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Collaborative Filtering for Teaching in a
Learning 3.0 Environment *JUHAIDA ABDUL AZIZ, *ROSSENI DIN, PARILAH M.SHAH, RASHIDAH RAHAMAT,
SITI ZURAIDA MANAF & MOHAMED AMIN EMBI
Faculty of Education
Universiti Kebangsaan Malaysia
43600 Bangi, Selangor
MALAYSIA
(*[email protected], *[email protected])
Abstract: - Collaborative Filtering for teaching in a learning 3.0 environment is an approach in which teachers
or learners who share the same interest could start collaboration easily as they have the same background.
Through collaborative filtering, the system highly recommends other teachers or learners who have performed
the same tasks in a large number of times to become good collaborator. For instance, this collaborative
filtering is a significant tool when a learner searches for peer help to solve a problem. The system identifies the
process by matching the learner’s actions and the other learners. Thus, opens up more opportunities for
educators to practise diverse teaching styles that integrate wide dimension of technologies elements to suit the
learners’ needs. In this paper, results from a preliminary study provide useful information to portray the early
perception and readiness of the teachers towards Collaborative Filtering (CF) for teaching in a 3.0 learning
environment. Finally, it enables teachers to better understand new technology and use it collaboratively to
integrate technology into Malaysian education for learners’ benefit as well.
Key-Words: - Collaborative filtering, Web technologies in education, semantic Web in education, teachers’
perceptions and readiness, teaching and learning in 3.0 environment
1 Introduction With the massive growth in the use of websites on
social activities, it is a novel task to consider
integrating the activities for the benefit of teaching
and learning. Web services, namely wikis, blogs,
discussion boards and social networking websites
illustrate the current trend of diverse teaching style
that uses the integration of collaborative
exploration and information of academic
environments. The recent research on collaborative
filtering in teaching and learning has gained its
steady momentum especially in web education.
Lane and Yamashiro [1] in their findings on the
survey done on assessing learning and scholarly
technologies among selected universities in the
United States, stated that despite high interest of
students use of technologies for their personal lives,
namely for communication and entertainment, they
showed intention to learn to use the technologies
for the sake of learning for instance, discussion
boards, electronic homework submission, or even
database searching tools initially in their courses.
Faculty focus groups were considered to have a
considerable desire to participate in collegial
discussions on teaching technology and share
information collaboratively with their colleagues.
The possible educational benefits of social websites
related to the teaching and learning in Web 3.0
underlying the Web 2.0 technologies have triggered
the attention of the educators [2]. To date, Web
3.0 education triggers the new digital access to
learning environment in which learner takes control
and manages his/her own learning [3].
2 What is Web 3.0 Teaching and
Learning? The current trends and the future of learning with
the Web education is moving towards a better,
smarter, faster, richer and even more complex
learning environment [4]. Learning virtually using
the Internet and the websites is an active process in
which Web 3.0 or known as Semantic Web serves
as the personal assistance for teachers to determine
whatever is desired and will delivered according to
the preferred channel [5]. Web 3.0 technologies
offer higher information of acquisition as they are
equipped with smart intelligent agents that
searchers the right content and subject matter to suit
the users’ needs. In addition, 3.0 environment does
correlate with successful, effective for teaching and
learning.
2.1 What Is Collaborative Filtering (CF)?
Recent Researches in E-Activities
ISBN: 978-1-61804-048-0 83
Collaborative Filtering (CF) is a novel approach
that relies on the prediction of the similarity of the
items used according to the users’ preferences [6].
People with similar taste tend to have similar
preferences. Hence, it can be a good indicator for
the item to be rated personally. Meanwhile, CF can
contribute to positive improvement in choosing the
right information as it takes into consideration of
what being preferred by others to predict
preferences. In Malaysia alone for example, a
moderator of a virtual discussion group like in The
University Kebangsaan Malaysia; Faculty of
Education Graduate Association deployed the
intelligent filter in sharing the information the
users desired. CF is coined as registered users
review books at the Amazon.com. Basically, the
mechanism embedded within the CF is a system in
which such preferences of a large group of people
are registered according to a similarity metric; a
subgroup of people is selected whose preferences
are similar to the preferences of the person who
seeks advice; an average of the preferences for that
subgroup is considerably weighted and
recommendation from the output results is taken
into account as the options to fulfil the preferences
of the users. This concept can be applied in social
filtering and the adaptive filtering as well [6][7].
2.2 The E-learning Recommender Systems
(ERS) To suit the users’ preferences and interests, the E-
learning Recommender System (ERS) provides
users with personalized suggestions by matching to
users’ profiles or groups. The systems require
“intelligent” interface to determine the interest of
the user and use the input to make suggestions
accordingly [6]. Others consider the system as
trying to propose to learners based on their previous
actions. Those recommendations of options could
be on any on-line activities or simply Web
resources [8].
2.3 Adaptive Hypermedia Systems (AHS)
The presentation and navigation assistance of the
systems are personalized according to users’ needs.
Bhosale [9] stated that a user model is coined to the
user requirements and a content model is utilized to
represent the content. User can select the most
appropriate content to be presented using a set of
algorithms while interacting to the Adaptive
Hypermedia System (AHS). To support,
Brusilovsky [10] claimed that the AHS is an
alternative to the traditional of “one-size-fits-all”
and the preferences and needs of the users are
taken into account throughout the process
administered.
2.4 Recommendations for Teaching and
Learning in Malaysian Context In relation to the related literatures on the aspects of
the Web, the CF, the ERS and the AHS, some big
questions arise: Are these aspects fit into the
Malaysian educational context? Are the teachers
ready to implement these aspects in their teaching
approach? Wheeler [11] argued that some aspects
such as the users’ choice to accept or deny the use
of Web 3.0; the teachers’ willingness to accept the
technologies; the students’ readiness to be
autonomous learners and mind setting towards 3.0
learning environment as well as the success and
failure of Web 2.0, do need to be taken into
consideration. Again, Wheeler [12] pointed at the
pedagogical level saying that, Web Enhanced
Learning (WEL) and other technologies are the
indicators that have potential in enhancing
approaches to transform the quality of learning.
WEL enables students to participate directly, in
control and be responsible towards their own
learning processes. They are now more engaged
deeply and actively with their learning using WEL
tools collaboratively.
Malaysian educational system is exam-
oriented. Teachers put much emphasis for their
students to achieve highly in the national
examinations that they often use the chalk and talk
approach [13][14]. Textbooks and printed
materials would be the main instructional media
use since these are the materials which they
consider sufficient to enable the students to perform
with well. Malaysians need a fresh and new
philosophy in their approach to exams.
Nevertheless, the Malaysian Ministry of Education
is shifting to new paradigm to ensure the school-
based assessment is materialized in line with other
countries like the United States, Britain, Germany,
Japan and Finland [14].
Hence as a first step towards implementing
CF for teaching in a 3.0 learning environment, it is
better to have information about teachers’
perception on the matter. Teachers’ perception may
portray the early readiness towards CF for teaching in 3.0 learning environment. Thus, the purpose of
this preliminary study is to investigate the validity
and reliability of the items which aim to measure
the teachers’ readiness towards Web 3.0. The
objectives of the study are: (i) to identify
respondents’ perception and readiness to integrate
CF in the learning process, (ii) to identify reliability
of the CF instrument, (iii) to identify the person
Recent Researches in E-Activities
ISBN: 978-1-61804-048-0 84
mapping and (iv) item mapping of CF instrument.
In order to fulfil those objectives mentioned,
Rasch Measurement Model was employed with the
application of WINSTEPS to test the reliability of
the instrument and subsequently examined its
validity.
3 Research Methodology The preliminary study is based on the conceptual
framework illustrated (Fig 1). There are four
aspects investigated in the study.
3.1 Conceptual Framework The four aspects in the conceptual framework
investigated in the study (Fig.1) are:
(ii) Teacher context-awareness;
cognition; (iv) Teacher social skills. The
integrations of four learning theories and methods
are defined in every section respectively namely:
Minimalist Learning Theory (to study Web 3.0
technology), Collaborative Learning (to discover
teacher social skills), Situated Learning
investigate the teacher context-awareness) and
Multimodal Learning Theory (to study teacher
cognition). The final goal of the study
the intersections is generated as “
Filtering” (supported by Recommender system and
Hypermedia system) illustrated at the bottom of
Figure 1.
3.2 Pilot Survey The preliminary study is a survey conducted on 30
teachers from a local secondary
Cyberjaya, Malaysia. The respondents were
conveniently chosen and they
completed a set of questionnaire. The sample size is
ample and adequate in Rasch measurement model
in providing 95% confidence level on the analysis
and prediction of the data for the study
administered [19-22]. The survey consisted of a 5
point Likert scale of 25 items and 5 short answers
questions. The questionnaire consisted of two
sections. Section A is for demographic profile of
respondents and Section B is for the co
surveyed. Section B was designed based on three
constructs which are: (i) Context
perceptions and readiness of the respondents
towards the use of Web 2.0 technologies, (ii)
Multimodal learning skills; and (iii) Learning styl
Those constructs carried 8 items respectively
except for construct (iii) which carried 9 items
followed by 5 items in short answers questions.
of CF instrument.
In order to fulfil those objectives mentioned,
odel was employed with the
application of WINSTEPS to test the reliability of
and subsequently examined its’
The preliminary study is based on the conceptual
). There are four
conceptual framework
investigated in the study (Fig.1) are: (i) Web 3.0;
awareness; (iii) Teacher
Teacher social skills. The
integrations of four learning theories and methods
are defined in every section respectively namely:
heory (to study Web 3.0
earning (to discover
earning Theory (to
awareness) and
heory (to study teacher
cognition). The final goal of the study from all of
as “Collaborative
ecommender system and
illustrated at the bottom of
conducted on 30
teachers from a local secondary school in
Cyberjaya, Malaysia. The respondents were
conveniently chosen and they anonymously
completed a set of questionnaire. The sample size is
ample and adequate in Rasch measurement model
in providing 95% confidence level on the analysis
data for the study
The survey consisted of a 5-
point Likert scale of 25 items and 5 short answers
questions. The questionnaire consisted of two
sections. Section A is for demographic profile of
respondents and Section B is for the constructs
surveyed. Section B was designed based on three
which are: (i) Context-awareness;
perceptions and readiness of the respondents
towards the use of Web 2.0 technologies, (ii)
and (iii) Learning style.
Those constructs carried 8 items respectively
carried 9 items
followed by 5 items in short answers questions.
These constructs were analyzed using WINSTEPS
for Rasch Measurement Model.
Fig. 1: Conceptual framework
4 Results & DiscussionsThe survey was done using
consisting of 25 questions
responses and 5 short answers
A, responses were yielded from the demographics
profiling of respondents’
3.0 technologies. The demographics showed a
relatively equal distribu
selected sample of 26 female respondents which
was equivalent to 80 percent of the total
involved in the survey
consisted of male respondents.
respondents did not have significant impact on the
findings gathered. Most
aged from 21 to 40 years old (
remaining respondents were aged above
old. For the Internet usage
technologies, thirteen of the respondents
used the Internet daily. Nine
(30%) use it weekly while the rest
respondents (10%) used it once in a while and
of them (16.7%) used it only when necessary.
Section B, investigated
readiness of the teachers o
approach. From the finding
mutually agreed that active
activities motivated them in collaborative teaching
and learning environment.
inquired on their usage and
social networking sites, such as
wikis, blog, podcast and others.
respondents agreed to have
and considered themselves
perception and readiness of
the Internet devices. Half of the respondents
Web 3.0 technology: minimalist learning
theory
Teacher social skills : collaborative
learning
Teacher contextawareness:
learning theory
Teacher cognition: multimodal
learning theory
COLLABORATIVE FILTERING: Recommender System &
Hypermedia system
These constructs were analyzed using WINSTEPS
Rasch Measurement Model.
: Conceptual framework
& Discussions The survey was done using a set of questionnaire
consisting of 25 questions of 5-point Likert scaled
short answers questions. In section
yielded from the demographics
experience in using Web
The demographics showed a non-
relatively equal distribution of conveniently
f 26 female respondents which
percent of the total 30 teachers
involved in the survey; while the remainder
consisted of male respondents. The gender of the
not have significant impact on the
Most of the respondents were
years old (66.7%), while the
remaining respondents were aged above 40 years
nternet usage of the Web 2.0
of the respondents (43.3%)
nternet daily. Nine of the respondents
while the rest, i.e. three of the
respondents (10%) used it once in a while and five
of them (16.7%) used it only when necessary.
on the perceptions and
readiness of the teachers on the collaborative
approach. From the findings, the respondents
mutually agreed that active participation in group
them in collaborative teaching
and learning environment. Respondents were also
usage and participation in the
such as discussion boards,
ikis, blog, podcast and others. Most of the
have been involved actively
themselves to have positive
of the learning style with
Half of the respondents were
Web 3.0 technology: minimalist learning
theory
Teacher social skills collaborative
learning
Teacher context-awareness: situated
learning theory
Teacher cognition: multimodal
learning theory
COLLABORATIVE FILTERING: Recommender System &
Hypermedia system
Recent Researches in E-Activities
ISBN: 978-1-61804-048-0 85
considered skilful in manoeuvring
technologies in their teaching experience.
their future perception of learning with
devices, the majority of the respondents
agreed (40%) and agreed (60%) to be
interested to learn the devices in the future.
implied that the collaborative approach with the
Web technologies do have positive impact in their
teaching and learning and capable to improve their
assessment and sense of competiveness
education as well.
A bar chart illustrates the percentage of the
respondents in their use of the
approach in their teaching (Fig.2).
that there were nineteen respondents
agreed practicing the collaborative approach in
their teaching. This is the highest degree of
agreement in utilizing the method intended for the
study. Four respondents (20%) strongly
follow the same course. In contrast, there were
respondents (13%) who disagreed
collaborative approach in their teaching and only
one respondent strongly disagreed employing this
approach. This was the lowest degree of
disagreement towards practicing the collaborative
approach in the teaching education.
Fig.2: Respondents’ Use of CF in Teaching
As shown in Table 1, the findings revealed
item reliability index was 0.75 with a separation
index of 1.72. After discussion with expert
decided to be acceptable since this is a pilot part of
the work. In relation, reliability of item
interpreted on a 0 to 1 scale the same way as
Cronbach’s alpha is interpreted [17][
reliability index indicated the replicability of item
placements used in the study conducted if ever
these same items were to be given
respondents from purposive samplings
the same way. Thus, if the reliability of item shows
high index measurement, it can be inferred that the
items used in the study have generated a line of
13%
64%
20%
3%
manoeuvring the Web
technologies in their teaching experience. As for
their future perception of learning with ubiquities
devices, the majority of the respondents strongly
%) to be involved and
devices in the future. They
implied that the collaborative approach with the
eb technologies do have positive impact in their
capable to improve their
assessment and sense of competiveness in
the percentage of the
collaborative
It was found
that there were nineteen respondents (64%) who
the collaborative approach in
This is the highest degree of
agreement in utilizing the method intended for the
strongly agreed to
there were six
practicing the
collaborative approach in their teaching and only
employing this
was the lowest degree of
the collaborative
in Teaching
As shown in Table 1, the findings revealed that the
with a separation
experts, it was
since this is a pilot part of
eliability of item can be
interpreted on a 0 to 1 scale the same way as
[18]. The item
the replicability of item
placements used in the study conducted if ever
these same items were to be given to other
purposive samplings that behave
the same way. Thus, if the reliability of item shows
high index measurement, it can be inferred that the
items used in the study have generated a line of
inquiry in which some of the items are cons
more difficult and some of them are relatively
easier. Hence, consistency of the inference is much
to be expected in the findings from the study
conducted [17].
Table 1: Summary Statistics and Item Reliability
Figure 3 shows output analysis from WINSTEPS
that illustrates the four levels of the agreement and
disagreement of the respondents in the study. The
presentation of the data shows both figures of the
distribution of respondents along the logit scale on
the right side and the sample of items on the left
side. The relative distribution of the
Fig. 3: Wright Person
-----------------------------------------------
ITEM - MAP - PERSON
<rare>|<more>
1 +
|
T|
X |T
X | r23 2 2 1 1 1 1
1 1
XX |S r10 2 2 1 1 1 2
1 1
XX S| r20 2 3 1 3 1 2
1 3 r28 2 3 1 3 1 4
XX | r11 2 2 1 1 1 2
1 1 r14 1 4 1 4 1 1
r5 2 5 1 4 1 1
1 1
X |M r12 1 3 1 3 1 1
1 1 r2 2 4 1 5 1 1
r21 2 3 1 3 1 2
1 2 r24 2 5 1 5 1 3
r6 2 2 1 1 1 1
X | r4 2 3 1 3 1 4
0 X M+ r1 2 2 1 1 1 4
1 2 r16 2 2 1 1 1 4
r27 2 2 1 1 1 2
1 2 r3 1 4 1 5 1 1
XXX |S
XXXXX | r17 2 4 1 5 1 4
XX |
XX S|T r8 2 2 1 1 1 2
| r7 2 3 1 2 1 1
|
XX | r18 2 4 1 5 1 3
T|
|
-1 +
3%
inquiry in which some of the items are considered
more difficult and some of them are relatively
easier. Hence, consistency of the inference is much
to be expected in the findings from the study
Table 1: Summary Statistics and Item Reliability
Figure 3 shows output analysis from WINSTEPS
that illustrates the four levels of the agreement and
disagreement of the respondents in the study. The
ation of the data shows both figures of the
distribution of respondents along the logit scale on
the right side and the sample of items on the left
side. The relative distribution of the respondents
Fig. 3: Wright Person-Item
-----------------------------------------------
2 2 1 1 1 1 r30 1 2 1 1
2 2 1 1 1 2 r26 1 5 1 5
2 3 1 3 1 2 r25 2 5 1 5
2 2 1 1 1 2 r13 1 3 1 3
2 5 1 4 1 1 r9 2 2 1 1
1 3 1 3 1 1 r19 2 3 1 3
2 3 1 3 1 2 r22 2 2 1 1
2 2 1 1 1 1
2 3 1 3 1 4
2 2 1 1 1 4 r15 2 4 1 5
2 2 1 1 1 2 r29 2 3 1 3
2 4 1 5 1 4
2 2 1 1 1 2
2 3 1 2 1 1
2 4 1 5 1 3
6 Respondents disagreed to
practice the collaborative
approach in teaching.
19 Respondents agreed and practiced the
collaborative approach in teaching.
4 Respondents strongly agreed
and practiced the collaborative
approach in teaching.
1 Respondents strongly disagreed to
practice the collaborative approach in
teaching.
Recent Researches in E-Activities
ISBN: 978-1-61804-048-0 86
<frequ>|<less>
who practiced collaborative teaching hanged
considerably and can be detected between the logit
scale of 0 and 1. In other words, nineteen of the
respondents/ teachers (64%) agreed to practice
collaborative approach in their teaching. Four
respondents were detected along logit scale 1 in
which they strongly agreed to practice the
collaborative approach in their teaching. Contrary
to that, seven respondents were detected to hang
along logit scale of 0 and -1 in which 6 of them
disagreed and one strongly disagreed to practice the
collaborative approach in their teaching
respectively. Hence, it can be concluded that 23
out of 30 teachers in the pilot study conducted had
given mutual agreement on the collaborative
approach in their teaching and learning
environment that contributed to their positive
perceptions and readiness on the usage of Web 3.0
technologies of the ubiquitous devices in future.
Figure 4 illustrates the 25 items of the
instrument used for collaborative approach in the
study. Those respondents that practiced the highest
degree of collaborative approach in their teaching
were shown on the top left side of the item map that
can be captured along the logit scale of 0 and 1.
Fig.4: Item Map
Item Map
INPUT: 30 PERSON 25 ITEM MEASURED: 30
PERSON 25 ITEM 116 CATS WINSTEPS 3.69.1.11
------------------------------------------
PERSON - MAP - ITEM
<more>|<rare>
1 +
|
|T
T| P2
XX | LS1
XX S| IS6 IS8
XXX |S IS4 P4
XXXXX | IS1 IS11
XXXXXXX M| P5
X | IS7
0 XXXXXX +M P7
S| IS12 LS2 LS4
X | IS10 LS3 LS5 P1
P8
| IS3 IS5
X T|S IS9 P3
X |
|
X | IS2 P6
|T
|
-1 +
<less>|<frequ>
Meanwhile, the top right side of the item map
represented the difficult items used in the
questionnaire that measured the construct of
collaborative approach in teaching that strongly
agreed by the respondents. On the contrary, the
easy items to measure the disagreement of using
collaborative approach in teaching was revealed at
the bottom right side of the item map. The lowest
degree of collaborative approach used was shown
at the side mentioned hanged along the logit scale
of 0 and -1. The 2 M detected on the logit scale
indicated the mean index of the respondents (on the
left side) and the items (on the right side)
respectively which hanged along between logit
scale of 0 and 1.
6 Conclusion The primary objective for this study was to increase
the awareness of various Internet-based resources
for educators/ teachers. From the findings, it was
possible to say that teachers perceived an increase
in the awareness of such resources and showed
positive perceptions of the pedagogical benefits of
Web 3.0 technologies in teaching and learning. Yet,
it was difficult to assert that this activity was more
beneficial than others in accomplishing this goal.
Nevertheless, teachers, educators or any
laymen who have interest in technology, need to be
involved in the buzz of digital and education. It is
high time to have rich conversation, conduct active
teaching and learning research, but the
collaborative intelligent filtering need to play as the
significant role to ensure technology 3.0 won’t do
any harm to the users. Through this, it is hoped that
the Malaysian National Philosophy could be
materialised. Thus, as teachers or educators
progress, they need to discuss and scrutinise their
own practices, and make explicit their pedagogies
that can meet the current demands. Apart from that,
with the reliability index of 0.75 found for the items
measured, though it is adequate, it is strongly
suggested for this questionnaire to be improvised in
order to be used for more data of larger number of
respondents for future study.
References:
Difficult items = Item measures
collaborative approach in
teaching that strongly agreed
by the respondents.
Respondents
/ teachers
who
practiced
collaborative
teaching.
Respondents
/ teachers
who used the
least
collaborative
approach in
teaching.
Easy items= Item measures
collaborative approach in
teaching that strongly
disagreed by the respondents.
Recent Researches in E-Activities
ISBN: 978-1-61804-048-0 87
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