching%20Wei"> Lee-Ching Wei</a>, <a href="https://publications.waset.org/abstracts/search?q=Jung-Hsiang%20Tseng"> Jung-Hsiang Tseng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study was to explore the process of planning and execution of the music learning center in preschool. This study was conducted through a collaborative action research method. The research members included a university music professor, a teaching guide, a preschool director, and a preschool teacher, leading a class of 5-6-year-old children to participate in this study. Five teaching cycles were performed with a subject of bird. In the whole process that lasted three months, the research members would maintain the conversation, reflection, and revision repeatedly. A triangular validated method was used to collect data, including archives, interviews, seminars, observations, journals, and learning evaluations to improve research on the validity and reliability. It was found that a successful music learning center required comprehensive planning and execution. It is also important to develop good listening, singing, respect, and homing habits at the beginning of running the music learning center. By timely providing diverse musical instruments, learning materials, and activities according to the teaching goals, children’s desire to learning was highly stimulated. Besides, peer interactions improved their ensemble and problem-solving abilities. The collaborative action research enhanced the preschool teacher’s confidence and promoted professional growth of the research members. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20action%20research" title="collaborative action research">collaborative action research</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20learning%20center" title=" music learning center"> music learning center</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20development" title=" music development"> music development</a> </p> <a href="https://publications.waset.org/abstracts/65529/a-collaborative-action-research-on-the-teaching-of-music-learning-center-in-taiwans-preschool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65529.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7715</span> An Architectural Model of Multi-Agent Systems for Student Evaluation in Collaborative Game Software</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monica%20Hoeldtke%20Pietruchinski">Monica Hoeldtke Pietruchinski</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrey%20Ricardo%20Pimentel"> Andrey Ricardo Pimentel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The teaching of computer programming for beginners has been presented to the community as a not simple or trivial task. Several methodologies and research tools have been developed; however, the problem still remains. This paper aims to present multi-agent system architecture to be incorporated to the educational collaborative game software for teaching programming that monitors, evaluates and encourages collaboration by the participants. A literature review has been made on the concepts of Collaborative Learning, Multi-agents systems, collaborative games and techniques to teach programming using these concepts simultaneously. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture%20of%20multi-agent%20systems" title="architecture of multi-agent systems">architecture of multi-agent systems</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20evaluation" title=" collaborative evaluation"> collaborative evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration%20assessment" title=" collaboration assessment"> collaboration assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=gamifying%20educational%20software" title=" gamifying educational software"> gamifying educational software</a> </p> <a href="https://publications.waset.org/abstracts/35668/an-architectural-model-of-multi-agent-systems-for-student-evaluation-in-collaborative-game-software" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7714</span> Collaborative Writing on Line with Apps During the Time of Pandemic: A Systematic Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Giuseppe%20Liverano">Giuseppe Liverano</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today’s school iscalledupon to take the lead role in supporting students towards the formation of conscious identity and a sense of responsible citizenship, through the development of key competencies for lifelong learning A rolethatrequiresit to be ready for change and to respond to the ever new needs of students, by adopting new pedagogical and didactic models and new didactic devices. Information and Communication Technologies, in this sense, reveal themselves to be usefulresourcesthatpermit to focus attention on the learning of eachindividualstudentunderstoodas a dynamic and relational process of constructing shared and participatedmeanings. The use of collaborative writing apps represents a democratic and shared knowledge way of constructionthroughICTs. It promotes the learning of reading-writing, literacy, and the development of transversal competencies in an inclusive perspective peer-to-peer comparison and reflectionthatstimulates the transfer of thought into speech and writing, the transformation of knowledge through a trialogicalapproach to learning generates enthusiasm and strengthensmotivationItrepresents a “different” way of expressing the training needs which come from several disciplinary fields of subjects with different cultures. The contribution aims to reflect on the formative value of collaborative writing through apps and analyse some proposals on line at school during the time of pandemic in order to highlight their critical aspects and pedagogical perspectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20writing" title="collaborative writing">collaborative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20value" title=" formative value"> formative value</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a>, <a href="https://publications.waset.org/abstracts/search?q=apps" title=" apps"> apps</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a> </p> <a href="https://publications.waset.org/abstracts/143467/collaborative-writing-on-line-with-apps-during-the-time-of-pandemic-a-systematic-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143467.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7713</span> Understanding of the Impact of Technology in Collaborative Programming for Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Selene%20Molina-Moreno">Nadia Selene Molina-Moreno</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Susana%20Avila-Garcia"> Maria Susana Avila-Garcia</a>, <a href="https://publications.waset.org/abstracts/search?q=Marco%20Bianchetti"> Marco Bianchetti</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcelina%20Pantoja-Flores"> Marcelina Pantoja-Flores</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Visual Programming Tools available are a great tool for introducing children to programming and to develop a skill set for algorithmic thinking. On the other hand, collaborative learning and pair programming within the context of programming activities, has demonstrated to have social and learning benefits. However, some of the online tools available for programming for children are not designed to allow simultaneous and equitable participation of the team members since they allow only for a single control point. In this paper, a report the work conducted with children playing a user role is presented. A preliminary study to cull ideas, insights, and design considerations for a formal programming course for children aged 8-10 using collaborative learning as a pedagogical approach was conducted. Three setups were provided: 1) lo-fi prototype, 2) PC, 3) a 46' multi-touch single display groupware limited by the application to a single touch entry. Children were interviewed at the end of the sessions in order to know their opinions about teamwork and the different setups defined. Results are mixed regarding the setup, but they agree to like teamwork. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20programming" title=" collaborative programming"> collaborative programming</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20programming" title=" visual programming"> visual programming</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-touch%20tabletop" title=" multi-touch tabletop"> multi-touch tabletop</a>, <a href="https://publications.waset.org/abstracts/search?q=lo-fi%20prototype" title=" lo-fi prototype"> lo-fi prototype</a> </p> <a href="https://publications.waset.org/abstracts/71685/understanding-of-the-impact-of-technology-in-collaborative-programming-for-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71685.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7712</span> A Design-Based Approach to Developing a Mobile Learning System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Martina%20Holenko%20Dlab">Martina Holenko Dlab</a>, <a href="https://publications.waset.org/abstracts/search?q=Natasa%20Hoic-Bozic"> Natasa Hoic-Bozic</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivica%20Boticki"> Ivica Boticki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents technologically innovative and scalable mobile learning solution within the SCOLLAm project (“Opening up education through Seamless and COLLAborative mobile learning on tablet computers”). The main research method applied during the development of the SCOLLAm mobile learning system is design-based research. It assumes iterative refinement of the system guided by collaboration between researches and practitioners. Following the identification of requirements, a multiplatform mobile learning system <em>SCOLLAm [in]Form </em>was developed. Several experiments were designed and conducted in the first and second grade of elementary school. <em>SCOLLAm [in]Form system </em>was used to design learning activities for math classes during which students practice calculation. System refinements were based on experience and interaction data gathered during class observations. In addition to implemented improvements, the data were used to outline possible improvements and deficiencies of the system that should be addressed in the next phase of the <em>SCOLLAm [in]Form</em> development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptation" title="adaptation">adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=tablet%20computers" title=" tablet computers"> tablet computers</a> </p> <a href="https://publications.waset.org/abstracts/64887/a-design-based-approach-to-developing-a-mobile-learning-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64887.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7711</span> Collaborative Learning Aspect for Training Hip and Knee Joint Anatomy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Mustafa">Nasir Mustafa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the prerequisites required for an efficient diagnosis in a medical practice is to have a strong command of both functional and clinical anatomy. In this study, we introduce a new collaborative approach to the effective teaching of the knee and hip joints. In the present teaching model, anatomists, orthopedists and physical therapists present the anatomy of the hip and knee joints in small groups. Courses for the hip and knee joints were scheduled during the early stages of the medical curriculum. Students of nursing and physical therapy were grouped together to sensitize to the importance of a collaborative effort. The study results clearly demonstrate that nursing students and physical therapy students appreciated this teaching approach. The collaborative approach further proved to be a suitable method to teach both functional and clinical anatomy of the hip and knee joints. Aside from this training, a collaborative approach between medical students and physical therapy students was also successful for a healthcare organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hip%20and%20knee%20joint%20anatomy" title="hip and knee joint anatomy">hip and knee joint anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a>, <a href="https://publications.waset.org/abstracts/search?q=Anatomy%20teaching" title=" Anatomy teaching"> Anatomy teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Nursing%20students" title=" Nursing students"> Nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=Physiotherapy%20students" title=" Physiotherapy students"> Physiotherapy students</a> </p> <a href="https://publications.waset.org/abstracts/166164/collaborative-learning-aspect-for-training-hip-and-knee-joint-anatomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166164.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7710</span> Online Classroom Instruction and Collaborative Learning: Problems and Prospects Among Undergraduate Students of Obafemi Awolowo University, Ile-Ife, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bello%20Theodora%20O.">Bello Theodora O.</a>, <a href="https://publications.waset.org/abstracts/search?q=Animola%20Odunayo%20V."> Animola Odunayo V.</a>, <a href="https://publications.waset.org/abstracts/search?q=Owoade%20Johnson%20T."> Owoade Johnson T.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the advent of Covid-19, online classroom instruction became a very important mode of instruction delivery during which learners were engaged in both collaborative and online interactive learning process, but along with it are challenges as well as its deliverables. This study therefore investigated the various online platform used by the students for learning among fresh undergraduate students of Obafemi Awolowo University, Ile-Ife, Osun Sate. It also assessed the student’s perception towards online learning in the university and examined the influence of collaborative learning among the students. Lastly, it examined the problems that are associated with collaborative online learning instruction in the university. These were with a view to providing empirical information on problems and prospects of online classroom instruction among fresh undergraduate physical science students of Obafemi Awolowo University, Ile-Ife. The study employed a descriptive survey research technique. The population comprised all the fresh undergraduates in physical science departments of Obafemi Awolowo University, Ile-Ife. The sample consisted two hundred freshmen in physical science departments of Obafemi Awolowo University, Ile-Ife, who were selected using simple random techniques. During the selection, a questionnaire was used to collect data from the respondents. The data were analyzed using appropriate descriptive of frequency, simple percentage, and mean. Results showed that Google Meet 149(74.5%), Telegram 120(60.0%), and Google Classroom 143(71.5%), are the prominent online classroom instruction used by the students in Obafemi Awolowo University, Ile-Ife. The results also showed that the freshmen’s perception towards online classroom instruction in Obafemi Awolowo University, Ile-Ife is low with cluster mean of 2.97. It further revealed that collaborative learning enhances the learning ability of below average learners more than that of the above average and average students (73.6%). Finally, the result showed that they are affirmative of the problems associated with online classroom instruction in Obafemi Awolowo University, Ile-Ife with cluster mean of 3.01. The result concluded that most Online platform used by the fresher’s students in Obafemi Awolowo University, Ile-Ife are Google Meet, Telegram and Google Classroom. The students have negatives perception towards online classroom instruction and the students are affirmative of the problems associated with online classroom instruction among physical science freshmen in Obafemi Awolowo University, Ile-Ife. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online" title="online">online</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=freshmen" title=" freshmen"> freshmen</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20science" title=" physical science"> physical science</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a> </p> <a href="https://publications.waset.org/abstracts/177948/online-classroom-instruction-and-collaborative-learning-problems-and-prospects-among-undergraduate-students-of-obafemi-awolowo-university-ile-ife-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177948.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7709</span> Enhancing Students’ Language Competencies through Cooperative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raziel%20Felix-Aguelo">Raziel Felix-Aguelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language competencies refer to the knowledge and abilities to use English in four inter-related skills: Speaking, listening, reading, and writing. Cooperative learning is a type of instruction where learners are grouped together to work on an assignment, project, or task. To become competent in second language, one needs to actively use English in each of four modalities. Learning English is challenging to second language learners. Sometimes, some students feel demotivated and scared to use English during class discussions and recitations. This paper explores the students’ attitude and perception towards cooperative learning in enhancing their language competencies. The primary method for this research is case study. Thirty-two grade 9 students within a single selected class are used as sample. The instruments used in data collection were questionnaire and semi-structured interviews. The finding shows that collaborative learning activities enhance the four skills of the students. The participants consider this approach motivational as they engage and interact with others. This indicates that students develop their language competencies as they rely to one another in doing meaningful language activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20competencies" title="language competencies">language competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20activities" title=" language activities"> language activities</a> </p> <a href="https://publications.waset.org/abstracts/54878/enhancing-students-language-competencies-through-cooperative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54878.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">344</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7708</span> Ubiquitous Collaborative Mobile Learning (UCML): A Flexible Instructional Design Model for Social Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hameed%20Olalekan%20Bolaji">Hameed Olalekan Bolaji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The digital natives are driving the trends of literacy in the use of electronic devices for learning purposes. This has reconfigured the context of learning in the exploration of knowledge in a social learning environment. This study explores the impact of Ubiquitous Collaborative Mobile Learning (UCML) instructional design model in a quantitative designed-based research approach. The UCML model was a synergetic blend of four models that are relevant to the design of instructional content for a social learning environment. The UCML model serves as the treatment and instructions were transmitted via mobile device based on the principle of ‘bring your own device’ (BYOD) to promote social learning. Three research questions and two hypotheses were raised to guide the conduct of this study. A researcher-designed questionnaire was used to collate data and the it was subjected to reliability of Cronbach Alpha which yielded 0.91. Descriptive statistics of mean and standard deviation were used to answer research questions while inferential statistics of independent sample t-test was used to analyze the hypotheses. The findings reveal that the UCML model was adequately evolved and it promotes social learning its design principles through the use of mobile devices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20device" title=" mobile device"> mobile device</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ubiquitous" title=" ubiquitous"> ubiquitous</a> </p> <a href="https://publications.waset.org/abstracts/122820/ubiquitous-collaborative-mobile-learning-ucml-a-flexible-instructional-design-model-for-social-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122820.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span 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