Treffer: Amalgamated Learning Framework : A Pedagogical Solution and Social Incentive Mechanism For Evolutional Blended Learning In Higher Education.
Title:
Amalgamated Learning Framework : A Pedagogical Solution and Social Incentive Mechanism For Evolutional Blended Learning In Higher Education.
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1 online resource
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Open access content. Open access content.
Note:
2009.
Faculties in many higher educational institutions have adopted the use ofinternet technology to support learner-centered learning whether in a fullonline or blended learning (BL) format. This is to ensure a sense of communityto improve learning participation. The learner-centered learning is done onlinewhere learners in their community of practice interact among themselves andtheir instructor to achieve the learning goal. However, the current onlineenvironments have some problems that prevent effective learning participation.These are content difficulties, knowledge confidence discrepancy, difficulty inknowing and contacting appropriate peers, lack of adequate online incentive tomotivate learners especially the resourceful ones, and the difficulty for aninstructor to solve the problems of all learners within a course.The previous efforts to improve participation in BL community have notadequately implemented the cognitive, social, and affective factors of learningparticipation to solve the above mentioned problems.This dissertation proposes Amalgamated Learning (AL) framework thatposit that a learner's learning activities occur at three states in a BLcommunity. These include LEARN, UNDERSTAND, and FACILIATE states.Each state is supported with online system function(s). The LEARN enableslearners to learn individually through self-regulation; the UNDERSTANDenables learners to evaluate their own knowledge and confidence progress; andFACILITATE to enables learners to take a facilitating activity to support theirpeers. Learners' interactions are facilitated by a pairing mechanism thatconnects a learner in difficulty to a resourceful learner, and a resourcefullearner to a learner in difficulty for P2P collaboration. This can be extendedinto the physical F2F interaction to solve the problem of the learner indifficulty. To encourage responsible participation a social incentive mechanismthat uses Herzberg motivation-hygiene theory was used to reward learners'efforts with social status which is converted into online course credit. Theincentive mechanism also enables assignment of a facilitating role to those onthe highest social status. This theory emphasizes on the use of recognition,rewarding, relationships and role assignments to motivate members of acommunity. This theory is the most applied theory in workplaces to motivateworkers, and we applied it to AL framework because learners in highereducation are matured and have the same social-psychological affection likeworkers in workplaces. However, it is human nature to compete where there isreward. Therefore we applied cooperative competition theory to turn learners'expected competition into cooperation to achieve their learning goals withouttrespassing against each other. Finally to apply the framework in a blendedformat course, a learning method was suggested to support learners' learnercenteredlearning vis--vis their faculty goal in their situated learning. Thisenables learners to use feedback from the online environment to improve theirF2F learning, and also to use F2F feedback to improve the online learning.Based on this framework we developed a prototype learning managementsystem for experiment in a College Beginner Java Programming Class amongthree groups in different evolutional BL situations. Quantitative andqualitative analysis of the data collected show that the group in AL frameworkhad better knowledge outcomes and effective participation because theirparticipation was motivated by the pairing and social incentive mechanismsthat stimulated learners' social and affect factors to participate.This result shows that by dynamically assigning roles to resourcefullearners, adequately pairing learners when difficulties occur, rewardinglearners and assigning facilitating roles based on competence in real-time in aBL community, learners' social and affect factors can be stimulated toencourage them to learn how to cooperate with each other, and eventuallyimprove relationships to enhance their cognitive thinking and knowledgeoutcomes.
eng.
Faculties in many higher educational institutions have adopted the use ofinternet technology to support learner-centered learning whether in a fullonline or blended learning (BL) format. This is to ensure a sense of communityto improve learning participation. The learner-centered learning is done onlinewhere learners in their community of practice interact among themselves andtheir instructor to achieve the learning goal. However, the current onlineenvironments have some problems that prevent effective learning participation.These are content difficulties, knowledge confidence discrepancy, difficulty inknowing and contacting appropriate peers, lack of adequate online incentive tomotivate learners especially the resourceful ones, and the difficulty for aninstructor to solve the problems of all learners within a course.The previous efforts to improve participation in BL community have notadequately implemented the cognitive, social, and affective factors of learningparticipation to solve the above mentioned problems.This dissertation proposes Amalgamated Learning (AL) framework thatposit that a learner's learning activities occur at three states in a BLcommunity. These include LEARN, UNDERSTAND, and FACILIATE states.Each state is supported with online system function(s). The LEARN enableslearners to learn individually through self-regulation; the UNDERSTANDenables learners to evaluate their own knowledge and confidence progress; andFACILITATE to enables learners to take a facilitating activity to support theirpeers. Learners' interactions are facilitated by a pairing mechanism thatconnects a learner in difficulty to a resourceful learner, and a resourcefullearner to a learner in difficulty for P2P collaboration. This can be extendedinto the physical F2F interaction to solve the problem of the learner indifficulty. To encourage responsible participation a social incentive mechanismthat uses Herzberg motivation-hygiene theory was used to reward learners'efforts with social status which is converted into online course credit. Theincentive mechanism also enables assignment of a facilitating role to those onthe highest social status. This theory emphasizes on the use of recognition,rewarding, relationships and role assignments to motivate members of acommunity. This theory is the most applied theory in workplaces to motivateworkers, and we applied it to AL framework because learners in highereducation are matured and have the same social-psychological affection likeworkers in workplaces. However, it is human nature to compete where there isreward. Therefore we applied cooperative competition theory to turn learners'expected competition into cooperation to achieve their learning goals withouttrespassing against each other. Finally to apply the framework in a blendedformat course, a learning method was suggested to support learners' learnercenteredlearning vis--vis their faculty goal in their situated learning. Thisenables learners to use feedback from the online environment to improve theirF2F learning, and also to use F2F feedback to improve the online learning.Based on this framework we developed a prototype learning managementsystem for experiment in a College Beginner Java Programming Class amongthree groups in different evolutional BL situations. Quantitative andqualitative analysis of the data collected show that the group in AL frameworkhad better knowledge outcomes and effective participation because theirparticipation was motivated by the pairing and social incentive mechanismsthat stimulated learners' social and affect factors to participate.This result shows that by dynamically assigning roles to resourcefullearners, adequately pairing learners when difficulties occur, rewardinglearners and assigning facilitating roles based on competence in real-time in aBL community, learners' social and affect factors can be stimulated toencourage them to learn how to cooperate with each other, and eventuallyimprove relationships to enhance their cognitive thinking and knowledgeoutcomes.
eng.
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JPNII oai:irdb.nii.ac.jp:00931:0000189128
1542155392
1542155392
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From OAIster®, provided by the OCLC Cooperative.
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edsoai.on1542155392
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OAIster