Given the increased focus on e-learning, educators are interested in finding new ways to incorporate techniques that foster active learning. To leverage the asynchronous nature of e-learning settings and provide collaborative learning opportunities for participants that go beyond mere information exchange, this paper proposes an integrated model of collaboration and elearning. This approach tie...

On the basis of concept, characteristics and related work of collaborative learning, this paper proposes an intelligent web collaborative learning system prototype based on multi-agent technology. At first, the paper introduces a collaborative learning framework which supporting group learning and illustrates the whole learning process. Secondly, the paper presents some key issues to implementa...

In this study, we constructed an environment conducive to enhancing education efficacy through an improvement of collaborative learning in higher education. In the process of collaborative learning, one faces a variety of situations, for instance, “discussion on learning themes” and “work to draw up materials and reports pertaining to learning.” One of the styles of collaborative learning is to...

Collaborative learning supported through computers seems to be very promising, since advances in computational technology enable the widespread use of tools such as bulletin boards, chats, whiteboards and even video-conference. However, it is not clear which approach for on-line learning – individual or collaborative – is more effective for the students. This paper addresses a proposal to combi...

In the collaborative learning environment, the learners will produce certain awareness within the group based on all kinds of relevant information, that is, collaborative-learning awareness. Through survey method, the research tries to understand the status quo of collaborative-learning awareness and to explore the structural components of collaborative-learning awareness and the relationship b...

Introduction: This study aimed to investigate the male and female students’ learning styles of classroom participation and these styles’ differences between Humanities and Science majors.Methods: 1039 individuals were selected through the proportional stratifiedrandom sampling method among undergraduate and graduate students inHumanities (n=421) and Science (n=618) faculties of Tehran Universit...