learning collaborative learning: Topics by WorldWideScience.org

Sample records for learning collaborative learning

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

NARCIS (Netherlands)

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.
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…
Professional Learning and Collaboration

OpenAIRE

Greer, Janet Agnes

2012-01-01

The American education system must utilize collaboration to meet the challenges and demands our culture poses for schools. Deeply rooted processes and structures favor teaching and learning in isolation and hinder the shift to a more collaborative paradigm. Professional learning communities (PLCs) support continuous teacher learning, improved efficacy, and program implementation. The PLC provides the framework for the development and enhancement of teacher collaboration and teacher collaborat...
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…
Enhancing Collaborative Learning in Web 2.0-Based E-Learning Systems: A Design Framework for Building Collaborative E-Learning Contents

Science.gov (United States)

El Mhouti, Abderrahim; Nasseh, Azeddine; Erradi, Mohamed; Vasquèz, José Marfa

2017-01-01

Today, the implication of Web 2.0 technologies in e-learning allows envisaging new teaching and learning forms, advocating an important place to the collaboration and social interaction. However, in e-learning systems, learn in a collaborative way is not always so easy because one of the difficulties when arranging e-learning courses can be that…
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…
Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?

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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…
Methodological Challenges for Collaborative Learning Research

Science.gov (United States)

Strijbos, Jan-Willem; Fischer, Frank

2007-01-01

Research on collaborative learning, both face-to-face and computer-supported, has thrived in the past 10 years. The studies range from outcome-oriented (individual and group learning) to process-oriented (impact of interaction on learning processes, motivation and organisation of collaboration) to mixed studies. Collaborative learning research is…
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
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.
A Coterminous Collaborative Learning Model: Interconnectivity of Leadership and Learning

Directory of Open Access Journals (Sweden)

Ilana Margolin

2012-05-01

Full Text Available This qualitative ethnographic study examines a collaborative leadership model focused on learning and socially just practices within a change context of a wide educational partnership. The study analyzes a range of perspectives of novice teachers, mentor teachers, teacher educators and district superintendents on leadership and learning. The findings reveal the emergence of a coalition of leaders crossing borders at all levels of the educational system: local school level, district level and teacher education level who were involved in coterminous collaborative learning. Four categories of learning were identified as critical to leading a change in the educational system: learning in professional communities, learning from practice, learning through theory and research and learning from and with leaders. The implications of the study for policy makers as well as for practitioners are to adopt a holistic approach to the educational environment and plan a collaborative learning continuum from initial pre-service programs through professional development learning at all levels.
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
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…
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;…
Social Media, Collaboration and Social Learning

DEFF Research Database (Denmark)

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 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...... learning are facilitated by means of social media and especially for new generation of students. This article contributes to understanding of how best to make use of social media in an educational setting and how learning may be fostered in social, collaborative knowledge construction, sharing and building...
Collaborative Learning or Cooperative Learning? The Name Is Not Important; Flexibility Is

Directory of Open Access Journals (Sweden)

George M. Jacobs

2015-06-01

Full Text Available Abstract 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 terms collaborative learning and cooperative learning are synonymous or whether they represent different conceptualisations of how and why students should interact as part of their learning. Those scholars who differentiate the two terms often see collaborative learning as more student centred and cooperative learning as a more teacher centred way to facilitate student-student interaction. The present article argues that collaborative and cooperative learning should be seen as synonymous student centric approaches, and that teachers and students, regardless of which of the two terms they use, should and will vary the ways they shape their learning environments in order to best facilitate the cognitive and affective benefits that student-student interaction offers. Keywords: Collaborative learning, cooperative learning, flexibility
Performative Tools and Collaborative Learning

DEFF Research Database (Denmark)

Minder, Bettina; Lassen, Astrid Heidemann

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......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...... 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....
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.

Cross-Disciplinary Collaboration and Learning

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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.
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...
Architecture for Collaborative Learning Activities in Hybrid Learning Environments

OpenAIRE

Ibáñez, María Blanca; Maroto, David; García Rueda, José Jesús; Leony, Derick; Delgado Kloos, Carlos

2012-01-01

3D virtual worlds are recognized as collaborative learning environments. However, the underlying technology is not sufficiently mature and the virtual worlds look cartoonish, unlinked to reality. Thus, it is important to enrich them with elements from the real world to enhance student engagement in learning activities. Our approach is to build learning environments where participants can either be in the real world or in its mirror world while sharing the same hybrid space in a collaborative ...
When Collaborative Is Not Collaborative: Supporting Student Learning through Self-Surveillance

Science.gov (United States)

Kotsopoulos, Donna

2010-01-01

Collaborative learning has been widely endorsed in education. This qualitative research examines instances of collaborative learning during mathematics that were seen to be predominantly non-collaborative despite the pedagogical efforts and intentions of the teacher and the task. In an effort to disrupt the non-collaborative learning, small groups…
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…
Mobile Collaborative Informal Learning Design: Study of collaborative effectiveness using Activity Theory

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Hasnain Zafar Baloch

2012-07-01

Full Text Available Smart Mobile Devices (SMD are there for many years but using them as learning tools started to emerge as new research area. The trend to merge collaborative learning methodology by using mobile devices in informal context is important for implementation of Learner Centric Learning (LCL. Survey and numerous studies show that more than 95% of students in colleges are users of these smart mobile devices in developed world. Developing counties are also catching up and we can see this percentage is almost same in university level in these countries. Students are using SMDs for learning in some form. Higher education Institutions also try to embark their E-learning to Mobile learning (ML. The aim of this paper is to do propose operational framework for designing Mobile Collaborative Informal learning activities using SMDs. Show results of experimental and case study done to study the Mobile Collaborative Informal learning using Activity Theory (AT. Core Components of framework are Mobile Learning Activities/Objects, Wireless/Mobile Smart devices, Collaborative knowledge and Collaborative learning. The research mention here is its infancy stage.
The Effectiveness of Collaborative Academic Online Based Learning through Students’ Self-Regulated Learning

Directory of Open Access Journals (Sweden)

Erfan Priyambodo

2016-11-01

Full Text Available Nowdays, learning through e-learning is going rapidly, including the application BeSmart UNY. This application is providing collaborative method in teaching and learning. The aim of this study was to determine the effectiveness of the Collaborative Academic Online Based Learning method in teaching and learning toward students’ Self-Regulated Learning (SRL on Vocational School Chemistry courses. This study was quasi-experimental research method with one group pretest posttest design. Instruments used in this study were lesson plan and questionnaire of students’ SRL. This questionnaire is filled by students through BeSmart UNY. In determining the differences SRL before and after teaching and learning processes, the data was analized by stastitical method. The results showed that the implementation of the Collaborative Academic Online Based Learning method in teaching and learning was effective for improving students’ SRL.
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…
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.
Collaborative learning in radiologic science education.

Science.gov (United States)

Yates, Jennifer L

2006-01-01

Radiologic science is a complex health profession, requiring the competent use of technology as well as the ability to function as part of a team, think critically, exercise independent judgment, solve problems creatively and communicate effectively. This article presents a review of literature in support of the relevance of collaborative learning to radiologic science education. In addition, strategies for effective design, facilitation and authentic assessment of activities are provided for educators wishing to incorporate collaborative techniques into their program curriculum. The connection between the benefits of collaborative learning and necessary workplace skills, particularly in the areas of critical thinking, creative problem solving and communication skills, suggests that collaborative learning techniques may be particularly useful in the education of future radiologic technologists. This article summarizes research identifying the benefits of collaborative learning for adult education and identifying the link between these benefits and the necessary characteristics of medical imaging technologists.
Deriving Process-Driven Collaborative Editing Pattern from Collaborative Learning Flow Patterns

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Marjanovic, Olivera; Skaf-Molli, Hala; Molli, Pascal; Godart, Claude

2007-01-01

Collaborative Learning Flow Patterns (CLFPs) have recently emerged as a new method to formulate best practices in structuring the flow of activities within various collaborative learning scenarios. The term "learning flow" is used to describe coordination and sequencing of learning tasks. This paper adopts the existing concept of CLFP and argues…
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…
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.
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).
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...
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
Three Philosophical Pillars That Support Collaborative Learning.

Science.gov (United States)

Maltese, Ralph

1991-01-01

Discusses three philosophical pillars that support collaborative learning: "spaces of appearance," active engagement, and ownership. Describes classroom experiences with collaborative learning supported by these pillars. (PRA)
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.
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.
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.

Building a Model of Successful Collaborative Learning for Company Innovativeness

Directory of Open Access Journals (Sweden)

Agata Sudolska

2014-01-01

Full Text Available The aim of the paper is to develop a model of successful collaborative learning for company innovativeness. First of all, the paper explores the issue of inter-firm learning, focusing its attention on collaborative learning. Secondly, inter-firm learning relationships are considered. Thirdly, the ex ante conditions of collaborative learning and the intra-organizational enhancers of inter-firm learning processes are studied. Finally, a model of the critical success factors for collaborative learning is developed.
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

Objectives: 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. Why: Collaborative learning of clinical skills may influence learning positively according to the non-medical literature...... 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...... 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...
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...
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…
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)…
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.
Collaborative testing as a learning strategy in nursing education.

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

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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…
Socially Challenged Collaborative Learning of Secondary School Students in Singapore

Directory of Open Access Journals (Sweden)

Christopher Pang

2018-02-01

Full Text Available Using a grounded theory research design, this paper examined the collaborative learning experiences of secondary school students in Singapore. The core phenomenon that emerged was the need for social interactions in collaborative learning, both in classroom and online settings. Educators often take for granted that effective collaborative learning will occur naturally once students are assigned to work in groups. In examining students’ dissatisfaction when working in groups, this study highlighted the importance of surfacing these hidden assumptions for careful scrutiny. The key factors identified were centered on the need to address social challenges within collaborative learning. These included a pragmatic, results-oriented approach with limited interpersonal engagement used by students that can compromise collaborative learning outcomes. Having a deeper understanding of the challenges that resulted from limited social interactions provides educators with insights when designing classroom and online learning activities. This paper contributes to the understanding of groups’ active learning to inform pedagogical practices for educators engaged in designing better collaborative learning experiences. Educators and curriculum designers need to be aware of the social drawbacks in collaborative learning in order to design a more socially engaging learning environment.
Collaborative Learning in Higher Education: Evoking Positive Interdependence

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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…
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.
Predicting Student Performance in a Collaborative Learning Environment

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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…
Collaborative Learning at Engineering Universities: Benefits and Challenges

OpenAIRE

Olga V. Sumtsova; Tatiana Yu. Aikina; Liudmila M. Bolsunovskaya; Chris Phillips; Olga M. Zubkova; Peter J. Mitchell

2018-01-01

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 o...
Implementation of Collaborative Learning in Higher Education Environment

OpenAIRE

Soetam Rizky Wicaksono

2013-01-01

The need of improvement in learning process, especially in higher education environment, has already begun a dilemma for many lecturers. Many experts has already agreed that one of the success factor in learning process improvement is creating collaboration among students. This pre-eliminary action research tried to implement collaborative learning from small groups using simple task and escalating into large group with more complicated collaborative framework. Although there is no quantific...
Collaborative teacher learning across foci of collaboration : perceived activities and outcomes

NARCIS (Netherlands)

Doppenberg, J.J.; Brok, den P.J.; Bakx, A.W.E.A.

2012-01-01

This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with
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.
Developing Instructional Leadership through Collaborative Learning

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Abbott, Claire Johnson; McKnight, Katherine

2010-01-01

Collaborative learning teams have emerged as an effective tool for teachers to steadily and continuously improve their instruction. Evidence also suggests that a learning teams model can affect school leadership as well. We explored the impact of learning teams on leadership roles of principals and teachers in secondary schools and found that…
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....
Implementing Collaborative Learning Methods in the Political Science Classroom

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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,…
Perception of collaborative learning in associate degree students in Hong Kong.

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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.

Distributed Collaborative Learning Communities Enabled by Information Communication Technology

NARCIS (Netherlands)

H.L. Alvarez (Heidi Lee)

2006-01-01

textabstractHow and why can Information Communication Technology (ICT) contribute to enhancing learning in distributed Collaborative Learning Communities (CLCs)? Drawing from relevant theories concerned with phenomenon of ICT enabled distributed collaborative learning, this book identifies gaps in
Computer-Supported Collaborative Learning in Higher Education

Science.gov (United States)

Roberts, Tim, Ed.

2005-01-01

"Computer-Supported Collaborative Learning in Higher Education" provides a resource for researchers and practitioners in the area of computer-supported collaborative learning (also known as CSCL); particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both theory and practice in…
COLLABORATIVE LEARNING IN TEACHING A SECOND LANGUAGE THROUGH THE INTERNET

Directory of Open Access Journals (Sweden)

Ilknur ISTIFCI

2011-10-01

Full Text Available We can call the education offered by using the Internet environment as “teaching through the Internet”. Such a teaching contributes to interaction, which is not sufficient in traditional classrooms most of the time. It gives the geographically separated students the opportunity of exchanging ideas and information, collaborative learning, discovering alternatives in learning and developing their own learning styles. In addition, this type of teaching allows learners to see subjects from different perspectives. Groups having special interests can share their own experiences even if they are too far from each other. When we look at the aims of this type of learning that is mostly used in higher education, it is seen that learners are encouraged to learn through distance education. Teaching through distance education can also be done on campus environments. Learners can participate in the courses and discussions whenever and wherever they want except from the pre-scheduled meetings. The Internet-based interactive environments offer the interaction which supports the learners in learning. Being independent of time and place, learners can work with each other, and interact and collaborate with their tutors and classmates. Collaboration brings solidarity with it. The aim of learning through collaboration is to obtain information and use this information to solve a problem. In general, collaborative learning creates a positive social environment and facilitates comprehension. Collaborative learning is based on the idea that learners working in groups towards a common goal can learn better than the students who can work on their own. The aim is to make learners to want each other’s success, to motivate each other, and to teach each other in order to achieve the learning objectives. Collaborative learning requires solidarity and reciprocal loyalty. Solidarity and reciprocal loyalty implies the active participation and contribution of each group
Learning to Collaborate by Collaborating: A Face-to-Face Collaborative Activity for Measuring and Learning Basics about Teamwork

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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…
Teacher Collaboration and Student Learning in a Professional Learning Community

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Vaughan, Mary Elaine

2013-01-01

Researchers have endorsed teacher collaboration within a professional learning community (PLC) that is focused on student learning. Despite these research-based endorsements, several Algebra 1 teachers in a southeastern high school implemented components of a PLC with little or no results in student achievement. The purpose of this study was to…
Understanding Nomadic Collaborative Learning Groups

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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…
Implementing Collaborative Learning across the Engineering Curriculum

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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…
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.
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...
Different Futures of Adaptive Collaborative Learning Support

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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…
Collaborative Visualization Project: shared-technology learning environments for science learning

Science.gov (United States)

Pea, Roy D.; Gomez, Louis M.

1993-01-01

Project-enhanced science learning (PESL) provides students with opportunities for `cognitive apprenticeships' in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited today to asynchronous, text-only networking and unsuitable for collaborative science learning involving shared access to multimedia resources such as data, graphs, tables, pictures, and audio-video communication. Our work creates user technology (a Collaborative Science Workbench providing PESL design support and shared synchronous document views, program, and data access; a Science Learning Resource Directory for easy access to resources including two-way video links to collaborators, mentors, museum exhibits, media-rich resources such as scientific visualization graphics), and refine enabling technologies (audiovisual and shared-data telephony, networking) for this PESL niche. We characterize participation scenarios for using these resources and we discuss national networked access to science education expertise.
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.
Pros & Cons of Using Blackboard Collaborate for Blended Learning on Students' Learning Outcomes

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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…
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.
Stimulating Collaboration and Discussion in Online Learning Environments.

Science.gov (United States)

Clark, Jim

2001-01-01

Discussion of the advantages of online learning environments (OLEs) for distance education focuses on the importance of collaboration and discussion to make the students feel more central to the learning process. Presents methods to stimulate collaboration and discussion in OLEs. (Author/LRW)
Collaborative Learning in Higher Education: Evoking Positive Interdependence.

Science.gov (United States)

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

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 collaborative-learning results were selected. This study focuses on factors that increased the effectiveness of collaboration in these courses, according to the students. Nine focus group interviews were conducted and analyzed. Results show that factors evoking effective collaboration were student autonomy and self-regulatory behavior, combined with a challenging, open, and complex group task that required the students to create something new and original. The design factors of these courses fostered a sense of responsibility and of shared ownership of both the collaborative process and the end product of the group assignment. In addition, students reported the absence of any free riders in these group assignments. Interestingly, it was observed that students seemed to value their sense of achievement, their learning processes, and the products they were working on more than their grades. It is concluded that collaborative learning in higher education should be designed using challenging and relevant tasks that build shared ownership with students. © 2016 K. Scager et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
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.
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…
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…
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.

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…
Learning Technologies: Affective and Social Issues in Computer-Supported Collaborative Learning

Science.gov (United States)

Jones, Ann; Issroff, Kim

2005-01-01

This paper is concerned with "affective" issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as thinking and problem-solving and affect with emotional areas such as motivation, attitudes, feelings.…
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…
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.
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)
Learning about the past with new technologies : Fostering historical reasoning in computer-supported collaborative learning

NARCIS (Netherlands)

Drie, J.P. van

2005-01-01

Recent technological developments have provided new environments for learning, giving rise to the question of how characteristics of such new learning environments can facilitate the process of learning in specific domains. The focus of this thesis is on computer-supported collaborative learning
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…
The sociability of computer-supported collaborative learning environments

NARCIS (Netherlands)

Kreijns, C.J.; Kirschner, P.A.; Jochems, W.M.G.

2002-01-01

There is much positive research on computer-supported collaborative learning (CSCL) environments in asynchronous distributed learning groups (DLGs). There is also research that shows that contemporary CSCL environments do not completely fulfil expectations on supporting interactive group learning,
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…
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
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…
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.
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
Fuzzy comprehensive evaluation model of interuniversity collaborative learning based on network

Directory of Open Access Journals (Sweden)

Wenhui Ma

2017-06-01

Full Text Available 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.
Examining the Role of Collaborative Learning in a Public Speaking Course

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

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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.
Collaborative Learning Framework in Business Management Systems

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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 teachersÃ¢Â€Â™ cooperation in learning by teaching and learning by working module.
Collaborative and Cooperative Learning in Malaysian Mathematics Education

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

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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)…
Collaborative Education Practice in a Data Structure E-Learning Course

OpenAIRE

Gang Chen; Ruimin Shen

2009-01-01

This paper presented a collaborative education model, which consists four parts: collaborative teaching, collaborative working, collaborative training and interaction. Supported by an e-learning platform, collaborative education was practiced in a data structure e-learning course. Data collected shows that most of students accept collaborative education. This paper goes one step attempting to determine which aspects appear to be most important or helpful in collaborative ...

Learning by collaborating on the Internet

DEFF Research Database (Denmark)

Bundsgaard, Jeppe

2007-01-01

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...... demands greater efforts of the writer than does speech, and that with forum technology social relations are created solely on the verbal level and therefore has to be encouraged by the students’ entourage and promoted in the organization of the collaboration. To promote learning is not just a question...... 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...
Investigating Technical and Pedagogical Usability Issues of Collaborative Learning with Wikis

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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…
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.......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......-through-construction as part of the Problem Based Learning pedagogy, and to increase students‘ awareness of the role of embodied interaction in learning. Simultaneously the Lab facilitates design of prototypes and exploration of use situations within the fields of Human-Computer Interaction, Computer Supported Cooperative...
Working Together: How Teachers Teach and Students Learn in Collaborative Learning Environments

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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.
Do action learning sets facilitate collaborative, deliberative learning?: A focus group evaluation of Graduate Entry Pre-registration Nursing (GEN) students' experience.

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Maddison, Charlotte; Strang, Gus

2018-01-01

The aim of this study was to investigate if by participating in action learning sets, Graduate Entry Pre-registration Nursing (GEN) students were able to engage in collaborative and deliberative learning. A single focus group interview involving eleven participants was used to collect data. Data analysis identified five themes; collaborative learning; reflection; learning through case study and problem-solving; communication, and rejection of codified learning. The themes are discussed and further analysed in the context of collaborative and deliberative learning. The evidence from this small scale study suggests that action learning sets do provide an environment where collaborative and deliberative learning can occur. However, students perceived some of them, particularly during year one, to be too 'teacher lead', which stifled learning. Copyright © 2017 Elsevier Ltd. All rights reserved.
The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis

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

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

African Journals Online (AJOL)

... 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 network are highlighted among which Facebook, ...
Doing Outcomes-Based Collaborative Teaching and Learning in Asia

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

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

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

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

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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…
Virtual Communities of Collaborative Learning for Higher Education

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Sotomayor, Gilda E.

2014-01-01

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 appeared under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and…
A Collaborative Action Research Approach to Professional Learning

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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)…
Methodological Reflections: Designing and Understanding Computer-Supported Collaborative Learning

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Hamalainen, Raija

2012-01-01

Learning involves more than just a small group of participants, which makes designing and managing collaborative learning processes in higher education a challenging task. As a result, emerging concerns in current research have pointed increasingly to teacher orchestrated learning processes in naturalistic learning settings. In line with this…
Collaborative Planning: Cooking up an Inclusive Service-Learning Project

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Bonati, Michelle L.

2018-01-01

Collaborative planning between special education teachers and general education teachers that focuses on curriculum, instruction, and assessment can improve learning outcomes for students with and without disabilities. Service-learning is a teaching practice that can provide a flexible approach for teachers to collaboratively plan to meet the…
Use of an Interculturally Enriched Collaboration Script in Computer-Supported Collaborative Learning in Higher Education

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Popov, Vitaliy; Biemans, Harm J. A.; Kuznetsov, Andrei N.; Mulder, Martin

2014-01-01

In this exploratory study, the authors introduced an interculturally enriched collaboration script (IECS) for working in culturally diverse groups within a computer-supported collaborative learning (CSCL) environment and then assessed student online collaborative behaviour, learning performance and experiences. The question was if and how these…
Web-based Collaborative learning in secondary education: Teachers’ reflection

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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.

Computer-Mediated Collaborative Learning

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Beatty, Ken; Nunan, David

2004-01-01

The study reported here investigates collaborative learning at the computer. Ten pairs of students were presented with a series of comprehension questions about Mary Shelley's novel "Frankenstein or a Modern Prometheus" along with a CD-ROM, "Frankenstein Illuminated," containing the novel and a variety of source material. Five students worked with…
Collaborative learning using VoiceThread in an online graduate course

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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.
Socially Challenged Collaborative Learning of Secondary School Students in Singapore

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Pang, Christopher; Lau, Jesslyn; Seah, Chong Poh; Cheong, Linda; Low, Audrey

2018-01-01

Using a grounded theory research design, this paper examined the collaborative learning experiences of secondary school students in Singapore. The core phenomenon that emerged was the need for social interactions in collaborative learning, both in classroom and online settings. Educators often take for granted that effective collaborative learning…
Tangible Technology-Enhanced Learning for Improvement of Student Collaboration

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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…
Observations of Student Behavior in Collaborative Learning Groups

Science.gov (United States)

Adams, Jeffrey P.; Brissenden, Gina; Lindell, Rebecca S.; Slater, Timothy F.; Wallace, Joy

In an effort to determine how our students were responding to the use of collaborative learning groups in our large enrollment introductory astronomy (ASTRO 101) courses, we systematically observed the behavior of 270 undergraduate students working in 48 self-formed groups. Their observed behaviors were classified as: (i) actively engaged; (ii) watching actively; (iii) watching passively; and (iv) disengaged. We found that male behavior is consistent regardless of the sex-composition of the groups. However, females were categorized as watching passively and or disengaged significantly more frequently when working in groups that contained uneven numbers of males and females. This case study observation suggests that faculty who use collaborative learning groups might find that the level of student participation in collaborative group learning activities can depend on the sex-composition of the group.
MODEL OF COLLABORATIVE COURSES DEVELOPMENT IN DISTANCE LEARNING PLATFORMS

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

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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…
A Delphi Study on Collaborative Learning in Distance Education: The Faculty Perspective

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O'Neill, Susan; Scott, Murray; Conboy, Kieran

2011-01-01

This paper focuses on the factors that influence collaborative learning in distance education. Distance education has been around for many years and the use of collaborative learning techniques in distance education is becoming increasingly popular. Several studies have demonstrated the superiority of collaborative learning over traditional modes…
The Effects of a Creative Commons Approach on Collaborative Learning

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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…
Collaborative learning model inquiring based on digital game

Science.gov (United States)

Yuan, Jiugen; Xing, Ruonan

2012-04-01

With the development of computer education software, digital educational game has become an important part in our life, entertainment and education. Therefore how to make full use of digital game's teaching functions and educate through entertainment has become the focus of current research. The thesis make a connection between educational game and collaborative learning, the current popular teaching model, and concludes digital game-based collaborative learning model combined with teaching practice.
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.
Collaborative Project-Based Learning: An Integrative Science and Technological Education Project

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Baser, Derya; Ozden, M. Yasar; Karaarslan, Hasan

2017-01-01

Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills. Purpose: The study aims to understand how seventh grade students…
An Information Processing Perspective on Divergence and Convergence in Collaborative Learning

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

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

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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…
Collaborative Design of Technology-Enhanced Learning: What Can We Learn from Teacher Talk?

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McKenney, Susan; Boschman, Ferry; Pieters, Jules; Voogt, Joke

2016-01-01

The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative…
Editorial: Collaborative Knowledge Management and E-Learning

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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.
Towards identifying Collaborative Learning groups using Social Media

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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.
THE PROPOSED MODEL OF COLLABORATIVE VIRTUAL LEARNING ENVIRONMENT FOR INTRODUCTORY PROGRAMMING COURSE

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

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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…

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

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

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

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

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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…
Informed Systems: Enabling Collaborative Evidence Based Organizational Learning

Directory of Open Access Journals (Sweden)

Mary M. Somerville

2015-12-01

Full Text Available Objective – In response to unrelenting disruptions in academic publishing and higher education ecosystems, the Informed Systems approach supports evidence based professional activities to make decisions and take actions. This conceptual paper presents two core models, Informed Systems Leadership Model and Collaborative Evidence-Based Information Process Model, whereby co-workers learn to make informed decisions by identifying the decisions to be made and the information required for those decisions. This is accomplished through collaborative design and iterative evaluation of workplace systems, relationships, and practices. Over time, increasingly effective and efficient structures and processes for using information to learn further organizational renewal and advance nimble responsiveness amidst dynamically changing circumstances. Methods – The integrated Informed Systems approach to fostering persistent workplace inquiry has its genesis in three theories that together activate and enable robust information usage and organizational learning. The information- and learning-intensive theories of Peter Checkland in England, which advance systems design, stimulate participants’ appreciation during the design process of the potential for using information to learn. Within a co-designed environment, intentional social practices continue workplace learning, described by Christine Bruce in Australia as informed learning enacted through information experiences. In addition, in Japan, Ikujiro Nonaka’s theories foster information exchange processes and knowledge creation activities within and across organizational units. In combination, these theories promote the kind of learning made possible through evolving and transferable capacity to use information to learn through design and usage of collaborative communication systems with associated professional practices. Informed Systems therein draws from three antecedent theories to create an original
USING WIKIS AS A SUPPORT AND ASSESSMENT TOOL IN COLLABORATIVE DIGITAL GAME-BASED LEARNING ENVIRONMENTS

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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.
Cooperative or collaborative learning: Is there a difference in university students’ perceptions?

OpenAIRE

María Ángeles ANDREU-ANDRÉS

2016-01-01

The hypothesis that the same educational objective, raised as cooperative or collaborative learning in university teaching does not affect students’ perceptions of the learning model, leads this study. It analyses the reflections of two students groups of engineering that shared the same educational goals implemented through two different methodological active learning strategies: Simulation as cooperative learning strategy and Problem-based Learning as a collaborative one. The...
The Efficacy of Three Learning Methods Collaborative, Context-Based Learning and Traditional, on Learning, Attitude and Behaviour of Undergraduate Nursing Students: Integrating Theory and Practice.

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Hasanpour-Dehkordi, Ali; Solati, Kamal

2016-04-01

Communication skills training, responsibility, respect, and self-awareness are important indexes of changing learning behaviours in modern approaches. The aim of this study was to investigate the efficacy of three learning approaches, collaborative, context-based learning (CBL), and traditional, on learning, attitude, and behaviour of undergraduate nursing students. This study was a clinical trial with pretest and post-test of control group. The participants were senior nursing students. The samples were randomly assigned to three groups; CBL, collaborative, and traditional. To gather data a standard questionnaire of students' behaviour and attitude was administered prior to and after the intervention. Also, the rate of learning was investigated by a researcher-developed questionnaire prior to and after the intervention in the three groups. In CBL and collaborative training groups, the mean score of behaviour and attitude increased after the intervention. But no significant association was obtained between the mean scores of behaviour and attitude prior to and after the intervention in the traditional group. However, the mean learning score increased significantly in the CBL, collaborative, and traditional groups after the study in comparison to before the study. Both CBL and collaborative approaches were useful in terms of increased respect, self-awareness, self-evaluation, communication skills and responsibility as well as increased motivation and learning score in comparison to traditional method.
The importance of task appropriateness in computer-supported collaborative learning

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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.
Cultivating Collaborations: Site Specific Design for Embodied Science Learning.

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Gill, Katherine; Glazier, Jocelyn; Towns, Betsy

2018-05-21

Immersion in well-designed outdoor environments can foster the habits of mind that enable critical and authentic scientific questions to take root in students' minds. Here we share two design cases in which careful, collaborative, and intentional design of outdoor learning environments for informal inquiry provide people of all ages with embodied opportunities to learn about the natural world, developing the capacity for understanding ecology and the ability to empathize, problem-solve and reflect. Embodied learning, as facilitated by and in well-designed outdoor learning environments, leads students to develop new ways of seeing, new scientific questions, new ways to connect with ideas, with others and new ways of thinking about the natural world. Using examples from our collaborative practices as experiential learning designers, we illustrate how creating the habits of mind critical to creating scientists, science-interested, and science-aware individuals benefits from providing students spaces to engage in embodied learning in nature. We show how public landscapes designed in creative partnerships between educators, scientists, designers and the public have potential to amplify science learning for all.
From Assumptions to Practice: Creating and Supporting Robust Online Collaborative Learning

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

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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.
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
Contextualizing learning to improve care using collaborative communities of practices.

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Jeffs, Lianne; McShane, Julie; Flintoft, Virginia; White, Peggy; Indar, Alyssa; Maione, Maria; Lopez, A J; Bookey-Bassett, Sue; Scavuzzo, Lauren

2016-09-02

The use of interorganizational, collaborative approaches to build capacity in quality improvement (QI) in health care is showing promise as a useful model for scaling up and accelerating the implementation of interventions that bridge the "know-do" gap to improve clinical care and provider outcomes. Fundamental to a collaborative approach is interorganizational learning whereby organizations acquire, share, and combine knowledge with other organizations and have the opportunity to learn from their respective successes and challenges in improvement areas. This learning approach aims to create the conditions for collaborative, reflective, and innovative experiential systems that enable collective discussions regarding daily practice issues and finding solutions for improvement. The concepts associated with interorganizational learning and deliberate learning activities within a collaborative 'Communities-of-practice'(CoP) approach formed the foundation of the of an interactive QI knowledge translation initiative entitled PERFORM KT. Nine teams participated including seven teams from two acute care hospitals, one from a long term care center, and one from a mental health sciences center. Six monthly CoP learning sessions were held and teams, with the support of an assigned mentor, implemented a QI project and monitored their results which were presented at an end of project symposium. 47 individuals participated in either a focus group or a personal interview. Interviews were transcribed and analyzed using an iterative content analysis. Four key themes emerged from the narrative dataset around experiences and perceptions associated with the PERFORM KT initiative: 1) being successful and taking it to other levels by being systematic, structured, and mentored; 2) taking it outside the comfort zone by being exposed to new concepts and learning together; 3) hearing feedback, exchanging stories, and getting new ideas; and 4) having a pragmatic and accommodating approach to
Effective collaborative learning in biomedical education using a web-based infrastructure.

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Wu, Yunfeng; Zheng, Fang; Cai, Suxian; Xiang, Ning; Zhong, Zhangting; He, Jia; Xu, Fang

2012-01-01

This paper presents a feature-rich web-based system used for biomedical education at the undergraduate level. With the powerful groupware features provided by the wiki system, the instructors are able to establish a community-centered mentoring environment that capitalizes on local expertise to create a sense of online collaborative learning among students. The web-based infrastructure can help the instructors effectively organize and coordinate student research projects, and the groupware features may support the interactive activities, such as interpersonal communications and data sharing. The groupware features also provide the web-based system with a wide range of additional ways of organizing collaboratively developed materials, which makes it become an effective tool for online active learning. Students are able to learn the ability to work effectively in teams, with an improvement of project management, design collaboration, and technical writing skills. With the fruitful outcomes in recent years, it is positively thought that the web-based collaborative learning environment can perform an excellent shift away from the conventional instructor-centered teaching to community- centered collaborative learning in the undergraduate education.
Interactive and collaborative learning in the classroom at the medical school Automated response systems and team-based learning.

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Nasr, Rihab; Antoun, Jumana; Sabra, Ramzi; Zgheib, Nathalie K

2016-01-01

There has been a pedagogic shift in higher education from the traditional teacher centered to the student centered approach in teaching, necessitating a change in the role of the teacher from a supplier of information to passive receptive students into a more facilitative role. Active learning activities are based on various learning theories such as self-directed learning, cooperative learning and adult learning. There exist many instructional activities that enhance active and collaborative learning. The aim of this manuscript is to describe two methods of interactive and collaborative learning in the classroom, automated response systems (ARS) and team-based learning (TBL), and to list some of their applications and advantages. The success of these innovative teaching and learning methods at a large scale depends on few elements, probably the most important of which is the support of the higher administration and leadership in addition to the availability of “champions” who are committed to lead the change.
Collaborative testing as a learning strategy in nursing education: a review of the literature.

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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.
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.
Using visualizations to support collaboration and coordination during computer-supported collaborative learning

NARCIS (Netherlands)

Janssen, J.J.H.M.

2008-01-01

This thesis addresses the topic of computer-supported collaborative learning (CSCL in short). In a CSCL-environment, students work in small groups on complex and challenging tasks. Although the teacher guides this process at a distance, students have to regulate and monitor their own learning

Analysis and Assessment of Computer-Supported Collaborative Learning Conversations

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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.
COLLAGE: A Collaborative Learning Design Editor Based on Patterns

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

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

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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.
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.
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 rhetori...... applied to two empirical case studies of Master programs, the dissertation develops and presents a new theory on Computer Supported Collaborative Learning (CSCL).......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...
Differences That Make A Difference: A Study in Collaborative Learning

Science.gov (United States)

Touchman, Stephanie

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 collaborative settings? Using three measurement tools, 142 participants from seven different biology courses at a community college and at a university were tested before and after collaborating about the biological process of natural selection. Three factors were analyzed to measure their effect on learning at the individual level and the group level. The three factors were: difference in prior knowledge, sex and religious beliefs. Gender and religious beliefs both had a significant effect on post-test scores.
Using Wikis as a Support and Assessment Tool in Collaborative Digital Game-Based Learning Environments

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Samur, Yavuz

2011-01-01

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…
Students' Perceptions of Self-Directed Learning and Collaborative Learning with and without Technology

Science.gov (United States)

Lee, K.; Tsai, P.-S.; Chai, C. S.; Koh, J. H. L.

2014-01-01

This study explored students' perceptions of self-directed learning (SDL) and collaborative learning (CL) with/without technology in an information and communications technology-supported classroom environment. The factors include SDL, CL, SDL supported by technology, and CL supported by technology. Based on the literature review, this study…
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...
eLearning, knowledge brokering, and nursing: strengthening collaborative practice in long-term care.

Science.gov (United States)

Halabisky, Brenda; Humbert, Jennie; Stodel, Emma J; MacDonald, Colla J; Chambers, Larry W; Doucette, Suzanne; Dalziel, William B; Conklin, James

2010-01-01

Interprofessional collaboration is vital to the delivery of quality care in long-term care settings; however, caregivers in long-term care face barriers to participating in training programs to improve collaborative practices. Consequently, eLearning can be used to create an environment that combines convenient, individual learning with collaborative experiential learning. Findings of this study revealed that learners enjoyed the flexibility of the Working Together learning resource. They acquired new knowledge and skills that they were able to use in their practice setting to achieve higher levels of collaborative practice. Nurses were identified as team leaders because of their pivotal role in the long-term care home and collaboration with all patient care providers. Nurses are ideal as knowledge brokers for the collaborative practice team. Quantitative findings showed no change in learner's attitudes regarding collaborative practice; however, interviews provided examples of positive changes experienced. Face-to-face collaboration was found to be a challenge, and changes to organizations, systems, and technology need to be made to facilitate this process. The Working Together learning resource is an important first step toward strengthening collaboration in long-term care, and the pilot implementation provides insights that further our understanding of both interprofessional collaboration and effective eLearning.
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
Managing the Collaborative Learning Environment.

Science.gov (United States)

Wagner, June G.

2002-01-01

The feature story in this issue, "Managing the Collaborative Learning Environment," focuses on the growing emphasis on teamwork in the workplace. It discusses how the concept of empowering employees in the workplace is evolving and the benefits--faster decision making, lower costs and absenteeism, higher productivity and quality, and…
Maintaining collaborative, democratic and dialogue-based learning processes in virtual and game-based learning environments

DEFF Research Database (Denmark)

Gyldendahl Jensen, Camilla; Sorensen, Elsebeth Korsgaard

2017-01-01

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....... 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...... 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...
Do Collaborative Exams Really Promote Learning?

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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.
Collaborative Learning: Preparation for the Workplace and Democracy?

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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)
Perceptions of EFL College Students toward Collaborative Learning

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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…
The effectiveness of integration of virtual patients in a collaborative learning activity.

Science.gov (United States)

Marei, Hesham F; Donkers, Jeroen; Van Merrienboer, Jeroen J G

2018-05-07

Virtual patients (VPs) have been recently integrated within different learning activities. To compare between the effect of using VPs in a collaborative learning activity and using VPs in an independent learning activity on students' knowledge acquisition, retention and transfer. For two different topics, respectively 82 and 76 dental students participated in teaching, learning and assessment sessions with VPs. Students from a female campus and from a male campus have been randomly assigned to condition (collaborative and independent), yielding four experimental groups. Each group received a lecture followed by a learning session using two VPs per topic. Students were administrated immediate and delayed written tests as well as transfer tests using two VPs to assess their knowledge in diagnosis and treatment. For the treatment items of the immediate and delayed written tests, females outperformed males in the collaborative VP group but not in the independent VP group. On the female campus, the use of VPs in a collaborative learning activity is more effective than its use as an independent learning activity in enhancing students' knowledge acquisition and retention. However, the collaborative use of VPs by itself is not enough to produce consistent results across different groups of students and attention should be given to all the factors that would affect students' interaction.
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
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.

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

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

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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.
Collaborative Multimedia Learning: Influence of a Social Regulatory Support on Learning Performance and on Collaboration

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Acuña, Santiago Roger; López-Aymes, Gabriela

2016-01-01

This paper analyzes the effects of a support aimed at favoring the social regulatory processes in a computer-supported collaborative learning (CSCL) environment, specifically in a comprehension task of a multimedia text about Psychology of Communication. This support, named RIDE (Saab, van Joolingen, & van Hout-Wolters, 2007; 2012), consists…
The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis.

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

2017-08-01

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 contributions to collaborative learning is still scarce. The present meta-analysis, which included 48 peer-reviewed journal articles and doctoral dissertations written over a 16-year period (2000-2015) involving 5,294 participants, revealed that mCSCL has produced meaningful improvements for collaborative learning, with an overall mean effect size of 0.516. Moderator variables, such as domain subject, group size, teaching method, intervention duration, and reward method were related to different effect sizes. The results provided implications for future research and practice, such as suggestions on how to appropriately use the functionalities of mobile devices, how to best leverage mCSCL through effective group learning mechanisms, and what outcome variables should be included in future studies to fully elucidate the process and products of mCSCL.
Learning collaborative teamwork: an argument for incorporating the humanities.

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

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

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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…
Using Appropriate Digital Tools to Overcome Barriers to Collaborative Learning in Classrooms

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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…
Do quality improvement collaboratives' educational components match the dominant learning style preferences of the participants?

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Weggelaar-Jansen, Anne Marie; van Wijngaarden, Jeroen; Slaghuis, Sarah-Sue

2015-06-20

Quality improvement collaboratives are used to improve healthcare by various organizations. Despite their popularity literature shows mixed results on their effectiveness. A quality improvement collaborative can be seen as a temporary learning organization in which knowledge about improvement themes and methods is exchanged. In this research we studied: Does the learning approach of a quality improvement collaborative match the learning styles preferences of the individual participants and how does that affect the learning process of participants? This research used a mixed methods design combining a validated learning style questionnaire with data collected in the tradition of action research methodology to study two Dutch quality improvement collaboratives. The questionnaire is based on the learning style model of Ruijters and Simons, distinguishing five learning style preferences: Acquisition of knowledge, Apperception from others, Discovery of new insights, Exercising in fictitious situations and Participation with others. The most preferred learning styles of the participants were Discovery and Participation. The learning style Acquisition was moderately preferred and Apperception and Exercising were least preferred. The educational components of the quality improvement collaboratives studied (national conferences, half-day learning sessions, faculty site visits and use of an online tool) were predominantly associated with the learning styles Acquisition and Apperception. We observed a decrease in attendance to the learning activities and non-conformance with the standardized set goals and approaches. We conclude that the participants' satisfaction with the offered learning approach changed over time. The lacking match between these learning style preferences and the learning approach in the educational components of the quality improvement collaboratives studied might be the reason why the participants felt they did not gain new insights and therefore ceased
The impact of group membership on collaborative learning with wikis.

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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.
Supporting Problem Solving with Case-Stories Learning Scenario and Video-based Collaborative Learning Technology

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Chun Hu

2004-04-01

Full Text Available In this paper, we suggest that case-based resources, which are used for assisting cognition during problem solving, can be structured around the work of narratives in social cultural psychology. Theories and other research methods have proposed structures within narratives and stories which may be useful to the design of case-based resources. Moreover, embedded within cases are stories which are contextually rich, supporting the epistemological groundings of situated cognition. Therefore the purposes of this paper are to discuss possible frameworks of case-stories; derive design principles as to what constitutes a good case story or narrative; and suggest how technology can support story-based learning. We adopt video-based Computer-Supported Collaborative Learning (CSCL technology to support problem solving with case-stories learning scenarios. Our hypothesis in this paper is that well-designed case-based resources are able to aid in the cognitive processes undergirding problem solving and meaning making. We also suggest the use of an emerging video-based collaborative learning technology to support such an instructional strategy.
Scripting intercultural computer-supported collaborative learning in higher education

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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
Improving Virtual Collaborative Learning through Canonical Action Research

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Weber, Peter; Lehr, Christian; Gersch, Martin

2014-01-01

Virtual collaboration continues to gain in significance and is attracting attention also as virtual collaborative learning (VCL) in education. This paper addresses aspects of VCL that we identified as critical in a series of courses named "Net Economy": (1) technical infrastructure, (2) motivation and collaboration, and (3) assessment…
Collaborative Learning in Advanced Supply Systems: The KLASS Pilot Project.

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Rhodes, Ed; Carter, Ruth

2003-01-01

The Knowledge and Learning in Advanced Supply Systems (KLASS) project developed collaborative learning networks of suppliers in the British automotive and aerospace industries. Methods included face-to-face and distance learning, work toward National Vocational Qualifications, and diagnostic workshops for senior managers on improving quality,…
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...
Cabri 3D - assisted collaborative learning to enhance junior high school students’ spatial ability

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

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

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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…
An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students.

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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.

Has Research on Collaborative Learning Technologies Addressed Massiveness? A Literature Review

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Manathunga, Kalpani; Hernández-Leo, Davinia

2015-01-01

There is a growing interest in understanding to what extent innovative educational technologies can be used to support massive courses. Collaboration is one of the main desired elements in massive learning actions involving large communities of participants. Accumulated research in collaborative learning technologies has proposed and evaluated…
Learning and Teaching in a Synchronous Collaborative Environment.

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Marjanovic, Olivera

1999-01-01

Describes a new synchronous collaborative environment that combines interactive learning and Group Support Systems for computer-mediated collaboration. Illustrates its potential to improve critical thinking, problem solving, and communication skills, and describes how teachers' roles are changed. (Author/LRW)
Project-based learning with international collaboration for training biomedical engineers.

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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
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.
Ubiquitous mobile knowledge construction in collaborative learning environments.

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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).
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.
Outcomes-Based Collaborative Teaching and Learning in Asian Higher Education

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van Schalkwyk, Gertina J.

2015-01-01

This chapter explores the background and development of outcomes-based collaborative teaching and learning, and provides guidance for writing learning outcomes and engaging students in the Asian higher education context.
Rationale and methodology of a collaborative learning project in congenital cardiac care.

Science.gov (United States)

Wolf, Michael J; Lee, Eva K; Nicolson, Susan C; Pearson, Gail D; Witte, Madolin K; Huckaby, Jeryl; Gaies, Michael; Shekerdemian, Lara S; Mahle, William T

2016-04-01

Collaborative learning is a technique through which individuals or teams learn together by capitalizing on one another's knowledge, skills, resources, experience, and ideas. Clinicians providing congenital cardiac care may benefit from collaborative learning given the complexity of the patient population and team approach to patient care. Industrial system engineers first performed broad-based time-motion and process analyses of congenital cardiac care programs at 5 Pediatric Heart Network core centers. Rotating multidisciplinary team site visits to each center were completed to facilitate deep learning and information exchange. Through monthly conference calls and an in-person meeting, we determined that duration of mechanical ventilation following infant cardiac surgery was one key variation that could impact a number of clinical outcomes. This was underscored by one participating center's practice of early extubation in the majority of its patients. A consensus clinical practice guideline using collaborative learning was developed and implemented by multidisciplinary teams from the same 5 centers. The 1-year prospective initiative was completed in May 2015, and data analysis is under way. Collaborative learning that uses multidisciplinary team site visits and information sharing allows for rapid structured fact-finding and dissemination of expertise among institutions. System modeling and machine learning approaches objectively identify and prioritize focused areas for guideline development. The collaborative learning framework can potentially be applied to other components of congenital cardiac care and provide a complement to randomized clinical trials as a method to rapidly inform and improve the care of children with congenital heart disease. Copyright © 2016 Elsevier Inc. All rights reserved.
The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

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

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

NARCIS (Netherlands)

Janssen, J.J.H.M.; 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
Can a Hypermedia Cooperative e-Learning Environment Stimulate Constructive Collaboration?

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Pragnell, Mary Victoria; Roselli, Teresa; Rossano, Veronica

2006-01-01

The growing use of the Internet in learning environments has led to new models being created addressing specific learning domains, as well as more general educational goals. In particular, in recent years considerable attention has been paid to collaborative learning supported by technology, because this mode can enhance peer interaction and group…
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.
Facilitative Components of Collaborative Learning: A Review of Nine Health Research Networks.

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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.
Patterns of Discourse in Online Interaction: Seeking Evidence of the Collaborative Learning Process

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Mohd Nor, Nor Fariza; Hamat, Afendi; Embi, Mohamed Amin

2012-01-01

Asynchronous communication by means of discussion forums plays an essential role in supporting collaborative learning. Online forums allow learners to ask questions, express their thoughts, share resources, and justify their opinions beyond the four walls of the classroom. Proponents of collaborative learning claim that this type of learning can…
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…
A novel collaborative e-learning platform for medical students - ALERT STUDENT.

Science.gov (United States)

Taveira-Gomes, Tiago; Saffarzadeh, Areo; Severo, Milton; Guimarães, M Jorge; Ferreira, Maria Amélia

2014-07-14

The increasing complexity of medical curricula would benefit from adaptive computer supported collaborative learning systems that support study management using instructional design and learning object principles. However, to our knowledge, there are scarce reports regarding applications developed to meet this goal and encompass the complete medical curriculum. The aim of ths study was to develop and assess the usability of an adaptive computer supported collaborative learning system for medical students to manage study sessions. A study platform named ALERT STUDENT was built as a free web application. Content chunks are represented as Flashcards that hold knowledge and open ended questions. These can be created in a collaborative fashion. Multiple Flashcards can be combined into custom stacks called Notebooks that can be accessed in study Groups that belong to the user institution. The system provides a Study Mode that features text markers, text notes, timers and color-coded content prioritization based on self-assessment of open ended questions presented in a Quiz Mode. Time spent studying and Perception of knowledge are displayed for each student and peers using charts. Computer supported collaborative learning is achieved by allowing for simultaneous creation of Notebooks and self-assessment questions by many users in a pre-defined Group. Past personal performance data is retrieved when studying new Notebooks containing previously studied Flashcards. Self-report surveys showed that students highly agreed that the system was useful and were willing to use it as a reference tool. The platform employs various instructional design and learning object principles in a computer supported collaborative learning platform for medical students that allows for study management. The application broadens student insight over learning results and supports informed decisions based on past learning performance. It serves as a potential educational model for the medical
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'…
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.

Multimodal representations in collaborative history learning

NARCIS (Netherlands)

Prangsma, M.E.

2007-01-01

This dissertation focuses on the question: How does making and connecting different types of multimodal representations affect the collaborative learning process and the acquisition of a chronological frame of reference in 12 to 14-year olds in pre vocational education? A chronological frame of
Technology-mediated collaborative learning: theoretical contributions based on analysis of educational practice

Directory of Open Access Journals (Sweden)

Sonia CASILLAS MARTÍN

2017-12-01

Full Text Available Collaborative learning has been a subject of great interest in the context of educational research, giving rise to many studies emphasizing the potential of the collaboration process in student learning, knowledge building, the development of diverse abilities and improved academic performance. Based on a conceptual review and thorough reflection on this topic, this article presents the results of a case study carried out in different schools in the Autonomous Community of Castile y Leon (Spain in an attempt to identify patterns of common action through the implementation of collaborative learning methods mediated by information and communication technologies (ICT. Among the many outcomes of this study, we conclude by highlighting the need to plan collaborative work very carefully, taking advantage of the opportunities offered by ICT as communicative environments where it is possible to construct joint and shared learning.
Learning Specific Content in Technology Education: Learning Study as a Collaborative Method in Swedish Preschool Class Using Hands-On Material

Science.gov (United States)

Kilbrink, Nina; Bjurulf, Veronica; Blomberg, Ingela; Heidkamp, Anja; Hollsten, Ann-Christin

2014-01-01

This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study…
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…
The Effect of Collaborative Learning and Self-Assessment on Self-Regulation

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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'…
An Integrated Framework Of Web 2.0 Technology And A Collaborative Learning

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Mohamed Madar

2015-05-01

Full Text Available Abstract This paper contributes to the suitability of web 2.0 technology in implementing collaborative learning and proposes an integrated framework of Web 2.0 tools and collaborative learning activities. This paper is also identifying the mismatch between adopting web 2.0 technologies and the delivery of the curriculum on the cloud or via the Internet. It is found that Web 2.0 and a collaborative learning are two platforms to be easily synchronized due to their common attributes that enable their complementariness. This paper argues that integrated framework of Web 2.0 and CL allow users exploit teachinglearning materials maximally and at the same upsurges learners understanding in the subject knowledge. Suitable of Web 2.0 in implementing curriculum was also encouraged since the proposed framework consists of both components of Web 2.0 functions and activities of collaborative learning environment. Pedagogically there has been a mismatch between E-learning technologies and mode of delivery for instance E-learning platforms are widely used to increase content accessibility only while now this framework introduces that Web 2.0 technology of E-learning can also be used to create share knowledge among users. The proposed framework if efficiently exploited will also allow users at all levels create personalized learning environment which suits perspective teachinglearning styles of the users. Apart from academic achievement or enhancements of the teaching and learning processes the proposed framework also would help learners develop generic skills which are very important in the workplaces. As a result of this fast and independent learning technically depend on technology based pedagogy and in this case this proposed model has two dimensions which are very crucial to the enrichment of students learning activities.
Collaborative teacher learning in different primary school settings

NARCIS (Netherlands)

Doppenberg, J.J.; Bakx, A.W.E.A.; Brok, den P.J.

2012-01-01

During the last two decades there has been a growing awareness of the potentially strong role teacher collaboration can play in relation to teacher and team learning. Teachers collaborate with their colleagues in different formal and informal settings. Because most studies have focused on teacher
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
A MOBILE-DEVICE-SUPPORTED PEER-ASSISTED LEARNING SYSTEM FOR COLLABORATIVE EARLY EFL READING

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Yu-Ju Lan

2007-02-01

Full Text Available Collaborative learning methods which emphasize peer interaction have been widely applied to increase the intensity and effectiveness of EFL reading programs. However, simply grouping students heterogeneously and assigning them group goals does not guarantee that effective collaborative learning will ensue. The present research includes two studies. In Study One, the weaknesses of collaborative learning in a traditional EFL setting were observed. Then, in Study Two, a mobile-device-supported peer-assisted learning (MPAL system was developed for the purpose of addressing the identified weaknesses. Two classes of twenty-six third grade students participated in the present research to examine the unique contribution of MPAL to collaborative EFL reading activities. The collaborative behavior of elementary EFL learners was videotaped and analyzed. Detailed analysis of the videotaped behavior indicated that MPAL helped improve collaboration in elementary school level EFL learners and promotes their reading motivation.
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.
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…
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.
Virtual communities as educational potential of collaborative learning through ICT

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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.
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
Collaborative E-Learning with Multiple Imaginary Co-Learner: Design, Issues and Implementation

OpenAIRE

Melvin Ballera; Mosbah Mohamed Elssaedi; Ahmed Khalil Zohdy

2013-01-01

Collaborative problem solving in e-learning can take in the form of discussion among learner, creating a highly social learning environment and characterized by participation and interactivity. This paper, designed a collaborative learning environment where agent act as co-learner, can play different roles during interaction. Since different roles have been assigned to the agent, learner will assume that multiple co-learner exists to help and guide him all throughout the ...
Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions?

Science.gov (United States)

Ucan, Serkan; Webb, Mary

2015-10-01

Students' ability to regulate their learning is considered important for the quality of collaborative inquiry learning. However, there is still limited understanding about how students engage in social forms of regulation processes and what roles these regulatory processes may play during collaborative learning. The purpose of this study was to identify when and how co- and shared regulation of metacognitive, emotional and motivational processes emerge and function during collaborative inquiry learning in science. Two groups of three students (aged 12) from a private primary school in Turkey were videotaped during collaborative inquiry activities in a naturalistic classroom setting over a seven-week period, and the transcripts were analysed in order to identify their use of regulation processes. Moreover, this was combined with the analysis of stimulated-recall interviews with the student groups. Results indicated that co- and shared regulation processes were often initiated by particular events and played a crucial role in the success of students' collaborative inquiry learning. Co-regulation of metacognitive processes had the function of stimulating students to reflect upon and clarify their thinking, as well as facilitating the construction of new scientific understanding. Shared regulation of metacognitive processes helped students to build a shared understanding of the task, clarify and justify their shared perspective, and sustain the ongoing knowledge co-construction. Moreover, the use of shared emotional and motivational regulation was identified as important for sustaining reciprocal interactions and creating a positive socio-emotional atmosphere within the groups. In addition, the findings revealed links between the positive quality of group interactions and the emergence of co- and shared regulation of metacognitive processes. This study highlights the importance of fostering students' acquisition and use of regulation processes during collaborative
Working Together: Librarian and Student Collaboration for Active Learning in a Library Eclassroom

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Marcie Lynne Jacklin

2010-06-01

Full Text Available Active learning strategies based on several learning theories were incorporated during instruction sessions for second year Biological Sciences students. The instructional strategies described in this paper are based primarily on sociocultural and collaborative learning theory, with the goal being to expand the relatively small body of literature currently available that discusses the application of these learning theories to library instruction. The learning strategies employed successfully involved students in the learning process ensuring that the experiences were appropriate and effective. The researchers found that, as a result of these strategies (e.g. teaching moments based on the emerging needs of students students’ interest in learning information literacy was increased and students interacted with information given to them as well as with their peers. Collaboration between the Librarians, Co-op Student and Senior Lab Instructor helped to enhance the learning experience for students and also revealed new aspects of the active learning experiences. The primary learning objective, which was to increase the students’ information skills in the Biological Sciences, was realized. The advantages of active learning were realized by both instructors and students. Advantages for students attained during these sessions include having their diverse learning styles addressed; increased interaction with and retention of information; increased responsibility for their own learning; the opportunity to value not only the instructors, but also themselves and their peers as sources of authority and knowledge; improved problem solving abilities; increased interest and opportunities for critical thinking, as a result of the actively exchanging information in a group. The primary advantage enjoyed by the instructors was the opportunity to collaborate with colleagues to reduce the preparation required to create effective library instruction sessions
The Present Affairs and Issues of Research on Collaborative Learning in Mathematics Education

OpenAIRE

松島, 充

2014-01-01

In this research, at first, the previous work of collaborative learning and cooperative learning was investigated on learning sciences and cognitive psychology. It is clarified the difference of interde-pendent, of the epistemology and of the subject who construct knowledge. The secondly, investigation since 1990 of the collaborative learning research in mathematics educa-tion was conducted based on eight sorts of mathematics education academic journals, and the present affairs and the issues...
A Framework for Collaborative Networked Learning in Higher Education: Design & Analysis

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Ghassan F. Issa

2014-06-01

Full Text Available This paper presents a comprehensive framework for building collaborative learning networks within higher educational institutions. This framework focuses on systems design and implementation issues in addition to a complete set of evaluation, and analysis tools. The objective of this project is to improve the standards of higher education in Jordan through the implementation of transparent, collaborative, innovative, and modern quality educational programs. The framework highlights the major steps required to plan, design, and implement collaborative learning systems. Several issues are discussed such as unification of courses and program of studies, using appropriate learning management system, software design development using Agile methodology, infrastructure design, access issues, proprietary data storage, and social network analysis (SNA techniques.
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.

The Influence of Collaborative Learning on Student Attitudes and Performance in an Introductory Chemistry Laboratory

Science.gov (United States)

Shibley, Ivan A., Jr.; Zimmaro, Dawn M.

2002-06-01

This study was designed to determine the effect of collaborative learning on student attitudes and performance in an introductory chemistry laboratory. Two sections per semester for three semesters were randomly designated as either a control section or an experimental section. Students in the control section performed most labs individually, while those in the experimental section performed all labs in groups of four. Both quantitative and qualitative measures were used to evaluate the impact of collaborative learning on student achievement and attitudes. Grades did not differ between the two sections, indicating that collaborative learning did not affect short-term student achievement. Students seemed to develop a more positive attitude about the laboratory and about chemistry in the collaborative learning sections as judged from their classroom evaluations of the teacher, the course, and the collaborative learning experience. The use of collaborative learning in the laboratory as described in this paper therefore may provide a means of improving student attitudes toward chemistry.
Collaborative learning and competence development in school health nursing

DEFF Research Database (Denmark)

Nordentoft, Helle Merete; Wistoft, Karen

2012-01-01

and the development of their competences in school health nursing. Practical implications The paper outlines how and why collaboration among school nurses should be introduced in a more systematic way in school health nursing. Originality/value The paper investigates the connection between informal educational....... Design/methodology/approach The article is based on data from a three-year health educational development project at primary schools in Denmark. These data are a) Observations from 12 reflective workshops with school nurses b) Two questionnaire surveys c) 5 focus group interviews with 5 of the 6......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...
19th International Conference on Interactive Collaborative Learning

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

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Natasha James-Waldon

2016-06-01

Full Text Available 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 whether social media use has contributed to the enhancement of the doctoral students’ academic achievement and learning progress. As social media use and on-line learning become more prevalent in education, it is important to continue to understand the impact that social media has on improving students’ ability to achieve their academic goals. This study provides insight on how doctoral students used social media and how social media use has influenced academic development in their cohort environment. In addition, this paper provides a discerning view into the role social media plays when developing a collaborative learning environment in a cohort.
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…
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…
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
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…
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
The effectiveness of collaborative problem based physics learning (CPBPL) model to improve student’s self-confidence on physics learning

Science.gov (United States)

Prahani, B. K.; Suprapto, N.; Suliyanah; Lestari, N. A.; Jauhariyah, M. N. R.; Admoko, S.; Wahyuni, S.

2018-03-01

In the previous research, Collaborative Problem Based Physic Learning (CPBPL) model has been developed to improve student’s science process skills, collaborative problem solving, and self-confidence on physics learning. This research is aimed to analyze the effectiveness of CPBPL model towards the improvement of student’s self-confidence on physics learning. This research implemented quasi experimental design on 140 senior high school students who were divided into 4 groups. Data collection was conducted through questionnaire, observation, and interview. Self-confidence measurement was conducted through Self-Confidence Evaluation Sheet (SCES). The data was analyzed using Wilcoxon test, n-gain, and Kruskal Wallis test. Result shows that: (1) There is a significant score improvement on student’s self-confidence on physics learning (α=5%), (2) n-gain value student’s self-confidence on physics learning is high, and (3) n-gain average student’s self-confidence on physics learning was consistent throughout all groups. It can be concluded that CPBPL model is effective to improve student’s self-confidence on physics learning.
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…
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…
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.
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
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...
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.…
Cultivating collaborative improvement: an action learning approach

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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
Integrating Collaborative Learning Groups in the Large Enrollment Lecture

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Adams, J. P.; Brissenden, G.; Lindell Adrian, R.; Slater, T. F.

1998-12-01

Recent reforms for undergraduate education propose that students should work in teams to solve problems that simulate problems that research scientists address. In the context of an innovative large-enrollment course at Montana State University, faculty have developed a series of 15 in-class, collaborative learning group activities that provide students with realistic scenarios to investigate. Focusing on a team approach, the four principle types of activities employed are historical, conceptual, process, and open-ended activities. Examples of these activities include classifying stellar spectra, characterizing galaxies, parallax measurements, estimating stellar radii, and correlating star colors with absolute magnitudes. Summative evaluation results from a combination of attitude surveys, astronomy concept examinations, and focus group interviews strongly suggest that, overall, students are learning more astronomy, believe that the group activities are valuable, enjoy the less-lecture course format, and have significantly higher attendance rates. In addition, class observations of 48 self-formed, collaborative learning groups reveal that female students are more engaged in single-gender learning groups than in mixed gender groups.
Aligning interprofessional education collaborative sub-competencies to a progression of learning.

Science.gov (United States)

Patel Gunaldo, Tina; Brisolara, Kari Fitzmorris; Davis, Alison H; Moore, Robert

2017-05-01

In the United States, the Interprofessional Education Collaborative (IPEC) developed four core competencies for interprofessional collaborative practice. Even though the IPEC competencies and respective sub-competencies were not created in a hierarchal manner, one might reflect upon a logical progression of learning as well as learners accruing skills allowing them to master one level of learning and building on the aggregate of skills before advancing to the next level. The Louisiana State University Health-New Orleans Center for Interprofessional Education and Collaborative Practice (CIPECP) determined the need to align the sub-competencies with the level of behavioural expectations in order to simplify the process of developing an interprofessional education experience targeted to specific learning levels. In order to determine the most effective alignment, CIPECP discussions revolved around current programmatic expectations across the institution. Faculty recognised the need to align sub-competencies with student learning objectives. Simultaneously, a progression of learning existing within each of the four IPEC domains was noted. Ultimately, the faculty and staff team agreed upon categorising the sub-competencies in a hierarchical manner for the four domains into either a "basic, intermediate, or advanced" level of competency.

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
Ontology-Based User Profiling for Personalized Acces to Information within Collaborative Learning System

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Mohammed Amine Alimam

2014-06-01

Full Text Available The use of modern educational technology methods has become an important area of research in order to support learning as well as collaboration. This is especially evident with the rise of internet and web 2.0 platforms that have transformed users’ role from mere content consumers to fully content consumers-producers. Furthermore, people engaged in collaborative learning capitalize on one another’s resources and skills, unlike individual learning. This paper proceeds with a categorization of the main tools and functions that characterize the personalization learning aspect, in order to discuss their trade-offs with collaborative learning systems. It proposes a framework of a personalized information research (IR within a collaborative learning system, incorporating the characterization of the research type carried by the query, as well as modeling and constructing semantic users’ profiles. We use the context of the user query into a prediction mechanism of the search type, based on a previous identification of users’ levels and interests. The paper is concluded by presenting experiment results, revealing that the use of the subject ontology extension approach satisfyingly contributes to improvement in the accuracy of system recommendations.
Learners perceptions of technology for design of a collaborative mLearning module

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Dorothy Dewitt, Saedah Siraj

2010-12-01

Full Text Available In Malaysian schools the learning of science does not reflect the nature of science. An instructional module which could address the need for teaching science through a process of scientific discovery and collaboration is required. A developmental research approach with three phases was used to design a collaborative m-Learning module for a topic in s c i e n c e . I n t h e f i r s t p h a s e o f a n a l y s i s , a s u r v e y o f 1 5 8 s t u d e n t s ’ u s e o f t e c h n o l o g y a n d t h e p e r c e p t i o n o f t h e u s e o f computers and mobile phones was completed. Data from the analysis phase indicated the students’ readiness in using online tools such as discussion forums and text messaging with mobiles for learning. Computers were perceived to be useful for learning, but mobile phones were not. The findings from the first phase were used to determine the learning tools to utilize in the design of the module in the second phase. The online learning tools used are wikis and discussion forums. In addition, text messaging using the mobile phone was also employed for individualized quizzes. The collaborative m-Learning module designed, was evaluated by experts for further improvements. The findings indicate that the experts agree that a collaborative Learning module with a variety of learning tools such as wikis, discussion forum and text messaging, could be used for teaching science. In addition, this module could also be used for teaching other subjects.
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…
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)

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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…
Promoting Collaboration in a Project-Based E-Learning Context

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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…
Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools

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Jarvela, Sanna; Naykki, Piia; Laru, Jari; Luokkanen, Tiina

2007-01-01

In our recent research we have explored possibilities to scaffold collaborative learning in higher education with wireless networks and mobile tools. The pedagogical ideas are grounded on concepts of collaborative learning, including the socially shared origin of cognition, as well as self-regulated learning theory. This paper presents our three…
12. Collaborative Learning – A Possible Approach of Learning in the Discipline of Study Musical Analysis

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

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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…
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…
Multi-Touch Tables and Collaborative Learning

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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…
Collaborative learning framework for online stakeholder engagement.

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

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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.
Integrating collaborative concept mapping in case based learning

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

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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…
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,…
Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences

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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
Learning a specific content in technology education : Learning Study as collaborative method in Swedish preschool class using hands-on material

OpenAIRE

Kilbrink, Nina; Bjurulf, Veronica; Blomberg, Ingela; Heidkamp, Anja; Hollsten, Ann-Christin

2014-01-01

This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study concerns strong constructions and framed structures. This article describes how this learning study was conducted and discusses reflections made du...
Understanding the Effects of Time on Collaborative Learning Processes in Problem Based Learning: A Mixed Methods Study

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

2014-01-01

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

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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.

Collaborative work and medical talk: opportunities for learning through knowledge sharing.

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Nilsen, Line Lundvoll; Ludvigsen, Sten R

2010-01-01

Teleconsultations provide new opportunities for learning in medical settings. This study explores the conditions under which learning among physicians takes place. The empirical context is 47 real-time video conferences carried out to examine collaborative work and the medical talk involved. Sixteen of the observations were consultations wherein general practitioners (GPs) and specialists shared knowledge with the purpose of solving a medical problem related to a patient under treatment. In this exploratory study, the learning opportunities are seen as what medical practitioners with different types of expertise achieve through interaction while working with patients over periods of time. The analysis of medical talk in consultations shows that collaborative work among GPs and specialists creates a shared understanding of the patient's clinical history and treatment trajectory. As knowledge is demanded and attributed and gaps of knowledge become shared, consultations create a work tool that expands the medical work and talk. Collaborative work in and between different levels of the health care service expands knowledge, creates opportunities for learning in everyday settings, and improves the quality of knowledge distribution in the health care system.
Influence of group member familiarity on online collaborative learning

NARCIS (Netherlands)

Janssen, J.J.H.M.; Erkens, G.; Kirschner, P.A.; Kanselaar, G.

2009-01-01

This study investigated the effects of group member familiarity during computer-supported collaborative learning. Familiarity may have an impact on online collaboration, because it may help group members to progress more quickly through the stages of group development, and may lead to higher group
Promoting Breastfeeding-Friendly Hospital Practices: A Washington State Learning Collaborative Case Study.

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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.
Individual teacher learning in a context of collaboration in teams

NARCIS (Netherlands)

Meirink, Jacobiene Albertina

2007-01-01

In this study we aimed to examine teacher learning within a context of collaboration in interdisciplinary teams. Five interdisciplinary teams were studied for a period of one year. Data was collected on what and how the teachers learned, by means of examining changes in beliefs and by asking
Challenges and Prospects of Exchange Activities and Collaborative Learning Towards the Construction of Inclusive Education System : Focusing on eff ective methods of collaborative learning in the future

OpenAIRE

Kawai, Norimune; Nosaki, Hitomi

2014-01-01

Various studies on Exchange Activities have been conducted and revealed many instruction methods to promote exchanging between students with disabilities and those without disabilities. However, for Collaborative Learning that takes place in children between those students, the number of research studies are limited despite the fact that the importance of research on Collaborative Learning has been pointed out by many researchers and teachers. In this study, the nature of Exchange Activities ...
Fostering Interdisciplinary Collaboration to Improve Student Learning

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

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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…
Wiki-based Collaborative Learning Experience in a Foreign Language Blended Course

OpenAIRE

Krasnova, Tatiana Ivanovna; Gorbatova, Tatiana Nikolaevna; Kudryashova, Aleksandra Vladimirovna; Popova, Anna Nikolaevna

2016-01-01

The article emphasizes the educational potential of wikis for learning foreign languages. It focuses on students’ collaboration based on integration of different types of activities within a highly motivating blended learning environment where learners can interact and share their ideas. The study aims to understand if wikis could enhance online collaboration and positively affect students’ attitudes to group work. It tries to explore the level of participation and contribution of students in...
Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools

NARCIS (Netherlands)

Järvelä, Sanna; Kirschner, Paul A.; Panadero, Ernesto; Malmberg, Jonna; Phielix, Chris; Jaspers, Jos; Koivuniemi, Marieke; Järvenoja, Hanna

2016-01-01

For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Ja¨rvela¨ and Hadwin (Educ Psychol 48(1):25–39, 2013) that successful collaboration in CSCL contexts requires
Aprendizaje Colaborativo Presencial, Aprendizaje Colaborativo Mediado por Computador e Interacción: aclaraciones, aportes y evidencias Collaborative Learning, Computer Supported Collaborative Learning and Interaction: Explanations, contributions and evidences

Directory of Open Access Journals (Sweden)

Londoño Monroy Gloria

2008-01-01

Full Text Available Este artículo intenta responder las siguientes inquietudes: ¿Aprender colaborativamente es lo mismo que aprender trabajando en grupo?, ¿Hay diferencias sustanciales entre el aprendizaje logrado colaborativamente en la presencialidad y el conseguido con la mediación de herramientas informáticas?, ¿Qué papel juega la interacción en este último caso, qué aporta y cómo se lo facilita el software educativo? Para ello se realizó una revisión bibliográfica con dos propósitos. El primero, esclarecer los conceptos Aprendizaje Colaborativo y Aprendizaje Colaborativo Mediado por Computador para encontrar diferencias y similitudes entre ellos, reconocer sus orígenes y hacer una síntesis de las referencias teóricas constructivistas y socioculturales que los sustentan. Y el segundo, para intentar comprender el concepto interacción y vislumbrar de qué manera incide en el ACMC en el diseño de software educativo y en el aprendizaje. This article tries to respond the following questions: is collaborative learning the same that learning in a workgroup?, is there any substantial differences between presential collaborative learning and learning in an informatics tools mediated educative process?, In this last case, what is the interaction role, what it contributes to, and how it is facilitated by educative software? Looking for answers, a bibliographical revision with two intentions was made. First, to clarify the concepts Collaborative Learning and Computer Supported Collaborative Learning (CSCL in order to find the differences and similarities among them, to recognize its origins and to make a synthesis of the Constructivist and Sociocultural theoretical references that sustain them. And second, to try to understand the concept Interaction and to glimpse how it affects the CSCL in educative software desing and in learning.
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.
Zoology Students' Experiences of Collaborative Enquiry in Problem-Based Learning

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

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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)…
Communicating Climate Change: Lessons Learned from a Researcher-Museum Collaboration †

Science.gov (United States)

Parker, Christopher T.; Cockerham, Debbie; Foss, Ann W.

2018-01-01

The need for science education and outreach is great. However, despite the ever-growing body of available scientific information, facts are often misrepresented to or misunderstood by the general public. This can result in uninformed decisions that negatively impact society at both individual and community levels. One solution to this problem is to make scientific information more available to the public through outreach programs. Most outreach programs, however, focus on health initiatives, STEM programs, or young audiences exclusively. This article describes a collaboration between the Research and Learning Center at the Fort Worth Museum of Science and History and an interdisciplinary team of researchers from the Dallas–Fort Worth (DFW) metroplex area. The collaboration was a pilot effort of a science communication fellowship and was designed to train researchers to effectively convey current science information to the public with a focus on lifelong learning. We focus on the broader idea of a university-museum collaboration that bridges the science communication gap as we outline the process of forming this collaboration, lessons we learned from the process, and directions that can support future collaborations. PMID:29904536
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.
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…
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…
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.
The relation between prior knowledge and students' collaborative discovery learning processes.

NARCIS (Netherlands)

Gijlers, Aaltje H.; de Jong, Anthonius J.M.

2005-01-01

In this study we investigate how prior knowledge influences knowledge development during collaborative discovery learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a discovery learning task in the physics field of kinematics. The (face-to-face) communication
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…

Information, Competencies and Collaborative Teaching/Learning

OpenAIRE

Osorio, Nestor L.

2002-01-01

The purpose of this paper is to survey the literature about current trends on several issues concerning technical information education including: 1. Information needs, user behaviors, access and availability of engineering information resources. 2. Information competencies as perceived by librarians and teaching faculty. 3. Initiatives encouraging collaborative teaching or learning to enhance the information competency of engineering and technology students. The author examines activities in...
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.
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…
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...... 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...... regarding the content of the workshop. Group 1 suggested adding more discussions and group exercises, whereas Group 2 suggested adding explicit theory or rules to govern behavior. These findings indicate that learning styles should be considered as a potential variable that influences learning outcomes...
Collaborative Work or Individual Chores: The Role of Family Social Organization in Children's Learning to Collaborate and Develop Initiative.

Science.gov (United States)

Mejía-Arauz, Rebeca; Correa-Chávez, Maricela; Keyser Ohrt, Ulrike; Aceves-Azuara, Itzel

2015-01-01

In many communities, children learn about family and community endeavors as they collaborate and become involved in community activities. This chapter analyzes how parents promote collaboration and learning to collaborate at home in an Indigenous and in a non-Indigenous Mexican community. We examine variation among parents with different extent of experience with schooling and concepts regarding child development and relate these to patterns of child collaboration at home among Mexican Indigenous and urban families. Drawing on interviews with 34 mothers in the P'urhépecha community of Cherán, Michoacán, and 18 interviews in the cosmopolitan city of Guadalajara, Mexico, we argue that the social nature of participation may be a key feature of learning to collaborate and pitch in in families and communities where school has not been a central institution of childhood over generations. © 2015 Elsevier Inc. All rights reserved.
Collaborative Testing in Practical Laboratories: An Effective Teaching-Learning Method in Histology.

Science.gov (United States)

Guo, Yuping; Li, Enzhong

2016-01-01

This article presents an experimental teaching and learning program used in histology with first-year students in the second term in the Faculty of Biology at Huanghuai University, China. Eighty-six students were divided randomly into two groups (n=43 per group). Tests were conducted at the end of each practical laboratory (10 laboratories in total) in which collaborative testing was used in the experimental group and traditional testing in the control group. To assess achievement, a final examination in histology was carried out at the end of the course. To determine students' attitude to the teaching styles, a questionnaire survey was conducted at the end of the term. Results showed that students preferred the collaborative testing format. In the experimental group, students' scores were significantly higher than those of students in the control group in final examinations. These findings indicate that collaborative testing enhances student learning and understanding of the material taught, and suggest that collaborative testing is an effective teaching-learning method in histology.
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
Collaborative Learning Indicators as Determinants of Social Well ...

African Journals Online (AJOL)

Nneka Umera-Okeke

AN INTERNATIONAL MULTI-DISCIPLINARY JOURNAL, ... This study investigated collaborative learning indicators as predictors of social well- ... acceptance was the strongest predictor of female students' social well-being, followed ... absence of negative conditions and feelings, the result of adjustment and adaptation to.
Advancing MCH Interdisciplinary/Interprofessional Leadership Training and Practice Through a Learning Collaborative.

Science.gov (United States)

McHugh, Meaghan C; Margolis, Lewis H; Rosenberg, Angela; Humphreys, Elizabeth

2016-11-01

Purpose The Interdisciplinary Leadership Learning Collaborative (ILLC), under the sponsorship of AUCD and the Maternal and Child Health Bureau, brought together six teams, composed of 14 MCHB and UCEDD training programs to enhance their leadership training. Description Using adult learning principles, interactive training methods, and skill-focused learning, the ILLC built upon the evidence-based Interdisciplinary Leadership Development Program of the University of North Carolina at Chapel Hill. The program began with a 4-day on-site intensive and then continued through monthly conference calls, a mid-term on-site workshop, and a summary virtual workshop to present programmatic accomplishments and share plans for sustainability. Coaching/consultation for the teams around particular challenges was also part of the program. Assessment All teams reported enhancements in intentional leadership training, threading of leadership concepts across clinical, didactic, and workshop settings, and new collaborative partnerships for leadership training. Teams also identified a number of strategies to increase sustainability of their intentional leadership training efforts. Conclusion for Practice The learning collaborative is a productive model to address the growing need for interdisciplinary MCH leaders.
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…
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.
Learning Semantics of Gestural Instructions for Human-Robot Collaboration

Science.gov (United States)

Shukla, Dadhichi; Erkent, Özgür; Piater, Justus

2018-01-01

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. PMID:29615888
Learning Semantics of Gestural Instructions for Human-Robot Collaboration.

Science.gov (United States)

Shukla, Dadhichi; Erkent, Özgür; Piater, Justus

2018-01-01

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.
E-LEARNING PERSONALIZATION BASED ON COLLABORATIVE FILTERING AND LEARNER’S PREFERENCE

Directory of Open Access Journals (Sweden)

OUTMANE BOURKOUKOU

2016-11-01

Full Text Available Personalized e-learning based on recommender system is recognized as one of the most interesting research field in the education and teaching in this last decade, since, the learning style is specific for each student. In fact from the knowledge of his or her learning style; it is easier to recommend a teaching strategy builds around a collection of the most adequate learning objects to give a better return on the educational level. This work focuses on the design of a personalized e-learning environment based on collaborative filtering and learning styles. Using the learner profile, the device proposed a personalized teaching strategy by selecting and sequencing learning objects fitting with the learners’ learning styles. Moreover, an experiment was conducted to evaluate the performance of our approach. The result reveals the system effectiveness for which it appears that the proposed approach may be promising.
Conceptual and Socio-Cognitive Support for Collaborative Learning in Videoconferencing Environments

Science.gov (United States)

Ertl, Bernhard; Fischer, Frank; Mandl, Heinz

2006-01-01

Studies have shown that videoconferencing is an effective medium for facilitating communication between parties who are separated by distance, particularly when learners are engaged in complex collaborative learning tasks. However, as in face-to-face communication, learners benefit most when they receive additional support for such learning tasks.…
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…
A new model in teaching undergraduate research: A collaborative approach and learning cooperatives.

Science.gov (United States)

O'Neal, Pamela V; McClellan, Lynx Carlton; Jarosinski, Judith M

2016-05-01

Forming new, innovative collaborative approaches and cooperative learning methods between universities and hospitals maximize learning for undergraduate nursing students in a research course and provide professional development for nurses on the unit. The purpose of this Collaborative Approach and Learning Cooperatives (CALC) Model is to foster working relations between faculty and hospital administrators, maximize small group learning of undergraduate nursing students, and promote onsite knowledge of evidence based care for unit nurses. A quality improvement study using the CALC Model was implemented in an undergraduate nursing research course at a southern university. Hospital administrators provided a list of clinical concerns based on national performance outcome measures. Undergraduate junior nursing student teams chose a clinical question, gathered evidence from the literature, synthesized results, demonstrated practice application, and developed practice recommendations. The student teams developed posters, which were evaluated by hospital administrators. The administrators selected several posters to display on hospital units for continuing education opportunity. This CALC Model is a systematic, calculated approach and an economically feasible plan to maximize personnel and financial resources to optimize collaboration and cooperative learning. Universities and hospital administrators, nurses, and students benefit from working together and learning from each other. Copyright © 2016 Elsevier Ltd. All rights reserved.
Incorporating Wiki Technology in a Traditional Biostatistics Course: Effects on University Students’ Collaborative Learning, Approaches to Learning and Course Performance

Directory of Open Access Journals (Sweden)

Shirley S.M. Fong

2017-08-01

Full Text Available Aim/Purpose: To investigate the effectiveness of incorporating wiki technology in an under-graduate biostatistics course for improving university students’ collaborative learning, approaches to learning, and course performance. Methodology: During a three year longitudinal study, twenty-one and twenty-four undergraduate students were recruited by convenience sampling and assigned to a wiki group (2014-2015 and a control group (2013-2014 and 2015-2016, respectively. The students in the wiki group attended face-to-face lectures and used a wiki (PBworks weekly for online- group discussion, and the students in the control group had no access to the wiki and interacted face-to-face only. The students’ collaborative learning, approaches to learning, and course performance were evaluated using the Group Process Questionnaire (GPQ, Revised Study Process Questionnaire (R-SPQ-2F and course results, respectively, after testing. Findings: Multivariate analysis of variance results revealed that the R-SPQ-2F surface approach score, surface motive and strategy subscores were lower in the wiki group than in the control group (p < 0.05. The GPQ individual accountability and equal opportunity scores (components of collaboration were higher in the wiki group than in the control group (p < 0.001. No significant between-groups differences were found in any of the other outcome variables (i.e., overall course result, R-SPQ-2F deep approach score and subscores, GPQ positive interdependence score, social skills score, and composite score. Looking at the Wiki Questionnaire results, the subscale and composite scores we obtained were 31.5% to 37.7% lower than the norm. The wiki was used at a frequency of about 0.7 times per week per student. Recommendations for Practitioners: Using wiki technology in conjunction with the traditional face-to-face teaching method in a biostatistics course can enhance some aspects of undergraduate students’ collaborative learning
Examination of studies on technology-assisted collaborative learning published between 2010-2014

Directory of Open Access Journals (Sweden)

Ahmet Arnavut

2016-09-01

Full Text Available Abstract This study is a content analysis of the articles about technology-assisted collaborative learning published in Science Direct database between the years of 2010 and 2014. Developing technology has become a topic that we encounter in every aspect of our lives. Educators deal with the contribution and integration of technology into education. Therefore, in this study it was aimed to examine how integration of collaborative learning into technology would contribute to education or it would contribute to education or not. According to the results of the studies obtained from Science Direct database, there are many research related with technology-assisted collaborative learning. However, since all of the studies did not fulfill our search criteria for content analysis, a total number of 58 articles published between the years of 2010 and 2014 were used in this study.
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

Internal and External Scripts in Computer-Supported Collaborative Inquiry Learning

Science.gov (United States)

Kollar, Ingo; Fischer, Frank; Slotta, James D.

2007-01-01

We investigated how differently structured external scripts interact with learners' internal scripts with respect to individual knowledge acquisition in a Web-based collaborative inquiry learning environment. Ninety students from two secondary schools participated. Two versions of an external collaboration script (high vs. low structured)…
Different Modes of Digital Learning Object Use in School Settings: Do We Design for Individual or Collaborative Learning?

Science.gov (United States)

Akpinar, Yavuz

2014-01-01

The aim of the studies reported in this paper is to gain classroom based empirical evidence on the learning effectiveness of learning objects used in two types of study settings: Collaborative and individual. A total of 127 seventh and ninth grade students participated in the experiments. They were assigned into one of the study modes and worked…
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.
Collaborative learning and cyber-cooperation in multidisciplinary projects

NARCIS (Netherlands)

Reijenga, J.C.; Siepe, A.H.M.; Yu, L.E.; Wang, C.H.

2003-01-01

In order to stimulate international cooperation in collaborative learning, a pilot project was initiated in which students from different disciplines (3 TU/e departments), at different Universities (TU/e and the National University of Singapore) worked together on a project, using information
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…
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…
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
A Framework for Creating Semantically Adaptive Collaborative E-learning Environments

Directory of Open Access Journals (Sweden)

Marija Cubric

2009-09-01

Full Text Available In this paper we present a framework that can be used to generate web-based, semantically adaptive, e-learning and computer-assisted assessment (CAA tools for any given knowledge domain, based upon dynamic ontological modeling. We accomplish this by generating “learning ontologies” for a given knowledge domain. The generated learning ontologies are built upon our previous work on a domain “Glossary” ontology and augmented with additional conceptual relations from the WordNet 3.0 lexical database, using Text2Onto, an open source ontology extraction tool. The main novelty of this work is in “on the fly” generation of computer assisted assessments based on the underlying ontology and pre-defined question templates that are founded on the Bloom’s taxonomy of educational objectives. The main deployment scenario for the framework is a web-service providing collaborative e- learning and knowledge management capabilities to various learning communities. The framework can be extended to provide collection and exploitation of the users’ learning behaviour metrics, in order to further adapt the generated e-learning environment to the learners’ needs.
Conditions for Productive Learning in Network Learning Environments

DEFF Research Database (Denmark)

Ponti, M.; Dirckinck-Holmfeld, Lone; Lindström, B.

2004-01-01

are designed without a deep understanding of the pedagogical, communicative and collaborative conditions embedded in networked learning. Despite the existence of good theoretical views pointing to a social understanding of learning, rather than a traditional individualistic and information processing approach......The Kaleidoscope1 Jointly Executed Integrating Research Project (JEIRP) on Conditions for Productive Networked Learning Environments is developing and elaborating conceptual understandings of Computer Supported Collaborative Learning (CSCL) emphasizing the use of cross-cultural comparative......: Pedagogical design and the dialectics of the digital artefacts, the concept of collaboration, ethics/trust, identity and the role of scaffolding of networked learning environments. The JEIRP is motivated by the fact that many networked learning environments in various European educational settings...
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 ...
Educating collaborative planners: the learning potential of multi-actor regional learning environments for planning education

NARCIS (Netherlands)

Oonk, C.; Gulikers, J.T.M.; Mulder, M.

2013-01-01

Recent changes in planning context, object, subject and approaches characterised by the key words wickedness, collaborative processes and boundary crossing, require a reconsideration of competencies needed for professional planners and evidence for the effectiveness of learning environments in which
mCLEV-R: Design and Evaluation of an Interactive and Collaborative M-Learning Application

Directory of Open Access Journals (Sweden)

Teresa Monahan

2007-06-01

Full Text Available Continuous enhancements in computer technology and the current widespread computer literacy among the public have resulted in a new generation of students that expect increasingly more from their e-learning experiences. To keep up with such expectations, e-learning systems have gone through a radical change from the initial text-based environments to more stimulating multimedia systems. E-learning functionalities are now also being extended to mobile platforms in order to be more available and convenient for users. Many mobile learning applications have now been developed and they too are becoming more advanced. However, providing truly collaborative and interactive mobile learning tools still remains a challenge. In this paper, we present a desktop e-learning system called CLEV-R and in particular a component of the system that we have developed for mobile devices. This mobile component explores the possibility of providing collaboration tools for mobile learners while also presenting the learning experience through an engaging 3D environment.
Elementary Students’ View of Collaborative Knowledge Building in LearningVillages

Directory of Open Access Journals (Sweden)

Morris Siu-yung Jong

2014-08-01

Full Text Available LearningVillages (LV is an online game-based virtual learning environment. It aims at facilitating elementary students to pursue social inquiry learning and hence attain collaborative knowledge building (CKB. LV operates in the form of massively multi-player online role-play gaming. Different villages in this “virtual world” represent different societal issues. To embark on the development of a village, students have to inquire collaboratively into the issue therein. Besides delineating the pedagogical design of LV, this paper also discusses our quantitative study on investigating the CKB affordance of this educational innovation from the student perspective (involving 229 elementary students in Hong Kong. Results showed that LV brought desirable CKB experience to the students in general. On top of that, we found the students with low academic achievement held a more positive perception (i.e. the affordance of LV in facilitating CKB than the students with high and moderate achievement did.
A Linked Data-Based Collaborative Annotation System for Increasing Learning Achievements

Science.gov (United States)

Zarzour, Hafed; Sellami, Mokhtar

2017-01-01

With the emergence of the Web 2.0, collaborative annotation practices have become more mature in the field of learning. In this context, several recent studies have shown the powerful effects of the integration of annotation mechanism in learning process. However, most of these studies provide poor support for semantically structured resources,…
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…
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)
Interface learning

DEFF Research Database (Denmark)

Thorhauge, Sally

2014-01-01

"Interface learning - New goals for museum and upper secondary school collaboration" investigates and analyzes the learning that takes place when museums and upper secondary schools in Denmark work together in local partnerships to develop and carry out school-related, museum-based coursework...... for students. The research focuses on the learning that the students experience in the interface of the two learning environments: The formal learning environment of the upper secondary school and the informal learning environment of the museum. Focus is also on the learning that the teachers and museum...... professionals experience as a result of their collaboration. The dissertation demonstrates how a given partnership’s collaboration affects the students’ learning experiences when they are doing the coursework. The dissertation presents findings that museum-school partnerships can use in order to develop...
DIGITAL COMPETENCIES – COLLABORATING, WORKING AND LEARNING ACROSS CAMPUSES

DEFF Research Database (Denmark)

Tellerup, Susanne

2014-01-01

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......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...... (UCZ) works with faculty’s competencies - developing new ways of using technology to empower faculty collaboration across campuses, to create new designs for teaching and to enable new methods of knowledge sharing. Faculty, in the case presented, is located on four different campuses and the use...
Using External Collaborations To Advance Distributed Learning at the University of Pennsylvania.

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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…
Instructional Theory for Using a Class Wiki to Support Collaborative Learning in Higher Education

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Lin, Chun-Yi

2013-01-01

The purpose of this study was to develop an instructional theory for using a class wiki to support collaborative learning in higher education. Although wikis have been identified in theory as one of the most powerful emerging technologies to support collaborative learning, challenges have been revealed in a number of studies regarding student…

Conflict from Teamwork in Project-Based Collaborative Learning

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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…
Collaborative mining and transfer learning for relational data

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Levchuk, Georgiy; Eslami, Mohammed

2015-06-01

Many of the real-world problems, - including human knowledge, communication, biological, and cyber network analysis, - deal with data entities for which the essential information is contained in the relations among those entities. Such data must be modeled and analyzed as graphs, with attributes on both objects and relations encode and differentiate their semantics. Traditional data mining algorithms were originally designed for analyzing discrete objects for which a set of features can be defined, and thus cannot be easily adapted to deal with graph data. This gave rise to the relational data mining field of research, of which graph pattern learning is a key sub-domain [11]. In this paper, we describe a model for learning graph patterns in collaborative distributed manner. Distributed pattern learning is challenging due to dependencies between the nodes and relations in the graph, and variability across graph instances. We present three algorithms that trade-off benefits of parallelization and data aggregation, compare their performance to centralized graph learning, and discuss individual benefits and weaknesses of each model. Presented algorithms are designed for linear speedup in distributed computing environments, and learn graph patterns that are both closer to ground truth and provide higher detection rates than centralized mining algorithm.
Intelligent Tutoring Systems for Collaborative Learning: Enhancements to Authoring Tools

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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…
Collaborative and Multilingual Approach to Learn Database Topics Using Concept Maps

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Calvo, Iñaki

2014-01-01

Authors report on a study using the concept mapping technique in computer engineering education for learning theoretical introductory database topics. In addition, the learning of multilingual technical terminology by means of the collaborative drawing of a concept map is also pursued in this experiment. The main characteristics of a study carried out in the database subject at the University of the Basque Country during the 2011/2012 course are described. This study contributes to the field of concept mapping as these kinds of cognitive tools have proved to be valid to support learning in computer engineering education. It contributes to the field of computer engineering education, providing a technique that can be incorporated with several educational purposes within the discipline. Results reveal the potential that a collaborative concept map editor offers to fulfil the above mentioned objectives. PMID:25538957
Active and Collaborative Learning in an Introductory Electrical and Computer Engineering Course

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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…
Mobile Technology in Science Classrooms: Using iPad-Enabled Constructivist Learning to Promote Collaborative Problem Solving and Chemistry Learning

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Ting, Melodie Mirth G.

Most recently, there has been a noticeable rise in the push for use of technology in the classroom. The advancement in digital science has increased greatly the capacity to explore animations, models, and interesting apps. that should substantially enhance science cognition. At the same time, there is a great need to increase collaboration in the science classroom. There is a concern that the collaborative experience will be lost with the use of technology in the classroom. This study seeks to explore the use of iPads in conjunction with a constructivist learning approach to promote student collaboration. The participants in this study included two sections of 11 th grade AP Chemistry students. Data was generated from different sources such as teacher observations of classroom interactions patterned after Gilles (2004). In order to gauge student perception of working in groups with the use of the iPad, survey questions adapted from Knezek, Mills and Wakefield (2012) and group interviews were used (Galleta, 2013). Learning outcomes were assessed using methods adapted from a study by Lord and Baviskar (2007). Findings of this study showed high percentages of evidence for increased community, productive student group communication, effective feedback through use of the iPads, and value of the interactive apps., but it also showed that students still preferred face-to-face interactions over virtual interactions for certain learning situations. The study showed good content learning outcomes, as well as favorable opinions among the students for the effectiveness of the use of iPads in collaborative settings in the classroom.
Differential impact of student behaviours on group interaction and collaborative learning: medical students' and tutors' perspectives.

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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.
Comulang: towards a collaborative e-learning system that supports student group modeling.

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Troussas, Christos; Virvou, Maria; Alepis, Efthimios

2013-01-01

This paper describes an e-learning system that is expected to further enhance the educational process in computer-based tutoring systems by incorporating collaboration between students and work in groups. The resulting system is called "Comulang" while as a test bed for its effectiveness a multiple language learning system is used. Collaboration is supported by a user modeling module that is responsible for the initial creation of student clusters, where, as a next step, working groups of students are created. A machine learning clustering algorithm works towards group formatting, so that co-operations between students from different clusters are attained. One of the resulting system's basic aims is to provide efficient student groups whose limitations and capabilities are well balanced.
UniFlex - Collaborative on-line learning environment tool

Directory of Open Access Journals (Sweden)

Ole Borch

2004-03-01

Full Text Available Første gang publiceret i UNEV nr. 2: E-læringsplatforme - muligheder og potentialer, januar - marts 2004, red. Tom Nyvand og Michael Pedersen. ISSN 1603-5518. Increasing demands for remote on-line education are changing the way teaching and learning is performed. New behavior in using pedagogy and supporting technology is needed to drive the learning process. To facilitate the use of services for selected activities to participants in distance education, 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 27 years.
Collaborative Learning in Problem Solving: A Case Study in Metacognitive Learning

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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.
Improving Collaborative Learning in the Classroom: Text Mining Based Grouping and Representing

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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…
Adaptation of the Grasha Riechman Student Learning Style Survey and Teaching Style Inventory to assess individual teaching and learning styles in a quality improvement collaborative.

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Ford, James H; Robinson, James M; Wise, Meg E

2016-09-29

NIATx200, a quality improvement collaborative, involved 201 substance abuse clinics. Each clinic was randomized to one of four implementation strategies: (a) interest circle calls, (b) learning sessions, (c) coach only or (d) a combination of all three. Each strategy was led by NIATx200 coaches who provided direct coaching or facilitated the interest circle and learning session interventions. Eligibility was limited to NIATx200 coaches (N = 18), and the executive sponsor/change leader of participating clinics (N = 389). Participants were invited to complete a modified Grasha Riechmann Student Learning Style Survey and Teaching Style Inventory. Principal components analysis determined participants' preferred learning and teaching styles. Responses were received from 17 (94.4 %) of the coaches. Seventy-two individuals were excluded from the initial sample of change leaders and executive sponsors (N = 389). Responses were received from 80 persons (25.2 %) of the contactable individuals. Six learning profiles for the executive sponsors and change leaders were identified: Collaborative/Competitive (N = 28, 36.4 %); Collaborative/Participatory (N = 19, 24.7 %); Collaborative only (N = 17, 22.1 %); Collaborative/Dependent (N = 6, 7.8 %); Independent (N = 3, 5.2 %); and Avoidant/Dependent (N = 3, 3.9 %). NIATx200 coaches relied primarily on one of four coaching profiles: Facilitator (N = 7, 41.2 %), Facilitator/Delegator (N = 6, 35.3 %), Facilitator/Personal Model (N = 3, 17.6 %) and Delegator (N = 1, 5.9 %). Coaches also supported their primary coaching profiles with one of eight different secondary coaching profiles. The study is one of the first to assess teaching and learning styles within a QIC. Results indicate that individual learners (change leaders and executive sponsors) and coaches utilize multiple approaches in the teaching and practice-based learning of quality improvement (QI) processes
Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences.

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Peffer, Melanie; Renken, Maggie

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. © 2016 M. Peffer and M. Renken. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
The Comparative Study of Collaborative Learning and SDLC Model to develop IT Group Projects

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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.
Emotion control in collaborative learning situations: do students regulate emotions evoked by social challenges?

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Järvenoja, Hanna; Järvelä, Sanna

2009-09-01

During recent decades, self-regulated learning (SRL) has become a major research field. SRL successfully integrates the cognitive and motivational components of learning. Self-regulation is usually seen as an individual process, with the social aspects of regulation conceptualized as one aspect of the context. However, recent research has begun to investigate whether self-regulation processes are complemented by socially shared regulation processes. The presented study investigated what kind of socio-emotional challenges students experience during collaborative learning and whether the students regulate the emotions evoked during these situations. The interplay of the emotion regulation processes between the individual and the group was also studied. The sample for this study was 63 teacher education students who studied in groups of three to five during three collaborative learning tasks. Students' interpretations of experienced social challenges and their attempts to regulate emotions evoked by these challenges were collected following each task using the Adaptive Instrument for the Regulation of Emotions. The results indicated that students experienced a variety of social challenges. Students also reported the use of shared regulation in addition to self-regulation. Finally, the results suggested that intrinsic group dynamics are derived from both individual and social elements of collaborative situations. The findings of the study support the assumption that students can regulate emotions collaboratively as well as individually. The study contributes to our understanding of the social aspects of emotional regulation in collaborative learning contexts.
THE BIGGS AND MOORE MODEL IN E-LEARNING: The Role of Motivation and Collaboration as Moderators

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Matti J. HAVERILA

2012-04-01

Full Text Available The purpose of this paper is to report the findings of a research conducted to evaluate the effect of e-learning experience on students’ perceived learning outcomes, and more specifically the role of motivation and collaboration as moderators between the e-learning experience and the learning outcome. The perceived learning outcome was measured with whether the students perceived to learn more in e-learning vis-à-vis traditional learning context. The participants came from an undergraduate course at Tamk University of Applied Sciences in Tampere, Finland. The Biggs and Moore learning model indicates that the process variables (motivation and collaboration in this study have a mediating role. It was found out in this study, however, that these process variables have a moderating role rather than mediating role. Specific recommendations for the practitioners are provided, and implications for educators are discussed. Finally suggestions for further research on e-learning are provided.
A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case

OpenAIRE

Manathunga, Kalpani; Hernández-Leo, Davinia; Sharples, Mike

2017-01-01

Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible time frames, student count, demographics requiring higher engagement and motivation to continue learning and for designers to implement novel pedagogies including collaborative learning activities. This paper looks into available and potential collaborative and social learning sp...
Collaborative Action Research on Technology Integration for Science Learning

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Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

2012-02-01

This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.
Students' Groupwork Management in Online Collaborative Learning Environments

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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…
Mobile learning for teacher professional learning: benefits, obstacles and issues

OpenAIRE

Aubusson, Peter; Schuck, Sandy; Burden, Kevin

2009-01-01

This paper reflects on the role of mobile learning in teachers’ professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-inaction and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, c...

Enhancement of collaboration activities utilizing 21st century learning design rubric

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Cubero, Dave D.; Gargar, Clare V., Lady; Nallano, Gerlett Grace D.; Magsayo, Joy R.; Guarin, Rica Mae B.; Lahoylahoy, Myrna E.

2018-01-01

Twenty first century learners have incredibly diverse learning interests, needs, and aspirations. Engaging middle school students and sculpting successful, confident, and creative learners is a constant endeavor for educators [4]. In the 21st century classroom environments in which students can develop the skills they need in workplace. Collaboration occurs when students work together to create, discuss challenge and develop deeper critical thinking. In today's workplace, collaboration is essential as only few tasks are completed alone (Calgary and Park, 2016). The collaborative project-based curriculum used in this classroom develops the higher order thinking skills, effective communication skills, and knowledge of technology that students will need in the 21st century workplace. The study therefore aims to promote collaboration skills among learners as it is deemed as one of the top 21st century skills. Collaborative learning unleashes a unique intellectual and social synergy. This study aims to enhance the collaborative skills of students through conducting collaboration activities in learning the Ecosystem. This research utilizes pretest-posttest and employs descriptive research designs. It uses modified activities about the lesson on Ecosystem and utilizes a Collaboration Rubric to rate the modified activities. The activities were rated by ten In-Service teachers and there are 105 students who participated in doing the activities. The paired t-test is then used to analyze the data. The In-Service teachers evaluated the 1st and 2nd adapted activity and are rated as fair. Thus, the modified activities were enhanced since the ratings of each activity did not meet the criterion of the collaboration rubric. As for the 3rd adapted activity is rated as excellent and is ready for implementation. The evaluators provided comments and suggestions such as producing colored pictures on the activities, omitting some questions, and making the words simpler to enhance the
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
Preparing Graduates for Work in the Creative Industries: A Collaborative Learning Approach for Design Students

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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…
Designing monitoring arrangements for collaborative learning about adaptation pathways

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Hermans, L.M.; Haasnoot, M.; ter Maat, Judith; Kwakkel, J.H.

2017-01-01

Adaptation pathways approaches support long-term planning under uncertainty. The use of adaptation pathways implies a systematic monitoring effort to inform future adaptation decisions. Such monitoring should feed into a long-term collaborative learning process between multiple actors at various
Using IMS Learning Design to model collaborative learning activities

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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
Collaborative Work in Virtual Learning Environments: Some Reflections and Prospects of Students

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Francisco Mora-Vicariol

2016-05-01

Full Text Available The collaborative work in virtual learning environments becomes more relevant at a time when technology is used intensively. This paper shows the results of research conducted at the Universidad Estatal a Distancia (UNED in Costa Rica, about students’ perceptions around the concept and implications of collaborative work in two online courses provided by Dirección de Extensión Universitaria (Dirextu. The aim of this study is to establish the difference between collaborative work and group work as well as knowing the tools that can be used to promote this type of activity in virtual learning environments. The methodology used for this article applied a survey to two groups of students, each belonging to two different virtual courses of the Dirección de Extensión Universitaria (Dirextu. This study was based on quantitative research and applied an instrument with open and closed questions. The analysis process of the results was performed with the help of tables and figures (graphs. Finally, the study exposes a series of conclusions and recommendations among which we highlight the following: students do like collaborative activities because they diversify the teaching modes and improve the learning styles.
Analyzing discourse and text complexity for learning and collaborating a cognitive approach based on natural language processing

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Dascălu, Mihai

2014-01-01

With the advent and increasing popularity of Computer Supported Collaborative Learning (CSCL) and e-learning technologies, the need of automatic assessment and of teacher/tutor support for the two tightly intertwined activities of comprehension of reading materials and of collaboration among peers has grown significantly. In this context, a polyphonic model of discourse derived from Bakhtin’s work as a paradigm is used for analyzing both general texts and CSCL conversations in a unique framework focused on different facets of textual cohesion. As specificity of our analysis, the individual learning perspective is focused on the identification of reading strategies and on providing a multi-dimensional textual complexity model, whereas the collaborative learning dimension is centered on the evaluation of participants’ involvement, as well as on collaboration assessment. Our approach based on advanced Natural Language Processing techniques provides a qualitative estimation of the learning process and enhance...
Collaborative Learning: Theoretical Foundations and Applicable Strategies to University Teaching

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Nestor D. Roselli

2016-04-01

Full Text Available Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to develop socio-cognitive collaboration is presented. This model integrates and systematizes several academic group animation techniques developed within the collaborative learning field. These integrated techniques, within a coherent and unified didactic intention, allow talking more about strategies than independent and dissociated techniques. Each strategy is specifically described, which refers to six areas: encouragement of dialogue, listening to others and reciprocal assessment; collaboration for negotiation and consensus building; activity organization; study and appropriation of bibliographic information; conceptual development; collective writing. These strategies proposed (designed to stimulate the collaboration between 2, 4 and exceptionally, 6 or 8 students are not the only possible strategies, they can be combined with the ones the teacher might suggest. The strict pattern of each strategy is a characteristic of the proposal. The teacher is also encouraged to benchmark the results obtained using each strategy and those obtained using individual or non-collaborative strategies. Finally, conclusions and recommendations for the implementation of these strategies are discussed.
Discover collaboration: Collaborative learning from the implementation of a discovery system

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Åsa Forsberg

2013-12-01

Full Text Available Background Lund University Library purchased and implemented a new discovery system in the end of 2011 and the beginning of 2012. Historically there has been no collaboration between the digital library unit and the pedagogical unit at the University Library. The conditions for the implementation were quite difficult; an extremely tight time frame, changes of the member of staff, high demands from the library network, a bad relation with current system supplier, a dependency of the current system and its functionalities. What to do? In order to reach trustworthiness and to make sure that we have a learning perspective in all the processes we initiated a close collaboration between the digital unit and the pedagogical unit and formed an implementation group. We also initiated a close and active collaboration between the implementation group and an expert group formed by members from the faculty libraries i.e. the super user group. Activities We had four workshops about pedagogical issues regarding discovery systems. The workshops turned out to be a forum for a dialogue between the digital library, the pedagogical unit and the teacher librarians. They resulted in an action plan which was integrated in the implementation process. We also invited colleagues to informal discussions about the pedagogical use of the discovery system. We encouraged all teaching librarians to share their educational materials on our intranet. Conclusion We found the collaborative strategy fruitful and not only did it result in a closer collaboration between the digital library and the pedagogical unit but also with the library network. Due to several reasons we conducted a new tender of a discovery system during 2012. The tender resulted in a new system with a different supplier. In the implementation started in the autumn 2012, we implemented the experiences and learnings gained by our previous implementation.
Co-Located Single Display Collaborative Learning for Early Childhood Education

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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…
Pre-Service Teachers' Learning Styles and Preferences towards Instructional Technology Activities and Collaborative Works

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

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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.
UniFlex - Collaborative on-line learning environment tool

Directory of Open Access Journals (Sweden)

Ole Borch

2004-05-01

Full Text Available
Første gang publiceret i UNEV nr. 2: E-læringsplatforme - muligheder og potentialer, januar - marts 2004, red. Tom Nyvand og Michael Pedersen. ISSN 1603-5518.
Increasing demands for remote on-line education are changing the way teaching and learning is performed. New behavior in using pedagogy and supporting technology is needed to drive the learning process. To facilitate the use of services for selected activities to participants in distance education, 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 27 years.
The Biggs and Moore Model in E-Learning: The Role of Motivation and Collaboration as Moderators

Science.gov (United States)

Haverila, Matti J.

2012-01-01

The purpose of this paper is to report the findings of a research conducted to evaluate the effect of e-learning experience on students' perceived learning outcomes, and more specifically the role of motivation and collaboration as moderators between the e-learning experience and the learning outcome. The perceived learning outcome was measured…
Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

Science.gov (United States)

Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. PMID:27252298
Designing new collaborative learning spaces in clinical environments: experiences from a children's hospital in Australia.

Science.gov (United States)

Bines, Julie E; Jamieson, Peter

2013-09-01

Hospitals are complex places that provide a rich learning environment for students, staff, patients and their families, professional groups and the community. The "new" Royal Children's Hospital opened in late 2011. Its mission is focused on improving health and well-being of children and adolescents through leadership in healthcare, research and education. Addressing the need to create "responsive learning environments" aligned with the shift to student-centred pedagogy, two distinct learning environments were developed within the new Royal Children's Hospital; (i) a dedicated education precinct providing a suite of physical environments to promote a more active, collaborative and social learning experience for education and training programs conducted on the Royal Children's Hospital campus and (ii) a suite of learning spaces embedded within clinical areas so that learning becomes an integral part of the daily activities of this busy Hospital environment. The aim of this article is to present the overarching educational principles that lead the design of these learning spaces and describe the opportunities and obstacles encountered in the development of collaborative learning spaces within a large hospital development.
Widget, widget as you lead, I am performing well indeed! Using results from an exploratory offline study to inform an empirical online study about a learning analytics widget in a collaborative learning environment

NARCIS (Netherlands)

Scheffel, Maren; Drachsler, Hendrik; Kreijns, Karel; De Kraker, Joop; Specht, Marcus

2017-01-01

The collaborative learning processes of students in online learning environments can be supported by providing learning analytics-based visualisations that foster awareness and reflection about an individual's as well as the team's behaviour and their learning and collaboration processes. For this
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…
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.
Technology Trends in Mobile Computer Supported Collaborative Learning in Elementary Education from 2009 to 2014

Science.gov (United States)

Carapina, Mia; Boticki, Ivica

2015-01-01

This paper analyses mobile computer supported collaborative learning in elementary education worldwide focusing on technology trends for the period from 2009 to 2014. The results present representation of device types used to support collaborative activities, their distribution per users (1:1 or 1:m) and if students are learning through or around…

Emotional Intelligence and Collaborative Learning in Adult Education

Science.gov (United States)

Martinez, Luz M.

2011-01-01

The changing social and economic reality of our world continues to shape how learning is conducted and acquired in the adult classroom and beyond. Given the pivotal importance for an adult to develop a variety of cognitive and emotional skills and given the need to work in collaboration with others, within educational environments and the…
A Case Study of Student Engagement in Collaborative Group Learning in a Blended Community Based (Service) Learning Module

OpenAIRE

McGarrigle, John G.

2009-01-01

Abstract: A participatory action research case study employed mixed methods to examine student collaboration and engagement in a Community Based (Service) learning module. A quasi experimental testing of Coates (2007) typology of student engagement found low agreement between students and lecturers in assigning the terms, passive, intense, independent or collaborative to student postings to discussion fora. Evidence from this case study found greater student collaboration in discussion fora w...
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…
COLLABORATIVE AND SELF-DIRECTED LEARNING IN A VIRTUAL CAMPUS ENVIRONMENT: A POTENTIAL SOLUTION FOR OUR YEARS?

Directory of Open Access Journals (Sweden)

Alina Cristina DAMIAN

2014-02-01

Full Text Available In the current society, where the information flow has a big impact on the learner, and the learning methods differ from student to student, it is important to understand a virtual campus and its benefits. Nobody can doubt the impact of the new technologies on the educational system. In this new reality, universities must learn to work and collaborate with other universities or groups of interest in order to prepare learners to meet the requirements of the 21st century. The solution can be a virtual campus that offers powerful tools, access to content and services, personal learning environment, enabling the student to acquire information and learn new skills. This article offers on overview of a virtual campus and the prototype of learner that is suitable for it. The accent falls on two of the skills that a learner must have: self directed learning and of course collaborative learning. The first concept refers to the learner’s capabilities to be responsible of his decisions regarding the learning process and to take the initiative while the second one is based on the fact that a virtual campus is built on collaborative processes that engage stakeholders to interact and learn from each other.
THE BIGGS AND MOORE MODEL IN E-LEARNING: The Role of Motivation and Collaboration as Moderators

OpenAIRE

Matti J. HAVERILA

2012-01-01

The purpose of this paper is to report the findings of a research conducted to evaluate the effect of e-learning experience on students’ perceived learning outcomes, and more specifically the role of motivation and collaboration as moderators between the e-learning experience and the learning outcome. The perceived learning outcome was measured with whether the students perceived to learn more in e-learning vis-à-vis traditional learning context. The participants came from an undergraduat...
Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes.

Science.gov (United States)

Kiteley, Robin J; Ormrod, Graham

2009-08-01

E-learning approaches are incorporated in many undergraduate nursing programmes but there is evidence to suggest that these are often piecemeal and have little impact on the wider, nurse education curriculum. This is consistent with a broader view of e-learning within the higher education (HE) sector, which suggests that higher education institutions (HEIs) are struggling to make e-learning a part of their mainstream delivery [HEFCE, 2005. HEFCE Strategy for E-Learning 2005/12. Bristol, UK, Higher Education Funding Council for England (HEFCE). [online] Available at: Accessed: 30 May 07]. This article discusses some of the challenges that face contemporary nurse education and seeks to account for reasons as to why e-learning may not be fully embedded within the undergraduate curriculum. These issues are considered within a wider debate about the need to align e-learning approaches with a shift towards a more student focused learning and teaching paradigm. The article goes on to consider broader issues in the literature on the adoption, embedding and diffusion of innovations, particularly in relation to the value of collaboration. A collaborative, team-based approach to e-learning development is considered as a way of facilitating sustainable, responsive and multidisciplinary developments within a field which is constantly changing and evolving.
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
What's in a New Name? Collaborative Learning and Shakespeare.

Science.gov (United States)

Jaccarino, Victor

1993-01-01

Considers ways of implementing collaborative learning techniques into the teaching of William Shakespeare in the high school English curriculum. Argues for allowing students to predict the action after viewing only one act of a play. Shows how group work enhanced students' thinking processes. (HB)
Hybrid e-learning tool TransLearning

NARCIS (Netherlands)

Meij, van der Marjoleine G.; Kupper, Frank; Beers, P.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
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.
E-Learning and North-South collaboration: the experience of two public health schools in France and Benin

Directory of Open Access Journals (Sweden)

Guillemin Francis

2009-10-01

Full Text Available Introduction: Distance learning (e-learning can facilitate access to training. Yet few public health E-learning experiments have been reported; institutes in developing countries experience difficulties in establishing on-line curricula, while developed countries struggle with adapting existing curricula to realities on the ground. In 2005, two schools of public health, one in France and one in Benin, began collaborating through contact sessions organised for Nancy University distance-learning students. This experience gave rise to a partnership aimed at developing training materials for e-Learning for African students. The distance-learning public health course at Nancy teaches public health professionals through a module entitled "Health and Development." The module is specifically tailored for professionals from developing countries. To promote student-teacher exchanges, clarify content and supervise dissertations, contact sessions are organized in centres proximate and accessible to African students. The Benin Institute's main feature is residential team learning; distance-learning courses are currently being prepared. Outcome: The two collaborating institutions have developed a joint distance-learning module geared toward developing countries. The collaboration provides for the development, diffusion, and joint delivery of teaching modules featuring issues that are familiar to African staff, gives the French Institute credibility in assessing research work produced, and enables modules on specific African issues and approaches to be put online. Lessons learned: While E-learning is a viable educational option for public health professionals, periodic contact can be advantageous. Our analysis showed that the benefit of the collaboration between the two institutions is mutual; the French Institute extends its geographical, cultural and contextual reach and expands its pool of teaching staff. The Benin Institute benefits from the technical
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.
Internal and External Regulation to Support Knowledge Construction and Convergence in Computer Supported Collaborative Learning (CSCL)

Science.gov (United States)

Romero, Margarida; Lambropoulos, Niki

2011-01-01

Computer Supported Collaborative Learning (CSCL) activities aim to promote collaborative knowledge construction and convergence. During the CSCL activity, the students should regulate their learning activity, at the individual and collective level. This implies an organisation cost related to the coordination of the activity with the team-mates…
ICT support for students’ collaboration in problem and project based learning

DEFF Research Database (Denmark)

Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

2011-01-01

This paper reports and analyses quantitative and qualitative data from a study, which seeks a better understanding of how students use various technologies to support their project collaboration activities in a problem and project based learning environment. More generally the aim of the study......, and the present paper, is to shed light on students’ technology practices within higher education – particularly in relation to problem and project based learning....
Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial.

Science.gov (United States)

Sahota, Michael; Leung, Betty; Dowdell, Stephanie; Velan, Gary M

2016-12-12

Students in biomedical disciplines require understanding of normal and abnormal microscopic appearances of human tissues (histology and histopathology). For this purpose, practical classes in these disciplines typically use virtual microscopy, viewing digitised whole slide images in web browsers. To enhance engagement, tools have been developed to enable individual or collaborative annotation of whole slide images within web browsers. To date, there have been no studies that have critically compared the impact on learning of individual and collaborative annotations on whole slide images. Junior and senior students engaged in Pathology practical classes within Medical Science and Medicine programs participated in cross-over trials of individual and collaborative annotation activities. Students' understanding of microscopic morphology was compared using timed online quizzes, while students' perceptions of learning were evaluated using an online questionnaire. For senior medical students, collaborative annotation of whole slide images was superior for understanding key microscopic features when compared to individual annotation; whilst being at least equivalent to individual annotation for junior medical science students. Across cohorts, students agreed that the annotation activities provided a user-friendly learning environment that met their flexible learning needs, improved efficiency, provided useful feedback, and helped them to set learning priorities. Importantly, these activities were also perceived to enhance motivation and improve understanding. Collaborative annotation improves understanding of microscopic morphology for students with sufficient background understanding of the discipline. These findings have implications for the deployment of annotation activities in biomedical curricula, and potentially for postgraduate training in Anatomical Pathology.
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...
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.
How Student Teachers Describe the Online Collaborative Learning Experience and Evaluate Its Contribution to Their Learning and Their Future Work as Teachers

Science.gov (United States)

Margaliot, Adva; Gorev, Dvora; Vaisman, Tami

2018-01-01

This study examined student teachers' attitudes toward online collaborative learning (OCL) as related to their satisfaction, learning experience, contribution to personal knowledge, and future teaching. One hundred and four students participated in a program that retrains university graduates to become K-12 teachers. The study combines both…
Linking Essential Learning Outcomes and Interprofessional Collaborative Practice Competency in Health Science Undergraduates

Science.gov (United States)

Reed, Carole-Rae; Garcia, Luis Ivan; Slusser, Margaret M.; Konowitz, Sharon; Yep, Jewelry

2017-01-01

Assessing student learning outcomes and determining achievement of the Interprofessional Collaborative Practice (IPCEP) Core Competency of Values/Ethics in a generic pre-professional Bachelor of Science in Health Science (BSHS) program is challenging. A course level Student Learning Outcome (SLO) is: "….articulate the impact of personal…
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.

Exploring Student Engagement and Collaborative Learning in a Community-Based Module in Fine Art

Directory of Open Access Journals (Sweden)

John McGarrigle

2013-05-01

Full Text Available This article is based on masters research1 into student and civic engagement using a case study of an innovative Community Based Module in a Fine Art degree course (McGarrigle, 2009. 2 (Flyvbjerg, 2006 notes that contrary to some common misunderstandings around case study research, it is possible to use individual case study to test theory particularly in relation to falsification. The research presented here is based on student’s repsonses to Coates’ (2007 quantitative study of student engagement and attempts to test his engagement typology which identifies the terms passive, intense, independent or collaborative to apply to students’ approaches to online and general campus learning. In a participatory action research framework, low agreement was found between students (n=13 and lecturers (n=3 in assigning these terms to student postings to online discussion fora. This presents a challenge to the validity of such a narrow typology, and discussions with this student group suggested the addition of ‘adaptive’ as a valid student approach to the varied demands of third level learning. Further evidence from the case study found greater student collaboration in discussion fora when linked to practical course activity. Qualitative analysis of discussion threads using conversation analysis provided evidence for collaboration in deeper knowledge construction when supported by lecturers’ contributions. Collaborative approaches to learning may support learning within a social constructivist paradigm, though acknowledgement must be made of the context of an individualistic society where competition may present real or imagined barriers to student collaboration. An argument is made for Pedagogies for Community Engagement to promote these ways of learning to in order to develop active and engaged citizens of the future.
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…
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…
Collaborative Learning with Screen-Based Simulation in Health Care Education: An Empirical Study of Collaborative Patterns and Proficiency Development

Science.gov (United States)

Hall, L. O.; Soderstrom, T.; Ahlqvist, J.; Nilsson, T.

2011-01-01

This article is about collaborative learning with educational computer-assisted simulation (ECAS) in health care education. Previous research on training with a radiological virtual reality simulator has indicated positive effects on learning when compared to a more conventional alternative. Drawing upon the field of Computer-Supported…
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…
E-Learning and North-South collaboration: the experience of two public health schools in France and Benin.

Science.gov (United States)

Edouard, Guévart; Dominique, Billot; Moussiliou, Paraïso Noël; Francis, Guillemin; Khaled, Bessaoud; Serge, Briançon

2009-10-14

Distance learning (e-learning) can facilitate access to training. Yet few public health E-learning experiments have been reported; institutes in developing countries experience difficulties in establishing on-line curricula, while developed countries struggle with adapting existing curricula to realities on the ground. In 2005, two schools of public health, one in France and one in Benin, began collaborating through contact sessions organised for Nancy University distance-learning students. This experience gave rise to a partnership aimed at developing training materials for e-Learning for African students. The distance-learning public health course at Nancy teaches public health professionals through a module entitled "Health and Development." The module is specifically tailored for professionals from developing countries. To promote student-teacher exchanges, clarify content and supervise dissertations, contact sessions are organized in centres proximate and accessible to African students. The Benin Institute's main feature is residential team learning; distance-learning courses are currently being prepared. The two collaborating institutions have developed a joint distance-learning module geared toward developing countries. The collaboration provides for the development, diffusion, and joint delivery of teaching modules featuring issues that are familiar to African staff, gives the French Institute credibility in assessing research work produced, and enables modules on specific African issues and approaches to be put online. While E-learning is a viable educational option for public health professionals, periodic contact can be advantageous. Our analysis showed that the benefit of the collaboration between the two institutions is mutual; the French Institute extends its geographical, cultural and contextual reach and expands its pool of teaching staff. The Benin Institute benefits from the technical partnership and expertise, which allow it to offer distance
Collaborative Research between Malaysian and Australian Universities on Learning Analytics: Challenges and Strategies

OpenAIRE

Z. Tasir; S. N. Kew; D. West; Z. Abdullah; D. Toohey

2016-01-01

Research on Learning Analytics is progressively developing in the higher education field by concentrating on the process of students' learning. Therefore, a research project between Malaysian and Australian Universities was initiated in 2015 to look at the use of Learning Analytics to support the development of teaching practice. The focal point of this article is to discuss and share the experiences of Malaysian and Australian universities in the process of developing the collaborative resea...
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.
Collaborative Learning: Theoretical Foundations and Applicable Strategies to University

Science.gov (United States)

Roselli, Nestor D.

2016-01-01

Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to…
Use of FirstClass as a Collaborative Learning Environment.

Science.gov (United States)

Persico, Donatella; Manca, Stefania

2000-01-01

Describes the use of SoftArc Intranet FirstClass, a collaborative learning environment that uses computer conferencing, and discusses pros and cons of choosing this system for running online courses from a distance. Presents case studies from Italy and presents viewpoints of students, tutors, designers and administrators. (Author/LRW)
Computer Supported Collaborative Learning (CSCL): interview met Pierre Dillenbourg

NARCIS (Netherlands)

Lambert Berenbroek

2005-01-01

Pierre Dillenbourg has proved by many articles and speeches to be a hands-on expert on the subject of collaborative learning. He started in 1976 as an Elementary school teacher; he graduated in 1996 in educational and psychological sciences and became PhD in artificial intelligence. At the moment
Relationships between Teacher Value Orientations, Collegiality, and Collaboration in School Professional Learning Communities

Science.gov (United States)

Ning, Hoi Kwan; Lee, Daphnee; Lee, Wing On

2015-01-01

Unlike past research which has mainly examined whole school or whole department professional learning communities, this study focused on factors related to effective collaborative practices within teacher learning teams. Our main objective was to ascertain the roles of team value orientations (collectivism and power distance) and team collegiality…
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…
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...
Utilizing a Collaborative Learning Model to Promote Early Extubation Following Infant Heart Surgery.

Science.gov (United States)

Mahle, William T; Nicolson, Susan C; Hollenbeck-Pringle, Danielle; Gaies, Michael G; Witte, Madolin K; Lee, Eva K; Goldsworthy, Michelle; Stark, Paul C; Burns, Kristin M; Scheurer, Mark A; Cooper, David S; Thiagarajan, Ravi; Sivarajan, V Ben; Colan, Steven D; Schamberger, Marcus S; Shekerdemian, Lara S

2016-10-01

To determine whether a collaborative learning strategy-derived clinical practice guideline can reduce the duration of endotracheal intubation following infant heart surgery. Prospective and retrospective data collected from the Pediatric Heart Network in the 12 months pre- and post-clinical practice guideline implementation at the four sites participating in the collaborative (active sites) compared with data from five Pediatric Heart Network centers not participating in collaborative learning (control sites). Ten children's hospitals. Data were collected for infants following two-index operations: 1) repair of isolated coarctation of the aorta (birth to 365 d) and 2) repair of tetralogy of Fallot (29-365 d). There were 240 subjects eligible for the clinical practice guideline at active sites and 259 subjects at control sites. Development and application of early extubation clinical practice guideline. After clinical practice guideline implementation, the rate of early extubation at active sites increased significantly from 11.7% to 66.9% (p collaborative learning strategy designed clinical practice guideline significantly increased the rate of early extubation with no change in the rate of reintubation. The early extubation clinical practice guideline did not significantly change postoperative ICU length of stay.
Intelligent Adaptation and Personalization Techniques in Computer-Supported Collaborative Learning

CERN Document Server

Demetriadis, Stavros; Xhafa, Fatos

2012-01-01

Adaptation and personalization have been extensively studied in CSCL research community aiming to design intelligent systems that adaptively support eLearning processes and collaboration. Yet, with the fast development in Internet technologies, especially with the emergence of new data technologies and the mobile technologies, new opportunities and perspectives are opened for advanced adaptive and personalized systems. Adaptation and personalization are posing new research and development challenges to nowadays CSCL systems. In particular, adaptation should be focused in a multi-dimensional way (cognitive, technological, context-aware and personal). Moreover, it should address the particularities of both individual learners and group collaboration. As a consequence, the aim of this book is twofold. On the one hand, it discusses the latest advances and findings in the area of intelligent adaptive and personalized learning systems. On the other hand it analyzes the new implementation perspectives for intelligen...
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.
Mobile learning for teacher professional learning: benefits, obstacles and issues

Directory of Open Access Journals (Sweden)

Peter Aubusson

2009-12-01

Full Text Available This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-inaction and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, can enable the sharing, analysis and synthesis of classroom experiences by teachers and students. Such analysis and synthesis helps to encourage collaborative reflective practice and is likely to improve teacher and student learning as a result. Ethical issues that might arise through using mobile technologies in this way are also discussed. Teacher voice is presented to indicate the range of views about mobile learning and to indicate current practices. Practical, school systemic, attitudinal and ethical factors may inhibit mobile technology adoption; these factors need to be researched and addressed to realise the potential of teacher mobile professional learning.
Unpacking "Active Learning": A Combination of Flipped Classroom and Collaboration Support Is More Effective but Collaboration Support Alone Is Not

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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…
Social learning in a policy-mandated collaboration: Community wildfire protection planning in the eastern United States

Science.gov (United States)

Rachel F. Brummel; Kristen C. Nelson; Pamela J. Jakes; Daniel R. Williams

2010-01-01

Policies such as the US Healthy Forests Restoration Act (HFRA) mandate collaboration in planning to create benefits such as social learning and shared understanding among partners. However, some question the ability of top-down policy to foster successful local collaboration. Through in-depth interviews and document analysis, this paper investigates social learning and...

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

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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…
Collaborative e-learning course design: Impacts on instructors in the Open University of Tanzania

NARCIS (Netherlands)

Nihuka, Kassimu A.; Voogt, Joke

2012-01-01

Efforts by universities in sub-Sahara Africa to promote professional development of instructors in course design and delivery by e-learning technologies have often lacked meaningful impacts. This study investigated the impact of collaborative course design on instructors' professional learning about
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
Collaborative learning in multicultural classrooms : a case study of Dutch senior secondary vocational education

NARCIS (Netherlands)

Tielman, K.A.; Brok, den P.J.; Bolhuis, S.M; Vallejo, B.

2012-01-01

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 and
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.
A "Knowledge Trading Game" for Collaborative Design Learning in an Architectural Design Studio

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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…
Collaborative Learning in an Undergraduate Theory Course: An Assessment of Goals and Outcomes

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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…
A Case Study of Using a Social Annotation Tool to Support Collaboratively Learning

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Gao, Fei

2013-01-01

The purpose of the study was to understand student interaction and learning supported by a collaboratively social annotation tool--Diigo. The researcher examined through a case study how students participated and interacted when learning an online text with the social annotation tool--Diigo, and how they perceived their experience. The findings…
Development of a Mobile Learning System Based on a Collaborative Problem-Posing Strategy

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Sung, Han-Yu; Hwang, Gwo-Jen; Chang, Ya-Chi

2016-01-01

In this study, a problem-posing strategy is proposed for supporting collaborative mobile learning activities. Accordingly, a mobile learning environment has been developed, and an experiment on a local culture course has been conducted to evaluate the effectiveness of the proposed approach. Three classes of an elementary school in southern Taiwan…
Evaluation of social interaction, task management, and trust among dental hygiene students in a collaborative learning environment.

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Saylor, Catherine D; Keselyak, Nancy T; Simmer-Beck, Melanie; Tira, Daniel

2011-02-01

The purpose of this study was to evaluate the impact of collaborative learning on the development of social interaction, task management, and trust in dental hygiene students. These three traits were assessed with the Teamwork Assessment Scale in two different learning environments (traditional lecture/lab and collaborative learning environment). A convenience sample of fifty-six entry-level dental hygiene students taking an introductory/preclinic course at two metropolitan area dental hygiene programs provided comparable experimental and control groups. Factor scores were computed for the three traits, and comparisons were conducted using the Ryan-Einot-Gabriel-Welsh multiple comparison procedure among specific cell comparisons generated from a two-factor repeated measures ANOVA. The results indicate that the collaborative learning environment influenced dental hygiene students positively regarding the traits of social interaction, task management, and trust. However, comparing dental hygiene students to undergraduate students overall indicates that dental hygiene students already possess somewhat higher levels of these traits. Future studies on active learning strategies should examine factors such as student achievement and explore other possible active learning methodologies.
Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach

Directory of Open Access Journals (Sweden)

Janeth Juliana Contreras León

2017-07-01

Full Text Available This study investigates the impact of implementing collaborative learning from a social and dialogical perspective on seventh graders’ interaction in an English as a foreign language classroom at a public school in Bogotá, Colombia. Thirty students participated in this action research where field notes, questionnaires, semi-structured interviews, and artifacts of students’ work were used to collect data during a complete academic year. Results show that taking a critical approach to language education and understanding collaborative learning as a social construction of knowledge can ignite opportunities for changing traditional teaching and learning practices where both the teacher and students take different roles, thus balancing classroom relations and interaction among participants and also promoting students’ empowerment.
Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement.

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Premo, Joshua; Cavagnetto, Andy; Davis, William B; Brickman, Peggy

2018-06-01

Collaboration is an important career skill and vital to student understanding of the social aspects of science, but less is known about relationships among collaborative-learning strategies, classroom climate, and student learning. We sought to increase the collaborative character of introductory undergraduate laboratory classrooms by analyzing a 9-week intervention in 10 classrooms ( n = 251) that participated in cooperative-learning modules (promoting interdependence via a modified jigsaw technique). Students in an additional 10 classrooms ( n = 232) completed the same material in an unstructured format representative of common educational practice. Results showed that, when between-class variance was controlled for, intervention students did not score higher on weekly quizzes, but science interest and prior science experience had a reduced relationship to quiz performance in intervention classrooms. Also, intervention classrooms showed increased collaborative engagement at both whole-class and individual levels (24 students at three time points), but the intervention was only one of several factors found to account for late-intervention classroom collaborative engagement (prosocial behavior and discussion practices). Taken together, findings suggest that integrating interdependence-based tasks may foster collaborative engagement at both small-group and whole-classroom levels, but by itself may not be enough to promote increased student achievement.
How Technology and Collaboration Promote Formative Feedback: A Role for CSCL Research in Active Learning Interventions

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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…
Project-Based Learning in Geotechnics: Cooperative versus Collaborative Teamwork

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

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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…
Learning Progressions as Tools for Assessment and Learning

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Shepard, Lorrie A.

2018-01-01

This article addresses the teaching and learning side of the learning progressions literature, calling out for measurement specialists the knowledge most needed when collaborating with subject-matter experts in the development of learning progressions. Learning progressions are one of the strongest instantiations of principles from "Knowing…
Developing an Instrument to Characterise Peer-Led Groups in Collaborative Learning Environments: Assessing Problem-Solving Approach and Group Interaction

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Pazos, Pilar; Micari, Marina; Light, Gregory

2010-01-01

Collaborative learning is being used extensively by educators at all levels. Peer-led team learning in a version of collaborative learning that has shown consistent success in science, technology, engineering and mathematics disciplines. Using a multi-phase research study we describe the development of an observation instrument that can be used to…
A Compound LAMS-MOODLE Environment to Support Collaborative Project-Based Learning: A Case Study with the Group Investigation Method

Science.gov (United States)

Paschalis, Giorgos

2017-01-01

Collaborative project-based learning is well established as a component of several courses in higher education, since it seems to motivate students and make them active in the learning process. Collaborative Project-Based Learning methods are demanded so that tutors become able to intervene and guide the students in flexible ways: by encouraging…
Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course.

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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.
SQL Collaborative Learning Framework Based on SOA

Science.gov (United States)

Armiati, S.; Awangga, RM

2018-04-01

The research is focused on designing collaborative learning-oriented framework fulfilment service in teaching SQL Oracle 10g. Framework built a foundation of academic fulfilment service performed by a layer of the working unit in collaboration with Program Studi Manajemen Informatika. In the design phase defined what form of collaboration models and information technology proposed for Program Studi Manajemen Informatika by using a framework of collaboration inspired by the stages of modelling a Service Oriented Architecture (SOA). Stages begin with analyzing subsystems, this activity is used to determine subsystem involved and reliance as well as workflow between the subsystems. After the service can be identified, the second phase is designing the component specifications, which details the components that are implemented in the service to include the data, rules, services, profiles can be configured, and variations. The third stage is to allocate service, set the service to the subsystems that have been identified, and its components. Implementation framework contributes to the teaching guides and application architecture that can be used as a landing realize an increase in service by applying information technology.

Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

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Skala, Chija; Slater, Timothy F.; Adams, Jeffrey P.

2000-08-01

Large-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.
Collaborative Lea(r)ning

DEFF Research Database (Denmark)

Nielsen, Jacob S.

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, th...... as more floating. Companies in network have to understand that the success of every single company depends on the performance of every single partner in the network. The actors in the network must construct a mutual win-win situation for everybody. One of the first steps to accomplish...... systems to work together closely. Although only limited research has been done in this area it is clear that creating a joint improvement and learning culture between organisations is not easy. One of the first major step to explore this field was started in 2001 when a three year EU-funded project...
Evaluating Interdisciplinary Collaborative Learning and Assessment in the Creative Arts and Humanities

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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.…
Evaluating Types of Students' Interactions in a Wiki-Based Collaborative Learning Project

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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…
Collaborative Learning Using a Project across Multiple Business Courses: A Cognitive Load and Knowledge Convergence Approach

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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…
Learning to Learn Together with CSCL Tools

Science.gov (United States)

Schwarz, Baruch B.; de Groot, Reuma; Mavrikis, Manolis; Dragon, Toby

2015-01-01

In this paper, we identify "Learning to Learn Together" (L2L2) as a new and important educational goal. Our view of L2L2 is a substantial extension of "Learning to Learn" (L2L): L2L2 consists of learning to collaborate to successfully face L2L challenges. It is inseparable from L2L, as it emerges when individuals face problems…
The implementation of problem-based learning in collaborative groups in a chiropractic program in Malaysia.

Science.gov (United States)

Win, Ni Ni; Nadarajah, Vishna Devi V; Win, Daw Khin

2015-01-01

Problem-based learning (PBL) is usually conducted in small-group learning sessions with approximately eight students per facilitator. In this study, we implemented a modified version of PBL involving collaborative groups in an undergraduate chiropractic program and assessed its pedagogical effectiveness. This study was conducted at the International Medical University, Kuala Lumpur, Malaysia, and involved the 2012 chiropractic student cohort. Six PBL cases were provided to chiropractic students, consisting of three PBL cases for which learning resources were provided and another three PBL cases for which learning resources were not provided. Group discussions were not continuously supervised, since only one facilitator was present. The students' perceptions of PBL in collaborative groups were assessed with a questionnaire that was divided into three domains: motivation, cognitive skills, and perceived pressure to work. Thirty of the 31 students (97%) participated in the study. PBL in collaborative groups was significantly associated with positive responses regarding students' motivation, cognitive skills, and perceived pressure to work (Plearning resources increased motivation and cognitive skills (Plearning resources.
Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review

Directory of Open Access Journals (Sweden)

Xi Huang

2018-01-01

Full Text Available Computer-supported collaborative learning facilitates the extension of second language acquisition into social practice. Studies on its achievement effects speak directly to the pedagogical notion of treating communicative practice in synchronous computer-mediated communication (SCMC: real-time communication that takes place between human beings via the instrumentality of computers in forms of text, audio and video communication, such as live chat and chatrooms as socially-oriented meaning construction. This review begins by considering the adoption of social interactionist views to identify key paradigms and supportive principles of computer-supported collaborative learning. A special focus on two components of communicative competence is then presented to explore interactional variables in synchronous computer-mediated communication along with a review of research. There follows a discussion on a synthesis of interactional variables in negotiated interaction and co-construction of knowledge from psycholinguistic and social cohesion perspectives. This review reveals both possibilities and disparities of language socialization in promoting intersubjective learning and diversifying the salient use of interactively creative language in computer-supported collaborative learning environments in service of communicative competence.
Investigating the Effects of Peer to Peer Prompts on Collaborative Argumentation, Consensus and Perceived Efficacy in Collaborative Learning

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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…
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
The importance of social and collaborative learning for online continuing medical education (OCME): directions for future development and research.

Science.gov (United States)

Sandars, John; Kokotailo, Patricia; Singh, Gurmit

2012-01-01

There is an increasing use of online continuing medical education (OCME), but the potential use of social and collaborative learning to change professional performance and improve patient care has yet to be fully realised. The integration of the main themes from the presentations and comments from participants at a symposium at AMEE 2011. Sociological perspectives on change in professional performance highlight the need for social and collaborative learning in OCME so that learners can share information (explicit knowledge) and opinion (tacit knowledge). The educational topic should be relevant to the complexity of professional practice and use iterative cycles of implementation and critical reflection in social networks so that proposed solutions can be tested in actual practice. The challenge of developing effective online discussions for collaborative learning is recognised. The provision of OCME requires a shift in both policy and practice to emphasise the importance of social and collaborative learning. Further research is recommended, especially to evaluate the implementation and impact of social and collaborative learning for OCME on patient care and the use of newer Web 2.0 approaches.
A Mindtool-Based Collaborative Learning Approach to Enhancing Students' Innovative Performance in Management Courses

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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…
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.
Students' Evaluations of the Use of E-Learning in a Collaborative Project between Two South African Universities

Science.gov (United States)

Rohleder, Poul; Bozalek, Vivienne; Carolissen, Ronelle; Leibowitz, Brenda; Swartz, Leslie

2008-01-01

Online learning is increasingly being used in Higher Education, with a number of advantages to online learning being identified. One of these advantages is the suggestion that online learning provides for equality of opportunity. This article reports on students' evaluations of the use of e-learning in a collaborative project between two South…
"Refreshed…reinforced…reflective": A qualitative exploration of interprofessional education facilitators' own interprofessional learning and collaborative practice.

Science.gov (United States)

Evans, Sherryn; Shaw, Nicole; Ward, Catherine; Hayley, Alexa

2016-11-01

While there is extensive research examining the outcomes of interprofessional education (IPE) for students, minimal research has investigated how facilitating student learning influences the facilitators themselves. This exploratory case study aimed to explore whether and how facilitating IPE influences facilitators' own collaborative practice attitudes, knowledge, and workplace behaviours. Sixteen facilitators of an online pre-licensure IPE unit for an Australian university participated in semi-structured telephone interviews. Inductive thematic analysis revealed three emergent themes and associated subthemes characterising participants' reflexivity as IPE facilitators: interprofessional learning; professional behaviour change; and collaborative practice expertise. Participants experienced interprofessional learning in their role as facilitators, improving their understanding of other professionals' roles, theoretical and empirical knowledge underlying collaborative practice, and the use and value of online communication. Participants also reported having changed several professional behaviours, including improved interprofessional collaboration with colleagues, a change in care plan focus, a less didactic approach to supervising students and staff, and greater enthusiasm impressing the value of collaborative practice on placement students. Participants reported having acquired their prior interprofessional collaboration expertise via professional experience rather than formal learning opportunities and believed access to formal IPE as learners would aid their continuing professional development. Overall, the outcomes of the IPE experience extended past the intended audience of the student learners and positively impacted on the facilitators as well.
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…
Exploring Temporal Sequences of Regulatory Phases and Associated Interactions in Low- and High-Challenge Collaborative Learning Sessions

Science.gov (United States)

Sobocinski, Márta; Malmberg, Jonna; Järvelä, Sanna

2017-01-01

Investigating the temporal order of regulatory processes can explain in more detail the mechanisms behind success or lack of success during collaborative learning. The aim of this study is to explore the differences between high- and low-challenge collaborative learning sessions. This is achieved through examining how the three phases of…
Learning together for effective collaboration in school-based occupational therapy practice.

Science.gov (United States)

Villeneuve, Michelle A; Shulha, Lyn M

2012-12-01

School-based occupational therapy (SBOT) practice takes place within a complex system that includes service recipients, service providers, and program decision makers across health and education sectors. Despite the promotion of collaborative consultation at a policy level, there is little practical guidance about how to coordinate multi-agency service and interprofessional collaboration among these stakeholders. This paper reports on a process used to engage program administrators in an examination of SBOT collaborative consultation practice in one region of Ontario to provide an evidence-informed foundation for decision making about implementation of these services. Within an appreciative inquiry framework (Cooperrider, Whitney, & Stavros, 2008), Developmental Work Research methods (Engeström, 2000) were used to facilitate shared learning for improved SBOT collaborative consultation. Program administrators participated alongside program providers and service recipients in a series of facilitated workshops to develop principles that will guide future planning and decision making about the delivery of SBOT services. Facilitated discussion among stakeholders led to the articulation of 12 principles for effective collaborative practice. Program administrators used their shared understanding to propose a new model for delivering SBOT services. Horizontal and vertical learning across agency and professional boundaries led to the development of powerful solutions for program improvement.
UniFlex A WWW-environment for project-based collaborative learning

DEFF Research Database (Denmark)

Borch, Ole; Helbo, Jan; Knudsen, Morten

2003-01-01

technical maintenance. Web interfaces for all type of users are developed to ease information and document upload, user administration and more. The product is used at Aalborg University open distance education for "Master of Industrial Information technology" (MII) and "Master in Mobile Information......Increasing demands for remote on-line education are changing the way teaching and learning is performed. New behavior in using pedagogy and supporting technology is needed to drive the learning process. To facilitate the use of services for selected activities to participants in on-line education......, 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...
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.…

Educators' Interprofessional Collaborative Relationships: Helping Pharmacy Students Learn to Work with Other Professions.

Science.gov (United States)

Croker, Anne; Smith, Tony; Fisher, Karin; Littlejohns, Sonja

2016-03-30

Similar to other professions, pharmacy educators use workplace learning opportunities to prepare students for collaborative practice. Thus, collaborative relationships between educators of different professions are important for planning, implementing and evaluating interprofessional learning strategies and role modelling interprofessional collaboration within and across university and workplace settings. However, there is a paucity of research exploring educators' interprofessional relationships. Using collaborative dialogical inquiry we explored the nature of educators' interprofessional relationships in a co-located setting. Data from interprofessional focus groups and semi-structured interviews were interpreted to identify themes that transcended the participants' professional affiliations. Educators' interprofessional collaborative relationships involved the development and interweaving of five interpersonal behaviours: being inclusive of other professions; developing interpersonal connections with colleagues from other professions; bringing a sense of own profession in relation to other professions; giving and receiving respect to other professions; and being learner-centred for students' collaborative practice . Pharmacy educators, like other educators, need to ensure that interprofessional relationships are founded on positive experiences rather than vested in professional interests.
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…
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…
Using VoiceThread to Promote Collaborative Learning in On-Line Clinical Nurse Leader Courses.

Science.gov (United States)

Fox, Ola H

The movement to advance the clinical nurse leader (CNL) as an innovative new role for meeting higher health care quality standards continues with CNL programs offered on-line at colleges and universities nationwide. Collaborative learning activities offer the opportunity for CNL students to gain experience in working together in small groups to negotiate and solve care process problems. The challenge for nurse educators is to provide collaborative learning activities in an asynchronous learning environment that can be considered isolating by default. This article reports on the experiences of 17 CNL students who used VoiceThread, a cloud-based tool that allowed them to communicate asynchronously with one another through voice comments for collaboration and sharing knowledge. Participants identified benefits and drawbacks to using VoiceThread for collaboration as compared to text-based discussion boards. Students reported that the ability to hear the voice of their peers and the instructor helped them feel like they were in a classroom communicating with "real" instructor and peers. Students indicated a preference for on-line classes that used VoiceThread discussions to on-line classes that used only text-based discussion boards. Copyright © 2016 Elsevier Inc. All rights reserved.
The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

Science.gov (United States)

Kwon, So Young

Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However
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…
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…
An agent-based approach equipped with game theory. Strategic collaboration among learning agents during a dynamic market change in the California electricity crisis

Energy Technology Data Exchange (ETDEWEB)

Sueyoshi, Toshiyuki [Department of Management, New Mexico Institute of Mining and Technology, Socorro, NM 87801 (United States); Department of Industrial and Information Management, National Cheng Kung University, Tainan (China)

2010-09-15

An agent-based approach is a numerical (computer-intensive) method to explore the complex characteristics and dynamics of microeconomics. Using the agent-based approach, this study investigates the learning speed of traders and their strategic collaboration in a dynamic market change of electricity. An example of such a market change can be found in the California electricity crisis (2000-2001). This study incorporates the concept of partial reinforcement learning into trading agents and finds that they have two learning components: learning from a dynamic market change and learning from collaboration with other traders. The learning speed of traders becomes slow when a large fluctuation occurs in the power exchange market. The learning speed depends upon the type of traders, their learning capabilities and the fluctuation of market fundamentals. The degree of collaboration among traders gradually reduces during the electricity crisis. The strategic collaboration among traders is examined by a large simulator equipped with multiple learning capabilities. (author)
An agent-based approach equipped with game theory. Strategic collaboration among learning agents during a dynamic market change in the California electricity crisis

International Nuclear Information System (INIS)

Sueyoshi, Toshiyuki

2010-01-01

An agent-based approach is a numerical (computer-intensive) method to explore the complex characteristics and dynamics of microeconomics. Using the agent-based approach, this study investigates the learning speed of traders and their strategic collaboration in a dynamic market change of electricity. An example of such a market change can be found in the California electricity crisis (2000-2001). This study incorporates the concept of partial reinforcement learning into trading agents and finds that they have two learning components: learning from a dynamic market change and learning from collaboration with other traders. The learning speed of traders becomes slow when a large fluctuation occurs in the power exchange market. The learning speed depends upon the type of traders, their learning capabilities and the fluctuation of market fundamentals. The degree of collaboration among traders gradually reduces during the electricity crisis. The strategic collaboration among traders is examined by a large simulator equipped with multiple learning capabilities. (author)
Translanguaging Space and Creative Activity: Theorising Collaborative Arts-Based Learning

Science.gov (United States)

Bradley, Jessica; Moore, Emilee; Simpson, James; Atkinson, Louise

2018-01-01

This paper focuses on an innovative transdisciplinary educational arts-based learning project, LangScape Curators, which links to and leads from research conducted for the AHRC-funded "Translation and Translanguaging" project. Here, we describe how we work collaboratively with creative practitioners to use a variety of creative arts…
An online app platform enhances collaborative medical student group learning and classroom management.

Science.gov (United States)

Peacock, Justin G; Grande, Joseph P

2016-01-01

The authors presented their results in effectively using a free and widely-accessible online app platform to manage and teach a first-year pathology course at Mayo Medical School. The authors utilized the Google "Blogger", "Forms", "Flubaroo", "Sheets", "Docs", and "Slides" apps to effectively build a collaborative classroom teaching and management system. Students were surveyed on the use of the app platform in the classroom, and 44 (94%) students responded. Thirty-two (73%) of the students reported that "Blogger" was an effective place for online discussion of pathology topics and questions. 43 (98%) of the students reported that the "Forms/Flubaroo" grade-reporting system was helpful. 40 (91%) of the students used the remote, collaborative features of "Slides" to create team-based learning presentations, and 39 (89%) of the students found those collaborative features helpful. "Docs" helped teaching assistants to collaboratively create study guides or grading rubrics. Overall, 41 (93%) of the students found that the app platform was helpful in establishing a collaborative, online classroom environment. The online app platform allowed faculty to build an efficient and effective classroom teaching and management system. The ease of accessibility and opportunity for collaboration allowed for collaborative learning, grading, and teaching.
Distance Education Students Moving Towards Collaborative Learning - A Field Study of Australian Distance Education Students and Systems

Directory of Open Access Journals (Sweden)

Eva R Fåhræus

2004-04-01

Full Text Available Distance education has been offered to young students in Australia for about 100 years. Recently, information and communication technology has been introduced as a means to improve communication, but not all remote students have access to this new technology. This has made it difficult to arrange collaborative learning for distance-education students. In this student-focused study, more than 40 students as well as teachers and other important persons have been interviewed and observed in schools and on remote farms. Using Activity Theory for the analysis, different contradictions were identified. Lack of technology and access were not the only obstacles. The education was built on a tradition of individual learning, and the technology at hand was not supporting collaboration. However, contradictions may result in expansive learning among students and teachers, leading to more of a development towards collaborative learning.
The Implementation of Collaborative Learning Using AfL through Giving Feedback Strategy for Improving Students’ Attention to Mathematics Lesson

Science.gov (United States)

Kurniasih, R.; Sujadi, I.; Pramesti, G.

2016-02-01

This research aims to describe the process of implementation collaborative learning with AfL through giving feedback strategy for improving students’ attention to mathematics lesson. Data which is collected in this research are students’ attention towards learning and students’ achievement. The result of this research showed that the learning steps by using collaborative learning with AfL through giving feedback strategy which can improve students’ attention are: 1) pre activity: the teacher delivers the purpose of the learning, successful criteria, apperception, and motivation. 2) main activity: the teacher gives the background of learning activity, explains learning materials at a glance, divides students discuss, the teacher observes and guides students to the problem solving, present their discussion result, gives feedback, the students do AfL problem and the answer is collected and result will be given before next meeting. 3) post activity: the teacher with students concludes the material. Test result, the percentage of students who complete the examination in the second cycle is 77.27%. Based on those results can be concluded that the implementation of collaborative learning using AfL through giving feedback can improve students’ attention towards learning and students’ achievement of XI IPA Students MA Al-Islam Jamsaren Surakarta academic year 2013/2014.
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.
Promoting learning transfer in post registration education: a collaborative approach.

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Finn, Frances L; Fensom, Sue A; Chesser-Smyth, Patricia

2010-01-01

Pre-registration nurse education in Ireland became a four year undergraduate honors degree programme in 2002 (Government of Ireland, 2000. The Nursing Education Forum Report. Dublin, Dublin Stationary Office.). Consequently, the Irish Government invested significant resources in post registration nursing education in order to align certificate and diploma trained nurses with the qualification levels of new graduates. However, a general concern amongst academic and clinical staff in the South East of Ireland was that there was limited impact of this initiative on practice. These concerns were addressed through a collaborative approach to the development and implementation of a new part-time post registration degree that incorporated an enquiry and practice based learning philosophy. The principles of learning transfer (Ford, K., 1994. Defining transfer of learning the meaning is in the answers. Adult Learning 5 (4), p. 2214.) underpinned the curriculum development and implementation process with the goal of reducing the theory practice gap. This paper reports on all four stages of the curriculum development process: exploration, design, implementation and evaluation (Quinn, F.M., 2002. Principles and Practices of Nurse Education, fourth ed. Nelson Thornes, Cheltenham), and the subsequent impact of learning transfer on practice development. Eclectic approaches of quantitative and qualitative data collection techniques were utilised in the evaluation. The evaluation of this project to date supports our view that this practice based enquiry curriculum promotes the transfer of learning in the application of knowledge to practice, impacting both student and service development.
SCIENCE TEACHERS’ INDIVIDUAL AND SOCIAL LEARNING RELATED TO IBSE IN A LARGE-SCALE, LONG- TERM, COLLABORATIVE TPD PROJECT

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund; Sillasen, Martin Krabbe

2014-01-01

It is acknowledged internationally that teachers’ Professional Development (TPD) is crucial for reforming science teaching. The Danish QUEST project is designed using widely agreed criteria for effective TPD: content focus, active learning, coherence, duration, collaborative activities and collec......It is acknowledged internationally that teachers’ Professional Development (TPD) is crucial for reforming science teaching. The Danish QUEST project is designed using widely agreed criteria for effective TPD: content focus, active learning, coherence, duration, collaborative activities...... and collective participation, and is organised on principles of situated learning in Professional Learning Communities (PLCs). QUEST-activities follow a rhythm of full day seminars followed by a period of collaborative inquiries locally. A major theme in the first year has been Inquiry Based Science Education......-on experiences and fewer including students’ minds-on. Teachers’ reflections indicate that many are positive towards QUEST seminars based on trying out activities directly applicable in the classroom. Case studies indicate a potentially more sustainable development, where the teachers collaboratively re...
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…
Collaborative Learning in the Scottish Curriculum for Excellence: The Challenges of Assessment and Potential of Multi-Touch Technology

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McKechan, Sandra; Ellis, Jennifer

2014-01-01

Scottish educational policy advocates the benefits of collaborative learning as a way of developing critical life skills, across the primary curriculum. In this paper, the rationale for collaborative learning, and specifically the Critical Skills (CS) approach, is considered along with an account of the perspectives of primary teachers…
How social network analysis can be used to monitor online collaborative learning and guide an informed intervention.

Science.gov (United States)

Saqr, Mohammed; Fors, Uno; Tedre, Matti; Nouri, Jalal

2018-01-01

To ensure online collaborative learning meets the intended pedagogical goals (is actually collaborative and stimulates learning), mechanisms are needed for monitoring the efficiency of online collaboration. Various studies have indicated that social network analysis can be particularly effective in studying students' interactions in online collaboration. However, research in education has only focused on the theoretical potential of using SNA, not on the actual benefits they achieved. This study investigated how social network analysis can be used to monitor online collaborative learning, find aspects in need of improvement, guide an informed intervention, and assess the efficacy of intervention using an experimental, observational repeated-measurement design in three courses over a full-term duration. Using a combination of SNA-based visual and quantitative analysis, we monitored three SNA constructs for each participant: the level of interactivity, the role, and position in information exchange, and the role played by each participant in the collaboration. On the group level, we monitored interactivity and group cohesion indicators. Our monitoring uncovered a non-collaborative teacher-centered pattern of interactions in the three studied courses as well as very few interactions among students, limited information exchange or negotiation, and very limited student networks dominated by the teacher. An intervention based on SNA-generated insights was designed. The intervention was structured into five actions: increasing awareness, promoting collaboration, improving the content, preparing teachers, and finally practicing with feedback. Evaluation of the intervention revealed that it has significantly enhanced student-student interactions and teacher-student interactions, as well as produced a collaborative pattern of interactions among most students and teachers. Since efficient and communicative activities are essential prerequisites for successful content
Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics

Science.gov (United States)

Pegg, John; Panizzon, Debra

2011-06-01

When questioned, secondary mathematics teachers in rural and regional schools in Australia refer to their limited opportunities to engage and share experiences with peers in other schools as an under-utilised and cost-effective mechanism to support their professional learning and enhance their students' learning. The paper reports on the creation and evaluation of a network of learning communities of rural secondary mathematics teachers around a common purpose—enhancement and increased engagement of student learning in mathematics. To achieve this goal, teams of teachers from six rural schools identified an issue hindering improved student learning of mathematics in their school. Working collaboratively with support from university personnel with expertise in curriculum, assessment and quality pedagogy, teachers developed and implemented strategies to address an identified issue in ways that were relevant to their teaching contexts. The research study identifies issues in mathematics of major concern to rural teachers of mathematics, the successes and challenges the teachers faced in working in learning communities on the issue they identified, and the efficacy of the professional learning model.

Mentoring and Coaching in Schools: Professional Learning through Collaborative Inquiry

Science.gov (United States)

Burley, Suzanne; Pomphrey, Cathy

2011-01-01

Can mentoring and coaching really improve professional practice? How can research and inquiry improve mentoring and coaching practice? "Mentoring and Coaching in Schools" explores the ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning. It demonstrates how the use of practitioner…
E-Learning and North-South collaboration: the experience of two ...

African Journals Online (AJOL)

Our analysis showed that the benefit of the collaboration between the two institutions is mutual; the French Institute extends its geographical, cultural and contextual reach and expands its pool of teaching staff. The Benin Institute benefits from the technical partnership and expertise, which allow it to offer distance learning for ...
Project Learning and Virtual Collaboration

DEFF Research Database (Denmark)

Fibiger, Bo; Nielsen, Janni; Sorensen, Elsebeth

2005-01-01

to the modularity and flexibility that characterize the study and allow admission of part-time students, full-time students and students who only sign up for one accredited module. The methodology will be illustrated through empirical snapshots from selected modules in the start-up phase, and the focus...... 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...... 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....
Epistemological development and collaborative learning: a hermeneutic analysis of music therapy students' experience.

Science.gov (United States)

Luce, David W

2008-01-01

Undergraduate education must address student's developmental needs, as well as their learning needs. Yet, there has been little discussion regarding music therapy students' epistemological development, how that influences their education and clinical training, and how that understanding can inform educators and clinical supervisors. As part of an introductory music therapy course that was taught using collaborative learning consensus groups, students provided written and verbal comments about their experience and some students agreed to a series of interviews (Luce, 2002). This hermeneutic analysis of that data was based upon Perry's Scheme and Women's Ways of Knowing suggested that (a) the students' comments reflected the various perspectives or positions within the models, (b) the collaborative learning consensus groups facilitated transitions and movement within the models, and (c) there was a need for more research to understand music therapy students' developmental needs, to enhance teaching methods and pedagogy, and to address students' developmental needs as they prepare to enter the profession.
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.
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
Student involvement in learning: Collaboration in science for PreService elementary teachers

Science.gov (United States)

Roychoudhury, Anita; Roth, Wolff-Michael

1992-03-01

The present study provided insights regarding the interactions that take place in collaborative science laboratory and regarding the outcome of such interactions. Science laboratory experiences structured by teachers have been criticized for allowing very little, if any, meaningful learning. However, this study showed that even structured laboratory experiments can provide insightful experience for students when conducted in a group setting that demanded interactive participation from all its members. The findings of the present study underscored the synergistic and supportive nature of collaborative groups. Here, students patiently repeated explanations to support the meaning construction on the part of their slower peers and elaborated their own understanding in the process; groups negotiated the meaning of observations and the corresponding theoretical explanations; students developed and practiced a range of social skills necessary in today’s workplace; and off-task behavior was thwarted by the group members motivated to work toward understanding rather than simply generating answers for task completion. The current findings suggest an increased use of collaborative learning environments for the teaching of science to elementary education majors. Some teachers have already made use of such settings in their laboratory teaching. However, collaborative learning should not be limited to the laboratory only, but be extended to more traditionally structured classes. The effects of such a switch in activity structures, increased quality of peer interaction, mastery of subject matter content, and decreased anxiety levels could well lead to better attitudes toward science among preservice elementary school teachers and eventually among their own students.
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…
Collaborative peer review process as an informal interprofessional learning tool: Findings from an exploratory study.

Science.gov (United States)

Kwon, Jae Yung; Bulk, Laura Yvonne; Giannone, Zarina; Liva, Sarah; Chakraborty, Bubli; Brown, Helen

2018-01-01

Despite numerous studies on formal interprofessional education programes, less attention has been focused on informal interprofessional learning opportunities. To provide such an opportunity, a collaborative peer review process (CPRP) was created as part of a peer-reviewed journal. Replacing the traditional peer review process wherein two or more reviewers review the manuscript separately, the CPRP brings together students from different professions to collaboratively review a manuscript. The aim of this study was to assess whether the CPRP can be used as an informal interprofessional learning tool using an exploratory qualitative approach. Eight students from Counselling Psychology, Occupational and Physical Therapy, Nursing, and Rehabilitation Sciences were invited to participate in interprofessional focus groups. Data were analysed inductively using thematic analysis. Two key themes emerged, revealing that the CPRP created new opportunities for interprofessional learning and gave practice in negotiating feedback. The results reveal that the CPRP has the potential to be a valuable interprofessional learning tool that can also enhance reviewing and constructive feedback skills.
Toward Project-based Learning and Team Formation in Open Learning Environments

NARCIS (Netherlands)

Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter

2014-01-01

Open Learning Environments, MOOCs, as well as Social Learning Networks, embody a new approach to learning. Although both emphasise interactive participation, somewhat surprisingly, they do not readily support bond creating and motivating collaborative learning opportunities. Providing project-based
Collective Machine Learning: Team Learning and Classification in Multi-Agent Systems

Science.gov (United States)

Gifford, Christopher M.

2009-01-01

This dissertation focuses on the collaboration of multiple heterogeneous, intelligent agents (hardware or software) which collaborate to learn a task and are capable of sharing knowledge. The concept of collaborative learning in multi-agent and multi-robot systems is largely under studied, and represents an area where further research is needed to…
Learning bridge tool to improve student learning, preceptor training, and faculty teamwork.

Science.gov (United States)

Karimi, Reza; Cawley, Pauline; Arendt, Cassandra S

2011-04-11

To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,(1) the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members.
Implementation of treat-to-target in rheumatoid arthritis through a Learning Collaborative: Rationale and design of the TRACTION trial.

Science.gov (United States)

Solomon, Daniel H; Lee, Sara B; Zak, Agnes; Corrigan, Cassandra; Agosti, Jenifer; Bitton, Asaf; Harrold, Leslie; Losina, Elena; Lu, Bing; Pincus, Ted; Radner, Helga; Smolen, Josef; Katz, Jeffrey N; Fraenkel, Liana

2016-08-01

Treat-to-target (TTT) is a recommended strategy in the management of rheumatoid arthritis (RA), but various data sources suggest that its uptake in routine care in the US is suboptimal. Herein, we describe the design of a randomized controlled trial of a Learning Collaborative to facilitate implementation of TTT. We recruited 11 rheumatology sites from across the US and randomized them into the following two groups: one received the Learning Collaborative intervention in Phase 1 (month 1-9) and the second formed a wait-list control group to receive the intervention in Phase 2 (months 10-18). The Learning Collaborative intervention was designed using the Model for Improvement, consisting of a Change Package with corresponding principles and action phases. Phase 1 intervention practices had nine learning sessions, collaborated using a web-based tool, and shared results of plan-do-study-act cycles and monthly improvement metrics collected at each practice. The wait-list control group sites had no intervention during Phase 1. The primary trial outcome is the implementation of TTT as measured by chart review, comparing the differences from baseline to end of Phase 1, between intervention and control sites. All intervention sites remained engaged in the Learning Collaborative throughout Phase 1, with a total of 38 providers participating. The primary trial outcome measures are currently being collected by the study team through medical record review. If the Learning Collaborative is an effective means for improving implementation of TTT, this strategy could serve as a way of implementing disseminating TTT more widely. Copyright © 2016 Elsevier Inc. All rights reserved.
Information Society and teacher training. E-activities and collaborative learning

Directory of Open Access Journals (Sweden)

Miguel Ángel Martín Sánchez

2012-01-01

Full Text Available In this article, virtual educational spaces are depicted as new learning communities and contexts, i.e. where (human interaction and the forging of educational relationships are possible. This does not include, however, other spatial, geographical or temporal limitations. In this study, Internet is presented as a universal tool for both teaching staff and general users. It is used for searching specific information, exchanging ideas, or discussing research. Within the context of this new virtual educational area, the most suitable activities are those that foster the creation of knowledge and that promote experimentation and problem solving in an individual or group context. It also refers to activities that combine students’ previous knowledge with the new contents of virtual courses. In this way, there is greater autonomous learning and problem solving of specific theoretical questions. We also examine core didactic activities that are used in virtual education areas, that is, in terms of collaborative learning.
Issues of E-Learning Standards and Identity Management for Mobility and Collaboration in Higher Education

Science.gov (United States)

Alves, Paulo; Uhomoibhi, James

2010-01-01

Purpose: This paper seeks to investigate and report on the status of identity management systems and e-learning standards across Europe for promoting mobility, collaboration and the sharing of contents and services in higher education institutions. Design/methodology/approach: The present research work examines existing e-learning standards and…
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…
Online Collaborative Learning Activities: The Perceptions of Culturally Diverse Graduate Students

Science.gov (United States)

Kumi-Yeboah, Alex; Yuan, Guangji; Dogbey, James

2017-01-01

This exploratory study examined the perceptions of minority graduate students toward online collaborative learning activities. The participants were 20 minority graduate students from diverse cultural backgrounds (10 African Americans, 5 Hispanics, and 5 international students from Africa) enrolled in online graduate instructional technology and…
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,…
Communication, Collaboration, and Enhancing the Learning Experience: Developing a Collaborative Virtual Enquiry Service in University Libraries in the North of England

Science.gov (United States)

Jolly, Liz; White, Sue

2016-01-01

This article uses the case study of developing a collaborative "out-of-hours" virtual enquiry service by members of the Northern Collaboration Group of academic libraries in the north of England to explore the importance of communication and collaboration between academic library services in enhancing student learning. Set within the…
Multi-channel EEG-based sleep stage classification with joint collaborative representation and multiple kernel learning.

Science.gov (United States)

Shi, Jun; Liu, Xiao; Li, Yan; Zhang, Qi; Li, Yingjie; Ying, Shihui

2015-10-30

Electroencephalography (EEG) based sleep staging is commonly used in clinical routine. Feature extraction and representation plays a crucial role in EEG-based automatic classification of sleep stages. Sparse representation (SR) is a state-of-the-art unsupervised feature learning method suitable for EEG feature representation. Collaborative representation (CR) is an effective data coding method used as a classifier. Here we use CR as a data representation method to learn features from the EEG signal. A joint collaboration model is established to develop a multi-view learning algorithm, and generate joint CR (JCR) codes to fuse and represent multi-channel EEG signals. A two-stage multi-view learning-based sleep staging framework is then constructed, in which JCR and joint sparse representation (JSR) algorithms first fuse and learning the feature representation from multi-channel EEG signals, respectively. Multi-view JCR and JSR features are then integrated and sleep stages recognized by a multiple kernel extreme learning machine (MK-ELM) algorithm with grid search. The proposed two-stage multi-view learning algorithm achieves superior performance for sleep staging. With a K-means clustering based dictionary, the mean classification accuracy, sensitivity and specificity are 81.10 ± 0.15%, 71.42 ± 0.66% and 94.57 ± 0.07%, respectively; while with the dictionary learned using the submodular optimization method, they are 80.29 ± 0.22%, 71.26 ± 0.78% and 94.38 ± 0.10%, respectively. The two-stage multi-view learning based sleep staging framework outperforms all other classification methods compared in this work, while JCR is superior to JSR. The proposed multi-view learning framework has the potential for sleep staging based on multi-channel or multi-modality polysomnography signals. Copyright © 2015 Elsevier B.V. All rights reserved.

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