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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Associative Learning01:27

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Observational Learning01:12

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning because...
Quantifying Work02:30

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As a system undergoes a change, its internal energy can change, and energy can be transferred from the system to the surroundings, or from the surroundings to the system.
Introduction to Learning01:18

Introduction to Learning

Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...

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Updated: Jul 3, 2026

A Methodology for Capturing Joint Visual Attention Using Mobile Eye-Trackers
12:39

A Methodology for Capturing Joint Visual Attention Using Mobile Eye-Trackers

Published on: January 18, 2020

Online collaborative learning: quantifying how people learn together online.

Alan James Salmoni1, Maria L Gonzalez

  • 1,Department of Dermatology, Room 3F24, Glamorgan House, Cardiff University Wales School of Medicine, , Cardiff, UK. salmonia@cardiff.ac.uk

Medical Teacher
|July 9, 2008
PubMed
Summary
This summary is machine-generated.

This study extends online collaborative learning analysis by recording interactions. Tutors and students exhibit distinct online behaviors, offering insights for improving educational strategies.

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Published on: December 9, 2022

Area of Science:

  • Educational Technology
  • Online Learning Analytics
  • Collaborative Learning Research

Background:

  • Content analysis methods by Curtis and Lawson quantified online collaborative learning behaviors.
  • This study extends prior methods by incorporating recorded responses to interactions for analysis.
  • The extended methodology allows for flexible population partitioning to address diverse research questions.

Purpose of the Study:

  • To explore the utility of an extended interaction analysis method in real online collaborative learning environments.
  • To demonstrate the application of the enhanced method using a postgraduate online medical course example.

Main Methods:

  • Applied an extended content analysis method to categorize and analyze online interactions.
  • Utilized data from a postgraduate online medical course for general practitioners as an illustrative example.
  • Examined the dynamics of online interaction and course analysis for potential improvements.

Main Results:

  • Identified significant differences in online behavior between tutors and students.
  • Observed variations in online behavior contingent upon the specific task type.
  • Demonstrated the richness of online interaction dynamics through the case study.

Conclusions:

  • The extended method is proposed as a valuable tool for measuring the effectiveness of online collaborative exercises.
  • The methodology is applicable to any research investigating online group behavior.
  • Findings suggest that understanding differential online behaviors can inform course design and facilitation.