Learners’ Experiences on Role-Playing Collaborative Learning Supported by ELS: A Case Study of Virtual Company Program
For the purpose of improving the students’ comprehensive practical ability in economic and management undergraduate education, we have designed a Virtual Company Program supported by E-learning space (ELS), using the strategy of role-playing collaborative learning. This study focuses on the students’ collaborative learning experiences in this program, and investigates learners’ perception of collaborative process, learning output, and supports of E-learning space. It found that most students gained a good learning experience in this activity, during which E-learning space played an important role in resource support, collaborative support and evaluation support. But they also met some troubles due to their different knowledge background, unconsciousness of seeking help and failure to use collaborative tools. Suggestions are put forward to promote the depth of interaction and generation of collaborative process.
KeywordsLearners’ experiences Role-playing collaborative learning E-learning space Virtual Company
This work was supported by the grant from Higher Education Reform Program of Guangdong in 2015 (No. 302).
- 3.Qiu, T., Xie, Y., Ni, M., Wu, W.: Development of a Model for Flipped Classroom Supported by PLS: A Case Study. Educational Innovation Through Technology, pp. 241–246. IEEE (2016)Google Scholar
- 4.Bi, J.J., Yang, X.M.: Constructing personal learning space in the view of connectivism. Chin. Educ. Technol. 8, 48–54 (2014)Google Scholar
- 5.Hu, Y., Huang, R.: Learning experience in smart learning environment: definition, elements and scale. E-educ. Res. 12, 67–73 (2016)Google Scholar
- 6.Karaman, M.K., Özen, S.O.: A survey of students’ experiences on collaborative virtual learning activities based on five-stage model. J. Educ. Technol. Soc. 19(3), 247–259 (2016)Google Scholar
- 7.Miao, J., Luo, S., Wang, Q.: Exploring collaborative learning experience in a teacher professional development MOOC. Open Educ. Res. 23(6), 80–86 (2017)Google Scholar
- 8.Zhu, Z., Wang, Y., Luo, H.: Synergistic learning for knowledge age: theoretical model, enabling technology and analytical framework. In: Leung, H., Li, F., Lau, R., Li, Q. (eds.) ICWL 2007. LNCS, vol. 4823, pp. 207–217. Springer, Heidelberg (2008). https://doi.org/10.1007/978-3-540-78139-4_19CrossRefGoogle Scholar
- 9.Wang, Y., Zhu, Z.: Multi-fields learning effect in synergistic learning technology system. Mod. Educ. Technol. 19(12), 35–41 (2009)Google Scholar
- 11.Wang, S.: Collaboration factors and quality of learning experience on interactive mobile assisted social E-learning. Turk. Online J. Educ. Technol. 13(2), 24–34 (2014)Google Scholar
- 12.Capdeferro, N., Romero, M.: Are online learners frustrated with collaborative learning experiences? Int. Rev. Res. Open Distance Learn. 13(13), 26–44 (2012)Google Scholar
- 13.Zhang, X., Zhong, L., Li, M.: Uncovering the interactive learning experience and its effect on learning outcomes in online learning environments. Tsinghua J. Educ. 38(2), 117–124 (2017)Google Scholar
- 15.Aleksic-Maslac, K., Magzan, M., Juric, V.: Social phenomenon of community on online learning: digital interaction and collaborative learning experience. World Scientific and Engineering Academy and Society (2009)Google Scholar
- 16.Liu, X., Liu, S., Lee, S.H., Magjuka, R.J.: Cultural differences in online learning: international student perceptions. J. Educ. Technol. Soc. 13(3), 177–188 (2010)Google Scholar