An Advising System for Supporting Users of Collaborative Activities in LMSs

This study explores the situation of basic level community school boy and girl students’ science and health learning through collaborative culture. Fifth, sixth and seventh-grade students (both boys and girls) took part in this study. As per the aim of this study, a set of questionnaire was developed and administered to the sampled students. Two hundred and fifty-eight students were selected from the sampled school using the census sampling technique. All the students were involved in collaborative learning activities such as building trust and open communication, establishing group interaction, respect diversity and sharing creative ideas based on the basic level science and health curriculum aiming at promoting inquiry learning through collaboration. A quantitative analysis involving the use of the Chi-square test at 0.05 level of significance, Likelihood ratio and Somer’s symmetric was conducted to see the association between the variables. The results showed that science and health collaborative learning activities by gender were not associated significantly. There was no statistically significant difference (α=0.05) between the variables studied. The findings showed a weak association with gender and collaborative science and health learning activities in the classrooms.

This paper discusses the proposed model of the collaborative virtual learning system for the introductory computer programming course which uses one of the collaborative learning techniques known as the “Think-Pair-Share”. The main objective of this study is to design a model for an online learning system that facilitates the collaborative learning activities in a virtual environment such as online communications and pair or small group discussions. In order to model the virtual learning environment, the RUP methodology has been used where it involves the data collection phase and the analysis and design phase. Fifty respondents have been randomly selected to participate in the data collection phase to investigate the students’ interest and learning styles as well as their learning preferences. The results have shown the needs for the development of online small group discussions that can be used as an alternative learning style for programming courses. The proposed design of the virtual learning system named as the Online Collaborative Learning System or OCLS is being depicted using the objectoriented models which are the use-case model and class diagram in order to show the concise processes of virtual “Think-Pair-Share” collaborative activities. The “Think-PairShare” collaborative learning technique that is being used in this model has been chosen because of its simplicity and relatively low-risk. This paper also presents the proposed model of the system’s architecture that will become the guidelines for the physical development of OCLS using the web-based applications.

Increasingly universities and educators are seeking to replace traditional teaching methods with active, participatory, and collaborative activities. This push is in part driven by evidence that active and collaborative learning can improve students' learning and in part driven by a growing trend in industry towards collaborative workplaces. This work examines the perspectives and experiences of computing students and staff in collaborative learning classrooms and activities, investigating how effectively collaborative learning is being implemented in computing and how its use can be improved.

Studies found that complex knowledge can be learned more effectively when students are engaged in a collaborative classroom environment. Therefore, conventional classroom learning should be redesigned into collaborative learning activities and study how students interact. In this study, Laurillard’s conversational framework was used to redesign collaborative university classroom environment which centered at developing a multimedia project. Student comments and interaction were collected from open-ended questions and web 2.0 tools which were used in the interaction process, before analyzed by using Cecez-Kecmanovic and Webb’s (2000) Communicative Model of Collaborative Learning (CMCL). Result showed that Laurillard’s conversational framework was effective in redesigning the classroom to capture and reflect collaborative learning activities, and that the CMCL framework was a viable instrument in analyzing students’ interaction in the collaborative learning activities. A flow diagram was developed to illustrate the pattern of conversation from Laurillard’s conversation framework and the forms of teacher-students’ interaction.

Computer programming is a subject that requires problem-solving strategies and involves a great number of programming logic activities which pose challenges for learners. Therefore, providing learning support and guidance is important. Collaborative learning is widely believed to be an effective teaching approach; it can enhance learners’ social interaction and offer a learning environment which provides rich learning experiences. However, the social interaction in collaborative learning does not occur automatically. Without proper guidance strategies or supporting tools for collaborative learning, the learning effects can be disappointing. To solve such a problem, a problem posing-based practicing strategy was proposed to support the development of a collaborative learning activity in a computer programming practice course. The students were guided to raise computer programming problems to boost the discussion among team members. The problems raised in each team were then exchanged and solved by another team to examine the coding and to provide feedback. To investigate the effectiveness of the proposed approach, an experiment was conducted in a C# programming course. Two classes of students from a university participated in the experiment. One class with 25 students was randomly assigned as the experimental group, and learned with a collaborative learning activity using the problem posing-based practicing strategy; the other class with 28 students was the control group, which learned with a conventional collaborative learning activity. The results show that the proposed strategy benefited the students in terms of improving their learning achievement, in particular, their programming skills. Moreover, it was found that the students who learned with the proposed approach had higher self-efficacy and lower cognitive load than those who learned with the conventional collaborative learning approach.

This study aims to explore the effects of flipped classroom implementation on students’ academic achievement. Three courses that was offered to Information System students implemented the flipped classroom approach with the support of ULearn Learning Management System (LMS) over twelve (12) weeks of learning. Students’ coursework assessments and examination scores were compared between controlled groups that employed traditional teachingapproach and experimental groups which introduced the flipped learning approach. The Mann-Whitney test was used to compare the median and mean total marks of the two learning approaches, as well as data consistency for the mean total marks. Results show that median and mean total marks were higher in experimental group when compared to the control group for Knowledge Management System (KMS) and Information System Strategy & Planning (ISP)courses. This is proof that flipped classroom approach is a potential student-centred learning approach that can improve students’ academic achievement by encouraging students to be deep learners and promoting self-directed learning and life-long learning through the time optimization of out-class lectures and in-class active and collaborative learning activities.

Collaborative Learning is a process of constructing knowledge through interaction with peers. In general, Collaborative learning is an instructional method involving and interaction between learners, it also involving cooperation and interaction between learners with software support. In specific, Collaborative learning is a computer mediated communication as a mode of course delivery. With the tremendous invention of smart devices in recent years, mere lecture is not sufficient to fulfil the needs and expectations of the learners. Incorporating Active Learning Strategies (ALS) with the teaching methodologies is needed in the curriculum. This study aims to explore the activity Collaborative Learning in an elective course among undergraduate students in the Information Technology. The participants included in this study are 176 students in the Information Technology branch from Thiagarajar College of Engineering. Collaborative learning is assessed by four methods of assessment: Individual, Group, Formative and Summative. At the end of the course feedback questionnaire is designed for the Collaborative Learning activity. Two control groups are created: one group with collaborative learning activity implementation and the other group without collaborative learning activity implementation. Three research questions are framed in order to know the implications of the activity. From the assessment and feedback we come to the conclusion “Collaborative Learning” works well. By incorporating Collaborative learning in the curriculum, Course Outcomes are also attained to the maximum level when compared to the previous batch of students.

Global mobility has made global health a priority within nursing curricula and health care organizations. A collaborative online learning activity could promote international perspectives of health care delivery. Including a collaborative online international learning activity in continuing education for practicing nurses is a viable strategy that is consistent with the internationalization at home movement. Use of a qualitative descriptive evaluation approach when teaching prelicen-sure nursing students and educating practicing nurses provides effective international collaboration, promotes a global mindset, and provides an exemplar for professional development specialists to teach practicing nurses. [J Contin Educ Nurs. 2024;55(5):220-223.].

This paper presents an implementation of a Multi-Agent based Energy Management System for a micro grid with JADE (Java Agent Development Framework). The MAS is applied for a micro grid consisting of different distributed energy sources such as solar PV system, wind power system, diesel generator system, storage system, and critical and noncritical loads. Different agents are developed on JADE framework and they are given responsibilities of relevant DES’s (Distributed Energy Source) and loads. A runtime environment for Agents are created and a dynamic simulation model developed through JADE considering the intermittent qualities of renewable energy sources. The case studies presented on this paper are modeled on JADE platform. Developing MAS in JADE runtime environment using AOP (Agent-Oriented Programming) helps agents to operate with all their autonomous, rational, reactive, and proactive qualities. The use of MAS concept in micro grids improves its efficiency in various aspects. The MAS based micro grid management system implemented in JADE platform and can be used to carry out various simulations to study about agent behaviors in different environments and different system objectives. The main purpose of the paper is to prove the possibility of using multi-agent concept in micro grid energy management systems.

Enhancing University Students’ Extensive Reading Outcomes: Integrating Motivation, Technology, and Collaborative Active Learning. Objective: This study aimed to enhance students’ outcomes in the Extensive Reading course by integrating motivation, technology, and Collaborative Active Learning (CAL) into the learning process. It was conducted in response to low student achievement and to address the research gap, since few studies have comprehensively explored the combined role of motivation, technology, and CAL in improving extensive reading performance. Methods: The study involved 49 third-semester English Education students in East Nusa Tenggara, Indonesia, using a mixed-method approach. A quasi-experimental pre-test/post-test design, along with semi-structured interviews, was employed. The experimental group (n = 25) received the intervention, while the control group (n = 24) followed traditional methods. The intervention lasted for 14 weeks, beginning with a pre-test in week 1, followed by the intervention from weeks 2 to 15, and a post-test in week 16. Interviews were conducted with six purposively selected students (three high-achieving and three low-achieving) to support the quantitative findings. A paired samples t-test was used to analyze the data. Findings: The results showed that the integration of motivation, technology, and collaborative active learning significantly improved students' learning outcomes for the Extensive Reading course in the experimental group (pre-test mean: 41.32; post-test mean: 66.64; p <0.001), while the control group showed no change. Interview data revealed that technology and collaboration enhanced motivation and engagement among students in the experimental group, whereas the control group reported low motivation and limited support. Conclusion: Policymakers should support digital literacy initiatives, teachers should implement collaborative and technology-based reading activities, and universities should integrate these approaches into their curriculum design to enhance the success of extensive reading. Keywords: integration, motivation, technology, collaborative active learning, extensive reading, higher education.

This paper describes the analysis of collaborative mobile learning activities. We explore the use of learning analytics for the evaluation of the performance of students as individuals and the performance of teams. We argue that traditional metrics used for learning analytics can provide insight with respect to the quality of the activity and the learning outcome. We propose a way to integrate innovative mobile learning scenarios into traditional classrooms and to analyze collaborative learning activities on both the group and the individual level.

PurposeThe present study aimed to investigate the preliminary effects of collaborative learning and simulation on readiness to engage in and attitudes toward future interprofessional learning activities. We translated into Norwegian and validated the original Readiness for Interprofessional Learning Scale (RIPLS) (part 1) to measure the efficacy and feasibility of a structured collaborative learning activity (part 2).Materials and MethodsUndergraduate social and health care professional students from five Norwegian universities (n = 307) participated in the validation stage of this study (part 1). A Norwegian version of the RIPLS was developed using forward and backward translation. An expert panel discussed discrepancies between the translations and professional concepts. We planned to conduct a principal component analysis to evaluate the structure, reliability, and internal consistency of the Norwegian version of the RIPLS, after investigating the skewness, kurtosis, and range of items included. One hundred fifty students participated in collaborative learning activities; 72 (48%) of these individuals answered the translated RIPLS questionnaire.ResultsWe found a substantial ceiling effect in the majority of items in the RIPLS, making it difficult to use the instrument as a measure of change. We evaluated the efficacy and feasibility of the collaborative activities based on the changes in the single items that had sufficient univariate normality and ultimately confirmed positive changes in two of these items.ConclusionNorwegian students appear ready for interprofessional learning; however, due to significant ceiling effects, the majority of items in the RIPLS no longer seem suitable for measuring and evaluating the effects of interprofessional learning (part 1). Single-item analysis revealed a potential effect of collaborative learning (part 2). A new questionnaire is needed where readiness is instead understood as self-efficacy in areas such as role awareness and interprofessional communication. Researchers should be aware that even previously validated questionnaires may lose their applicability over time and require revision. Demands for interprofessional learning and practice are continuously evolving, and evaluation methods should be adjusted accordingly.

Abstract
 In this global age, it is of critical importance for future workforces to possess both higher intellectual and social competencies crucially sustaining their careers. In accord with this fact, second language educators engaging in worldwide second language learning circumstances have taken a critical stance to promote collaborative learning activities earlier in senior high school contexts to maximize these future generations’ potentials in terms of problem-solving, critical thinking, social, and conflict resolution skills. This was a qualitative study conducted in a narrative way to decipher the observed recurring phenomenon accurately based on people’s stories and experiences. Open-ended interviews were also utilized in this study to obtain more natural and authentic portrayals regarding the stories told by participants. 2 EFL teachers having different expertise and experiences in running collaborative learning activities in distinctive Senior High School Contexts were also involved in this study to yield richer and reliable results out of the data gathered. The study revealed that collaborative learning activities will run more efficiently when supportive learning assistances are extensively addressed and a higher degree of reverence occurred among diverse group members. 
 Keywords: EFL Teachers’ Perspectives, Collaborative Learning Activities, Senior High School Contexts

CSCL scripts facilitate cooperative learning by constraining the activities of co-learners and thereby supporting coordination between distributed co-learners as well as guiding co-learners through the collaborative learning process. So far, such scripts have been encoded in CSCL environments and their tools. This made flexible adaptations of scripts an expensive task, which hinders experience-based improvements of CSCL scripts. In this chapter, we present a formal model of CSCL scripts and show how it can be used to help teachers and designers develop, adapt and experiment with CSCL scripts. In our approach, a script is represented as an extended finite state automaton, which is used to control the user interface and the possible activities in a web-based CSCL environment. We distinguish between atomic scripts, which support a specific collaborative learning activity, and composite scripts, which support a complex collaborative learning task through a sequence of atomic or composite scripts. Scripts can be created by a two-step process: defining atomic CSCL scripts, and linking existing scripts into a composite script for the overall learning activity. This approach enables the definition and reuse of CSCL scripts as well as their adaptation to learning groups and learning situations.

Learning management systems are characterized by the fact that the scenarios of their operation are related to various aspects of educational activity, which in turn requires costs for the creation of professional training programs, electronic educational resources and their exploitation. These problems confirm the relevance of research aimed at developing models of life cycles for electronic educational resources, programs and qualification levels of specialists, as well as at creating effective tools for automated management of the learning process. The purpose of this study is to optimize the life cycles of electronic educational resources, training programs, employer requirements and increase efficiency in managing the continuous process of training specialists. Analytical studies of life cycle models of electronic educational content, learning and educational activity management systems, content management systems were carried out in the work in order to select and develop tools for automated design and filling of educational resources, as well as synthesis of the life cycle management system of its main components. Models of the life cycles of the main components of the educational environment have been developed, which allow for their coordination and optimization for the system of automated management of training processes and professional development. Distinctive features of the models are the comprehensive synchronization of the life cycles of all components with the assessment of the effectiveness of this process, as well as adjustment to the changing requirements of the external environment. A model for synchronizing the life cycles of the components of the educational environment, including electronic educational content and a system for managing learning and professional development processes, has been developed. A feature of the model is a comprehensive assessment of the effectiveness of the synchronization process at all its stages for the automated selection and/or synthesis of personalized training programs and electronic resources in accordance with the changing requirements of standards and employers.