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• W2149056815 abstract "Abstract : This paper presents an innovative approach that can facilitate Web-based collaborative hands-on activities in engineering education. We present a framework that helps to sustain the continuity of interaction in flexible learning. The proposed approach is based on Activity Theory and focuses on the mediation role of collaboration artifacts within a learning community in Web-based experimentation environments. The artifacts serve both as a medium and as a product of the collaboration process in the community. We have developed the eJournal as an implementation of collaboration artifacts to support knowledge acquisition and reinforcement in a collaborative way. The eJournal is integrated into the eMersion environment, which is currently used to supply online experiments for various practical courses offered by the School of Engineering at the Ecole Polytechnique Federale de Lausanne (EPFL). The paper also presents two case studies and some evaluation results. Introduction Computer supported collaborative learning (CSCL) is a new trend of learning and education in which technology is used to enabling constructive approaches to support collaborative learning. Pedagogical approaches to collaborative learning treat the learner as an active and reflective participant of a collaborative community (Fjuk 1998). According to the socio-constructivist theory (Piaget 1929), previous experience plays an important role for learners to develop knowledge. In fact, this point is extremely important in engineering education where hands-on activities are best supported by resources that embody knowledge. In engineering education, the hands-on activities are as important as the theoretical ones. The hands-on work helps students to reinforce the knowledge obtained from the theoretical lectures, to improve the professional competences and the personal development, including the necessary skills for teamwork, since hands-on activities are usually conducted in groups. In his socio-cultural theory, Vygotsky stated that social interaction is a fundamental factor in the development of cognition (Vygotsky 1978). The collaboration between students working actively in small groups can help them to work more productively in the laboratory and also learn more easily, especially in a flexible context where students can follow different learning modalities to perform multi-session experiments. It may also have a significant impact on learning outcomes (Berge & Collins 1995). Recognizing the importance of hands-on activities in engineering education (Ogot 2003), several institutions have developed remote experimentation resources (Bohne et al. 2004, Sepe & Short 2001), most of them are based on Web infrastructure, as a supplement to the face-to-face learning and teaching activities. However, from a constructivist point of view and in order to be effective, a Web-based learning environment for engineering education should allow the integration of different tools and services that (i) support hands-on activities, (ii) permit saving and reconstructing the experiments, i.e. allow to benefit from the previous experience, and (iii) facilitate collaborative activities. However, the development and deployment of such environments for flexible engineering education has raised many issues to be addressed. This paper presents our study on the concept of the continuity of interaction, which is quite important in the context of flexible hands-on activities. The discontinuity of interaction prevents students from getting the sense of dealing with ‘reality’, which is normally well supported in face-to-face learning modalities. In fact, flexible pedagogical scenarios introduce many sources of discontinuities of interaction. The discontinuity of interaction prevented clearly the collaboration between students. It also slowed down and complicated the student experimental tasks. Section 2 of the paper presents the concept of the continuity of interaction as well as the theoretical and technical solutions for sustaining the continuity. In section 3, two case studies are detailed. Some evaluation results are discussed in section 4. The paper ends with concluding remarks." @default.
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• W2149056815 title "A framework for sustaining the continuity of interaction in Web-based learning environment for engineering education" @default.
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