Computer Supported Collaborative Learning (CSCL)

Augmented Reality (AR) has been found to produce significant effects on individual learning outcomes but its impact on collaborative applications remains moderate. Existing AR frameworks emphasize individual instructional design, whereas frameworks for collaborative learning rarely engage with the spatial and device-mediated affordances of mobile AR. In response to this inadequacy in the literature, we introduce the Mobile Augmented-Reality Storytelling for Vocational Education and Training (MARS-VET) framework, a four-dimensional conceptual architecture that integrates Computer-Supported Collaborative Learning (CSCL) scripting principles with mobile AR affordances for collaborative English as a Foreign Language (EFL) writing in Vocational Education and Training (VET) settings. MARS-VET synthesizes theoretical perspectives across four dimensions: contextual anchoring, which embeds activities within authentic workplace scenarios; collaborative orchestration, which structures group interaction through macro-and micro-level scripts; competency cultivation, which sequences writing progression from model-based reproduction toward autonomous professional text production; and capacity building, which addresses the professional-development requirements of implementing educators. Content validity was established through expert panel evaluation involving international specialists (N = 11) who rated the framework against 36 items using a four-point relevance scale and provided additional qualitative feedback. The Scale-level Content Validity Index (S-CVI/Ave = 0.91) exceeded established thresholds, with all four dimensions achieving satisfactory item-level indices. Experts reached unanimous agreement on items addressing workplace scenario identification and co-located access to linguistic resources. Qualitative feedback led to terminology refinements and clarification of orchestration mechanisms. The framework offers VET institutions and educators a reference for the design and evaluation of collaborative AR experiences in an area where integrative frameworks have so far been lacking.

Περίληψη Στην εργασία αυτή αναλύεται μια διδακτική παρέμβαση σε μια τάξη Α΄ Λυκείου με θέμα τον χρυσό λόγο. Η παρέμβαση πραγματοποιήθηκε σε τρεις φάσεις και είχε σκοπό την ενεργό εμπλοκή των μαθητών/τριών σε μια εκπαιδευτική διαδικασία που συνδύαζε τη Γεωμετρία με την Άλγεβρα μέσα από μια πραγματική δραστηριότητα με φυσικό νόημα και ιστορικό υπόβαθρο. Χρησιμοποιώντας ποιοτική θεματική ανάλυση των απαντήσεων και των αλληλεπιδράσεων των μαθητών/τριών, εντοπίσαμε μοτίβα συμμετοχής, εννοιολογικής ανάπτυξης και μεταγνωστικής αναστοχαστικής σκέψης. Τα αποτελέσματα υποδηλώνουν ότι μια τέτοια ολιστική προσέγγιση προάγει τόσο την εννοιολογική κατανόηση όσο και τη συναισθηματική εκτίμηση των Μαθηματικών, με θετικές επιπτώσεις για την πρακτική στην τάξη, καθώς και για την επαγγελματική ανάπτυξη των εκπαιδευτικών. Λέξεις κλειδιά: χρυσός λόγος, διδακτική παρέμβαση, ποιοτική θεματική ανάλυση, μαθηματική εκπαίδευση.

“Collaborative Flipped Classroom in Open University: A Mixed-Method Study of University Students in Thailand”

Abstract:
Traditional lecture-based instruction is increasingly being replaced by student-centered models that emphasize active learning and collaboration. The flipped classroom is one such approach, and when combined with collaborative learning, it has the potential to enhance student engagement and academic performance in higher education. Although research on flipped classrooms has expanded internationally, few studies have examined their application in open university contexts, particularly in Thailand. This study investigates the impact of a collaborative flipped classroom model on third- and fourth-year students at an open university. A mixed-methods design is employed: surveys measure student engagement, academic performance, and satisfaction, while focus group interviews provide qualitative insights into learner perceptions. Quantitative data will be analyzed using SPSS to identify trends and correlations, and thematic analysis will be applied to qualitative findings. It is hypothesized that the collaborative flipped classroom will improve academic outcomes and foster greater satisfaction by promoting both peer interaction and independent learning. The results are expected to provide evidence on the suitability of this model for open universities, where learner autonomy and flexibility are crucial. Findings will contribute to the broader body of knowledge on student-centered pedagogy and inform future curriculum innovation in higher education.

Keywords: Collaborative learning, flipped classroom, mixed-methods study, open university, higher education, student engagement, academic performance, Thailand, educational innovation

El texto analiza la poesía de Klaura Anchio Boroa, una poeta mapuche que aborda la resistencia contra la colonización y el patriarcado. Se destaca la emergencia gradual de las voces femeninas mapuche en la literatura, a menudo luchando contra una doble invisibilidad (ser mujer y ser mapuche).

La poesía de Anchio expresa una crítica interna al movimiento mapuche, señalando la reproducción de prácticas coloniales y la exclusión de las mujeres. Su feminismo se arraiga en su comunidad, inspirándose en figuras como su abuela, una partera, y su madre, quienes encarnan la resiliencia y la perspectiva crítica.

Anchio subvierte términos despectivos como "india" o "zorra", transformándolos en símbolos de orgullo y resistencia. Su obra conecta las luchas individuales con las colectivas, enfatizando la interconexión de todas las formas de vida, desde los animales hasta la naturaleza, y la importancia del kimün (conocimiento mapuche) como un todo indivisible.

Poemas como "Mala hierba" y "Kura Newen" (poder de la piedra) ilustran su profunda rebeldía y su decisión de definirse a sí misma frente a las opresiones. La conclusión resalta la libertad y autenticidad de su poesía, que surge de su experiencia vital y su conciencia de ser mujer, mapuche y parte de una red de resistencia intergeneracional.

Obra para canto, violín, cello, clarinete y piano. Encargo del Ensemble Bartók.
Texto: Elikura Chihuailaf.
Estreno: Tercer Festival Internacional, Ensemble Bartok, 1991, 23 de octubre - Goethe Institut. Ensamble Bartok (ensamble), Carmen Luisa Letelier (canto), Jaime Mansilla (violín), Eduardo Salgado (cello), Valene Georges (clarinete), Cirilo Vila (piano), Samuel Adler (director).

Students today are immersed in a world shaped by digital technology, and their learning environments must adapt accordingly. Critical thinking has often been mentioned as the skill needed in the 21st century. It is intended for educators to find innovative ways to promote such a characteristic development in students. Massively Multiplayer Online Educational Games (MMOEG) provide a vibrant platform for the enhancement of critical thinking skills through engaging and cooperative gameplay experiences. This paper aims to conduct a comprehensive review of the educational significance of MMOEG in the cultivation of critical thinking abilities. The review scrutinizes a range of studies that elucidate how MMOEG can compel students to engage in critical thought, execute strategic choices, and address intricate problems in realtime scenarios. Additionally, this paper tackles the obstacles educators encounter when attempting to incorporate MMOEG into conventional curricular frameworks and proposes strategies for mitigating these challenges. By presenting an overview of the primary advantages and potential limitations of MMOEG within the educational sphere, this review seeks to equip educators with insights on how to effectively leverage these games to augment students' critical thinking capabilities. The outcomes of this investigation may serve as a valuable resource for academic institutions endeavoring to implement innovative, technology-enhanced pedagogical approaches that adequately prepare students for the exigencies of the contemporary world.

This paper examines how a classroom culture developsadvanced strategies and procedures for handling complexdigital tools. We report from a vocational Mediaand Communication course at an Upper SecondarySchool in Oslo, Norway. Our analysis reveals how aprocedure called practical assignments has developedhistorically at the school, and how this procedure iscarried out in the classroom. Theoretically, our studyis informed by Activity Theory, which affords us toolsto analyze how social institutions and learning trajectoriesevolve over time, and how longitudinal dimensionsemerge in situ. Our findings show how teachers andlearners create a space for solving context-specific problemsinvolving sophisticated technology. A historicalanalysis is here crucial not only in understanding whydigital technologies are used in specific ways, but alsohow they evolve into classroom conventions.

MASSIVELY MULTIPLAYER ONLINE GAMERS: MOTIVATIONS AND RISKS by Amanda M. Wolfe Massively multiplayer online games (MMOGs) are a popular type of online video game. While these games and their players have been studied previously, there is gap in the literature that examines the relationship between one‟s motivation to play MMOGs and loneliness, depression, and problematic use. For this study, 440 players of World of Warcraft (WoW), a popular MMOG, completed a demographics questionnaire and four measures, including Williams, Yee, & Caplan‟s (2008) motivation measure, Peter‟s & Malesky‟s (2008) World of Warcraft-specific Problematic Usage-Engagement Questionnaire, UCLA‟s Loneliness scale, and The Depression Anxiety Stress Scales. Results from quantitative analyses suggest that MMO players who are motivated to play for reasons of achievement and immersion are more likely to experience problematic use than those persons who play for social motivations. Loneliness and depression were only ...

La educacion a distancia ofrece innumerables ventajas comparada a la educacion tradicional. A pesar de esto, estudios recientes realizados mostraron que nuestros estudiantes descargan sus materiales didacticos y los imprimen para su posterior estudio fuera de linea, reduciendo asi la extraordinaria experiencia planeada para visualizarse en linea, a la clasica y tradicional hoja de papel. Como pudiera esta tendencia ser evitada, reducida o al menos enriquecida? La presente ponencia discutira la forma en que dispositivos PDA lo hacen posible en nuestra universidad, mostrara ejemplos y ventajas de su implementacion y discutira la forma en que esta solucion pudiese repetirse en otros entornos educativos.

Yes, video games are mainly for play and fun. But video games are educative as well as interesting and engaging—something that we all hope that more classrooms could be. Many of today's students spend more time playing video games than they do watching television, reading books, or ...

This work describes part of a novel approach employed at the authors' institution in the last five years, which comprises the teaching of computer organization/ architecture through the effective implementation of processors and computers. The context of the courses is presented first, including a comparison of two hardware courses tracks in computer science and computer engineering curricula. Previous publications have described the structure of courses dealing with the minimal implementation of a working processor. Here, the emphasis is on subsequent courses, which take the minimal implementation and guide the students through the necessary steps to add performance, such as pipelining, and functionality, such as memory management and basic IO subsystems.

Neste artigo, apresentamos parte de uma pesquisa que teve como objetivo analisar os conhecimentos docentes que são evidenciados em um curso de formação de professores voltado para a produção de tarefas com feedbacks automáticos no GeoGebra. Essa pesquisa baseou-se, sobretudo, na Teoria do Conhecimento Pedagógico Tecnológico do Conteúdo (TPACK). Nesse sentido, feedbacks automáticos no GeoGebra. Neste artigo trazemos parte dos resultados cujo objetivo é compreender, a partir desse recorte, como se manifestam os conhecimentos docentes, especialmente no que se refere à mobilização do modelo TPACK na prática de planejamento e implementação de tarefas com feedbacks automáticos no GeoGebra. A análise dos resultados revela que os principais conhecimentos TPACK evidenciados são o Conhecimento Pedagógico do Conteúdo e o Conhecimento Tecnológico, entretanto, há evidências de desenvolvimento integrado de conhecimentos TPACK.

Educating learners is a challenging task for academics. Many challenges arise because of the unique learning preferences of today’s learners, known as the Net Generation, who have grown up with technology. For academic communities, these students provide an opportunity for Faculties to adapt and enhance the learning process. This paper explores the implementation of Web 2.0 technologies at an undergraduate level for an introductory business-driven technology course. These Web 2.0 technologies were selected specifically for their collaborative nature and ability to support large numbers of students. This paper summarises the experiences of undergraduate students in the context of group work and social networking within a computer supported collaborative learning environment. The findings are based on a questionnaire, completed by 890 first year students of their experiences. Through this questionnaire, the authors determine whether the students found the introduction of new learning ...

Research on computer-supported collaborative learning (CSCL) has traditionally investigated how student-, group-, task-, and technological characteristics affect the processes and outcomes of collaboration. On the other hand, cognitive load theory has traditionally been used to study individual learning processes and to investigate instructional effects that are present during individual learning (e.g., expertise reversal effect). In this contribution we will argue that cognitive load theory can be applied to CSCL. By incorporating concepts such as collective working memory (i.e., individuals share the burden of information processing), mutual cognitive interdependence (i.e., individuals learn about each other’s expertise and become dependent on their partners’ expertise), and transaction costs (i.e., the burden placed on individuals working memory capacity when communicating and coordinating collaborative activities), collaborative cognitive load theory (CCLT) can be used to formul...

Value for money (VFM) is derived from the optimal balance of benefits and costs on the basis of total cost of ownership. The nature of public procurement is such that it involves discretionary decision-taking on behalf of government at all levels. Value for money is therefore not a choice of goods or services which is based on the lowest bid price but a choice based on the whole life costs of the project or service. The aim of the study is to find out ways of ensuring value for money in public procurement. The objectives of the study among others include; identify the challenges in ensuring value for money and measures to ensure value for money in the procurement of goods and services. The main data collection instrument employed in this study is the structured questionnaire. The study employed the purposive and stratified sampling technique. The finding revealed that inadequate skilled personnel in the procurement sector and inadequate measures for monitoring and evaluation of the ...