Collaborative Learning Software for Secondary School: ATutor

collaborative learning

Table of Contents




Abstract

In today’s world, technology is constantly changing especially in the e-learning scope. Consideration must be given to the development of collaborative activities between students and teachers. The aim of the research was to evaluate the usage of ATutor for a collaborative learning environment between students and teachers and determine the features and tools from learners’ and teachers’ views, particularly on Secondary School and Pre University learners’ participation. The instruments used to gather data were interviews, workshops online, and a survey, which undertook the completion of two printed evaluation forms for both users after the implementation and usage of the software. The findings gathered and analyzed in the Educational Complex of Imam Khomeini in Kuala Lumpur were found to satisfy the involvement of collaborative learning at home. Generally, the respondents were willing to consider Collaborative learning as they planned to do their homework and projects together for better learning effectiveness.

Introduction

Collaborative Learning (CL) supports active student involvement in the learning field. In CL, students are able to work together in small group towards a shared learning goal. Collaborative learning emphasizes on collaborative efforts among students in their group along with the teachers’ guidance. Students are accountable for their own, and also responsible for the group members’ learning. Hence, the success of one helps other students to be successful (Gokhale, 1995). Collaborative Learning gives students the opportunity to express and discuss their opinions, and encourages their understandings (Nobel, 2002).

There are much collaborative software available. Among the more popular ones are Moodle, Sakai and Atutor. In this research, we examine one of the tools, namely the ATutor. This paper discusses the beginnings of CL and its advantages to students, teachers and institutions. It focuses on the ATutor CL software and collects feedback from students regarding the features of the tool. The last section discusses the findings of this research.

Conclusion

Based on this research, the functional requirements and the non-functional ones which are shown in section II and section III have Mean Values of 4.37 and 4.16 respectively. As indicated, these Values exceed the average of 4.00; which means that the usability, user interface design, and performance of the system are very well designed. Although some weaknesses are seen as well, these include Search Facility, Group Forming, Background colors and Text style. For further improvements of the system, these weaknesses should be considered. In the final analysis, this system is more preferred and convenient to be used particularly by Secondary Schools.

Collaborative Learning Software for Secondary School: ATutor

About KSRA

The Kavian Scientific Research Association (KSRA) is a non-profit research organization to provide research / educational services in December 2013. The members of the community had formed a virtual group on the Viber social network. The core of the Kavian Scientific Association was formed with these members as founders. These individuals, led by Professor Siavosh Kaviani, decided to launch a scientific / research association with an emphasis on education.

KSRA research association, as a non-profit research firm, is committed to providing research services in the field of knowledge. The main beneficiaries of this association are public or private knowledge-based companies, students, researchers, researchers, professors, universities, and industrial and semi-industrial centers around the world.

Our main services Based on Education for all spectrums people in the world. We want to make an integration between researches and educations. We believe education is the main right of Human beings. So our services should be concentrated on inclusive education.

The KSRA team partners with local under-served communities around the world to improve the access to and quality of knowledge based on education, amplify and augment learning programs where they exist, and create new opportunities for e-learning where traditional education systems are lacking or non-existent.

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Nasim Gazerani was born in 1983 in Arak. She holds a Master's degree in Software Engineering from UM University of Malaysia.

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