IJMECS Vol. 9, No. 10, 8 Oct. 2017
Cover page and Table of Contents: PDF (size: 503KB)
Full Text (PDF, 503KB), PP.18-28
Views: 0 Downloads: 0
Intelligent agent, Collaborative mobile learning, Facilitated group participation, Regulated group cognitive conflicts, Moodle
Intelligent agents have been used in collaborative learning. However, they are rarely used to facilitate group interactions in collaborative m-learning environments. In view of this, the paper discusses the use of intelligent agents in facilitating collaborative learning in mobile learning environments. The paper demonstrates how to design intelligent agents and integrate them in collaborative mobile learning environments to allow group learners to improve their levels of group knowledge construction. The design was implemented in a collaborative mobile learning system running on Modular Object-Oriented Dynamic Learning Environment (Moodle) platform. The application was used in some experiments to investigate the effects of those facilitated interactions on the level of group knowledge construction. The results showed improved levels of group knowledge construction in instances where the facilitations were enabled compared to where they were disabled. The paper concludes that the use of intelligent agents in facilitating learner group interactions in collaborative mobile learning environments improves the levels of group knowledge construction. For future work, the use of intelligent agents can be tested in other areas of group interactions to enhance group learning.
Stephen T. Njenga, Robert O. Oboko, Elijah I. Omwenga, Elizaphan M. Maina, "Use of Intelligent Agents in Collaborative M-Learning: Case of Facilitating Group Learner Interactions", International Journal of Modern Education and Computer Science(IJMECS), Vol.9, No.10, pp. 18-28, 2017. DOI:10.5815/ijmecs.2017.10.03
[1]Griffin, P., Care, E. & McGaw, B. (2012). The changing role of education and schools. In P. Griffin, B. McGaw & E. Care (Eds.), Assessment and teaching 21st century skills, 1–15.
[2]Fischer, F., Kollar, I., Stegmann, K., & Wecker, C. (2013). Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 48(1), 56-66.
[3]Jaimini, N. (2014). Group Dynamics in Collaborative Learning: Contextual Issues and Considerations. Impact: International Journal of Research in Humanities, Arts and Literature (IMPACT: IJRHAL) ISSN (E): 2321-8878; ISSN (P): 2347-4564 Vol. 2, Issue 2, Feb 2014, 83-88.
[4]Howe, C., Tolmie, A., Thurston, A., Topping, K., Christie, D., Livingston, K., Jessiman, E. & Donaldson, C. (2007). Group work in elementary science: Towards organizational principles for supporting pupil learning. Learning and Instruction, 17,549–563.
[5]Lai, E. R. (2011). Collaboration: A Literature Review. Pearson Research Report, 2.
[6]McLaren, B. (2014). What Happens When We Learn Together. A Research-Based Whitepaper on the Power of Collaborative Learning.
[7]Song, L. & McNary, S. (2011). Understanding students' online interaction: Analysis of discussion board postings. Journal of Interactive Online Learning, 10(1), 1-14.
[8]Zingaro, D. (2012). Student moderators in asynchronous online discussion: A question of questions. MERLOT Journal of Online Learning and Teaching, 8(3), 159-173
[9]Park, Y. (2011). A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies Into Four Types. The International Review of Research in Open and Distance Learning, 12 (2).
[10]Wu, W.-H., Wu, Y.-C., Chen, C.-Y., Kao, H.-Y., Lin, C.-H., & Huang, S.-H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59(2), 817–827.
[11]Webb, N. M. (2013). “Information processing approaches to collaborative learning.” In Hmelo-Silver, C.E., Chinn, C.A., Chan, C.K.K., and O’Donnell. A. (Eds.), The International Handbook of Collaborative Learning. Routledge: New York and London.
[12]Mahle, M. (2011). Effects of interactivity on student achievement and motivation in distance education. Quarterly Review of Distance Education, 12(3), 207-215.
[13]Järvelä S & Hadwin A (2013) New Frontiers: Regulating Learning in CSCL. Educational Psychologist 48(1): 25–39.
[14]Laru J. (2012). Scaffolding learning activities with collaborative scripts and mobile devices (Doctoral dissertation, University of Oulu, Finland).
[15]Khoshneshin, Z. (2011). Collaborative critical thinking in online environment. Procedia -Social and Behavioral Sciences, 30, 1881-1887.http://dx.doi.org/10.1016/j.sbspro.2011.10.366
[16]Näykki, P. (2014). Affective and Effective Collaborative Learning. Process-Oriented Design Studies in a Teacher Education Context. Unpublished PhD Thesis, University of Oulu, Finland.
[17]Chan, C. K. K. & Chan, Y. Y. (2011). Students' views of collaboration and online participation in Knowledge Forum. Computers & Education, 57(1), 1445-1457.
[18]Zhu, C. (2012). Student Satisfaction, Performance, and Knowledge Construction in Online Collaborative Learning. Educational Technology & Society, 15 (1), 127–136.
[19]Zufferey, J.D., Bodemer, D., Buder, J. & Hesse, F.W. (2010). Partner knowledge awareness in knowledge communication: Learning by adapting to the partner. The Journal of Experimental Education, vol. 79, no. 1, pp. 102-125.
[20]Shukor, N. A, Tasir, Z., Van der Meijden, H., & Harun, J. (2014). Exploring Students’ Knowledge Construction Strategies in Computer-Supported Collaborative Learning
Discussions Using Sequential Analysis. Educational Technology & Society, 17 (4), 216–228.
[21]Pritchard A and Woollard J (2010) Psychology for the Classroom: Constructivism and Social Learning. London and New York: Routledge.
[22]Bhattacharjee, J. (2015). Constructivist Approach to Learning - An Effective Approach of Teaching Learning. International Research Journal of Interdisciplinary & Multidisciplinary Studies (IRJIMS). A Peer-Reviewed Monthly Research Journal ISSN: 2394-7969 (Online), ISSN: 2394-7950 (Print). Volume-I, Issue VI, July 2015, Page No. 65-74
[23]Terry, B. D. (2013). Working in Groups: Facilitating Positive Group Interactions.
[24]Rimor, R., Rosen, Y. and Naser. K. (2010). Complexity of Social Interactions in Collaborative Learning: The Case of Online Database Environment. Interdisciplinary Journal of E-Learning and Learning Objects. Volume 6, 2010. IJELLO special series of Chais Conference 2010 best papers.
[25]CORP/U (2013). Elements of Successful Collaboration: An Overview
[26]Snapwiz (2012). Improving Student Engagement by Integrating Adaptive and Collaborative Learning Technologies.
[27]Aarnio, M. (2015). Collaborative Knowledge Construction in the Context of Problem-Based Learning. Exploring learning from conflicting ideas and knowledge. PhD Thesis, University of Helsinki, Finland.
[28]Bao, L., Kim, Y., Raplinger, A., Han, J., & Koenig, K. (2013). Affective Factors in STEM Learning and Scientific Inquiry: Assessment of Cognitive Conflict and Anxiety. Special Issue of Research on Education Assessment and Learning.
[29]Gutbezahl, C.D. (2010). Cognitive Conflict. The Cure for Anger in Hospitals. Managing Conflict to Help Create Better American Hospitals.
[30]Miao, C., Yu, H., Shen, Z. & Tao, X. (2010). Agents for collaborative learning in Virtual Worlds. (Workshop on Opportunities for intelligent and adaptive behavior in collaborative learning system Supplementary Proceedings of the Tenth International Conference on Intelligent Tutoring Systems Pittsburgh, PA, USA).
[31]Looi, C. –K. (2014/15). How Collaborative Problem Solving might be assessed internationally at scale?
[32]Adla, A., Nachet, B. & Ould-Mahraz, A. (2012). Multi-Agents Model for Web-based Collaborative Decision Support Systems. 294 – 299.
[33]Soliman, M. & Guetl, C. (2010a). Review and Perspectives on Intelligent Multi-agent Systems’ Support for Group Learning. World Conference on Educational Multimedia, Hypermedia & Telecommunications ED-MEDIA 2010, June 2010, Toronto, Canada.
[34]Veletsianos, G. & Russell, G.S. (2013). Pedagogical Agents. J.M. Spector et al. (eds.), Handbook of Research on Educational Communications and Technology.
[35]OECD (2013). PISA 2015 Draft collaborative Problem Solving Framework. Paris, France: OECD Publishing. Retrieved from http://www.oecd.org/pisa/pisaproducts/pisa2015draftframeworks.htm
[36]Kumar, R., & Rosé, C.P. (2010), Conversational Tutors with Rich Interactive Behaviors that support Collaborative Learning (Workshop on Opportunities for intelligent and adaptive behavior in collaborative learning systems - Supplementary Proceedings of the Tenth International Conference on Intelligent Tutoring Systems Pittsburgh, PA, USA.)
[37]Henry, L. and Sankaranarayanan, S. (2010). Intelligent Agent based Mobile Learning System. International Journal of Computer Information Systems and Industrial Management Applications (IJCISIM). ISSN: 2150-7988 Vol.2 (2010), pp.306-319.
[38]Ruiz-Primo, M.A., Briggs, D., Iverson, H., Talbot, R., and Shepard, L.A. (2011). Impact of Undergraduate Science Course Innovations on Learning.
[39]Kim, M. K., Kim, S. M., Khera, O. & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. Internet and Higher Education, 22, 37 – 50.
[40]Hew, K. F. and Cheung, W. S. (2011). Higher-level knowledge construction in asynchronous online discussions: an analysis of group size, duration of online discussion, and student facilitation techniques. Instructional Science, Vol. 39, No. 3 (May 2011), pp. 303-319.
[41]Soller, A., Jermann, P., Muhlenbrock, M. & Martinez, A. (2004). Designing computational models of collaborative learning interaction. Proc. ITS 2004 Workshop, 5-12
[42]Lu, L.L. & Jeng, I., (2006). Knowledge construction in inservice teacher online discourse: Impacts of instructor roles and facilitative strategies. Journal of Research on Technology in Education 39(2), 183–202.
[43]Liu, M., Wang, Y., Liu, H., Wu, S. & Li, C. (2015). Using Particle Swarm Optimization Approach for Student Engagement Measurement. International Journal of Learning, Teaching and Educational Research Vol. 11, No. 1, pp. 12-21.
[44]Bassani, S. P. B. (2011). Interpersonal exchanges in discussion forums: A study of learning communities in distance learning settings. Computers & Education, 56(4), 931-938.
[45]Hämäläinen, R., & Häkkinen, P. (2010). Teachers’ instructional planning for computer-supported collaborative learning: Macro-scripts as a pedagogical method to facilitate collaborative learning. Teaching and Teacher Education, 26(4), 871–877.
[46]Woolley, A. W., Chabris, C. F., Pentland, A., Hashmi, N. & Malone, T. W. (2010). Evidence for a collective intelligence factor in the performance of human groups.Science, 330, 686–688.
[47]Sidnell, J. (2010). Conversation Analysis. AN INTRODUCTION. Wiley-Blackwell
[48]Gikandi, J. W., Morrow, D. & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351.
[49]Lee, R., & Dashew, B. (2011). Designed learner interactions in blended course delivery. Journal of Asynchronous Learning Networks, 15(1), 72-80.
[50]Abawajy, J. (2012). Analysis of Asynchronous Online Discussion Forums for Collaborative Learning. International Journal of Education and Learning Vol. 1, No. 2, September, 2012. pp. 11-22.
[51]Flórez, M. T. & Sammons, P. (2013). Assessment for learning: effects and impact. Copyright CfBT Education Trust 2013.
[52]Ültanır, E. (2012). An Epistemological Glance at the Constructivist Approach: Constructivist Learning in Dewey, Piaget and Montessori. International Journal of Instruction. 5 (2), 195-212.
[53]Dingel, M. J., Wei, W. & Huq, A. (2013). Cooperative learning and peer evaluation: The effect of free riders on team performance and the relationship between course performance and peer evaluation. Journal of the Scholarship of Teaching and Learning, Vol. 13, No. 1, 45 – 56.
[54]Hall, P., & Weaver, L. (2001). Interdisciplinary education and teamwork: a long and winding road. Medical Education, 35(9), 867–875.
[55]Dreyfus, A., Jungwirth, E., and Eliovitch, R. (1990). Applying the cognitive conflict strategy for conceptual change: Some implications, difficulties, and problems. Science Education, 74(5), 555-569.
[56]Strijbos, J. W. & De Laat, M. F. (2010). Developing the role concept for computer-supported collaborative learning: An explorative synthesis. Computers in Human Behavior, 26(4), 495-505.
[57]Deiglmayr, A. & Rummel, N. (2015). The Mediating Role of Interactive Learning Activities in CSCL: An INPUT-PROCESS-OUTCOME Model.
[58]Chiu, M.M. (2000). Group Problem-Solving Processes: Social Interactions and Individual Actions. Journal for the Theory of Social Behaviour 30:1. Pp 27-49.
[59]Sarmiento, J. W. & Shumar, W. (2010). Boundaries and roles: Positioning and social location in the Virtual Math Teams (VMT) online community. Computers in Human Behavior, 26(4), 524-532.
[60]Hou, H.-T. (2012). Analyzing the Learning Process of an Online Role-Playing Discussion Activity. Educational Technology & Society, 15 (1), 211–222.
[61]Stahl, G. (2011b). Knowledge Negotiation in in Asynchronous Learning Networks.
[62]Puntambekar, S., & Young, M. F. (2003). Moving toward a theory of CSCL. In U. Hoppe, B. Wasson, & S. Ludvigson (Eds.), Computer supported collaborative learning 2003: Designing for change in networked learning (pp. 503–512). Amsterdam: IOS Press.
[63]Hamdan, N. A. & Schaper, H. (2012). Collaboration in Mobile Learning Seminar: Mobile Learning 2011/2012. Computer-Supported Learning Research Group.
[64]Erlin, Norazah, Y. & Azizah, A. R. (2008). Overview on agent application to support collaborative learning interaction. Jan. 2008, Volume 5, No.1 (Serial No.38) US-China Education Review,ISSN 1548-6613,USA.
[65]Glassmeyer, D. M., Dibbs, R. A. & Jensen, R. T. (2011). Determining utility of formative assessment through virtual community: Perspectives of online graduate students. Quarterly Review of Distance Education, 12(1), 23-35.
[66]Oboko, R. O. (2012). Adaptive Learning and Metacognitive Regulation Support for Ill-Structured Problem Solving Processes (Unpublished PhD Thesis). University of Nairobi, Kenya.
[67]Van der Meijden, H. (2005). Knowledge Construction through CSCL: Student Elaborations in synchronous, asynchronous, and three-dimensional learning environments. (Unpublished Doctoral Thesis). Radboud University, Nijmegen, Netherlands.
[68]Landis, J.R. & Koch, G.G. (1977). The measurement of observer agreement for categorical data. Biometrics. 33(1), 159–174.