Research Papers - Dept of Software Engineering

Permanent URI for this collectionhttps://rda.sliit.lk/handle/123456789/1022

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Subject: search.filters.subject.Collaborative learning

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    PublicationOpen Access
    A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case
    (Springer, Cham, 2017) Manathunga, K; Hernández Leo, D; Sharples, M
    Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible time frames, student count, demographics requiring higher engagement and motivation to continue learning and for designers to implement novel pedagogies including collaborative learning activities. This paper looks into available and potential collaborative and social learning spaces within MOOCs and proposes a social learning space grid that can aid MOOC designers to implement such spaces, considering the related requirements. Furthermore, it describes a MOOC case study incorporating three collaborative and social learning spaces and discusses challenges faced. Interesting lessons learned from the case give an insight on which spaces to be implemented and the scenarios and factors to be considered.
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    PublicationEmbargo
    Has research on collaborative learning technologies addressed massiveness? A literature review
    (International Forum of Educational Technology & Society, 2015-10-01) Manathunga, M; Hernández-Leo, D
    There is a growing interest in understanding to what extent innovative educational technologies can be used to support massive courses. Collaboration is one of the main desired elements in massive learning actions involving large communities of participants. Accumulated research in collaborative learning technologies has proposed and evaluated multiple models and implementation tools that engage learners in knowledge-intensive social interactions fostering fruitful learning. However, it is unclear to what extent these technologies have been designed to support large-scale learning scenarios involving arguably massive participation. This paper contributes with a literature review that aims at providing an answer to this question as well as offering insights about the context of use, characteristics of the technologies, and the types of activities and collaboration mechanisms supported. The main results point out that till 2013 the level of massiveness considered in top scientific journal papers on collaborative learning technologies was low, the scenarios studied were predominantly contextualized in co-located higher education settings using Learning Management Systems, the most common activities considered were open and structured discussion, followed by peer assessment and collaborative writing, and the most broadly used mechanism to foster fruitful collaboration was group formation following diverse policies