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1.
Olga Mantziou Nikiforos M. Papachristos Tassos A. Mikropoulos 《Education and Information Technologies》2018,23(4):1737-1765
Three Dimensional Multi-User Virtual Environments (MUVEs) are promising tools in education because of the unique affordances they offer. These learning affordances imply certain actions that in turn can lead to corresponding learning activities. There seems to be a lack of reports on which of the affordances of MUVEs for learning and teaching are used and how they are enacted by relevantly designed learning activities. This study investigates the learning activities conducted in Second Life, the most popular and widely used among the "sandbox" type MUVE platforms, as reported in 205 empirical studies, by associating them with the learning affordances they enact. As necessary step towards this goal, the study proposes a new classification of learning affordances of MUVEs and a new concrete set of learning activities based on the literature review. Learning affordances include free navigation, creation, modeling and simulation, multichannel communication, collaboration and cooperation and content presentation and/or delivery. By using the open, axial and selective coding offered by the grounded method, the learning activities that emerged from the exhaustive empirical review, are well associated with the proposed six learning affordances, validating in return the functionality of the proposed set of learning affordances. The five more general learning activities, resulting from the selective coding, are content creation, content exploration and interaction with content, social interaction, gaming, participation in representations of real life events and situations. Further research on other MUVEs is needed to establish this framework. 相似文献
2.
Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning 总被引:8,自引:2,他引:6
Matt Dunleavy Chris Dede Rebecca Mitchell 《Journal of Science Education and Technology》2009,18(1):7-22
The purpose of this study was to document how teachers and students describe and comprehend the ways in which participating
in an augmented reality (AR) simulation aids or hinders teaching and learning. Like the multi-user virtual environment (MUVE)
interface that underlies Internet games, AR is a good medium for immersive collaborative simulation, but has different strengths
and limitations than MUVEs. Within a design-based research project, the researchers conducted multiple qualitative case studies
across two middle schools (6th and 7th grade) and one high school (10th grade) in the northeastern United States to document
the affordances and limitations of AR simulations from the student and teacher perspective. The researchers collected data
through formal and informal interviews, direct observations, web site posts, and site documents. Teachers and students reported
that the technology-mediated narrative and the interactive, situated, collaborative problem solving affordances of the AR
simulation were highly engaging, especially among students who had previously presented behavioral and academic challenges
for the teachers. However, while the AR simulation provided potentially transformative added value, it simultaneously presented
unique technological, managerial, and cognitive challenges to teaching and learning. 相似文献
3.
Conclusion Garrison’s (2000) review of distance education theories describes the current need for ”sustained real two-way communication
... that refiect(s) a collaborative approach to distance education” (p. 13). One way to apply such theories to research and
coursework is to use collaborative documents to promote transactions culminating in deliberation among the key players. Such
deliberation can create ”a particular kind of democratic public culture among the deliberators: listening as well as talking,
sharing resources, forging decisions together rather than only advocating positions taken earlier, and coming to disagreement”
(Parker, Ninomiya, & Cogan, 1999, p. 129).
Her research interests are collaborative learning in distance education, impact of culture on online learners, and design
of online instruction for constructivist learning environments.
Her primary research interests are in design considerations for collaborative online environments and in the powers of shared
multimedia for enhancing personal growth, multicultural understanding, and global awareness. She investigates visual messages:
how they can be shared and interpreted by learners, their impact, and how their impact can be researched.
Her research interests are in computer and network-based foreign language and cultural learning. 相似文献
4.
Visual analytics combines automated data analysis and human intelligence through visualisation techniques to address the complexity of current real-world problems. This review uses the lens of visual analytics to examine four dimensions of visual representations for analysing collaborative discourse: goals, data sources, visualisation designs, and analytical techniques based on 89 studies. We found visual analysis approaches to be suitable and advantageous for decomposing the temporality of collaborative discourse. However, it has been challenging for current research to simultaneously consider learning theories and follow visualisation design principles when adopting visualisations to analyse collaborative discourse. At the same time, existing visual analysis approaches have mainly targeted learners or researchers in online contexts and mainly focused on mirroring collaborative discourse rather than providing advanced affordances such as alerting or advising. Informed by these findings, we propose a possible future research agenda and offer suggestions for the features of successful collaboration to guide the design of advanced affordances. 相似文献
5.
Collaboration modality, cognitive load, and science inquiry learning in virtual inquiry environments
Benjamin E. Erlandson Brian C. Nelson Wilhelmina C. Savenye 《Educational technology research and development : ETR & D》2010,58(6):693-710
Educational multi-user virtual environments (MUVEs) have been shown to be effective platforms for situated science inquiry
curricula. While researchers find MUVEs to be supportive of collaborative scientific inquiry processes, the complex mix of
multi-modal messages present in MUVEs can lead to cognitive overload, with learners unable to effectively process the rich
information encountered in virtual space. In this study, we investigated the effect of communication modality on cognitive
load and science inquiry learning in students completing a science inquiry curriculum in an educational MUVE. Seventy-eight
undergraduate education majors from a large southwestern university participated in this control-treatment study. Significant
positive results were found for reducing cognitive load for participants communicating through voice-based chat, although
this reduction was not found to influence learning outcomes. We conclude that use of voice-based communication can successfully
reduce cognitive load in MUVE-based inquiry curricula. 相似文献
6.
Silvia Elena Gallagher Mairtin O’Dulain Niamh O’Mahony Claire Kehoe Fintan McCarthy Gerard Morgan 《Educational Media International》2017,54(2):129-147
Infographics are a visualisation tool that can be used to improve retention, comprehension and appeal of complex concepts. The rise of infographic use in education has facilitated new forms of application and design of these tools. Instructor-provided summary infographics are a new form of infographic, whereby key learning objectives and content are summarised in graphical form at the end of a lesson. However, it is unknown whether these types of infographics can support learning in online environments. This exploratory research investigates student perceptions, retention, applications and activity generation of instructor-provided summary infographics in a massive online learning environment. Using both post-course learner survey data (n = 1,899) and text mining analysis (n = 72,490 words), results present how learners perceived instructor-provided summary infographics as useful and appealing for retaining, clarifying and understanding learning concepts. The research contributes a novel understanding of summary infographics in online learning environments, and supports their use as a design tool for educational delivery in the online space. 相似文献
7.
Abstract This article discusses the design, development, and implementation of a collaborative learning environment for online training ‘Infoshare on the Web’ It was designed to teach participants how to use and/or improve their use of Web search engines to access information on the Web. Participants collaborated in completing group tasks using asynchronous communication provided by Simon Fraser's Virtual‐U, a Web‐based environment that supports distance education, information sharing, and training. The module was delivered in four weeks, and participants found both advantages and limitations in the use of asynchronous environments for training. 相似文献
8.
Jeremy I. Tutty James D. Klein 《Educational technology research and development : ETR & D》2008,56(2):101-124
This study investigated the effects of collaboration mode and group composition during a computer-mediated collaborative (CMC)
program. Six intact sections of a computer literacy course were assigned to either a face-to-face or a virtual, online collaboration
treatment condition. Groups consisted of homogeneous lower-ability, homogeneous higher-ability, or heterogeneous-ability pairs.
The study examined the effects of collaboration mode and group composition on individual posttest performance, group project
performance, collaborative interaction behavior, and attitudes towards the instruction. Results indicated that virtual dyads
exhibited significantly more questioning behaviors and significantly better project performance than those who collaborated
face-to-face. By comparison, students in the face-to-face condition performed significantly better on the individual posttest
than those in the virtual online condition. Findings suggest that both virtual and face-to-face collaboration can be effective
in achieving learning goals. However, consideration should be given to the collaborative structure of the lesson and the type
of task in the design of CMC environments.
相似文献
James D. KleinEmail: |
9.
Robert M. Aiken Marie-Noelle Bessagnet Judith Israel 《Education and Information Technologies》2005,10(1-2):67-82
The goal of this research is to design and prototype an intelligent collaborative learning environment. Within this environment, we study synchronous interaction among group members (students) working on a problem/project. Students use an Intelligent Collaborative Support System (ICSS) and a shared activity space: the Tulka Whiteboard. Two main interaction spaces have been implemented: a planning-communication space and a production space. Dialogue and negotiation are supported through the ICSS permitting exchange and evaluation of free-text communication messages that are initiated by students choosing sentence openers from a menu. Using the whiteboard, a virtual room is dedicated to a group of students who share documents, annotations on documents, drawing tools, and text tools. Each group is provided a dynamic assessment of their collaborative skills based on a communication skills model. 相似文献
10.
Jeroen Janssen Gijsbert Erkens Paul A. Kirschner Gellof Kanselaar 《Instructional Science》2010,38(1):59-88
This research investigates the role of representational guidance by comparing the effects of two different representational
tools. We used a design with two different groups defined by the type of argumentative diagram students co-constructed while
working in a computer-supported collaborative learning (CSCL) environment. The Graphical Debate-tool offered different representational
guidance than the Textual Debate-tool. The results show that groups that worked with the Graphical Debate-tool constructed
representations of higher quality and wrote essays that were better in terms of grounds quality. Furthermore, working with
the Graphical Debate-tool was found to have a positive effect on students’ learning as measured by a knowledge post-test.
In contrast to our expectations however, there was little difference between the two conditions regarding the online collaboration
process. It can be concluded that representational guidance has an impact on group and individual performance and should therefore
be taken into account during instructional design. 相似文献
11.
Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(1):113-127
As visual connectivity improves, an opportunity to enrich and rethink the place of learning design in online and distance education is presenting itself. The opportunity is derived from the increasing scope for personalised synchronous interaction which has been missing in computer mediated communications (CMC) and previous generations of distance education. This paper presents a model which distinguishes between planned learner‐content interaction and learner‐learner interaction and suggests that a blend of planned and non‐planned learner‐learner interaction is worthwhile. It concentrates on technology enhanced learning using video communications which provide opportunities for more authentic online collaborative learning, formally and informally. This conceptualisation is underpinned by beliefs which promote constructivist and transformative learning in the hope of stimulating debate as universities focus more towards quality learning. The intent is to explore the implications of learning in higher education becoming enhanced in online environments as learner‐learner dialogue occurs ‘face‐to‐face’, thus, extending the potential of online learner‐content environments. 相似文献
12.
Adventure Learning: Transformative hybrid online education 总被引:2,自引:2,他引:2
Aaron Doering 《Distance Education》2006,27(2):197-215
Adventure learning (AL) is a hybrid distance education approach that provides students with opportunities to explore real‐world issues through authentic learning experiences within collaborative learning environments. This article defines this online distance education approach, outlines an AL framework, and showcases an AL archetype. In AL environments, classroom teachers are not positioned in the role of teacher/facilitator/designer in the online learning spaces. AL online spaces are collaborative spaces where students, teachers, subject experts, and AL team members interact with one another; these are community spaces where traditional hierarchical classroom roles are blurred. Students' roles transform due to the flexibility and design of the AL learning environments as they move from student to reflective practitioner, providing for new ways of learning and teaching. 相似文献
13.
Education and Information Technologies - In this study, the instructional design process in three-dimensional multi-user virtual environments (3D MUVEs) based on a problem-based learning approach... 相似文献
14.
With the introduction of digital tools and online connectivity in primary schools, the shape of teaching and learning is shifting beyond the physical classroom. Drawing on the architecture of productive learning networks framework, we examine the affordances and limitations of an upper primary learning network and focus on how the digital and physical elements involved in set design shape teachers' pedagogical approaches and students' learning processes. The findings suggest that blended spaces support teachers' distributed orchestration of classroom activities across tools and resources while also leveraging students' engagement in reciprocal teaching and collaborative learning. 相似文献
15.
Yuping Wang 《Interactive Learning Environments》2013,21(4):311-330
This article examines the degrees of collaborative language learning that were supported in cyber face-to-face interaction. The concept of “cyber face-to-face” is used here to encapsulate the kind of environment in which a combination of real-time oral/aural, visual, and text-based interaction happens simultaneously via the various features in an advanced Synchronous Learning Management System (SLMS). The study discusses the results of an evaluation of the five features, namely, the interactive whiteboard, the text chat, the group cyber face-to-face classrooms, the audio, and the video, in an SLMS called 3C. Thirty-three students from an online Chinese/English interpreting course participated in this study. Survey data indicate that collaborative learning can be effectively facilitated in a cyber face-to-face environment, although the degrees of collaboration vary among the five features evaluated. Recommendations for maximizing the collaborative learning potentials of a cyber face-to-face environment are also put forward. 相似文献
16.
Teaching in 3D: Pedagogical Affordances and Constraints of 3D Virtual Worlds for Synchronous Distance Learning 总被引:2,自引:0,他引:2
Michele D. Dickey 《Distance Education》2003,24(1):105-121
Three-dimensional (3D) virtual worlds are a new technology that holds some promise as constructivist learning environments for distance education. This investigation presents an evaluative case study of the pedagogical implications of using one 3D virtual world, Active Worlds, for synchronous distance education. The research design for this qualitative study focuses on the pedagogical affordances and constraints. Methods employed in the data collection include participatory observations, class logs, and formal and informal interviews with the instructor of a synchronous distance learning course offered through Active Worlds University. Findings reveal that although Active Worlds provides tools that support constructivist learning environments, the affordances and constraints of the tools (discourse, experiential, and resource) may, to varying degrees, impact the pragmatic use of this medium. While this initial investigation reveals that this technology supports constructivist learning environments, more research needs to be conducted to fully explore the potential of 3D virtual worlds as both distance and traditional classroom learning environments. 相似文献
17.
Betul C. Czerkawski 《Interactive Learning Environments》2016,24(8):1850-1863
The considerable increase in web-based knowledge networks in the past two decades is strongly influencing learning environments. Learning entails information retrieval, use, communication, and production, and is strongly enriched by socially mediated discussions, debates, and collaborative activities. It is becoming critical for educators to better understand and become skilled at utilizing online networks and their affordances to improve the quality of learning experiences for their students. Along the same lines, networked learning could be seen as an effort to respond to the advances in electronic networks by putting the focus on the students and paying close attention to their educational needs, learning preferences, and social interactions. The aim of this paper is to review and synthesize empirical research on networked learning for online higher education courses and offer suggestions for future studies based on the gaps found in the literature. Implications of networked learning for instructional design are also discussed. 相似文献
18.
Bas Kolloffel Tessa H. S. Eysink Ton de Jong Pascal Wilhelm 《Instructional Science》2009,37(6):503-517
The current study investigated the effects of different external representational formats on learning combinatorics and probability
theory in an inquiry based learning environment. Five conditions were compared in a pre-test post-test design: three conditions
each using a single external representational format (Diagram, Arithmetic, or Text), and two conditions using multiple representations
(Text + Arithmetic or Diagram + Arithmetic). The major finding of the study is that a format that combines text and arithmetics
was most beneficial for learning, in particular with regard to procedural knowledge, that is the ability to execute action
sequences to solve problems. Diagrams were found to negatively affect learning and to increase cognitive load. Combining diagrams
with arithmetical representations reduced cognitive load, but did not improve learning outcomes. 相似文献
19.
Teresa Schaefer Claudia Magdalena Fabian Tobias Kopp 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1406-1419
Research stresses the importance of social components in learning. The social contact with peers and tutors stimulates reflection and supports higher processes of learning necessary for the internalisation and application of new knowledge. However, merely proposing opportunities for interaction does not necessarily lead to fruitful discussion and collaboration. Social presence and facilitation are key concepts for successful mutual learning. Both are represented in Murphy’s collaboration model; social presence forms the basis of collaboration on which discussions and co-construction of knowledge evolve. Facilitation supports the entire collaboration process. In this paper, an adjusted version of Murphy’s model was applied to analyse 1085 comments shared in an online course between career practitioners of a public employment service. The results show that without a dedicated tutor, learners can still be involved in collaborative learning and co-construction of new knowledge provided that the topic under discussion is highly relevant and controversial. Learners themselves take over social presence and facilitation activities, but less frequently than when a professional tutor facilitates discussions. Ex post summative evaluation revealed that only a few learners applied the gained knowledge in the long-term. As comparisons with related research suggest, higher facilitation support leading to a higher cognitive interaction with the learning could have better supported the transfer to practice. 相似文献
20.
This study investigates the effect of a shared concept-mapping task on high school students' learning about kinematics in a collaborative simulation-based inquiry setting. Pairs of students were randomly assigned to a concept-mapping condition (12 pairs) or a control condition (13 pairs). Students in the concept-mapping condition had a computer-supported collaborative concept-mapping tool that aimed to integrate concepts and propositions. Students in the control condition used the same learning environment without the concept-mapping tool. Students' interactions with each other and with the simulation were tracked by log files. Learning was assessed with tests of intuitive and structural knowledge and a proposition test. Students in the concept-mapping condition exchanged significantly more chat messages related to experimentation, interpretation, and drawing conclusions and were more engaged in integration-oriented consensus building, which regression analysis showed to be positively related to learning gains for both intuitive and structural knowledge. Students in the concept-mapping condition outperformed their peers on the intuitive and structural knowledge tests. These results suggest that concept maps can positively influence consensus-building activities and learning in a collaborative inquiry-learning setting. The findings of the current study thereby contribute to the ongoing debate about (shared) graphical representations as scaffolds for collaborative learning. 相似文献