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In CSCL systems, students who are solving problems in group have to negotiate with each other by exchanging proposals and arguments in order to resolve the conflicts and generate a shared solution. In this context, argument construction assistance is necessary to facilitate reaching to a consensus. This assistance is usually provided with isolated arguments by demand, but this does not offer students a real and integral view of the conflicts. In this work, we study the utilisation of argumentation plans to assist a student during the argumentation. The actions of an argumentation plan represent the arguments that a student might use during the argumentation process. Moreover, these plans can be integrated with the tasks needed to reach a shared solution. These plans give the student an integral and intuitive view of the problem resolution and the conflict that must be resolved. We evaluated our proposal with students of an Artificial Intelligence course. This evaluation was carried out by comparing three different assistance scenarios in which students had to solve exercises: no assistance, assistance with isolated arguments, and assistance with argumentation plans. The results obtained show that reaching consensus was easier for the students when the assistance was provided using argumentations plans.
This study explored the differences among online elementary school student groups based on their communication features. Two hundred and ninety-one Taiwanese students, ranging in age from 11 to 12 years old, participated in this study. The students were randomly arranged within-class into three-member groups. Each group was asked to use a collaborative learning system to accomplish a group task generating a shared concept map. The textual discussions in each group during collaboration were collected, coded, categorized, and quantified to profile their communication characteristics. Cluster analysis on the resulting communication characteristics resulted in four types of small student groups, including passive or reticent, frequently off-task, actively participating, and knowledge emphasizing. Most student groups (56%) were found to be relatively passive or reticent. Frequently off-task student groups made a protrusive amount of messages for off-task social purposes. The actively participating student groups were characterized by abundant discussion, particularly for continuing task, managing procedure and coordinating efforts. The distinctive feature of knowledge emphasizing student groups was that they devoted particular attention to task related knowledge. In addition, they performed better in task accomplishment.
The purpose of this research was to investigate the effects of a computer-assisted concept mapping learning strategy on EFL college learners’ English reading comprehension. The research questions were: (1) what was the influence of the computer-assisted concept mapping learning strategy on different learners’ English reading comprehension? (2) did the computer-assisted concept mapping learning strategy affect learners’ use of other English reading strategies? One hundred ninety-four freshmen who were enrolled in the English course were divided into low-level and high-level groups according to their English proficiency. A computer-assisted concept mapping learning strategy was introduced to the learners in the experimental class to improve their reading ability. Through two-way ANOVA analysis, it was found that the computer-assisted concept mapping learning strategy had greater reading benefit for the low-level group than for the high-level group. In addition, the results of independent sample t-test analysis indicated that the computer-assisted concept mapping learning strategy enhanced learners’ use of other English reading strategies–listing, enforcing, and reviewing.
Mobile devices could facilitate human interaction and access to knowledge resources anytime and anywhere. With respect to wide application possibilities of mobile learning, investigating learners’ acceptance towards it is an essential issue. Based on activity theory approach, this research explores positive factors for the acceptance of m-learning systems. In the research, we developed an m-learning system for learners’ knowledge management and invited 152 participants who knew how to use the m-learning system then report on their experience. The results show that enhancing learners’ satisfaction, encouraging learners’ autonomy, empowering system functions, and enriching interaction and communication activities have a significant positive influence on the acceptance of m-learning systems.
The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method, to the examination based on constructed-response questions (CRQs). Despite that MCQs have an advantage concerning objectivity in the grading process and speed in production of results, they also introduce an error in the final formulation of the score. The error is traced to the probability of answering a question by chance or based on an instinctive feeling, which does not enable the ascertainment of the knowledge of the whole background included in the question. In the present study, both MCQ and CRQ tests were given to examinees, in the framework of a computer-based learning system. Avoiding the procedure of mixed scoring, e.g. both positive and negative markings, a set of pairs of MCQs was composed. The MCQs in each pair were similar concerning the same topic, but this similarity was not evident for an examinee that did not possess adequate knowledge on the topic addressed in the questions of the pair. The examination based on these “paired” MCQs, by using a suitable scoring rule, when made to the same sample of students, οn the same topics and with the same levels of difficulty, gave results that were statistically indistinguishable with the grades produced by an examination based on CRQs, while both the “paired” MCQ test results and the CRQ test results differed significantly from those obtained from a MCQ test using positive-only scoring rule.
This paper presents a quantitative approach to multimodal discourse analysis for analyzing online collaborative learning. The coding framework draws together the fields of systemic functional linguistics and Activity Theory to analyze interactions between collaborative-, content- and technology-related discourse. The approach is used to examine how the task subject matter, the activity design, and the choice of interface affected interaction and collaboration for a computing course conducted in a web-conferencing environment. The analysis revealed the critical impact of activity design on the amount and type of discourse that transpired. Student-centred designs resulted in over six times more student discourse as compared to teacher-centred designs and created a learning environment where students took greater ownership over the tasks and contributed more to the content-based discussion. The paper also incorporates a rationale for the approach to coding and a reflection on its efficacy for discourse analysis in technology-based learning environments.
The present study attempted to investigate whether young learners who were new to knowledge building approaches could work towards advancing both individual and collective knowledge, and whether knowledge building could be beneficial to both high-achieving and low-achieving students. Findings reported in this paper are from one and a half-year design research for science learning in one primary school in Singapore. In this study, we closely examined the design and enactment of the Knowledge Building Community model in one class with high-achieving students and two classes with mixed-ability students. The research consists of two phases: Phase I Cultivating a collaborative knowledge building culture and Phase II Progressive Knowledge Building using Knowledge Forum. Data were collected from multiple sources, including knowledge assessment, conceptual understanding tasks, and the content analysis of Knowledge Forum postings. The results in Phase I show that while it is critical for students to monitor and build knowledge for their own understanding, they had difficulties developing such skills. In both phases, we found positive impacts on academic achievements showing improvement of student understanding in the course of reflective thinking and progressive inquiry. Overall, quantitative data suggest that the collaborative knowledge building environment was beneficial for both high-achieving and low-achieving students. We conclude by discussing some of challenges and issues in designing collaborative knowledge building environments for young learners with diverse abilities.
This article presents the results of a research study that took place during the 2007–2008 academic year at the University of the Basque Country3. (UPV/EHU in its Spanish and Basque acronyms). The research’s goal was to establish the guidelines for training opportunities in information and communication technologies (ICTs) that could better address the needs of the faculty at the aforementioned university. The conclusive results provide a picture of the necessary training in ICTs that the faculty requires for their teaching as well as for conducting research. This led us to develop some suggestions that are related to the modular organization of past and present training courses as well as improved guidelines that would help us to restructure the design of the training currently being offered. This restructuring is fundamental in order to include ICTs in the new European space of higher education (ESHE)4.
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