E4-4

Leveraging ubiquitous technologies for collaborative online learning
Zilu Liang*1,2*1

Faculty of Engineering, Kyoto University of Advanced Science*2
Institute of Industrial Science, The university of Tokyo
Email: liang.zilu@kuas.ac.jp

Abstract：In this paper we present the use of a set of ubiquitous technologies to support collaborative
learning in a virtual learning environment. The tool set mainly consists of Microsoft Teams and Sutori andcould be augmented with other third-party technologies such as Google Drive and Dropbox. We present
two case studies—an app development course and an academic writing course—to exemplify how to use
this tool set for effective collaborative online learning.
Keyword: computer supported collaborative learning, online learning, multimedia

1.

Introduction

Simply put, collaborative learning refers to pair orgroup study towards a shared learning goal. There has
been increasing evidence that collaborative learning
leads to better learning outcomes compared to individual
learning [1, 2]. However, it has been a big challenge toachieve collaborative learning in a pure virtual online
learning environment where the interaction pattern
among teachers and students is altered due to lack offace-to-face contact. The works in literature in computer
supported collaborative learning research mostly focus
on a blended learning environment where learning occurs
across physical and virtual settings, and hence may have
limited application to a pure virtual online setting.
In our paper, we describe the use of a set of ubiquitous
technologies to support collaborative learning in a purevirtual learning environment. The tool set mainly
consists of Microsoft Teams and Sutori and could beaugmented with other third-party technologies such as
Google Drive and Dropbox. We present two casestudies—an app development course and an academic
writing course—to exemplify how to use this tool set foreffective collaborative online learning.

2.

Theoretical Framework

This work builds on theories of computer-supported
collaborative learning (CSCL). CSCL can be conductedin many forms, ranging from collaborations within small
group to massive collaborations for knowledge building
and creation [3], and from interpersonal collaboration tohuman-machine collaboration (e.g. robots and agents) [4].
Jeong and Hmelo-Silver proposed 7 core affordances oftechnology for collaborative learning, including (1)engage in a joint task, (2) communicate, (3) shareresources, (4) engage in productive collaborative
learning process, (5) engage in co-construction, (6)monitor and regulate collaborative learning, and (7) findand build groups and communities [5].
In our case studies, we adopted cloud-based
ubiquitous technologies to support learning in a purevirtual online learning environment. As has been shownin previous studies, cloud-based services can provide
cost-effective solutions to educational needs [6, 7]. In
what follows, we first present the learning design insection 3. In section 4, we present demonstrate how ourapproach support the seven affordances of collaborative
learning.

3.

Methodology

Our case studies focus on an app development course
and an academic writing course. Both courses are foruniversity freshmen and are offered through English
medium instruction. The basic information and design ofthe courses are summarized in Table 1.
Table 1 Basic Information and Design of Courses
Course I: Android AppDevelopment
Level
Class size
Learning
goalYear 1
41
Basic knowledge of app
development andsoftware project
management

Technology
usedSutori web app,Microsoft Teams,
Flipgrid, Google Drive,
GitHubAll learning materials
assembled on Sutori andattached to MS Teams
before class
Whole class activities
and one-to-one real-timetrouble shooting anddebugging using MS
Teams video meetings
Casual Q&A using MS
Teams chat feature
All code is pushed toGitHub
Group presentation

Pre-classactivities
In-class
activities

Post-classactivities
Homework
submission
Assessment

4.

Course II:
Introduction toAcademic Writing
Year 12
Technicalcommunication
skills including
academic writing
and presentation
Sutori web app,
Microsoft Teams,
Dropbox
All learningmaterials
assembled onSutori
Co-creating
learning materials
on Sutori/
Directly attachedto Sutori
Original papers
submitted to /presentation in realconferences

Results

The course design combines multiple technologies tosupport the seven affordances of computer supported
collaborative learning [5]. The mapping of both courses
to the seven affordances are presented in Table 2 and― 181 ―教育システム情報学会 JSiSE2020
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Table 3. Students created tangible learning artifacts using
the technologies.
Table 2 Seven-Affordance Mapping of Course I
Affordances
Technology Learning
Learning
Activity
Artifact
Establishing ajoint task
Communication

Sutori

Sharingresources

MS Teams

Engaginginproductiveprocess
Engaging
inco-construction

GitHubMonitoring andregulation
Finding andbuilding group
andcommunities

GitHub5.

MS Teams

SutoriFlipgrid
GitHubMS Teams,
GitHubTeacher
explain tasks
Real-time
debugging;
Q&A
anddiscussions
using chat
Sharing
screenshots
and files
Project
planning/

Co-creatingpresentation
slides;sharingself-intro
videos;creating newapps
ProjectmonitoringGroup
project,
publishingoriginal
code on
GitHub,peer
evaluation

Group
presentation
slides;self-intro
videos; newapps

Post threads
inMS
Teams
Shared res
ourcesScrum
backlogs

Scrum
boardPublicrepositories
on GitHub;
peerfeedback

Table 3 Seven-Affordance Mapping of Course IIAffordances
Technology Learning
Learning
Activity
Artifact
Establishing ajoint task
Communication

Sutori

Sharingresources

Sutori, Dropbox

Engaging
inproductive
processEngaging
inco-construction/

Monitoring andregulation

Sutori

Finding andbuilding group
andcommunities/

MS Teams

Teacher
explain tasks
Discussions
through video
meeting andchat

Discussion

Our approach of combining Sutori, MS Teams and a
few third-party technologies supports the sevenaffordances of CSCL and can be applied to courses ofdistinct learning goals. The benefit of combining theseubiquitous learning technologies not only lies in theenhanced learning efficiency and learning experience ina virtual learning environment, but also the enrichededucational outcomes. Students produced a variety oflearning artifacts, ranging from presentation slides topublic repositories to publications in real academicconferences. Moreover, being exposed to various
ubiquitous technologies enhanced students’ digital
literacy, which is a critical skill needed in Society 5.0.

6.

(2) Nokes-Malach, T.J., Richey, J.E. and Gadgil, S.: “When is
it better to learn together? Insights from research oncollaborative learning”, Educational Psychology Review,
27: p. 645-656 (2015).
(3) Halatchliyski, I., et al.: “Explaining authors’ contribution
to pivotal artifacts during mass collaboration in the
Wikipedia’s knowledge base”, International Journal ofComputer-Supported Collaborative Learning, 9: p. 97-115(2014).
(4) Leelawong, K. and Biswas, G.: “Designing learning byteaching agents: The Betty’s brain system”, International
Journal of Artificial Intelligence in Education, 18: p.
181-208 (2008).
(5) Jeong, H. and Hmelo-Silver, C.E.: “Seven affordances ofcomputer-supported collaborative learning: how to support
collaborative learning? How can technologies help?”
Educational Psychologist, 51(2): p. 247-265 (2016).
(6) Liang, Z. and Chapa-Martell, M.A.: “A top down
approach for teaching web development on cloud”, inIEEE International Conference on Teaching, Assessment
and Learning for Engineering. Wollongong, Australia(2018).
(7) Liang, Z., et al.: “Empowering globalization ofengineering education with open-source e-learning
platform and cloud computing technology”, in Annual
Conference of Japan Society for Engineering Education
International Session. Tokyo, Japan. p. 19-24 (2017).

Sutori,DropboxConclusion and Future WorkWe demonstrated how the use of multiple ubiquitous
technologies can support collaborative learning in a
virtual online environment in courses of different nature.
Our future work includes collecting feedback fromstudents and a formal evaluation of the approach.
References(1) Springer, L. and Stanne, M.E.: “Effects of small-grouplearning on u ndergraduates in science, mathematics, engineering, and technology: a meta-analysis”, Review ofEducational Research, 69(1): p. 21-51 (1999).

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Sharingreferencepapers andpaper writing
documents/
Co-creating
learning
materials;
co-writing
papers;co-creatingpresentation
slidesMake sure tosubmit paper
by deadline
Make submis
sions to andpresent in
real
conferences/
Post
threads inMS
Teams;
video
recordingof class
Sharedresources/
Learning
materials,
papers,presentation slides,/Publishedpapers;newconnectionin
conference