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RETRIEVING SPEAKER INFORMATION FROM PERSONALIZED ACOUSTIC MODELS FOR SPEECH RECOGNITION
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In: IEEE ICASSP 2022 ; https://hal.archives-ouvertes.fr/hal-03539741 ; IEEE ICASSP 2022, 2022, Singapour, Singapore (2022)
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Identifying Learners’ Interaction Patterns in an Online Learning Community
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 4; Pages: 2245 (2022)
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Artificial Intelligent in Education
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In: Sustainability; Volume 14; Issue 5; Pages: 2862 (2022)
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Probing professional identities of English Language Teacher Educators through collaborative study groups: Insights from a teacher educator team in Colombia
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Torres Rocha, JC. - : University of Exeter, 2022. : College of Sicial Sciences and international studies, 2022
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Grounding and knowledge elaboration across cultural and geographical contexts: An exploratory case study
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In: ISSN: 2210-6561 ; Learning, Culture and Social Interaction ; https://hal.telecom-paris.fr/hal-03044452 ; Learning, Culture and Social Interaction, Elsevier, 2021, 28, pp.100477. ⟨10.1016/j.lcsi.2020.100477⟩ (2021)
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| 6 |
Using Pop-Culture to Engage Students in the Classroom
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In: ISSN: 0021-9584 ; Journal of Chemical Education ; https://hal.archives-ouvertes.fr/hal-03125040 ; Journal of Chemical Education, American Chemical Society, Division of Chemical Education, In press, ⟨10.1021/acs.jchemed.0c00233⟩ (2021)
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Improving Chinese Language Learning through Collaborative Kahoot Mode
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 8 |
To Game, or Not to Game?: Addressing the Question of Cultural Scripts and Game use in Language Learning
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ПРИМЕНЕНИЕ ГРУППОВЫХ ТЕХНОЛОГИЙ В ПРЕПОДАВАНИИ ИНОСТРАННОГО ЯЗЫКА СТУДЕНТАМ-ФИЛОЛОГАМ ... : GROUP WORK STRATEGIES IN TEACHING ENGLISH TO STUDENTS OF RUSSIAN PHILOLOGY ...
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| 10 |
A Critical Review on the Use of Literature and Web 2.0 Tools in the EFL/ESL University Classroom ...
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On the Use of Large Interactive Displays to Support Collaborative Engagement and Visual Exploratory Tasks
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In: Sensors; Volume 21; Issue 24; Pages: 8403 (2021)
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| 12 |
I Explain, You Collaborate, He Cheats: An Empirical Study with Social Network Analysis of Study Groups in a Computer Programming Subject
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In: Applied Sciences ; Volume 11 ; Issue 19 (2021)
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| 13 |
Collaborative Learning of International Undergraduate English Language Learners in Small-group Writing Communities
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In: International Journal for the Scholarship of Teaching and Learning (2021)
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| 14 |
Co-learning : the effect of group size on the effectiveness and benefits of group work
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| 15 |
Effects of classroom talk lessons on student perceptions of collaborative group work in a remote, synchronous Montessori elementary learning environment
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In: Masters of Arts in Education Action Research Papers (2021)
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| 16 |
The Use of Asynchronous Discussion to Support Collaborative Learning in an Online Programme
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Abstract:
This study argues that student to student conversations in groups have a significant impact on learning. Previous studies have focused on the potential impact of individual contributions in these learning conversations. This study challenges this view and suggests that measuring these individual contributions cannot, on their own, improve the student experience and impact on student performance. A case study design was used to explore what was happening in an online collaborative group task. This was achieved by examining the dialogic interactions in asynchronous online discussions being used in the group collaborative process. The dataset for this investigation was a large corpus of online posts by eight postgraduate student groups working on a group task. The data was analysed using framework analysis. Developed by Richie and Spencer (1994), framework analysis is a matrix based method which allows the researcher to demonstrate how the data was managed and allows the researcher to move back and forth between different levels of abstraction whilst still keeping sight of the “raw” data. The central component of framework analysis is the development of a thematic framework. This thesis also examined quantitative data related to the number, length and frequency of discussion posts within and across each of the groups. Overall a typology of three dialogic types were identified and ten key characteristics of these groups were also identified. This thesis found that the predictive value of monitoring the use of time was very low if this is the only indicator used. The dialogic types identified in the findings were found to be significant. Their presence or absence in the group communications had the potential to help educators predict whether the group would go on to meet the criteria for the task in the time allocated. The group characteristics also contributed to this prediction and there appeared to be a cumulative effect the more characteristics that were present. This suggests that the group conversations had a significant impact on individual and group achievement. The findings of this thesis have significant implications for how we understand student to student interactions and their impact on learning. This study has used online student group conversations. However, the findings do not only have impact for student conversations in online learning but relate to all forms of learning. Revealing the impact of these interactions to educational designers and teachers can help support students in group learning. In addition, if students understand the impact group conversations have on their learning and achievement and that of their peers, sharing this information has the potential to significantly improve their performance and learning experience. This study recommends further research be carried out into student to student dialogue to explore further how learning is impacted by group conversations. It is recommended that this exploration should focus on theory generating research to help address the theoretical gaps that exist in understanding how students learn in collaboration with each other. This should be utilised to enhance student experience, performance and achievement.
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Keyword:
AOD; Asynchronous Online Discussion; Collaborative Groupwork; Collaborative Learning; Collaborative Writing Activity; CWA; OCL; Online Collaboration; Online Collaborative Learning; Online Discussion; Online Learning; Online Learning Discussion; Technology Enhanced Learning; Technology Mediated Learning; TEL
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URL: http://hdl.handle.net/2299/24201
https://doi.org/10.18745/th.24201
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| 17 |
Corrective feedback in computer-mediated collaborative writing and revision contributions
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Yamashita, Taichi. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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| 18 |
Using Eye-Tracking Data to Compare Differences in Code Comprehension and Code Perceptions between Expert and Novice Programmers
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| 19 |
A Multiple Perspective Study of Specific Language Impairment and Verbal Communication: Exploring Perceptions of Collaborative Learning
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COIL Experience. Intercultural Case Analysis: Sports Brand Company Perspectives from Canada and Spain
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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