Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study [International Journal of Educational Technology in Higher Education, 17 December 2020]

Title:

Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study

 

Authors:

Noria Saeed Baanqud, Hosam Al-Samarraie, Ahmed Ibrahim Alzahrani & Osama Alfarraj

 

Published:

International Journal of Educational Technology in Higher Education, 17 December 2020

https://link.springer.com/article/10.1186/s41239-020-00232-z

Abstract:

Many universities, especially in low-income countries, have considered the potential of cloud-supported collaborative learning in planning and managing students’ learning experiences. This is because cloud tools can offer students the necessary skills for collaboration with one another and improving communication between all users. This study examined how cloud tools can help students engage in reflective thinking, knowledge sharing, cognitive engagement, and cognitive presence experiences. The impact of these experiences on students’ functional intellectual ability to construct knowledge was also examined. A quantitative questionnaire was used to collect data from 150 postgraduate students. A reflective–formative hierarchical model was developed to explain students' knowledge construction in the cloud environment. The findings revealed a positive influence of cognitive engagement, knowledge sharing, and reflective thinking on students’ knowledge construction. Outcomes from this study can help decision makers, researchers, and academicians to understand the potential of using cloud-supported collaborative tools in developing individuals’ knowledge construction.

Scholarly Article: A Scoping Review of Videoconferencing Systems in Higher Education

Title:
A Scoping Review of Videoconferencing Systems in Higher Education

Author:
Hosam Al-Samarraie

Published:
The International Review of Research in Open and Distributed Learning, vol. 20, no. 3, 2019
doi: https://doi.org/10.19173/irrodl.v20i4.4037 

From the abstract:
"Videoconferencing as a learning tool has been widely used among educators and learners in order to induce effective communication between learners and teachers or learners and their peers, especially when face-to-face means are not possible. Different types of videoconferencing platforms or systems have emerged for use in today's higher education institutions. Previous research has focused on examining the potential of three different forms of videoconferencing systems: desktop videoconferencing (DVC), interactive videoconferencing (IVC), and Web videoconferencing (WVC). In this study, a review of the literature was conducted to increase the current knowledge regarding the use of these conferencng system."