An Online Multi-User Real-Time Seamless Co-Reading System for Collaborative Group Learning

An Online Multi-User Real-Time Seamless Co-Reading System for Collaborative Group Learning

Chih-Tsan Chang, Cheng-Yu Tsai, Hung-Hsu Tsai, Yuen-Ju Li, Pao-Ta Yu
Copyright: © 2020 |Pages: 20
DOI: 10.4018/IJDET.2020100104
OnDemand:
(Individual Articles)
Available
$37.50
Current Special Offers
No Current Special Offers
TOTAL SAVINGS: $37.50

Abstract

This paper proposes an online multi-user real-time co-reading (OMURCOR) system to promote the performance of co-reading with collaborative learning. The OMURCOR system utilizes WebSocket to perform synchronization controls on co-reading to allow teachers and students to watch streaming videos together with less delay. Moreover, teachers utilize the system to synchronize control operations of videos on the student site, and the OMURCOR system can be integrated into a learning management system to strengthen students' interaction through co-reading. Unlike traditional platforms, the system supports grouping mechanisms during instruction. A survey was conducted with 104 participants. The bootstrapping square and partial least square approaches of the structural equation modeling (PLS-SEM) are employed via the SmartPLS tool to explore evidence of reliability and validity of the revised TAM. Experimental results reflected that six of the seven hypotheses were supported, and the proposed system has a significant impact on students' learning effectiveness during co-reading.
Article Preview
Top

Background

Collaborative Learning and Cooperative Learning

Cooperative learning and collaborative learning have different connotations. Cooperative learning refers to a particular set of classroom techniques that foster learner interdependence as a route to cognitive and social development. Collaborative learning has a “social constructivist” philosophical base, which views learning as construction of knowledge within a social context and which, therefore, encourages the acculturation of individuals into a learning community (Oxford, 1997). Collaborative reading (co-reading) is ubiquitous, including in classrooms, book clubs, and in less coordinated ways through mass media (Jones & Issroff, 2005). In other words, the differences between collaborative learning and cooperative learning are stated as follows. For example, the teacher uses cooperative learning to enable students’ learning activities including their assignment, plan, feedback and question. Students are divided into several groups and collaborate to finish their assignment. This is so-called collaborative learning. By contrast, the teacher cooperates with students for discussing their assignments and offering feedback on questions.

Student Teams Achievement Divisions (STAD)

STAD is a kind of cooperative learning strategy, which means that small groups of learners with different levels of ability work together to accomplish a shared learning goal (Slavin, 1978). STAD is a simple and straightforward cooperative learning method such that teachers can easily fulfill the instructional pedagogy in their classroom. The teacher gives a well-defined instructional objective to a small group of students. Students can not only discuss face-to-face, but also help and share personal ideas with each other in collaborative learning (Chan et al., 2006). Nattiv (1994) regarded cooperative learning as a teaching approach in which students work together and have a common goal within the group. In addition, every student must be responsible for his or her own learning. They also need to be dependent on each other in many respects.

Complete Article List

Search this Journal:
Reset
Volume 22: 1 Issue (2024)
Volume 21: 2 Issues (2023)
Volume 20: 4 Issues (2022): 1 Released, 3 Forthcoming
Volume 19: 4 Issues (2021)
Volume 18: 4 Issues (2020)
Volume 17: 4 Issues (2019)
Volume 16: 4 Issues (2018)
Volume 15: 4 Issues (2017)
Volume 14: 4 Issues (2016)
Volume 13: 4 Issues (2015)
Volume 12: 4 Issues (2014)
Volume 11: 4 Issues (2013)
Volume 10: 4 Issues (2012)
Volume 9: 4 Issues (2011)
Volume 8: 4 Issues (2010)
Volume 7: 4 Issues (2009)
Volume 6: 4 Issues (2008)
Volume 5: 4 Issues (2007)
Volume 4: 4 Issues (2006)
Volume 3: 4 Issues (2005)
Volume 2: 4 Issues (2004)
Volume 1: 4 Issues (2003)
View Complete Journal Contents Listing