Computer-supported collaborative learning: Difference between revisions

Revision as of 20:56, 7 November 2018

Revision as of 21:56, 9 November 2018

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=== Design implications ===

Alsobhi, et. al., examined assistive technologies for dyslexic students and concluded that the most fundamental considerations to be had when serving students of this population are: “the learning styles that people with dyslexia exhibit, and how [[assistive technology]] can be adapted to align with these learning behaviors.”<ref name="Alsobhi, A. 2015"/>

The [http://www.sciencedirect.com/science/article/pii/S1877050915012673 Dyslexia Adaptive E-Learning] (DAEL) is a suggested a framework that proposes four dimensions that cover 26 attributes. The proposed framework asks educators to make decisions based on perceived ease of use, perceived usefulness, and system adaptability:

*perceived ease of use: This refers to the degree to which a student believes that using the technology is free of effort.<ref name="ReferenceA">Alsobhi, A., Khan, N., & Rahanu, H. (2015). DAEL framework: a new adaptive e-learnng framework for students with dyslexia. Procedia Computer Science, 51, 1947-1956.</ref> One technique to increase the perceived ease of use includes utilizing technology in which self-descriptiveness is present. This, coupled with clarity and logical flow of functions, makes the learning process easier and the interaction between the user and machine more convenient.<ref name="ReferenceA"/>

*perceived usefulness: Defined as how a student’sstudent's performance, or learning performance, can be enhanced by a system. Studies show the impact of perceived ease of use and perceived usefulness and their role in a users’ decision on whether to use a system again. Scaffolding as well as accommodations to the student’sstudent's learning style will help overcome limitations of system operations, as will feedback geared toward system improvements.<ref name="ReferenceA"/>

*system adaptability: Refers to the user experiences and the way in which students are given control over a system to increase confidence and comfort in their learning. In addition to implications for the system, the flow of content shouldb be logical and the tone (attitude) of content should be encouraging.<ref name="ReferenceA"/>

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==== Developing Professional Skills ====

There’sThere's research findings that shows online students had higher scores than face-to-face students in professional competence acquisition test, showing the effectiveness of CSCL in promoting the development of professional skills<ref>{{Cite journal|last=Francescato, D., Mebane, M., Porcelli, R., Attanasio, C., & Pulino, M.|first=|date=2007|title=Developing professional skills and social capital through computer supported collaborative learning in university contexts|url=|journal=International Journal of Human-Computer Studies|volume=65(2)|pages=140-152|via=}}</ref>

==== Knowledge Building ====

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1. An idea group size is around 3 to 4 people.

2. A duration between 1 toand 4 weeks demonstrate better effects

=== Professional Teaching Community ===