Such features might be better analyzed through visualization and social network analysis, which can be obtained only through external applications or plugins. For instance, the Moodle™, and Blackboard™ LMSs report only the number of views and posts by each participant in each forum, whilst lacking the capabilities for studying the patterns of interactions and the structure of communication. Those limited insights are in the form of statistics and frequency of participation. However, the built-in analytics dashboards of most major LMSs offer limited insight into studying interactions among students. įorums have become a standard feature of all the key LMSs. In that way, learners can build on ideas posted by their peers and learn collaboratively. Forums establish a platform for dialogue among peers and educators that facilitates reflection and exchange of ideas. Īn online asynchronous discussion board (forum) is a tool for CSCL that offers the opportunity for students to interact and cooperate in online communities. It becomes particularly effective when learners are encouraged to respond to arguments, negotiate concepts, debate points of views, contribute to ideas, and share insights and alternative perspectives to the discussed topics. When implemented in stimulating learning environments using authentic activities, interaction with other students may help learners make deeper and more meaningful knowledge construction. It values the role of communication and information appraisal skills in the development of learning and staying up-to-date. Connectivism-a theory developed to address learning in the digital age-asserts that knowledge and learning exist in a multiplicity of viewpoints and that learning as a process occurs by connecting sources of information. They assume that learning is a social byproduct of conversation and negotiation with peers and that learners acquire knowledge by participating in relevant social activities or working collaboratively in groups. Social constructivists see humans as social creatures who grow up by developing knowledge and skills through interactions with different communities. Well implemented collaborative learning can facilitate knowledge construction, and encourage involvement and motivation of learners in the learning process. It may support learners, diversify understanding among students and educators, and provide a stage for cooperation in a positive atmosphere that fosters the building of learning communities. The benefits of collaborative learning have for long been recognized. It also facilitates networked learning by means of computer-supported collaborative learning (CSCL)-features that have been demonstrated to positively enhance learning when coupled with properly designed resources.
TEL has the power to transcend the boundaries of space and time, offering convenience, efficiency, and cost-effectiveness. Over the past few decades, the use of technology-enhanced learning (TEL) has become increasingly ubiquitous in the health education sector.
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