By Elvira Popescu, Rynson W. H. Lau, Kai Pata, Howard Leung, Mart Laanpere
This ebook constitutes the refereed complaints of the thirteenth overseas convention on Web-Based studying, ICWL 2014, held in Tallinn, Estonia, in August 2014. The 18 revised complete papers awarded including nine brief papers have been rigorously reviewed and chosen from approximately seventy eight submissions. The papers are equipped in topical sections on laptop supported collaborative studying, internet 2.0 and social studying environments; own studying environments; game-based studying; learner modeling and studying analytics; customized and adaptive studying; layout, version and implementation of e-learning structures and instruments; and pedagogical concerns, perform and adventure sharing.
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Additional resources for Advances in Web-Based Learning – ICWL 2014: 13th International Conference, Tallinn, Estonia, August 14-17, 2014. Proceedings
The experiment was divided into four stages: two time-controlled one-hour learning stages (students sat in the same classroom), one not time-controlled learning stage (students accessed Topolor at their preferred time and location), and finally the survey stage (coordinator-led optional questionnaire answering, feature by feature, to make sure they knew clearly which question referred to which feature). Students were explicitly told that their participation in the survey had no impact on module results.
Trends in Connecting Learners. First Research & Technology Scouting Report. net/1820/2824 5. : Using Wikis for Collaborative Learning: Assessing Collaboration through Contribution. Australasian Journal of Educational Technology 6(3), 341–354 (2010) 6. : ClassroomWiki: A Collaborative Wiki for Instructional Use with Multiagent Group Formation. IEEE Trans. Learning Technologies 3(3), 190–202 (2010) 7. : How to Get Around with Wikis in Teaching. , Specht, M. ) ICWL 2012. LNCS, vol. 7558, pp. 21–30.
Through actions of type Clarify information, Fix link, Grammar, Spelling). Fostering Collaborative Learning with Wikis 27 Furthermore, CoLearn provides students with an interface to specify the activity stage of their collaborative writing, according to the taxonomy in : Brainstorming, Outlining, Drafting, Reviewing, Revising, Editing (see Fig. 1). On one hand, this revision annotation task in CoLearn raises students' awareness regarding their cooperative and collaborative actions, the way they interact with their peers and their contribution toward the group project.
Advances in Web-Based Learning – ICWL 2014: 13th International Conference, Tallinn, Estonia, August 14-17, 2014. Proceedings by Elvira Popescu, Rynson W. H. Lau, Kai Pata, Howard Leung, Mart Laanpere