Web-Based Service for Collaborative Authoring Learning Using Grid Portal

This thesis deals with the broad question of how Australian universities and their teachers are meeting the changing market conditions of the 21st century. This examination occurs in the context of changing legislative and regulatory circumstances and strategic efforts to meet the broader goals of 'graduate attributes' and increased accessibility of tertiary learning. The underlying query of this thesis is how technology can assist in transcending traditional models of higher education teaching delivery. Related to this is a focus on collaborative learning, with the question of its desirability and what it might offer in terms of improved outcomes relevant to teaching and learning in higher education. These questions are primarily discussed in the context of how online environments can aid collaboration and result in both discipline specific and generic outcomes. Through a case study of Australian International Relations (IR) and Politics teachers at the undergraduate level, this thesis finds that there has been limited innovation in the online delivery of these subjects and that there is little consistency in any e-learning approaches that have been adopted. In particular, collaborative online learning is infrequently pursued. This is surprising because in a climate of increasingly market-driven higher education, collaborative online tools may offer a solution to many of the pressures teaching academics face. These findings point to a significant gap between the strategic goals expressed by universities and what is actually being delivered to undergraduates. This includes meeting ambitions in 'graduate attributes', satisfying regulatory oversight, contending with financial pressures and the societal drive to make learning more accessible to a wider audience. The thesis also examines some of the barriers teaching staff feel prevent them from utilising online collaborative methods, including perceptions of time poverty, support, skills, institutional factors and peer experience. The findings indicate that teachers of IR/Politics feel little incentive to implement online collaborations, chiefly because of time constraints,but also a prevailing sense that such innovations are not worth their investment in terms of career advancement and institutional support. Unfamiliarity with the technology involved serves to exacerbate these perceptions to the point where investing any effort in the pursuit of online approaches is seen as wasteful. A theoretical Technology-Assisted Teaching Adoption Model is proposed as a means of demonstrating the barriers to innovation uncovered by this research. Finally, this thesis explores online role play as a possible solution to some of these barriers perceived by IR and Politics teachers, as well as how such an approach could address the market factors currently shaping Australian higher education. There is strong and consistent support within the literature for role play as a collaborative learning strategy with identified pedagogical benefits. In the disciplines of IR and Politics, where much of the subject matter being studied concerns the concept of people and entities communicating and co-operating, role plays can help generate deeper and broader understanding. The thesis concludes by making recommendations as to how Australian universities can move towards fostering online innovation amongst teaching staff, both to better meet institutional goals, as well as serve their students better by producing qualities conducive to their future careers.

In the last decades, the fast growth of Information and Communication Technologies changed our way to communicate and share information. Traditional groups or teams frequently give way to virtual teams, working with tools for online collaboration. Interaction between persons geographically dispersed has become easier. However, the use of new collaboration tools can also bring many challenges. Some technologies, like e-mail, can create delays on reply or even misunderstandings, case the message is not well understood by the recipient. Can these new technologies improve the productivity and enhance the creativity between group members, improving also their confidence and motivation? Although virtual teams have a high capacity to adapt to constant market changes, personal interactions are still important, mainly to clarify tasks and goals. The main purpose of this study is to understand how tools for online collaboration may improve the productivity (and enhance creativity) in teamwork. This study was conducted through an internet platform and the survey was hosted online by SurveyMonkey.com. We intended to verify, among other questions, what users think about different collaboration tools, how often they use these tools, and how they perceive these technologies as adequate ways to communicate, to work with, and to improve productivity. Findings show that e-mail is the most used tool, and personal contact is still more important for teamwork than any tools for online collaboration. Our results contribute to perceive in what extent collaboration tools are indeed an asset or a barrier in teamwork. DOI: 10.5901/mjss.2015.v6n6s4p511

The instructors generally utilize conventional methods in teaching software engineering courses, where the students are provided theoretical knowledge based on text books or lecture notes. Usage of collaborative tools may be a solution to the problems of not practicing the depth of the components of the subject. This study proposes the usage of a collaborative tool, namely, Google Docs in a software engineering course based on predefined scenarios. The review meeting subject was selected for this purpose and students’ reactions were assessed with a survey after the completion of the experiments. The survey data were analysed using least square regression method. The results have shown that efficiency, certainty, satisfaction, advantage, complexity, learnability, and intention are indicators of the adoption of the online collaborative tool.

A Distributed Learning and Teaching Environment across Institutions based on Advanced Grid Portal Technology

Implementation of Multimedia-assisted Collaborative Game-Based Learning to Improve Competitive Spirit and Problem Solving Ability in Literacy Learning for Elementary Students. Objectives: This study aims to analyze the effectiveness of collaborative game-based learning assisted by multimedia in improving the competitive spirit and problem solving skills of literacy learning for elementary school students. Methods: A quantitative research approach was used, with an experimental research design. The specific design was a one-group pre-test post-test design. The research subjects consisted of 30 grade 4-6 students from an elementary school in Surabaya. Data were collected through pre- and post-test assessments to evaluate the impact of the intervention. Findings: The findings revealed that the implementation of multimedia-assisted collaborative game-based learning had a significant positive effect on students' competitive spirit and problem-solving abilities. By integrating game elements with team-based collaboration, this approach enhanced students' literacy skills while fostering critical, creative, and analytical thinking. The collaborative nature of the games allowed students to engage in healthy competition, which not only boosted their motivation but also improved their teamwork and communication skills. Additionally, students developed negotiation skills and learned how to work cooperatively to achieve common goals, which are vital social competencies. Conclusion: In conclusion, the implementation of multimedia-assisted collaborative game-based learning proved to be an effective strategy for enhancing students' competitive spirit, problem-solving skills, and literacy development. The approach, by combining game elements with collaborative efforts, effectively promoted critical thinking and enhanced social skills, making it a promising educational tool for elementary school students. This study suggests that game-based learning, supported by multimedia, can be an engaging and effective method to improve both cognitive and social outcomes in literacy education. Keywords: collaborative learning, game-based learning, literacy learning, competitive spirit, problem solving skills.

The study explores how collaborative based exams (CLBE) affect specified learning outcomes in an Accounting Theory course for final year ‘accounting major’ students. The study proposes Accounting Theory as an avenue to improve the qualitative and problem-solving skills of accounting students and collaborative learning (CL) as a mechanism to enhance students’ teamwork skills. The study uses a mixed-methods approach, applying a quantitative method in analysing the relationships and then using focus groups to gain insights about students’ reaction to CL and collaborative based exams (CLBE). The results confirm that collaborative based exams (CLBE) after a CL mechanism significantly and comparatively improves students’ qualitative and problem-solving based exam scores, reduces pre-exam anxiety and enhances knowledge retention. Both low performing and high CGPA students benefited from CL and collaborative based exams (CLBE). Students, even though appreciative of the visible benefits of CL, contested a group-based grading system, and female students revealed gender biases within group dynamics. This study is the first application of inter and intragroup dependent exam constructs within collaborative based exams (CLBE).

BackgroundOnline collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain.ObjectivesThe study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation.MethodsA quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale.ResultsThe experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools.ConclusionsThe findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes.

Most existing software tools for online collaboration are designed to support the collaboration itself instead of the study of collaboration with a systematic team and task management system. In this report, we identify six important features for a platform to facilitate the study of online collaboration. We then introduce the Educational Testing Service Platform for Collaborative Assessment and Learning (EPCAL), which was developed to encompass these features to enable both large‐scale online collaboration itself and the research on these collaborations. The collaboration management features of the EPCAL also make it an ideal tool for teachers to carry out computer‐supported collaborative learning and assessment activities in classroom settings.

According to the 2016 National Association of Colleges and Employers survey, employers rated ability to work on a team as one of the most sought out attributes in hiring employees. As such, it is incumbent on educators to consider how computing students are being prepared to engage in the workforce as effective team members. Within computing curriculum, teamwork is commonly aligned with collaborative learning. While many studies have examined how students learn in a collaborative environment, little research has been conducted on the faculty practices around collaborative learning in computing education. This paper reports on the findings from an exploratory qualitative case study that examined the faculty perspectives and instructional approaches to collaborative learning in first-year and second-year post-secondary computing education. Findings indicated that collaborative learning was limited to informal instructor-student classroom interactions and unstructured student group work. Furthermore, faculty emphasized building individual student skillsets over collaborative learning or teamwork skills in the computing domain. This suggests that there is space for faculty development around pedagogical knowledge, training and curriculum development specifically related to collaborative learning in computing education. Future research should extend to examine instructional approaches that foster and inform the development of collaborative learning, particularly in the scope of fostering diverse and inclusive computing environments.

As businesses increasingly use collaboration tools with audio capabilities to support online meetings, it is important for universities to examine the potential value that similar tools can add to distance learning courses. This study reveals findings from MBA students regarding the perceived benefits of online meetings supported by Wimba Classroom, an online collaboration tool with audio capabilities. The results are benchmarked against the perceived benefits of students who participated in online meetings using Blackboard Virtual Classroom, an online collaboration tool that lacks audio capabilities. The central findings of the study provide evidence to suggest that collaboration tools with audio may be an important component in distance learning courses with synchronous online meetings.

Group Formation (GF) strongly influences the collaborative learning process in Computer-Supported Collaborative Learning (CSCL). Various factors affect GF that include personal characteristics, social, cultural, psychological, and cognitive diversity. Although different group formation methods aim to solve the group compatibility problem, an optimal solution for dynamic group formation is still not addressed. In addition, the research lacks to supplement collaborative group formation with a collaborative platform. In this study, the next level of collaboration in CSCL and Intelligent Tutoring System (ITS) platforms is achieved. First, initial groups are formed based on students learning styles, and knowledge level, i.e. for knowledge level, an activity-based dynamic group formation technique is proposed. In this activity, swapping of students takes place on each permutation based on their knowledge level. Second, the formed heterogeneous balanced groups are used to augment the collaborative learning system. For this purpose, a hybrid framework of Intelligent Tutor Collaborative Learning (ITSCL) is used that provides a unique and real-time collaborative learning platform. Third, an experiment is conducted to evaluate the significance of the proposed study. Inferential and descriptive statistics of Paired T-Tests are applied for comprehensive analysis of recorded observations. The statistical results show that the proposed ITSCL framework positively impacts student learning and results in higher learning gains.

Background Cooperative learning methods surpass both competitive and individualistic learning in the domains of individual achievement, interpersonal attraction, social support, self-esteem, and positive attitudes. Small group teaching classes in undergraduate medical education give ample opportunities for positive interdependence --- still, collaborative learning is infrequently used, possibly due to expectation of medical students’ preference for individualism, assumed lack of teamwork skills, or difficulty of implementation. My aim was to explore medical students’ attitudes to cooperative learning, assess teamwork skills and learning outcome. Summary of work Groups of 16-20 medical students in OB/GYN clinical rotation attended this 3 hour gamified class. The learning goals were problem solving and practicing clinical skills in reproductive endocrinology, including infertility investigation, treatment of anovulation, and early pregnancy complications. The students were divided into teams of 3-4, which competed in two tasks: a game of health resource collection and allocation and an escape room game. The tasks were designed to require teamwork and could not be completed individually. After class, the students filled out an anonymous questionnaire and scored their teamwork skills with the 11-item Jefferson Teamwork Observation Guide (JTOG) instrument, and gave feedback on collaborative learning experience and learning outcomes. Summary of results Between 2020 – 2022, 323 students (112 teams) attended the class and 89 (28%) gave feedback. Students were well-satisfied with the cooperative learning, 84% rating it A (scale A - E), compared to 60% of A-level satisfaction with traditional individualistic clinical instruction (1-to-1 or small-group) of the same topic during 2016 – 2019. Students rated their teamwork-related values and ethics high, e.g. 72% reported friendly team interactions, while presence and efficacy of leadership was rated low (7% reporting strong leadership). Students recalled relevant new knowledge after class. Discussion and conclusion Undergraduate medical students report satisfaction with cooperative learning and self-assess high levels of teamwork skills. This instructional form, however, needs engaging and motivating tasks tailored for teams, like games. Take home message Collaborative learning in gamified small-group teaching format could be effectively used in undergraduate medical education.

Technological innovation has significantly enhanced the value of collaborative learning in higher education. Collaborating with peers has made learning more convenient by sharing educational resources and facilitating real-time interaction with classmates and instructors. Students remain connected and actively engaged at any time, and, from any location. Collaborative tools like Padlet offer personalized learning paths and flexible pacing, which sustain students’ interest and motivation. The objective of this study was to explore the influence of ease of use of the Padlet and students’ behavioural engagement towards students’ satisfaction with utilizing Padlet as a collaborative learning tool. A total of 170 students from UiTM, enrolled in three different elective courses, were selected as respondents. The collected data, obtained through a questionnaire, encompassed two satisfaction aspects: ease of use and behavioural engagement. Structural Equation Modelling-Partial Least Square (SEM-PLS) was employed to analyze the data. The findings clearly show that the ease of use of the Padlet and students’ behavioural engagement positively influence students’ satisfaction in classroom activities. In summary, Padlet is a transformative tool that revolutionizes the landscape of collaborative learning in higher education. Its integration cultivates an environment of active participation, connectivity, and personalized learning, ultimately enhancing student satisfaction.

Aim/Purpose: There is a huge array of educational technology tools that are now in use today. These tools have changed the way teachers teach and the way students learn. Among the many educational technology tools that are gaining popularity are the online collaboration tools. Online collaboration tools are web-based tools that allow individuals to do things together online like messaging, file sharing, and assessment. However, when new educational technology is integrated in the classroom, its effects must be determined as this is an essential component for evaluation. Having the tool is not enough, there has to be an evaluation of its quality to make it more effective. It is on this premise that the customized online collaboration tool of one university in the Philippines was assessed. The study specifically aimed to identify the perceived effectiveness of the customized online collaboration tool; and identify the effectiveness of using Usability Metrics for Effectiveness. Background: Most studies provide evaluation of newly developed software using a set of quality standards such as functionality and usability. However, there is limited evidence where online collaboration tools are evaluated on their effectiveness using user’s perception as well as assessing their usability using a set of effectiveness metrics. Methodology: The study employed questionnaire-based (n=127) and metrics-based (n=81) approaches. Data gathered were analyzed using simple and relative frequencies, weighted mean, ANOVA, and Tukey HSD (Honestly Significant Difference). Contribution: This study supplements the literature regarding the effectiveness of online collaboration tools that are used for teaching and learning particularly those that are custom-made for an institution. It provides additional information on other ways to evaluate the effectiveness of customized online collaboration tools. It likewise provides information on the difference between what the users report about the tool’s effectiveness and what the metrics show. Findings: The customized online collaboration tool was perceived to be very effective for collaboration, teaching and learning. But there is a significant difference on the students’ perception based from their courses and year levels. The customized online collaboration tool’s effectiveness as regards its application performance is poor because of design interface faults. However, the customized online collaboration tool has good completion rate. Recommendations for Practitioners: Findings suggest that the customized online collaboration tool can be an alternative tool to open-source learning platforms which faculty members may use for teaching and learning as students find it very effective not only for collaboration but for teaching and learning as well. However, errors caused by interface design problems must be addressed to yield a higher application performance rating and higher completion rate. Recommendation for Researchers: Further assessment on the tool’s effectiveness using an empirical study is recommended to provide additional definitive evidence which may support the benefits of using online collaboration tools in the classroom.

Critical thinking skills are one of the important elements in modern education to prepare students for the challenges of the 21st century. However, traditional approaches that are still dominant in the learning process often fail to encourage the development of these skills optimally. This study aims to explore the effectiveness of collaborative learning in improving students' critical thinking skills. The method used is a literature study with thematic analysis of various relevant academic articles and reports published in the last five years. The results of the study show that collaborative learning provides an interactive environment where students can discuss, share ideas, and provide feedback to each other. These collaborative activities not only improve students' analytical abilities but also strengthen communication and teamwork skills. In addition, the integration of technology in collaborative learning, such as the use of digital platforms for online discussions, further expands the potential for the development of critical thinking skills. Despite facing challenges, such as lack of teacher training and access to technology, the study concludes that collaborative learning is an effective approach in building students' critical skills in a variety of educational contexts.