The impact of computer supported collaborative learning on internship outcomes of pharmacy students

2008 ◽  
Vol 16 (2) ◽  
pp. 131-141 ◽  
Author(s):  
S. Timmers ◽  
M. Valcke ◽  
K. de Mil ◽  
W. R.G. Baeyens
Keyword(s):  
Collaborative Learning ◽  
Pharmacy Students ◽  
Computer Supported Collaborative Learning ◽  
The Impact

scholarly journals Investigating the impact of Computer Supported Collaborative Learning (CSCL) to help improve reading comprehension in low performing urban elementary schools

2019 ◽  
Vol 25 (3) ◽  
pp. 1571-1584 ◽  
Author(s):  
Natalia Vega ◽  
James Stanfield ◽  
Sugata Mitra
Keyword(s):  
Reading Comprehension ◽  
Elementary Schools ◽  
Collaborative Learning ◽  
Grade Level ◽  
Internet Access ◽  
Fourth Grade ◽  
The Internet ◽  
Computer Supported Collaborative Learning ◽  
Urban Elementary Schools ◽  
The Impact

Abstract In the United States, literacy rates vary between socio-economic groups, and this reading gap is also a common feature in the education systems of OECD member states. To help address this reading gap previous research has identified a number of teaching strategies that have a positive impact on student learning outcomes, including the use of peer collaboration and complex texts. However, the contribution of Computer Supported Collaborative Learning to help address the reading gap for students attending low performing urban elementary schools has, to date, received much less attention and little is known about the ability of young students with access to the Internet to read complex texts in groups and how this impacts on individual reading comprehension scores. This study therefore examines the impact of combining the use of complex texts, collaborative learning and access to the internet on the reading comprehension scores of 58 fourth-grade students (ages 10-11). The students met once a week for an hour over six consecutive weeks and read under the following three conditions: eighth grade level texts independently, eighth grade level texts in groups with internet access and fourth grade level texts in groups with internet access. Our findings demonstrate that groups of young students with access to the internet are capable of reading complex texts with minimal teacher intervention. We also believe that this approach has the potential to help students develop both their offline and online reading comprehension skills.

scholarly journals Effect of computer-supported collaborative learning (CSCL) on students’ essay writing skills and their attitude toward e-learning

2021 ◽  
Vol 13 (4) ◽  
pp. 241-259
Author(s):  
Afsaneh Heydari Gujani ◽  
Ali Jahangard
Keyword(s):  
Collaborative Learning ◽  
Structured Interview ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Computer Supported Collaborative Learning ◽  
Essay Writing ◽  
Writing Skill ◽  
E Learning ◽  
The Impact

Computer-supported Collaborative Learning has been the focus of investigation in the field of foreign language learning for many years. This study aimed to investigate the impact of learning through blogging on the students’ essay writing skill and attitude. A total of 96 students from a Technological university were assigned to the study and were divided into 2 groups of experimental (bloggers) and control (regular) groups. They were instructed in two different methods by using different teaching methodologies. The bloggers, the experimental group students, did not receive any direct teaching; in fact, they received the lessons through weblogs. The findings showed that blogging had a significantly better effect on the learners’ writing skill improvement than the regular class. Also, a semi-structured interview was conducted to investigate the perceived usefulness, perceived ease of use, actual use of web and the students' attitude toward blogging, whose results demonstrated that the students’ attitudes and feelings can be reshaped as a result of exposure to e-learning. Keywords: Computer-supported, collaborative learning, blogging, e-learning, essay writing

scholarly journals The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education

Revista EIA ◽  
2021 ◽  
Vol 18 (35) ◽  
Author(s):  
Leovy Echeverría Rodríguez ◽  
Ruth Cobos
Keyword(s):  
Collaborative Learning ◽  
Blended Learning ◽  
Computer Science ◽  
Learning Experience ◽  
Learning Experiences ◽  
Learning Activities ◽  
Computer Supported Collaborative Learning ◽  
Motivational Messages ◽  
The Impact ◽  
Academic Year

The outcomes presented in this paper are associated with the impact of motivational messages sent by a Motivation Booster to the students that participated in blended learning experiences. The aim of the Motivation Booster is to provide personalized and summarized feedback, by means of motivational messages, to the users of Computer-Supported Collaborative Learning systems on their completed collaborative learning activities. The developed Motivation Booster was integrated into the Moodle system. Two blended learning experiences were put into practice at the Universidad Pontificia Bolivariana Montería (Colombia) over an academic year with students enrolled in the course called “Software Engineering” at the Computer Science Department. A group of students participated in the first blended learning experience, and they used the Moodle system without the Motivation Booster. And another group of students participated in the second blended learning experience, where they used Moodle with the developed Motivation Booster. The experimental results give us evidences that the students felt more motivated to work with the Moodle system when they received motivational messages due to the Motivation Booster. Especially students were stimulated to work in a group manner.

The Impact of Computer Supported Collaborative Learning Communities on High School Students' Knowledge Building, Strategic Learning, and Perceptions of the Classroom

2005 ◽  
Vol 33 (3) ◽  
pp. 327-349 ◽  
Author(s):  
Duane F. Shell ◽  
Jenefer Husman ◽  
Jeannine E. Turner ◽  
Deborah M. Cliffel ◽  
Indira Nath ◽  
...  
Keyword(s):  
High School Students ◽  
Collaborative Learning ◽  
Classroom Environment ◽  
Knowledge Building ◽  
Strategic Learning ◽  
Computer Supported Collaborative Learning ◽  
School Students ◽  
Student Knowledge ◽  
Collaborative Learning Communities ◽  
The Impact

Across two years, we examined the effects of teachers' attempts to implement computer supported collaborative learning (CSCL) communities in classrooms in two high schools on students' knowledge building, strategic learning, and perceptions of the classroom environment. In year one, 429 (fall) and 317 (spring) students in the classes of 8 teachers and in year two, 946 students in the classes of 18 teachers participated. Students in classes where CSCL communities were more fully established reported more knowledge building goals and activities, more question asking, and higher perception of collaboration with fellow students. Students' reports of knowledge building, strategic learning, and perceptions of the classroom were also associated with their classroom achievement. Results suggest that implementing practices and technology supportive of CSCL communities can foster increased student knowledge building and enhance students' perceptions of collaboration in regular classroom environments.

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