WorldWideScience

Sample records for include collaborative learning

  1. Collaborative Learning through Teletutorials.

    Science.gov (United States)

    Idrus, Rozhan

    1993-01-01

    Describes the use of audiographic teleconferencing for distance education courses for adult higher education at the Universiti Sains Malaysia. Telecommunications is discussed, and a collaborative learning strategy is explained that emphasizes the student-teacher relationship. (Contains 18 references.) (LRW)

  2. Collaborative Learning in Practice

    International Development Research Centre (IDRC) Digital Library (Canada)

    This book is about collaborative learning for participatory rural development with a focus on community-based natural resource management approaches. Although informed and inspired by capacity development and learning theory, the emphasis of the three in-depth, Asian case studies highlighted here is on rural ...

  3. Collaborations in Open Learning Environments

    NARCIS (Netherlands)

    Spoelstra, Howard

    2015-01-01

    This thesis researches automated services for professionals aiming at starting collaborative learning projects in open learning environments, such as MOOCs. It investigates the theoretical backgrounds of team formation for collaborative learning. Based on the outcomes, a model is developed

  4. PBL and beyond: trends in collaborative learning.

    Science.gov (United States)

    Pluta, William J; Richards, Boyd F; Mutnick, Andrew

    2013-01-01

    Building upon the disruption to lecture-based methods triggered by the introduction of problem-based learning, approaches to promote collaborative learning are becoming increasingly diverse, widespread and generally well accepted within medical education. Examples of relatively new, structured collaborative learning methods include team-based learning and just-in-time teaching. Examples of less structured approaches include think-pair share, case discussions, and the flipped classroom. It is now common practice in medical education to employ a range of instructional approaches to support collaborative learning. We believe that the adoption of such approaches is entering a new and challenging era. We define collaborate learning by drawing on the broader literature, including Chi's ICAP framework that emphasizes the importance of sustained, interactive explanation and elaboration by learners. We distinguish collaborate learning from constructive, active, and passive learning and provide preliminary evidence documenting the growth of methods that support collaborative learning. We argue that the rate of adoption of collaborative learning methods will accelerate due to a growing emphasis on the development of team competencies and the increasing availability of digital media. At the same time, the adoption collaborative learning strategies face persistent challenges, stemming from an overdependence on comparative-effectiveness research and a lack of useful guidelines about how best to adapt collaborative learning methods to given learning contexts. The medical education community has struggled to consistently demonstrate superior outcomes when using collaborative learning methods and strategies. Despite this, support for their use will continue to expand. To select approaches with the greatest utility, instructors must carefully align conditions of the learning context with the learning approaches under consideration. Further, it is critical that modifications are made

  5. Collaborations in Open Learning Environments

    OpenAIRE

    Spoelstra, Howard

    2015-01-01

    This thesis researches automated services for professionals aiming at starting collaborative learning projects in open learning environments, such as MOOCs. It investigates the theoretical backgrounds of team formation for collaborative learning. Based on the outcomes, a model is developed describing the process of 1) project proposal assessment for fit to learing materials, and 2) project team formation based on prior knowledge and personality. Algorithms for the formation of learning, creat...

  6. Understanding Nomadic Collaborative Learning Groups

    Science.gov (United States)

    Ryberg, Thomas; Davidsen, Jacob; Hodgson, Vivien

    2018-01-01

    The paper builds on the work of Rossitto "et al." on collaborative nomadic work to develop three categories of practice of nomadic collaborative learning groups. Our study is based on interviews, workshops and observations of two undergraduate student's group practices engaged in self-organised, long-term collaborations within the frame…

  7. Accounting Experiences in Collaborative Learning

    Science.gov (United States)

    Edmond, Tracie; Tiggeman, Theresa

    2009-01-01

    This paper discusses incorporating collaborative learning into accounting classes as a response to the Accounting Education Change Commission's call to install a more active student learner in the classroom. Collaborative learning requires the students to interact with each other and with the material within the classroom setting. It is a…

  8. Judgments of Learning in Collaborative Learning Environments

    NARCIS (Netherlands)

    Helsdingen, Anne

    2010-01-01

    Helsdingen, A. S. (2010, March). Judgments of Learning in Collaborative Learning Environments. Poster presented at the 1st International Air Transport and Operations Symposium (ATOS 2010), Delft, The Netherlands: Delft University of Technology.

  9. Understanding nomadic collaborative learning groups

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Davidsen, Jacob; Hodgson, Vivien

    2018-01-01

    -term collaborations within the frame of Problem and Project Based Learning. By analysing the patterns of nomadic collaborative learning we identify and discuss how the two groups of students incorporate mobile and digital technologies as well as physical and/or non-digital technologies into their group work......The paper builds on the work of Rossitto et al. on collaborative nomadic work to develop three categories of practice of nomadic collaborative learning groups. Our study is based on interviews, workshops and observations of two undergraduate student's group practices engaged in self-organised, long....... Specifically, we identify the following categories of nomadic collaborative learning practices: “orchestration of work phases, spaces and activities,” “the orchestration of multiple technologies” and “orchestration of togetherness.” We found that for both groups of students there was a fluidity, situatedness...

  10. Wikis and Collaborative Learning in Higher Education

    Science.gov (United States)

    Zheng, Binbin; Niiya, Melissa; Warschauer, Mark

    2015-01-01

    While collaborative learning and collaborative writing can be of great value to student learning, the implementation of a technology-supported collaborative learning environment is a challenge. With their built-in features for supporting collaborative writing and social communication, wikis are a promising platform for collaborative learning;…

  11. Performative Tools and Collaborative Learning

    DEFF Research Database (Denmark)

    Minder, Bettina; Lassen, Astrid Heidemann

    The use of performative tools can support collaborative learning across knowledge domains (i.e. science and practice), because they create new spaces for dialog. However, so far innovation literature provides little answers to the important discussion of how to describe the effects and requirements...... of performative tools used in transdisciplinary events for collaborative learning. The results of this single case study add to extant knowledge- and learning literature by providing the reader with a rich description of characteristics and learning functions of performative tools in transdisciplinary events...... and a description of how they interrelate with the specific setting of such an event. Furthermore, they complement previous findings by relating performative tools to collaborative learning for knowledge intensive ideas....

  12. Collaborative Learning in a History Seminar.

    Science.gov (United States)

    Steffens, Henry

    1989-01-01

    Reviews the use of the collaborative learning process in a seventeenth-century intellectual history seminar. Utilizing reader response, peer critiques, small writing groups, and peer tutoring, students became active participants in the learning process and assumed more responsibility for the course material. Includes a complete syllabus and…

  13. Learning Music from Collaboration

    Science.gov (United States)

    Sawyer, R. Keith

    2008-01-01

    I draw on two traditions of research: the social psychology of collaborative groups, and the ethnographic study of improvisational performance. I outline a general model of group creativity derived from these traditions. I show how the model can be used to better understand musical competence and performance, and I provide recommendations for how…

  14. National Wind Distance Learning Collaborative

    Energy Technology Data Exchange (ETDEWEB)

    Dr. James B. Beddow

    2013-03-29

    Executive Summary The energy development assumptions identified in the Department of Energy's position paper, 20% Wind Energy by 2030, projected an exploding demand for wind energy-related workforce development. These primary assumptions drove a secondary set of assumptions that early stage wind industry workforce development and training paradigms would need to undergo significant change if the workforce needs were to be met. The current training practice and culture within the wind industry is driven by a relatively small number of experts with deep field experience and knowledge. The current training methodology is dominated by face-to-face, classroom based, instructor present training. Given these assumptions and learning paradigms, the purpose of the National Wind Distance Learning Collaborative was to determine the feasibility of developing online learning strategies and products focused on training wind technicians. The initial project scope centered on (1) identifying resources that would be needed for development of subject matter and course design/delivery strategies for industry-based (non-academic) training, and (2) development of an appropriate Learning Management System (LMS). As the project unfolded, the initial scope was expanded to include development of learning products and the addition of an academic-based training partner. The core partners included two training entities, industry-based Airstreams Renewables and academic-based Lake Area Technical Institute. A third partner, Vision Video Interactive, Inc. provided technology-based learning platforms (hardware and software). The revised scope yielded an expanded set of results beyond the initial expectation. Eight learning modules were developed for the industry-based Electrical Safety course. These modules were subsequently redesigned and repurposed for test application in an academic setting. Software and hardware developments during the project's timeframe enabled redesign providing

  15. Assessment of (Computer-Supported) Collaborative Learning

    Science.gov (United States)

    Strijbos, J. -W.

    2011-01-01

    Within the (Computer-Supported) Collaborative Learning (CS)CL research community, there has been an extensive dialogue on theories and perspectives on learning from collaboration, approaches to scaffold (script) the collaborative process, and most recently research methodology. In contrast, the issue of assessment of collaborative learning has…

  16. Collaborative exams: Cheating? Or learning?

    Science.gov (United States)

    Jang, Hyewon; Lasry, Nathaniel; Miller, Kelly; Mazur, Eric

    2017-03-01

    Virtually all human activity involves collaboration, and yet, collaboration during an examination is typically considered cheating. Collaborative assessments have not been widely adopted because of the perceived lack of individual accountability and the notion that collaboration during assessments simply causes propagation of correct answers. Hence, collaboration could help weaker students without providing much benefit to stronger students. In this paper, we examine student performance in open-ended, two-stage collaborative assessments comprised of an individually accountable round followed by an automatically scored, collaborative round. We show that collaboration entails more than just propagation of correct answers. We find greater rates of correct answers after collaboration for all students, including the strongest members of a team. We also find that half of teams that begin without a correct answer to propagate still obtain the correct answer in the collaborative round. Our findings, combined with the convenience of automatic feedback and grading of open-ended questions, provide a strong argument for adopting collaborative assessments as an integral part of education.

  17. Globally Collaborative Experiential Learning

    Directory of Open Access Journals (Sweden)

    Takeshi UTSUMI

    2005-07-01

    Full Text Available ABSTRACT The Global University System (GUS [Utsumi, et al, 2003] is a worldwide initiative to create advanced telecommunications infrastructure for access to educational resources across national and cultural boundaries for global peace. GUS aims to create a worldwide consortium of universities to provide the underdeveloped world with access to 21st Century education via broadband Internet technologies. The aim is to achieve “education and healthcare for all,” anywhere, anytime and at any pace. The GUS works in the major regions of the globe with partnerships of higher education and healthcare institutions. Learners in these regions will be able to take their courses from member institutions around the world to receive a GUS degree. These learners and their professors from partner institutions will also form a global forum for exchange of ideas and information and for conducting collaborative research and development with emerging global GRID computer network technology. Globally Collaborative Environmental Peace Gaming (GCEPG project [Utsumi, 2003] with a globally distributed computer simulation system, focusing on the issue of environment and sustainable development in developing countries, is to train would-be decision-makers in crisis management, conflict resolution, and negotiation techniques basing on “facts and figures.” The GUS will supply game players from around the world.

  18. Collaborative Lea(r)ning

    DEFF Research Database (Denmark)

    Nielsen, Jacob S.

    , the strategies of companies, and the work of managers. Alliances are both a cause and an effect of intensive competition. Collaboration can help firms to lower costs and risks, to expand markets, to develop new products and to learn or create new knowledge. One of the challenges is building capability......The inter-organisational collaboration perspective is not new. Phoenician merchants have used this perspective while setting up joint ventures to limit their risks in overseas trading. What is new are the ways in which efficiency alliances are interacting and changing the terms of competition...... that is flexible and dynamic, easy to understand and manage, valued by people, and supportive of a broad based learning culture. Another challenge, when we talk collaboration, is to forget the traditional understanding that the boundaries of companies are well defined, and instead view the boundaries of companies...

  19. Collaborative Inquiry-based Learning

    NARCIS (Netherlands)

    Suarez, Angel

    2017-01-01

    This thesis presents the results of the conducted research and development of applications to support collaborative inquiry-based learning, with a special focus on leveraging learners’ agency. The reported results are structured into three parts: the theoretical foundations, the design and

  20. Collaborative Supervised Learning for Sensor Networks

    Science.gov (United States)

    Wagstaff, Kiri L.; Rebbapragada, Umaa; Lane, Terran

    2011-01-01

    Collaboration methods for distributed machine-learning algorithms involve the specification of communication protocols for the learners, which can query other learners and/or broadcast their findings preemptively. Each learner incorporates information from its neighbors into its own training set, and they are thereby able to bootstrap each other to higher performance. Each learner resides at a different node in the sensor network and makes observations (collects data) independently of the other learners. After being seeded with an initial labeled training set, each learner proceeds to learn in an iterative fashion. New data is collected and classified. The learner can then either broadcast its most confident classifications for use by other learners, or can query neighbors for their classifications of its least confident items. As such, collaborative learning combines elements of both passive (broadcast) and active (query) learning. It also uses ideas from ensemble learning to combine the multiple responses to a given query into a single useful label. This approach has been evaluated against current non-collaborative alternatives, including training a single classifier and deploying it at all nodes with no further learning possible, and permitting learners to learn from their own most confident judgments, absent interaction with their neighbors. On several data sets, it has been consistently found that active collaboration is the best strategy for a distributed learner network. The main advantages include the ability for learning to take place autonomously by collaboration rather than by requiring intervention from an oracle (usually human), and also the ability to learn in a distributed environment, permitting decisions to be made in situ and to yield faster response time.

  1. Introverts and Collaborative Learning

    Directory of Open Access Journals (Sweden)

    george jacobs

    2014-09-01

    Full Text Available I was interested in reviewing Susan Cain’s (2013 “Quiet: The Power of Introverts in a World That Can’t Stop Talking” for two reasons. First, as an introvert I wanted to learn more about myself. Second, I wanted to explore Cain and others’ criticism that group activities in the workplace and in education are unfair to introverts. This book review contains two parts. The first part elaborates the general concept of introversion, borrowing heavily from the impressive amount of research and practical experience presented in Cain (2013. The second part addresses the criticism that teachers who use Cooperative Learning (CL are being unfair to their introvert students.   Saya tertarik untuk menelaah buku karya Susan Cain yang berjudul “Quiet: The Power of Introverts in a World That Can’t Stop Talking” karena dua alasan : pertama, sebagai seorang introvert saya ingin tahu lebih lanjut tentang diri saya; kedua, kritik tentang kegiatan kelompok dalam tempat kerja dan di tempat sekolah yang tidak fair bagi orang pendiam (introvert. Telaah buku ini berisi dua bagian. Bagian pertama mengelaborasi konsep umum tentang introversi, dengan mengacu ke sejumlah penelitian dan pengalaman praktis oleh Cain (2013. Bagian kedua, menelaah kritik tentang guru-guru yang menggunakan teknik “Cooperative Learning (CL” itu tidak adil bagi siswa-siswa yang bersifat introvert atau pendiam.

  2. Project Learning and Virtual Collaboration

    DEFF Research Database (Denmark)

    Fibiger, Bo; Nielsen, Janni; Sorensen, Elsebeth

    2005-01-01

    will be directed towards problems experienced by the students. From an analytical perspective, the paper will identify and discuss fundamental problems related to the organization, flexibility, and implementation of project pedagogy online. MIL is organized around ICT and Learning and the study theme focuses......This paper will introduce a master program in ICT and Learning (MIL) and present some of the experiences we have gained so far. MIL is a result of a collaborative initiative taken by five Danish universities, and it is an accredited part-time 2-year master program. It is unique in the sense...... on ICT and Learning. In addition, MIL provides a learning space where practice is under constant negotiation and reconstruction as an inherent, integrated part of the learning process. Consequently, we argue that MIL may be seen as an example of best practice in blended learning....

  3. Social Innovation and Collaborative Learning

    DEFF Research Database (Denmark)

    Andersen, Linda Lundgaard; Hulgård, Lars

    2014-01-01

    In this chapter we explore the roots and inspirations as well as the innovative pedagogy, learning and study programmes in social innovation and social entrepreneurship at Roskilde University in Denmark. We further outline the contribution of academic capacity building nationally...... and internationally in the area of social entrepreneurship and social innovation. We sketch out six inspirational traditions that influence learning and teaching in social innovation and social entrepreneurship: 1/ features and concepts of classic entrepreneurship teaching, 2/ critical pedagogy of the oppressed...... and critical experiential learning, 3/ reform pedagogy as critical societal and subjective learning formats, 4/ creativity, scenarios and future workshops, 5/ collaborative and action learning trends and 6/ social entrepreneurship innovation labs, incubators and hubs. Consequently, we conclude...

  4. Teacher learning in collaborative curriculum design

    NARCIS (Netherlands)

    Voogt, J.; Westbroek, H.B.; Handelzalts, A.; Walraven, A.; McKenney, S.; Pieters, J.M.; Vries, de B.

    2011-01-01

    Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the

  5. Designing Argumentation Tools for Collaborative Learning

    NARCIS (Netherlands)

    Kanselaar, G.; Erkens, Gijsbert; Andriessen, Jerry; Prangsma, M.E.; Veerman, A.L.; Jaspers, Jos

    2002-01-01

    The focus of education has shifted towards working actively, constructively and collaboratively, as this is believed to enhance learning. The studies discussed here deals with the influence of different CMC (Computer Mediated Communication) tools on argumentation processes during collaboration. The

  6. Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment

    Science.gov (United States)

    Fakomogbon, Michael Ayodele; Bolaji, Hameed Olalekan

    2017-01-01

    Collaborative learning is an approach employed by instructors to facilitate learning and improve learner's performance. Mobile learning can accommodate a variety of learning approaches. This study, therefore, investigated the effects of collaborative learning styles on performance of students in a mobile learning environment. The specific purposes…

  7. An Internet Based Collaborative Distance Learning System: CODILESS.

    Science.gov (United States)

    Watabe, Kazuo; And Others

    1995-01-01

    Describes the Collaborative Distance Learning Support System (CODILESS) including its research objectives, the conceptual model, and its architecture. CODILESS supports collaborative and resource-based learning within the same environment by integrating asynchronous and synchronous multimedia communication with electronic resources on the local…

  8. Interaction Forms in Successful Collaborative Learning in Virtual Learning Environments

    Science.gov (United States)

    Vuopala, Essi; Hyvönen, Pirkko; Järvelä, Sanna

    2016-01-01

    Despite the numerous studies on social interaction in collaborative learning, little is known about interaction forms in successful computer-supported collaborative learning situations. The purpose of this study was to explore and understand student interaction in successful collaborative learning during a university course which was mediated by…

  9. The influence of learning in collaborative improvement

    DEFF Research Database (Denmark)

    Nielsen, Jacob S.; Boer, Harry; Gertsen, Frank

    2008-01-01

    Collaborative improvement is a purposeful inter-company interactive process that focuses on continuous incremental innovation aimed at enhancing the partnership's overall performance. Considering that in such an environment the capability to learn jointly and individually is crucial, this paper...... takes a learning perspective on collaborative improvement and addresses the question: How do organisational learning and collaboration interplay and affect improvement performance? Based on an analysis of three dyads of the same Extended Manufacturing Enterprise, this paper concludes that a robust...

  10. Social Media, Collaboration and Social Learning

    DEFF Research Database (Denmark)

    Mondahl, Margrethe; Razmerita, Liana

    2014-01-01

    a social media-enhanced collaborative learning environment in case-based teaching of foreign languages. Based on social constructivismwe argue that foreign language learning is an individual as well as collaborative process and cognitive processes underlying learning and in particular foreign language....... The case-study findings indicate that collaborative learning processes that are embedded in a social media enhanced learning platform are supportive and conducive to successful problem-solving which leads to successful adult foreign language learning. Furthermore, the study reports on some......Social media has created new possibilities for digitally native students to engage, interact and collaborate in learning tasks that foster learning processes and the overall learning experience. Using both qualitative and quantitative data, this article discusses experiences and challenges of using...

  11. Mixed artefacts as mediators for collaborative learning

    DEFF Research Database (Denmark)

    Christiansen, Ellen Tove; Davidsen, Jacob; Konnerup, Ulla

    2012-01-01

    eLearningLab at Aalborg University conduct teaching and research in the intersection between Human Computer Interaction (technology), Information architecture (organization) and learning and development (human action). Inspired by the lay out of workshops spaces at architecture schools, eLearning...... Work and Computer Supported Collaborative Learning. This paper presents the ideas behind the eLearning Lab‘s DesignLab....

  12. Supportive Learning: Linear Learning and Collaborative Learning

    Science.gov (United States)

    Lee, Bih Ni; Abdullah, Sopiah; Kiu, Su Na

    2016-01-01

    This is a conceptual paper which is trying to look at the educational technology is not limited to high technology. However, electronic educational technology, also known as e-learning, has become an important part of today's society, which consists of a wide variety of approaches to digitization, components and methods of delivery. In the…

  13. Cross-Disciplinary Collaboration and Learning

    Directory of Open Access Journals (Sweden)

    Deana D. Pennington

    2008-12-01

    Full Text Available Complex environmental problem solving depends on cross-disciplinary collaboration among scientists. Collaborative research must be preceded by an exploratory phase of collective thinking that creates shared conceptual frameworks. Collective thinking, in a cross-disciplinary setting, depends on the facility with which collaborators are able to learn and understand each others' perspectives. This paper applies three perspectives on learning to the problem of enabling cross-disciplinary collaboration: Maslow's hierarchy of needs, constructivism, and organizational learning. Application of learning frameworks to collaboration provides insights regarding receptive environments for collaboration, and processes that facilitate cross-disciplinary interactions. These environments and interactions need time to develop and require a long phase of idea generation preceding any focused research effort. The findings highlight that collaboration is itself a complex system of people, scientific theory, and tools that must be intentionally managed. Effective management of the system requires leaders who are facilitators and are capable of orchestrating effective environments and interactions.

  14. Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments.

    OpenAIRE

    Dewiyanti, Silvia; Brand-Gruwel, Saskia; Jochems, Wim; Broers, Nick

    2008-01-01

    Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.

  15. Different Futures of Adaptive Collaborative Learning Support

    Science.gov (United States)

    Rummel, Nikol; Walker, Erin; Aleven, Vincent

    2016-01-01

    In this position paper we contrast a Dystopian view of the future of adaptive collaborative learning support (ACLS) with a Utopian scenario that--due to better-designed technology, grounded in research--avoids the pitfalls of the Dystopian version and paints a positive picture of the practice of computer-supported collaborative learning 25 years…

  16. Implementing Collaborative Learning across the Engineering Curriculum

    Science.gov (United States)

    Ralston, Patricia A. S.; Tretter, Thomas R.; Kendall-Brown, Marie

    2017-01-01

    Active and collaborative teaching methods increase student learning, and it is broadly accepted that almost any active or collaborative approach will improve learning outcomes as compared to lecture. Yet, large numbers of faculty have not embraced these methods. Thus, the challenge to encourage evidence-based change in teaching is not only how to…

  17. Supporting Collaborative Learning in the Architectural Domain

    NARCIS (Netherlands)

    Wolpers, Martin; Memmel, Martin; Giretti, Alberto; Casals, Miquel; Niemann, Katja; Specht, Marcus

    2013-01-01

    Wolpers, M., Memmel, M., Giretti, A., Casals, M., Niemann, K., & Specht, M. (2012). Supporting Collaborative Learning in the Architectural Domain. In A. Okada, T. Connolly, & P. Scott (Eds.), Collaborative Learning 2.0: Open Educational Resources (pp. 328-356). Hershey, PA: Information Science

  18. Collaborative Learning in Practice : Examples from Natural ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    1 déc. 2010 ... Couverture du livre Collaborative Learning in Practice: Examples from Natural Resource Management in Asia ... Collaborative Learning in Practice saura intéresser les universitaires, les chercheurs et les étudiants des cycles supérieurs en études du développement, ... Strategic leverage on value chains.

  19. Implementing Collaborative Learning in Prelicensure Nursing Curricula: Student Perceptions and Learning Outcomes.

    Science.gov (United States)

    Schoening, Anne M; Selde, M Susan; Goodman, Joely T; Tow, Joyce C; Selig, Cindy L; Wichman, Chris; Cosimano, Amy; Galt, Kimberly A

    2015-01-01

    This study evaluated learning outcomes and student perceptions of collaborative learning in an undergraduate nursing program. Participants in this 3-phase action research study included students enrolled in a traditional and an accelerated nursing program. The number of students who passed the unit examination was not significantly different between the 3 phases. Students had positive and negative perceptions about the use of collaborative learning.

  20. Collaborative Inquiry Learning: Models, Tools, and Challenges

    Science.gov (United States)

    Bell, Thorsten; Urhahne, Detlef; Schanze, Sascha; Ploetzner, Rolf

    2010-01-01

    Collaborative inquiry learning is one of the most challenging and exciting ventures for today's schools. It aims at bringing a new and promising culture of teaching and learning into the classroom where students in groups engage in self-regulated learning activities supported by the teacher. It is expected that this way of learning fosters…

  1. Collaborative Learning in the Cloud

    DEFF Research Database (Denmark)

    Kirchner, Kathrin; Razmerita, Liana

    2015-01-01

    This present study aims to investigate how students perceive collaboration and identifies associated technologies used to collaborate. In particular we aim to address the following research questions: What are the factors that impact satisfaction with collaboration? How do these factors differ in...

  2. The Game Making Framework for Collaborative Learning

    Directory of Open Access Journals (Sweden)

    Aprilia Ratna Christanti

    2018-01-01

    Full Text Available Collaborative learning is a study group process that each member contributes their idea, information, experience, skill, and ability they have so it can be used on learning activity and improve members’ knowledge[1]. Digital game can become one of collaborative learning media that is not just for entertainment but also can be used as a unique and effective interactive learning media[2]. In conventional game making for collaborative learning, the research proves that it can improve excitement and contribution in learning activities[3]. But in game making, there are many technical issues for non-computer science students[3]. Based on many issues, designing framework is chosen to become a solution to help people in developing game as collaborative learning media by themselves. Because framework is  a basic form of system [4], consist of various command, function, and benefit for developer in application development [5][6], so game making for collaborative learning is conducted again with support from framework designed by researcher. In order to know the effect from framework support in game making as collaborative learning media, this study is based on two subjects of non-computer science students and computer science students.

  3. Exploring Collaborative Learning Effect in Blended Learning Environments

    Science.gov (United States)

    Sun, Z.; Liu, R.; Luo, L.; Wu, M.; Shi, C.

    2017-01-01

    The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher…

  4. Education and training column: the learning collaborative.

    Science.gov (United States)

    MacDonald-Wilson, Kim L; Nemec, Patricia B

    2015-03-01

    This column describes the key components of a learning collaborative, with examples from the experience of 1 organization. A learning collaborative is a method for management, learning, and improvement of products or processes, and is a useful approach to implementation of a new service design or approach. This description draws from published material on learning collaboratives and the authors' experiences. The learning collaborative approach offers an effective method to improve service provider skills, provide support, and structure environments to result in lasting change for people using behavioral health services. This approach is consistent with psychiatric rehabilitation principles and practices, and serves to increase the overall capacity of the mental health system by structuring a process for discovering and sharing knowledge and expertise across provider agencies. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

  5. Collaborative learning of clinical skills in health professions education

    DEFF Research Database (Denmark)

    Tolsgaard, Martin G.; Kulasegaram, Kulamakan M.; Ringsted, Charlotte V

    2016-01-01

    social interaction, motivation, accountability and positive interdependence between learners. Motor skills learning theory suggests that positive effects rely on observational learning and action imitation, and negative effects may include decreased hands-on experience. Finally, a cognitive perspective....... Training efficiency may therefore be improved if the outcomes of collaborative learning of clinical skills are superior or equivalent to those attained through individual learning. How: According to a social interaction perspective, collaborative learning of clinical skills mediates its effects through...... suggests that learning is dependent on cognitive co-construction, shared knowledge and reduced cognitive load. When and for whom: The literature on the collaborative learning of clinical skills in health science education is reviewed to support or contradict the hypotheses provided by the theories outlined...

  6. Collaborative learning in pre-clinical dental hygiene education.

    Science.gov (United States)

    Mueller-Joseph, Laura J; Nappo-Dattoma, Luisa

    2013-04-01

    Dental hygiene education continues to move beyond mastery of content material and skill development to learning concepts that promote critical-thinking and problem-solving skills. The purpose of this research was to evaluate the effectiveness of collaborative learning and determine the growth in intellectual development of 54 first-year dental hygiene students. The control group used traditional pre-clinical teaching and the experimental group used collaborative pedagogy for instrument introduction. All students were subjected to a post-test evaluating their ability to apply the principles of instrumentation. Intellectual development was determined using pre- and post-tests based on the Perry Scheme of Intellectual Development. Student attitudes were assessed using daily Classroom Assessment Activities and an end-of-semester departmental course evaluation. Findings indicated no significant difference between collaborative learning and traditional learning in achieving pre-clinical competence as evidenced by the students' ability to apply the principles of instrumentation. Advancement in intellectual development did not differ significantly between groups. Value added benefits of a collaborative learning environment as identified by the evaluation of student attitudes included decreased student reliance on authority, recognition of peers as legitimate sources of learning and increased self-confidence. A significant difference in student responses to daily classroom assessments was evident on the 5 days a collaborative learning environment was employed. Dental hygiene students involved in a pre-clinical collaborative learning environment are more responsible for their own learning and tend to have a more positive attitude toward the subject matter. Future studies evaluating collaborative learning in clinical dental hygiene education need to investigate the cost/benefit ratio of the value added outcomes of collaborative learning.

  7. Cultivating collaborative improvement: an action learning approach

    NARCIS (Netherlands)

    Middel, H.G.A.; McNichols, Timothy

    2006-01-01

    The process of implementing collaborative initiatives across disparate members of supply networks is fraught with difficulties. One approach designed to tackle the difficulties of organisational change and interorganisational improvement in practice is 'action learning'. This paper examines the

  8. Teacher learning in collaborative curriculum design

    NARCIS (Netherlands)

    Bregje de Vries; J. Voogt; A. Walraven; J. Pieters; A. Handelzalts; S. McKenney; H. Westbroek

    2011-01-01

    The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’

  9. Teacher learning in collaborative curriculum design

    NARCIS (Netherlands)

    Voogt, J.; Westbroek, H.B.; Handelzalts, A.; Walraven, A.; McKenney, S.; Pieters, J.M.; de Vries, B.

    2011-01-01

    The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers'

  10. Culture War in the Collaborative Learning Center

    Science.gov (United States)

    James, Robert

    2013-01-01

    The transformation of the first floor of Joyner Library into the Collaborative Learning Center produced significant changes to collection and user spaces. Collaboration, in this context, refers to students engaged in teamwork with technology and support services. A Culture War emerged when some faculty, displeased with the loss of the traditional…

  11. Collaborative learning framework for online stakeholder engagement.

    Science.gov (United States)

    Khodyakov, Dmitry; Savitsky, Terrance D; Dalal, Siddhartha

    2016-08-01

    Public and stakeholder engagement can improve the quality of both research and policy decision making. However, such engagement poses significant methodological challenges in terms of collecting and analysing input from large, diverse groups. To explain how online approaches can facilitate iterative stakeholder engagement, to describe how input from large and diverse stakeholder groups can be analysed and to propose a collaborative learning framework (CLF) to interpret stakeholder engagement results. We use 'A National Conversation on Reducing the Burden of Suicide in the United States' as a case study of online stakeholder engagement and employ a Bayesian data modelling approach to develop a CLF. Our data modelling results identified six distinct stakeholder clusters that varied in the degree of individual articulation and group agreement and exhibited one of the three learning styles: learning towards consensus, learning by contrast and groupthink. Learning by contrast was the most common, or dominant, learning style in this study. Study results were used to develop a CLF, which helps explore multitude of stakeholder perspectives; identifies clusters of participants with similar shifts in beliefs; offers an empirically derived indicator of engagement quality; and helps determine the dominant learning style. The ability to detect learning by contrast helps illustrate differences in stakeholder perspectives, which may help policymakers, including Patient-Centered Outcomes Research Institute, make better decisions by soliciting and incorporating input from patients, caregivers, health-care providers and researchers. Study results have important implications for soliciting and incorporating input from stakeholders with different interests and perspectives. © 2015 The Authors. Health Expectations Published by John Wiley & Sons Ltd.

  12. Teaching & Learning Across Collaborative Digital contexts

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth Korsgaard

    This paper addresses the challenge of teaching and learning in a blended, collaborative Digital Context. It reports on a case study in which the promotion of learners empowerment and meta-learning are key objectives. The findings of the case study suggest the presence of a promising potential...... in a marriage between theory-led designs, digital technology, and dialogic collaborative knowledge building for cultivating and enhancing student empowerment....

  13. Collaborative Learning Framework in Business Management Systems

    Directory of Open Access Journals (Sweden)

    Vladimir GRIGORE

    2008-01-01

    Full Text Available This paper presents a solution based on collaboration with experts and practitioner from university and ERP companies involved in process learning by training and learning by working. The solution uses CPI test to establish proper team for framework modules: Real-Time Chat Room, Discussion Forum, E-mail Support and Learning through Training. We define novice, practitioner and expert competence level based on CORONET train methodology. ERP companies have own roles for mentoring services to knowledge workers and evaluate the performance of learning process with teachers’ cooperation in learning by teaching and learning by working module.

  14. Collaborative Learning across Borders: Dealing with Student Resistance.

    Science.gov (United States)

    Mallinger, Mark

    1998-01-01

    Describes application of collaborative learning in a German business school, focusing on use of self-managed learning and examining the cultural implications for student-directed pedagogies. Strategies for dealing with student resistance are offered, including not taking students' resistant behavior personally, designing many process options,…

  15. Collaborative learning of water conservation practices: cultivation ...

    African Journals Online (AJOL)

    Collaborative learning of water conservation practices: cultivation and expansion of a learning network around rainwater harvesting demonstration sites in the Eastern Cape, ... South Africa has water, nutrition and food security challenges, especially the Eastern Cape Province where there is a relatively high level of poverty.

  16. Triangulating Assessment of Online Collaborative Learning

    Science.gov (United States)

    Lock, Jennifer; Johnson, Carol

    2015-01-01

    Collaboration plays an integral role in the construction of knowledge in online learning environments. A supportive foundation for learning can be created through the intentional design of formative and summative assessments that embrace self-, peer-, and instructor assessment practices. The purpose of this article is to: (1) examine current…

  17. Perception of collaborative learning in associate degree students in Hong Kong.

    Science.gov (United States)

    Shek, Daniel T L; Shek, Moses M W

    2013-01-01

    Although collaborative learning has been widely researched in Western contexts, no study has been carried out to understand how associate degree students look at collaborative learning in Hong Kong. In this study, perceptions of and attitudes to collaborative learning among associate degree students were studied. A total of 44 associate degree students completed an online questionnaire including measures of perceived benefits and attitudes to collaborative learning, and social-emotional competence. Results showed that there were no significant differences between male and female students on perceived benefits of and attitudes towards collaborative learning. Social-emotional competence was related to perceived benefits of and attitudes to collaborative learning. Attitudes were also related to perceived benefits of collaborative learning. This paper is the first known study looking at the relationships among perceived benefits and attitudes to collaborative learning and social-emotional competence in Chinese associate degree students in different Chinese contexts.

  18. Learning to Collaborate by Collaborating: A Face-to-Face Collaborative Activity for Measuring and Learning Basics about Teamwork

    Science.gov (United States)

    Cortez, C.; Nussbaum, M.; Woywood, G.; Aravena, R.

    2009-01-01

    In today's fast-changing business environment, teams have emerged as a requirement for business success. However, in schools and universities, students are usually not taught teamwork skills. In this paper, we introduce learning to collaborate by collaborating, a process that enables collaboration and teamwork skills to be taught and measured…

  19. Learning Together Through International Collaborative Writing Groups

    Directory of Open Access Journals (Sweden)

    Mick Healey

    2017-03-01

    Full Text Available The International Collaborative Writing Groups (ICWG initiative creates a space for ongoing collaboration amongst scholars of teaching and learning who co-author a manuscript on a topic of shared interest. The second ICWG, linked to the 2015 International Society for the Scholarship of Teaching and Learning Conference in Melbourne, Australia, involved 59 scholars from 11 countries. In this piece, we describe the aims, process, and outcomes for the ICWG, comparing it with the first ICWG in 2012. While international collaboration around a topic of shared interest is generally viewed positively, the realities of collaborating online with limited face-to-face interactions to complete a manuscript can be challenging. We argue, despite such challenges, that ongoing collaboration amongst scholars is vital to the scholarship of teaching and learning (SoTL movement. Drawing on our experience of leading the overall ICWG initiative and our research into participants’ experiences, we suggest there are individual dispositions toward collaboration that enrich and enable successful participation in ICWG experiences. We end by highlighting the final products arising from almost two year of collaborative thinking and writing from six groups.

  20. Learning commons evolution and collaborative essentials

    CERN Document Server

    Schader, Barbara

    2008-01-01

    This book examines successfully planned and implemented learning commons at several different academic institutions around the world. These case studies provide a methodology for effective planning, implementation and assessment. Practical information is provided on how to collaborate with campus stakeholders, estimate budgeting and staffing and determine the equipment, hardware and software needs. Also provided are memoranda of understandings (MOUs), planning checklists and assessment tools. This book reflects a unifying focus on both the evolution of learning commons to learning spaces and t

  1. Collaborative Learning in Higher Education: Lecturers' Practices and Beliefs

    Science.gov (United States)

    De Hei, Miranda Suzanna Angelique; Strijbos, Jan-Willem; Sjoer, Ellen; Admiraal, Wilfried

    2015-01-01

    Collaborative learning can, if designed and implemented properly, contribute to student learning outcomes and prepare them for teamwork. However, the design and implementation of collaborative learning in practice depend on beliefs of lecturers about teaching and learning in general, and collaborative learning in particular. One hundred and…

  2. Collaborative learning using nursing student dyads in the clinical setting.

    Science.gov (United States)

    Austria, Mary Jean; Baraki, Katie; Doig, Alexa K

    2013-05-04

    Formal pairing of student nurses to work collaboratively on one patient assignment is a strategy for improving the quality and efficiency of clinical instruction while better utilizing the limited resources at clinical agencies. The aim of this qualitative study was to explore the student nurse and patient experiences of collaborative learning when peer dyads are used in clinical nursing education. Interviews were conducted with 11 students and 9 patients. Students described the process of collaborative learning as information sharing, cross-checking when making clinical decisions, and group processing when assessing the outcomes of nursing interventions. Positive outcomes reported by students and patients included reduced student anxiety, increased confidence and task efficiency. Students' primary concern was reduced opportunity to perform hands-on skills which had to be negotiated within each dyad. Meeting the present and future challenges of educating nurses will require innovative models of clinical instruction such as collaborative learning using student peer dyads.

  3. Creating collaborative learning environments for transforming primary care practices now.

    Science.gov (United States)

    Miller, William L; Cohen-Katz, Joanne

    2010-12-01

    The renewal of primary care waits just ahead. The patient-centered medical home (PCMH) movement and a refreshing breeze of collaboration signal its arrival with demonstration projects and pilots appearing across the country. An early message from this work suggests that the development of collaborative, cross-disciplinary teams may be essential for the success of the PCMH. Our focus in this article is on training existing health care professionals toward being thriving members of this transformed clinical care team in a relationship-centered PCMH. Our description of the optimal conditions for collaborative training begins with delineating three types of teams and how they relate to levels of collaboration. We then describe how to create a supportive, safe learning environment for this type of training, using a different model of professional socialization, and tools for building culture. Critical skills related to practice development and the cross-disciplinary collaborative processes are also included. Despite significant obstacles in readying current clinicians to be members of thriving collaborative teams, a few next steps toward implementing collaborative training programs for existing professionals are possible using competency-based and adult learning approaches. Grasping the long awaited arrival of collaborative primary health care will also require delivery system and payment reform. Until that happens, there is an abundance of work to be done envisioning new collaborative training programs and initiating a nation-wide effort to motivate and reeducate our colleagues. PsycINFO Database Record (c) 2010 APA, all rights reserved.

  4. Learning Multidisciplinary Collaboration with Games

    DEFF Research Database (Denmark)

    Henriksen, Thomas Duus

    2015-01-01

    This chapter describes the design of a game-based learning process for developing communication in public organisations. The game-design presented here emphasises those parts of public organisations that tend to employ multidisciplinary teams for solving wicked problems. As such teams employ...... members from different, professional backgrounds, the game Public Professional sought to develop new understandings among team members and across professions. The purpose of this game was to facilitate an understanding among team members and across professions, a game-based learning process named Public...... Professional with an emphasis on providing an opportunity for discussing the different professional accounts each profession had for using its particular approaches. On basis of the development of Public Professional, this chapter discusses two layers of learning processes as learning opportunities derived...

  5. Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

    Directory of Open Access Journals (Sweden)

    Ya-huei Wang

    2017-08-01

    Full Text Available This study attempted to test whether the use of computer-assisted language learning (CALL and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students’ English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students, an innovative collaborative learning group (ICLG, 31 students, a CALL traditional collaborative learning group (CALLTCLG, 32 students, and a CALL innovative collaborative learning group (CALLICLG, 31 students. TOEIC (Test of English for International Communication listening, reading, speaking, and writing pre-test and post-test assessments were given to all students at an interval of sixteen weeks. Multivariate analysis of covariance (MANCOVA, multivariate analysis of variance (MANOVA, and analysis of variance (ANOVA were used to analyze the data. The results revealed that students who used CALL had significantly better learning performance than those who did not. Students in innovative collaborative learning had significantly better learning performances than those in traditional collaborative learning. Additionally, students using CALL innovative collaborative learning had better learning performances than those in CALL collaborative learning, those in innovative collaborative learning, and those in traditional collaborative learning.

  6. Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

    OpenAIRE

    Ya-huei Wang; Hung-Chang Liao

    2017-01-01

    This study attempted to test whether the use of computer-assisted language learning (CALL) and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students’ English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students), an innovative collaborative learning group (ICLG, 31 students), a CALL tradi...

  7. Web-based Collaborative learning in secondary education: Teachers’ reflection

    Directory of Open Access Journals (Sweden)

    Hsi-Chi Hsiao

    2010-06-01

    Full Text Available This article is based on the researchers’ reflections after twice participating in a Web-based Collaborative Learning Program Contest. The contests were held by Asia-Pacific Economic Cooperation (APEC Cyber Academy (ACA. In collaborative learning, teachers are expected to provide participants with scaffolding assistance. The ACA is designed to provide student-centered activities for enhancing skills in information and communication technologies. Students are expected to find data, prepare presentations, and report their topics in English to communicate with other teams from other countries. During these processes, the researcher tried to apply theoretical models such as computerized instruction and topic based learning. The results of this study show the various benefits of Web-based Collaborative Learning for students and teachers. This study also includes several recommendations for primary and secondary schools.

  8. Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?

    Science.gov (United States)

    Jeong, Heisawn; Hmelo-Silver, Cindy E.

    2016-01-01

    This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices. Technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning…

  9. Designing the Online Collaborative Learning Using the Wikispaces

    Directory of Open Access Journals (Sweden)

    Dwi Sulisworo

    2012-03-01

    Full Text Available Collaboration has become one of an essential skill necessary for effective functioning in society in the new era. As a consequence, the learning strategy at the higher education should consider this shifting. Web 2.0 technology is a new trend in communication technology that has become a basis of the new generation internet to make it a more mature and distinctive medium of communication. The problem is how to bring the offline learning using cooperative learning based on classroom to the online learning using this wiki. The learning design on this topic will give wide opportunity to access learning that more suitable to the new skill in the new era. Wikispaces is one of wiki facilities that operated in the web based. This wiki is so simple but suitable for collaborative learning. The learning scenario is Jig Saw approach modified to fit in the online collaborative learning environment. This technique, including two different treatments with different small groups in order to help learning and improving cooperation between students. Using this structure, students are responsible for share their skill or knowledge each other material.

  10. Collaborative Inquiry Learning: Models, tools, and challenges

    Science.gov (United States)

    Bell, Thorsten; Urhahne, Detlef; Schanze, Sascha; Ploetzner, Rolf

    2010-02-01

    Collaborative inquiry learning is one of the most challenging and exciting ventures for today's schools. It aims at bringing a new and promising culture of teaching and learning into the classroom where students in groups engage in self-regulated learning activities supported by the teacher. It is expected that this way of learning fosters students' motivation and interest in science, that they learn to perform steps of inquiry similar to scientists and that they gain knowledge on scientific processes. Starting from general pedagogical reflections and science standards, the article reviews some prominent models of inquiry learning. This comparison results in a set of inquiry processes being the basis for cooperation in the scientific network NetCoIL. Inquiry learning is conceived in several ways with emphasis on different processes. For an illustration of the spectrum, some main conceptions of inquiry and their focuses are described. In the next step, the article describes exemplary computer tools and environments from within and outside the NetCoIL network that were designed to support processes of collaborative inquiry learning. These tools are analysed by describing their functionalities as well as effects on student learning known from the literature. The article closes with challenges for further developments elaborated by the NetCoIL network.

  11. Advancing Learner Autonomy in TEFL via Collaborative Learning

    Science.gov (United States)

    Jacobs, George M.; Shan, Tan Hui

    2015-01-01

    The present paper begins by situating learner autonomy and collaborative learning as part of a larger paradigm shift towards student-centred learning. Next are brief discussions of learner autonomy and how learner autonomy links with collaborative learning. In the main part of the paper, four central principles of collaborative learning are…

  12. Undergraduate Students' Perceptions of Collaborative Learning in a Differential Equations Mathematics Course

    Science.gov (United States)

    Hajra, Sayonita Ghosh; Das, Ujjaini

    2015-01-01

    This paper uses collaborative learning strategies to examine students' perceptions in a differential equations mathematics course. Students' perceptions were analyzed using three collaborative learning strategies including collaborative activity, group-quiz and online discussion. The study results show that students identified both strengths and…

  13. Using a NIATx based local learning collaborative for performance improvement

    Science.gov (United States)

    Roosa, Mathew; Scripa, Joseph S.; Zastowny, Thomas R.; Ford, James H.

    2012-01-01

    Local governments play an important role in improving substance abuse and mental health services. The structure of the local learning collaborative requires careful attention to old relationships and challenges local governmental leaders to help move participants from a competitive to collaborative environment. This study describes one county’s experience applying the NIATx process improvement model via a local learning collaborative. Local substance abuse and mental health agencies participated in two local learning collaboratives designed to improve client retention in substance abuse treatment and client access to mental health services. Results of changes implemented at the provider level on access and retention are outlined. The process of implementing evidence-based practices by using the Plan-Do-Study-Act rapid-cycle change is a powerful combination for change at the local level. Key lessons include: creating a clear plan and shared vision, recognizing that one size does not fit all, using data can help fuel participant engagement, a long collaborative may benefit from breaking it into smaller segments, and paying providers to offset costs of participation enhances their engagement. The experience gained in Onondaga County, New York, offers insights that serve as a foundation for using the local learning collaborative in other community-based organizations. PMID:21371751

  14. Using a NIATx based local learning collaborative for performance improvement.

    Science.gov (United States)

    Roosa, Mathew; Scripa, Joseph S; Zastowny, Thomas R; Ford, James H

    2011-11-01

    Local governments play an important role in improving substance abuse and mental health services. The structure of the local learning collaborative requires careful attention to old relationships and challenges local governmental leaders to help move participants from a competitive to collaborative environment. This study describes one county's experience applying the NIATx process improvement model via a local learning collaborative. Local substance abuse and mental health agencies participated in two local learning collaboratives designed to improve client retention in substance abuse treatment and client access to mental health services. Results of changes implemented at the provider level on access and retention are outlined. The process of implementing evidence-based practices by using the Plan-Do-Study-Act rapid-cycle change is a powerful combination for change at the local level. Key lessons include: creating a clear plan and shared vision, recognizing that one size does not fit all, using data can help fuel participant engagement, a long collaborative may benefit from breaking it into smaller segments, and paying providers to offset costs of participation enhances their engagement. The experience gained in Onondaga County, New York, offers insights that serve as a foundation for using the local learning collaborative in other community-based organizations. Copyright © 2011 Elsevier Ltd. All rights reserved.

  15. Accessible Collaborative Learning Using Mobile Devices

    Science.gov (United States)

    Wald, Mike; Li, Yunjia; Draffan, E. A.

    2014-01-01

    This paper describes accessible collaborative learning using mobile devices with mobile enhancements to Synote, the freely available, award winning, open source, web based application that makes web hosted recordings easier to access, search, manage, and exploit for all learners, teachers and other users. Notes taken live during lectures using…

  16. Multi-Touch Tables and Collaborative Learning

    Science.gov (United States)

    Higgins, Steve; Mercier, Emma; Burd, Liz; Joyce-Gibbons, Andrew

    2012-01-01

    The development of multi-touch tables, an emerging technology for classroom learning, offers valuable opportunities to explore how its features can be designed to support effective collaboration in schools. In this study, small groups of 10- to 11-year-old children undertook a history task where they had to connect various pieces of information…

  17. Collaborative Communication in Work Based Learning Programs

    Science.gov (United States)

    Wagner, Stephen Allen

    2017-01-01

    This basic qualitative study, using interviews and document analysis, examined reflections from a Work Based Learning (WBL) program to understand how utilizing digital collaborative communication tools influence the educational experience. The Community of Inquiry (CoI) framework was used as a theoretical frame promoting the examination of the…

  18. Collaborative Learning. Research to Practice Brief

    Science.gov (United States)

    Lawrence, K. S.

    2016-01-01

    A Fully Integrated Educational System practices collaborative learning among all peers. The study summarized in this report (Zhang, X., Anderson, R. C., Morris, J., Miller, B., Nguyen-Janiel, K. T., Lin, T., Zhang, J., Jadallah, M., Scott, T., Sun, J., Latawjec, B., Ma, S., Grabow, K., & Hsu, J. Y. (2016). "Improving children's competence…

  19. Collaborative Learning in the Music Studio

    Science.gov (United States)

    King, Andrew

    2008-01-01

    This article presents some of the findings from a mixed-methods case study that investigated collaborative learning for pairs of higher education students working in a music studio on a drum kit recording. A stratified purposive sampling technique was used and students were allocated a partner of similar ability; often referred to as a…

  20. Online Collaborative Learning and Communication Media

    Science.gov (United States)

    Havard, Byron; Du, Jianxia; Xu, Jianzhong

    2008-01-01

    The purpose of this study is to examine the dynamics of online collaborative learning and communication media regarding team projects. Media richness and social presence theories are well-accepted rational theories that explain media choices and media behaviors, and serve as the theoretical framework. Quantitative and qualitative data collection…

  1. Wiki Based Collaborative Learning in Interuniversity Scenarios

    Science.gov (United States)

    Katzlinger, Elisabeth; Herzog, Michael A.

    2014-01-01

    In business education advanced collaboration skills and media literacy are important for surviving in a globalized business where virtual communication between enterprises is part of the day-by-day business. To transform these global working situations into higher education, a learning scenario between two universities in Germany and Austria was…

  2. Experiment in Collaborative Learning Network for Enhanced ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Since 1961, CUSO has sent approximately 11 000 Canadians abroad to work at the local level on various development issues. CUSO is now in the process of merging with Voluntary Services Overseas (VSO) Canada, and is seeking to validate the importance of knowledge sharing and collaborative learning in ...

  3. Project-based learning in Geotechnics: cooperative versus collaborative teamwork

    Science.gov (United States)

    Pinho-Lopes, Margarida; Macedo, Joaquim

    2016-01-01

    Since 2007/2008 project-based learning models have been used to deliver two fundamental courses on Geotechnics in University of Aveiro, Portugal. These models have evolved and have encompassed either cooperative or collaborative teamwork. Using data collected in five editions of each course (Soil Mechanics I and Soil Mechanics II), the different characteristics of the models using cooperative or collaborative teamwork are pointed out and analysed, namely in terms of the students' perceptions. The data collected include informal feedback from students, monitoring of their marks and academic performance, and answers to two sets of questionnaires: developed for these courses, and institutional. The data indicate students have good opinion of the project-based learning model, though collaborative teamwork is the best rated. The overall efficacy of the models was analysed (sum of their effectiveness, efficiency and attractiveness). The collaborative model was found more adequate.

  4. Collaborative distance learning: Developing an online learning community

    Science.gov (United States)

    Stoytcheva, Maria

    2017-12-01

    The method of collaborative distance learning has been applied for years in a number of distance learning courses, but they are relatively few in foreign language learning. The context of this research is a hybrid distance learning of French for specific purposes, delivered through the platform UNIV-RcT (Strasbourg University), which combines collaborative activities for the realization of a common problem-solving task online. The study focuses on a couple of aspects: on-line interactions carried out in small, tutored groups and the process of community building online. By analyzing the learner's perceptions of community and collaborative learning, we have tried to understand the process of building and maintenance of online learning community and to see to what extent the collaborative distance learning contribute to the development of the competence expectations at the end of the course. The analysis of the results allows us to distinguish the advantages and limitations of this type of e-learning and thus evaluate their pertinence.

  5. Social Innovation and Collaborative Learning

    DEFF Research Database (Denmark)

    Lundgaard Andersen, Linda; Hulgård, Lars

    Departing from a brief state of the art on social entrepreneurship in Denmark sketching out how social entrepreneurship and social innovation is introduced referring to partly a more classical approach to entrepreneurship and innovation and partly referring to a specific Danish tradition for soci...... that the phenomenon of social entrepreneurship and social economy organizations is a contested concept that caters to different strategies for welfare, democracy, learning and advocacy....... development and local participation in welfare production this presentation draws upon a number of case studies on young social economy organizations. These organizations seek to gain ground as social enterprises delivering social services in partnerships with the civic society and sometimes also a number...... of public bodies. Hereby they embody the new arenas of social entrepreneurship that has entered the Danish policy and practical arena in the forms of hybrid types of social service provision in the area of social enterprise and social entrepreneurship. Based on these case studies it is suggested...

  6. A Path to Collaborative Strategic Learning

    Energy Technology Data Exchange (ETDEWEB)

    Nancy M. Carlson

    2003-10-01

    Collaborative learning is critical for the future of any organization and must align with the strategic organizational processes that result in products valued by others. To discover these processes, proposal preparation is explored using topic-oriented ethnography, grounded theory, and an innovative addition to qualitative interviewing, called metainquiry. Using interview data from editors, graphic artists, text processors, scientists, engineers, and technical managers, substantive theory emerges. The research discovers the five essential processes of owning, visioning, reviewing, producing, and contributing needed for organizational strategic learning to occur. The dimensions of these processes are made explicit and can be used to gauge the health of any organization. The substantive theory also provides insight into the ability of collaborative learning to evolve, flourish, and adapt to the strategic advantage of the organization. Lastly, actionable goals with ten essential elements emerge that link owning, visioning, reviewing, producing, and contributing as a path for all organizations to follow to promote collaborative learning communities and enhance their competitive advantage.

  7. Are Online Learners Frustrated with Collaborative Learning Experiences?

    Science.gov (United States)

    Capdeferro, Neus; Romero, Margarida

    2012-01-01

    Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners…

  8. Enhancing collaborative learning by means of collaborative serious games:providing requirements to collaborative serious games’ design

    OpenAIRE

    Parzhetskaya, L. (Lyana)

    2014-01-01

    Abstract The current study is a theoretical overview which aim is to define collaborative serious games, identify the problems arising in using and implementation of these games in learning and education and search of ways of improvement of the collaborative process by means of providing the requirements to collaborative serious games’ design. The study makes connections among the following concepts: collaboration, gaming a...

  9. Do Collaborative Exams Really Promote Learning?

    Science.gov (United States)

    Miller, Scott; James, C. Renee

    2018-01-01

    Collaborative, two-stage exams are becoming more popular in physics and astronomy courses, and their supposed benefits in terms of collaborative learning have been reported in the field of physics. In a collaborative, two-stage exam, students first complete an exam individually. Once that portion of the exam is over, students then retake all or part of the exam within a group, where they are able to discuss the questions with their peers and arrive at a common answer. While there are a number of papers that discuss the purported benefits of this method from a collaborative point of view, few, if any discuss the actual benefits in terms of student learning. One paper found that when students were presented with previous exam questions a few weeks later, they performed better on questions covered previously in the group portion of the exam compared to similar questions which were tested but not part of the group portion. But, when students were retested on exam questions which were administered earlier, roughly six to seven weeks beforehand, no difference was found in their performance on the two sets of questions.We present preliminary findings comparing student performance levels on multiple sets of exam questions administered to students in an introductory astronomy course where two-stage exams are administered. Questions were administered first in an exam during the course of the semester, then again during a final exam. During the semester exams, one set of questions was also contained within the group portion of the exam, while questions similar in concept and difficulty were not. A comparison of student performance on these two sets of questions are compared to evaluate the usefulness of collaborative exams to promote learning.

  10. Virtual communities as educational potential of collaborative learning through ICT

    Directory of Open Access Journals (Sweden)

    M.ª Ángeles REBOLLO CATALÁN

    2013-01-01

    Full Text Available This paper presents some results of an educational innovation based on the use of ICT as a learning environment. The main aim of this study is to describe an experience based collaborative learning in virtual communities of learning and reciprocal teaching and assessing students’ knowledge. For that, we design an educational proposal with three didactic units, which includes a kit of tasks and resources for learning. This study adopts a quantitative and qualitative methodology, applying attitudes scales, interviews and analysis of messages from online discussion forums. The study involved 56 students in first year of Pedagogy. We apply a Likert scale and a semantic differential about the learning experience and the methodology used. Also we conducted semi-structured group interviews to understand the perceptions and students’ evaluations about the methodology. The results show a very positive assessment about the learning experience and the methodology used. Peer interaction is focused on resolving technical queries, although there are also other forms of collaboration focused on joint interpretation and understanding of learning activities and assessment of the learning process. The results show that the intervention centers on teacher feedback and monitoring of learning tasks, reinforcing positive actions of the students and guiding the learning process. Finally, as to the benefits received by students, the results show that not only is development of social and communication skills, but also conceptual and emotional changes related to the subject.

  11. Enhancing Collaborative Learning through Group Intelligence Software

    Science.gov (United States)

    Tan, Yin Leng; Macaulay, Linda A.

    Employers increasingly demand not only academic excellence from graduates but also excellent interpersonal skills and the ability to work collaboratively in teams. This paper discusses the role of Group Intelligence software in helping to develop these higher order skills in the context of an enquiry based learning (EBL) project. The software supports teams in generating ideas, categorizing, prioritizing, voting and multi-criteria decision making and automatically generates a report of each team session. Students worked in a Group Intelligence lab designed to support both face to face and computer-mediated communication and employers provided feedback at two key points in the year long team project. Evaluation of the effectiveness of Group Intelligence software in collaborative learning was based on five key concepts of creativity, participation, productivity, engagement and understanding.

  12. When Collaborative Learning Meets Nature: Collaborative Learning as a Meaningful Learning Tool in the Ecology Inquiry Based Project

    Science.gov (United States)

    Rozenszayn, Ronit; Assaraf, Orit Ben-Zvi

    2011-01-01

    This research suggests utilizing collaborative learning among high school students for better performance on ecology inquiry-based projects. A case study of nine 12th grade students who participated in collaborative learning sessions in the open field and in class is examined. The results show that the students concentrated on discussing the…

  13. Fostering Interdisciplinary Collaboration to Improve Student Learning

    Directory of Open Access Journals (Sweden)

    Ronald A. Styron Jr.

    2014-08-01

    Full Text Available The purpose of this study was to compare the impact on student learning of those enrolled in courses where instructors participated in collegial coaching and peer mentoring. A nonequivalent group design methodology was employed along with an analysis of variance to analyze data. Findings indicated higher mastery levels of student learning outcomes, higher levels of perceived critical thinking and collaboration by students, statistical significance in critical thinking constructs, higher levels of persistence, and more A's and B's and fewer D's and F's in courses where faculty members were mentored as compared to courses where faculty members were not.

  14. Learning by collaborating on the Internet

    DEFF Research Database (Denmark)

    Bundsgaard, Jeppe

    2007-01-01

    of preparing the cognitive subject matter, but also of organizing a motivating learning environ ment that incorporate and appreciate social relations so that the students experience benefits that counter - balance the greater efforts of writing and relating in virtual forums.These deliberations lead......This study discusses the importance of considering motivational and not only cognitive factors when organizing collaborative learning on the Internet. The argument is based on thorough analysis of the characteristics of the modality of writing and forum technology. A study which shows that writing...

  15. [Collaboration between occupational physicians and other specialists including insurance physicians].

    Science.gov (United States)

    Rijkenberg, A M; van Sprundel, M; Stassijns, G

    2013-09-01

    Collaboration between various stakeholders is essential for a well-operating vocational rehabilitation process. Researchers have mentioned, among other players, insurance physicians, the curative sector and employers. In 2011 the WHO organised the congress "Connecting Health and Labour: What role for occupational health in primary care". The congress was also attended by representatives of the WONCA (World Organisations of Family Medicine). In general, everyone agreed that occupational health aspects should continue to be seen as an integral part of primary health care. However, it is not easy to find literature on this subject. For this reason we conducted a review. We searched for literature relating to collaboration with occupational physicians in Dutch, English and German between 2001 and autumn 2011. Our attention focused on cooperation with specialists and insurance physicians. Therefore, we searched PUBMED using MeSH terms and made use of the database from the "Tijdschrift voor bedrijfs- en verzekeringsgeneeskunde (TBV) [Dutch Journal for Occupational - and Insurance Medicine]". We also checked the database from the "Deutsches Arzteblatt [German Medical Journal]" and made use of the online catalogue from THIEME - eJOURNALS. Last but not least, I used the online catalogue from the German paper "Arbeits -, Sozial -, Umweltmedizin [Occupational -, Social -, Milieu Medicine]". Additionally, we made use of the "snowball - method" to find relevant literature. We found many references to this subject. The Netherlands in particular has done a lot of research in this field. However, there is little research on the cooperation between occupational physicians and specialists; in particular insurance physicians. This is interesting, because several authors have mentioned its importance. However, cooperation with other specialists seems not to be the norm. Therefore, cooperation between curative physicians (specialists but also family doctors), insurance physicians and

  16. A Model for Collaborative Learning in Undergraduate Climate Change Courses

    Science.gov (United States)

    Teranes, J. L.

    2008-12-01

    Like several colleges and universities across the nation, the University of California, San Diego, has introduced climate change topics into many existing and new undergraduate courses. I have administered a program in this area at UCSD and have also developed and taught a new lower-division UCSD course entitled "Climate Change and Society", a general education course for non-majors. This class covers the basics of climate change, such as the science that explains it, the causes of climate change, climate change impacts, and mitigation strategies. The teaching methods for this course stress interdisciplinary approaches. I find that inquiry-based and collaborative modes of learning are particularly effective when applied to science-based climate, environmental and sustainability topics. Undergraduate education is often dominated by a competitive and individualistic approach to learning. In this approach, individual success is frequently perceived as contingent on others being less successful. Such a model is at odds with commonly stated goals of teaching climate change and sustainability, which are to equip students to contribute to the debate on global environmental change and societal adaptation strategies; and to help students become better informed citizens and decision makers. I present classroom-tested strategies for developing collaborative forms of learning in climate change and environmental courses, including team projects, group presentations and group assessment exercises. I show how critical thinking skills and long-term retention of information can benefit in the collaborative mode of learning. I find that a collaborative learning model is especially appropriate to general education courses in which the enrolled student body represents a wide diversity of majors, class level and expertise. I also connect collaborative coursework in interdisciplinary environmental topics directly to applications in the field, where so much "real-world" achievement in

  17. Implementing Collaborative Learning Methods in the Political Science Classroom

    Science.gov (United States)

    Wolfe, Angela

    2012-01-01

    Collaborative learning is one, among other, active learning methods, widely acclaimed in higher education. Consequently, instructors in fields that lack pedagogical training often implement new learning methods such as collaborative learning on the basis of trial and error. Moreover, even though the benefits in academic circles are broadly touted,…

  18. Structured collaboration versus individual learning in solving physics problems

    NARCIS (Netherlands)

    Harskamp, Egbert; Ding, Ning

    2006-01-01

    The research issue in this study is how to structure collaborative learning so that it improves solving physics problems more than individual learning. Structured collaborative learning has been compared with individual learning environments with Schoenfeld's problem-solving episodes. Students took

  19. Developing students’ collaborative skills in interdisciplinary learning environments

    DEFF Research Database (Denmark)

    Gnaur, Dorina; Svidt, Kjeld; Thygesen, Maria

    2015-01-01

    ' learning outcome are collected through observation, interviews and online questionnaires. The present investigation points at the dual effect of experiential learning in problem-based, interdisciplinary environments with regard to both actualizing core knowledge, skills and competences through solving...... in which professional learning is encouraged. The study is empirically grounded in a 3-day annual workshop that brings together students from all areas in the building sector including industry exponents to engage collaboratively in the processes of design and construction of a new building. The workshop...

  20. Collaborative action research: implementation of cooperative learning.

    Science.gov (United States)

    Smith-Stoner, Marilyn; Molle, Mary E

    2010-06-01

    Nurse educators must continually improve their teaching skills through innovation. However, research about the process used by faculty members to transform their teaching methods is limited. This collaborative study uses classroom action research to describe, analyze, and address problems encountered in implementing cooperative learning in two undergraduate nursing courses. After four rounds of action and reflection, the following themes emerged: students did not understand the need for structured cooperative learning; classroom structure and seating arrangement influenced the effectiveness of activities; highly structured activities engaged the students; and short, targeted activities that involved novel content were most effective. These findings indicate that designing specific activities to prepare students for class is critical to cooperative learning. Copyright 2010, SLACK Incorporated.

  1. Socio-material perspectives on interprofessional team and collaborative learning.

    Science.gov (United States)

    McMurtry, Angus; Rohse, Shanta; Kilgour, Kelly N

    2016-02-01

    Interprofessional teamwork and collaboration have become important parts of health care practice and education. Most of the literature on interprofessional learning, however, assumes that learning is something acquired by individuals and readily transferred to other contexts. This assumption severely limits the ways in which interprofessional educators and researchers can conceptualise and support learning related to collaborative interprofessional health care. Socio-material theories provide an alternative to individualistic, acquisition-oriented notions by reconceiving learning in terms of collective dynamics, participation in social communities and active engagement with material contexts. Socio-material literature and theories were reviewed to identify concepts relevant to interprofessional learning. After briefly summarising the origins and key principles of socio-material approaches, the authors draw upon specific socio-material theories--including complexity theory, cultural-historical activity theory and actor-network theory--in order to reconceive how learning happens in interprofessional contexts. This reframing of interprofessional learning focuses less on individuals and more on collective dynamics and the actual social and material relations involved in practice. The paper proposes five ways in which learning may be enacted in interprofessional teamwork and collaboration from a socio-material perspective: (i) diverse contributions; (ii) social interactions and relationships; (iii) synthesis of professional ideas; (iv) integration of material elements, and (v) connections to large-scale organisations. For each of these categories, the paper provides practical illustrations to assist educators and researchers who wish to identify and assess this learning. Although more exploratory than comprehensive, this paper articulates many key aspects of socio-material learning theories and offers practical guidance for those who wish to employ and assess them in

  2. Reusing IMS LD formalized best practices in collaborative learning structuring

    NARCIS (Netherlands)

    Hernández-Leo, Davinia; Asensio-Pérez, Juan; Dimitriadis, Yannis; Bote-Lorenzo, Miguel; Jorrín-Abellán, Iván; Villasclaras-Fernández, Eloy

    2006-01-01

    Designs of CSCL (Computer Supported Collaborative Learning) activities should be flexible, effective and customizable to particular learning situations. On the other hand, structured designs aim to create favourable conditions for learning. Thus, this paper proposes the collection of representative

  3. Collaborative Learning and Competence Development in School Health Nursing

    Science.gov (United States)

    Nordentoft, Helle Merete; Wistoft, Karen

    2012-01-01

    Purpose: The purpose of this paper is to investigate the process and learning outcomes of peer collaboration in a Danish health developmental project in school health nursing. The paper explores how peer collaboration influences the school nurses' collaborative learning and competence development. Design/methodology/approach: The article is based…

  4. The Effects of a Creative Commons Approach on Collaborative Learning

    Science.gov (United States)

    Liu, Chen-Chung; Tao, Shu-Yuan; Chen, Wei-Hung; Chen, Sherry Y.; Liu, Baw-Jhiune

    2013-01-01

    Social media on the World Wide Web, such as Wiki, are increasingly applied to support collaborative learning for students to conduct a project together. However, recent studies indicated that students, learning in the collaborative project, may not actively contribute to the collaborative work and are involved only in a limited level of positive…

  5. Extending the Engagement Taxonomy: Software Visualization and Collaborative Learning

    Science.gov (United States)

    Myller, Niko; Bednarik, Roman; Sutinen, Erkki; Ben-Ari, Mordechai

    2009-01-01

    As collaborative learning in general, and pair programming in particular, has become widely adopted in computer science education, so has the use of pedagogical visualization tools for facilitating collaboration. However, there is little theory on collaborative learning with visualization, and few studies on their effect on each other. We build on…

  6. Effectiveness of Collaborative Learning with 3D Virtual Worlds

    Science.gov (United States)

    Cho, Young Hoan; Lim, Kenneth Y. T.

    2017-01-01

    Virtual worlds have affordances to enhance collaborative learning in authentic contexts. Despite the potential of collaborative learning with a virtual world, few studies investigated whether it is more effective in student achievements than teacher-directed instruction. This study investigated the effectiveness of collaborative problem solving…

  7. Collaborative learning situated in the university context

    Directory of Open Access Journals (Sweden)

    María de los Ángeles MARTÍNEZ RUIZ

    2009-11-01

    Full Text Available Effective strategies in teacher education can be based on conceptual change and social constructivism models. From this framework theory, we assume that, in order to improve the succession of the different progressive stages of teachers'conceptual development, social and collaborative strategies are more adequate than individual methodologies. The main aim of this research is to analyze the use of particular and appropiate strategies in a constructivist and collaborative teacher education context. The case-study carried out proves that conceptual change is more effective when it is implemented synergistically with strategies directed towards group autonomy and group-regulation of learning rhythms and goals. The results demostrate the benefits derived from the use of strategies that propitiate the sharing and comparing practice among prospective teachers, especially, if they are, as usual, at heterogenous levels of teaching expertise.

  8. Preschool children's Collaborative Science Learning Scaffolded by Tablets

    Science.gov (United States)

    Fridberg, Marie; Thulin, Susanne; Redfors, Andreas

    2017-06-01

    This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.

  9. Collaborative learning with PeerWise

    Directory of Open Access Journals (Sweden)

    Denis Duret

    2018-01-01

    Full Text Available Building effective and supportive communities of practice in an asynchronous environment can enable students to learn from each other at their own convenient times without the need to meeting for discussing concepts. In an undergraduate course with a large amount of content to learn, working collaboratively to answer practice exam questions can help encourage deeper learning and understanding. This project examined whether exam performance can be positively influenced by online collaboration during revision and suggests that the quality of an individual’s contribution has a direct effect on his/her subsequent exam performance. We compared two student cohorts’ exam marks from their previous 3 years of exams with how they performed in Year 4 after using PeerWise (an online repository of multiple-choice questions that are created, answered, rated and discussed by students. In addition, we looked at the quantity and quality of their contribution in PeerWise to evaluate how this affected their fourth year exam performance. We confirmed that exam performance is improved by authoring questions in PeerWise, but found it is further enhanced by replying to, and commenting on, others’ posts as well.

  10. The Role of Perceived Popularity on Collaborative Learning: A Dyadic Perspective

    NARCIS (Netherlands)

    Gommans, R.; Segers, P.C.J.; Burk, W.J.; Scholte, R.H.J.

    2015-01-01

    The current study investigated how perceived popularity and collaboration quality were associated with knowledge gain of adolescents during a collaborative learning task. Participants included 264 children ages 10-12 years (52.3% boys), who collaborated 3 times in same-sex dyads on a computer

  11. The Role of Perceived Popularity on Collaborative Learning: A Dyadic Perspective

    Science.gov (United States)

    Gommans, Rob; Segers, Eliane; Burk, William J.; Scholte, Ron H. J.

    2015-01-01

    The current study investigated how perceived popularity and collaboration quality were associated with knowledge gain of adolescents during a collaborative learning task. Participants included 264 children ages 10-12 years (52.3% boys), who collaborated 3 times in same-sex dyads on a computer assignment. Results indicated that the knowledge of the…

  12. Learning collaborative teamwork: an argument for incorporating the humanities.

    Science.gov (United States)

    Hall, Pippa; Brajtman, Susan; Weaver, Lynda; Grassau, Pamela Anne; Varpio, Lara

    2014-11-01

    A holistic, collaborative interprofessional team approach, which includes patients and families as significant decision-making members, has been proposed to address the increasing burden being placed on the health-care system. This project hypothesized that learning activities related to the humanities during clinical placements could enhance interprofessional teamwork. Through an interprofessional team of faculty, clinical staff, students, and patient representatives, we developed and piloted the self-learning module, "interprofessional education for collaborative person-centred practice through the humanities". The module was designed to provide learners from different professions and educational levels with a clinical placement/residency experience that would enable them, through a lens of the humanities, to better understand interprofessional collaborative person-centred care without structured interprofessional placement activities. Learners reported the self-paced and self-directed module to be a satisfactory learning experience in all four areas of care at our institution, and certain attitudes and knowledge were significantly and positively affected. The module's evaluation resulted in a revised edition providing improved structure and instruction for students with no experience in self-directed learning. The module was recently adapted into an interactive bilingual (French and English) online e-learning module to facilitate its integration into the pre-licensure curriculum at colleges and universities.

  13. Creating Effective Collaborative Learning Groups in an Online Environment

    Directory of Open Access Journals (Sweden)

    Jane E. Brindley

    2009-06-01

    Full Text Available Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts from the Foundations course in the Master of Distance Education (MDE program offered jointly by University of Maryland University College (UMUC and the University of Oldenburg does not support the authors’ original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes.

  14. A Cross-Cultural Study of Online Collaborative Learning

    Science.gov (United States)

    Zhu, Chang; Valcke, Martin; Schellens, Tammy

    2009-01-01

    Purpose: The purpose of this paper is to examine whether there is a cultural gap in student perceptions of online collaborative learning and to investigate to what extent student perceptions, motivation, and learning strategies change over time due to the actual involvement in a collaborative e-learning environment (ELE).…

  15. Collaborative Learning in Higher Education: Evoking Positive Interdependence

    Science.gov (United States)

    Scager, Karin; Boonstra, Johannes; Peeters, Ton; Vulperhorst, Jonne; Wiegant, Fred

    2016-01-01

    Collaborative learning is a widely used instructional method, but the learning potential of this instructional method is often underused in practice. Therefore, the importance of various factors underlying effective collaborative learning should be determined. In the current study, five different life sciences undergraduate courses with successful…

  16. Predicting Student Performance in a Collaborative Learning Environment

    Science.gov (United States)

    Olsen, Jennifer K.; Aleven, Vincent; Rummel, Nikol

    2015-01-01

    Student models for adaptive systems may not model collaborative learning optimally. Past research has either focused on modeling individual learning or for collaboration, has focused on group dynamics or group processes without predicting learning. In the current paper, we adjust the Additive Factors Model (AFM), a standard logistic regression…

  17. Collaborative Tasks in Wiki-Based Environment in EFL Learning

    Science.gov (United States)

    Zou, Bin; Wang, Dongshuo; Xing, Minjie

    2016-01-01

    Wikis provide users with opportunities to post and edit messages to collaborate in the language learning process. Many studies have offered findings to show positive impact of Wiki-based language learning for learners. This paper explores the effect of collaborative task in error correction for English as a Foreign Language learning in an online…

  18. Supporting Teachers to Design and Use Mobile Collaborative Learning Games

    Science.gov (United States)

    Marfisi-Schottman, Iza; George, Sébastien

    2014-01-01

    Mobile Collaborative Learning Games combine all the ingredients necessary to attract students' attention and engage them in learning activities. However, designing a coherent scenario that combines mobility, game mechanics and collaborative learning is quite a challenge. In this article, we take the first step by proposing several game patterns…

  19. Improving together: collaborative learning in science communication

    Science.gov (United States)

    Stiller-Reeve, Mathew

    2015-04-01

    Most scientists today recognise that science communication is an important part of the scientific process. Despite this recognition, science writing and communication are generally taught outside the normal academic schedule. If universities offer such courses, they are generally short-term and intensive. On the positive side, such courses rarely fail to motivate. At no fault of their own, the problem with such courses lies in their ephemeral nature. The participants rarely complete a science communication course with an immediate and pressing need to apply these skills. And so the skills fade. We believe that this stalls real progress in the improvement of science communication across the board. Continuity is one of the keys to success! Whilst we wait for the academic system to truly integrate science communication, we can test and develop other approaches. We suggest a new approach that aims to motivate scientists to continue nurturing their communication skills. This approach adopts a collaborative learning framework where scientists form writing groups that meet regularly at different institutes around the world. The members of the groups learn, discuss and improve together. The participants produce short posts, which are published online. In this way, the participants learn and cement basic writing skills. These skills are transferrable, and can be applied to scientific articles as well as other science communication media. In this presentation we reflect on an ongoing project, which applies a collaborative learning framework to help young and early career scientists improve their writing skills. We see that this type of project could be extended to other media such as podcasts, or video shorts.

  20. Unpacking "Active Learning": A Combination of Flipped Classroom and Collaboration Support Is More Effective but Collaboration Support Alone Is Not

    Science.gov (United States)

    Rau, Martina A.; Kennedy, Kristopher; Oxtoby, Lucas; Bollom, Mark; Moore, John W.

    2017-01-01

    Much evidence shows that instruction that actively engages students with learning materials is more effective than traditional, lecture-centric instruction. These "active learning" models comprise an extremely heterogeneous set of instructional methods: they often include collaborative activities, flipped classrooms, or a combination of…

  1. PROMOTING MEANINGFUL LEARNING THROUGH CREATE-SHARE-COLLABORATE

    OpenAIRE

    Sailin, Siti Nazuar; Mahmor, Noor Aida

    2017-01-01

    Students in this 21st century are required to acquire these 4C skills: Critical thinking, Communication, Collaboration and Creativity. These skills can be integrated in the teaching and learning through innovative teaching that promotes active and meaningful learning. One way of integrating these skills is through collaborative knowledge creation and sharing. This paper providesan example of meaningful teaching and learning activities designed within the Create-Share-Collaborate instructional...

  2. Collaborative activities for improving the quality of science teaching and learning and learning to teach science

    Science.gov (United States)

    Tobin, Kenneth

    2012-03-01

    I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.

  3. The QuarkNet/Grid collaborative learning e-lab

    Energy Technology Data Exchange (ETDEWEB)

    Bardeen, Marjorie; Gilbert, Eric; Jordan, Thomas; Nepywoda, Paul; Quigg, Elizabeth; /Fermilab; Wilde, Mike; /Argonne; Zhao, Yong; /Chicago U.

    2004-12-01

    We describe a case study that uses grid computing techniques to support the collaborative learning of high school students investigating cosmic rays. Students gather and upload science data to our e-Lab portal. They explore those data using techniques from the GriPhyN collaboration. These techniques include virtual data transformations, workflows, metadata cataloging and indexing, data product provenance and persistence, as well as job planners. Students use web browsers and a custom interface that extends the GriPhyN Chiron portal to perform all of these tasks. They share results in the form of online posters and ask each other questions in this asynchronous environment. Students can discover and extend the research of other students, modeling the processes of modern large-scale scientific collaborations. Also, the e-Lab portal provides tools for teachers to guide student work throughout an investigation.

  4. Evaluation of Intelligent Grouping Based on Learners' Collaboration Competence Level in Online Collaborative Learning Environment

    Science.gov (United States)

    Muuro, Maina Elizaphan; Oboko, Robert; Wagacha, Waiganjo Peter

    2016-01-01

    In this paper we explore the impact of an intelligent grouping algorithm based on learners' collaborative competency when compared with (a) instructor based Grade Point Average (GPA) method level and (b) random method, on group outcomes and group collaboration problems in an online collaborative learning environment. An intelligent grouping…

  5. Analysis and Assessment of Computer-Supported Collaborative Learning Conversations

    NARCIS (Netherlands)

    Trausan-Matu, Stefan

    2008-01-01

    Trausan-Matu, S. (2008). Analysis and Assessment of Computer-Supported Collaborative Learning Conversations. Workshop presentation at the symposium Learning networks for professional. November, 14, 2008, Heerlen, Nederland: Open Universiteit Nederland.

  6. Scripting intercultural computer-supported collaborative learning in higher education

    NARCIS (Netherlands)

    Popov, V.

    2013-01-01

    Introduction of computer-supported collaborative learning (CSCL), specifically in an intercultural learning environment, creates both challenges and benefits. Among the challenges are the coordination of different attitudes, styles of communication, and patterns of behaving. Among the benefits are

  7. Designing Effective Collaboration, Learning and Innovation Systems for Education Professionals

    NARCIS (Netherlands)

    Angehrn, Albert; Maxwell, Katrina; Luccini, Angelo; Rajola, Federico

    2009-01-01

    Angehrn, A. A., Maxwell, K., Luccini, A. M., & Rajola, F. (2009). Designing Effective Collaboration, Learning and Innovation Systems for Education Professionals. International Journal of Knowledge and Learning (IJKL), 5(3).

  8. Collaborative learning of clinical skills in health professions education: the why, how, when and for whom.

    Science.gov (United States)

    Tolsgaard, Martin G; Kulasegaram, Kulamakan M; Ringsted, Charlotte V

    2016-01-01

    This study is designed to provide an overview of why, how, when and for whom collaborative learning of clinical skills may work in health professions education. Collaborative learning of clinical skills may influence learning positively according to the non-medical literature. Training efficiency may therefore be improved if the outcomes of collaborative learning of clinical skills are superior or equivalent to those attained through individual learning. According to a social interaction perspective, collaborative learning of clinical skills mediates its effects through social interaction, motivation, accountability and positive interdependence between learners. Motor skills learning theory suggests that positive effects rely on observational learning and action imitation, and negative effects may include decreased hands-on experience. Finally, a cognitive perspective suggests that learning is dependent on cognitive co-construction, shared knowledge and reduced cognitive load. The literature on the collaborative learning of clinical skills in health science education is reviewed to support or contradict the hypotheses provided by the theories outlined above. Collaborative learning of clinical skills leads to improvements in self-efficacy, confidence and performance when task processing is observable or communicable. However, the effects of collaborative learning of clinical skills may decrease over time as benefits in terms of shared cognition, scaffolding and cognitive co-construction are outweighed by reductions in hands-on experience and time on task. Collaborative learning of clinical skills has demonstrated promising results in the simulated setting. However, further research into how collaborative learning of clinical skills may work in clinical settings, as well as into the role of social dynamics between learners, is required. © 2015 John Wiley & Sons Ltd.

  9. Collaborative Learning: Preparation for the Workplace and Democracy?

    Science.gov (United States)

    Beckman, Mary

    1990-01-01

    Although collaborative learning has many advantages for today's students, it is not a panacea. The profession needs to examine its collaborative classrooms, teaching methods, and evaluation for unspoken rules and hidden control. Collaboration prepares students in the latest techniques of capitalism, not democracy. (MSE)

  10. Professional Learning: A Collaborative Model for Online Teaching and Development

    Science.gov (United States)

    Bowser, Audrey; Davis, Kimberley; Singleton, Jacques; Small, Topeka

    2017-01-01

    This article examined a unique collaborative initiative between a team of graduate level faculty to improve the quality of course development and delivery using a collaborative review process. The collaborative review of teaching has become a widely accepted means for assuring quality distance learning coursework and for the purpose of evaluating…

  11. Coordinated computer-supported collaborative learning: Awareness and awareness tools

    NARCIS (Netherlands)

    Janssen, J.J.H.M.|info:eu-repo/dai/nl/242063667; Bodermer, D.

    2013-01-01

    Traditionally, research on awareness during online collaboration focused on topics such as the effects of spatial information about group members’ activities on the collaborative process. When the concept of awareness was introduced to computer-supported collaborative learning, this focus shifted to

  12. Collaborative testing as a learning strategy in nursing education.

    Science.gov (United States)

    Sandahl, Sheryl S

    2010-01-01

    A primary goal of nursing education is to prepare nurses to work collaboratively as members of interprofessional health care teams on behalf of patients. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision making, and group processing skills. This study incorporated a quasi-experimental design with a comparison group to examine the effect of collaborative testing as a learning strategy on student learning and retention of course content as well as group process skills and student perceptions of their learning and anxiety. The setting was a baccalaureate nursing program; the sample consisted of two groups of senior students enrolled in Medical-Surgical Nursing II. Student learning, as measured by unit examination scores, was greater for students taking examinations collaboratively compared to individually. Retention of course content, as measured by final examination scores, was not greater for students taking examinations collaboratively compared to individually. Student perceptions were overwhelmingly positive, with students reporting increased learning as a result of the collaborative testing experiences. Despite the lack of data to support increased retention, collaborative testing may be a learning strategy worth implementing in nursing education. Students reported more positive interactions and collaboration with their peers, skills required by the professional nurse.

  13. Collaborative learning and competence development in school health nursing

    DEFF Research Database (Denmark)

    Nordentoft, Helle Merete; Wistoft, Karen

    2012-01-01

    to introduce peer collaboration in a working culture in which school nurses traditionally work alone under a prominent work and time pressure. Research limitations/implications The study is explorative. Further research may explore the connection between collaborative learning among school nurses......Purpose The purpose of this paper is to investigate the process and learning outcomes of peer collaboration in a Danish health developmental project in school health nursing. The paper explores how peer collaboration influences the school nurses’ collaborative learning and competence development...... subprojects after the project was over. In the workshops, the questionnaire surveys and the focus group interviews the school nurses were asked to reflect on the developmental process, their collaboration, own and mutual pedagogical competence development. Findings Systematic peer collaboration between school...

  14. Mobile Collaborative Language Learning: State of the Art

    Science.gov (United States)

    Kukulska-Hulme, Agnes; Viberg, Olga

    2018-01-01

    This paper presents a review of mobile collaborative language learning studies published in 2012-16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second- and foreign-language…

  15. Doing Outcomes-Based Collaborative Teaching and Learning in Asia

    Science.gov (United States)

    van Schalkwyk, Gertina J.

    2015-01-01

    This chapter focuses on applying the concepts of outcomes-based collaborative teaching and learning in an Asian context and with students coming from a Confucian heritage culture and explores examples of how to implement effective collaborative teaching and learning in an Asian higher education setting.

  16. Enhancing Integrative Motivation: The Japanese-American Collaborative Learning Project

    Science.gov (United States)

    Kato, Fumie

    2016-01-01

    The Collaborative Learning Project is a language exchange program in which American and Japanese university students have the opportunity to interact with native speakers over the course of a three-week period. This paper reports the outcomes of the Collaborative Learning Project in terms of its effectiveness in fulfilling student expectations and…

  17. Collaborative Learning for Ecosystem Services in the Context of ...

    African Journals Online (AJOL)

    The Supporting Urban Sustainability (SUS) Programme focuses on an ESPA approach in urban settings using the methods of collaborative learning. The purpose of this article is to illustrate how an emerging theory, ESPA, can be institutionalised through a collaborative-learning process. The research is qualitative in nature ...

  18. Social networks as ICT collaborative and supportive learning media ...

    African Journals Online (AJOL)

    The paper investigated the social networks as ICT collaborative and supportive learning media utilisation within the Nigerian educational system. The concept of ICT was concisely explained vis-à-vis the social network concept, theory and collaborative and supportive learning media utilisation. Different types of social ...

  19. Tangible Technology-Enhanced Learning for Improvement of Student Collaboration

    Science.gov (United States)

    Barneva, Reneta P.; Gelsomini, Federico; Kanev, Kamen; Bottoni, Paolo

    2018-01-01

    Collaboration among students in the course of learning plays an important role in developing communication skills. In particular, it helps for team building and brainstorming on solutions of complex problems. While an effective group organization is critical for the success of such collaborative learning, many instructors would make arbitrary…

  20. Deriving Value from Inter-Organizational Learning Collaborations

    Science.gov (United States)

    van Winkelen, Christine

    2010-01-01

    Purpose: This paper aims to develop the understanding of how organizations can derive more value from participating in inter-organizational learning collaborations. Design/methodology/approach: The collaboration is viewed as one "level" within an extended organizational learning system and both feedback processes between levels and the…

  1. Beehive: A Software Application for Synchronous Collaborative Learning

    Science.gov (United States)

    Turani, Aiman; Calvo, Rafael A.

    2006-01-01

    Purpose: The purpose of this paper is to describe Beehive, a new web application framework for designing and supporting synchronous collaborative learning. Design/methodology/approach: Our web engineering approach integrates educational design expertise into a technology for building tools for collaborative learning activities. Beehive simplifies…

  2. Differences That Make a Difference: A Study in Collaborative Learning

    Science.gov (United States)

    Touchman, Stephanie

    2012-01-01

    Collaborative learning is a common teaching strategy in classrooms across age groups and content areas. It is important to measure and understand the cognitive process involved during collaboration to improve teaching methods involving interactive activities. This research attempted to answer the question: why do students learn more in…

  3. Competence development of synchronously coached trainee teachers in collaborative learning

    NARCIS (Netherlands)

    Hooreman, Ralph W.; Kommers, Petrus A.M.; Jochems, Wim M.G.

    2007-01-01

    The need to make trainee teachers more prepared to coach collaborative learning effectively is increasing, as collaborative learning is becoming more important. One complication in this training process is that it is hard for the teacher trainer to hear and understand the students’ utterances and

  4. The Effect of Socially Shared Regulation Approach on Learning Performance in Computer-Supported Collaborative Learning

    Science.gov (United States)

    Zheng, Lanqin; Li, Xin; Huang, Ronghuai

    2017-01-01

    Students' abilities to socially shared regulation of their learning are crucial to productive and successful collaborative learning. However, how group members sustain and regulate collaborative processes is a neglected area in the field of collaborative learning. Furthermore, how group members engage in socially shared regulation still remains to…

  5. Case study on perspicacity of collaborative learning experiences

    Science.gov (United States)

    Abdullah, Fadzidah; Majid, Noor Hanita Abdul; Numen, Ibrahim; Kesuma Azmin, Aida; Abd. Rahim, Zaiton; Denan, Zuraini; Emin Sisman, Muhammet

    2017-12-01

    In the attempt to relate to the architectural practice, architectural education today has augmented the development of collaborative learning environment in the campus scenario. Presently, collaborative work among students from the same program and university is considered common. Hence, attempts of collaboration is extended into having learning and teaching collaboration by means of inter-universities. The School of Architecture, at the International Islamic University Malaysia (IIUM) has explored into having collaboration across the continent with Fatih Sultan Mehmet Waqf University (FSMWU), among faculty members and students of the two (2) universities This paper explicates the empirical study on students’ perspicacity of their collaborative learning experiences; in term of effectiveness, generative behaviour, and teamwork. Survey with three (3) open-ended questions are distributed to students to express their opinions on learning collaboration that they have had during the execution of the Joint Summer School Program (JSSP). Feedback on their perspicacity is obtained and organised into numerical and understandable data display, using qualitative data processing software. Albeit the relevancy of collaborative learning, students gave both positive and negative feedbacks on their experiences. Suggestions are given to enhance the quality of collaborative learning experience for future development

  6. Active Collaborative Learning through Remote Tutoring

    Science.gov (United States)

    Gehret, Austin U.; Elliot, Lisa B.; MacDonald, Jonathan H. C.

    2017-01-01

    An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in…

  7. Professionals learning together with patients: An exploratory study of a collaborative learning Fellowship programme for healthcare improvement.

    Science.gov (United States)

    Myron, Rowan; French, Catherine; Sullivan, Paul; Sathyamoorthy, Ganesh; Barlow, James; Pomeroy, Linda

    2018-05-01

    Improving the quality of healthcare involves collaboration between many different stakeholders. Collaborative learning theory suggests that teaching different professional groups alongside each other may enable them to develop skills in how to collaborate effectively, but there is little literature on how this works in practice. Further, though it is recognised that patients play a fundamental role in quality improvement, there are few examples of where they learn together with professionals. To contribute to addressing this gap, we review a collaborative fellowship in Northwest London, designed to build capacity to improve healthcare, which enabled patients and professionals to learn together. Using the lens of collaborative learning, we conducted an exploratory study of six cohorts of the year long programme (71 participants). Data were collected using open text responses from an online survey (n = 31) and semi-structured interviews (n = 34) and analysed using an inductive open coding approach. The collaborative design of the Fellowship, which included bringing multiple perspectives to discussions of real world problems, was valued by participants who reflected on the safe, egalitarian space created by the programme. Participants (healthcare professionals and patients) found this way of learning initially challenging yet ultimately productive. Despite the pedagogical and practical challenges of developing a collaborative programme, this study indicates that opening up previously restricted learning opportunities as widely as possible, to include patients and carers, is an effective mechanism to develop collaborative skills for quality improvement.

  8. A Synchronous Collaborative Service Oriented Mobile Learning Architecture SCSOMLA

    Directory of Open Access Journals (Sweden)

    Charles Wamuti

    2015-08-01

    Full Text Available Despite the growth of mobile learning and advantages offered such as portability social interactivity context sensitivity convenience inclusive and non-discriminatory independence data collected showed that there is low use of such mobile learning systems. Investigation on mobile learning sought the participation of users and availability of users the mimicability of the class room and the various implementations in institutions and attempts at synchronous collaboration in existing Mobile Learning based infrastructure. As seen in the research the social aspect of smart mobile phones has not been leveraged to be incorporated in mobile learning infrastructure where a class is seen as a social place. Mobile Learning has not allowed a collaborative part of the social constructivism theory approach to users of these technologies which have focused on technology other than the fundamental of teaching collaborative pedagogy. Options that would enable group collaboration would be necessary to increase the quality of service for those teaching and learning in a mobile environment. With this lack of environmental feel and exposing the services that are offered in the teaching business service oriented architecture a mature technology was applied due to its seamless integration to business processes. Research explored what standards have been proposed regarding Service Oriented Architecture S.O.A. and M-Learning how has time-based collaboration been archived in other m-learning systems and how can time-based collaboration S.O.A. and M-Learning be wrapped around An architecture based on the intersection of time-based collaboration S.O.A. and M-Learning then was designed and evaluated. Results of a user study comparing a mobile learning system integrated social collaborative pedagogical features suggest that an enhanced social presence was achieved where users worked together similar to a conventional classroom.

  9. Collaborative Language Learning for Professional Adults

    Directory of Open Access Journals (Sweden)

    Linda Joy Mesh

    2009-10-01

    Full Text Available Sustainable support for educational development using new technologies in higher education depends on having a basic roadmap that links current demands for developmental support to a plan for ways in which longer term needs will be recognized and met. The growing demand for lifelong learning of a second language is evident within the workplace where new technologies offer flexible solutions. In order to meet the special needs of working adults, the University of Siena Language Center (CLA has developed a multiple-level series of blended English courses from beginner to intermediate level for both university technical-administrative personnel and the hospital staff of the Azienda Ospedaliera Universitaria Senese (AOUS. The pedagogical approach takes into consideration both the needs of adults who are working full-time and the aims of the curriculum, which are to develop the four linguistic abilities of reading, writing, listening and speaking up to the Common European Framework of Reference (CEFR Level B1. Taking into consideration a constructive use of both teaching hours and classrooms, as well as the limited time available to adult learners, a blended approach was chosen. The face-to-face (f2f lessons provide activities concentrating on the development of speaking and listening skills. The online lessons provide a collaborative workspace for interaction in the second language and present a flexible solution for working adults who can structure their study time when and where it is most convenient. This paper will attempt to draw several conclusions regarding the effectiveness of blending approaches for lifelong learning of a second language based on both learner and teacher interviews as well as quantitative and qualitative data collection through questionnaires and end of course evaluation.

  10. Collaborative learning in engineering: A quest to improve student retention

    Science.gov (United States)

    Marquard, Paul J.

    Colleges of engineering are concerned with retention of their undergraduates. Several studies have determined the reasons students leave engineering to major in other disciplines. The list includes poor teaching, a difficult curriculum, and a lack of belonging. This study alters the traditional lecture format of an engineering dynamics class by using a flipped classroom where scheduled class time emphasizes a collaborative learning pedagogy. Material coverage was facilitated with online lectures. After initiating this change, student attitudes and self-efficacy were measured as well as test performance and study time.

  11. Occupational therapy students in the process of interprofessional collaborative learning: a grounded theory study.

    Science.gov (United States)

    Howell, Dana

    2009-01-01

    The purpose of this grounded theory study was to generate a theory of the interprofessional collaborative learning process of occupational therapy (OT) students who were engaged in a collaborative learning experience with students from other allied health disciplines. Data consisted of semi-structured interviews with nine OT students from four different interprofessional collaborative learning experiences at three universities. The emergent theory explained OT students' need to build a culture of mutual respect among disciplines in order to facilitate interprofessional collaborative learning. Occupational therapy students went through a progression of learned skills that included learning how to represent the profession of OT, hold their weight within a team situation, solve problems collaboratively, work as a team, and ultimately, to work in an actual team in practice. This learning process occurred simultaneously as students also learned course content. The students had to contend with barriers and facilitators that influenced their participation and the success of their collaboration. Understanding the interprofessional learning process of OT students will help allied health faculty to design more effective, inclusive interprofessional courses.

  12. Collaborative learning practices : teacher and student perceived obstacles to effective student collaboration

    NARCIS (Netherlands)

    Le Nhu Ngoc Ha, H.; Janssen, J.J.H.M.; Wubbels, Theo

    2018-01-01

    While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, either teachers or students. Therefore, some sources of obstacles that teachers and students encounter

  13. MODEL OF COLLABORATIVE COURSES DEVELOPMENT IN DISTANCE LEARNING PLATFORMS

    Directory of Open Access Journals (Sweden)

    Dmytro S. Morozov

    2015-02-01

    Full Text Available The research paper outlines the problem of organization collaboration of users group on creation distance learning courses. The article contains analysis of the courses data structure. According to proposed structure the model of developer’s collaboration on creating distance learning courses based on basic principles of source code management was proposed. The article also provides result of research on necessary tools for collaborative development of courses in distance learning platforms. According to the requirements of flexibility and simplicity of access to system for any level educational institutions, technological decisions on granting permissions on performing basic operations on course elements and providing to user moderation’s privileges were proposed.

  14. Leveraging Collaborative, Thematic Problem-Based Learning to Integrate Curricula

    Science.gov (United States)

    Sroufe, Robert; Ramos, Diane P.

    2015-01-01

    This study chronicles learning from faculty who designed and delivered collaborative, problem-based learning courses that anchor a one-year MBA emphasizing sustainability. While cultivating the application of learning across the curriculum, the authors engaged MBA students in solving complex, real-world sustainability challenges using a…

  15. Collaborative and Cooperative Learning in Malaysian Mathematics Education

    Science.gov (United States)

    Hossain, Md. Anowar; Tarmizi, Rohani Ahmad; Ayud, Ahmad Fauzi Mohd

    2012-01-01

    Collaborative and cooperative learning studies are well recognized in Malaysian mathematics education research. Cooperative learning is used to serve various ability students taking into consideration of their level of understanding, learning styles, sociological backgrounds that develop students' academic achievement and skills, and breeze the…

  16. Learning in 3D Virtual Environments: Collaboration and Knowledge Spirals

    Science.gov (United States)

    Burton, Brian G.; Martin, Barbara N.

    2010-01-01

    The purpose of this case study was to determine if learning occurred within a 3D virtual learning environment by determining if elements of collaboration and Nonaka and Takeuchi's (1995) knowledge spiral were present. A key portion of this research was the creation of a Virtual Learning Environment. This 3D VLE utilized the Torque Game Engine…

  17. Critical Incident-Based Computer Supported Collaborative Learning.

    Science.gov (United States)

    Naidu, Som; Oliver, Mary

    1999-01-01

    Reports on a study of nursing education at the University of Southern Queensland (Australia) that sought to integrate-computer mediated communication, collaborative learning, and reflection on critical incidences to make the most of learning opportunities confronted by learners and practitioners in situ. Discusses learning and instructional…

  18. COLLAGE: A Collaborative Learning Design Editor Based on Patterns

    Science.gov (United States)

    Hernandez-Leo, Davinia; Villasclaras-Fernandez, Eloy D.; Asensio-Perez, Juan I.; Dimitriadis, Yannis; Jorrin-Abellan, Ivan M.; Ruiz-Requies, Ines; Rubia-Avi, Bartolome

    2006-01-01

    This paper introduces "Collage", a high-level IMS-LD compliant authoring tool that is specialized for CSCL (Computer-Supported Collaborative Learning). Nowadays CSCL is a key trend in e-learning since it highlights the importance of social interactions as an essential element of learning. CSCL is an interdisciplinary domain, which…

  19. A Collaborative Action Research Approach to Professional Learning

    Science.gov (United States)

    Bleicher, Robert E.

    2014-01-01

    The field of professional development is moving towards the notion of professional learning, highlighting the active learning role that teachers play in changing their knowledge bases, beliefs and practice. This article builds on this idea and argues for creating professional learning that is guided by a collaborative action research (CAR)…

  20. Learning English Vocabulary Collaboratively in a Technology-Supported Classroom

    Science.gov (United States)

    Lin, Chih-Cheng; Hsiao, Hsien-Sheng; Tseng, Sheng-ping; Chan, Hsin-jung

    2014-01-01

    This study was intended to investigate whether computer-assisted collaborative learning is comparable with computer-free and individual learning; in particular, it examined each of their effects on learning English vocabulary, followed by an analysis of their behavior patterns. In a junior high school in northern Taiwan, a normal classroom was…

  1. Group Trust, Communication Media, and Interactivity: Toward an Integrated Model of Online Collaborative Learning

    Science.gov (United States)

    Du, Jianxia; Wang, Chuang; Zhou, Mingming; Xu, Jianzhong; Fan, Xitao; Lei, Saosan

    2018-01-01

    The present investigation examines the multidimensional relationships among several critical components in online collaborative learning, including group trust, communication media, and interactivity. Four hundred eleven university students from 103 groups in the United States responded survey items on online collaboration, interactivity,…

  2. Collaborative Learning Communities: The Power of Teacher Research and Collaboration

    Science.gov (United States)

    Cheyney, Kristi

    2008-01-01

    As a facilitator of professional development for preschool teachers, the author is continually faced with questions related to the great divide between theory and practice. Although most child care professionals learn that developmentally appropriate practices support the holistic growth of young children during their initial training, many…

  3. When Is It Better to Learn Together? Insights from Research on Collaborative Learning

    Science.gov (United States)

    Nokes-Malach, Timothy J.; Richey, J. Elizabeth; Gadgil, Soniya

    2015-01-01

    Although collaboration is often considered a beneficial learning strategy, research examining the claim suggests a much more complex picture. Critically, the question is not whether collaboration is beneficial to learning, but instead how and when collaboration improves outcomes. In this paper, we first discuss the mechanisms hypothesized to…

  4. Using Mobile Devices to Support Online Collaborative Learning

    Directory of Open Access Journals (Sweden)

    Santi Caballé

    2010-01-01

    Full Text Available Mobile collaborative learning is considered the next step of on-line collaborative learning by incorporating mobility as a key and breakthrough requirement. Indeed, the current wide spread of mobile devices and wireless technologies brings an enormous potential to e-learning, in terms of ubiquity, pervasiveness, personalization, flexibility, and so on. For this reason, Mobile Computer-Supported Collaborative Learning has recently grown from a minor research field to significant research projects covering a fairly variety of formal and specially informal learning settings, from schools and universities to workplaces, museums, cities and rural areas. Much of this research has shown how mobile technology can offer new opportunities for groups of learners to collaborate inside and beyond the traditional instructor-oriented educational paradigm. However, mobile technologies, when specifically applied to collaborative learning activities, are still in its infancy and many challenges arise. In addition, current research in this domain points to highly specialized study cases, uses, and experiences in specific educational settings and thus the issues addressed in the literature are found dispersed and disconnected from each other. To this end, this paper attempts to bridge relevant aspects of mobile technologies in support for collaborative learning and provides a tighter view by means of a multidimensional approach.

  5. Influence of group member familiarity on online collaborative learning

    NARCIS (Netherlands)

    Janssen, Jeroen; Erkens, Gijsbert; Kirschner, Paul A.; Kanselaar, Gellof

    2010-01-01

    Janssen, J. J. H. M., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2009). Influence of group member familiarity on online collaborative learning computers in human behaviour. Computers in Human Behavior, 25, 261-270.

  6. Collage, a Collaborative Learning Design Editor Based on Patterns

    NARCIS (Netherlands)

    Hernández-Leo, Davinia; Villasclaras-Fernández, Eloy; Jorrín-Abellán, Iván; Asensio-Pérez, Juan; Dimitriadis, Yannis; Ruiz-Requies, Inés; Rubia-Avi, Bartolomé

    2006-01-01

    CSCL (Computer-Supported Collaborative Learning) constitutes a significant field that has drawn the attention of many researchers and practitioners (Dillenbourg, 2002). This domain is characterized by the coexistence of very different expectations, requirements, knowledge and interests posed by both

  7. Designing Collaborative Learning Places: Psychological Foundations and New Frontiers.

    Science.gov (United States)

    Graetz, Ken A.; Goliber, Michael J.

    2002-01-01

    Considering the modern context of collaborative learning and information technology, details implications for space design, primarily from the field of environmental psychology--the study of the relationship between people and their physical environment. (EV)

  8. Do International Online Collaborative Learning Projects Impact Ethnocentrism?

    Science.gov (United States)

    Boehm, Diane; Kurthen, Hermann; Aniola-Jedrzejek, Lilianna

    2010-01-01

    Preparing students for success in a globalized world invites new approaches. Online collaboration between students from different countries via globally networked learning environments (GNLEs) is one such approach. This article presents the results of a six-semester study beginning in 2006 of international online project collaborations between…

  9. Distributed Leadership and Digital Collaborative Learning: A Synergistic Relationship?

    Science.gov (United States)

    Harris, Alma; Jones, Michelle; Baba, Suria

    2013-01-01

    This paper explores the synergy between distributed leadership and digital collaborative learning. It argues that distributed leadership offers an important theoretical lens for understanding and explaining how digital collaboration is best supported and led. Drawing upon evidence from two online educational platforms, the paper explores the…

  10. Intelligent Tutoring Systems for Collaborative Learning: Enhancements to Authoring Tools

    Science.gov (United States)

    Olsen, Jennifer K.; Belenky, Daniel M.; Aleven, Vincent; Rummel, Nikol

    2013-01-01

    Collaborative and individual instruction may support different types of knowledge. Optimal instruction for a subject domain may therefore need to combine these two modes of instruction. There has not been much research, however, on combining individual and collaborative learning with Intelligent Tutoring Systems (ITSs). A first step is to expand…

  11. Collaborative Learning in Online Courses: Exploring Students' Perceptions

    Science.gov (United States)

    Faja, Silvana

    2013-01-01

    Virtual collaborative activities have the potential to keep students engaged, create a sense of community in online courses and allow them to experience and practice virtual teamwork skills. This study presents an attempt to explore students' perceptions of online collaborative learning involving both process and product oriented activities. The…

  12. Using a NIATx Based Local Learning Collaborative for Performance Improvement

    Science.gov (United States)

    Roosa, Mathew; Scripa, Joseph S.; Zastowny, Thomas R.; Ford, James H., II

    2011-01-01

    Local governments play an important role in improving substance abuse and mental health services. The structure of the local learning collaborative requires careful attention to old relationships and challenges local governmental leaders to help move participants from a competitive to collaborative environment. This study describes one county's…

  13. Competence development of synchronously coached trainee teachers in collaborative learning

    OpenAIRE

    Hooreman, RW Ralph; Kommers, PAM; Jochems, WMG Wim

    2008-01-01

    The need to make trainee teachers more prepared to coach collaborative learning effectively is increasing, as collaborative learning is becoming more important. One complication in this training process is that it is hard for the teacher trainer to hear and understand the students’ utterances and those of the coaching trainee teacher. Besides, it is essential that the teacher trainer does not intervene with the students directly. This constraint is a strong plea for facilitating the direct wh...

  14. Virtual Reality for Collaborative E-Learning

    Science.gov (United States)

    Monahan, Teresa; McArdle, Gavin; Bertolotto, Michela

    2008-01-01

    In the past, the term e-learning referred to any method of learning that used electronic delivery methods. With the advent of the Internet however, e-learning has evolved and the term is now most commonly used to refer to online courses. A multitude of systems are now available to manage and deliver learning content online. While these have proved…

  15. Social Media, Collaboration and Social Learning--A Case-Study of Foreign Language Learning

    Science.gov (United States)

    Mondahl, Margrethe; Razmerita, Liana

    2014-01-01

    Social media has created new possibilities for digitally native students to engage, interact and collaborate in learning tasks that foster learning processes and the overall learning experience. Using both qualitative and quantitative data, this article discusses experiences and challenges of using a social media-enhanced collaborative learning…

  16. Learning to Work in Collaborative Environments

    Science.gov (United States)

    2001-05-15

    Integrating Communication and Work Distributed Collaborative Environment Indirect Interactions • Deixis - pointing out artifact aspect to group...feedback deixis Integrating Communication and Work Life-Cycle Toolbox (Human-Data) • Project Management • Simulation • Discipline (Legacy

  17. Personalizing the Collaborative Learning Environment with Pictures

    Directory of Open Access Journals (Sweden)

    Brian Mackie

    2005-10-01

    Full Text Available The Internet and Web-based technologies, as well as rapid globalization, are changing the way businesses communicate. Continuous progress in Information Technology (IT enables effective and efficient communication, particularly with the use of collaborative systems. Such systems have many different types of interfaces and attributes, and one such attribute is the use of visuals. This research assesses the usefulness of participant pictures in a collaborative exchange. To evaluate the usefulness of such pictures, participants were asked a series of questions regarding the use of pictures in CAMS, a collaborative environment. The results suggest that, in a collaborative setting, the use of pictures is valuable in enhancing a "sense of community," particularly in cases where participants have not met face-to-face.

  18. Collaborative Learning Processes in Teacher Training: Benefits and Costs

    Directory of Open Access Journals (Sweden)

    Ellen Aschermann

    2015-09-01

    Full Text Available The current pedagogical discussion emphasizes self-determined and cooperative forms of learning. The theoretical background stems from constructivist theories of learning, which interpret social exchange and reflecting on one’s learning pathway as crucial points for construction processes. Consequently, self-regulation turns into a central condition for scholarly learning. This includes setting goals, planning and conducting the learning process as well as the evaluation of results. This paper focusses on the processes secondary school teachers use to implement newly acquired knowledge on self-regulated learning in their lessons. By means of qualitative research methodology, we wanted to explore how experienced teachers develop their own abilities for self-determined learning while teaching their own pupils to do so. Method: In a transdisciplinary research-project between a secondary school and a university, a group of mathematic teachers participated in a two-day training course on self-regulated learning during which they discussed and developed ways to enhance self-regulation of learners. They were then tasked with implementing their newly acquired knowledge during their maths lessons (number of pupils = 270, 4 – 5 lessons per week with eighth graders in the course of a twelve week teaching period. Two separate groups of teachers were asked to put their newly acquired skills into practice. The first group (N = 6 used a collaborative setting in which tasks, teaching activities and performance reviews had been clarified and discussed within the group. The second group (N = 4 fulfilled these tasks individually without seeking assistance. The teaching strategies were assessed by means of multiple semi-structured interviews and observations of classroom activities. Semi-structured interviews were conducted with the teachers prior to the training and after 12 and 32 weeks respectively to explore their understanding of self-regulated learning

  19. CosmoQuest Collaborative: Galvanizing a Dynamic Professional Learning Network

    Science.gov (United States)

    Cobb, Whitney; Bracey, Georgia; Buxner, Sanlyn; Gay, Pamela L.; Noel-Storr, Jacob; CosmoQuest Team

    2016-10-01

    The CosmoQuest Collaboration offers in-depth experiences to diverse audiences around the nation and the world through pioneering citizen science in a virtual research facility. An endeavor between universities, research institutes, and NASA centers, CosmoQuest brings together scientists, educators, researchers, programmers—and citizens of all ages—to explore and make sense of our solar system and beyond. Leveraging human networks to expand NASA science, scaffolded by an educational framework that inspires lifelong learners, CosmoQuest engages citizens in analyzing and interpreting real NASA data, inspiring questions and defining problems.The QuestionLinda Darling-Hammond calls for professional development to be: "focused on the learning and teaching of specific curriculum content [i.e. NGSS disciplinary core ideas]; organized around real problems of practice [i.e. NGSS science and engineering practices] … [and] connected to teachers' collaborative work in professional learning community...." (2012) In light of that, what is the unique role CosmoQuest's virtual research facility can offer NASA STEM education?A Few AnswersThe CosmoQuest Collaboration actively engages scientists in education, and educators (and learners) in science. CosmoQuest uses social channels to empower and expand NASA's learning community through a variety of media, including science and education-focused hangouts, virtual star parties, and social media. In addition to creating its own supportive, standards-aligned materials, CosmoQuest offers a hub for excellent resources and materials throughout NASA and the larger astronomy community.In support of CosmoQuest citizen science opportunities, CQ initiatives (Learning Space, S-ROSES, IDEASS, Educator Zone) will be leveraged and shared through the CQPLN. CosmoQuest can be present and alive in the awareness its growing learning community.Finally, to make the CosmoQuest PLN truly relevant, it aims to encourage partnerships between scientists

  20. Using External Collaborations To Advance Distributed Learning at the University of Pennsylvania.

    Science.gov (United States)

    Eleey, Michael; Comegno, Marsha

    1999-01-01

    Discusses distributed-learning technology and distance learning in higher education and describes initiatives at the University of Pennsylvania to collaborate with businesses and choose outsourcing for some functions. Reasons for outsourcing include a decentralized institutional structure, high initial costs, uncertainty about which techniques…

  1. Implementation of a Framework for Collaborative Social Networks in E-Learning

    Science.gov (United States)

    Maglajlic, Seid

    2016-01-01

    This paper describes the implementation of a framework for the construction and utilization of social networks in ELearning. These social networks aim to enhance collaboration between all E-Learning participants (i.e. both traineeto-trainee and trainee-to-tutor communication are targeted). E-Learning systems that include a so-called "social…

  2. Working Together: How Teachers Teach and Students Learn in Collaborative Learning Environments

    Directory of Open Access Journals (Sweden)

    Mary Burns

    2014-01-01

    Full Text Available Active Learning in Maths and Science (ALMS was a six-month face-to-face professional development program for middle school maths and science teachers carried out between June and November, 2010 in two Indian states. ALMS’s theory of action is grounded in the belief that collaborative learning serves as a “gateway” to learner-centered instruction. Designers theorized that this shift from individual to collaborative learning would redefine the teacher’s role; alter the teacher and student relationship; change teachers’ organizational, instructional and assessment practices; and begin to lay the groundwork for an eventual shift toward full learner-centered instruction. As this paper will discuss, this proposed theory of action was largely confirmed. Over 80 percent of teachers across the two states regularly implemented collaborative learning techniques and began the larger journey toward learner-centered instruction. This implementation also resulted in a number of benefits for students, including greater levels of engagement, increased confidence, and improved behavior. The research also suggests that when teachers see positive changes as a result of their actions, their deeply-held beliefs about traditional instruction may conflict with what they in fact witnessed in their classrooms. This is the beginning of the evolution of change.

  3. Perceptions of EFL College Students toward Collaborative Learning

    Science.gov (United States)

    Chen, Yingling

    2018-01-01

    The purpose of the study was to understand the perceptions of EFL college students toward collaborative learning (CL). This qualitative research design used narrative approach since the study emphasized on each participant's learning experiences with CL strategy. The data collection instruments for this research were consisted by interview…

  4. LMS Projects: A Platform for Intergenerational E-Learning Collaboration

    Science.gov (United States)

    Lyashenko, Maria Sergeyevna; Frolova, Natalja Hidarovna

    2014-01-01

    Intergenerational learning (IGL) is the process of bringing seniors and juniors together in a collaborative space. Universities have been known to create a stimulating context for generations to share and acquire skills. The purpose of this paper is to present the results of research in the field of intergenerational learning and skills sharing.…

  5. Collaborative learning in gerontological clinical settings: The students' perspective.

    Science.gov (United States)

    Suikkala, Arja; Kivelä, Eeva; Käyhkö, Pirjo

    2016-03-01

    This study deals with student nurses' experiences of collaborative learning in gerontological clinical settings where aged people are involved as age-experts in students' learning processes. The data were collected in 2012 using the contents of students' reflective writing assignments concerning elderly persons' life history interviews and the students' own assessments of their learning experiences in authentic elder care settings. The results, analyzed using qualitative content analysis, revealed mostly positive learning experiences. Interaction and collaborative learning activities in genuine gerontological clinical settings contributed to the students' understanding of the multiple age-related and disease-specific challenges as well as the issues of functional decline that aged patients face. Three types of factors influenced the students' collaborative learning experiences in gerontological clinical settings: student-related, patient-related and learning environment-related factors. According to the results, theoretical studies in combination with collaboration, in an authentic clinical environment, by student nurses, elderly patients, representatives of the elder care staff and nurse educators provide a feasible method for helping students transform their experiences with patients into actual skills. Their awareness of and sensitivity to the needs of the elderly increase as they learn. Copyright © 2016 Elsevier Ltd. All rights reserved.

  6. Using Wikis and Collaborative Learning for Science Teachers' Professional Development

    Science.gov (United States)

    Chen, Y-H.; Jang, S-J.; Chen, P-J.

    2015-01-01

    Wiki bears great potential to transform learning and instruction by scaffolding personal and social constructivism. Past studies have shown that proper application of wiki benefits both students and teachers; however, few studies have integrated wiki and collaborative learning to examine the growth of science teachers' "Technological,…

  7. Integrating Collaborative and Decentralized Models to Support Ubiquitous Learning

    Science.gov (United States)

    Barbosa, Jorge Luis Victória; Barbosa, Débora Nice Ferrari; Rigo, Sandro José; de Oliveira, Jezer Machado; Rabello, Solon Andrade, Jr.

    2014-01-01

    The application of ubiquitous technologies in the improvement of education strategies is called Ubiquitous Learning. This article proposes the integration between two models dedicated to support ubiquitous learning environments, called Global and CoolEdu. CoolEdu is a generic collaboration model for decentralized environments. Global is an…

  8. CSCL in teacher training: what learning tasks lead to collaboration?

    NARCIS (Netherlands)

    Lockhorst, D.; Admiraal, W.F.; Pilot, A.

    2010-01-01

    Professional teacher communities appear to be positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. In initial teacher training as well as in-service training and other initiatives for

  9. A Collaborative Model for Ubiquitous Learning Environments

    Science.gov (United States)

    Barbosa, Jorge; Barbosa, Debora; Rabello, Solon

    2016-01-01

    Use of mobile devices and widespread adoption of wireless networks have enabled the emergence of Ubiquitous Computing. Application of this technology to improving education strategies gave rise to Ubiquitous e-Learning, also known as Ubiquitous Learning. There are several approaches to organizing ubiquitous learning environments, but most of them…

  10. Learning with Collaborative Inquiry: A Science Learning Environment for Secondary Students

    Science.gov (United States)

    Sun, Daner; Looi, Chee-Kit; Xie, Wenting

    2017-01-01

    When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students' learning processes. To address this, the article…

  11. Maintaining collaborative democratic and dialogue-based learning processes in virtual and game-based learning environments

    DEFF Research Database (Denmark)

    Jensen, Camilla Gyldendahl; Sorensen, Elsebeth

    2017-01-01

    . When virtual learning platforms are used in an educational context, a fundamental paradox appears as the student needs an active and practice-oriented participation identity to learn while at the same time needing to learn to acquire a participation identity. This identity is raised and trained......The incorporation and use of virtual learning platforms, including computer games, in the education sector, challenge these years the complexity of the learning environment regarding maintaining collaborative, democratic and dialogue-based learning processes that support a high degree of reflection...

  12. A Collaborative Learning Network Approach to Improvement: The CUSP Learning Network.

    Science.gov (United States)

    Weaver, Sallie J; Lofthus, Jennifer; Sawyer, Melinda; Greer, Lee; Opett, Kristin; Reynolds, Catherine; Wyskiel, Rhonda; Peditto, Stephanie; Pronovost, Peter J

    2015-04-01

    Collaborative improvement networks draw on the science of collaborative organizational learning and communities of practice to facilitate peer-to-peer learning, coaching, and local adaption. Although significant improvements in patient safety and quality have been achieved through collaborative methods, insight regarding how collaborative networks are used by members is needed. Improvement Strategy: The Comprehensive Unit-based Safety Program (CUSP) Learning Network is a multi-institutional collaborative network that is designed to facilitate peer-to-peer learning and coaching specifically related to CUSP. Member organizations implement all or part of the CUSP methodology to improve organizational safety culture, patient safety, and care quality. Qualitative case studies developed by participating members examine the impact of network participation across three levels of analysis (unit, hospital, health system). In addition, results of a satisfaction survey designed to evaluate member experiences were collected to inform network development. Common themes across case studies suggest that members found value in collaborative learning and sharing strategies across organizational boundaries related to a specific improvement strategy. The CUSP Learning Network is an example of network-based collaborative learning in action. Although this learning network focuses on a particular improvement methodology-CUSP-there is clear potential for member-driven learning networks to grow around other methods or topic areas. Such collaborative learning networks may offer a way to develop an infrastructure for longer-term support of improvement efforts and to more quickly diffuse creative sustainment strategies.

  13. The quality and impact of computer supported collaborative learning (CSCL) in radiology case-based learning

    International Nuclear Information System (INIS)

    Kourdioukova, Elena V.; Verstraete, Koenraad L.; Valcke, Martin

    2011-01-01

    Objective: The aim of this research was to explore (1) clinical years students' perceptions about radiology case-based learning within a computer supported collaborative learning (CSCL) setting, (2) an analysis of the collaborative learning process, and (3) the learning impact of collaborative work on the radiology cases. Methods: The first part of this study focuses on a more detailed analysis of a survey study about CSCL based case-based learning, set up in the context of a broader radiology curriculum innovation. The second part centers on a qualitative and quantitative analysis of 52 online collaborative learning discussions from 5th year and nearly graduating medical students. The collaborative work was based on 26 radiology cases regarding musculoskeletal radiology. Results: The analysis of perceptions about collaborative learning on radiology cases reflects a rather neutral attitude that also does not differ significantly in students of different grade levels. Less advanced students are more positive about CSCL as compared to last year students. Outcome evaluation shows a significantly higher level of accuracy in identification of radiology key structures and in radiology diagnosis as well as in linking the radiological signs with available clinical information in nearly graduated students. No significant differences between different grade levels were found in accuracy of using medical terminology. Conclusion: Students appreciate computer supported collaborative learning settings when tackling radiology case-based learning. Scripted computer supported collaborative learning groups proved to be useful for both 5th and 7th year students in view of developing components of their radiology diagnostic approaches.

  14. The impact of group membership on collaborative learning with wikis.

    Science.gov (United States)

    Matschke, Christina; Moskaliuk, Johannes; Kimmerle, Joachim

    2013-02-01

    The social web stimulates learning through collaboration. However, information in the social web is often associated with information about its author. Based on previous evidence that ingroup information is preferred to outgroup information, the current research investigates whether group memberships of wiki authors affect learning. In an experimental study, we manipulated the group memberships (ingroup vs. outgroup) of wiki authors by using nicknames. The designated group memberships (being fans of a soccer team or not) were completely irrelevant for the domain of the wiki (the medical disorder fibromyalgia). Nevertheless, wiki information from the ingroup led to more integration of information into prior knowledge as well as more increase of factual knowledge than information from the outgroup. The results demonstrate that individuals apply social selection strategies when considering information from wikis, which may foster, but also hinder, learning and collaboration. Practical implications for collaborative learning in the social web are discussed.

  15. Do collaborative practical tests encourage student-centered active learning of gross anatomy?

    Science.gov (United States)

    Green, Rodney A; Cates, Tanya; White, Lloyd; Farchione, Davide

    2016-05-06

    Benefits of collaborative testing have been identified in many disciplines. This study sought to determine whether collaborative practical tests encouraged active learning of anatomy. A gross anatomy course included a collaborative component in four practical tests. Two hundred and seven students initially completed the test as individuals and then worked as a team to complete the same test again immediately afterwards. The relationship between mean individual, team, and difference (between team and individual) test scores to overall performance on the final examination (representing overall learning in the course) was examined using regression analysis. The overall mark in the course increased by 9% with a decreased failure rate. There was a strong relationship between individual score and final examination mark (P learning occurring during the collaborative testing and that weaker students gained the benefit from team marks without significant active learning taking place. This negative outcome may be due to insufficient encouragement of the active learning strategies that were expected to occur during the collaborative testing process. An improved understanding of the efficacy of collaborative assessment could be achieved through the inclusion of questionnaire based data to allow a better interpretation of learning outcomes. Anat Sci Educ 9: 231-237. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

  16. Staging Events of Collaborative Design and Learning

    DEFF Research Database (Denmark)

    Binder, Thomas; Brandt, Eva; Horgen, Turid

    1998-01-01

    In this paper we will focus on events where collaborating parties get together to further the design work, and on how these events get staged in time and space. Our consern is the micro-organisation of time and space, which we find is poorly explored in the literature on product development. We...... open the paper by provisionally placing this concern within the debate on engineering design and product development. We argue that seeing the process of product development as a chain of events, each propelling the design work-and deliberately designing such events, with a clear focus on space, time...... for facilitating collaborative design....

  17. Critical Thinking and Collaboration: A Strategy to Enhance Student Learning

    OpenAIRE

    Ronald A. Styron, Jr.

    2014-01-01

    In numerous studies relative to collaboration and critical thinking, an instructional strategy called Team- Based Learning has proven to be an effective approach to teaching and learning. Team-Based Learning utilizes a specific sequence of individual work, group work and immediate feedback to create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to discussion. Using an action research conceptual model diffusion...

  18. En retorisk forståelsesramme for Computer Supported Collaborative Learning (A Rhetorical Theory on Computer Supported Collaborative Learning)

    DEFF Research Database (Denmark)

    Harlung, Asger

    2003-01-01

    The dissertation explores the potential of rhetorical theories for understanding, analyzing, or planning communication and learning processes, and for integrating the digitized contexts and human interaction and communication proccesses in a single theoretical framework. Based on Cicero's rhetoric...... applied to two empirical case studies of Master programs, the dissertation develops and presents a new theory on Computer Supported Collaborative Learning (CSCL)....

  19. Learning Human Aspects of Collaborative Software Development

    Science.gov (United States)

    Hadar, Irit; Sherman, Sofia; Hazzan, Orit

    2008-01-01

    Collaboration has become increasingly widespread in the software industry as systems have become larger and more complex, adding human complexity to the technological complexity already involved in developing software systems. To deal with this complexity, human-centric software development methods, such as Extreme Programming and other agile…

  20. Collaborative Learning in Two Vocal Conservatoire Courses

    Science.gov (United States)

    Rumiantsev, Tamara W.; Maas, Annemarie; Admiraal, Wilfried

    2017-01-01

    The apprenticeship tradition in conservatoire education assumes that teachers' expertise is the main source for the development of future music professionals. However, the professional practice of vocalists is nearly completely based on collaboration, such as with other vocalists, instrumentalists, accompanists, orchestras, conductors, or stage…

  1. Collaborative learning through computer-mediated argumentation

    NARCIS (Netherlands)

    Kanselaar, G.; Veerman, A.L.; Andriessen, J.E.B.

    1999-01-01

    This article reports on three studies that involved undergraduate students collaboratively working on authentic discussion tasks in synchronous and asynchronous Computer Mediated Communication systems (Netmeeting, Belvédère, Allaire Forums). The purposes of the assignments were respectively to

  2. Collaborative learning in an academic writing workshop

    African Journals Online (AJOL)

    Hennie

    Using Design Research as methodology and research design type, this article reports on a research proposal writing workshop conducted with Education postgraduate students, with the aim of ascertaining the roles that conversation, collaboration and feedback play in constructing meaning and supporting writing.

  3. Stop, Collaborate, and Listen: Lessons Learned from Collaborating with a Houston Environmental Justice Organization

    Science.gov (United States)

    Johnson, C.; Arellano, Y.; Phartiyal, P.

    2016-12-01

    Scientists are increasingly showing interest in conducting research at the community level, yet community groups often struggle with lack of access to scientific information. Collaborations between the two are mutually beneficial: scientists can include assessment of societal implications in their research, and community-specific scientific evidence can be used by local groups to inform public decisions that benefit community interests. Recognizing the need for and utility of such partnerships, the Center for Science and Democracy at the Union of Concerned Scientists, a science-based policy and advocacy organization, partnered with Texas Environmental Justice Advocacy Services (TEJAS), an environmental justice organization based in Manchester in Houston, to provide the technical support and resources needed to strengthen TEJAS' advocacy work. Working closely with TEJAS, we connected community members with local experts, developed educational products to inform community members about environmental health risks in their neighborhoods, published a report highlighting chemical safety issues in the community, and assisted in constructing a community survey to assess residents' health concerns. The products were created with the intention of raising the profile of these issues with local government and regional EPA officials. This talk will discuss the projects done in collaboration with TEJAS, as well as important lessons learned that offer insight into best practices for other organizations and technical experts to partner with community groups on local projects.

  4. Globally Networked Collaborative Learning in Industrial Design

    Science.gov (United States)

    Bohemia, Erik; Ghassan, Aysar

    2012-01-01

    This article explores project-based cross-cultural and cross-institutional learning. Using Web 2.0 technologies, this project involved more than 240 students and eighteen academic staff from seven international universities. The focus of this article relates to a project-based learning activity named "The Gift". At each institution the…

  5. Collaborative Learning in Practice : Examples from Natural ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    1 déc. 2010 ... Parmi ses publications récentes, citons Learning from the Field: Innovating China's Higher Education System (Foundation Books et CRDI, 2008) et Social and Gender Analysis in Natural Resource Management: Learning Studies and Lessons from Asia (Sage India, CAP et CRDI, 2006). Edición español: ...

  6. Collaborative Learning in Problem Solving: A Case Study in Metacognitive Learning

    Directory of Open Access Journals (Sweden)

    Shelly L. Wismath

    2015-12-01

    Full Text Available Problem solving and collaborative communication are among the key 21st century skills educators want students to develop. This paper presents results from a study of the collaborative work patterns of 133 participants from a university level course designed to develop transferable problem-solving skills. Most of the class time in this course was spent on actually solving puzzles, with minimal direct instruction; students were allowed to work either independently or in small groups of two or more, as they preferred, and to move back and forth between these two modalities as they wished. A distinctive student-driven pattern blending collaborative and independent endeavour was observed, consistently over four course offerings in four years. We discuss a number of factors which appear to be related to this variable pattern of independent and collaborative enterprise, including the thinking and learning styles of the individuals, the preference of the individuals, the types of problems being worked on, and the stage in a given problem at which students were working. We also consider implications of these factors for the teaching of problem solving, arguing that the development of collaborative problem solving abilities is an important metacognitive skill.

  7. Student Collaboration and Standards-Based Music Learning: A Literature Review

    Science.gov (United States)

    Cangro, Richard

    2016-01-01

    This article is a review of relevant literature on collaborative, standards-based music learning. The review is organized as follows: (a) historical perspective, (b) collaborative music learning, (c) collaboration and creating, (d) collaboration and performing, (e) collaboration and responding, and (f) conclusions. In an effort to bridge the gap…

  8. Pros & Cons of Using Blackboard Collaborate for Blended Learning on Students' Learning Outcomes

    Science.gov (United States)

    Hamad, Mona M.

    2017-01-01

    Blackboard Collaborate was introduced to King Khalid University recently in the last decade; instructors and students were trained to use it in an effective way. The objective of this study is to find pros and cons of using Blackboard Collaborate for Blended Learning and its effect on students' learning outcomes. The researcher used the…

  9. The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis

    Science.gov (United States)

    Nakamura, Yasuyuki; Nishi, Shinnosuke; Muramatsu, Yuta; Yasutake, Koichi; Yamakawa, Osamu; Tagawa, Takahiro

    2014-01-01

    In this paper, we introduce a mathematical model for collaborative learning and the answering process for multiple-choice questions. The collaborative learning model is inspired by the Ising spin model and the model for answering multiple-choice questions is based on their difficulty level. An intensive simulation study predicts the possibility of…

  10. Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series.

    Science.gov (United States)

    Dillenbourg, Pierre, Ed.

    Intended to illustrate the benefits of collaboration between scientists from psychology and computer science, namely machine learning, this book contains the following chapters, most of which are co-authored by scholars from both sides: (1) "Introduction: What Do You Mean by 'Collaborative Learning'?" (Pierre Dillenbourg); (2)…

  11. Second graders’ collaborative learning around touchscreens in their classroom

    DEFF Research Database (Denmark)

    Davidsen, Jacob

    In “Second graders’ collaborative learning around touchscreens in their classroom”, Jacob Davidsen explores, analyses and discusses how eight- and nine-year-old children’s embodied collaborative interactions around touchscreens unfold in classroom settings. Having conducted micro...... and ethnographic observations, all from a year-long study of naturally occurring activities in two second grade classrooms at a public school in Denmark. The way of seeing and making visible children’s collaboration around touchscreens presented in this thesis is informed by CSCL, ethnomethodology and embodied...

  12. Application of a Novel Collaboration Engineering Method for Learning Design: A Case Study

    Science.gov (United States)

    Cheng, Xusen; Li, Yuanyuan; Sun, Jianshan; Huang, Jianqing

    2016-01-01

    Collaborative case studies and computer-supported collaborative learning (CSCL) play an important role in the modern education environment. A number of researchers have given significant attention to learning design in order to improve the satisfaction of collaborative learning. Although collaboration engineering (CE) is a mature method widely…

  13. The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis

    Science.gov (United States)

    Sung, Yao-Ting; Yang, Je-Ming; Lee, Han-Yueh

    2017-01-01

    One of the trends in collaborative learning is using mobile devices for supporting the process and products of collaboration, which has been forming the field of mobile-computer-supported collaborative learning (mCSCL). Although mobile devices have become valuable collaborative learning tools, evaluative evidence for their substantial…

  14. Monitoring Collaboration in Flexible and Personal Learning Environments

    Directory of Open Access Journals (Sweden)

    Maria-Jesus Rodriguez-Triana

    2011-10-01

    Full Text Available Both virtual and personal learning environments (VLEs and PLEs are technologies widely used with educational purposes. Moreover, there also exists a pedagogical trend towards the development of high-level competences, such as the capacity to work collaboratively in a group. These two trends come to- gether within the field of computer supported collaborative learning (CSCL. The evaluation of CSCL situations requires to take into account, among other things, the process of collaboration. In response to this need, a number of collaboration analysis tools have been developed. However, the use of these tools in the decen- tralized scenarios typically found when integrating third-party external in VLEs and PLEs is a complex matter: the information retrieved and the access to it are heterogeneous; and the lack of data sharing standards between the learning soft- ware and the analysis tools reduces the probability of compatibility. The present work aims to delve into the problem of the integration of collaboration analysis tools and learning software. A solution is proposed to support monitoring in an architecture that already integrates third-party external tools in PLEs and VLEs named GLUE!. The proposal is illustrated by means of an example based on a real CSCL experience that took place in a course at our University.

  15. The Implementation of Collaborative Learning to Enhance the Students’ Critical Thinking In Writing

    Directory of Open Access Journals (Sweden)

    Hesti Rokhaniyah

    2016-06-01

    Full Text Available The present study attempts to describe whether or not and to whatextent Collaborative Learning can enhance the college students’ criticalthinking in writing, and identify the class climate when CollaborativeLearning is implemented. The data of the research were obtained usingseveral techniques including interview, observation, document, and test.The qualitative data were analyzed by using Constant Comparative Method,while the quantitative data were obtained by finding out the mean score ofthe two raters. The finding of the research showed that the implementationof Collaborative Learning enhanced: (1 students’ critical thinking including:(a providing appropiate arguments; (b expressing proper evidence tosupport their arguments;(cgive alternative point of view; (ddrawing clearconclusion. The enhancement of the students’ scores could be proved thatthe mean score of the pre-test was 50.46; the post-test 1 was 71.15; and thepost-test 2 was 81.67. Twenty six students from 35 students had fulfilledthe criteria of passing grade which was 75 in post test 2; and (2 enhancedthe class climate including: (a students’ attention to the teaching andlearning process was getting better; (b students got more alive condition;(c the students’ responsibility increased; (d the students’ self confidenceand ability to express themselves improved. Considering the inspiringresult of this research, it is recommended that English lecturers are able touse this research for: guiding the students to explore their critical thinkingthrough Collaborative Learning; and being creative to make the class climateinteresting by implementing Collaborative Learning

  16. Critical Thinking and Collaboration: A Strategy to Enhance Student Learning

    Directory of Open Access Journals (Sweden)

    Ronald A. Styron, Jr.

    2014-12-01

    Full Text Available In numerous studies relative to collaboration and critical thinking, an instructional strategy called Team- Based Learning has proven to be an effective approach to teaching and learning. Team-Based Learning utilizes a specific sequence of individual work, group work and immediate feedback to create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to discussion. Using an action research conceptual model diffusion of innovation theory, the process of P-20 quality enhancement using Team-Based Learning is examined.

  17. Virtual Communities of Collaborative Learning for Higher Education

    Directory of Open Access Journals (Sweden)

    Gilda E. Sotomayor

    2014-11-01

    Full Text Available This article aims to outline and project three new learning scenarios for Higher Education that, after the emergence of ICT and communication through the Network-lnternet, have come under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and related concepts taking place in these communities and serving as a basis for sorting them into three types in particular: communities of educational work of professional practice and scientific knowledge. Virtual communities where the activities undertaken and skills acquired are set as important parts of our personal learning development, wich are necessary to build the Knowledge Society.

  18. Students’ Views about the Problem Based Collaborative Learning Environment Supported By Dynamic Web Technologies

    Directory of Open Access Journals (Sweden)

    Erhan ÜNAL

    2017-04-01

    Full Text Available The purpose of this study is to design a problem based collaborative learning environment supported by dynamic web technologies and examine students’ views about this learning environment. The study was designed as a qualitative research. 36 students who took Object Oriented Programming I-II course from a public university at the department of computer programming participated in the study. During the research process, the Object Oriented Programming I-II course was designed with incorporating different dynamic web technologies (Edmodo, Google Services, and Mind42 and Nelson (1999’s collaborative problem solving method. At the end of the course, there were focus group interviews in regards to the students’ views on a learning environment supported by dynamic web technologies and collaborative problem solving method. At the end of the focus group interviews, 4 themes were obtained from the students’ views, including positive aspects of the learning environment, difficulties faced in the learning environment, advantages of the learning environment, and skills gained as a result of the project. The results suggest that problem based collaborative learning methods and dynamic web technologies can be used in learning environments in community colleges.

  19. Differential impact of student behaviours on group interaction and collaborative learning: medical students' and tutors' perspectives.

    Science.gov (United States)

    Iqbal, Maha; Velan, Gary M; O'Sullivan, Anthony J; Balasooriya, Chinthaka

    2016-08-22

    Collaboration is of increasing importance in medical education and medical practice. Students' and tutors' perceptions about small group learning are valuable to inform the development of strategies to promote group dynamics and collaborative learning. This study investigated medical students' and tutors' views on competencies and behaviours which promote effective learning and interaction in small group settings. This study was conducted at UNSW Australia. Five focus group discussions were conducted with first and second year medical students and eight small group tutors were interviewed. Data were transcribed verbatim and thematic analysis was conducted. Students and tutors identified a range of behaviours that influenced collaborative learning. The main themes that emerged included: respectfulness; dominance, strong opinions and openness; constructiveness of feedback; active listening and contribution; goal orientation; acceptance of roles and responsibilities; engagement and enthusiasm; preparedness; self- awareness and positive personal attributes. An important finding was that some of these student behaviours were found to have a differential impact on group interaction compared with collaborative learning. This information could be used to promote higher quality learning in small groups. This study has identified medical students' and tutors' perceptions regarding interactional behaviours in small groups, as well as behaviours which lead to more effective learning in those settings. This information could be used to promote learning in small groups.

  20. Collaborative Learning at Engineering Universities: Benefits and Challenges

    Directory of Open Access Journals (Sweden)

    Olga V. Sumtsova

    2018-01-01

    Full Text Available This paper concerns the cutting edge educational approaches incorporated into syllabuses of the most progressive Russian higher technical schools. The authors discuss one of the active methods in teaching foreign languages – collaborative learning implemented in e-courses. Theoretical and historical aspects of this approach are addressed, as are its suitability for engineering education and possible ways of introducing collaborative learning into e-courses. Collaborative learning technology offers wide prospects for teachers of foreign languages as it enables the use of various patterns of interaction, promotes discussion, opinion exchange, peer assessment and building an e-learning community, fosters the development of e-culture and netiquette, and prepares future specialists for work in their professional sphere under the new conditions imposed by society’s technological and cultural development. This paper describes real pedagogical experience of teaching English to students using the platform Moodle, focusing on the capacity of different Moodle instruments for designing group work tasks. Recommendations are given for their usage and the results of implementing a collaborative learning approach into certain e-courses offered at Tomsk Polytechnic University (TPU are presented.

  1. A model of using social media for collaborative learning to enhance learners’ performance on learning

    Directory of Open Access Journals (Sweden)

    Waleed Mugahed Al-Rahmi

    2017-10-01

    Full Text Available Social media has been always described as the channel through which knowledge is transmitted between communities and learners. This social media has been utilized by colleges in a way to encourage collaborative learning and social interaction. This study explores the use of social media in the process of collaborative learning through learning Quran and Hadith. Through this investigation, different factors enhancing collaborative learning in learning Quran and Hadith in the context of using social media are going to be examined. 340 respondents participated in this study. The structural equation modeling (SEM was used to analyze the data obtained. Upon analysis and structural model validities, the study resulted in a model used for measuring the influences of the different variables. The study reported direct and indirect significant impacts of these variables on collaborative learning through the use of social media which might lead to a better performance by learners.

  2. Applying Adaptive Swarm Intelligence Technology with Structuration in Web-Based Collaborative Learning

    Science.gov (United States)

    Huang, Yueh-Min; Liu, Chien-Hung

    2009-01-01

    One of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. We posit that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. In this paper, we propose an ant swarm collaborative learning (ASCL)…

  3. Collaborative Learning Utilizing Case-Based Problems

    Science.gov (United States)

    Hilvano, Nestor T.; Mathis, Karen M.; Schauer, Daniel P.

    2014-01-01

    Engaging students in discussion and creating high impact teaching and learning practices are a challenge in every classroom. Small group discussion and poster presentations were used to solve case-based problems to highlight issues for the learner and to allow each student to demonstrate understanding and application of theory to real life…

  4. Learning as salon : Honors international collaboration

    NARCIS (Netherlands)

    Corinne Mann; Justin van Dijk; Dr. Marca Wolfensberger; Mischa Dekker; Chantel Lucas; Christine Hait; John Zubizarreta

    2013-01-01

    In May 2011, Dutch students from the honors program in geosciences of Utrecht University, led by Professor Marca Wolfensberger, engaged in an experimental-learning project in Paris, France, with a group of American students from the honors program of Columbia College, South Carolina, led by

  5. Principals' Collaborative Roles as Leaders for Learning

    Science.gov (United States)

    Kitchen, Margaret; Gray, Susan; Jeurissen, Maree

    2016-01-01

    This article draws on data from three multicultural New Zealand primary schools to reconceptualize principals' roles as leaders for learning. In doing so, the writers build on Sinnema and Robinson's (2012) article on goal setting in principal evaluation. Sinnema and Robinson found that even principals hand-picked for their experience fell short on…

  6. The communication and tool in collaborative learning activities : Activity theory and Dewey's learning theory

    OpenAIRE

    上野, 正道

    2007-01-01

    A new perspective on collaborative communication is presented. I will explain collaborative and communicative learning based on a synthesis of Vygotskian cultural-historical activity theory and Dewey's learning theory. Dewey's and activity theorists' perspectives share the following points. First, both emphasize life experiences. Communicative theory says that learning depends on the daily experiences of children. Second, communication is thought to be both a tool for exchanging ideas and exp...

  7. Using IMS Learning Design to model collaborative learning activities

    NARCIS (Netherlands)

    Tattersall, Colin

    2006-01-01

    IMS Learning Design provides a counter to the trend towards designing for lone-learners reading from screens. It guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives. It recognises that learning can happen without

  8. Taking learning seriously: From competition to collaboration

    International Nuclear Information System (INIS)

    Peinovich, P.E.; Walker, L.H.

    1991-01-01

    Several nuclear power operations have adopted the strategic goal of acquiring and maintaining the best qualified workforce possible - no small task in the face of recent work-force studies. Many utilities also believe that creating opportunities for employees to acquire knowledge beyond what is required to do their job will increase the level of professionalism of workers. One approach that attests to one's ability to grow beyond and strive for more knowledge is the earning of an accredited college credential. Regents College of the University of the State of New York is illustrative of the nature and success of collaboration between campus-based and external degree programs for adults. A combination of eliminating competition among educational providers, sharing the collective knowledge of training and educational resources, and working with utilities to optimize the fiscal resources available for education is a method that is helping to meet the needs of today's and tomorrow's workforce which works

  9. Collaborative learning in a multilingual class

    Directory of Open Access Journals (Sweden)

    Deonarain Brijlall

    2008-10-01

    Full Text Available The solving of word problems dealing with fractions  was  investigated. Two sets of learners worked in solving the same tasks on fractions. One set of learners worked collaboratively  and the other group consisted of learners working independently.  The selected participants consisted of two Grade 8 classes at a high school in Pietermaritzburg, South Africa.  The study was a qualitative one  involving lesson observations, analysis of learner worksheets, questionnaires and interviews. The two tasks were presented in the form of word problems and the classroom comprised of multilingual learners.  Data yielded by these research instruments confirmed assumptions and literature claims. Although it was a small scale qualitative research, interesting observations were made that could have pedagogical implications.

  10. Editorial: Collaborative Knowledge Management and E-Learning

    Directory of Open Access Journals (Sweden)

    Helen S. Du

    2011-06-01

    Full Text Available Finding effective ways to collaborate, and to create and share knowledge among people who are connected via disperse networks is one of the most challenging tasks. Many of our traditional learning models and educational systems are not yet ready for new forms of collaboration and knowledge management due to recent technology advancement. To achieve effective education and training, we need to pay attention not only to the technology itself, but also to technology infrastructures, pedagogies, social, and management aspects. This special issue of the KM&EL international journal focuses on recent directions for the alignment of collaborative knowledge management and e-learning, and their rising impact on research and pedagogical practice.

  11. Conflict from Teamwork in Project-Based Collaborative Learning

    Science.gov (United States)

    Chan, Lim Ha; Chen, Ching-Huei

    2010-01-01

    This study investigated the conflict occurring during teamwork among college seniors in project-based collaborative learning in a capstone course. It found that conflict emerged with poor communication, task management, and work allocation; unequal treatments among classmates; egocentricity; a clash of values; and lack of responsibility and…

  12. Students' Groupwork Management in Online Collaborative Learning Environments

    Science.gov (United States)

    Xu, Jianzhong; Du, Jianxia; Fan, Xitao

    2015-01-01

    The present study investigates empirical models of groupwork management in online collaborative learning environments, based on the data from 298 students (86 groups) in United States. Data revealed that, at the group level, groupwork management was positively associated with feedback and help seeking. Data further revealed that, at the individual…

  13. Student Perceptions of a Successful Online Collaborative Learning Community

    Science.gov (United States)

    Waugh, Michael L.; Su, Jian

    2016-01-01

    This paper shares the perceptions of a group of 11 successful online students regarding the value of the collaborative learning community that developed as part of their participation in the first cohort of the WebIT online Master of Science Degree in Instructional Technology program, at The University of Tennessee at Knoxville during 2008-2010.…

  14. Integration of Collaborative Learning in Grade K-5 EFL Classrooms

    Science.gov (United States)

    Shahamat, Ailar; Mede, Enisa

    2016-01-01

    This study investigated the effectiveness of integrating collaborative learning in Turkish elementary (primary) classrooms where English is acquired as a foreign language. Specifically, it aimed at shedding light on how the participating students and teachers perceive such language classes, what are the effects of integrating this particular…

  15. Collaborative Learning Indicators as Determinants of Social Well ...

    African Journals Online (AJOL)

    This study investigated collaborative learning indicators as predictors of social well-being among female undergraduates in the University of Abuja, Abuja, Nigeria. The study employed correlational research design. A sample of 250 female students was randomly selected within Faculty of Education. Three reliable ...

  16. Project-Based Learning in Geotechnics: Cooperative versus Collaborative Teamwork

    Science.gov (United States)

    Pinho-Lopes, Margarida; Macedo, Joaquim

    2016-01-01

    Since 2007/2008 project-based learning models have been used to deliver two fundamental courses on Geotechnics in University of Aveiro, Portugal. These models have evolved and have encompassed either cooperative or collaborative teamwork. Using data collected in five editions of each course (Soil Mechanics I and Soil Mechanics II), the different…

  17. Collaborative learning in a culturally diverse secondary vocational education

    NARCIS (Netherlands)

    Dr. Rutger van de Sande; Drs. Kennedy Aquilino Tielman; Dr. S. Bolhuis; Prof. dr. Perry den Brok

    2010-01-01

    Collaborative learning in a culturally diverse secondary vocational education. By K. Tielman (Fontys), P. den Brok (ESoE), S. Bolhuis (Fontys) and R. van de Sande (Fontys) This contribution discusses a descriptive study on the experiences of students and teachers in secondary vocational education

  18. Simplicities and Complexities of the Effect of Collaborative Learning ...

    African Journals Online (AJOL)

    This study was designed to find out if the effect of the collaborative peer learning context on students' academic performance would be direct or indirect A stratified random sample of 600 students was drawn from all the 4 day secondary schools in Sekondi-Takoradi. The paper-and pen questionnaire was used as the data ...

  19. Care, Communication, Learner Support: Designing Meaningful Online Collaborative Learning

    Science.gov (United States)

    Robinson, Heather A.; Kilgore, Whitney; Warren, Scott J.

    2017-01-01

    The purpose of this study was to identify emergent themes regarding higher education instructors' perceptions concerning the provision of collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, instructors described their teaching experiences and reported specifically about the online…

  20. Student-Community Collaboration to Construct Mobile Learning Games

    Science.gov (United States)

    Wallace, Paul

    2011-01-01

    This article describes a project integrating mobile learning games into the author's course at Appalachian State University, in collaboration with a community partner and for the community as a whole. The process of constructing educational mobile games can be as beneficial as the act of playing. Therefore, the author's beliefs about integrating…

  1. Collaborative Learning for Co-management of Natural Resources in ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Collaborative Learning for Co-management of Natural Resources in Mongolia. The grasslands and steppes of Mongolia are currently home to some 35 million head of livestock and 180 000 herding families. Pastureland ecosystems are fragile, highly susceptible to degradation and slow to recover, mainly due to the cold, ...

  2. Live online communication facilitating collaborative learning

    DEFF Research Database (Denmark)

    Kjær, Christopher

    2010-01-01

    The aim of this presentation is to emphazise that blended learning still is an appropriate way to deliver learning interventions. Fast net connections are rapidly becoming available to people and organizations around the world. At the same time, prices on computers and mobile devices is dropping....... This has paved the way for web conference systems that provide users with easy access to live online communication. Teachers and students are no longer limited to physical class rooms, but can go global via virtual class rooms that can be created in the available web conference system. Fast connections...... a multitude of activities. It is, however, tempting for teachers to simply transfer the well known models and practices of the physical class room to the virtual environment thus maintaining traditional lectures and individual, written assignments as teaching activities. This leaves the teacher in control...

  3. Conscientization, Dialogue and Collaborative Problem Based Learning

    Directory of Open Access Journals (Sweden)

    Conscientization, Dialogue and Collaborative Problem Based Learning

    2013-08-01

    Full Text Available It has been argued that Paulo Freire’s concept of conscientization, where critical awareness and engagement are central to a problem-posing pedagogy, provides the philosophical principles to underpin Problem Based Learning (PBL. By using dialogue groups and a combination of learning strategies to discover the nature of a problem, understand its constraints, options, and multi-voiced perspectives, students can negotiate the sociological nature of its resolution and how competing perspectives may inform decision-making. This paper will first present the background of PBL, before it introduces and argues for reflective and reflexive learning environments founded within dialogical practices. It then provides tales from the field that illustrate how conscientization is enacted in the classroom, before considering implications and the Ten Principles of Critical Learning’ for reflective and reflexive practice. It concludes by arguing that conscientization and the dialogical process are central to PBL in order to engage the individual voice, foster democratic practices, and for the creation of shared meanings and understandings.

  4. Collaborative and Cooperative Learning in Malaysian Mathematics Education

    Directory of Open Access Journals (Sweden)

    Rohani Ahmad Tarmizi

    2012-07-01

    Full Text Available Collaborative and cooperative learning studies are well recognized in Malaysian mathematics education research. Cooperative learning is used to serve various ability students taking into consideration of their level of understanding, learning styles, sociological backgrounds that develop students’ academic achievement and skills,  and breeze the social harmony among students of different ethnic backgrounds. Besides academic achievement, process skills and values are required to extend the social harmony among students in today’s multiethnic schools. Therefore, teachers are expected to find the pedagogy that enables students to learn academic knowledge and professional skills to face the challenges in their everyday lives. The Malaysian scholars, based on the findings of their cooperative learning studies, emphasized the use of cooperative learning as an effective pedagogy with the aim to improve students’ mathematics achievement and communication skills. This paper describes the role of collaborative and cooperative learning to the development of students’ mathematics achievement along with their communication skills and with significant integration of values in Malaysian mathematics education.  Keywords:  Cooperative learning, mathematics education, academic achievement and skills, Malaysia. DOI: http://dx.doi.org/10.22342/jme.3.2.569.103-114

  5. Authoring and Enactment of Mobile Pyramid-Based Collaborative Learning Activities

    Science.gov (United States)

    Manathunga, Kalpani; Hernández-Leo, Davinia

    2018-01-01

    Collaborative learning flow patterns (CLFPs) formulate best practices for the orchestration of activity sequences and collaboration mechanisms that can elicit fruitful social interactions. Mobile technology features offer opportunities to support interaction mediation and content accessibility. However, existing mobile collaborative learning…

  6. The Comparative Study of Collaborative Learning and SDLC Model to develop IT Group Projects

    Directory of Open Access Journals (Sweden)

    Sorapak Pukdesree

    2017-11-01

    Full Text Available The main objectives of this research were to compare the attitudes of learners between applying SDLC model with collaborative learning and typical SDLC model and to develop electronic courseware as group projects. The research was a quasi-experimental research. The populations of the research were students who took Computer Organization and Architecture course in the academic year 2015. There were 38 students who participated to the research. The participants were divided voluntary into two groups including an experimental group with 28 students using SDLC model with collaborative learning and a control group with 10 students using typical SDLC model. The research instruments were attitude questionnaire, semi-structured interview and self-assessment questionnaire. The collected data was analysed by arithmetic mean, standard deviation, and independent sample t-test. The results of the questionnaire revealed that the attitudes of the learners using collaborative learning and SDLC model were statistically significant difference between the mean score for experimental group and control group at a significance level of 0.05. The independent statistical analyses were significantly different between the two groups at a significance level of 0.05. The results of the interviewing revealed that most of the learners had the corresponding opinions that collaborative learning was very useful with highest level of their attitudes comparing with the previous methodology. Learners had left some feedbacks that collaborative learning should be applied to other courses.

  7. Maintaining collaborative democratic and dialogue-based learning processes in virtual and game-based learning environments

    DEFF Research Database (Denmark)

    Jensen, Camilla Gyldendahl; Sorensen, Elsebeth

    2017-01-01

    . When virtual learning platforms are used in an educational context, a fundamental paradox appears as the student needs an active and practice-oriented participation identity to learn while at the same time needing to learn to acquire a participation identity. This identity is raised and trained......The incorporation and use of virtual learning platforms, including computer games, in the education sector, challenge these years the complexity of the learning environment regarding maintaining collaborative, democratic and dialogue-based learning processes that support a high degree of reflection...... by being a continuous part of a community that recalls the scenarios of reality. It is therefore crucial that the learning environment reflects the reality of which the students' professionalism is unfolded. Learning is, therefore, something more and not just the acquisition of knowledge and past actions...

  8. Collaborative testing as a learning strategy in nursing education: a review of the literature.

    Science.gov (United States)

    Sandahl, Sheryl S

    2009-01-01

    Nurses are important members of a patient's interprofessional health care team. A primary goal of nursing education is to prepare nursing professionals who can work collaboratively with other team members for the benefit of the patient. Collaborative learning strategies provide students with opportunities to learn and practice collaboration. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision-making, and group processing skills. This article reviews the theoretical basis for collaborative learning and research on collaborative testing in nursing education.

  9. Gender differences in collaborative learning over online social networks: Epistemological beliefs and behaviors

    Directory of Open Access Journals (Sweden)

    Rosanna Y.-Y. Chan

    2013-09-01

    Full Text Available Online social networks are popular venues for computer-supported collaborative work and computer-supported collaborative learning. Professionals within the same discipline, such as software developers, often interact over various social network sites for knowledge updates and collective understandings. The current study aims at gathering empirical evidences concerning gender differences in online social network beliefs and behaviors. A total of 53 engineering postgraduate students were engaged in a blogging community for collaborative learning. Participants’ beliefs about collaboration and nature of knowledge and knowing (i.e. epistemological beliefs are investigated. More specifically, social network analysis metrics including in-degree, out-degree, closeness centrality, and betweenness centrality are obtained from an 8-interval longitudinal SNA. Methodologically speaking, the current work puts forward mixed methods of longitudinal SNA and quantitative beliefs survey to explore online social network participants’ beliefs and behaviors. The study’s findings demonstrate significant gender differences in collaborative learning through online social networks, including (1 female engineering postgraduate students engage significantly more actively in online communications, (2 male engineering postgraduate students are more likely to be the potential controllers of information flows, and (3 gender differences exist in belief gains related to social aspects, but not individual's epistemic aspects. Overall, participants in both genders demonstrated enhanced beliefs in collaboration as well as the nature of knowledge and knowing.

  10. Fostering Multimedia Learning with Collaborative Concept Mapping: The Effect of Cognitive Aid on Performance and on Collaboration

    Science.gov (United States)

    Acuña, Santiago Roger; Aymes, Gabriela López; Medrano, Carlos Sergio López

    2014-01-01

    This paper analyzes the use of collaborative concept maps in multimedia learning tasks. Specifically, the effect of a cognitive aid (providing students a list of main concepts to generate a concept map) on the performance of collaborative concept mapping and on the level of collaboration in this task is discussed. The study was carried out with 57…

  11. Towards identifying Collaborative Learning groups using Social Media

    Directory of Open Access Journals (Sweden)

    Selver Softic

    2012-11-01

    Full Text Available This work reports about the preliminary results and ongoing research based upon profiling collaborative learning groups of persons within the social micro-blogging platforms like Twitter that share potentially common interests on special topic. Hereby the focus is held on spontaneously initiated collaborative learning in Social Media and detection of collaborative learning groups based upon their communication dynamics. Research questions targeted to be answered are: are there any useful data mining algorithms to fulfill the task of pre-selection and clustering of users in social networks, how good do they perform, and what are the metrics that could be used for detection and evaluation in the realm of this task. Basic approach presented here uses as preamble hypothesis that users and their interests in Social Networks can be identified through content generated by them and content they consume. Special focus is held on topic oriented approach as least common bounding point. Those should be also the basic criteria used to detect and outline the learning groups. The aim of this work is to deliver first scientific pre-work for successfully implementation of recommender systems using social network metrics and content features of social network users for the purposes of better learning group communication and information consumption.

  12. The quality and impact of computer supported collaborative learning (CSCL) in radiology case-based learning.

    Science.gov (United States)

    Kourdioukova, Elena V; Verstraete, Koenraad L; Valcke, Martin

    2011-06-01

    The aim of this research was to explore (1) clinical years students' perceptions about radiology case-based learning within a computer supported collaborative learning (CSCL) setting, (2) an analysis of the collaborative learning process, and (3) the learning impact of collaborative work on the radiology cases. The first part of this study focuses on a more detailed analysis of a survey study about CSCL based case-based learning, set up in the context of a broader radiology curriculum innovation. The second part centers on a qualitative and quantitative analysis of 52 online collaborative learning discussions from 5th year and nearly graduating medical students. The collaborative work was based on 26 radiology cases regarding musculoskeletal radiology. The analysis of perceptions about collaborative learning on radiology cases reflects a rather neutral attitude that also does not differ significantly in students of different grade levels. Less advanced students are more positive about CSCL as compared to last year students. Outcome evaluation shows a significantly higher level of accuracy in identification of radiology key structures and in radiology diagnosis as well as in linking the radiological signs with available clinical information in nearly graduated students. No significant differences between different grade levels were found in accuracy of using medical terminology. Students appreciate computer supported collaborative learning settings when tackling radiology case-based learning. Scripted computer supported collaborative learning groups proved to be useful for both 5th and 7th year students in view of developing components of their radiology diagnostic approaches. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  13. Introducing the Collaborative Learning Modeling Language (ColeML)

    DEFF Research Database (Denmark)

    Bundsgaard, Jeppe

    2014-01-01

    et al., 1998, p. 306; cf. Bundsgaard, 2005, p. 315ff.). At least five challenges can be identified (Barron et al., 1998; Bundsgaard, 2009, 2010; Gregersen & Mikkelsen, 2007; Krajcik et al., 1998): Organizing collaboration, structuring workflows, integrating academic content, sharing products...... of such a platform. The Collaborative Learning Modeling Language (ColeML) makes it possible to articulate complex designs for learning visually and to activate these design models as interactive learning materials. ColeML is based on research in workflow and business process modeling. The traditional approach...... in this area, represented by, for example, the Workflow Management Coalition (Hollingsworth, 1995) and the very widespread standard Business Process Modeling and Notation (BPMN), has been criticized on the basis of research in knowledge work processes. Inspiration for ColeML is found in this research area...

  14. DIGITAL COMPETENCIES – COLLABORATING, WORKING AND LEARNING ACROSS CAMPUSES

    DEFF Research Database (Denmark)

    Tellerup, Susanne

    2014-01-01

    A Design-Based Project The project Digital Competencies for Collaboration– across Campuses is a project, which illustrates how faculty through design-based research can improve and transform communication and learning. In the project the Social Education Program (SEP) at University College Zealand...... of technology connects faculty members as well as links work and learning in new ways. The project also shows how a design-based approach can improve educational practice. The objectives of the project were formulated as the need to: • Increase faculty’s digital competence • Enable new ways to collaborate...... of the project • Leadership - providing visions, direction, concrete support and resources • External consultants – providing professional guidance, structure, and expertise • Collaborative reflection, documentation, sharing and development of concrete teaching and learning designs • Access to digital platforms...

  15. 19th International Conference on Interactive Collaborative Learning

    CERN Document Server

    Guralnick, David; Uhomoibhi, James

    2017-01-01

    This book presents the proceedings of the 19th International Conference on Interactive Collaborative Learning, held 21-23 September 2016 at Clayton Hotel in Belfast, UK. We are currently witnessing a significant transformation in the development of education. The impact of globalisation on all areas of human life, the exponential acceleration of developments in both technology and the global markets, and the growing need for flexibility and agility are essential and challenging elements of this process that have to be addressed in general, but especially in the context of engineering education. To face these topical and very real challenges, higher education is called upon to find innovative responses. Since being founded in 1998, this conference has consistently been devoted to finding new approaches to learning, with a focus on collaborative learning. Today the ICL conferences have established themselves as a vital forum for the exchange of information on key trends and findings, and of practical lessons le...

  16. Learning through Blogging: Students' Perspectives in Collaborative Blog-Enhanced Learning Communities

    Science.gov (United States)

    Kuo, Yu-Chun; Belland, Brian R.; Kuo, Yu-Tung

    2017-01-01

    This study employed a mixed method approach to investigate the relationships between learners' blogging self-efficacy, sense of community, perceived collaborative learning, and perceived learning in classroom environments. Learners' perspectives of group learning experiences in blog-enhanced settings were examined. Participants were minority adult…

  17. The Influences of Cognitive Styles on Individual Learning and Collaborative Learning

    Science.gov (United States)

    Chen, Sherry Y.; Chang, Li-Ping

    2016-01-01

    Both individual learning (IL) and collaborative learning (CL) provide students with different benefits. However, previous research indicates that cognitive styles affect students' learning preferences. Thus, it is necessary to examine how cognitive styles influence students' reactions to IL and CL. Among various cognitive styles, Pask's…

  18. Theoretical and practical considerations for the development of online international collaborative learning for dental hygiene students.

    Science.gov (United States)

    Gussy, M G; Knevel, R J M; Sigurdson, V; Karlberg, G

    2006-08-01

    Globalization and concurrent development in computer and communication technology has increased interest in collaborative online teaching and learning for students in higher education institutions. Many institutions and teachers have introduced computer-supported programmes in areas including dental hygiene. The potential for the use of this technology is exciting; however, its introduction should be careful and considered. We suggest that educators wanting to introduce computer-supported programmes make explicit their pedagogical principles and then select technologies that support and exploit these principles. This paper describes this process as it was applied to the development of an international web-based collaborative learning programme for dental hygiene students.

  19. Proactive behaviour may lead to failure in virtual project-based collaborative learning

    DEFF Research Database (Denmark)

    Bjørn, Pernille; Hertzum, Morten

    2005-01-01

    This paper argues that proactive behaviour, caused by high engagement and motivation of the learners, may lead to failure of collaborative learning. By examining empirical data from real-world text-only virtual negotiations between dispersed participants engaged in project-based collaborative...... learning, we discover that volunteering self-initiated activities promotes the participants’ individualistic behaviour. Also, the technology made it easy for participants to include their own statements in new contributions and deconstruct the statements of others, permitting few opportunities for others...

  20. Intellectual Amplification through Reflection and Didactic Change in Distributed Collaborative Learning

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth K.

    Presented at the Conference on Computer Supported Collaborative Learning, CSCL99, Stanford University, California, December 11-18, 1999 Presented at the Conference on Computer Supported Collaborative Learning, CSCL99, Stanford University, California, December 11-18, 1999...

  1. Scalable learning of probabilistic latent models for collaborative filtering

    DEFF Research Database (Denmark)

    Langseth, Helge; Nielsen, Thomas Dyhre

    2015-01-01

    Collaborative filtering has emerged as a popular way of making user recommendations, but with the increasing sizes of the underlying databases scalability is becoming a crucial issue. In this paper we focus on a recently proposed probabilistic collaborative filtering model that explicitly...... variational Bayes learning and inference algorithm for these types of models. Empirical results show that the proposed algorithm achieves significantly better accuracy results than other straw-men models evaluated on a collection of well-known data sets. We also demonstrate that the algorithm has a highly...

  2. Collaborative Online International Learning Experience in Practice Opportunities and Challenges

    Directory of Open Access Journals (Sweden)

    Marilu Marcillo

    2016-04-01

    Full Text Available Academic institutions of higher education, and especially Jesuit institutions, face the challenge of educating students who often face unique financial challenges. These challenges can have an impact on access to quality education and experience. Given our globalized environment, among these challenges is the opportunity for students to participate in a study-abroad experience while at the university. Today, through the use of technology it is possible for institutions of higher education to offer these collaborative learning experiences to those students who may not be able to travel. This paper will detail a pedagogical approach which emphasizes using collaborative online international engagement.

  3. Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

    Directory of Open Access Journals (Sweden)

    Tian Luo

    2017-09-01

    can filter the global noise down to meaningful bytes of information to target formal and informal learning. When shared amongst global users for participatory communication, it gives access to collaborative knowledge. This study gives practitioners and designers a working model to leverage microblogging and connect to their tech-savvy learners for more connected learning. Future Research: Future research may include experiments of this proposed model for delivering microblogging in: prolonged studies; compared to other microblogging methodologies; in non-hybrid delivery models such as asynchronous-only; in other academic or professional disciplines; or in other educational age ranges.

  4. Bridging EO Research, Operations and Collaborative Learning

    Science.gov (United States)

    Scarth, Peter

    2016-04-01

    Building flexible and responsive processing and delivery systems is key to getting EO information used by researchers, policy agents and the public. There are typically three distinct processes we tackle to get product uptake: undertake research, operationalise the validated research, and deliver information and garner feedback in an appropriate way. In many cases however, the gaps between these process elements are large and lead to poor outcomes. Good research may be "lost" and not adopted, there may be resistance to uptake by government or NGOs of significantly better operational products based on EO data, and lack of accessibility means that there is no use of interactive science outputs to improve cross disciplinary science or to start a dialog with citizens. So one of the the most important tasks, if we wish to have broad uptake of EO information and accelerate further research, is to link these processes together in a formal but flexible way. One of the ways to operationalize research output is by building a platform that can take research code and scale it across much larger areas. In remote sensing, this is typically a system that has access to current and historical corrected imagery with a processing pipeline built over the top. To reduce the demand on high level scientific programmers and allowing cross disciplinary researchers to hack and play and refine, this pipeline needs to be easy to use, collaborative and link to existing tools to encourage code experimentation and reuse. It is also critical to have efficient, tight integration with information delivery and extension components so that the science relevant to your user is available quickly and efficiently. The rapid expansion of open data licensing has helped this process, but building top-down web portals and tools without flexibility and regard for end user needs has limited the use of EO information in many areas. This research reports on the operalization of a scale independent time series

  5. Hybrid E-Learning Tool TransLearning: Video Storytelling to Foster Vicarious Learning within Multi-Stakeholder Collaboration Networks

    Science.gov (United States)

    van der Meij, Marjoleine G.; Kupper, Frank; Beers, Pieter J.; Broerse, Jacqueline E. W.

    2016-01-01

    E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach "TransLearning" by investigation into how its storytelling e-tool supported informal vicarious…

  6. Towards a Personalised, Learning Style Based Collaborative Blended Learning Model with Individual Assessment

    OpenAIRE

    Ilona BÉRES; Tímea MAGYAR; Márta TURCSÁNYI-SZABÓ

    2012-01-01

    In this paper we aim to describe the process by which our personalised web-based collaborative teaching/learning methodology (CECIP - Collaboration - Evaluation - Critical thinking - Individual assessment - learner Profile) evolved originating from Vygotsky's theory and based on the (C) collaborative construction of student's knowledge, (E) developing evaluation and assessment skills, (C) developing critical thinking skills, (I) integrating individual evaluation and (P) generating learner pro...

  7. Stress in Japanese Learners Engaged in Online Collaborative Learning in English

    Science.gov (United States)

    Jung, Insung; Kudo, Masayuki; Choi, Sook-Kyoung

    2012-01-01

    Many studies report positive learning experience and improved performance in online collaborative learning. However, such learning can also incur unnecessary or excessive stress with a resultant adverse effect on the learning. This study aimed to determine the stress factors in online collaborative learning as perceived by 226 Japanese university…

  8. Ubiquitous mobile knowledge construction in collaborative learning environments.

    Science.gov (United States)

    Baloian, Nelson; Zurita, Gustavo

    2012-01-01

    Knowledge management is a critical activity for any organization. It has been said to be a differentiating factor and an important source of competitiveness if this knowledge is constructed and shared among its members, thus creating a learning organization. Knowledge construction is critical for any collaborative organizational learning environment. Nowadays workers must perform knowledge creation tasks while in motion, not just in static physical locations; therefore it is also required that knowledge construction activities be performed in ubiquitous scenarios, and supported by mobile and pervasive computational systems. These knowledge creation systems should help people in or outside organizations convert their tacit knowledge into explicit knowledge, thus supporting the knowledge construction process. Therefore in our understanding, we consider highly relevant that undergraduate university students learn about the knowledge construction process supported by mobile and ubiquitous computing. This has been a little explored issue in this field. This paper presents the design, implementation, and an evaluation of a system called MCKC for Mobile Collaborative Knowledge Construction, supporting collaborative face-to-face tacit knowledge construction and sharing in ubiquitous scenarios. The MCKC system can be used by undergraduate students to learn how to construct knowledge, allowing them anytime and anywhere to create, make explicit and share their knowledge with their co-learners, using visual metaphors, gestures and sketches to implement the human-computer interface of mobile devices (PDAs).

  9. Online Computer Games as Collaborative Learning Environments: Prospects and Challenges for Tertiary Education

    Science.gov (United States)

    Papastergiou, Marina

    2009-01-01

    This study is aimed at presenting a critical overview of recent research studies on the use of educational online games as collaborative learning environments in Tertiary Education (TE), namely higher education and vocational training, with a view to identifying: a) the elements that online games should include in order to support fruitful and…

  10. Effects of Feeding Back the Motivation of a Collaboratively Learning Group

    Science.gov (United States)

    Schoor, Cornelia; Kownatzki, Salome; Narciss, Susanne; Körndle, Hermann

    2014-01-01

    Introduction: Motivation is an important issue in both face-to-face and computer-supported collaborative learning. There are several approaches for enhancing motivation, including group awareness tools that provide feedback on the group's motivation. However, this feedback was rarely unconfounded with other constructs. Additionally, it is…

  11. Obstacle of Team Teaching and Collaborative Learning in Information Security

    Directory of Open Access Journals (Sweden)

    Marn-Ling Shing

    2007-10-01

    Full Text Available The field of information security includes diverse contents such as network security and computer forensics which are highly technical-oriented topics. In addition, information forensic requires the background of criminology. The information security also includes non-technical content such as information ethics and security laws. Because the diverse nature of information security, Shing et al. has proposed the use of team teaching and collaborative learning for the information security classes. Although team teaching seems to be efficient in information security, practically it needs a few challenges. The Purdue's case mentioned in Shing's paper has funding support of National Security Agency (NSA. However, a vast amount of resources may not be available for an instructor in a normal university. In addition, many obstacles are related to the administration problems. For example, how are the teaching evaluations computed if there are multiple instructors for a single course? How will instructors in a computer forensics class prepare students (criminal justice majors and information technology majors before taking the same class with diverse background? The paper surveyed approximately 25 students in a university in Virginia concerning the satisfaction of team-teaching. Finally, this paper describes ways to meet those challenges.

  12. Students’ Perceived Challenges in an Online Collaborative Learning Environment: A Case of Higher Learning Institutions in Nairobi, Kenya

    Directory of Open Access Journals (Sweden)

    Maina Elizaphan Muuro

    2014-12-01

    Full Text Available Earlier forms of distance education were characterized by minimal social interaction like correspondence, television, video and radio. However, the World Wide Web (WWW and online learning introduced the opportunity for much more social interaction, particularly among learners, and this has been further made possible through social media in Web 2.0. The increased availability of collaborative tools in Web 2.0 has made it possible to have online collaborative learning realized in Higher Learning Institutions (HLIs. However, learners can perceive the online collaborative learning process as challenging and they fail to utilize these collaborative tools effectively. Although a number of challenges have been mentioned in the literature, considerable diversity exists among countries due to diversity in infrastructure support for e-learning and learners’ background. This motivated this study to investigate components of online collaborative learning perceived as challenging by learners in HLIs in Kenya. Using a questionnaire, a survey was conducted in two public universities and two private universities to identify students’ perceived challenges in an online collaborative learning environment. Through purposive sampling the questionnaire was distributed to 210 students using e-mail and 183 students responded. Based on descriptive analysis the following five major challenges were rated as high: lack of feedback from instructors, lack of feedback from peers, lack of time to participate, slow internet connectivity, and low or no participation of other group members. There was also a relationship between the university type (private or public with the perceived challenges which included: lack of feedback from the instructor (p=0.046 and work load not shared equally among group members (p=0.000. Apart from slow internet connectivity the rest of the challenges were in line with the observed challenges in the literature.These key challenges identified in

  13. Project-based learning with international collaboration for training biomedical engineers.

    Science.gov (United States)

    Krishnan, Shankar

    2011-01-01

    Training biomedical engineers while effectively keeping up with the fast paced scientific breakthroughs and the growth in technical innovations poses arduous challenges for educators. Traditional pedagogical methods are employed for coping with the increasing demands in biomedical engineering (BME) training and continuous improvements have been attempted with some success. Project-based learning (PBL) is an academic effort that challenges students by making them carry out interdisciplinary projects aimed at accomplishing a wide range of student learning outcomes. PBL has been shown to be effective in the medical field and has been adopted by other fields including engineering. The impact of globalization in healthcare appears to be steadily increasing which necessitates the inclusion of awareness of relevant international activities in the curriculum. Numerous difficulties are encountered when the formation of a collaborative team is tried, and additional difficulties occur as the collaboration team is extended to international partners. Understanding and agreement of responsibilities becomes somewhat complex and hence the collaborative project has to be planned and executed with clear understanding by all partners and participants. A model for training BME students by adopting PBL with international collaboration is proposed. The results of previous BME project work with international collaboration fit partially into the model. There were many logistic issues and constraints; however, the collaborative projects themselves greatly enhanced the student learning outcomes. This PBL type of learning experience tends to promote long term retention of multidisciplinary material and foster high-order cognitive activities such as analysis, synthesis and evaluation. In addition to introducing the students to experiences encountered in the real-life workforce, the proposed approach enhances developing professional contracts and global networking. In conclusion, despite

  14. Investigating Technical and Pedagogical Usability Issues of Collaborative Learning with Wikis

    Science.gov (United States)

    Hadjerrouit, Said

    2012-01-01

    Wikis have been recently promoted as tools that foster collaborative learning. However, there has been little research devoted to the criteria that are suitable to address issues pertinent to collaborative learning. This paper proposes a set of criteria to explore technical and pedagogical usability issues of collaborative learning with wikis. The…

  15. Taking an Instrumental Genesis Lens: New Insights into Collaborative Mobile Learning

    Science.gov (United States)

    Cerratto Pargman, Teresa; Nouri, Jalal; Milrad, Marcelo

    2018-01-01

    In this paper, we argue that in order to gain a deeper understanding of collaborative mobile learning in schools, it is important to know not only how mobile devices affect collaborative learning but also how collaborative learning emerges and is mediated by these devices. We develop our argument by applying the instrumental genesis theory and the…

  16. Investigating collaborative learning success with physiological coupling indices based on electrodermal activity

    NARCIS (Netherlands)

    Pijeira-díaz, Hector; Drachsler, Hendrik; Järvelä, Sanna; Kirschner, Paul A.

    2017-01-01

    Collaborative learning is considered a critical 21st century skill. Much is known about its contribution to learning, but still investigating a process of collaboration remains a challenge. This paper approaches the investigation on collaborative learning from a psychophysiological perspective. An

  17. A Comparison of the Efficacy of Individual and Collaborative Music Learning in Ensemble Rehearsals

    Science.gov (United States)

    Brandler, Brian J.; Peynircioglu, Zehra F.

    2015-01-01

    Collaboration is essential in learning ensemble music. It is unclear, however, whether an individual benefits more from collaborative or individual rehearsal in the initial stages of such learning. In nonmusical domains, the effect of collaboration has been mixed, sometimes enhancing and sometimes inhibiting an individual's learning process. In…

  18. Examining the Role of Collaborative Learning in a Public Speaking Course

    Science.gov (United States)

    Liao, Hsiang-Ann

    2014-01-01

    Collaborative learning has been found to benefit students in various disciplines. Moreover, in the science, technology, engineering, and mathematics literature, it was noted that minority students benefited the most from collaborative learning. Studies on the effects of collaborative learning in communication are limited. As a result, I examined…

  19. Collaborative work as a didactic strategy for teaching/learning programming: a systematic literature review

    Directory of Open Access Journals (Sweden)

    Oscar Revelo-Sanchez

    2018-01-01

    Full Text Available The incorporation of Collaborative Work into programming courses has been identified as a potential strategy that could maximize student participation and have a positive impact on learning. In the consulted sources, no study has been found to collect and analyze the results of research on this subject using a systematic method. To try to fill this gap, a systematic literature review was conducted with the aim of summarizing the studies on the use of Collaborative Work as a didactic strategy for teaching/learning programming. Initially, through a search in four (4 databases of scientific publications, 95 studies published in the last five (5 years were obtained. After careful analysis of each one of them, only 40 were found to meet the review requirements. This analysis resulted in the synthesis of eleven (11 Collaborative Learning Techniques (CLT that implement such strategy. Subsequently, they were grouped into 19 common names of strategies found in the documents, i.e. the collaborative strategies or techniques associated with each study. The review also showed a significant amount of contributions from the research community that constitute an important basis for future work. This demonstrates that Collaborative Work is increasingly consolidated as a valid and relevant didactic strategy, not only in programming teaching/learning, but also in other areas of knowledge including computer science.

  20. Hybrid Collaborative Learning for Classification and Clustering in Sensor Networks

    Science.gov (United States)

    Wagstaff, Kiri L.; Sosnowski, Scott; Lane, Terran

    2012-01-01

    Traditionally, nodes in a sensor network simply collect data and then pass it on to a centralized node that archives, distributes, and possibly analyzes the data. However, analysis at the individual nodes could enable faster detection of anomalies or other interesting events as well as faster responses, such as sending out alerts or increasing the data collection rate. There is an additional opportunity for increased performance if learners at individual nodes can communicate with their neighbors. In previous work, methods were developed by which classification algorithms deployed at sensor nodes can communicate information about event labels to each other, building on prior work with co-training, self-training, and active learning. The idea of collaborative learning was extended to function for clustering algorithms as well, similar to ideas from penta-training and consensus clustering. However, collaboration between these learner types had not been explored. A new protocol was developed by which classifiers and clusterers can share key information about their observations and conclusions as they learn. This is an active collaboration in which learners of either type can query their neighbors for information that they then use to re-train or re-learn the concept they are studying. The protocol also supports broadcasts from the classifiers and clusterers to the rest of the network to announce new discoveries. Classifiers observe an event and assign it a label (type). Clusterers instead group observations into clusters without assigning them a label, and they collaborate in terms of pairwise constraints between two events [same-cluster (mustlink) or different-cluster (cannot-link)]. Fundamentally, these two learner types speak different languages. To bridge this gap, the new communication protocol provides four types of exchanges: hybrid queries for information, hybrid "broadcasts" of learned information, each specified for classifiers-to-clusterers, and clusterers

  1. USING WIKIS AS A SUPPORT AND ASSESSMENT TOOL IN COLLABORATIVE DIGITAL GAME-BASED LEARNING ENVIRONMENTS

    Directory of Open Access Journals (Sweden)

    Yavuz SAMUR

    2011-04-01

    Full Text Available In computer-supported collaborative learning (CSCL environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances for learning, especially in collaborative learning activities. Therefore, in this paper, related literature on wikis and how game & instructional designers can leverage from wikis in game-based learning settings for enhancing students’ collaborative learning activities are examined. Based on the reviewed literature, two main suggestions are given in this paper with their underlying reasons. First, using wikis as a support tool for enhancing collaboration in digital game-based learning (DGBL environments, and second using wikis as an assessment tool in DGBL are suggested.

  2. Forest-themed learning games as a context for learning via collaborative designing of crafts

    Directory of Open Access Journals (Sweden)

    Sinikka Pöllänen

    2013-10-01

    Full Text Available This case study describes the types of learning games produced and the learning experiences of students who engaged in a project implementing the principles of learning by collaborative designing via forest-themed contextualization of crafts. The ultimate aim of this report is to describe how the project succeeded in changing the traditional instructional strategies used in craft education. This unique project was part of a craft course delivered as a component of primary school teacher education in the University of Eastern Finland. The students’ task was to design and produce a textilebased and forest-themed learning game for primary school children. The outputs of the study were the learning games produced (36 in number and student portfolios (215 pages. The games were illustrated and the written data analyzed using the inductive content approach and a hermeneutic viewpoint as the methodological basis. The results show that the design task guided learning in a multidisciplinary manner and increased the number of tools students could use to learn crafts and produce the games. Collaboration and working in teams changed the learning process from teacherand subject-centered to process-based. Forest-themed learning games may serve as a framework for collaborative designing; the approach offers a rich and non-traditional context for learning of crafts by university students. In terms of craft education, the approach highlights the importance of collaboration, the use of process-based crafts, and the possibilities afforded to shift the focus to more participatory activities to learn generic skills.Keywords: collaborative designing, crafts, craft education, learning by designing, learning game

  3. Partnering to provide simulated learning to address Interprofessional Education Collaborative core competencies.

    Science.gov (United States)

    Murphy, Judy I; Nimmagadda, Jayashree

    2015-05-01

    Learning to effectively communicate and work with other professionals requires skill, yet interprofessional education is often not included in the undergraduate healthcare provider curriculum. Simulation is an effective pedagogy to bring students from multiple professions together for learning. This article describes a pilot study where nursing and social work students learned together in a simulated learning activity, which was evaluated to by the Readiness for Interprofessional Learning Scale (RIPLS). The RIPLS was used before and after the simulated activity to determine if this form of education impacted students' perceptions of readiness to learn together. Students from both professions improved in their RIPLS scores. Students were also asked to identify their interprofessional strengths and challenges before and after the simulation. Changes were identified in qualitative data where reports of strengths and challenges indicated learning and growth had occurred. In conclusion, this pilot study suggests that interprofessional simulation can be an effective method to integrate Interprofessional Education Collaborative core competencies into the curriculum.

  4. A virtual environment for medical radiation collaborative learning.

    Science.gov (United States)

    Bridge, Pete; Trapp, Jamie V; Kastanis, Lazaros; Pack, Darren; Parker, Jacqui C

    2015-06-01

    A software-based environment was developed to provide practical training in medical radiation principles and safety. The Virtual Radiation Laboratory application allowed students to conduct virtual experiments using simulated diagnostic and radiotherapy X-ray generators. The experiments were designed to teach students about the inverse square law, half value layer and radiation protection measures and utilised genuine clinical and experimental data. Evaluation of the application was conducted in order to ascertain the impact of the software on students' understanding, satisfaction and collaborative learning skills and also to determine potential further improvements to the software and guidelines for its continued use. Feedback was gathered via an anonymous online survey consisting of a mixture of Likert-style questions and short answer open questions. Student feedback was highly positive with 80 % of students reporting increased understanding of radiation protection principles. Furthermore 72 % enjoyed using the software and 87 % of students felt that the project facilitated collaboration within small groups. The main themes arising in the qualitative feedback comments related to efficiency and effectiveness of teaching, safety of environment, collaboration and realism. Staff and students both report gains in efficiency and effectiveness associated with the virtual experiments. In addition students particularly value the visualisation of "invisible" physical principles and increased opportunity for experimentation and collaborative problem-based learning. Similar ventures will benefit from adopting an approach that allows for individual experimentation while visualizing challenging concepts.

  5. Scripted Collaboration in Serious Gaming for Complex Learning: Effects of Multiple Perspectives when Acquiring Water Management Skills

    Science.gov (United States)

    Hummel, Hans G. K.; van Houcke, Jasper; Nadolski, Rob J.; van der Hiele, Tony; Kurvers, Hub; Lohr, Ansje

    2011-01-01

    This paper examines how learning outcomes from playing serious games can be enhanced by including scripted collaboration in the game play. We compared the quality of advisory reports, that students in the domain of water management had to draw up for an authentic case problem, both before and after collaborating on the problem with (virtual) peer…

  6. Can Learning Collaboratives Support Implementation by Rewiring Professional Networks?

    Science.gov (United States)

    Bunger, Alicia C; Hanson, Rochelle F; Doogan, Nathan J; Powell, Byron J; Cao, Yiwen; Dunn, Jerry

    2016-01-01

    This study examined how a learning collaborative focusing on trauma-focused CBT (TF-CBT) impacted advice-seeking patterns between clinicians and three key learning sources: (1) training experts who share technical knowledge about TF-CBT, (2) peers from other participating organizations who share their implementation experiences, and (3) colleagues from their own agency who provide social and professional support. Based on surveys administered to 132 clinicians from 32 agencies, participants' professional networks changed slightly over time by forming new advice-seeking relationships with training experts. While small, these changes at the clinician-level yielded substantial changes in the structure of the regional advice network.

  7. Can Learning Collaboratives Support Implementation By Rewiring Professional Networks?

    Science.gov (United States)

    Hanson, Rochelle F.; Doogan, Nathan J.; Powell, Byron J.; Cao, Yiwen; Dunn, Jerry

    2015-01-01

    This study examined how a learning collaborative focusing on Trauma-Focused CBT (TF-CBT) impacted advice-seeking patterns between clinicians and three key learning sources: (1) training experts who share technical knowledge about TF-CBT, (2) peers from other participating organizations who share their implementation experiences, and (3) colleagues from their own agency who provide social and professional support. Based on surveys administered to 132 clinicians from 32 agencies, participants’ professional networks changed slightly over time by forming new advice-seeking relationships with training experts. While small, these changes at the clinician-level yielded substantial changes in the structure of the regional advice network. PMID:25542237

  8. Evaluation of Collaborative Learning Settings in 3D Virtual Worlds

    Directory of Open Access Journals (Sweden)

    Vanessa Chang

    2009-11-01

    Full Text Available Virtual 3D worlds are gaining popularity among the general population and the virtual world environment is widely used particularly by the younger generations as a knowledge and social tool. In recent years, universities have conducted experiments with the use of virtual 3D worlds for teaching and learning. Virtual 3D worlds are no longer just for the stereotypical geek. By 2011 it is estimated that about 80% of active Internet users will have an “avatar” and/or a “second life” in some form of virtual world environment. This paper attempts to contextualize the evolution and generations of learners for learning in the 21st century. This paper presents a virtual learning environment created using Second Life equipped with four types of virtual space – collaborative area, common area, teacher-student meeting area, and social recreation area. An experiment is conducted involving university students who are enrolled in a unit with the aim of evaluating the use of Second Life for collaborative learning. A pre-survey evaluation was gathered followed by a post-survey evaluation. The positive results of these evaluations as well as lessons learned during the implementation phase are discussed in this paper.

  9. Using Online Presence to Improve Online Collaborative Learning

    Directory of Open Access Journals (Sweden)

    Zoran Jeremic

    2012-02-01

    Full Text Available Social software tools have become an integral part of students’ personal lives and their primary communication medium. Likewise, these tools are increasingly entering the enterprise world (within the recent trend known as Enterprise 2.0 and becoming a part of everyday work routines. Aiming to keep the pace with the job requirements and also to position learning as an integral part of students’ life, the field of education is challenged to embrace social software. Personal Learning Environments (PLEs emerged as a concept that makes use of social software to facilitate collaboration, knowledge sharing, group formation around common interests, active participation and reflective thinking in online learning settings. Furthermore, social software allows for establishing and maintaining one’s presence in the online world. By being aware of a student's online presence, a PLE is better able to personalize the learning settings, e.g., through recommendation of content to use or people to collaborate with. Aiming to explore the potentials of online presence for the provision of recommendations in PLEs, in the scope of the OP4L project, we have develop a software solution that is based on a synergy of Semantic Web technologies, online presence and socially-oriented learning theories. In this paper we present the current results of this research work.

  10. Piloting a Statewide Home Visiting Quality Improvement Learning Collaborative.

    Science.gov (United States)

    Goyal, Neera K; Rome, Martha G; Massie, Julie A; Mangeot, Colleen; Ammerman, Robert T; Breckenridge, Jye; Lannon, Carole M

    2017-02-01

    Objective To pilot test a statewide quality improvement (QI) collaborative learning network of home visiting agencies. Methods Project timeline was June 2014-May 2015. Overall objectives of this 8-month initiative were to assess the use of collaborative QI to engage local home visiting agencies and to test the use of statewide home visiting data for QI. Outcome measures were mean time from referral to first home visit, percentage of families with at least three home visits per month, mean duration of participation, and exit rate among infants learning. A statewide data system was used to generate monthly run charts. Results Mean time from referral to first home visit was 16.7 days, and 9.4% of families received ≥3 visits per month. Mean participation was 11.7 months, and the exit rate among infants learning network, agencies tested and measured changes using statewide and internal data. Potential next steps are to develop and test new metrics with current pilot sites and a larger collaborative.

  11. IMS Learning Design: defining collaborative & multi-role learning experiences

    NARCIS (Netherlands)

    Tattersall, Colin

    2004-01-01

    This presentation was during the eLearning Results summit in Sestri Levante in May 2004. After introducing the central concepts of IMS LD, a worked example is taken to illustrate various aspects of the specifiction.

  12. Effect of collaborative testing on learning and retention of course content in nursing students.

    Science.gov (United States)

    Rivaz, Mozhgan; Momennasab, Marzieh; Shokrollahi, Paymaneh

    2015-10-01

    Collaborative testing is a learning strategy that provides students with the opportunity to learn and practice collaboration. This study aimed to determine the effect of collaborative testing on test performance and retention of course content in nursing students of Shiraz University of Medical Sciences, Shiraz, Iran. This quasi-experimental study was carried out on 84 students enrolled in the course of Medical-Surgical 2 in Spring 2013 and Fall 2013 semesters. The control group consisting of 39 students participated in the first mid-term exam in an individual format. The intervention group, on the other hand, consisted of 45 students who took the test in a two-stage process. The first stage included an individual testing, while the second stage was a collaborative one given in groups of five individuals chosen randomly. Four weeks later, in order to investigate retention of the course content, both groups took part in the second mid-term exam held individually. The study findings showed significant difference between the mean scores in the intervention group in the Fall 2013 semester (p=0.001). Besides, a statistically significant difference was found between the two groups regarding the tests mean scores (p=0.001). Moreover, retention of course content improved in the collaborative group (p=0.001). The results indicated an increase in test performance and a long-term learning enhancement in collaborative testing compared with the traditional method. Collaborative testing, as an active learning technique and a valuable assessment method, can help nursing instructors provide the alumni with strong problem-solving and critical thinking abilities at healthcare environments.

  13. Using a collaborative Mobile Augmented Reality learning application (CoMARLA) to improve Improve Student Learning

    Science.gov (United States)

    Hanafi, Hafizul Fahri bin; Soh Said, Che; Hanee Ariffin, Asma; Azlan Zainuddin, Nur; Samsuddin, Khairulanuar

    2016-11-01

    This study was carried out to improve student learning in ICT course using a collaborative mobile augmented reality learning application (CoMARLA). This learning application was developed based on the constructivist framework that would engender collaborative learning environment, in which students could learn collaboratively using their mobile phones. The research design was based on the pretest posttest control group design. The dependent variable was students’ learning performance after learning, and the independent variables were learning method and gender. Students’ learning performance before learning was treated as the covariate. The sample of the study comprised 120 non-IT (non-technical) undergraduates, with the mean age of 19.5. They were randomized into two groups, namely the experimental and control group. The experimental group used CoMARLA to learn one of the topics of the ICT Literacy course, namely Computer System; whereas the control group learned using the conventional approach. The research instrument used was a set of multiple-choice questions pertaining to the above topic. Pretesting was carried out before the learning sessions, and posttesting was performed after 6 hours of learning. Using the SPSS, Analysis of Covariance (ANCOVA) was performed on the data. The analysis showed that there were main effects attributed to the learning method and gender. The experimental group outperformed the control group by almost 9%, and male students outstripped their opposite counterparts by as much as 3%. Furthermore, an interaction effect was also observed showing differential performances of male students based on the learning methods, which did not occur among female students. Hence, the tool can be used to help undergraduates learn with greater efficacy when contextualized in an appropriate setting.

  14. Collaborative Learning: Group Interaction in an Intelligent Mobile-Assisted Multiple Language Learning System

    Science.gov (United States)

    Troussas, Christos; Virvou, Maria; Alepis, Efthimios

    2014-01-01

    This paper proposes a student-oriented approach tailored to effective collaboration between students using mobile phones for language learning within the life cycle of an intelligent tutoring system. For this reason, in this research, a prototype mobile application has been developed for multiple language learning that incorporates intelligence in…

  15. Collaborative Learning or Cooperative Learning? The Name Is Not Important; Flexibility Is

    Science.gov (United States)

    Jacobs, George M.

    2015-01-01

    A great deal of theory and research, not to mention students' and teachers' practical experience, supports the use of group activities in education. Collaborative learning and cooperative learning are two terms commonly used in discussions of how and why to use group activities. This article looks at the issue of whether the two…

  16. Students Negotiating and Designing Their Collaborative Learning Norms: A Group Developmental Perspective in Learning Communities

    Science.gov (United States)

    Hod, Yotam; Ben-Zvi, Dani

    2015-01-01

    This research shows how participants in classroom learning communities (LCs) come to take responsibility over designing their collaborative learning norms. Taking a micro-developmental perspective within a graduate-level course, we examined fine-grained changes in group discourse during a period of rapid change where this responsibility taking…

  17. Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics?

    Science.gov (United States)

    Retnowati, Endah; Ayres, Paul; Sweller, John

    2017-01-01

    Worked examples and collaborative learning have both been shown to facilitate learning. However, the testing of both strategies almost exclusively has been conducted independently of each other. The main aim of the current study was to examine interactions between these 2 strategies. Two experiments (N = 182 and N = 122) were conducted with…

  18. Understanding the effects of time on collaborative learning processes in problem based learning: a mixed methods study.

    Science.gov (United States)

    Hommes, J; Van den Bossche, P; de Grave, W; Bos, G; Schuwirth, L; Scherpbier, A

    2014-10-01

    Little is known how time influences collaborative learning groups in medical education. Therefore a thorough exploration of the development of learning processes over time was undertaken in an undergraduate PBL curriculum over 18 months. A mixed-methods triangulation design was used. First, the quantitative study measured how various learning processes developed within and over three periods in the first 1,5 study years of an undergraduate curriculum. Next, a qualitative study using semi-structured individual interviews focused on detailed development of group processes driving collaborative learning during one period in seven tutorial groups. The hierarchic multilevel analyses of the quantitative data showed that a varying combination of group processes developed within and over the three observed periods. The qualitative study illustrated development in psychological safety, interdependence, potency, group learning behaviour, social and task cohesion. Two new processes emerged: 'transactive memory' and 'convergence in mental models'. The results indicate that groups are dynamic social systems with numerous contextual influences. Future research should thus include time as an important influence on collaborative learning. Practical implications are discussed.

  19. Support of the collaborative inquiry learning process: influence of support on task and team regulation

    NARCIS (Netherlands)

    Saab, N.; van Joolingen, W.; van Hout-Wolters, B.

    2012-01-01

    Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning, students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning process focused on the task at hand (task regulation).

  20. Opportunities and Challenges for Teacher Professional Development: A Case of Collaborative Learning Community in South Korea

    Science.gov (United States)

    Park, Minjeong; So, Kyunghee

    2014-01-01

    This study investigates how characteristics of a collaborative professional learning activity support and hinder teacher learning and growth by examining the experiences of three Korean secondary teachers who participated in a school-initiated collaborative teacher learning project. The findings demonstrated that this learning opportunity…

  1. The Effect of Computer-Mediated Collaborative Learning on Solving Ill-Defined Problems.

    Science.gov (United States)

    Uribe, Daniel; Klein, James D.; Sullivan, Howard

    2003-01-01

    Discusses problem solving, problem-based learning, and collaborative learning, and describes a university study that investigated the effects of individual Web-based learning versus computer-mediated collaborative Web-based learning and ability grouping on learner performance in solving ill-defined problems. Considers time on task, participant…

  2. Social learning by whom? Assessing gendered opportunities for participation and social learning in collaborative forest governance

    Directory of Open Access Journals (Sweden)

    Felicitas Egunyu

    2015-12-01

    Full Text Available Collaborative forest governance enables forest-based communities access to and management responsibilities for forestry resources. Researchers argue that processes that enable social learning have the potential to contribute to the sustainable management of forests by engaging local people, helping them identify their collective needs and gain access to resource entitlements, and encouraging them to learn about and implement different management options. Although there is considerable attention to gender in the literature on collaborative forestry, particularly in developing countries, there is relatively little attention to gender in the social learning literature. Furthermore, there is almost no attention to these issues in postindustrial countries. Our purpose was to better understand how gender affects social learning and collaborative forest governance in forest-based communities in Canada and Uganda. Results showed that most participants in both countries started engaging in collaborative forest governance with limited knowledge and learned as they participated in various activities. However, we found that social learning opportunities and outcomes were affected by gender; in addition, they were also affected by the values that people held, education, and literacy. We suggest that practitioners should consider gender and other axes of difference if they want to design collaborative forest governance initiatives that are both participatory and inclusive.

  3. Developing Research Collaborations in an Academic Clinical Setting: Challenges and Lessons Learned.

    Science.gov (United States)

    Sahs, John A; Nicasio, Andel V; Storey, Joan E; Guarnaccia, Peter J; Lewis-Fernández, Roberto

    2017-08-01

    Research collaboration in "real world" practice settings may enhance the meaningfulness of the findings and reduce barriers to implementation of novel intervention strategies. This study describes an initiative to integrate research into a hospital-based outpatient psychiatric clinic within an academic medical center, focusing on collaborative processes across three research projects. We report on the varied outcomes of the projects and utilize data from two focus groups to identify the key elements that contributed to the challenges and successes. We identify barriers to practice-research collaborations that emerged even when the initial circumstances of the partnership were favorable. These barriers include the presence of varied agendas across clinicians and investigators, resource constraints, limited staff buy-in, and staff turnover. In highlighting the lessons learned in this collaborative process, we hope to facilitate successful partnerships in other clinical settings.

  4. The influence of learning methods on collaboration: prior repeated retrieval enhances retrieval organization, abolishes collaborative inhibition, and promotes post-collaborative memory.

    Science.gov (United States)

    Congleton, Adam R; Rajaram, Suparna

    2011-11-01

    Research on collaborative memory has unveiled the counterintuitive yet robust phenomenon that collaboration impairs group recall. A candidate explanation for this collaborative inhibition effect is the disruption of people's idiosyncratic retrieval strategies during collaboration, and it is hypothesized that employing methods that improve one's organization protects against retrieval disruption. Here it is investigated how one's learning method during the study phase--defined as either repeatedly studying or repeatedly retrieving information--influences retrieval organization and what effects this has on collaborative recall and post-collaborative individual recall. Results show that repeated retrieval consistently eliminated collaborative inhibition. This enabled participants to gain the most from re-exposure to materials recalled by their partners that they themselves did not recall and led to improvements in their individual memory following collaboration. This repeated retrieval advantage stemmed from the preferential manner in which this learning method strengthened retrieval organization. Findings are also discussed that reveal a relationship between retrieval organization and the interaction observed between learning method and short versus long delay seen in the testing effect literature. Finally, results show that the elusive benefits of cross-cuing during collaboration may be best detected with a longer study-test delay. Together, these findings illuminate when and how collaboration can enhance memory.

  5. Forest-themed learning games as a context for learning via collaborative designing of crafts

    OpenAIRE

    Sinikka Pöllänen; Leena Vartiainen

    2013-01-01

    This case study describes the types of learning games produced and the learning experiences of students who engaged in a project implementing the principles of learning by collaborative designing via forest-themed contextualization of crafts. The ultimate aim of this report is to describe how the project succeeded in changing the traditional instructional strategies used in craft education. This unique project was part of a craft course delivered as a component of primary school teacher educa...

  6. ICT as a tool for collaboration in the classroom – challenges and lessons learned

    Directory of Open Access Journals (Sweden)

    Jacob Davidsen

    2010-12-01

    Full Text Available This paper presents data and results from a study on collaboration and self-directed learning in two second year-classes in a Danish school. Learners at ages eight and nine use interactive screens as a learning tool, and more than 150 hours of video data have been collected from the classrooms over a period of ten months. Through detailed inspection of video data, patterns of interaction and ways of collaborating are analysed. Analyses show that the participation patterns of the young learners are crucial to their learning outcome, and also that the role and actions of the teacher are decisive factors in the successful employment of this specific learning design. This paper presents examples of detailed analyses of parts of the data material. Among other things, findings include that collaboration between learners have gender issues, and that addressing topics such as collaborative and communicative skills require careful pre-teaching planning and classroom-observations by the teachers in charge.

  7. Collaboration, Intragroup Conflict, and Social Skills in Project-Based Learning

    Science.gov (United States)

    Lee, Dabae; Huh, Yeol; Reigeluth, Charles M.

    2015-01-01

    This case study was conducted in two high school classrooms that utilized collaborative project-based learning (PBL). Collaboration is an important instructional strategy, especially used in conjunction with PBL, and is an essential learning outcome for the twenty-first century. This study examined how collaboration can be achieved as a learning…

  8. Using Appropriate Digital Tools to Overcome Barriers to Collaborative Learning in Classrooms

    Science.gov (United States)

    Wardlow, Liane; Harm, Eian

    2015-01-01

    Collaborative learning provides students with vital opportunities to create and build knowledge. Existing technologies can facilitate collaborative learning. However, barriers exist to enacting collaborative practices related to the coverage of material for assessments and classroom management concerns, among others. Teachers can overcome these…

  9. Developing Argumentation Skills in Mathematics through Computer-Supported Collaborative Learning: The Role of Transactivity

    Science.gov (United States)

    Vogel, Freydis; Kollar, Ingo; Ufer, Stefan; Reichersdorfer, Elisabeth; Reiss, Kristina; Fischer, Frank

    2016-01-01

    Collaboration scripts and heuristic worked examples are effective means to scaffold university freshmen's mathematical argumentation skills. Yet, which collaborative learning processes are responsible for these effects has remained unclear. Learners presumably will gain the most out of collaboration if the collaborators refer to each other's…

  10. Investigating the Effects of Peer to Peer Prompts on Collaborative Argumentation, Consensus and Perceived Efficacy in Collaborative Learning

    Science.gov (United States)

    Harney, Owen M.; Hogan, Michael J.; Quinn, Sarah

    2017-01-01

    In a society which is calling for more productive modes of collaboration to address increasingly complex scientific and social issues, greater involvement of students in dialogue, and increased emphasis on collaborative discourse and argumentation, become essential modes of engagement and learning. This paper investigates the effects of…

  11. Learning Semantics of Gestural Instructions for Human-Robot Collaboration

    Directory of Open Access Journals (Sweden)

    Dadhichi Shukla

    2018-03-01

    Full Text Available Designed to work safely alongside humans, collaborative robots need to be capable partners in human-robot teams. Besides having key capabilities like detecting gestures, recognizing objects, grasping them, and handing them over, these robots need to seamlessly adapt their behavior for efficient human-robot collaboration. In this context we present the fast, supervised Proactive Incremental Learning (PIL framework for learning associations between human hand gestures and the intended robotic manipulation actions. With the proactive aspect, the robot is competent to predict the human's intent and perform an action without waiting for an instruction. The incremental aspect enables the robot to learn associations on the fly while performing a task. It is a probabilistic, statistically-driven approach. As a proof of concept, we focus on a table assembly task where the robot assists its human partner. We investigate how the accuracy of gesture detection affects the number of interactions required to complete the task. We also conducted a human-robot interaction study with non-roboticist users comparing a proactive with a reactive robot that waits for instructions.

  12. Integrating collaborative concept mapping in case based learning

    Directory of Open Access Journals (Sweden)

    Alfredo Tifi

    2013-03-01

    Full Text Available Different significance of collaborative concept mapping and collaborative argumentation in Case Based Learning are discussed and compared in the different perspectives of answering focus questions, of fostering reflective thinking skills and in managing uncertainty in problem solving in a scaffolded environment. Marked differences are pointed out between the way concepts are used in constructing concept maps and the way meanings are adopted in case based learning through guided argumentation activities. Shared concept maps should be given different scopes, as for example a as an advance organizer in preparing a background system of concepts that will undergo transformation while accompanying the inquiry activities on case studies or problems; b together with narratives, to enhance awareness of the situated epistemologies that are being entailed in choosing certain concepts during more complex case studies, and c after-learning construction of a holistic vision of the whole domain by means of the most inclusive concepts, while scaffoldedcollaborative writing of narratives and arguments in describing-treating cases could better serve as a source of situated-inspired tools to create-refine meanings for particular concepts.

  13. Collaborative diagramming during problem based learning in medical education: Do computerized diagrams support basic science knowledge construction?

    NARCIS (Netherlands)

    de Leng, Bas; Gijlers, Aaltje H.

    2015-01-01

    Aim: To examine how collaborative diagramming affects discussion and knowledge construction when learning complex basic science topics in medical education, including its effectiveness in the reformulation phase of problem-based learning. Methods: Opinions and perceptions of students (n = 70) and

  14. Towards collaboration as learning: evaluation of an open CPD opportunity for HE teachers

    Directory of Open Access Journals (Sweden)

    Chrissi Nerantzi

    2015-08-01

    Full Text Available Flexible, Distance and Online Learning (FDOL is an open online course offered as an informal cross-institutional collaboration based on a postgraduate module in the context of teacher education in higher education. The second iteration, FDOL132, was offered in 2013 using a problem-based learning (PBL design (FISh to foster collaborative learning. How this was experienced by participants and how it affected learning within facilitated small groups are explored in this paper. Findings show that authentic learning in groups can be applied directly to practice, and greater flexibility and a focus on the process of collaborative learning has the potential to increase engagement and learning.

  15. Developing a Collaborative Virtual Learning Environment Between Students Across Disciplines in the Built Environment

    Directory of Open Access Journals (Sweden)

    Fiachra McDonnell

    2013-05-01

    Full Text Available Integrated Project Delivery is a rapidly developing approach to Design and Construction.This approach uses business structures, new technologies, and newly developing practices to collaboratively utilise the talents and contributions of all participants in the Design and Construction process.This project replicated this approach by creating a collaborative project between the School of Construction and the School of Real Estate and Construction Economics. The term “collaborative learning” refers to a method of delivery in which students at various performance levels work together in small groups towards a common goal. The students were responsible for one another’s learning as well as their own. There were a number of objectives of this collaborative project. Promoting interaction between students from different but related courses, was at the centre of the study. Allied to this was the need to enhance student’s ability to think creatively, solve problems, and make decisions as a team. Additionally, it was important to evaluate the benefits of using a Virtual Learning Environment for teaching, learning and assessment and examine the benefits of Building Information Modelling (BIM as a tool for feedback. This study used a qualitative methodology, using focus group interviews, reflective journals, and individual interviews to gather data. The study included sixty students from the two schools in question, who were divided into groups of four. The students worked together on a common project, collaborating to achieve a common goal. There were a number of benefits to this project with an emphasis given to the interaction of the students. The collaborative learning approach provided a format for the students to interact, including: giving and receiving help; exchanging information and resources; giving and receiving feedback; challenging and encouraging each other; and jointly reflecting on progress. The other main benefit was in the use of a

  16. Improving Patient Flow Utilizing a Collaborative Learning Model.

    Science.gov (United States)

    Tibor, Laura C; Schultz, Stacy R; Cravath, Julie L; Rein, Russell R; Krecke, Karl N

    2016-01-01

    This initiative utilized a collaborative learning approach to increase knowledge and experience in process improvement and systems thinking while targeting improved patient flow in seven radiology modalities. Teams showed improvements in their project metrics and collectively streamlined the flow for 530 patients per day by improving patient lead time, wait time, and first case on-time start rates. In a post-project survey of 50 project team members, 82% stated they had more effective solutions as a result of the process improvement methodology, 84% stated they will be able to utilize the process improvement tools again in the future, and 98% would recommend participating in another project to a colleague.

  17. Rethinking learning networks collaborative possibilities for a Deleuzian century

    CERN Document Server

    Kamp, Annelies

    2013-01-01

    In the face of today's complex policy challenges, various forms of 'joining-up' - networking, collaborating, partnering - have become key responses. However, institutions often fail to take advantage of the full benefits that joining-up offers. In this book, the author draws on ethnographic research into learning networks in post compulsory education and training in the state of Victoria, Australia, to explore why this might be the case and presents an argument for rethinking how joining-up works in practice. Throughout the book, Deleuzian concepts are engaged to forge a 'little complicating m

  18. UBIQUITOUS, FREE, AND EFFICIENT ONLINE COLLABORATION TOOLS FOR TEACHING AND LEARNING

    Directory of Open Access Journals (Sweden)

    Jace HARGIS

    2008-10-01

    Full Text Available This article provides an overview of free, online tools that make collaboration effective, efficient, and engaging. Each tool is available world-wide wherever there is access to the internet. These tools help create a more collaborative environment because they allow for voice, video, text, simultaneous editing, and immediate feedback. The tools presented are easy to use, user friendly, and have online support available if needed. Methods for using the tools are suggested, and examples of how they have been used by the authors are discussed. Professional presentations, instructional activities, meetings, and preparing manuscripts or other collaborative documents can all be developed in collaborative online meetings using Skype, Google tools including Talk, Chat, Calendar, Docs, and Notebooks, and Second Life. These may also be used to enhance education in distance learning or on campus classes. The features, functionality, and intuitive ease of use promote collaborative efforts, increasing the effective and efficient use of time while decreasing costs. Hyperlinks are provided for tools so users can determine technology specifications, download necessary files, learn more about their capabilities, and locate help or support information.

  19. CHISSL: A Human-Machine Collaboration Space for Unsupervised Learning

    Energy Technology Data Exchange (ETDEWEB)

    Arendt, Dustin L.; Komurlu, Caner; Blaha, Leslie M.

    2017-07-14

    We developed CHISSL, a human-machine interface that utilizes supervised machine learning in an unsupervised context to help the user group unlabeled instances by her own mental model. The user primarily interacts via correction (moving a misplaced instance into its correct group) or confirmation (accepting that an instance is placed in its correct group). Concurrent with the user's interactions, CHISSL trains a classification model guided by the user's grouping of the data. It then predicts the group of unlabeled instances and arranges some of these alongside the instances manually organized by the user. We hypothesize that this mode of human and machine collaboration is more effective than Active Learning, wherein the machine decides for itself which instances should be labeled by the user. We found supporting evidence for this hypothesis in a pilot study where we applied CHISSL to organize a collection of handwritten digits.

  20. Collaborative Learning in Practice: Examples from Natural Resource ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2010-12-01

    Dec 1, 2010 ... ... College of Humanities and Development of China Agricultural University in Beijing. His recent publications include Learning from the Field: Innovating China's Higher Education System (Foundation Books/IDRC 2008) and Social and Gender Analysis in Natural Resource Management: Learning Studies ...

  1. An Information Processing Perspective on Divergence and Convergence in Collaborative Learning

    Science.gov (United States)

    Jorczak, Robert L.

    2011-01-01

    This paper presents a model of collaborative learning that takes an information processing perspective of learning by social interaction. The collaborative information processing model provides a theoretical basis for understanding learning principles associated with social interaction and explains why peer-to-peer discussion is potentially more…

  2. Peer Collaboration: The Relation of Regulatory Behaviors to Learning with Hypermedia

    Science.gov (United States)

    Winters, Fielding I.; Alexander, Patricia A.

    2011-01-01

    Peer collaboration is a pedagogical method currently used to facilitate learning in classrooms. Similarly, computer-learning environments (CLEs) are often used to promote student learning in science classrooms, in particular. However, students often have difficulty utilizing these environments effectively. Does peer collaboration help students…

  3. From Assumptions to Practice: Creating and Supporting Robust Online Collaborative Learning

    Science.gov (United States)

    Lock, Jennifer; Johnson, Carol

    2017-01-01

    Collaboration is more than an activity. In the contemporary online learning environment, collaboration needs to be conceived as an overarching way of learning that fosters continued knowledge building. For this to occur, design of a learning task goes beyond students working together. There are integral nuances that give rise to: how the task is…

  4. The Perceptions of Participation in a Mobile Collaborative Learning among Pre-Service Teachers

    Science.gov (United States)

    Liu, Shih-Hsiung

    2016-01-01

    This study uses Facebook as a platform and arranges certain learning tasks to identify the feasibility of mobile collaborative learning for pre-service teachers. The pre-service teachers' sense of community and perceptions of collaborative learning are investigated. A total of 153 pre-service teachers volunteered to participate in an Intern Mobile…

  5. The Proposed Model of Collaborative Virtual Learning Environment for Introductory Programming Course

    Science.gov (United States)

    Othman, Mahfudzah; Othman, Muhaini

    2012-01-01

    This paper discusses the proposed model of the collaborative virtual learning system for the introductory computer programming course which uses one of the collaborative learning techniques known as the "Think-Pair-Share". The main objective of this study is to design a model for an online learning system that facilitates the…

  6. An Examination of Collaborative Learning Assessment through Dialogue (CLAD) in Traditional and Hybrid Human Development Courses

    Science.gov (United States)

    McCarthy, Wanda C.; Green, Peter J.; Fitch, Trey

    2010-01-01

    This investigation assessed the effectiveness of using Collaborative Learning Assessment through Dialogue (CLAD) (Fitch & Hulgin, 2007) with students in undergraduate human development courses. The key parts of CLAD are student collaboration, active learning, and altering the role of the instructor to a guide who enhances learning opportunities.…

  7. A Framework for Collaborative and Convenient Learning on Cloud Computing Platforms

    Science.gov (United States)

    Sharma, Deepika; Kumar, Vikas

    2017-01-01

    The depth of learning resides in collaborative work with more engagement and fun. Technology can enhance collaboration with a higher level of convenience and cloud computing can facilitate this in a cost effective and scalable manner. However, to deploy a successful online learning environment, elementary components of learning pedagogy must be…

  8. Successful Implementation of a Computer-Supported Collaborative Learning System in Teaching E-Commerce

    Science.gov (United States)

    Ngai, E. W. T.; Lam, S. S.; Poon, J. K. L.

    2013-01-01

    This paper describes the successful application of a computer-supported collaborative learning system in teaching e-commerce. The authors created a teaching and learning environment for 39 local secondary schools to introduce e-commerce using a computer-supported collaborative learning system. This system is designed to equip students with…

  9. Teaching strategic and systems design to facilitate collaboration and learning

    Directory of Open Access Journals (Sweden)

    Andre Liem

    2012-08-01

    Full Text Available As strategic and systems approaches are becoming more relevant in design education when it concerns collaborative projects with the industry, an explicit systems design methodology is needed to structure collaboration and learning among students, educators, and the Norwegian industry. This article describes three alternative studio projects for teaching strategic and systems design with the involvement of Norwegian companies. Besides this, the approaches and fundamental theories of design thinking and reasoning, which are characteristic of these projects, were reflected against each other. In the undergraduate (year 2 systems thinking design studio, the challenge was to train students to understand how system elements are rationally interconnected with their suprasystems and subsystems based on usability and man-machine interactions. In addition to the challenges pertaining to systems thinking, collabora­tive learning and designing based on a mentorship learning concept were introduced in the Vertical Design Studio, which involved second- and third-year students. Concerning the postgraduate fourth-year strategic design projects with the industry, the challenge was to involve Norwegian companies in product planning and goal finding as well as in innovation and design activities and to assess how supportive and receptive these companies were towards radical innovation/diversification. The analysis of completed projects shows that the Norwegian industry is supportive of strategic design but is rather conservative and risk averse when it concerns accepting and implementing radical innovation initiatives. Referring to user-centred and context-based innovation, this article also supports the implementation of a systems approach to facilitate social and hierarchical learning across the second-year systems design studio, second- and third-year vertical studios, and fourth-year strategic design studio.

  10. Lessons Learned from an Industry, Government and University Collaboration to Restore Stream Habitats and Mitigate Effects

    Science.gov (United States)

    Jones, Nicholas E.; Scrimgeour, Garry J.; Tonn, William M.

    2017-01-01

    Restoration ecologists conduct both basic and applied research using a diversity of funding and collaborative models. Over the last 17 years we have assessed the effectiveness of a stream compensation project in Canada's north, where an independent university-based research program was a condition of the regulatory approval process. This resulted in a non-traditional university-government-industry partnership. Here we share seven lessons that we learned from our collective experiences with the research partnership and use the Ekati diamond mine as a case study to illustrate and support lessons learned. Our advice includes opinions on the importance of: engaging collaborators early, defining roles and responsibilities, data sharing and standardization, the use of natural streams to set restoration targets, expect setbacks and surprises, treating restoration as an opportunity to experiment, and how to define success. Many of the lessons learned are broadly applicable to those whom embark on research collaborations among industry, universities, and consulting companies within a regulatory framework and may be of particular value to collaborators in early stages of their career.

  11. Collaborative learning: A next step in the training of peer support providers.

    Science.gov (United States)

    Cronise, Rita

    2016-09-01

    This column explores how peer support provider training is enhanced through collaborative learning. Collaborative learning is an approach that draws upon the "real life" experiences of individual learners and encompasses opportunities to explore varying perspectives and collectively construct solutions that enrich the practice of all participants. This description draws upon published articles and examples of collaborative learning in training and communities of practice of peer support providers. Similar to person-centered practices that enhance the recovery experience of individuals receiving services, collaborative learning enhances the experience of peer support providers as they explore relevant "real world" issues, offer unique contributions, and work together toward improving practice. Three examples of collaborative learning approaches are provided that have resulted in successful collaborative learning opportunities for peer support providers. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  12. Informatics Students Across the Globe Learn to Collaborate in Second Life

    OpenAIRE

    Danforth, Cathleen; Condon, Timothy; DeForest, Robin; Awar, Zeina Al; Marini, Abdellatif; Skiba, Diane J.

    2012-01-01

    In preparing healthcare professionals to work in the field of informatics, there are many online programs of study. These programs of students include a variety of educational tools. This poster describes the experiences of four student located across the globe learning how to work as a collaborative team. The team used Second Life as a platform to participate in a system life cycle course. The benefits and challenges of the Virtual Clinic environment are highlighted.

  13. Pioneering a Nursing Home Quality Improvement Learning Collaborative: A Case Study of Method and Lessons Learned.

    Science.gov (United States)

    Gillespie, Suzanne M; Olsan, Tobie; Liebel, Dianne; Cai, Xueya; Stewart, Reginald; Katz, Paul R; Karuza, Jurgis

    2016-02-01

    To describe the development of a nursing home (NH) quality improvement learning collaborative (QILC) that provides Lean Six Sigma (LSS) training and infrastructure support for quality assurance performance improvement change efforts. Case report. Twenty-seven NHs located in the Greater Rochester, NY area. The learning collaborative approach in which interprofessional teams from different NHs work together to improve common clinical and organizational processes by sharing experiences and evidence-based practices to achieve measurable changes in resident outcomes and system efficiencies. NH participation, curriculum design, LSS projects. Over 6 years, 27 NHs from urban and rural settings joined the QILC as organizational members and sponsored 47 interprofessional teams to learn LSS techniques and tools, and to implement quality improvement projects. NHs, in both urban and rural settings, can benefit from participation in QILCs and are able to learn and apply LSS tools in their team-based quality improvement efforts. Published by Elsevier Inc.

  14. UniFlex A WWW-environment for project-based collaborative learning

    DEFF Research Database (Denmark)

    Borch, Ole; Helbo, Jan; Knudsen, Morten

    2003-01-01

    , a web site named UniFlex (University Flexible learning) has been developed and brought into use. The site is a comprehensive set of bookmarks including course taking, upload/download, and - of special significance - collaborative on-line project work. UniFlex has been developed to meet the requirement...... for a simple and cheap personalized interactive site, supporting problem oriented and project organized study form, which has characterized Aalborg University for more than 25 years. UniFlex supports a virtual group room for collaborative work as a key facility. UniFlex has downloadable templates, which...... Communication" (MMIC), and other collaborative applications. The majority of the users are very satisfied with the product since it is simple, inexpensive, has a reasonable speed and easy to use and maintain....

  15. The Impact of a Collaborative Wiki Assignment on Teaching and Learning in a Teacher Education Program

    Directory of Open Access Journals (Sweden)

    Vanessa Joy Bravo

    2011-10-01

    Full Text Available This study explored students’ perceptions and behaviors of public wiki use during a collaborative Wikipedia assignment in a graduate technology and literacy education course. Results confirmed that the majority of students had an overall positive experience posting content on Wikipedia. Students learned how to use Wikipedia through collaborative practice, including, how to adhere to its standards and cite work properly, the importance of critically evaluating online information, and the value of publishing work to an authentic audience. Students (prospective and current teachers reported numerous ways in which collaboration on Wikipedia could be integrated into their K-12 classrooms in order to promote higher order thinking and foster meaningful knowledge construction. Pedagogical practices for the effective integration of public wiki assignments in higher education and K-12 settings are recommended.

  16. An active, collaborative approach to learning skills in flow cytometry.

    Science.gov (United States)

    Fuller, Kathryn; Linden, Matthew D; Lee-Pullen, Tracey; Fragall, Clayton; Erber, Wendy N; Röhrig, Kimberley J

    2016-06-01

    Advances in science education research have the potential to improve the way students learn to perform scientific interpretations and understand science concepts. We developed active, collaborative activities to teach skills in manipulating flow cytometry data using FlowJo software. Undergraduate students were given compensated clinical flow cytometry listmode output (FCS) files and asked to design a gating strategy to diagnose patients with different hematological malignancies on the basis of their immunophenotype. A separate cohort of research trainees was given uncompensated data files on which they performed their own compensation, calculated the antibody staining index, designed a sequential gating strategy, and quantified rare immune cell subsets. Student engagement, confidence, and perceptions of flow cytometry were assessed using a survey. Competency against the learning outcomes was assessed by asking students to undertake tasks that required understanding of flow cytometry dot plot data and gating sequences. The active, collaborative approach allowed students to achieve learning outcomes not previously possible with traditional teaching formats, for example, having students design their own gating strategy, without forgoing essential outcomes such as the interpretation of dot plots. In undergraduate students, favorable perceptions of flow cytometry as a field and as a potential career choice were correlated with student confidence but not the ability to perform flow cytometry data analysis. We demonstrate that this new pedagogical approach to teaching flow cytometry is beneficial for student understanding and interpretation of complex concepts. It should be considered as a useful new method for incorporating complex data analysis tasks such as flow cytometry into curricula. Copyright © 2016 The American Physiological Society.

  17. Collaborative e-Learning: e-Portfolios for Assessment, Teaching and Learning

    NARCIS (Netherlands)

    van Wesel, Maarten

    2009-01-01

    This paper presents an innovative approach to e-learning by exploring a number of initiatives where there is a move towards collaborative use of Personal Development Plans (PDPs) integrated with e-portfolios as mechanisms for delivering such plans. It considers whether such a move towards more

  18. Collaborative Group Learning Approaches for Teaching Comparative Planetology

    Science.gov (United States)

    Slater, S. J.; Slater, T. F.

    2013-12-01

    Modern science education reform documents propose that the teaching of contemporary students should focus on doing science, rather than simply memorizing science. Duschl, Schweingruber, and Shouse (2007) eloquently argue for four science proficiencies for students. Students should: (i) Know, use, and interpret scientific explanations of the natural world; (ii) Generate and evaluate scientific evidence and explanations; (iii) Understand the nature and development of scientific knowledge; and (iv) Participate productively in scientific practices and discourse. In response, scholars with the CAPER Center for Astronomy & Physics Education Research are creating and field-tested two separate instructional approaches. The first of these is a series of computer-mediated, inquiry learning experiences for non-science majoring undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for instruction. Backwards faded-scaffolding is a strategy where the conventional and rigidly linear scientific method is turned on its head and students are first taught how to create conclusions based on evidence, then how experimental design creates evidence, and only at the end introduces students to the most challenging part of inquiry - inventing scientifically appropriate questions. Planetary science databases and virtual environments used by students to conduct scientific investigations include the NASA and JPL Solar System Simulator and Eyes on the Solar System as well as the USGS Moon and Mars Global GIS Viewers. The second of these is known widely as a Lecture-Tutorial approach. Lecture-Tutorials are self-contained, collaborative group activities. The materials are designed specifically to be easily integrated into the lecture course and directly address the needs of busy and heavily-loaded teaching faculty for effective, student-centered, classroom-ready materials that do not require a drastic course

  19. Epistemology of scientific inquiry and computer-supported collaborative learning

    Science.gov (United States)

    Hakkarainen, Kai Pekka Juhani

    1998-12-01

    The problem addressed in the study was whether 10- and 11-year-old children, collaborating within a computer-supported classroom, could learn a process of inquiry that represented certain principal features of scientific inquiry, namely (1) engagement in increasingly deep levels of explanation, (2) progressive generation of subordinate questions, and (3) collaborative effort to advance explanations. Technical infrastructure for the study was provided by the Computer-Supported Intentional Learning Environments, CSILE. The study was entirely based on qualitative content analysis of students' written productions posted to CSILE's database. Five studies were carried out to analyze CSILE students' process of inquiry. The first two studies aimed at analyzing changes in CSILE students' culture of inquiry in two CSILE classrooms across a three-year period. The results of the studies indicate that the classroom culture changed over three years following the introduction of CSILE. The explanatory level of knowledge produced by the students became increasingly deeper in tracking from the first to third year representing the first principal feature of scientific inquiry. Moreover, between-student communication increasingly focused on facilitating advancement of explanation (the third principal feature). These effects were substantial only in one classroom; the teacher of this class provided strong pedagogical support and epistemological guidance for the students. Detailed analysis of this classroom's inquiry, carried out in the last three studies, indicated that with teacher's guidance the students were able to produce meaningful intuitive explanations as well as go beyond the functional and empirical nature of their intuitive explanations and appropriate theoretical scientific explanations (the first principal feature). Advancement of the students' inquiry appeared to be closely associated with generation of new subordinate questions (the second principal feature) and peer

  20. Enhancing Collaborative and Meaningful Language Learning Through Concept Mapping

    Science.gov (United States)

    Marriott, Rita De Cássia Veiga; Torres, Patrícia Lupion

    This chapter aims to investigate new ways of foreign-language teaching/learning via a study of how concept mapping can help develop a student's reading, writing and oral skills as part of a blended methodology for language teaching known as LAPLI (Laboratorio de Aprendizagem de LInguas: The Language Learning Lab). LAPLI is a student-centred and collaborative methodology which encourages students to challenge their limitations and expand their current knowledge whilst developing their linguistic and interpersonal skills. We explore the theories that underpin LAPLI and detail the 12 activities comprising its programme with specify reference to the use of "concept mapping". An innovative table enabling a formative and summative assessment of the concept maps is formulated. Also presented are some of the qualitative and quantitative results achieved when this methodology was first implemented with a group of pre-service students studying for a degree in English and Portuguese languages at the Catholic University of Parana (PUCPR) in Brazil. The contribution of concept mapping and LAPLI to an under standing of language learning along with a consideration of the difficulties encountered in its implementation with student groups is discussed and suggestions made for future research.

  1. Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course.

    Science.gov (United States)

    Sevin, Alexa M; Hale, Kenneth M; Brown, Nicole V; McAuley, James W

    2016-03-25

    Objective. To investigate the effect of an interprofessional service-learning course on health professions students' self-assessment of Interprofessional Education Collaborative (IPEC) competencies. Design. The semester-long elective course consisted of two components: a service component where students provided patient care in an interprofessional student-run free clinic and bi-weekly workshops in which students reflected on their experiences and discussed roles, team dynamics, communication skills, and challenges with underserved patient populations. Assessment. All fifteen students enrolled in the course completed a validated 42-question survey in a retrospective post-then-pre design. The survey instrument assessed IPEC competencies in four domains: Values and Ethics, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. Students' self-assessment of IPEC competencies significantly improved in all four domains after completion of the course. Conclusion. Completing an interprofessional service-learning course had a positive effect on students' self-assessment of interprofessional competencies, suggesting service-learning is an effective pedagogical platform for interprofessional education.

  2. A Space for Debate. How diagrams support collaborative argumentation-based learning

    NARCIS (Netherlands)

    Amelsvoort, M.A.A. van

    2006-01-01

    Discussion can lead to learning. Through discussion people can learn about other viewpoints and arguments, or construct new ideas together. However, discussion can also be difficult, due to problems with argumentation and collaboration. This dissertation investigates how argumentative diagrams can

  3. From collaborative virtual research environment SOA to teaching and learning environment SOA

    NARCIS (Netherlands)

    Gilbert, Lester; Sitthisak, Onjira; Sim, Yee Wai; Wang, Chu; Wills, Gary

    2006-01-01

    Please, cite this publication as: Gilbert, L., & Sitthisak, O. (2006). From collaborative virtual research environment SOA to teaching and learning environment SOA. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. September

  4. Collaborative learning in multicultural classrooms: a case study of Dutch senior secondary vocational education

    NARCIS (Netherlands)

    Dr. Bertha Vallejo; Dr. S. Bolhuis; Prof. dr. Perry den Brok; Drs. Kennedy Aquilino Tielman

    2011-01-01

    Abstract This research presents a descriptive study regarding collaborative learning in a multicultural classroom at a vocational education school in The Netherlands. The study bridges two domains of research: research on culturally diverse learning environments - which has mostly concerned primary

  5. How does feedback and peer feedback affect collaborative writing in a virtual learning environment?

    NARCIS (Netherlands)

    Guasch, Teresa; Espasa, Anna; Alvarez, Ibis; Kirschner, Paul A.

    2011-01-01

    Guasch, T., Espasa, A., Alvarez, I., & Kirschner, P. A. (2011, 31 May). How does feedback and peer feedback affect collaborative writing in a virtual learning environment? Presentation at a Learning & Cognition meeting, Open Universiteit in the Netherlands, Heerlen, The Netherlands.

  6. 12. Collaborative Learning – A Possible Approach of Learning in the Discipline of Study Musical Analysis

    Directory of Open Access Journals (Sweden)

    Vlahopol Gabriela

    2016-03-01

    Full Text Available The musician’s typology is anchored, according to the traditional perception, within the limits of an individualistic image, which searches, develops and affirms its creativity following an individual training process. The collaborative learning is one of the educational patterns less used in the artistic education, being limited to several disciplines whose specificity requires appurtenance to a study group (for instance chamber training, orchestra. The method’s application to the theoretical disciplines often encounters reserves both on part of the teachers and the students as well, because of the efforts required for its design and implementation. The study herein offers a possible approach of collaborative learning within the course of study Musical Analysis, pleading for the need of the social component development of the learning activities of the instrumental performer student, by his involvement within a study group.

  7. The shared regulation in collaborative learning environments: A review of the state of empiric research

    Directory of Open Access Journals (Sweden)

    Juan Carlos CASTELLANOS RAMÍREZ

    2015-11-01

    Full Text Available Shared regulation processes occur within the feld of computer-supported collaborative learning as an emerging feld of study. Interest in this feld of study is justifed by assuming that regulatory processes positively affect the performance of groups and predict satisfactory results in student learning. This article reviews recent research about shared regulation processes in collaborative learning, both in face-to-face contexts and in virtual environments. To that end, prior to do the review, we discuss the importance of shared regulation on collaborative learning mediated by computer and, furthermore, we defne shared regulation and distinct it from other processes involved in collaborative learning, in particular from processes of construction of shared knowledge. We highlights, in the conclusions, a set of theoretical and empirical features that defne the shared regulation as a feld of study and, hereafter, guide future research focused on collaborative learning environments mediated by computer, as well as the design of support to encourage these processes.

  8. Research Collaboration in a Communication Rights Campaign: Lessons Learned.

    Science.gov (United States)

    Ryan, Charlotte

    2018-01-01

    In building public support for social change, activists in communities of color routinely approach broader audiences via news media. Communities of color, however, routinely face disparities that limit their access to media including local news media outlets. This lack of access mirrors inequalities in political, social, and economic arenas and can slow public awareness campaigns to address disparities in health, environmental, and other quality-of-life issues. I describe two community-based collaborative action research studies that documented and challenged how local television newscasts underrepresented and misrepresented three communities of color in Boston. The linkage between communication rights and campaigns to address quality-of-life issues is presented, as well as unresolved challenges in the collaborative research process. The study has implications for environmental health campaigns.

  9. Towards a Collaborative Open Environment of Project-Centred Learning

    DEFF Research Database (Denmark)

    Bongio, Aldo; van Bruggen, Jan; Ceri, Stefano

    Nowadays, engineering studies are characterized by high mobility of students, lecturers and workforce and by the dynamics of multinational companies where “classes” or “students’ teams” composed of persons with different competencies and backgrounds, working together in projects to solve complex ...... environment. This paper proposes a COOPER framework and shows its approaches to address the various research challenges. This work is partially supported by EU/IST FP6 STREP project COOPER (contract number IST-2005-027073)....... problems. Such an environment will become increasingly relevant in multinational universities and companies, and it has brought a number of challenges to existing e-learning technologies. COOPER is an ongoing project that focuses on developing and testing such a collaborative and project-centred leaning...

  10. Collaborative Tools' Quality in Web-Based Learning Systems — A Model of User Perceptions

    Science.gov (United States)

    Davoli, Paolo; Monari, Matteo

    The importance of collaborative tools is increasing in e-learning practice, both in educational institutions and enterprises. E-learning is nowadays much more than file downloading: both in distance and blended learning, group interactions are showing their didactic relevance. Specific contexts and needs are to be taken into account when evaluating didactic collaborative tools, since they present peculiar aspects. For instance, e-learning platforms are not pure groupware, but didactic systems hosting both groupware facilities and single-user features.

  11. Investigating the Relationship between Learning Style Preferences and Teaching Collaboration Skills and Technology: An Exploratory Study

    OpenAIRE

    Kim, S.; Sonnenwald, D. H.

    2002-01-01

    This paper reports on an exploratory study that investigates the relationship between participants' learning style preferences and their perceptions of a professional workshop on collaboration and technology to support collaboration. The Learning Preference Scale-Students (LPSS) (Owens & Barnes, 1992) was administered to identify participants' learning style preferences as cooperative, competitive and/or individualized. Using cluster analysis two groups, or categories, of learning style prefe...

  12. Management learning at the speed of life:Designing reflective, creative, and collaborative spaces for millenials

    OpenAIRE

    Karakas, Fahri; Manisaligil, Alperen; Sarigollu, Emine

    2015-01-01

    This paper introduces the concept of "management learning at the speed of life" as a metaphor to inspire millenials. Millenials may face three major problems in relation to management learning: lack of concentration, lack of engagement, and lack of socialization. Management learning at the speed of life addresses these potential problems through three dimensions: reflective, creative, and collaborative learning. This paper illustrates the benefits of reflective, creative, and collaborative sp...

  13. Technological learning through international collaboration: Lessons from the field

    Science.gov (United States)

    Wood, Danielle; Weigel, Annalisa

    2013-02-01

    Countries on every continent are making new or renewed commitments to domestic satellite programs. These programs have the potential to address national needs by enhancing access to information, improving infrastructure and providing inspiration to the public. How do countries without local expertise in space technology begin a new satellite program? What is the role of international collaboration in supporting the efforts of a new space fairing country? This paper explores such questions by highlighting outputs from intensive field work in Africa and Asia. Specifically, the study explores case studies of early space activity in these countries to search for lessons about the management of a young space program. The observations from field work are compared to ideas from scholarly literature on technological learning. The findings are organized using principles from systems architecture. The paper presents a model that captures many of the influences and strategic decision areas for a collaborative satellite development project. The paper also highlights the growth of capability among African countries in the area of satellite technology.

  14. The Self-Formation of Collaborative Groups in a Problem Based Learning Environment

    Science.gov (United States)

    Raiyn, Jamal; Tilchin, Oleg

    2016-01-01

    The aim of this paper is to present "the three steps method" of the self-formation of collaborative groups in a problem-based learning environment. The self-formation of collaborative groups is based on sharing of accountability among students for solving instructional problems. The steps of the method are planning collaborative problem…

  15. Engaging University Learners in Critical Thinking to Stimulate Collaborative Learning: Perceptions of American and Chinese Students

    Science.gov (United States)

    Zhang, Ling

    2009-01-01

    The increasing global cooperation between countries has brought collaboration as a fundamental concern to educators around the world. Recent educational issues and research on collaborative learning have shown the power of collaborative education. How to teach college students the inter-societal skills to resolve tensions and conflicts between the…

  16. Modeling a Collaborative Answer Negotiation Activity Using IMS-Based Learning Design

    Science.gov (United States)

    Valdivia, R.; Nussbaum, M.; Ochoa, S. F.

    2009-01-01

    This paper describes the design and impact of a face-to-face Computer Supported Collaborative Learning activity named Collaborative Answer Negotiation Activity (CANA). CANA primarily involves face-to-face interactions among students supported by wirelessly interconnected mobile devices to solve collaboratively a set of multiple-choice questions.…

  17. The Comparison of Solitary and Collaborative Modes of Game-Based Learning on Students' Science Learning and Motivation

    Science.gov (United States)

    Chen, Ching-Huei; Wang, Kuan-Chieh; Lin, Yu-Hsuan

    2015-01-01

    In this study, we investigated and compared solitary and collaborative modes of game-based learning in promoting students' science learning and motivation. A total of fifty seventh grade students participated in this study. The results showed that students who played in a solitary or collaborative mode demonstrated improvement in learning…

  18. Cabri 3D - assisted collaborative learning to enhance junior high school students’ spatial ability

    Science.gov (United States)

    Muntazhimah; Miatun, A.

    2018-01-01

    The main purpose of this quasi-experimental study was to determine the enhancement of spatial ability of junior high school students who learned through Cabri-3D assisted collaborative learning. The methodology of this study was the nonequivalent group that was conducted to students of the eighth grade in a junior high school as a population. Samples consisted one class of the experimental group who studied with Cabri-3D assisted collaborative learning and one class as a control group who got regular learning activity. The instrument used in this study was a spatial ability test. Analyzing normalized gain of students’ spatial ability based on mathemathical prior knowledge (MPK) and its interactions was tested by two-way ANOVA at a significance level of 5% then continued with using Post Hoc Scheffe test. The research results showed that there was significant difference in enhancement of the spatial ability between students who learnt with Cabri 3D assisted collaborative learning and students who got regular learning, there was significant difference in enhancement of the spatial ability between students who learnt with cabri 3D assisted collaborative learning and students who got regular learning in terms of MPK and there is no significant interaction between learning (Cabri-3D assisted collaborative learning and regular learning) with students’ MPK (high, medium, and low) toward the enhancement of students’ spatial abilities. From the above findings, it can be seen that cabri-3D assisted collaborative learning could enhance spatial ability of junior high school students.

  19. A Kohonen Network for Modeling Students' Learning Styles in Web 2.0 Collaborative Learning Systems

    Science.gov (United States)

    Zatarain-Cabada, Ramón; Barrón-Estrada, M. Lucia; Zepeda-Sánchez, Leopoldo; Sandoval, Guillermo; Osorio-Velazquez, J. Moises; Urias-Barrientos, J. E.

    The identification of the best learning style in an Intelligent Tutoring System must be considered essential as part of the success in the teaching process. In many implementations of automatic classifiers finding the right student learning style represents the hardest assignment. The reason is that most of the techniques work using expert groups or a set of questionnaires which define how the learning styles are assigned to students. This paper presents a novel approach for automatic learning styles classification using a Kohonen network. The approach is used by an author tool for building Intelligent Tutoring Systems running under a Web 2.0 collaborative learning platform. The tutoring systems together with the neural network can also be exported to mobile devices. We present different results to the approach working under the author tool.

  20. The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

    Science.gov (United States)

    Alzahrani, Ibraheem; Woollard, John

    2013-01-01

    This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…

  1. University engagement and collaborative learning in nursing students of Kerman University of Medical Sciences.

    Science.gov (United States)

    Noohi, Esmat; Abaszadeh, Abas; Maddah, Sadat Sayad Bagher

    2013-11-01

    Collaborative methods of learning in the university have been a successful and the main aspects of the students' engagement. The purpose of this study was to determine university engagement and collaborative learning in nursing students of Kerman University of Medical Sciences. This research was a descriptive correlation study on a total of 238 nursing students with different levels of education were asked to fill four subscales of the modified National Survey of Student Engagement (NSSE) tool with a total of 40 items. NSSE reliability was confirmed by Cronbach's alpha (r = 0.78). The NSSE instrument relies on a students' self-reports tool. Data were analyzed with descriptive and analytical statistics by SPSS version 16. Means scores of university engagement in nursing students was 96.6 ± 19. 07. There was a significant positive correlation in components including active and collaborative learning (ACL) level, students' level of academic challenge (LAC) as well as student faculty interaction (SFI), supportive campuses environment and enriching educational experiences (EEE)with total score of university engagement (P engagement level in nursing students is moderate and there is a significant association between the model of teaching and ACL, and LAC and EEE.

  2. Blogging to Enhance In-Service Teachers' Professional Learning and Development during Collaborative Inquiry

    Science.gov (United States)

    Ciampa, Katia; Gallagher, Tiffany L.

    2015-01-01

    Blogging has been recommended as a suitable tool for teacher professional learning due to its associated utility in collaborative learning, reflection, communication, and social support. In this study, blogging was incorporated into a collaborative inquiry project involving elementary and secondary teachers. In examining the frequency and nature…

  3. Team effectiveness and team development in computer-supported collaborative learning

    NARCIS (Netherlands)

    Paul Kirschner; Dr. Jos Fransen; Armin Weinberger

    2013-01-01

    There is a wealth of research on computer-supported cooperative work (CSCW) that is neglected in computer-supported collaborative learning (CSCL) research. CSCW research is concerned with contextual factors, however, that may strongly influence collaborative learning processes as well, such as task

  4. The Effect of Collaborative Learning and Self-Assessment on Self-Regulation

    Science.gov (United States)

    Hatami, Ali

    2015-01-01

    In this study, the effects of teacher assistants' collaborative learning and learners' self-assessment on self-regulation and academic achievement at high levels have been investigated. Collaborative learning teaching method (Jigsaw and teacher assistant) is used for one group and the other group had also the same as well as learners'…

  5. Detecting and Understanding the Impact of Cognitive and Interpersonal Conflict in Computer Supported Collaborative Learning Environments

    Science.gov (United States)

    Prata, David Nadler; Baker, Ryan S. J. d.; Costa, Evandro d. B.; Rose, Carolyn P.; Cui, Yue; de Carvalho, Adriana M. J. B.

    2009-01-01

    This paper presents a model which can automatically detect a variety of student speech acts as students collaborate within a computer supported collaborative learning environment. In addition, an analysis is presented which gives substantial insight as to how students' learning is associated with students' speech acts, knowledge that will…

  6. Collaborative Learning Processes in the Context of a Public Health Professional Development Program: A Case Study

    Science.gov (United States)

    Tremblay, Marie-Claude; Richard, Lucie; Brousselle, Astrid; Chiocchio, François; Beaudet, Nicole

    2017-01-01

    The health promotion laboratory (HPL-Canada) is a public health professional development program building on a collaborative learning approach in order to support long-term practice change in local health services teams. This study aims to analyse the collaborative learning processes of two teams involved in the program during the first year of…

  7. Using Five Stage Model to Design of Collaborative Learning Environments in Second Life

    Science.gov (United States)

    Orhan, Sevil; Karaman, M. Kemal

    2014-01-01

    Specifically Second Life (SL) among virtual worlds draws attention of researchers to form collaborative learning environments (Sutcliffe & Alrayes, 2012) since it could be used as a rich platform to simulate a real environment containing many collaborative learning characteristics and interaction tools within itself. Five Stage Model (FSM)…

  8. How Can Teachers' Entrepreneurial Competences Be Developed? A Collaborative Learning Perspective

    Science.gov (United States)

    Peltonen, Katariina

    2015-01-01

    Purpose: The purpose of this paper is to explore the role of collaborative learning in the development of teachers' entrepreneurial competences in the school context at primary, secondary and vocational levels of education. Design/methodology/approach: The research is based on an interpretative and collaborative learning approach to teachers'…

  9. Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: A Framework and Research Review

    Science.gov (United States)

    Kaendler, Celia; Wiedmann, Michael; Rummel, Nikol; Spada, Hans

    2015-01-01

    This article describes teacher competencies for implementing collaborative learning in the classroom. Research has shown that the effectiveness of collaborative learning largely depends on the quality of student interaction. We therefore focus on what a "teacher" can do to foster student interaction. First, we present a framework that…

  10. Preparing Graduates for Work in the Creative Industries: A Collaborative Learning Approach for Design Students

    Science.gov (United States)

    Turnbull, Morag; Littlejohn, Allison; Allan, Malcolm

    2012-01-01

    Interest in the use of collaborative learning strategies in higher education is growing as educators seek better ways to prepare students for the workplace. In design education, teamwork and creativity are particularly valued; successful collaborative learning depends on knowledge sharing between students, and there is increasing recognition that…

  11. College Students' Perceptions of Short Message Service-Supported Collaborative Learning

    Science.gov (United States)

    Zamani-Miandashti, Naser; Ataei, Pouria

    2015-01-01

    Interaction is a major success factor that affects collaborative learning. This study examined the perceptions of college students about short message service (SMS) supported collaborative learning. Seventy-five BSc students from three classes were asked to cooperate on group assignments. The participants used their mobile phones to exchange text…

  12. Fuzzy comprehensive evaluation model of interuniversity collaborative learning based on network

    Science.gov (United States)

    Wenhui, Ma; Yu, Wang

    2017-06-01

    Learning evaluation is an effective method, which plays an important role in the network education evaluation system. But most of the current network learning evaluation methods still use traditional university education evaluation system, which do not take into account of web-based learning characteristics, and they are difficult to fit the rapid development of interuniversity collaborative learning based on network. Fuzzy comprehensive evaluation method is used to evaluate interuniversity collaborative learning based on the combination of fuzzy theory and analytic hierarchy process. Analytic hierarchy process is used to determine the weight of evaluation factors of each layer and to carry out the consistency check. According to the fuzzy comprehensive evaluation method, we establish interuniversity collaborative learning evaluation mathematical model. The proposed scheme provides a new thought for interuniversity collaborative learning evaluation based on network.

  13. Project Interface Requirements Process Including Shuttle Lessons Learned

    Science.gov (United States)

    Bauch, Garland T.

    2010-01-01

    Most failures occur at interfaces between organizations and hardware. Processing interface requirements at the start of a project life cycle will reduce the likelihood of costly interface changes/failures later. This can be done by adding Interface Control Documents (ICDs) to the Project top level drawing tree, providing technical direction to the Projects for interface requirements, and by funding the interface requirements function directly from the Project Manager's office. The interface requirements function within the Project Systems Engineering and Integration (SE&I) Office would work in-line with the project element design engineers early in the life cycle to enhance communications and negotiate technical issues between the elements. This function would work as the technical arm of the Project Manager to help ensure that the Project cost, schedule, and risk objectives can be met during the Life Cycle. Some ICD Lessons Learned during the Space Shuttle Program (SSP) Life Cycle will include the use of hardware interface photos in the ICD, progressive life cycle design certification by analysis, test, & operations experience, assigning interface design engineers to Element Interface (EI) and Project technical panels, and linking interface design drawings with project build drawings

  14. Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

    Directory of Open Access Journals (Sweden)

    Clare S. Johnson

    2017-07-01

    Full Text Available The inclusion of online elements in learning environments is becoming commonplace in Post Compulsory Education. A variety of research into the value of such elements is available, and this study aims to add further evidence by looking specifically at the use of collaborative technologies such as online discussion forums and wikis to encourage higher order thinking and self-sufficient learning. In particular, the research examines existing pedagogical models including Salmon’s five-stage model, along with other relevant literature. A case study of adult learners in community-based learning centres forms the basis of the research, and as a result of the findings, an arrow model is suggested as a framework for online collaboration that emphasises the learner, mentions pre-course preparation and then includes three main phases of activity: post, interact and critique. This builds on Salmon’s five-stage model and has the benefit of being flexible and responsive, as well as allowing for further development beyond the model, particularly in a blended learning environment.

  15. Learners And Collaborative Learning In Virtual Worlds: A Review Of The Literature

    OpenAIRE

    HANEWALD, Ria

    2013-01-01

    The purpose of this paper is to present selected literature on learners and collaborative learning in virtual worlds. Research in virtual worlds on collaborative learners is gradually emerging and will gain in significance, particularly in online and distance education environments. It will be argued that the design and functionality of virtual worlds provides a platform for collaboration, particularly for learners that have grown up with digitalized learning environments and may have develop...

  16. Collaborative Production of Learning Objects on French Literary Works Using the LOC Software

    Science.gov (United States)

    Penman, Christine

    2015-01-01

    This case study situates the collaborative design of learning objects (interactive online learning material) using the LOC (Learning Object Creator) software in the context of language activities external to the core learning activities of language students at a UK university. It describes the creative and pedagogical processes leading to the…

  17. Improving Classroom Learning by Collaboratively Observing Human Tutoring Videos while Problem Solving

    Science.gov (United States)

    Craig, Scotty D.; Chi, Michelene T. H.; VanLehn, Kurt

    2009-01-01

    Collaboratively observing tutoring is a promising method for observational learning (also referred to as vicarious learning). This method was tested in the Pittsburgh Science of Learning Center's Physics LearnLab, where students were introduced to physics topics by observing videos while problem solving in Andes, a physics tutoring system.…

  18. Introducing the Collaborative E-Learning Design Method (CoED)

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Buus, Lillian; Nyvang, Tom

    2015-01-01

    In this chapter, a specific learning design method is introduced and explained, namely the Collaborative E-learning Design method (CoED), which has been developed through various projects in “e-Learning Lab – Centre for User Driven Innovation, Learning and Design” (Nyvang & Georgsen, 2007). We...

  19. Wiring Role Taking in Collaborative Learning Environments. SNA and Semantic Web can improve CSCL script?

    Directory of Open Access Journals (Sweden)

    Nicola Capuano

    2014-04-01

    Full Text Available Over the past years the concept of role in distance education has become a promising construct for analysing and facilitating collaborative processes and outcomes. Designing effective collaborative learning processes is a complex task that can be supported by existing good practices formulated as pedagogical patterns or scripts. Over the past years, the research on technology enhanced learning has shown that collaborative scripts for learning act as mediating artefacts not only designing educational scenarios but also structuring and prescribing roles and activities. Conversely, existing learning systems are not able to provide dynamic role management in the definition and execution of collaborative scripts. This work proposes the application of Social Network Analysis in order to evaluate the expertise level of a learner when he/she is acting, with an assigned role, within the execution of a collaborative script. Semantic extensions to both IMS Learning Design and Information Packaging specifications are also proposed to support roles management.

  20. E pluribus unum: the potential of collaborative learning to enhance Microbiology teaching in higher education.

    Science.gov (United States)

    Rutherford, Stephen

    2015-12-01

    Collaborative learning, where students work together towards a shared understanding of a concept, is a well-established pedagogy, and one which has great potential for higher education (HE). Through discussion and challenging each other's ideas, learners gain a richer appreciation for a subject than with solitary study or didactic teaching methods. However, collaborative learning does require some scaffolding by the teacher in order to be successful. Collaborative learning can be augmented by the use of Web 2.0 collaborative technologies, such as wikis, blogs and social media. This article reviews some of the uses of collaborative learning strategies in Microbiology teaching in HE. Despite the great potential of collaborative learning, evidence of its use in Microbiology teaching is, to date, limited. But the potential for collaborative learning approaches to develop self-regulated, deep learners is considerable, and so collaborative learning should be considered strongly as a viable pedagogy for HE. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  1. Collaborative adaptations in social work intervention research in real-world settings: lessons learned from the field.

    Science.gov (United States)

    Blank Wilson, Amy; Farkas, Kathleen

    2014-01-01

    Social work research has identified the crucial role that service practitioners play in the implementation of evidence-based practices. This has led some researchers to suggest that intervention research needs to incorporate collaborative adaptation strategies in the design and implementation of studies focused on adapting evidence-based practices to real-world practice settings. This article describes a collaborative approach to service adaptations that was used in an intervention study that integrated evidence-based mental health and correctional services in a jail reentry program for people with serious mental illness. This description includes a discussion of the nature of the collaboration engaged in this study, the implementation strategies that were used to support this collaboration, and the lessons that the research team has learned about engaging a collaborative approach to implementing interventions in research projects being conducted in real-world social service delivery settings.

  2. Integrating Learning Management System with Facebook Function: the Effect on Perception Towards Online Project Based Collaborative Learning

    OpenAIRE

    Razali, Sharifah Nadiyah; Shahbodin, Faaizah; Ahmad, Mohd Hafiez; Mohd Noor, Helmi Adly

    2017-01-01

    This study evaluates the effect on Perception towards Online Project Based Collaborative Learning (OPBCL). OPBCL was developed by integrating Moodle forum with Facebook function and using project based learning approach. A quasi-experiment was conducted with two classes of polytechnic students for three weeks which involved 54 students. Data were obtained using Perception of Online Collaborative Learning Questionnaire (POCLQ). The study was conducted to evaluate students’ perceptions toward C...

  3. Collaborative Group Learning using the SCALE-UP Pedagogy

    Science.gov (United States)

    Feldman, Gerald

    2011-10-01

    The time-honored conventional lecture (``teaching by telling'') has been shown to be an ineffective mode of instruction for science classes. In these cases, where the enhancement of critical thinking skills and the development of problem-solving abilities are emphasized, collaborative group learning environments have proven to be far more effective. In addition, students naturally improve their teamwork skills through the close interaction they have with their group members. Early work on the Studio Physics model at Rensselaer Polytechnic Institute in the mid-1990's was extended to large classes via the SCALE-UP model pioneered at North Carolina State University a few years later. In SCALE-UP, students sit at large round tables in three groups of three --- in this configuration, they carry out a variety of pencil/paper exercises (ponderables) using small whiteboards and perform hands-on activities like demos and labs (tangibles) throughout the class period. They also work on computer simulations using a shared laptop for each group of three. Formal lecture is reduced to a minimal level and the instructor serves more as a ``coach'' to facilitate the academic ``drills'' that the students are working on. Since its inception in 1997, the SCALE-UP pedagogical approach has been adopted by over 100 institutions across the country and about 20 more around the world. In this talk, I will present an overview of the SCALE-UP concept and I will outline the details of its deployment at George Washington University over the past 4 years. I will also discuss empirical data from assessments given to the SCALE-UP collaborative classes and the regular lecture classes at GWU in order to make a comparative study of the effectiveness of the two methodologies.

  4. Collaborative Learning Models on Distance Scenarios with Learning Design: A Case Study

    OpenAIRE

    Fuente Valentín, Luis de la; Pardo Sánchez, Abelardo; Delgado Kloos, Carlos; Asensio-Pérez, Juan I.; Dimitriadis, Yannis A.

    2008-01-01

    5 pages, 1 figure.-- Contributed to: ICALT'08 - Eighth IEEE International Conference on Advanced Learning Technologies (Santander, Cantabria, Spain, Jul 1-5, 2008). Later published as paper (in Spanish) in: Revista Iberoamericana de Tecnologías del Aprendizaje (IEEE-RITA), 2009, v. 4, n. 2, p. 147-154, http://e-archivo.uc3m.es/handle/10016/8962 Collaborative learning models are widely used in educational institutions. These models require a high interaction level among students and are ...

  5. Collaboration Between Staff and Students in the Scholarship of Teaching and Learning: The Potential and the Problems

    Directory of Open Access Journals (Sweden)

    Linda Allin

    2014-03-01

    (Mann, 2001. Developing effective collaborations between students and lecturers matters for SoTL practice, as such collaborations have the potential to transform teaching and learning in Higher Education, and develop further our understanding of learning (Werder & Otis, 2009.

  6. Causal learning is collaborative: Examining explanation and exploration in social contexts.

    Science.gov (United States)

    Legare, Cristine H; Sobel, David M; Callanan, Maureen

    2017-10-01

    Causal learning in childhood is a dynamic and collaborative process of explanation and exploration within complex physical and social environments. Understanding how children learn causal knowledge requires examining how they update beliefs about the world given novel information and studying the processes by which children learn in collaboration with caregivers, educators, and peers. The objective of this article is to review evidence for how children learn causal knowledge by explaining and exploring in collaboration with others. We review three examples of causal learning in social contexts, which elucidate how interaction with others influences causal learning. First, we consider children's explanation-seeking behaviors in the form of "why" questions. Second, we examine parents' elaboration of meaning about causal relations. Finally, we consider parents' interactive styles with children during free play, which constrains how children explore. We propose that the best way to understand children's causal learning in social context is to combine results from laboratory and natural interactive informal learning environments.

  7. Scaffolding Wiki-Supported Collaborative Learning for Small-Group Projects and Whole-Class Collaborative Knowledge Building

    Science.gov (United States)

    Lin, C-Y.; Reigeluth, C. M.

    2016-01-01

    While educators value wikis' potential, wikis may fail to support collaborative constructive learning without careful scaffolding. This article proposes literature-based instructional methods, revised based on two expert instructors' input, presents the collected empirical evidence on the effects of these methods and proposes directions for future…

  8. Exploring students' learning effectiveness and attitude in Group Scribbles-supported collaborative reading activities

    DEFF Research Database (Denmark)

    Lin, C. P.; Lin, Chih-Cheng; Chen, W.

    2014-01-01

    Improving students' reading comprehension is of significance. In this study, collaborative learning supported by Group Scribbles (GS), a networked technology, was integrated into a primary reading class. Forty-seven 10-year-old students from two 4th grade classes participated in the study....... Experimental and control groups were established to investigate the effectiveness of GS-supported collaborative learning in enhancing students' reading comprehension. The results affirmed the effectiveness of the intervention designed. In the experiment group, students' learning attitudes, motivation...

  9. The Influence of Social Media on Collaborative Learning in a Cohort Environment

    OpenAIRE

    Natasha James-Waldon; Debbi Bromley; Zandra Henry; Silas Wandera

    2016-01-01

    This paper provides an overview of the impact that social media has on the development of collaborative learning within a cohort environment in a doctoral program. The researchers surveyed doctoral students in an education program to determine how social media use has influenced the doctoral students. The study looked at the following areas: a) the ability of social media use to develop a collaborative learning environment, b) access to social media content which supports learning, and c) whe...

  10. Effects of personality traits on collaborative performance in problem-based learning tutorials.

    Science.gov (United States)

    Jang, Hye Won; Park, Seung Won

    2016-12-01

    To examine the relationship between students' collaborative performance in a problem-based learning (PBL) environment and their personality traits. Methods:This retrospective, cross-sectional study was conducted using student data of a PBL program between 2013 and 2014 at Sungkyunkwan University School of Medicine, Seoul, South Korea. Eighty students were included in the study. Student data from the Temperament and Character Inventory were used as a measure of their personality traits. Peer evaluation scores during PBL were used as a measure of students' collaborative performance. Results: Simple regression analyses indicated that participation was negatively related to harm avoidance and positively related to persistence, whereas preparedness for the group work was negatively related to reward dependence. On multiple regression analyses, low reward dependence remained a significant predictor of preparedness. Grade-point average (GPA)  was negatively associated with novelty seeking and cooperativeness and was positively associated with persistence.  Conclusion: Medical students who are less dependent on social reward are more likely to complete assigned independent work to prepare for the PBL tutorials. The findings of this study can help educators better understand and support medical students who are at risk of struggling in collaborative learning environments.

  11. Effects of personality traits on collaborative performance in problem-based learning tutorials

    Science.gov (United States)

    Jang, Hye Won; Park, Seung Won

    2016-01-01

    Objectives To examine the relationship between students’ collaborative performance in a problem-based learning (PBL) environment and their personality traits. Methods This retrospective, cross-sectional study was conducted using student data of a PBL program between 2013 and 2014 at Sungkyunkwan University School of Medicine, Seoul, South Korea. Eighty students were included in the study. Student data from the Temperament and Character Inventory were used as a measure of their personality traits. Peer evaluation scores during PBL were used as a measure of students’ collaborative performance. Results Simple regression analyses indicated that participation was negatively related to harm avoidance and positively related to persistence, whereas preparedness for the group work was negatively related to reward dependence. On multiple regression analyses, low reward dependence remained a significant predictor of preparedness. Grade-point average (GPA) was negatively associated with novelty seeking and cooperativeness and was positively associated with persistence. Conclusion Medical students who are less dependent on social reward are more likely to complete assigned independent work to prepare for the PBL tutorials. The findings of this study can help educators better understand and support medical students who are at risk of struggling in collaborative learning environments. PMID:27874153

  12. Physics, Dyslexia and Learning: A Collaboration for Disabled Students

    Science.gov (United States)

    Moskal, Barbara M.; Wright, Lyndsey; Taylor, P. C.

    2014-03-01

    Researchers have found that children with dyslexia reason differently with respect to language from those who do not have dyslexia. Dyslexic students' brains work differently than do students without dyslexia. Some researchers speculate that these differences provide dyslexic students with an advantage in science. The presentation will describe an outreach activity which developed and delivered instructional modules in physics to students in grades kindergarten through sixth. These modules were tested on thirty students who attended a summer camp designed for students who have been diagnosed with dyslexia. Eighty percent of students who have learning disabilities have dyslexia. Many of the students who attended this camp have experienced repeated failure in the traditional school system, which emphasizes literacy with little attention to science. A number of science and engineering professors collaborated with this camp to build instructional modules that were delivered one hour per day, during two weeks of this five week summer camp (ten hours of hands-on physics instruction). Both quantitative and qualitative data were collected with respect to the impact that this camp had on students' understanding and interests in science. The results of these efforts will be presented.

  13. A Semantic Web-Based Authoring Tool to Facilitate the Planning of Collaborative Learning Scenarios Compliant with Learning Theories

    Science.gov (United States)

    Isotani, Seiji; Mizoguchi, Riichiro; Isotani, Sadao; Capeli, Olimpio M.; Isotani, Naoko; de Albuquerque, Antonio R. P. L.; Bittencourt, Ig. I.; Jaques, Patricia

    2013-01-01

    When the goal of group activities is to support long-term learning, the task of designing well-thought-out collaborative learning (CL) scenarios is an important key to success. To help students adequately acquire and develop their knowledge and skills, a teacher can plan a scenario that increases the probability for learning to occur. Such a…

  14. Examining the Roles of Blended Learning Approaches in Computer-Supported Collaborative Learning (CSCL) Environments: A Delphi Study

    Science.gov (United States)

    So, Hyo-Jeong; Bonk, Curtis J.

    2010-01-01

    In this study, a Delphi method was used to identify and predict the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments. The Delphi panel consisted of experts in online learning from different geographic regions of the world. This study discusses findings related to (a) pros and cons of blended…

  15. Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design)

    NARCIS (Netherlands)

    Burgos, Daniel; Hummel, Hans; Tattersall, Colin; Brouns, Francis; Koper, Rob

    2007-01-01

    Burgos, D., Hummel, H. G. K., Tattersall, C., Brouns, F., & Koper, R. (2009). Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design). In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design

  16. Development of collaborative-creative learning model using virtual laboratory media for instrumental analytical chemistry lectures

    Science.gov (United States)

    Zurweni, Wibawa, Basuki; Erwin, Tuti Nurian

    2017-08-01

    The framework for teaching and learning in the 21st century was prepared with 4Cs criteria. Learning providing opportunity for the development of students' optimal creative skills is by implementing collaborative learning. Learners are challenged to be able to compete, work independently to bring either individual or group excellence and master the learning material. Virtual laboratory is used for the media of Instrumental Analytical Chemistry (Vis, UV-Vis-AAS etc) lectures through simulations computer application and used as a substitution for the laboratory if the equipment and instruments are not available. This research aims to design and develop collaborative-creative learning model using virtual laboratory media for Instrumental Analytical Chemistry lectures, to know the effectiveness of this design model adapting the Dick & Carey's model and Hannafin & Peck's model. The development steps of this model are: needs analyze, design collaborative-creative learning, virtual laboratory media using macromedia flash, formative evaluation and test of learning model effectiveness. While, the development stages of collaborative-creative learning model are: apperception, exploration, collaboration, creation, evaluation, feedback. Development of collaborative-creative learning model using virtual laboratory media can be used to improve the quality learning in the classroom, overcome the limitation of lab instruments for the real instrumental analysis. Formative test results show that the Collaborative-Creative Learning Model developed meets the requirements. The effectiveness test of students' pretest and posttest proves significant at 95% confidence level, t-test higher than t-table. It can be concluded that this learning model is effective to use for Instrumental Analytical Chemistry lectures.

  17. Impact of a collaborative interprofessional learning experience upon medical and social work students in geriatric health care.

    Science.gov (United States)

    Gould, Paul Robert; Lee, Youjung; Berkowitz, Shawn; Bronstein, Laura

    2015-01-01

    Interprofessional collaborative practice is increasingly recognized as an essential model in health care. This study lends preliminary support to the notion that medical students (including residents) and social work students develop a broader understanding of one another's roles and contributions to enhancing community-dwelling geriatric patients' health, and develop a more thorough understanding of the inherent complexities and unique aspects of geriatric health care. Wilcoxon Signed Rank Tests of participants' scores on the Index of Interdisciplinary Collaboration (IIC) indicated the training made significant changes to the students' perception of interprofessional collaboration. Qualitative analysis of participants' statements illustrated (1) benefits of the IPE experience, including complementary roles in holistic interventions; and (2) challenges to collaboration. The findings suggest that interprofessional educational experiences have a positive impact upon students' learning and strategies for enhanced care of geriatric patients.

  18. Best practices: A national mental health learning collaborative on supported employment.

    Science.gov (United States)

    Becker, Deborah R; Drake, Robert E; Bond, Gary R; Nawaz, Saira; Haslett, William R; Martinez, Rick A

    2011-07-01

    This column describes a best practice for dissemination and implementation used by the Johnson & Johnson-Dartmouth Program: a national learning collaborative among community mental health programs on supported employment. In this two-tiered learning collaborative, researchers meet regularly with mental health and vocational rehabilitation leaders in 12 states and the District of Columbia, and state leaders oversee more than 130 individual programs in their respective states. Participants share educational programs, implementation and intervention strategies, practice experiences, outcome data, and research projects. The national learning collaborative facilitates implementation, dissemination, standardization, and sustainability of supported employment.

  19. The Design of Collaborative Learning for Teaching Physics in Vocational Secondary School

    Science.gov (United States)

    Ismayati, Euis

    2018-04-01

    Vocational secondary school (Sekolah Menengah Kejuruan or SMK) is a vocational education that is based on the principle of human resource investment (human capital investment) referring to the quality of education and productivity to compete in the global job market. Therefore, vocational education relates directly to business world/industry which fulfills the needs of the skilled worker. According to the results of some researches, the work ethics of vocational graduates are still unsatisfying. Most of them are less able to perform their works, to adapt to the changes and development of technology and science, to be retrained, to develop themselves, to collaborate, and to argue. Meanwhile, the employers in the world of work and industries require their employees to have abilities to think creatively and working collaboratively. In addition, the students’ abilities to adapt to the technology in working environment are greatly influenced by the learning process in their schools, especially in science learning. The process of science learning which can help the students to think and act scientifically should be implemented by teachers using a learning approach which is appropriate to the students’ need and the material taught to the students. To master technology and industry needs science mastery. Physics, as a part of science, has an important role in the development of technology since the products of technology strongly support further development of science. In order to develop the abilities to think critically and working collaboratively, education should be given to the students through the learning process using learning model which refers to a collaborative group discussion system called Collaborative Learning. Moreover, Collaborative learning for teaching Physics in vocational secondary school should be designed in such a way that the goal of teaching and learning can be achieved. Collaborative Learning is advantageous to improve the students

  20. Collaborative testing for key-term definitions under representative conditions: Efficiency costs and no learning benefits.

    Science.gov (United States)

    Wissman, Kathryn T; Rawson, Katherine A

    2018-01-01

    Students are expected to learn key-term definitions across many different grade levels and academic disciplines. Thus, investigating ways to promote understanding of key-term definitions is of critical importance for applied purposes. A recent survey showed that learners report engaging in collaborative practice testing when learning key-term definitions, with outcomes also shedding light on the way in which learners report engaging in collaborative testing in real-world contexts (Wissman & Rawson, 2016, Memory, 24, 223-239). However, no research has directly explored the effectiveness of engaging in collaborative testing under representative conditions. Accordingly, the current research evaluates the costs (with respect to efficiency) and the benefits (with respect to learning) of collaborative testing for key-term definitions under representative conditions. In three experiments (ns = 94, 74, 95), learners individually studied key-term definitions and then completed retrieval practice, which occurred either individually or collaboratively (in dyads). Two days later, all learners completed a final individual test. Results from Experiments 1-2 showed a cost (with respect to efficiency) and no benefit (with respect to learning) of engaging in collaborative testing for key-term definitions. Experiment 3 evaluated a theoretical explanation for why collaborative benefits do not emerge under representative conditions. Collectively, outcomes indicate that collaborative testing versus individual testing is less effective and less efficient when learning key-term definitions under representative conditions.

  1. Exploring Students' Language Awareness through Intercultural Communication in Computer-Supported Collaborative Learning

    Science.gov (United States)

    Yang, Yu-Fen

    2013-01-01

    Students seldom think about language unless they are instructed to do so or are made to do so during learning activities. To arouse students' awareness while learning English for Specific Purposes (ESP), this study formed a computer-supported collaborative learning (CSCL) community to engage teachers and students from different domains and…

  2. Modeling Learner Situation Awareness in Collaborative Mobile Web 2.0 Learning

    Science.gov (United States)

    Norman, Helmi; Nordin, Norazah; Din, Rosseni; Ally, Mohamed

    2016-01-01

    The concept of situation awareness is essential in enhancing collaborative learning. Learners require information from different awareness aspects to deduce a learning situation for decision-making. Designing learning environments that assist learners to understand situation awareness via monitoring actions and reaction of other learners has been…

  3. Utilizing the Active and Collaborative Learning Model in the Introductory Physics Course

    Science.gov (United States)

    Nam, Nguyen Hoai

    2014-01-01

    Model of active and collaborative learning (ACLM) applied in training specific subject makes clear advantage due to the goals of knowledge, skills that students got to develop successful future job. The author exploits the learning management system (LMS) of Hanoi National University of Education (HNUE) to establish a learning environment in the…

  4. Student Attitudes to Blogs: A Case Study of Reflective and Collaborative Learning

    Science.gov (United States)

    Jackling, Beverley; Natoli, Riccardo; Siddique, Salina; Sciulli, Nick

    2015-01-01

    The aim of this study is to evaluate the capacity of an e-learning tool (blog) to facilitate reflection among students as part of collaborative group learning. The paper provides insights into student attitudes towards blogs as an interactive and reflective learning tool. Additionally, the study highlights the differences between domestic and…

  5. Pre-Service Teachers' Learning Styles and Preferences towards Instructional Technology Activities and Collaborative Works

    Science.gov (United States)

    Yusop, Farrah Dina; Sumari, Melati

    2015-01-01

    The main purpose of this exploratory study was to investigate pre-service teachers' learning styles and their preferences with respect to 15 technology-based instructional activities and collaborative work tasks. Felder and Silverman's online Index of Learning Style (ILS) and a questionnaire were used to measure students' learning styles and…

  6. Collaborative Learning Using a Project across Multiple Business Courses: A Cognitive Load and Knowledge Convergence Approach

    Science.gov (United States)

    Bhowmick, Sandeep; Chandra, Aruna; Harper, Jeffrey S.; Sweetin, Vernon

    2015-01-01

    Four business professors at a state university in the Midwestern United States launched a collaborative learning project grounded in cognitive learning theory and knowledge convergence theory with the objective of assessing student learning gains in cross-functional knowledge (CFK), course-related knowledge (CRK), and overall satisfaction with…

  7. Constructive, Self-Regulated, Situated, and Collaborative Learning: An Approach for the Acquisition of Adaptive Competence

    Science.gov (United States)

    de Corte, Erik

    2012-01-01

    In today's learning society, education must focus on fostering adaptive competence (AC) defined as the ability to apply knowledge and skills flexibly in different contexts. In this article, four major types of learning are discussed--constructive, self-regulated, situated, and collaborative--in relation to what students must learn in order to…

  8. How Technology and Collaboration Promote Formative Feedback: A Role for CSCL Research in Active Learning Interventions

    Science.gov (United States)

    Wu, Sally P. W.; Rau, Martina A.

    2017-01-01

    Recent evidence for the effectiveness of active learning interventions has led educators to advocate for widespread adoption of active learning in undergraduate science, technology, engineering, and mathematics courses. Active learning interventions implement technology and collaboration to engage students actively with the content. Yet, it is…

  9. Using the Cognitive Apprenticeship Model with a Chat Tool to Enhance Online Collaborative Learning

    Science.gov (United States)

    Rodríguez-Bonces, Mónica; Ortiz, Kris

    2016-01-01

    In Colombia, many institutions are in the firm quest of virtual learning environments to improve instruction, and making the most of online tools is clearly linked to offering quality learning. Thus, the purpose of this action research was to identify how the Cognitive Apprenticeship Model enhances online collaborative learning by using a chat…

  10. Using Visualization to Motivate Student Participation in Collaborative Online Learning Environments

    Science.gov (United States)

    Jin, Sung-Hee

    2017-01-01

    Online participation in collaborative online learning environments is instrumental in motivating students to learn and promoting their learning satisfaction, but there has been little research on the technical supports for motivating students' online participation. The purpose of this study was to develop a visualization tool to motivate learners…

  11. Transitioning to the Real World through Problem-Based Learning: A Collaborative Approach to Teacher Preparation

    Science.gov (United States)

    Barron, Lisa; Wells, Lauren

    2013-01-01

    Problem-based learning (PBL) creates opportunities for authentic learning in teacher preparation programs. In addition to developing content knowledge and pedagogy, problem-based learning affords students the framework for a holistic, collaborative approach to solving several interconnected problems. As students move through the process of…

  12. Observing tutorial dialogues collaboratively: insights about human tutoring effectiveness from vicarious learning.

    Science.gov (United States)

    Chi, Michelene T H; Roy, Marguerite; Hausmann, Robert G M

    2008-03-01

    The goals of this study are to evaluate a relatively novel learning environment, as well as to seek greater understanding of why human tutoring is so effective. This alternative learning environment consists of pairs of students collaboratively observing a videotape of another student being tutored. Comparing this collaboratively observing environment to four other instructional methods-one-on-one human tutoring, observing tutoring individually, collaborating without observing, and studying alone-the results showed that students learned to solve physics problems just as effectively from observing tutoring collaboratively as the tutees who were being tutored individually. We explain the effectiveness of this learning environment by postulating that such a situation encourages learners to become active and constructive observers through interactions with a peer. In essence, collaboratively observing combines the benefit of tutoring with the benefit of collaborating. The learning outcomes of the tutees and the collaborative observers, along with the tutoring dialogues, were used to further evaluate three hypotheses explaining why human tutoring is an effective learning method. Detailed analyses of the protocols at several grain sizes suggest that tutoring is effective when tutees are independently or jointly constructing knowledge: with the tutor, but not when the tutor independently conveys knowledge. 2008 Cognitive Science Society, Inc.

  13. Promoting Continuous Quality Improvement in the Alabama Child Health Improvement Alliance Through Q-Sort Methodology and Learning Collaboratives.

    Science.gov (United States)

    Fifolt, Matthew; Preskitt, Julie; Rucks, Andrew; Corvey, Kathryn; Benton, Elizabeth Cason

    Q-sort methodology is an underutilized tool for differentiating among multiple priority measures. The authors describe steps to identify, delimit, and sort potential health measures and use selected priority measures to establish an overall agenda for continuous quality improvement (CQI) activities within learning collaboratives. Through an iterative process, the authors vetted a list of potential child and adolescent health measures. Multiple stakeholders, including payers, direct care providers, and organizational representatives sorted and prioritized measures, using Q-methodology. Q-methodology provided the Alabama Child Health Improvement Alliance (ACHIA) an objective and rigorous approach to system improvement. Selected priority measures were used to design learning collaboratives. An open dialogue among stakeholders about state health priorities spurred greater organizational buy-in for ACHIA and increased its credibility as a statewide provider of learning collaboratives. The integrated processes of Q-sort methodology, learning collaboratives, and CQI offer a practical yet innovative way to identify and prioritize state measures for child and adolescent health and establish a learning agenda for targeted quality improvement activities.

  14. Problembased learning (PBL) including drama games as a motivating learning approach in interprofessional education (IPE)

    DEFF Research Database (Denmark)

    Hansen, Bodil Winther; Hatt, Camusa

    and their level of participation in this three-week course of “Conflict management”. To meet these challenges the university started a project within the frame of problembased learning and drama games. The idea was to develop strategies to motivate students and create a dynamic and stimulating learning......-based learning course including drama games, the other 210 represented 6 comparison classes where the course was not carried out as a PBL course. The evaluation design also contained dialogue with the students in two experimental classes and qualitative interviews with the lecturers in the experimental classes...... environment. In the qualitative part students from the two experimental classes highlighted that PBL was a challenging, but very satisfying method of study. Interviews with the lecturers supported these results and underlined the need for partner training and common preparation. Conclusion PBL and drama games...

  15. An Instructional and Collaborative Learning System with Content Recommendation

    Science.gov (United States)

    Zheng, Xiang-wei; Ma, Hong-wei; Li, Yan

    2013-01-01

    With the rapid development of Internet, e-learning has become a new teaching and learning mode. However, lots of e-learning systems deployed on Internet are just electronic learning materials with very limited interactivity and diagnostic capability. This paper presents an integrated e-learning environment named iCLSR. Firstly, iCLSR provides an…

  16. NEW SCIENCE OF LEARNING: COGNITION, COMPUTERS AND COLLABORATION IN EDUCATION

    Directory of Open Access Journals (Sweden)

    Reviewed by Onur DONMEZ

    2011-01-01

    Full Text Available Information and Communication Technologies (ICTs have pervaded and changed much of our lives both on individual and societal scales. PCs, notebooks, tablets, cell phones, RSS feeds, emails, podcasts, tweets, social networks are all technologies we are familiar with and we are intensively using them in our daily lives. It is safe to say that our lives are becoming more and more digitized day by day.We have already invented bunch of terms to refer effects of these technologies on our lives. Digital nomads, grasshopper minds, millennium learners, digital natives, information age, knowledge building, knowledge society, network society are all terms invented to refer societal changes motivated by ICTs. New opportunities provided by ICTs are also shaping skill and quality demands of the next age. Individuals have to match these qualities if they want to earn their rightful places in tomorrow‘s world. Education is of course the sole light to guide them in their transformation to tomorrow‘s individual. One question arises however: ―are today‘s educational paradigms and practices ready to confront such a challenge?‖ There is a coherent and strong opinion among educators that the answer is ―NO‖. ―Today‘s students think and process information fundamentally differently from their predecessors‖(Prensky, 2001. And education has to keep pace with these students and their needs. But how? Khine & Saleh managed to gather distinguished colleagues around this question within their book titled ―New Science of Learning: Cognition, Computers and Collaboration‖. The book is composed of 29 chapters within three major topics which are: cognition, computers and collaboration.

  17. The importance of task appropriateness in computer-supported collaborative learning

    Directory of Open Access Journals (Sweden)

    Kathy Buckner

    1999-12-01

    Full Text Available The study of learning in collaborative electronic environments is becoming established as Computer Supported Collaborative Learning (CSCL - an emergent sub-discipline of the more established Computer Supported Co-operative Work (CSCW discipline (Webb, 1995. Using computers for the development of shared understanding through collaboration has been explored by Crook who suggests that success may depend partly on having a clearly specified purpose or goal (Crook, 1994. It is our view that the appropriateness of the task given to the student is central to the success or otherwise of the learning experience. However, the tasks that are given to facilitate collaborative learning in face-toface situations are not always suitable for direct transfer to the electronic medium. It may be necessary to consider redesigning these tasks in relation to the medium in which they are to be undertaken and the functionality of the electronic conferencing software used.

  18. Web-Based Collaborative Learning: An Assessment of a Question-Generation Approach

    National Research Council Canada - National Science Library

    Belanich, James

    2003-01-01

    .... In research reported here, students used a learning aid for collaborative question generation called Army TEAMThink, a commercial program modified for Army use under a TRADOC Delivery Order contract...

  19. Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect

    NARCIS (Netherlands)

    Kirschner, Femke; Paas, Fred; Kirschner, Paul A.

    2010-01-01

    Kirschner, F., Paas, F., & Kirschner, P. A. (2011). Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect. Applied Cognitive Psychology, 25, 615–624. doi: 10.1002/acp.1730.

  20. Exploring the Impact of Students' Learning Approach on Collaborative Group Modeling of Blood Circulation

    Science.gov (United States)

    Lee, Shinyoung; Kang, Eunhee; Kim, Heui-Baik

    2015-01-01

    This study aimed to explore the effect on group dynamics of statements associated with deep learning approaches (DLA) and their contribution to cognitive collaboration and model development during group modeling of blood circulation. A group was selected for an in-depth analysis of collaborative group modeling. This group constructed a model in a…

  1. Professional Writing in the English Classroom: Professional Collaborative Writing--Teaching, Writing, and Learning--Together.

    Science.gov (United States)

    Bush, Jonathan; Zuidema, Leah

    2013-01-01

    In this article, the authors report the importance of teaching students about collaborative writing. When teachers are effective in helping students to learn processes for collaborative writing, everyone involved needs to speak, listen, write, and read about how to write well and what makes writing good. Students are forced to "go meta"…

  2. Four Social Neuroscience On-Going Requisites for Effective Collaborative Learning and the Altruistic Turn

    Science.gov (United States)

    Murphey, Tim

    2016-01-01

    Understandings from the field of social neuroscience can help educators cultivate collaborative students who get excited about learning from one another. To facilitate a collaborative atmosphere, educators first need to be able to show concern for their students beyond the subject matter. They also can help students understand how being social…

  3. How Does the Type of Task Influence the Performance and Social Regulation of Collaborative Learning?

    Science.gov (United States)

    Acuña, Santiago Roger; López-Aymes, Gabriela; Acuña-Castillo, Silvia T.

    2018-01-01

    In this paper we analyze the effects of the type of collaborative task (elaboration of concept map vs elaboration of expository summary) on the performance and on the level of collaboration achieved by Mexican university students in the multimedia learning of a social sciences content (Communication Psychology). Likewise, the processes of social…

  4. Stimulating historical thinking in a collaborative learning task: An analysis of student talk and written answers

    NARCIS (Netherlands)

    Havekes, H.G.F.; Boxtel, C.A.M. van; Coppen, P.A.J.M.; Luttenberg, J.M.

    2016-01-01

    This study investigates how a collaborative learning task in history, designed to trigger domainspecific thinking, can stimulate high quality student talk and answers and how the task, student talk and student answers are related. We developed a collaborative task that was tested in two cycles.

  5. Fostering argumentation-based computer-supported collaborative learning in higher education

    NARCIS (Netherlands)

    Noroozi, O.

    2013-01-01

    cum laude graduation (with distinction). In collaborative settings, students of all ages need to learn to clearly explain their informed opinions and give reasons for the way in which they carry out tasks and solve problems. Engaging students in collaborative discussion and argumentation is an

  6. Students without Borders: Global Collaborative Learning Connects School to the Real World

    Science.gov (United States)

    Bickley, Mali; Carleton, Jim

    2009-01-01

    Kids can't help but get engaged when they're collaborating with peers across the globe to solve real-life problems. Global collaborative learning is about connecting students in communities of learners around the world so they can work together on projects that make a difference locally and globally. It is about building relationships and…

  7. Coordinated Implicitly? An Empirical Study on the Role of Social Media in Collaborative Learning

    Science.gov (United States)

    Zhang, Xi; Chen, Hui; Ordóñez de Pablos, Patricia; Lytras, Miltiadis D.; Sun, Yongqiang

    2016-01-01

    As social media is widely adopted in collaborative learning, which places teams in a virtual environment, it is critical for teams to identify and leverage the knowledge of their members. Yet little is known about how social media influences teams to coordinate their knowledge and collaborate effectively. In this research, we explore the roles of…

  8. Evaluating Types of Students' Interactions in a Wiki-Based Collaborative Learning Project

    Science.gov (United States)

    Prokofieva, Maria

    2013-01-01

    Wiki technology has been promoted as a collaborative software platform. This study investigates interactions that occur in a wiki-based collaborative learning project. The study draws on interaction literature and investigates the types of interactions with which students are engaged in wiki-based group projects, clusters that reflect online…

  9. Using Collaborative Research Projects to Facilitate Active Learning in Methods Courses

    Science.gov (United States)

    DeWitt, Jeff R.

    2010-01-01

    This article proposes facilitation of active learning in methods courses using collaborative survey research projects. Students form groups in which they develop and administer questionnaires that explore public attitudes and behaviors. Each step requires they apply key concepts toward completion of the project. Collaborative research project…

  10. Effects of Training in Collaborative Norms on the Development of Professional Learning Communities

    Science.gov (United States)

    Sterr, Ronald

    2011-01-01

    Much has been researched and written concerning the structure, attributes, and benefits of the professional learning community (PLC), yet many have found that this highly collaborative model is difficult to implement. One reason for this was that conflict among team members often limited communication and therefore halted collaboration. In an…

  11. Quantitative Approach to Collaborative Learning: Performance Prediction, Individual Assessment, and Group Composition

    Science.gov (United States)

    Cen, Ling; Ruta, Dymitr; Powell, Leigh; Hirsch, Benjamin; Ng, Jason

    2016-01-01

    The benefits of collaborative learning, although widely reported, lack the quantitative rigor and detailed insight into the dynamics of interactions within the group, while individual contributions and their impacts on group members and their collaborative work remain hidden behind joint group assessment. To bridge this gap we intend to address…

  12. Co-Located Single Display Collaborative Learning for Early Childhood Education

    Science.gov (United States)

    Gomez, Florencia; Nussbaum, Miguel; Weitz, Juan F.; Lopez, Ximena; Mena, Javiera; Torres, Alex

    2013-01-01

    The benefits of collaborative learning are well documented. However, most of the research has been done with children beyond the ages of early childhood. This could be due to the common and erroneous belief that young children have not developed the capacity to work collaboratively toward a given aim. In this paper we show how small group…

  13. Facilitative Components of Collaborative Learning: A Review of Nine Health Research Networks.

    Science.gov (United States)

    Leroy, Lisa; Rittner, Jessica Levin; Johnson, Karin E; Gerteis, Jessie; Miller, Therese

    2017-02-01

    Collaborative research networks are increasingly used as an effective mechanism for accelerating knowledge transfer into policy and practice. This paper explored the characteristics and collaborative learning approaches of nine health research networks. Semi-structured interviews with representatives from eight diverse US health services research networks conducted between November 2012 and January 2013 and program evaluation data from a ninth. The qualitative analysis assessed each network's purpose, duration, funding sources, governance structure, methods used to foster collaboration, and barriers and facilitators to collaborative learning. The authors reviewed detailed notes from the interviews to distill salient themes. Face-to-face meetings, intentional facilitation and communication, shared vision, trust among members and willingness to work together were key facilitators of collaborative learning. Competing priorities for members, limited funding and lack of long-term support and geographic dispersion were the main barriers to coordination and collaboration across research network members. The findings illustrate the importance of collaborative learning in research networks and the challenges to evaluating the success of research network functionality. Conducting readiness assessments and developing process and outcome evaluation metrics will advance the design and show the impact of collaborative research networks. Copyright © 2017 Longwoods Publishing.

  14. An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning

    Science.gov (United States)

    Cheng, Xusen; Wang, Xueyin; Huang, Jianqing; Zarifis, Alex

    2016-01-01

    On the one hand, a growing amount of research discusses support for improving online collaborative learning quality, and many indicators are focused to assess its success. On the other hand, thinkLets for designing reputable and valuable collaborative processes have been developed for more than ten years. However, few studies try to apply…

  15. Collaborative Group Engagement in a Computer-Supported Inquiry Learning Environment

    Science.gov (United States)

    Sinha, Suparna; Rogat, Toni Kempler; Adams-Wiggins, Karlyn R.; Hmelo-Silver, Cindy E.

    2015-01-01

    Computer-supported collaborative learning environments provide opportunities for students to collaborate in inquiry-based practices to solve authentic problems, using technological tools as a resource. However, we have limited understanding of the quality of engagement fostered in these contexts, in part due to the narrowness of engagement…

  16. The Effects of Social Media Use on Collaborative Learning: A Case of Turkey

    Science.gov (United States)

    Bozanta, Aysun; Mardikyan, Sona

    2017-01-01

    The social media usage has penetrated to the many areas in daily lives of today's students. Therefore, social media can be effective tool to support their educational communications and collaborations with their friends and also faculty members. This study aims to determine the effects of social media on collaborative learning. For this purpose, a…

  17. Analyzing Students’ Collaborative Regulation Behaviors in a Classroom-Integrated Open Ended Learning Environment

    NARCIS (Netherlands)

    Emara, Mona; Tscholl, Michael; Dong, Yi; Biswas, Gautam

    2017-01-01

    Identifying the effects of students’ collaborative regulation behavior when working on a task is an important step towards a better understanding of how collaboration supports learning. We discuss a study where we combined analysis of students’ dialogues with an automated analysis of their action

  18. Proactive behaviour may lead to failure in virtual project-based collaborative learning

    DEFF Research Database (Denmark)

    Bjørn, Pernille; Hertzum, Morten

    2005-01-01

    This paper argues that proactive behaviour, caused by high engagement and motivation of the learners, may lead to failure of collaborative learning. By examining empirical data from real-world text-only virtual negotiations between dispersed participants engaged in project-based collaborative...

  19. Evaluating Interdisciplinary Collaborative Learning and Assessment in the Creative Arts and Humanities

    Science.gov (United States)

    Miles, Melissa; Rainbird, Sarah

    2015-01-01

    This article responds to the rising emphasis placed on interdisciplinary collaborative learning and its implications for assessment in higher education. It presents findings from a research project that examined the effectiveness of an interdisciplinary collaborative student symposium as an assessment task in an art school/humanities environment.…

  20. Learners and Collaborative Learning in Virtual Worlds: A Review of the Literature

    Science.gov (United States)

    Hanewald, Ria

    2013-01-01

    The purpose of this paper is to present selected literature on learners and collaborative learning in virtual worlds. Research in virtual worlds on collaborative learners is gradually emerging and will gain in significance, particularly in online and distance education environments. It will be argued that the design and functionality of virtual…

  1. Gender diversity and motivation in collaborative learning groups : The mediating role of group discussion quality

    NARCIS (Netherlands)

    Curseu, Petre; Chappin, M.M.H.; Jansen, R.J.G.

    2018-01-01

    Collaborative learning is often used in higher education to help students develop their teamwork skills and acquire curricular knowledge. In this paper we test a mediation model in which the quality of group discussions mediates the impact of gender diversity and group motivation on collaborative

  2. Advancing medical education: connecting interprofessional collaboration and education opportunities with integrative medicine initiatives to build shared learning.

    Science.gov (United States)

    Templeman, Kate; Robinson, Anske; McKenna, Lisa

    2016-12-01

    BackgroundImproved teamwork between conventional and complementary medicine (CM) practitioners is indicated to achieve effective healthcare. However, little is known about interprofessional collaboration and education in the context of integrative medicine (IM). MethodsThis paper reports the findings from a constructivist-grounded theory method study that explored and highlighted Australian medical students' experiences and opportunities for linking interprofessional collaboration and learning in the context of IM. Following ethical approval, in-depth semi-structured interviews were conducted with 30 medical students from 10 medical education faculties across Australian universities. Results Medical students recognised the importance of interprofessional teamwork between general medical practitioners and CM professionals in patient care and described perspectives of shared responsibilities, profession-specific responsibilities, and collaborative approaches within IM. While students identified that limited interprofessional collaboration currently occurred in the medical curriculum, interprofessional education was considered a means of increasing communication and collaboration between healthcare professionals, helping coordinate effective patient care, and understanding each healthcare team members' professional role and value. Conclusions The findings suggest that medical curricula should include opportunities for medical students to develop required skills, behaviours, and attitudes for interprofessional collaboration and interprofessional education within the context of IM. While this is a qualitative study that reflects theoretical saturation from a selected cohort of medical students, the results also point to the importance of including CM professionals within interprofessional collaboration, thus contributing to more person-centred care.

  3. Incorporating Collaborative Technologies into University Curricula: Lessons Learned

    Science.gov (United States)

    Hunt, C. Steven; Smith, Lola B.; Chen, Minder

    2010-01-01

    Web-based collaboration tools and groupware are uniquely qualified to address the emerging business opportunities heretofore hindered by location barriers, constraints of time, and expensive travel costs. Global business enterprises are implementing online collaboration software to augment their face-to-face meetings and group decision making in…

  4. Student Perceptions of Collaborative Learning in Operations Management Classes

    Science.gov (United States)

    Yazici, Hulya Julie

    2004-01-01

    Given today's global work environment, business education should prepare learners not only for technical excellence but also for effective collaboration. In this article, the author describes how collaborative activities--ranging from exams to projects and role playing--enhance the understanding of operations management (OM). The author found that…

  5. Dynamic Group Formation as an Approach to Collaborative Learning Support

    Science.gov (United States)

    Srba, Ivan; Bielikova, Maria

    2015-01-01

    In the current time of globalization, collaboration among people in virtual environments is becoming an important precondition of success. This trend is reflected also in the educational domain where students collaborate in various short-term groups created repetitively but changing in each round (e.g. in MOOCs). Students in these kind of dynamic…

  6. Using Mendeley to Support Collaborative Learning in the Classroom

    Science.gov (United States)

    Khwaja, Tehmina; Eddy, Pamela L.

    2015-01-01

    The purpose of this study was to explore the use of Mendeley, a free online reference management and academic networking software, as a collaborative tool in the college classroom. Students in two iterations of a Graduate class used Mendeley to collaborate on a policy research project over the course of a semester. The project involved…

  7. The influence of audio communications technology on computer-supported collaborative learning

    Directory of Open Access Journals (Sweden)

    Denise Whitelock

    1996-12-01

    Full Text Available In recent years there has been an appreciation of the benefits that can be obtained by students working in groups or teams using computers (Eraut and Hoyles, 1988. But there is a difference in opinion as to how a partner enhances learning, and in particular how well adult learners do in the collaborative setting. In order to capitalize on the opportunities offered by new technologies, we need to understand more fully how the process of collaboration is effected by different communication technologies, and how the technologies themselves might be used to best advantage for the benefit of distance learners. However, another factor, apart from the technology itself, which is thought to influence computer-supported collaborative learning is in the gender distribution of the group. A number of classroom studies have shown gender differences when children work together with computers, and these have been reported from a number of subject-domains including science (Scanlon et al, 1993; Littleton et al, 1992. Since our own expertise is in the area of science learning, we selected a non-trivial physics task for the subjects to work with, and that is in the area of elastic collisions. Previous studies (Villani and Pacca, 1990; Whitelock et al, 1993 have shown that both adults and school-children have difficulty in predicting the subsequent motion of balls or ice pucks after they collide. Villani's study stresses that even postgraduate students tend to revert to their informal commonsense notions unless they are cued to use formal representations of these types of problem. These studies have demonstrated that the topic of elastic collisions is a complex yet fruitful one in which to engage students in group work.

  8. Utilizing constructivism learning theory in collaborative testing as a creative strategy to promote essential nursing skills.

    Science.gov (United States)

    Duane, Barbara T; Satre, Maria E

    2014-01-01

    In nursing education, students participate in individual learner testing. This process follows the instructionist learning theory of a system model. However, in the practice of nursing, success depends upon collaboration with numerous people in different capacities, critical thinking, clinical reasoning, and the ability to communicate with others. Research has shown that collaborative testing, a constructivism learning activity and a form of collaborative learning, enhances students' abilities to master these areas. Collaborative testing is a clear, creative strategy which constructivists would say supports the socio-linguistic base of their learning theory. The test becomes an active implementation of peer-mediated learning where individual knowledge is enhanced through problem solving or defense of an individual position with the collaborative method. There is criticism for the testing method's potential of grade inflation and for students to receive grade benefits with little effort. After a review of various collaborative testing methods, this nursing faculty implemented a collaborative testing format that addresses both the positive and negative aspects of the process. Copyright © 2013 Elsevier Ltd. All rights reserved.

  9. Collaborative Group on Hormonal Factors in Breast cancer: Breast cancer and abortion: collaborative reanalysis of data from 53 epidemiological studies, including 83000 women with breast cancer from 16 countries

    NARCIS (Netherlands)

    Beral, V.; Bull, D.; Doll, R.; Peto, R.; Reeves, G.; van den Brandt, P.A.; Goldbohm, R.A.

    2004-01-01

    Breast cancer and abortion: collaborative reanalysis of data from 53 epidemiological studies, including 83?000 women with breast cancer from 16 countries. Beral V, Bull D, Doll R, Peto R, Reeves G; Collaborative Group on Hormonal Factors in Breast Cancer. BACKGROUND: The Collaborative Group on

  10. Do learning collaboratives strengthen communication? A comparison of organizational team communication networks over time.

    Science.gov (United States)

    Bunger, Alicia C; Lengnick-Hall, Rebecca

    Collaborative learning models were designed to support quality improvements, such as innovation implementation by promoting communication within organizational teams. Yet the effect of collaborative learning approaches on organizational team communication during implementation is untested. The aim of this study was to explore change in communication patterns within teams from children's mental health organizations during a year-long learning collaborative focused on implementing a new treatment. We adopt a social network perspective to examine intraorganizational communication within each team and assess change in (a) the frequency of communication among team members, (b) communication across organizational hierarchies, and (c) the overall structure of team communication networks. A pretest-posttest design compared communication among 135 participants from 21 organizational teams at the start and end of a learning collaborative. At both time points, participants were asked to list the members of their team and rate the frequency of communication with each along a 7-point Likert scale. Several individual, pair-wise, and team level communication network metrics were calculated and compared over time. At the individual level, participants reported communicating with more team members by the end of the learning collaborative. Cross-hierarchical communication did not change. At the team level, these changes manifested differently depending on team size. In large teams, communication frequency increased, and networks grew denser and slightly less centralized. In small teams, communication frequency declined, growing more sparse and centralized. Results suggest that team communication patterns change minimally but evolve differently depending on size. Learning collaboratives may be more helpful for enhancing communication among larger teams; thus, managers might consider selecting and sending larger staff teams to learning collaboratives. This study highlights key future

  11. Tool Support for Collaborative Teaching and Learning of Object-Oriented Modelling

    DEFF Research Database (Denmark)

    Hansen, Klaus Marius; Ratzer, Anne Vinter

    2002-01-01

    Modeling is central to doing and learning object-oriented development. We present a new tool, Ideogramic UML, for gesture-based collaborative modeling with the Unified Modeling Language (UML), which can be used to collaboratively teach and learn modeling. Furthermore, we discuss how we have effec...... effectively used Ideogramic UML to teach object-oriented modeling and the UML to groups of students using the UML for project assignments....

  12. Collaborative diagramming during problem based learning in medical education: Do computerized diagrams support basic science knowledge construction?

    Science.gov (United States)

    De Leng, Bas; Gijlers, Hannie

    2015-05-01

    To examine how collaborative diagramming affects discussion and knowledge construction when learning complex basic science topics in medical education, including its effectiveness in the reformulation phase of problem-based learning. Opinions and perceptions of students (n = 70) and tutors (n = 4) who used collaborative diagramming in tutorial groups were collected with a questionnaire and focus group discussions. A framework derived from the analysis of discourse in computer-supported collaborative leaning was used to construct the questionnaire. Video observations were used during the focus group discussions. Both students and tutors felt that collaborative diagramming positively affected discussion and knowledge construction. Students particularly appreciated that diagrams helped them to structure knowledge, to develop an overview of topics, and stimulated them to find relationships between topics. Tutors emphasized that diagramming increased interaction and enhanced the focus and detail of the discussion. Favourable conditions were the following: working with a shared whiteboard, using a diagram format that facilitated distribution, and applying half filled-in diagrams for non-content expert tutors and\\or for heterogeneous groups with low achieving students. The empirical findings in this study support the findings of earlier more descriptive studies that diagramming in a collaborative setting is valuable for learning complex knowledge in medicine.

  13. Improvement of Learning Process and Learning Outcomes in Physics Learning by Using Collaborative Learning Model of Group Investigation at High School (Grade X, SMAN 14 Jakarta)

    Science.gov (United States)

    Astra, I. Made; Wahyuni, Citra; Nasbey, Hadi

    2015-01-01

    The aim of this research is to improve the quality of physics learning through application of collaborative learning of group investigation at grade X MIPA 2 SMAN 14 Jakarta. The method used in this research is classroom action research. This research consisted of three cycles was conducted from April to May in 2014. Each cycle consists of…

  14. Gender differences in an elementary school learning environment: A study on how girls learn science in collaborative learning groups

    Science.gov (United States)

    Greenspan, Yvette Frank

    Girls are marked by low self-confidence manifested through gender discrimination during the early years of socialization and culturalization (AAUW, 1998). The nature of gender bias affects all girls in their studies of science and mathematics, particularly in minority groups, during their school years. It has been found that girls generally do not aspire in either mathematical or science-oriented careers because of such issues as overt and subtle stereotyping, inadequate confidence in ability, and discouragement in scientific competence. Grounded on constructivism, a theoretical framework, this inquiry employs fourth generation evaluation, a twelve-step evaluative process (Guba & Lincoln, 1989). The focus is to discover through qualitative research how fifth grade girls learn science in a co-sexual collaborative learning group, as they engage in hands-on, minds-on experiments. The emphasis is centered on one Hispanic girl in an effort to understand her beliefs, attitudes, and behavior as she becomes a stakeholder with other members of her six person collaborative learning group. The intent is to determine if cultural and social factors impact the learning of scientific concepts based on observations from videotapes, interviews, and student opinion questionnaires. QSR NUD*IST 4, a computer software program is utilized to help categorize and index data. Among the findings, there is evidence that clearly indicates girls' attitudes toward science are altered as they interact with other girls and boys in a collaborative learning group. Observations also indicate that cultural and social factors affect girls' performance as they explore and discover scientific concepts with other girls and boys. Based upon what I have uncovered utilizing qualitative research and confirmed according to current literature, there seems to be an appreciable impact on the way girls appear to learn science. Rooted in the data, the results mirror the conclusions of previous studies, which

  15. Experiential Learning through Role-Playing: Enhancing Stakeholder Collaboration in Water Safety Plans

    Directory of Open Access Journals (Sweden)

    Giuliana Ferrero

    2018-02-01

    Full Text Available Improved water safety management, as addressed by the Sustainable Development Goals, can be aided by Water Safety Planning, a risk-assessment and risk-management approach introduced by the World Health Organization and implemented to date in 93 countries around the globe. Yet, this approach still encounters some challenges in practice, including that of securing collaboration among the broad range of stakeholders involved. This paper presents a role-playing game designed to foster stakeholder collaboration in Water Safety Plans (WSP. In this role-play, participants take on different stakeholders’ roles during a collective (team-based decision-making process to improve water supply safety in a fictive town. The game is the result of a transdisciplinary initiative aimed at integrating knowledge across technical and governance aspects of WSPs into an active learning experience for water sector actors from diverse backgrounds. It exposes participants to the four phases of Kolb’s experiential learning cycle: concrete experience, reflective observation, conceptualization and active experimentation. This paper discusses potential impacts of the WSP role-play, including skills and knowledge development among participants, which can support cross-sectoral integration and dealing with complexity in decision-making. These are capacity assets strongly needed to address water safety management challenges in a sustainable way.

  16. COLLABORATION BETWEEN CHILDREN, FAMILY AND TEACHERS, IN PROMOTING CHILD’S LEARNING SKILLS

    OpenAIRE

    Vanaga, Asja

    2016-01-01

    Partnership between teacher and parents forms understanding about mutual communication and the benefits for learning process out of that. Teacher’s observations points to a different understanding on the collaboration with children as a successive process in setting and achieving learning goals. The aim of the article is to reveal how to turn the initiative to involve in preschool learning process expressed by family, into planned engagement in learning process. Daily activities planned by te...

  17. Development of the breastfeeding quality improvement in hospitals learning collaborative in New York state.

    Science.gov (United States)

    Fitzpatrick, Eileen; Dennison, Barbara A; Welge, Sara Bonam; Hisgen, Stephanie; Boyce, Patricia Simino; Waniewski, Patricia A

    2013-06-01

    Exclusive breastfeeding is a public health priority. A strong body of evidence links maternity care practices, based on the Ten Steps to Successful Breastfeeding, to increased breastfeeding initiation, duration and exclusivity. Despite having written breastfeeding policies, New York (NY) hospitals vary widely in reported maternity care practices and in prevalence rates of breastfeeding, especially exclusive breastfeeding, during the birth hospitalization. To improve hospital maternity care practices, breastfeeding support, and the percentage of infants exclusively breastfeeding, the NY State Department of Health developed the Breastfeeding Quality Improvement in Hospitals (BQIH) Learning Collaborative. The BQIH Learning Collaborative was the first to use the Institute for Health Care Improvement's Breakthrough Series methodology to specifically focus on increasing hospital breastfeeding support. The evidence-based maternity care practices from the Ten Steps to Successful Breastfeeding provided the basis for the Change Package and Data Measurement Plan. The present article describes the development of the BQIH Learning Collaborative. The engagement of breastfeeding experts, partners, and stakeholders in refining the Learning Collaborative design and content, in defining the strategies and interventions (Change Package) that drive hospital systems change, and in developing the Data Measurement Plan to assess progress in meeting the Learning Collaborative goals and hospital aims is illustrated. The BQIH Learning Collaborative is a model program that was implemented in a group of NY hospitals with plans to spread to additional hospitals in NY and across the country.

  18. THE PROPOSED MODEL OF COLLABORATIVE VIRTUAL LEARNING ENVIRONMENT FOR INTRODUCTORY PROGRAMMING COURSE

    Directory of Open Access Journals (Sweden)

    Mahfudzah OTHMAN

    2012-01-01

    Full Text Available This paper discusses the proposed model of the collaborative virtual learning system for the introductory computer programming course which uses one of the collaborative learning techniques known as the “Think-Pair-Share”. The main objective of this study is to design a model for an online learning system that facilitates the collaborative learning activities in a virtual environment such as online communications and pair or small group discussions. In order to model the virtual learning environment, the RUP methodology has been used where it involves the data collection phase and the analysis and design phase. Fifty respondents have been randomly selected to participate in the data collection phase to investigate the students’ interest and learning styles as well as their learning preferences. The results have shown the needs for the development of online small group discussions that can be used as an alternative learning style for programming courses. The proposed design of the virtual learning system named as the Online Collaborative Learning System or OCLS is being depicted using the object-oriented models which are the use-case model and class diagram in order to show the concise processes of virtual “Think-Pair-Share” collaborative activities. The “Think-Pair-Share” collaborative learning technique that is being used in this model has been chosen because of its simplicity and relatively low-risk. This paper also presents the proposed model of the system’s architecture that will become the guidelines for the physical development of OCLS using the web-based applications.

  19. Learning in an Introductory Physics MOOC: All Cohorts Learn Equally, Including an On-Campus Class

    Directory of Open Access Journals (Sweden)

    Kimberly F Colvin

    2014-09-01

    Full Text Available We studied student learning in the MOOC 8.MReV Mechanics ReView, run on the edX.org open source platform. We studied learning in two ways. We administered 13 conceptual questions both before and after instruction, analyzing the results using standard techniques for pre- and posttesting. We also analyzed each week’s homework and test questions in the MOOC, including the pre- and posttests, using item response theory (IRT. This determined both an average ability and a relative improvement in ability over the course. The pre- and posttesting showed substantial learning: The students had a normalized gain slightly higher than typical values for a traditional course, but significantly lower than typical values for courses using interactive engagement pedagogy. Importantly, both the normalized gain and the IRT analysis of pre- and posttests showed that learning was the same for different cohorts selected on various criteria: level of education, preparation in math and physics, and overall ability in the course. We found a small positive correlation between relative improvement and prior educational attainment. We also compared homework performance of MIT freshmen taking a reformed on-campus course with the 8.MReV students, finding them to be considerably less skillful than the 8.MReV students.

  20. Communities of practice in support of collaborative multi-disciplinary learning and action in response to climate change

    Science.gov (United States)

    Heimlich, J. E.; Stylinski, C.; Palmquist, S.; Wasserman, D.

    2017-12-01

    Collaborative efforts reaching across interdisciplinary boundaries to address controversial issues such as climate change present significant complexities, including developing shared language, agreeing on common outcomes, and even establishing habits of regular dialogue. Such collaborative efforts should include museums, aquariums, zoos, parks, and youth groups as each of these informal education institutions provides a critical avenue for supporting learning about and responding to climate change. The community of practice framework offers a potential effective approach to support learning and action of diverse groups with a shared interest. Our study applied this framework to the NSF-funded Maryland and Delaware Climate Change Assessment and Education (MADE-CLEAR) project, facilitating informal educators across these two states to advance their climate change education practices, and could provide insight for a building a citywide multi-sector collaborative effort. We found strategies that center on the process of group evolution; support different perspectives, levels of participation, and community spaces; focus on value as defined by members; and balance familiarity and fun produced a dynamic and functional community with a shared practice where none had existed before. Also important was expanding the community-of-practice focus on relationship building to include structured professional development and spin-off opportunities for small-group team-based endeavors. Our findings suggest that this collaborative professional learning approach is well suited to diverse groups seeking creative solutions to complex and even divisive challenges.

  1. Learning languages through collaborative storytelling with iTEO

    OpenAIRE

    Kirsch, Claudine; Gretsch, Gérard

    2013-01-01

    Native Luxembourgish children learn German and French in order to access the country’s trilingual curriculum. Ethnic minority children must in addition learn Luxembourgish. Each language will be taught differently. This complex setting has inhibited research on the learning of multiple languages. Further, there is little consensus on effective language pedagogies in Luxembourg. Storying is a leading activity in language learning (Paley 1991, Dyson 1997). Children’s learning is mediated b...

  2. Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences

    Science.gov (United States)

    Peffer, Melanie; Renken, Maggie

    2016-01-01

    Rather than pursue questions related to learning in biology from separate camps, recent calls highlight the necessity of interdisciplinary research agendas. Interdisciplinary collaborations allow for a complicated and expanded approach to questions about learning within specific science domains, such as biology. Despite its benefits, interdisciplinary work inevitably involves challenges. Some such challenges originate from differences in theoretical and methodological approaches across lines of work. Thus, aims at developing successful interdisciplinary research programs raise important considerations regarding methodologies for studying biology learning, strategies for approaching collaborations, and training of early-career scientists. Our goal here is to describe two fields important to understanding learning in biology, discipline-based education research and the learning sciences. We discuss differences between each discipline’s approach to biology education research and the benefits and challenges associated with incorporating these perspectives in a single research program. We then propose strategies for building productive interdisciplinary collaboration. PMID:27881446

  3. STUDENT OPINION TOWARDS USING AN OPEN SOURCE LEARNING MANAGEMENT SYSTEM TOGETHER WITH A COLLABORATIVE TOOL

    Directory of Open Access Journals (Sweden)

    Nadire Cavus

    2008-12-01

    Full Text Available This paper is about a pilot study which has been carried out at the Near East University during the 2004/5 FallSemester using the Moodle LMS together with GREWPtool collaborative editor. The system has been tested with 36students taking the Java and the Pascal programming courses. The results of the pilot study showed that a LearningManagement System can be made more efficient if it is enhanced by a collaborative learning tool. Our results have alsoshown that programming languages such as Pascal and Java can be thought successfully in a web-based environment usingan LMS system together with a collaborative tool

  4. Facilitating learning through an international virtual collaborative practice: A case study.

    Science.gov (United States)

    Wihlborg, Monne; Friberg, Elizabeth E; Rose, Karen M; Eastham, Linda

    2018-02-01

    Internationalisation of higher education involving information and communication technology such as e-learning opens opportunities for innovative learning approaches across nations and cultures. Describe a case in practice of collaborative and transformative learning in relation to 'internationalisation on home grounds' with the broader learning objective of 'becoming aware and knowledgeable'. A mutually developed project established a virtual international collaborative exchange for faculty and students using a course management software (MOODLE) and open access technology (Adobe CONNECT). Two research universities in Sweden and the United States. Approximately 90 nursing students from each university per semester over several semesters. A collaborative process to develop a joint learning community to construct a virtual module and learning activity involving academics and nursing students in two countries using principles of meaning construction and negotiated learning. Developed possibilities for dealing with the challenges and finding strategies for a future higher education system that opens dialogues worldwide. Virtual international exchanges open innovative communication and learning contexts across nations and cultures. Internationalisation is so much more than students and teachers' mobility. 'Internationalisation on home grounds' (internationalisation for all) should receive more attention to support faculty and student collaboration, learning, and professional development. Copyright © 2017 Elsevier Ltd. All rights reserved.

  5. A Pilot Study: Facilitating Cross-Cultural Understanding with Project-Based Collaborative Learning in an Online Environment

    Science.gov (United States)

    Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min

    2015-01-01

    This study investigated three aspects: how project-based collaborative learning facilitates cross-cultural understanding; how students perceive project-based collaborative learning implementation in a collaborative cyber community (3C) online environment; and what types of communication among students are used. A qualitative case study approach…

  6. Student outbreak response teams: lessons learned from a decade of collaboration.

    Science.gov (United States)

    Pogreba-Brown, K; Weiss, J; Briggs, G; Taylor, A; Schumacher, M; England, B; Harris, R B

    2017-08-01

    Student response teams within colleges of public health effectively address important concerns for two stakeholders. For universities, students learn the fundamentals of field epidemiology and provide popular training and networking opportunities. For health departments, students serve as surge capacity as trained workforce available during outbreak investigations and potentially for routine tasks. This paper describes the interaction between a student response team and several health departments utilizing specific examples to demonstrate the various roles and activities students can fulfill. Lessons learned from both University team leaders and the various health departments are also included. The program evolved over time, beginning with a needs assessment of local health departments and a determination of student training needs, collection, and confidential transmission of data, and interviewing techniques. Over the last decade students have worked on outbreak investigations, case-control studies, program evaluations, and in-field responses. Since 2005, over 200 public health graduate students have contributed more than 1800 h investigating 62 separate disease outbreaks in Arizona. In addition, over the past four years students also worked an additional 2500 h to assist county health departments in routine enteric investigations, specifically for Campylobacter and Salmonella. Best practices and lessons learned found that communication, preplanning and a willingness to collaborate increased the learning opportunities for students and ability for health departments to increase their capacity both during an emergency and for routine work. Establishment of a student response team (1) trains students in field experiences; (2) creates trained surge capacity for health departments; (3) increases collaboration between schools of public health and state/local health departments; (4) establishes a way to share funding with a local health department; and (5) increases

  7. Help&Learn: A peer-to-peer architecture to support knowledge management in collaborative learning communities

    NARCIS (Netherlands)

    Guizzardi-Silva Souza, R.; Aroyo, L.M.; Wagner, G.

    Collaborative learning motivates active participation of individuals in their learning process, which often results in the attaining of creative and critical thinking skills. This way, students and teachers are viewed as both providers and consumers of knowledge gathered in environments where

  8. Facilitating Effective Digital Game-Based Learning Behaviors and Learning Performances of Students Based on a Collaborative Knowledge Construction Strategy

    Science.gov (United States)

    Sung, Han-Yu; Hwang, Gwo-Jen

    2018-01-01

    Researchers have recognized the potential of educational computer games in improving students' learning engagement and outcomes; however, facilitating effective learning behaviors during the gaming process remains an important and challenging issue. In this paper, a collaborative knowledge construction strategy was incorporated into an educational…

  9. Developing Pedagogical Expertise in Modern Language Learning and Specific Learning Difficulties through Collaborative and Open Educational Practices

    Science.gov (United States)

    Gallardo, Matilde; Heiser, Sarah; Arias McLaughlin, Ximena

    2017-01-01

    This paper analyses teachers' engagement with collaborative and open educational practices to develop their pedagogical expertise in the field of modern language (ML) learning and specific learning difficulties (SpLD). The study analyses the findings of a staff development initiative at the Department of Languages, Open University, UK, in 2013,…

  10. Use of Peer Tutoring, Cooperative Learning, and Collaborative Learning: Implications for Reducing Anti-Social Behavior of Schooling Adolescents

    Science.gov (United States)

    Eskay, M.; Onu, V. C.; Obiyo, N.; Obidoa, M.

    2012-01-01

    The study investigated the use of peer tutoring, cooperative learning, and collaborative learning as strategies to reduce anti-social behavior among schooling adolescents. The study is a descriptive survey study. The area of study was Nsukka education zone in Enugu State of Nigeria. The sample of the study was 200 teachers randomly sampled from…

  11. Promoting Breastfeeding-Friendly Hospital Practices: A Washington State Learning Collaborative Case Study.

    Science.gov (United States)

    Freney, Emily; Johnson, Donna; Knox, Isabella

    2016-05-01

    Hospital breastfeeding support practices can affect breastfeeding outcomes. Learning collaboratives are an increasingly common strategy to improve practices in health care and have been applied to breastfeeding in many cases. The aims of this study of the Evidence-Based Hospital Breastfeeding Support Learning Collaborative (EBBS LC) were to describe the perceptions of participants regarding the process and effectiveness of the EBBS LC, describe perceived barriers and facilitators to implementing the Ten Steps to Successful Breastfeeding, and identify additional actions and resources needed in future learning collaboratives. Qualitative, semistructured telephone interviews were conducted with 13 key staff who represented 16 of the 18 participating hospitals. The learning collaborative was perceived positively by participants, meeting the expectations of 9 and exceeding the expectations of 4 persons interviewed. The most beneficial aspect of the program was its collaborative nature, and the most difficult aspect was the time required to participate as well as technological difficulties. The key barriers were staff time, staff changes, cost, and the difficulty of changing the existing practices of hospitals and communities. The key facilitating factors were supportive management, participation in multiple breastfeeding quality improvement projects, collecting data on breastfeeding outcomes, tangible resources regarding the Ten Steps, and positive community response. Participants in the EBBS LC stated that they would like to see the Washington State Department of Health create a resource-rich, centralized source of information for participants. This learning collaborative approach was valued by participants. Future efforts can be guided by these evaluation findings. © The Author(s) 2015.

  12. Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning

    Science.gov (United States)

    Bykov, Tikhon

    2010-03-01

    In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles.

  13. Collaborative learning using VoiceThread in an online graduate course

    Directory of Open Access Journals (Sweden)

    Yu-Hui Ching

    2013-09-01

    Full Text Available Collaborative learning enables participants in a learning community to externalize and share knowledge, experiences, and practice. However, collaborative learning in an online environment can be challenging due to the lack of face-to face interaction. This current study examined twenty graduate students’ experiences of using VoiceThread for a collaborative activity in an entirely online course to explore students’ perceptions of using multi-modal communication for collaboration and knowledge sharing. The results of this study revealed that graduate students had very positive experiences toward using VoiceThread for collaborative learning. The participants found VoiceThread easy to learn and use, and reported that audio and video interaction on VoiceThread helped connect them with their peers. More than half of the participants interacted with peers using audio, followed by text and then by video. Half of the students felt they were more connected to peers; however, feeling more connected did not result in more participation as most of the students only participated at the level that met the course requirement. Participants identified benefits and drawbacks of using VoiceThread for collaboration as compared to using text-based discussion forums. The most frequently mentioned benefit of using VoiceThread for collaboration exemplifies its multi-modal affordance that enables learners to communicate emotion, personality, and other non-verbal cues conducive to better understanding and interpretation of meanings. About half of the participants indicated that they preferred VoiceThread to text-based discussion forums for collaborative learning activity. Challenges and implications for future research are also discussed.

  14. MobiDics: Collaborative mobile e-learning for Teachers

    OpenAIRE

    Möller, Andreas; Beege, Barbara; Diewald, Stefan; Roalter, Luis; Kranz, Matthias

    2012-01-01

    We report on MobiDics, a mobile learning platform for professors, lecturers and tutors. In a survey with 100+ participants, we revealed that young, inexperienced teaching personnel at universities rarely use specific didactic methods to plan and structure courses. Such methods play an important role in learning processes since they, for example, activate students and contribute to more profound and sustainable learning experiences. Based on learning phases and social forms, MobiDics is able t...

  15. An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students.

    Science.gov (United States)

    Khosa, Deep K; Volet, Simone E; Bolton, John R

    2010-01-01

    In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.

  16. Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings

    Science.gov (United States)

    Mwanza-Simwami, Daisy

    2016-01-01

    Mobile Web 2.0 technologies such as: mobile apps, social networking sites and video sharing sites have become essential drivers for shaping daily activities and meeting learning needs in various settings. However, very few studies link mobile Web 2.0 to supporting collaborative learning in real-life problem solving activities in semi-formal…

  17. A Web-Based Tool for Collaboration and Transdisciplinary Learning Design in Communities of Practice

    DEFF Research Database (Denmark)

    Vestergård, Erik; Hansen, Gitte Riis; Storm*, Helle

    2016-01-01

    , transforming ideas into practical solutions, through innovation, using collaborative and transdisciplinary learning designs contributing to new ways of welfare solutions for the Region of Zealand. The key focus is the contribution to innovation in partnership with the work field, students’ learning processes...

  18. Collaborative Learning and Iranian EFL learners’ Vocabulary Improvement through Snowball and Word-Webbing Techniques

    Directory of Open Access Journals (Sweden)

    Akbar Afghari

    2017-06-01

    Full Text Available The present study was an attempt to look into the effect of collaborative learning on the learners’ improvement in vocabulary learning. Moreover, the learners’ attitudes about vocabulary learning were taken into account as well. The study was conducted with the participation of 30 intermediate Iranian EFL (English as a foreign language learners, who were studying in a private language institute. To collect the data, OPT (Oxford Placement Test was applied to check the learners’ proficiency level and meet the homogeneity requirements. Then, the learners took the vocabulary pre- and post-test to check the effectiveness of treatment sessions on the learners’ vocabulary learning. Semi-structured interview was also done to investigate the learners’ awareness regarding learning vocabularies before and after the treatment sessions. Findings showed that the applied collaborative techniques, i.e. word-webbing and snowball techniques paved the way for the experimental group to outperform the control group since improvement in vocabulary learning was found to be significant. Moreover, Qualitative results revealed the occurrence of positive changes in the learners’ attitudes about vocabulary learning since almost all the learners concurred that the above-mentioned collaborative techniques assisted them in their better speaking and, by having more interaction through group work, enjoyable environment was created for learning target vocabularies. It was suggested that collaborative instruction should be implemented in teaching vocabulary as it can pave the way for both teachers and learners to benefit from a communicative language classroom.

  19. Active and Collaborative Learning in an Introductory Electrical and Computer Engineering Course

    Science.gov (United States)

    Kotru, Sushma; Burkett, Susan L.; Jackson, David Jeff

    2010-01-01

    Active and collaborative learning instruments were introduced into an introductory electrical and computer engineering course. These instruments were designed to assess specific learning objectives and program outcomes. Results show that students developed an understanding comparable to that of more advanced students assessed later in the…

  20. Zoology Students' Experiences of Collaborative Enquiry in Problem-Based Learning

    Science.gov (United States)

    Harland, Tony

    2002-01-01

    This paper presents an action-research case study that focuses on experiences of collaboration in a problem-based learning (PBL) course in Zoology. Our PBL model was developed as a research activity in partnership with a commercial organisation. Consequently, learning was grounded in genuine situations of practice in which a high degree of…

  1. Harnessing the Power of Technologies to Manage Collaborative e-Learning Projects in Dispersed Environments

    Science.gov (United States)

    Gosper, Maree Veroncia; McNeill, Margot Anne; Woo, Karen

    2010-01-01

    "The impact of web-based lecture technologies on current and future practice in learning and teaching" was a collaborative project across four Australian universities, funded by the Australian Learning and Teaching Council (ALTC). The project was both exploratory and developmental in nature and according to the project's external…

  2. A Mindtool-Based Collaborative Learning Approach to Enhancing Students' Innovative Performance in Management Courses

    Science.gov (United States)

    Wu, Chih-Hsiang; Hwang, Gwo-Jen; Kuo, Fan-Ray; Huang, Iwen

    2013-01-01

    Educators have indicated that creative teaching is the most important educational activity; nevertheless, most existing education systems fail to engage students in effective creative tasks. To address this issue, this study proposes a mind map based collaborative learning approach for supporting creative learning activities and enhancing…

  3. Cognitive Presence in Virtual Collaborative Learning: Assessing and Improving Critical Thinking in Online Discussion Forums

    Science.gov (United States)

    Beckmann, Jennifer; Weber, Peter

    2015-01-01

    The paper introduces a virtual collaborative learning setting called "Net Economy," which we established as part of an international learning network of currently seven universities. Using the Community of Inquiry framework as guidance and Canonical Action Research (CAR) as the chosen research design, the discussion forum of the online…

  4. A Tutorial Task and Tertiary Courseware Model for Collaborative Learning Communities

    Science.gov (United States)

    Newman, Julian; Lowe, Helen; Neely, Steve; Gong, Xiaofeng; Eyers, David; Bacon, Jean

    2004-01-01

    RAED provides a computerised infrastructure to support the development and administration of Vicarious Learning in collaborative learning communities spread across multiple universities and workplaces. The system is based on the OASIS middleware for Role-based Access Control. This paper describes the origins of the model and the approach to…

  5. Collaborative Blended Learning Writing Environment: Effects on EFL Students' Writing Apprehension and Writing Performance

    Science.gov (United States)

    Challob, Ala'a Ismael; Bakar, Nadzrah Abu; Latif, Hafizah

    2016-01-01

    This study examined the effects of collaborative blended learning writing environment on students' writing apprehension and writing performance as perceived by a selected group of EFL students enrolled in one of the international schools in Malaysia. Qualitative case study method was employed using semi-structured interview, learning diaries and…

  6. Collaborative Game-Play as a Site for Participation and Situated Learning of a Second Language

    Science.gov (United States)

    Piirainen-Marsh, Arja; Tainio, Liisa

    2009-01-01

    This paper addresses additional language learning as rooted in participation in the social activity of collaborative game-play. Building on a social-interactional view of learning, it analyses some of the detailed practices through which players attend to a video game as the material and semiotic structure that shapes play and creates affordances…

  7. Students' Views about the Problem Based Collaborative Learning Environment Supported by Dynamic Web Technologies

    Science.gov (United States)

    Ünal, Erhan; Çakir, Hasan

    2017-01-01

    The purpose of this study was to design a problem based collaborative learning environment supported by dynamic web technologies and to examine students' views about this learning environment. The study was designed as a qualitative research. Some 36 students who took an Object Oriented Programming I-II course at the department of computer…

  8. Collaborative Learning in an Undergraduate Theory Course: An Assessment of Goals and Outcomes

    Science.gov (United States)

    McDuff, Elaine

    2012-01-01

    This project was designed to assess whether a collaborative learning approach to teaching sociological theory would be a successful means of improving student engagement in learning theory and of increasing both the depth of students' understanding of theoretical arguments and concepts and the ability of students to theorize for themselves. A…

  9. A Methodological Approach to Support Collaborative Media Creation in an E-Learning Higher Education Context

    Science.gov (United States)

    Ornellas, Adriana; Muñoz Carril, Pablo César

    2014-01-01

    This article outlines a methodological approach to the creation, production and dissemination of online collaborative audio-visual projects, using new social learning technologies and open-source video tools, which can be applied to any e-learning environment in higher education. The methodology was developed and used to design a course in the…

  10. Predicting Student Success in a Psychological Statistics Course Emphasizing Collaborative Learning

    Science.gov (United States)

    Gorvine, Benjamin J.; Smith, H. David

    2015-01-01

    This study describes the use of a collaborative learning approach in a psychological statistics course and examines the factors that predict which students benefit most from such an approach in terms of learning outcomes. In a course format with a substantial group work component, 166 students were surveyed on their preference for individual…

  11. Promoting Collaboration in a Project-Based E-Learning Context

    Science.gov (United States)

    Papanikolaou, Kyparisia; Boubouka, Maria

    2011-01-01

    In this paper we investigate the value of collaboration scripts for promoting metacognitive knowledge in a project-based e-learning context. In an empirical study, 82 students worked individually and in groups on a project using the e-learning environment MyProject, in which the life cycle of a project is inherent. Students followed a particular…

  12. (Dis)Orientation of International Medical Graduates: An Approach to Foster Teaching, Learning, and Collaboration (TLC)

    Science.gov (United States)

    Tan, Adrienne; Hawa, Raed; Sockalingam, Sanjeev; Abbey, Susan E.

    2013-01-01

    Objective: The Teaching for Learning and Collaboration (TLC) Program is a teaching-skills program focusing on methods to improve student learning. This program was adopted to address the professional and personal challenges faced by International Medical Graduates (IMGs) completing a fellowship in psychosomatic medicine. Method: The authors…

  13. A "Knowledge Trading Game" for Collaborative Design Learning in an Architectural Design Studio

    Science.gov (United States)

    Wang, Wan-Ling; Shih, Shen-Guan; Chien, Sheng-Fen

    2010-01-01

    Knowledge-sharing and resource exchange are the key to the success of collaborative design learning. In an architectural design studio, design knowledge entails learning efforts that need to accumulate and recombine dispersed and complementary pieces of knowledge. In this research, firstly, "Knowledge Trading Game" is proposed to be a way for…

  14. Improving Collaborative Learning in the Classroom: Text Mining Based Grouping and Representing

    Science.gov (United States)

    Erkens, Melanie; Bodemer, Daniel; Hoppe, H. Ulrich

    2016-01-01

    Orchestrating collaborative learning in the classroom involves tasks such as forming learning groups with heterogeneous knowledge and making learners aware of the knowledge differences. However, gathering information on which the formation of appropriate groups and the creation of graphical knowledge representations can be based is very effortful…

  15. Improving Online Collaboration for FR Knowledge Preservation – Repositories, E-learning and Sharing

    International Nuclear Information System (INIS)

    Grosbois, John de

    2013-01-01

    Nuclear Knowledge Portals: 1. Focus on common theme (e.g. technology); 2. Central homepage for multiple services or resources related to theme; 3. Focus on “community with shared interest”; Possible service bundle examples: • knowledge repository or archive access; • related news and/or events; • e-learning (learning management system); • “social media” for organizational collaboration

  16. Team Learning Systems as a Collaborative Technology for Rapid Knowledge Creation. Whitepaper

    Science.gov (United States)

    Fitzgerald, Robert; Findlay, John

    2006-01-01

    This whitepaper outlines the development and use of the Zing team learning system (TLS) and suggests this tool represents a new breed of collaborative tool for the development of useable knowledge arising from group learning and problem solving. A key feature of this tool is that it scaffolds the learner's use of the thinking and decision making…

  17. Dimensions of Problem Based Learning--Dialogue and Online Collaboration in Projects

    Science.gov (United States)

    Andreasen,, Lars Birch; Nielsen, Jørgen Lerche

    2013-01-01

    The article contributes to the discussions on problem based learning and project work, building on and reflecting the experiences of the authors. Four perspectives are emphasized as central to a contemporary approach to problem- and project-based learning: the exploration of problems, projects as a method, online collaboration, and the dialogic…

  18. [ACCOMPANY THE LEARNING OF INTERPROFESSIONAL COLLABORATION: A REQUIRED REFLEXIVE GOVERNANCE OF THE TRAINING PROJECT].

    Science.gov (United States)

    Aiguier, Grégory; Poirette, Sabine; Pélissier, Marie-France

    2016-01-01

    Comprehensive care for patients in hospital requires a collective practice of care. Interprofessional collaboration becomes a major issue for organizations of care but also for health schools. This text questions the pedagogical practices that promote an effective interprofessional collaboration of actors in caregiving situation. Theoretical reflection will lead to consider interprofessionality education as a collective learning process actors and organizations. Therefore, this learning must necessarily supported by an inter-institutional project (the care and training institutions) making this a common learning problems and requiring a reflective governance. The presentation of an inter-institutional learning project currently experienced and dedicated to interprofessional collaboration in the geriatric field will illustrate the point. It will present the activities of educational intervention and research-intervention performed by a group of actors (caregivers, health trainers and researchers in health ethics and pedagogy) responsible for ensuring the reflective control.

  19. Investigating the Relationship between Learning Style Preferences and Teaching Collaboration Skills and Technology

    DEFF Research Database (Denmark)

    Kim, Seung L.; Sonnenwald, Diane H.

    2002-01-01

    This paper reports on an exploratory study that investigates the relationship between participants' learning style preferences and their perceptions of a professional workshop on collaboration and technology to support collaboration. The Learning Preference Scale-Students (LPSS) (Owens & Barnes......, 1992) was administered to identify participants' learning style preferences as cooperative, competitive and/or individualized. Using cluster analysis two groups, or categories, of learning style preferences among the participants emerged. Group 1 showed a strong preference for the cooperative learning...... style, and Group 2 showed a strong preference for competitive and cooperative learning styles. Group 1 rated the workshop more positively than Group 2. However, Group 2 reported a larger increase in self-efficacy compared to those in Group 1 (18.9% vs. 6.0%). Both groups provided different suggestions...

  20. A learning collaborative of CMHCs and CHCs to support integration of behavioral health and general medical care.

    Science.gov (United States)

    Vannoy, Steven D; Mauer, Barbara; Kern, John; Girn, Kamaljeet; Ingoglia, Charles; Campbell, Jeannie; Galbreath, Laura; Unützer, Jürgen

    2011-07-01

    Integration of general medical and mental health services is a growing priority for safety-net providers. The authors describe a project that established a one-year learning collaborative focused on integration of services between community health centers (CHCs) and community mental health centers (CMHCs). Specific targets were treatment for general medical and psychiatric symptoms related to depression, bipolar disorder, alcohol use disorders, and metabolic syndrome. This observational study used mixed methods. Quantitative measures included 15 patient-level health indicators, practice self-assessment of resources and support for chronic disease self-management, and participant satisfaction. Sixteen CHC-CMHC pairs were selected for the learning collaborative series. One pair dropped out because of personnel turnover. All teams increased capacity on one or more patient health indicators. CHCs scored higher than CMHCs on support for chronic disease self-management. Participation in the learning collaborative increased self-assessment scores for CHCs and CMHCs. Participant satisfaction was high. Observations by faculty indicate that quality improvement challenges included tracking patient-level outcomes, workforce issues, and cross-agency communication. Even though numerous systemic barriers were encountered, the findings support existing literature indicating that the learning collaborative is a viable quality improvement approach for enhancing integration of general medical and mental health services between CHCs and CMHCs. Real-world implementation of evidence-based guidelines presents challenges often absent in research. Technical resources and support, a stable workforce with adequate training, and adequate opportunities for collaborator communications are particular challenges for integrating behavioral and general medical services across CHCs and CMHCs.