University students' emotions, interest and activities in a web-based learning environment.

PubMed

Nummenmaa, Minna; Nummenmaa, Lauri

2008-03-01

Within academic settings, students experience varied emotions and interest towards learning. Although both emotions and interest can increase students' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a web-based learning environment (WBLE). This study examined how emotions experienced while using a WBLE, students' interest towards the course topic and interest towards web-based learning are associated with collaborative visible and non-collaborative invisible activities and 'lurking' in the WBLE. Participants were 99 Finnish university students from five web-based courses. All the students enrolled in the courses filled out pre- and post-test questionnaires of interest, and repeatedly completed an on-line questionnaire on emotions experienced while using the WBLE during the courses. The fluctuation of emotional reactions was positively associated with both visible collaborative and invisible non-collaborative activities in the WBLE. Further, interest towards the web-based learning was positively associated with invisible activity. The results also demonstrated that students not actively participating in the collaborative activities (i.e. lurkers) had more negative emotional experiences during the courses than other students. The results highlight the distinct impacts that emotions and interest have on different web-based learning activities and that they should be considered when designing web-based courses.

The Effects of Different Computer-Supported Collaboration Scripts on Students' Learning Processes and Outcome in a Simulation-Based Collaborative Learning Environment

ERIC Educational Resources Information Center

Wieland, Kristina

2010-01-01

Students benefit from collaborative learning activities, but they do not automatically reach desired learning outcomes when working together (Fischer, Kollar, Mandl, & Haake, 2007; King, 2007). Learners need instructional support to increase the quality of collaborative processes and individual learning outcomes. The core challenge is to find…

PBL and beyond: trends in collaborative learning.

PubMed

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 with caution and that instructors verify that modifications do not impede the desired cognitive activities needed to support meaningful collaborative learning.

Implementing Collaborative Learning across the Engineering Curriculum

ERIC Educational Resources Information Center

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…

Learning Motivation and Retention Effects of Pair Programming in Data Structures Courses

ERIC Educational Resources Information Center

Yang, Ya-Fei; Lee, Chien-I; Chang, Chih-Kai

2016-01-01

Collaborative learning is an activity in which two or more students learn something together. Many studies have found that collaborative learning improve students' memory retention and motivation to learn. Peer Instruction (PI) is one of the most successful evidence-based collaborative learning methods. This article investigates issues of student…

A Collaborative Perspective on Learning Transfer

ERIC Educational Resources Information Center

Nielsen, Klaus

2009-01-01

Purpose: The purpose of this paper is to argue that it is important to focus on the apprentices' collaborative learning processes when addressing issues of learning transfer. Design/methodology/approach: The claims about the importance of addressing processes of collaborative activities and learning in relation to learning transfer are based on…

Implementing Collaborative Learning Methods in the Political Science Classroom

ERIC Educational Resources Information Center

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,…

Bridging the Gap between Students and Computers: Supporting Activity Awareness for Network Collaborative Learning with GSM Network

ERIC Educational Resources Information Center

Liu, C.-C.; Tao, S.-Y.; Nee, J.-N.

2008-01-01

The internet has been widely used to promote collaborative learning among students. However, students do not always have access to the system, leading to doubt in the interaction among the students, and reducing the effectiveness of collaborative learning, since the web-based collaborative learning environment relies entirely on the availability…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

Penman, Christine

2015-01-01

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

Risky Business or Sharing the Load?--Social Flow in Collaborative Mobile Learning

ERIC Educational Resources Information Center

Ryu, Hokyoung; Parsons, David

2012-01-01

Mobile learning has been built upon the premise that we can transform traditional classroom or computer-based learning activities into a more ubiquitous and connected form of learning. Tentative outcomes from this assertion have been witnessed in many collaborative learning activities, but few analytic observations on what triggers this…

Blended learning in health education: three case studies.

PubMed

de Jong, Nynke; Savin-Baden, Maggi; Cunningham, Anne Marie; Verstegen, Daniëlle M L

2014-09-01

Blended learning in which online education is combined with face-to-face education is especially useful for (future) health care professionals who need to keep up-to-date. Blended learning can make learning more efficient, for instance by removing barriers of time and distance. In the past distance-based learning activities have often been associated with traditional delivery-based methods, individual learning and limited contact. The central question in this paper is: can blended learning be active and collaborative? Three cases of blended, active and collaborative learning are presented. In case 1 a virtual classroom is used to realize online problem-based learning (PBL). In case 2 PBL cases are presented in Second Life, a 3D immersive virtual world. In case 3 discussion forums, blogs and wikis were used. In all cases face-to-face meetings were also organized. Evaluation results of the three cases clearly show that active, collaborative learning at a distance is possible. Blended learning enables the use of novel instructional methods and student-centred education. The three cases employ different educational methods, thus illustrating diverse possibilities and a variety of learning activities in blended learning. Interaction and communication rules, the role of the teacher, careful selection of collaboration tools and technical preparation should be considered when designing and implementing blended learning.

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

ERIC Educational Resources Information Center

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…

Integrating research, clinical care, and education in academic health science centers.

PubMed

King, Gillian; Thomson, Nicole; Rothstein, Mitchell; Kingsnorth, Shauna; Parker, Kathryn

2016-10-10

Purpose One of the major issues faced by academic health science centers (AHSCs) is the need for mechanisms to foster the integration of research, clinical, and educational activities to achieve the vision of evidence-informed decision making (EIDM) and optimal client care. The paper aims to discuss this issue. Design/methodology/approach This paper synthesizes literature on organizational learning and collaboration, evidence-informed organizational decision making, and learning-based organizations to derive insights concerning the nature of effective workplace learning in AHSCs. Findings An evidence-informed model of collaborative workplace learning is proposed to aid the alignment of research, clinical, and educational functions in AHSCs. The model articulates relationships among AHSC academic functions and sub-functions, cross-functional activities, and collaborative learning processes, emphasizing the importance of cross-functional activities in enhancing collaborative learning processes and optimizing EIDM and client care. Cross-functional activities involving clinicians, researchers, and educators are hypothesized to be a primary vehicle for integration, supported by a learning-oriented workplace culture. These activities are distinct from interprofessional teams, which are clinical in nature. Four collaborative learning processes are specified that are enhanced in cross-functional activities or teamwork: co-constructing meaning, co-learning, co-producing knowledge, and co-using knowledge. Practical implications The model provides an aspirational vision and insight into the importance of cross-functional activities in enhancing workplace learning. The paper discusses the conceptual and empirical basis to the model, its contributions and limitations, and implications for AHSCs. Originality/value The model's potential utility for health care is discussed, with implications for organizational culture and the promotion of cross-functional activities.

How much structuring is beneficial with regard to examination scores? A prospective study of three forms of active learning.

PubMed

Reinhardt, Claus H; Rosen, Evelyne N

2012-09-01

Many studies have demonstrated a superiority of active learning forms compared with traditional lecture. However, there is still debate as to what degree structuring is necessary with regard to high exam outcomes. Seventy-five students from a premedical school were randomly attributed to an active lecture group, a cooperative group, or a collaborative learning group. The active lecture group received lectures with questions to resolve at the end of the lecture. At the same time, the cooperative group and the collaborative group had to work on a problem and prepare presentations for their answers. The collaborative group worked in a mostly self-directed manner; the cooperative group had to follow a time schedule. For the additional work of preparing the poster presentation, the collaborative and cooperative groups were allowed 50% more working time. In part 1, all groups worked on the citric acid cycle, and in part 2, all groups worked on molecular genetics. Collaborative groups had to work on tasks and prepare presentations for their answers. At the end of each part, all three groups were subjected to the same exam. Additionally, in the collaborative and cooperative groups, the presentations were marked. All evaluations were performed by two independent examiners. Exam results of the active lecture groups were highest. Results of the cooperative group were nonsignificantly lower than the active lecture group and significantly higher than the collaborative group. The presentation quality was nonsignificantly higher in the collaborative group compared with the cooperative group. This study shows that active lecturing produced the highest exam results, which significantly differed from collaborative learning results. The additional elaboration in the cooperative and collaborative learning setting yielded the high presentation quality but apparently could not contribute further to exam scores. Cooperative learning seems to be a good compromise if high exam and presentation scores are expected.

Monitoring Collaborative Activities in Computer Supported Collaborative Learning

ERIC Educational Resources Information Center

Persico, Donatella; Pozzi, Francesca; Sarti, Luigi

2010-01-01

Monitoring the learning process in computer supported collaborative learning (CSCL) environments is a key element for supporting the efficacy of tutor actions. This article proposes an approach for analysing learning processes in a CSCL environment to support tutors in their monitoring tasks. The approach entails tracking the interactions within…

InstanceCollage: A Tool for the Particularization of Collaborative IMS-LD Scripts

ERIC Educational Resources Information Center

Villasclaras-Fernandez, Eloy D.; Hernandez-Gonzalo, Julio A.; Hernandez-Leo, Davinia; Asensio-Perez, Juan I.; Dimitriadis, Yannis; Martinez-Mones, Alejandra

2009-01-01

Current research work in e-learning and more specifically in the field of CSCL (Computer Supported Collaborative Learning) deals with design of collaborative activities, according to computer-interpretable specifications, such as IMS Learning Design, and their posterior enactment using LMSs (Learning Management Systems). A script that describes…

Supporting Teachers to Design and Use Mobile Collaborative Learning Games

ERIC Educational Resources Information Center

Marfisi-Schottman, Iza; George, Sébastien

2014-01-01

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

Statistically Modeling Individual Students' Learning over Successive Collaborative Practice Opportunities

ERIC Educational Resources Information Center

Olsen, Jennifer; Aleven, Vincent; Rummel, Nikol

2017-01-01

Within educational data mining, many statistical models capture the learning of students working individually. However, not much work has been done to extend these statistical models of individual learning to a collaborative setting, despite the effectiveness of collaborative learning activities. We extend a widely used model (the additive factors…

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

NASA Astrophysics Data System (ADS)

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.

The Effects of a Creative Commons Approach on Collaborative Learning

ERIC Educational Resources Information Center

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…

Utilizing constructivism learning theory in collaborative testing as a creative strategy to promote essential nursing skills.

PubMed

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.

Effective Online Practices for International Learning Collaborations

ERIC Educational Resources Information Center

Ray, Waverly C.; Muñiz-Solari, Osvaldo; Klein, Phil; Solem, Michael

2012-01-01

The Association of American Geographers' Center for Global Geography Education aims to internationalize geography in higher education by providing materials and activities to support international learning collaborations. From 2007-2011, geographers in different countries collaboratively developed online learning materials and trialed these…

The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science

NASA Astrophysics Data System (ADS)

Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.

2015-10-01

Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning environment, whereas students in the experimental group participated in online collaborative activities using the Edmodo educational platform in a hybrid learning environment. Students completed the Classroom Community Scale survey as a pretest and posttest. Results indicated that the students who participated in the face-to-face classroom had higher overall sense of community and learning community than students who participated in collaborative activities in the online environment. Results and implications are discussed and suggestions for future research are provided.

Collaborative Learning in Online Courses: Exploring Students' Perceptions

ERIC Educational Resources Information Center

Faja, Silvana

2013-01-01

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

Using Wikis to Foster Collaborative Writing: Exploring Influencing Factors to Successful Implementation

ERIC Educational Resources Information Center

Hadjerrouit, Said

2012-01-01

Wiki technology provides new opportunities to foster collaborative learning in various educational settings. To empirically examine the impact of wikis on learning, this article explores students' collaborative writing activities performed on MediaWiki. The activities were analyzed using a taxonomy with ten categories (clarify content, add…

Collaborative, case-based learning: how do students actually learn from each other?

PubMed

Thurman, Joanne; Volet, Simone E; Bolton, John R

2009-01-01

The value of collaborative, case-based, and problem-based learning has received increased attention in recent years. Several studies have documented veterinary staff and students' generally positive feedback on group learning activities, but one largely unaddressed question is how students actually learn from each other. This study examined how second-year veterinary students learned from each other during a collaborative, case-based learning project. Data were students' written reflections on their learning in the veterinary course and the specific learning experience, and a matched pre- and post-task questionnaire. Consistent with prior research describing veterinary students as individualistic learners, only a third of students spontaneously mentioned learning from each other as one of their most effective strategies. However, when prompted to describe a time when they felt that group members were really learning from each other, students reported highly valuable collaborative learning processes, which they explicitly linked to learning and understanding benefits. Questionnaire data were consistent, showing that students became more positive toward several aspects of the activity as well as toward group work in general. One unexpected finding was the lack of a relationship between students' self-evaluation of their learning and how well group members knew each other. These findings provide strong support for the educational value of collaborative, case-based learning. In light of other research evidence (using observation data) that the amount of time students actually engage in high-level collaborative processes may be rather limited, this article points to the need for veterinary teachers to better prepare students for group learning activities.

Collaborative Instructional Strategies to Enhance Knowledge Convergence

ERIC Educational Resources Information Center

Draper, Darryl C.

2015-01-01

To promote knowledge convergence through collaborative learning activities in groups, this qualitative case study involved a layered approach for the design and delivery of a highly collaborative learning environment incorporating various instructional technologies grounded in learning theory. In a graduate-level instructional technology course,…

Interactive and collaborative learning in the classroom at the medical school Automated response systems and team-based learning.

PubMed

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.

Enhancement of collaboration activities utilizing 21st century learning design rubric

NASA Astrophysics Data System (ADS)

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 activities. The findings of the study shows the students' performance in the posttest is higher than the pretest which indicates that there is a significant difference between the two tests given. The students' conceptual understanding was also improved after conducting the activities. Some students' outputs were Outstanding, Satisfactory, Fairly Satisfactory and Did Not Meet the Expectation. These results indicate that the students learned and developed their collaborative skills. The students found the activity interesting, enjoyable and useful. Furthermore, they understood the concept behind the activity.

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

ERIC Educational Resources Information Center

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…

Motivation in a Computer-Supported Collaborative Learning Scenario and Its Impact on Learning Activities and Knowledge Acquisition

ERIC Educational Resources Information Center

Schoor, Cornelia; Bannert, Maria

2011-01-01

Addressing a drawback in current research on computer-supported collaborative learning (CSCL), this study investigated the influence of motivation on learning activities and knowledge acquisition during CSCL. Participants' (N = 200 university students) task was to develop a handout for which they had first an individual preparing phase followed by…

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

ERIC Educational Resources Information Center

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…

How Cognitive Styles Affect the Learning Behaviors of Online Problem-Solving Based Discussion Activity: A Lag Sequential Analysis

ERIC Educational Resources Information Center

Wu, Sheng-Yi; Hou, Huei-Tse

2015-01-01

Cognitive styles play an important role in influencing the learning process, but to date no relevant study has been conducted using lag sequential analysis to assess knowledge construction learning patterns based on different cognitive styles in computer-supported collaborative learning activities in online collaborative discussions. This study…

Utilizing the Active and Collaborative Learning Model in the Introductory Physics Course

ERIC Educational Resources Information Center

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…

An Ontology Engineering Approach to the Realization of Theory-Driven Group Formation

ERIC Educational Resources Information Center

Isotani, Seiji; Inaba, Akiko; Ikeda, Mitsuru; Mizoguchi, Riichiro

2009-01-01

One of the main difficulties during the design of collaborative learning activities is adequate group formation. In any type of collaboration, group formation plays a critical role in the learners' acceptance of group activities, as well as the success of the collaborative learning process. Nevertheless, to propose both an effective and…

Accounting Experiences in Collaborative Learning

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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

2010-01-01

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

A Web-Based Educational Setting Supporting Individualized Learning, Collaborative Learning and Assessment

ERIC Educational Resources Information Center

Gogoulou, Agoritsa; Gouli, Evangelia; Grigoriadou, Maria; Samarakou, Maria; Chinou, Dionisia

2007-01-01

In this paper, we present a web-based educational setting, referred to as SCALE (Supporting Collaboration and Adaptation in a Learning Environment), which aims to serve learning and assessment. SCALE enables learners to (i) work on individual and collaborative activities proposed by the environment with respect to learners' knowledge level, (ii)…

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

ERIC Educational Resources Information Center

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…

Active and Collaborative Learning in an Introductory Electrical and Computer Engineering Course

ERIC Educational Resources Information Center

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…

Technology Supported Facilitation and Assessment of Small Group Collaborative Inquiry Learning in Large First-Year Classes

ERIC Educational Resources Information Center

Lawrie, Gwendolyn A.; Gahan, Lawrence R.; Matthews, Kelly E.; Weaver, Gabriela C.; Bailey, Chantal; Adams, Peter; Kavanagh, Lydia J.; Long, Phillip D.; Taylor, Matthew

2014-01-01

Collaborative learning activities offer the potential to support mutual knowledge construction and shared understanding amongst students. Introducing collaborative tasks into large first-year undergraduate science classes to create learning environments that foster student engagement and enhance communication skills is appealing. However,…

Multiple Mice Based Collaborative One-to-One Learning

ERIC Educational Resources Information Center

Infante, Cristian; Hidalgo, Pedro; Nussbaum, Miguel; Alarcon, Rosa; Gottlieb, Andres

2009-01-01

Exchange is a collaborative learning application, originally developed for wirelessly interconnected Pocket PCs, that provides support for students and a teacher performing a face-to-face computer supported collaborative learning (CSCL) activity in a Single Input/Single Display (SISD) mode. We extend the application to support a single display…

Differences That Make a Difference: A Study in Collaborative Learning

ERIC Educational Resources Information Center

Touchman, Stephanie

2012-01-01

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

Observations of Student Behavior in Collaborative Learning Groups

NASA Astrophysics Data System (ADS)

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.

Team Regulation, Regulation of Social Activities or Co-Regulation: Different Labels for Effective Regulation of Learning in CSCL

ERIC Educational Resources Information Center

Saab, Nadira

2012-01-01

Computer-supported collaborative learning (CSCL) is an approach to learning in which learners can actively and collaboratively construct knowledge by means of interaction and joint problem solving. Regulation of learning is especially important in the domain of CSCL. Next to the regulation of task performance, the interaction between learners who…

Opening-up Classroom Discourse to Promote and Enhance Active, Collaborative and Cognitively-Engaging Student Learning Experiences

ERIC Educational Resources Information Center

Hardman, Jan

2016-01-01

This paper places classroom discourse and interaction right at the heart of the teaching and learning process. It is built on the argument that high quality talk between the teacher and student(s) provides a fertile ground for an active, highly collaborative and cognitively stimulating learning process leading to improved learning outcomes. High…

Monitoring Student Interaction during Collaborative Learning: Design and Evaluation of a Training Program for Pre-Service Teachers

ERIC Educational Resources Information Center

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

2016-01-01

The monitoring by teachers of collaborative, cognitive, and meta-cognitive student activities in collaborative learning is crucial for fostering beneficial student interaction. In a quasi-experimental study, we trained pre-service teachers (N = 74) to notice behavioral indicators for these three dimensions of student activities. Video clips of…

The Implementation of Collaborative Learning Using AfL through Giving Feedback Strategy for Improving Students’ Attention to Mathematics Lesson

NASA Astrophysics Data System (ADS)

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.

Do medical students watch video clips in eLearning and do these facilitate learning?

PubMed

Romanov, Kalle; Nevgi, Anne

2007-06-01

There is controversial evidence of the impact of individual learning style on students' performance in computer-aided learning. We assessed the association between the use of multimedia materials, such as video clips, and collaborative communication tools with learning outcome among medical students. One hundred and twenty-one third-year medical students attended a course in medical informatics (0.7 credits) consisting of lectures, small group sessions and eLearning material. The eLearning material contained six learning modules with integrated video clips and collaborative learning tools in WebCT. Learning outcome was measured with a course exam. Approximately two-thirds of students (68.6%) viewed two or more videos. Female students were significantly more active video-watchers. No significant associations were found between video-watching and self-test scores or the time used in eLearning. Video-watchers were more active in WebCT; they loaded more pages and more actively participated in discussion forums. Video-watching was associated with a better course grade. Students who watched video clips were more active in using collaborative eLearning tools and achieved higher course grades.

Academic Social Networking Brings Web 2.0 Technologies to the Middle Grades

ERIC Educational Resources Information Center

Taranto, Gregory; Dalbon, Melissa; Gaetano, Julie

2011-01-01

The middle grades are an exciting time for adolescents to explore, learn, and collaborate with one another (National Middle School Association, 2010). By incorporating an academic social network as part of the classroom experience, collaboration and active learning take on new forms, and a transformation from passive learning to active learning…

A Mindtool-Based Collaborative Learning Approach to Enhancing Students' Innovative Performance in Management Courses

ERIC Educational Resources Information Center

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…

Learning during a Collaborative Final Exam

ERIC Educational Resources Information Center

Dahlstrom, Orjan

2012-01-01

Collaborative testing has been suggested to serve as a good learning activity, for example, compared to individual testing. The aim of the present study was to measure learning at different levels of knowledge during a collaborative final exam in a course in basic methods and statistical procedures. Results on pre- and post-tests taken…

Exploratory Talk in the Early Years: Analysing Exploratory Talk in Collaborative Group Activities Involving Younger Learners

ERIC Educational Resources Information Center

Patterson, Eira Wyn

2018-01-01

Collaborative group work has the potential for providing rich opportunities for children to learn through talk with peers; however, in practice, little effective engagement in learning is observed within authentic learning contexts. Exploratory talk is associated with high levels of cognitive challenge within collaborative group work. Detailed…

Effective collaborative learning in biomedical education using a web-based infrastructure.

PubMed

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.

Using Intelligent Tutor Technology to Implement Adaptive Support for Student Collaboration

ERIC Educational Resources Information Center

Diziol, Dejana; Walker, Erin; Rummel, Nikol; Koedinger, Kenneth R.

2010-01-01

Research on computer-supported collaborative learning has shown that students need support to benefit from collaborative activities. While classical collaboration scripts have been effective in providing such support, they have also been criticized for being coercive and not allowing students to self-regulate their learning. Adaptive collaboration…

An Active, Collaborative Approach to Learning Skills in Flow Cytometry

ERIC Educational Resources Information Center

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

2016-01-01

Advances in science education research have the potential to improve the way students learn to perform scientific interpretations and understand science concepts. We developed active, collaborative activities to teach skills in manipulating flow cytometry data using FlowJo software. Undergraduate students were given compensated clinical flow…

A Compound LAMS-MOODLE Environment to Support Collaborative Project-Based Learning: A Case Study with the Group Investigation Method

ERIC Educational Resources Information Center

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…

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

PubMed

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 < 0.001) but no relationship for team score (P = 0.095). A longitudinal analysis showed that the test difference scores increased after Test 1 which may be indicative of social loafing and this was confirmed by a significant negative relationship between difference score on Test 4 (indicating a weaker student) and final examination mark (P < 0.001). It appeared that for this cohort, there was little peer-to-peer 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.

Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings

ERIC Educational Resources Information Center

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…

Technology Trends in Mobile Computer Supported Collaborative Learning in Elementary Education from 2009 to 2014

ERIC Educational Resources Information Center

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…

Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial.

PubMed

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.

Collaborative Learning: Recognizing It When We See It.

ERIC Educational Resources Information Center

Whipple, William R.

1987-01-01

The concept of collaborative learning is discussed, with the following definition offered: "a pedagological style that emphasizes cooperative efforts among students, faculty and administrators." The paper focuses on the following characteristics: (1) collaboration means that both teachers and learners are active participants in the…

A Collaborative Action Research Approach to Professional Learning

ERIC Educational Resources Information Center

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)…

Collaborative Learning: Students' Perspectives on How Learning Happens

ERIC Educational Resources Information Center

Almajed, Abdulaziz; Skinner, Vicki; Peterson, Ray; Winning, Tracey

2016-01-01

Collaborative learning (CL), a core component of inquiry-based learning approaches, aims to support students' development of key skills (e.g., working in multidisciplinary teams). To design effective CL activities, we need to understand students' perceptions about CL. However, few studies have examined students' understandings of CL. This…

Online Collaborative Learning Activities: The Perceptions of Culturally Diverse Graduate Students

ERIC Educational Resources Information Center

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…

Finite Element Learning Modules as Active Learning Tools

ERIC Educational Resources Information Center

Brown, Ashland O.; Jensen, Daniel; Rencis, Joseph; Wood, Kristin; Wood, John; White, Christina; Raaberg, Kristen Kaufman; Coffman, Josh

2012-01-01

The purpose of active learning is to solicit participation by students beyond the passive mode of traditional classroom lectures. Reading, writing, participating in discussions, hands-on activities, engaging in active problem solving, and collaborative learning can all be involved. The skills acquired during active learning tend to go above and…

Caring as Empowerment: School Collaboration and Community Agency.

ERIC Educational Resources Information Center

Mercado, Carmen I.

1993-01-01

Describes the collaborative pedagogy, learning, and research of a teacher and a researcher and how their activities lead to affirmation and empowerment for their students who are Latino and Afro-Caribbean American. Also examines moral and ethical issues and tensions inherent in collaborative learning and research. (JB)

Integrating Collaborative Learning Groups in the Large Enrollment Lecture

NASA Astrophysics Data System (ADS)

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.

Student Learning Centre (SLC) Embraces the New Melbourne Model of Teaching: Facilitating Collaborative Learning

ERIC Educational Resources Information Center

Ball, Sarah

2010-01-01

Learning is about discovery and change. As schools and universities look to the future, it is fundamental that they provide environments that facilitate collaborative learning and act as points for interaction and social activity. The redevelopment of the existing Engineering Library into a Student Learning Centre (SLC) embraces the new Melbourne…

Exploring Collaboration in Learning by Design via Weblogs

ERIC Educational Resources Information Center

Çakiroglu, Ünal; Yildiz, Merve; Mazlum, Ebru; Turan Güntepe, Ebru; Aydin, Senay

2017-01-01

The purpose of this qualitative study was to explore collaborative activities that were carried out via weblogs according to a "learning by design" approach. During the instructional process, Microsoft Publisher was used for a series of infographic design activities. The study participants were 33 undergraduate students who were enrolled…

Active Learning in Engineering Education: A (Re)Introduction

ERIC Educational Resources Information Center

Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

2017-01-01

The informal network "Active Learning in Engineering Education" (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners…

The Effects of Mobile Collaborative Activities in a Second Language Course

ERIC Educational Resources Information Center

Ilic, Peter

2015-01-01

This research is designed to explore the areas of collaborative learning and the use of smartphones as a support for collaborative learning through a year-long exploratory multiple case study approach integrating both qualitative and quantitative data analysis. Qualitative exploratory interviews are combined with Multidimensional Scaling Analysis…

Exploring Students' Language Awareness through Intercultural Communication in Computer-Supported Collaborative Learning

ERIC Educational Resources Information Center

Yang, Yu-Fen

2013-01-01

Students seldom think about language unless they are instructed to do so or are made to do so during learning activities. To arouse students' awareness while learning English for Specific Purposes (ESP), this study formed a computer-supported collaborative learning (CSCL) community to engage teachers and students from different domains and…

Productive Use of Collaborative Time. Research into Practice

ERIC Educational Resources Information Center

Williamson, Ronald

2012-01-01

Many schools have embraced the idea of professional learning communities (PLC's). While the term is used to describe many types of collaborative activities, PLC's are most successful when they focus intently on improving student learning. In these communities of learners there is a shared commitment to continually learn and act on that learning in…

Building a Critical Components for Successful Multimedia-Based Collaborative eLearning Design Framework

ERIC Educational Resources Information Center

Asanok, M.; Kitrakan, P.; Brahmawong, C.

2008-01-01

With newly developing multimedia and web-based technologies have provided opportunities of developing a multimedia-based collaborative eLearning systems. The development of eLearning systems has started a revolution for instructional content delivering, learning activities and social communication. Based on various positions on this issue have…

The Collaborative Dimensions of Learning.

ERIC Educational Resources Information Center

Hamm, Mary; Adams, Dennis

This book describes issues, trends, and practical teaching concerns that surround cooperative learning. It puts forward specific organizational plans and content area lessons for teachers who would like to become more familiar with active team learning in the classroom. Major themes include collaborative approaches to multicultural education,…

Developing Reading Comprehension through Collaborative Learning

ERIC Educational Resources Information Center

Rojas-Drummond, Sylvia; Mazón, Nancy; Littleton, Karen; Vélez, Maricela

2014-01-01

The present study explores the development and promotion of reading comprehension in primary school students, in the context of the implementation of an educational programme called "Learning Together" (LT). The programme, which centred on collaborative learning activities, was designed to promote oral and written communication in…

Collaborative distance learning: Developing an online learning community

NASA Astrophysics Data System (ADS)

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.

Musical Peddy-Paper: A Collaborative Learning Activity Suported by Augmented Reality

ERIC Educational Resources Information Center

Gomes, José Duarte Cardoso; Figueiredo, Mauro Jorge Guerreiro; Amante, Lúcia da Graça Cruz Domingues; Gomes, Cristina Maria Cardoso

2014-01-01

Gaming activities are an integral part of the human learning process, in particular for children. Game-based learning focuses on motivation and children's engagement towards learning. Educational game-based activities are becoming effective strategies to enhance the learning process. This paper presents an educational activity focusing to merge…

An exploratory investigation of teaching innovations and learning factors in a lean manufacturing systems engineering course

NASA Astrophysics Data System (ADS)

Choomlucksana, Juthamas; Doolen, Toni L.

2017-11-01

The use of collaborative activities and simulation sessions in engineering education has been explored previously. However, few studies have investigated the relationship of these types of teaching innovations with other learner characteristics, such as self-efficacy and background knowledge. This study explored the effects of collaborative activities and simulation sessions on learning and the relationships between self-efficacy beliefs, background knowledge, and learning. Data were collected from two different terms in an upper division engineering course entitled Lean Manufacturing Systems Engineering. Findings indicated that the impact of collaborative activities and simulation sessions appears to be different, depending on the concepts being taught. Simulation sessions were found to have a significant effect on self-efficacy beliefs, and background knowledge had a mixed effect on learning. Overall the results of this study highlight the complex set of relationships between classroom innovations, learner characteristics, and learning.

Continuing Challenges and Potential for Collaborative Approaches to Education Reform

ERIC Educational Resources Information Center

Bodilly, Susan J.; Karam, Rita; Orr, Nate

2011-01-01

The Ford Foundation began the Collaborating for Education Reform Initiative (CERI) in 1997-1998 by issuing grants and providing grantees with funds, guidance, and technical assistance to develop collaboratives and carry out activities to improve teaching and learning. CERI's collaborative activities were directed at three possible community…

Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum.

PubMed

Sahoo, Soumendra; Mohammed, Ciraj Ali

2018-06-01

This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students. A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken. A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills. This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students.

Flipping the Composing Process: Collaborative Drafting and Résumé Writing

ERIC Educational Resources Information Center

Anders, Abram

2016-01-01

This article argues for a flipped learning approach to business and professional communication composing processes. Flipped learning sequences can scaffold more robust engagement with prewriting activities and support opportunities for in-class collaborative and facilitated drafting exercises. These types of learning experiences offer numerous…

The RAP: A Recreational Activities Project, Academic Service-Learning Course and Qualitative Research Study

ERIC Educational Resources Information Center

Parker, Kathlyn

2008-01-01

The author (a university instructor) and her community partner (a public school teacher) have collaborated in teaching an academic service-learning course in special education. This collaboration, the RAP (recreational activities project), was completed by university undergraduate students and young adults with cognitive impairment and/or…

Effects of Online Mentoring in Computer-Supported Collaborative Learning Environments: Mentor Presence and Cognitive Engagement

ERIC Educational Resources Information Center

Dorner, Helga

2012-01-01

This study examines online mentor roles and effects with the online mentoring process in computer-supported collaborative learning environments in communities of in-service teachers. Interest in the online mentors' activity encompassed their participation in the online interactions, the influence of their activity on participants' patterns of…

Developing Collaborative Autonomous Learning Abilities in Computer Mediated Language Learning: Attention to Meaning among Students in Wiki Space

ERIC Educational Resources Information Center

Kessler, Greg; Bikowski, Dawn

2010-01-01

This study reports on attention to meaning among 40 NNS pre-service EFL teachers as they collaboratively constructed a wiki in a 16-week online course. Focus is placed upon the nature of individual and group behavior when attending to meaning in a long-term wiki-based collaborative activity as well as the students' collaborative autonomous…

Google Docs in an Out-of-Class Collaborative Writing Activity

ERIC Educational Resources Information Center

Zhou, Wenyi; Simpson, Elizabeth; Domizi, Denise Pinette

2012-01-01

Google Docs, an online word processing application, is a promising tool for collaborative learning. However, many college instructors and students lack knowledge to effectively use Google Docs to enhance teaching and learning. Goals of this study include (1) assessing the effectiveness of using Google Docs in an out-of-class collaborative writing…

Exploring the Relationship between Self-Regulated Vocabulary Learning and Web-Based Collaboration

ERIC Educational Resources Information Center

Liu, Sarah Hsueh-Jui; Lan, Yu-Ju; Ho, Cloudia Ya-Yu

2014-01-01

Collaborative learning has placed an emphasis on co-constructing knowledge by sharing and negotiating meaning for problem-solving activities, and this cannot be accomplished without governing the self-regulatory processes of students. This study employed a Web-based tool, Google Docs, to determine the effects of Web-based collaboration on…

Evaluating How the Computer-Supported Collaborative Learning Community Fosters Critical Reflective Practices

ERIC Educational Resources Information Center

Ma, Ada W.W.

2013-01-01

In recent research, little attention has been paid to issues of methodology and analysis methods to evaluate the quality of the collaborative learning community. To address such issues, an attempt is made to adopt the Activity System Model as an analytical framework to examine the relationship between computer supported collaborative learning…

Primary Children's Management of Themselves and Others in Collaborative Group Work: "Sometimes It Takes Patience…"

ERIC Educational Resources Information Center

Kershner, Ruth; Warwick, Paul; Mercer, Neil; Kleine Staarman, Judith

2014-01-01

We focus on children's approaches to managing group work in classrooms where collaborative learning principles are explicit. Small groups of 8-10 year olds worked on collaborative science activities using an interactive whiteboard. Insubsequent interviews, they spoke of learning to "be patient" and "wait", for multiple social…

4SPPIces: A Case Study of Factors in a Scripted Collaborative-Learning Blended Course across Spatial Locations

ERIC Educational Resources Information Center

Perez-Sanagustin, Mar; Santos, Patricia; Hernandez-Leo, Davinia; Blat, Josep

2012-01-01

Computer-Supported Collaborative Blended Learning (CSCBL) scripts are complex learning situations in which formal and informal activities conducted at different spatial locations are coordinated and integrated into one unique learning setting through the use of technology. We define a conceptual model identifying four factors to be considered when…

Measuring Student Interactions Using Networks: Insights into the Learning Community of a Large Active Learning Course

ERIC Educational Resources Information Center

Buchenroth-Martin, Cynthia; DiMartino, Trevor; Martin, Andrew P.

2017-01-01

Collaborative learning in small groups is commonly implemented as a part of student-centered curricula. In large-enrollment courses, details of the interactions among students as a consequence of working in collaborative groups are often unknown but are important because how students interact influences the effectiveness of peer learning. We…

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

ERIC Educational Resources Information Center

Burns, Mary; Pierson, Elizabeth; Reddy, Shylaja

2014-01-01

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…

Effects of Transformational and Transactional Leadership on Cognitive Effort and Outcomes during Collaborative Learning within a Virtual World

ERIC Educational Resources Information Center

Kahai, Surinder; Jestire, Rebecca; Huang, Rui

2013-01-01

Computer-supported collaborative learning is a common e-learning activity. Instructors have to create appropriate social and instructional interventions in order to promote effective learning. We performed a study that examined the effects of two popular leadership interventions, transformational and transactional, on cognitive effort and outcomes…

Evaluation of social interaction, task management, and trust among dental hygiene students in a collaborative learning environment.

PubMed

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.

Teacher collaboration and elementary science teaching: Using action research as a tool for instructional leadership

NASA Astrophysics Data System (ADS)

Roberts, Sara Hayes

The primary purpose of this action research study was to explore an elementary science program and find ways to support science education as an administrator of an elementary school. The study took place in a large suburban school system in the southeastern United States. Seven teachers at a small rural school volunteered to participate in the study. Each participant became an active member of the research by determining what changes needed to take place and implementing the lessons in science. The study was also focused on teacher collaboration and how it influenced the science instruction. The data collected included two interviews, ten observations of science lessons, the implementation of four science units, and informal notes from planning sessions over a five month period. The questions that guided this study focused on how teachers prepare to teach science through active learning and how instruction shifts due to teacher collaboration. Teachers were interviewed at the beginning of the study to gain the perceptions of the participants in the areas of (a) planning, (b) active learning, (c) collaboration, and (d) teaching science lessons. The teachers and principal then formed a research team that determined the barriers to teaching science according to the Standards, designed units of study using active learning strategies, and worked collaboratively to implement the units of study. The action research project reviewed the National Science Education Standards, the theory of constructivism, active learning and teacher collaboration as they relate to the actions taken by a group of teachers in an elementary school. The evidence from this study showed that by working together collaboratively and overcoming the barriers to teaching science actively, teachers feel more confident and knowledgeable about teaching the concepts.

Collaborative learning in radiologic science education.

PubMed

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.

Research and Teaching: Instructor Use of Group Active Learning in an Introductory Biology Sequence

ERIC Educational Resources Information Center

Auerbach, Anna Jo; Schussler, Elisabeth E.

2016-01-01

Active learning (or learner-centered) pedagogies have been shown to enhance student learning in introductory biology courses. Student collaboration has also been shown to enhance student learning and may be a critical part of effective active learning practices. This study focused on documenting the use of individual active learning and group…

Performance and Motivation in a Middle School Flipped Learning Course

ERIC Educational Resources Information Center

Winter, Joshua W.

2018-01-01

Flipped learning is a teaching approach that promotes collaboration by using technology to 'flip' traditional instruction. Content is delivered outside of class in the individual space (online) and the group space (classroom) is used to engage in collaborative activities. Flipped learning shifts the teacher's role toward facilitation. Research on…

Collaborative Supervised Learning for Sensor Networks

NASA Technical Reports Server (NTRS)

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.

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

ERIC Educational Resources Information Center

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…

Collaborative Concept Mapping Activities in a Classroom Scenario

ERIC Educational Resources Information Center

Elorriaga, J. A.; Arruarte, A.; Calvo, I.; Larrañaga, M.; Rueda, U.; Herrán, E.

2013-01-01

The aim of this study is to test collaborative concept mapping activities using computers in a classroom scenario and to evaluate the possibilities that Elkar-CM offers for collaboratively learning non-technical topics. Elkar-CM is a multi-lingual and multi-media software program designed for drawing concept maps (CMs) collaboratively. Concept…

Differences That Make A Difference: A Study in Collaborative Learning

NASA Astrophysics Data System (ADS)

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.

Collaborative learning in pre-clinical dental hygiene education.

PubMed

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.

Collaborative Work or Individual Chores: The Role of Family Social Organization in Children's Learning to Collaborate and Develop Initiative.

PubMed

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.

Facilitating Socio-Cognitive and Socio-Emotional Monitoring in Collaborative Learning with a Regulation Macro Script--An Exploratory Study

ERIC Educational Resources Information Center

Näykki, Piia; Isohätälä, Jaana; Järvelä, Sanna; Pöysä-Tarhonen, Johanna; Häkkinen, Päivi

2017-01-01

This study examines student teachers' collaborative learning by focusing on socio-cognitive and socio-emotional monitoring processes during more and less active script discussions as well as the near transfer of monitoring activities in the subsequent task work. The participants of this study were teacher education students whose collaborative…

Beyond Logging of Fingertip Actions: Analysis of Collaborative Learning Using Multiple Sources of Data

ERIC Educational Resources Information Center

Avouris, N.; Fiotakis, G.; Kahrimanis, G.; Margaritis, M.; Komis, V.

2007-01-01

In this article, we discuss key requirements for collecting behavioural data concerning technology-supported collaborative learning activities. It is argued that the common practice of analysis of computer generated log files of user interactions with software tools is not enough for building a thorough view of the activity. Instead, more…

Constructing Knowledge: An Experience of Active and Collaborative Learning in ICT Classrooms

ERIC Educational Resources Information Center

Pinheiro, Margarida M.; Simoes, Dora

2012-01-01

This paper reports on the impact of the implementation of active and collaborative practices in ICT (information and communication technologies) classrooms. Both of these approaches convey a lot of responsibility from the teacher to the students and the hoping, as backed up by the literature, is to promote deeper learning and reasoning skills at a…

Creating a Collaborative "Hot Clock": Using Smart Phones to Motivate Students' Learning in News Interviewing and Reporting

ERIC Educational Resources Information Center

Wei, Fang-Yi Flora

2016-01-01

This unit activity is integrated into the chapters on radio of the appropriate course--Survey of Mass Media, Broadcast Journalism, News Writing, Media Programing, or Communication Technology. Employing the concept of a "hot-clock radio format," the purpose of this unit activity is to motivate students' collaborative learning in news…

A Joint Learning Activity in Process Control and Distance Collaboration between Future Engineers and Technicians

ERIC Educational Resources Information Center

Deschênes, Jean-Sebastien; Barka, Noureddine; Michaud, Mario; Paradis, Denis; Brousseau, Jean

2013-01-01

A joint learning activity in process control is presented, in the context of a distance collaboration between engineering and technical-level students, in a similar fashion as current practices in the industry involving distance coordination and troubleshooting. The necessary infrastructure and the setup used are first detailed, followed by a…

Using Electronic Communication Tools in Online Group Activities to Develop Collaborative Learning Skills

ERIC Educational Resources Information Center

Khalil, Hanan; Ebner, Martin

2017-01-01

The purpose of this study was to investigate the effect of using synchronous and asynchronous communication tools in online group activities to develop collaborative learning skills. An experimental study was implemented on a sample of faculty of education students in Mansoura University. The sample was divided into two groups, a group studied…

Is There a Relationship between the Usage of Active and Collaborative Learning Techniques and International Students' Study Anxiety?

ERIC Educational Resources Information Center

Khoshlessan, Rezvan

2013-01-01

This study was designed to explore the relationships between the international students' perception of professors' instructional practices (the usage of active and collaborative learning techniques in class) and the international students' study anxiety. The dominant goal of this research was to investigate whether the professors' usage of active…

Productive Group Engagement in Cognitive Activity and Metacognitive Regulation during Collaborative Learning: Can It Explain Differences in Students' Conceptual Understanding?

ERIC Educational Resources Information Center

Khosa, Deep K.; Volet, Simone E.

2014-01-01

This paper addresses the nature and significance of productive engagement in cognitive activity and metacognitive regulation in collaborative learning tasks that involve complex scientific knowledge. A situative framework, combining the constructs of social regulation and content processing, provided the theoretical basis for the development of a…

Innovation in collaborative health research training: the role of active learning.

PubMed

Poole, Gary; Egan, John P; Iqbal, Isabeau

2009-03-01

This paper describes and discusses the essential pedagogical elements of the Partnering in Community Health Research (PCHR) program, which was designed to address the training needs of researchers who participate in collaborative, interdisciplinary health research. These elements were intended to foster specific skills that helped learners develop research partnerships featuring knowledge, capabilities, values and attitudes needed for successful research projects. By establishing research teams called "clusters", PCHR provided research training and experience for graduate students and post-doctoral fellows, as well as for community health workers and professionals. Pedagogical elements relied on active learning approaches such as inquiry-based and experience-based learning. Links between these elements and learning approaches are explained. Through their work in cluster-based applied research projects, the development of learning plans, and cross-cluster learning events, trainees acquired collaborative research competencies that were valuable, relevant and theoretically informed.

Zoology Students' Experiences of Collaborative Enquiry in Problem-Based Learning

ERIC Educational Resources Information Center

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…

The Impact of Space on Students' Perceptions of the Value and Quality of Their Learning Experience: A Case Study of the Collaborative Learning Forum

ERIC Educational Resources Information Center

Robertson, Greg; Baumann, Christoph; Bilgin, Ayse A.; Bulger, David; Coutts, Pamela M.; Engel, Roger M.; Giuriato, Rosemary; Gudlaugsdottir, Sigurbjorg; Rigney, Curtis; Tomossy, George F.

2012-01-01

Universities in Australia and worldwide, are building a new generation of learning and teaching spaces which are designed to encourage and support active and collaborative modes of learning and teaching. However, there is little evidence to show that students will recognise the contribution these spaces make to their learning. Temple (2008) argued…

Collaborative action research: implementation of cooperative learning.

PubMed

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.

An inter-institutional collaboration: transforming education through interprofessional simulations.

PubMed

King, Sharla; Drummond, Jane; Hughes, Ellen; Bookhalter, Sharon; Huffman, Dan; Ansell, Dawn

2013-09-01

An inter-institutional partnership of four post-secondary institutions and a health provider formed a learning community with the goal of developing, implementing and evaluating interprofessional learning experiences in simulation-based environments. The organization, education and educational research activities of the learning community align with the institutional and instructional reforms recommended by the Lancet Commission on Health Professional Education for the 21st century. This article provides an overview of the inter-institutional collaboration, including the interprofessional simulation learning experiences, instructor development activities and preliminary results from the evaluation.

Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum

PubMed Central

2018-01-01

Purpose This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students. Methods A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken.A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Results Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills. Conclusion This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students. PMID:29860777

Examining Factors Affecting Beginning Teachers' Transfer of Learning of ICT-Enhanced Learning Activities in Their Teaching Practice

ERIC Educational Resources Information Center

Agyei, Douglas D.; Voogt, Joke

2014-01-01

This study examined 100 beginning teachers' transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by "learning technology by collaborative design" in their final year of…

Observing tutorial dialogues collaboratively: insights about human tutoring effectiveness from vicarious learning.

PubMed

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.

Using Active Learning in a Studio Classroom to Teach Molecular Biology

ERIC Educational Resources Information Center

Nogaj, Luiza A.

2013-01-01

This article describes the conversion of a lecture-based molecular biology course into an active learning environment in a studio classroom. Specific assignments and activities are provided as examples. The goal of these activities is to involve students in collaborative learning, teach them how to participate in the learning process, and give…

Differences in Active and Collaborative Learning by Race for Community College Developmental Writing Students

ERIC Educational Resources Information Center

Barhoum, Sim; Wood, J. Luke

2016-01-01

The purpose of this study was to determine whether or not there were significant differences in the self-reported frequency of active and collaborative learning by racial/ethnic affiliation between students who have completed a developmental writing course and those that plan to take one. Drawing upon data from the Community College Survey of…

A Survey of Students' Experiences on Collaborative Virtual Learning Activities Based on Five-Stage Model

ERIC Educational Resources Information Center

Karaman, M. Kemal; Özen, Sevil Orhan

2016-01-01

In this study, we aimed to design collaborative virtual learning (CVL) activities by using a five-stage model (FSM) and survey of students' experiences. The study group consisted of 14 voluntary students in the Turkish Teaching Department. In this case study, data were collected through observations, recordings in Second Life (SL) and interviews.…

An Examination of the Effects of Collaborative Scientific Visualization via Model-Based Reasoning on Science, Technology, Engineering, and Mathematics (STEM) Learning within an Immersive 3D World

ERIC Educational Resources Information Center

Soleimani, Ali

2013-01-01

Immersive 3D worlds can be designed to effectively engage students in peer-to-peer collaborative learning activities, supported by scientific visualization, to help with understanding complex concepts associated with learning science, technology, engineering, and mathematics (STEM). Previous research studies have shown STEM learning benefits…

Telementoring Physics: University-Community After-school Collaborations and the Mediation of the Formal/Informal Divide

NASA Astrophysics Data System (ADS)

Lecusay, Robert A.

For several decades improvement of science education has been a major concern of policy makers concerned that the U.S. is a "nation at risk" owing to the dearth of students pursing careers in science. Recent policy proposals have argued that provision of broadband digital connectivity to organizations in the informal sector would increase the reach of the formal, academic sector to raise the overall level of science literacy in the country. This dissertation reports on a longitudinal study of a physics telementoring activity jointly run by a university-community collaborative at a community learning center. The activity implemented a digital infrastructure that exceeds the technical and social-institutional arrangements promoted by policy makers. In addition to broadband internet access (for tele-conferencing between students at the community center and physicists at a university), supplemented by digital software designed to promote physics education, the activity included the presence of a collaborating researcher/tutor at the community learning center to coordinate and document the instructional activities. The current research revealed a fundamental contradiction between the logic, goals, and practices of the physics instructors, and the corresponding logic, goals, and practices of the participants at the community learning center. This contradiction revolves around a contrast between the physicists' formal, logocentric ways of understanding expressed in the ability to explain the scientific rules underlying physical phenomena and the informal, pragmatic orientation of the youth and adults at the learning center. The observations in this dissertation should remind techno-enthusiasts, especially in the arena of public education policy, that there are no turnkey solutions in "distance" science education. Technically "connecting" people is not equivalent to creating conditions that expand opportunities to learn and a functioning socio-technical system that supports learning. Secondly, for designers and practitioners of informal learning in community-university collaborative settings, it is critically important to understand distance learning activities as developing "cross-cultural, " collaborative encounters, the results of which are more likely to be hybrids of different ways of learning and knowing than the conversion of informal learning into a tool for instruction that will allow youth to "think like physicists."

CoCoFolio: A Web-Based Electronic Portfolio for Enriching Students' Learning by Collaboration.

ERIC Educational Resources Information Center

Sugiyama, Takeshi; Kakehi, Naoyuki; Kura, Tsuneko; Takahashi Tokiichiro

A Web-based electronic portfolio, CoCoFolio, was developed for enriching students' learning by collaboration. CoCoFolio consists of two collaboration tools: a multi-layer drawing tool, CoCoBoard, and a small bulletin board, Discussion Board, for each student's submission. These tools support a series of expression activities: expression, sharing,…

Play with the Slinky[R]: Learning to Lead Collaboration through a Statewide Training Project Aimed at Grants for Community Partnerships

ERIC Educational Resources Information Center

Curry, Elizabeth A.

2005-01-01

How can training develop the philosophical commitment that library staff members need to successfully lead collaborative projects? How do conversation as a training model and play as an activity shape the collaborative learning process? How do we stimulate libraries and library staff to assume leadership roles in community building? This article…

Research on Mobile Learning Activities Applying Tablets

ERIC Educational Resources Information Center

Kurilovas, Eugenijus; Juskeviciene, Anita; Bireniene, Virginija

2015-01-01

The paper aims to present current research on mobile learning activities in Lithuania while implementing flagship EU-funded CCL project on application of tablet computers in education. In the paper, the quality of modern mobile learning activities based on learning personalisation, problem solving, collaboration, and flipped class methods is…

Visualization Forms in the Cross-Cultural Collaborative Activities of Design and Development of a Digital Resource for Education

ERIC Educational Resources Information Center

Quan, Guolong; Gu, Xiaoqing

2018-01-01

Recent studies have demonstrated the integration of visualization technology to support collaboration and stimulate learning performance. The use of visualization tools during the collaborative activities of international students is a worthy topic for further exploration. Based on grounded and activity theories, this research uses observation and…

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

PubMed

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 their participation in the collaborative. This study provides guidance for future organisers and participants of quality improvement collaboratives about which learning approaches will best suit the participants and enhance improvement work.

Development of a Mobile Learning System Based on a Collaborative Problem-Posing Strategy

ERIC Educational Resources Information Center

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…

Learning from the Periphery in a Collaborative Robotics Workshop for Girls

ERIC Educational Resources Information Center

Sullivan, Florence R.; Keith, Kevin; Wilson, Nicholas C.

2016-01-01

This study investigates how students who are peripherally positioned in computer science-based, collaborative group work meaningfully engage with the group activity in order to learn. Our research took place in the context of a one-day, all-girl robotics workshop, in which the participants were learning to program robotic devices. A total of 17…

How Working Collaboratively with Technology Can Foster a Creative Learning Environment

ERIC Educational Resources Information Center

Gómez, Susana

2016-01-01

Research has shown that collaborative learning is a very powerful methodology as it ensures interaction among students, humanises the learning process and has positive effects on academic achievement. An activity based on this approach can also benefit from the use of technology, making this task more appealing to our students today. The aim of…

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

PubMed Central

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

Active Learning: The Importance of Developing a Comprehensive Measure

ERIC Educational Resources Information Center

Carr, Rodney; Palmer, Stuart; Hagel, Pauline

2015-01-01

This article reports on an investigation into the validity of a widely used scale for measuring the extent to which higher education students employ active learning strategies. The scale is the active learning scale in the Australasian Survey of Student Engagement. This scale is based on the Active and Collaborative Learning scale of the National…

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

PubMed

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 initial challenges, adopting project-based learning with international collaboration has strong potentials to be valuable in the training of biomedical engineering students.

Mapping remote and multidisciplinary learning barriers: lessons from challenge-based innovation at CERN

NASA Astrophysics Data System (ADS)

Jensen, Matilde Bisballe; Utriainen, Tuuli Maria; Steinert, Martin

2018-01-01

This paper presents the experienced difficulties of students participating in the multidisciplinary, remote collaborating engineering design course challenge-based innovation at CERN. This is with the aim to identify learning barriers and improve future learning experiences. We statistically analyse the rated differences between distinct design activities, educational background and remote vs. co-located collaboration. The analysis is based on a quantitative and qualitative questionnaire (N = 37). Our analysis found significant ranking differences between remote and co-located activities. This questions whether the remote factor might be a barrier for the originally intended learning goals. Further a correlation between analytical and converging design phases was identified. Hence, future facilitators are suggested to help students in the transition from one design phase to the next rather than only teaching methods in the individual design phases. Finally, we discuss how educators address the identified learning barriers when designing future courses including multidisciplinary or remote collaboration.

Designing new collaborative learning spaces in clinical environments: experiences from a children's hospital in Australia.

PubMed

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.

Facilitating learning through an international virtual collaborative practice: A case study.

PubMed

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.

Cloud Collaboration: Cloud-Based Instruction for Business Writing Class

ERIC Educational Resources Information Center

Lin, Charlie; Yu, Wei-Chieh Wayne; Wang, Jenny

2014-01-01

Cloud computing technologies, such as Google Docs, Adobe Creative Cloud, Dropbox, and Microsoft Windows Live, have become increasingly appreciated to the next generation digital learning tools. Cloud computing technologies encourage students' active engagement, collaboration, and participation in their learning, facilitate group work, and support…

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

ERIC Educational Resources Information Center

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…

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

NASA Astrophysics Data System (ADS)

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.

Elementary School Teachers' Perception of Desirable Learning Activities: A Singaporean Perspective.

ERIC Educational Resources Information Center

Tan, Ai-girl

2001-01-01

From ratings of children's learning activities by 209 elementary teachers in Singapore, four factors emerged: conventional activities, motivational activities, student-directed activities that foster independence and collaboration, and teacher-directed group activities. Beginning teachers preferred motivational activities. The current environment…

Learning collaborative teamwork: an argument for incorporating the humanities.

PubMed

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.

Competences for enhancing interprofessional collaboration in a paediatrics setting: Enabling and hindering factors.

PubMed

Solevåg, Anne Lee; Karlgren, Klas

2016-01-01

In 2011 an interprofessional educational programme called "Pediatric systematic assessment and communication for preventing emergencies" designed to increase clinical staff's competence in treating sick children was introduced in one paediatrics department in Norway. To elicit an in-depth understanding of the perceptions of clinical staff about the programme and enact adjustments according to identified enabling and hindering factors for learning, nurses and paediatricians were invited to participate in focus group interviews. The interviews were analysed by content analysis. Enabling factors for learning included improved interprofessional collaboration and positive feedback on performance. Hindering factors included perceptions that the programme was redundant and the fact that collaborating departments, such as the surgical departments, were not familiar with the programme. Peer learning, more interprofessional learning activities, and the fostering of a learning organization were suggestions for sustained learning. Based on the results of the study we have now included collaborating departments in the programme.

The Brink of Change: Gender in Technology-Rich Collaborative Learning Environments

NASA Astrophysics Data System (ADS)

Goldstein, Jessica; Puntambekar, Sadhana

2004-12-01

This study was designed to contribute to a small but growing body of knowledge on the influence of gender in technology-rich collaborative learning environments. The study examined middle school students' attitudes towards using computers and working in groups during scientific inquiry. Students' attitudes towards technology and group work were analyzed using questionnaires. To add depth to the findings from the survey research, the role of gender was also investigated through the analysis of student conversations in the context of two activities: exploring science information on a hypertext text and conducting hands-on investigations. The data suggest that not only are girls and boys are similar with regard to attitudes about computers and group work, but that during collaborative learning activities, girls may actually participate more actively and persistently regardless of the nature of the task.

Redesign and Evaluation of a Patient Assessment Course

PubMed Central

Sobieraj, Diana M.; McCaffrey, Desmond; Lee, Jennifer J.

2009-01-01

Objectives To redesign a patient assessment course using a structured instructional design process and evaluate student learning. Design Course coordinators collaborated with an instructional design and development expert to incorporate new pedagogical approaches (eg, Web-based self-tests), create new learning activities (eg, peer collaboration on worksheets, SOAP note writing), and develop grading rubrics. Assessment Formative and summative surveys were administered for student self-assessment and course evaluation. Seventy-six students (78%) completed the summative survey. The mean course grade was 91.8% ± 3.6%, with more than 75% of students reporting achievement of primary course learning objectives. All of the additional learning activities helped students meet the learning objectives with the exception of the written drug information response. Conclusion The use of a structured instructional design process to redesign a patient assessment course was successful in creating a curriculum that succeeded in teaching students the specified learning objectives. Other colleges and schools are encouraged to collaborate with an instructional design and development expert to improve the pharmacy curriculum. PMID:19960090

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

PubMed

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.

Translanguaging Space and Creative Activity: Theorising Collaborative Arts-Based Learning

ERIC Educational Resources Information Center

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…

Students' Knowledge Sources and Knowledge Sharing in the Design Studio--An Exploratory Study

ERIC Educational Resources Information Center

Chiu, Sheng-Hsiao

2010-01-01

Architectural design is a knowledge-intensive activity; however, students frequently lack sufficient knowledge when they practice design. Collaborative learning can supplement the students' insufficient expertise. Successful collaborative learning relies on knowledge sharing between students. This implies that the peers are a considerable design…

Evaluation as a Collaborative Activity to Learn Content Knowledge in a Graduate Course

ERIC Educational Resources Information Center

Hughes, Bob; Arbogast, Janet; Kafer, Lindsey; Chen, Julianna

2014-01-01

Teaching graduate students to conduct evaluations is typically relegated to evaluation methods courses. This approach misses an opportunity for students to collaboratively use evaluation skills to explore content. This article examines a graduate course, Issues in Adult Basic Education, in which students learned evaluation methods concurrently…

Effect of Peer-to-Peer Nurse-Physician Collaboration on Attitudes Toward the Nurse-Physician Relationship.

PubMed

Edwards, Pamela B; Rea, Jean B; Oermann, Marilyn H; Hegarty, Ellen J; Prewitt, Judy R; Rudd, Mariah; Silva, Susan; Nagler, Alisa; Turner, David A; DeMeo, Stephen D

The goal of this study was to pilot a novel peer-to-peer nurse-physician collaboration program and assess for changes in attitudes toward collaboration among a group of newly licensed nurses and resident physicians (n = 39). The program included large group meetings, with discussion of key concepts related to interprofessional collaboration. In unit-based teams, the registered nurses and physicians developed a quality improvement project to meet a need on their unit. Creating learning activities like this program enable nursing professional development specialists to promote interprofessional collaboration and learning.

Using VoiceThread to Promote Collaborative Learning in On-Line Clinical Nurse Leader Courses.

PubMed

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.

Wiki technology enhanced group project to promote active learning in a neuroscience course for first-year medical students: an exploratory study.

PubMed

Mi, Misa; Gould, Douglas

2014-01-01

A Wiki group project was integrated into a neuroscience course for first-year medical students. The project was developed as a self-directed, collaborative learning task to help medical students review course content and make clinically important connections. The goals of the project were to enhance students' understanding of key concepts in neuroscience, promote active learning, and reinforce their information literacy skills. The objective of the exploratory study was to provide a formative evaluation of the Wiki group project and to examine how Wiki technology was utilized to enhance active and collaborative learning of first-year medical students in the course and to reinforce information literacy skills.

Learning Through New Approaches to Forest Governance: Evidence from Harrop-Procter Community Forest, Canada.

PubMed

Egunyu, Felicitas; Reed, Maureen G; Sinclair, John A

2016-04-01

Collaborative forest governance arrangements have been viewed as promising for sustainable forestry because they allow local communities to participate directly in management and benefit from resource use or protection. Such arrangements are strengthened through social learning during management activities that can enhance capacity to solve complex problems. Despite significant research on social learning in collaborative environmental governance, it is not clear how social learning evolves over time, who influences social learning, and whether learning influences management effectiveness. This study investigates how social learning outcomes change over time, using an in-depth study of a community forest in Canada. Personal interviews, focus group meetings, and participant observation revealed that most participants started engaging in community forestry with limited knowledge and learned as they participated in management activities. However, as the community forest organization became effective at complying with forestry legislation, learning opportunities and outcomes became more restricted. Our results run contrary to the prevalent view that opportunities for and outcomes of social learning become enlarged over time. In our case, learning how to meet governmental requirements increased professionalism and reduced opportunities for involvement and learning to a smaller group. Our findings suggest the need to further test propositions about social learning and collaborative governance, particularly to determine how relationships evolve over time.

Learning Through New Approaches to Forest Governance: Evidence from Harrop-Procter Community Forest, Canada

NASA Astrophysics Data System (ADS)

Egunyu, Felicitas; Reed, Maureen G.; Sinclair, John A.

2016-04-01

Collaborative forest governance arrangements have been viewed as promising for sustainable forestry because they allow local communities to participate directly in management and benefit from resource use or protection. Such arrangements are strengthened through social learning during management activities that can enhance capacity to solve complex problems. Despite significant research on social learning in collaborative environmental governance, it is not clear how social learning evolves over time, who influences social learning, and whether learning influences management effectiveness. This study investigates how social learning outcomes change over time, using an in-depth study of a community forest in Canada. Personal interviews, focus group meetings, and participant observation revealed that most participants started engaging in community forestry with limited knowledge and learned as they participated in management activities. However, as the community forest organization became effective at complying with forestry legislation, learning opportunities and outcomes became more restricted. Our results run contrary to the prevalent view that opportunities for and outcomes of social learning become enlarged over time. In our case, learning how to meet governmental requirements increased professionalism and reduced opportunities for involvement and learning to a smaller group. Our findings suggest the need to further test propositions about social learning and collaborative governance, particularly to determine how relationships evolve over time.

A Fundamental Study for Efficient Implementaion of Online Collaborative Activities in Large-Scale Classes

ERIC Educational Resources Information Center

Matsuba, Ryuichi; Suzuki, Yusei; Kubota, Shin-Ichiro; Miyazaki, Makoto

2015-01-01

We study tactics for writing skills development through cross-disciplinary learning in online large-scale classes, and particularly are interested in implementation of online collaborative activities such as peer reviewing of writing. The goal of our study is to carry out collaborative works efficiently via online effectively in large-scale…

A large-scale mass casualty simulation to develop the non-technical skills medical students require for collaborative teamwork.

PubMed

Jorm, Christine; Roberts, Chris; Lim, Renee; Roper, Josephine; Skinner, Clare; Robertson, Jeremy; Gentilcore, Stacey; Osomanski, Adam

2016-03-08

There is little research on large-scale complex health care simulations designed to facilitate student learning of non-technical skills in a team-working environment. We evaluated the acceptability and effectiveness of a novel natural disaster simulation that enabled medical students to demonstrate their achievement of the non-technical skills of collaboration, negotiation and communication. In a mixed methods approach, survey data were available from 117 students and a thematic analysis undertaken of both student qualitative comments and tutor observer participation data. Ninety three per cent of students found the activity engaging for their learning. Three themes emerged from the qualitative data: the impact of fidelity on student learning, reflexivity on the importance of non-technical skills in clinical care, and opportunities for collaborative teamwork. Physical fidelity was sufficient for good levels of student engagement, as was sociological fidelity. We demonstrated the effectiveness of the simulation in allowing students to reflect upon and evidence their acquisition of skills in collaboration, negotiation and communication, as well as situational awareness and attending to their emotions. Students readily identified emerging learning opportunities though critical reflection. The scenarios challenged students to work together collaboratively to solve clinical problems, using a range of resources including interacting with clinical experts. A large class teaching activity, framed as a simulation of a natural disaster is an acceptable and effective activity for medical students to develop the non-technical skills of collaboration, negotiation and communication, which are essential to team working. The design could be of value in medical schools in disaster prone areas, including within low resource countries, and as a feasible intervention for learning the non-technical skills that are needed for patient safety.

Preschool children's Collaborative Science Learning Scaffolded by Tablets

NASA Astrophysics Data System (ADS)

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.

Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning

PubMed Central

Fischer, Frank; Kollar, Ingo; Stegmann, Karsten; Wecker, Christof

2013-01-01

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its 4 types of components of internal and external scripts (play, scene, role, and scriptlet) and 7 principles, this theory addresses the question of how CSCL practices are shaped by dynamically reconfigured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over nontransactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points toward conceptual challenges and future research questions. PMID:23378679

From Swimming Pool to Collaborative Learning Studio: Pedagogy, Space, and Technology in a Large Active Learning Classroom

ERIC Educational Resources Information Center

Lee, Dabae; Morrone, Anastasia S.; Siering, Greg

2018-01-01

To promote student learning and bolster student success, higher education institutions are increasingly creating large active learning classrooms to replace traditional lecture halls. Although there have been many efforts to examine the effects of those classrooms on learning outcomes, there is paucity of research that can inform the design and…

Examining the Effect of Problem Type in a Synchronous Computer-Supported Collaborative Learning (CSCL) Environment

ERIC Educational Resources Information Center

Kapur, Manu; Kinzer, Charles K.

2007-01-01

This study investigated the effect of well- vs. ill-structured problem types on: (a) group interactional activity, (b) evolution of group participation inequities, (c) group discussion quality, and (d) group performance in a synchronous, computer-supported collaborative learning (CSCL) environment. Participants were 60 11th-grade science students…

Beyond Classroom Borders: Incorporating Collaborative Service Learning for the Adult Student

ERIC Educational Resources Information Center

Kelly, Millicent J.

2013-01-01

This article provides an overview of collaborative service learning activities as they are incorporated into university curricula designed for the nontraditional student. The basic tenets of the concept of "andragogy" are briefly reviewed to emphasize the special considerations that need to be addressed to ensure the successful inclusion of…

Physical Activity and Wellness: Applied Learning through Collaboration

ERIC Educational Resources Information Center

Long, Lynn Hunt; Franzidis, Alexia

2015-01-01

This article describes how two university professors teamed up to initiate a university-sponsored physical activity and wellness expo in an effort to promote an authentic and transformative learning experience for preservice students.

Conventional wisdom: negotiating conventions of reference enhances category learning.

PubMed

Voiklis, John; Corter, James E

2012-01-01

Collaborators generally coordinate their activities through communication, during which they readily negotiate a shared lexicon for activity-related objects. This social-pragmatic activity both recruits and affects cognitive and social-cognitive processes ranging from selective attention to perspective taking. We ask whether negotiating reference also facilitates category learning or might private verbalization yield comparable facilitation? Participants in three referential conditions learned to classify imaginary creatures according to combinations of functional features-nutritive and destructive-that implicitly defined four categories. Remote partners communicated in the Dialogue condition. In the Monologue condition, participants recorded audio descriptions for their own later use. Controls worked silently. Dialogue yielded better category learning, with wider distribution of attention. Monologue offered no benefits over working silently. We conclude that negotiating reference compels collaborators to find communicable structure in their shared activity; this social-pragmatic constraint accelerates category learning and likely provides much of the benefit recently ascribed to learning labeled categories. Copyright © 2012 Cognitive Science Society, Inc.

Promoting Effective E-Learning Practices through the Constructivist Pedagogy

ERIC Educational Resources Information Center

Keengwe, Jared; Onchwari, Grace; Agamba, Joachim

2014-01-01

Although rapid advances in technology has allowed for the growth of collaborative e-learning experiences unconstrained by time and space, technology has not been heavily infused in the activities of teaching and learning. This article examines the theory of constructivism as well as the design of e-learning activities using constructivist…

Learning Outcomes of Teacher Professional Development Activities: A Meta-Study

ERIC Educational Resources Information Center

Thurlings, Marieke; den Brok, Perry

2017-01-01

Former literature reviews suggested that if (student) teachers learn together in their professional development activities, professional development is enhanced. In the present literature review, we explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities.…

Contextualizing learning to improve care using collaborative communities of practices.

PubMed

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 apply new learnings in local contexts. Study findings offer insights into collaborative, inter-organizational CoP learning approaches to build QI capabilities amongst clinicians, staff, and managers. In particular, our study delineates the need to contextualize QI learning by using deliberate learning activities to balance systematic and structured approaches alongside pragmatic and accommodating approaches with expert mentors.

A Model of Transformative Collaboration

ERIC Educational Resources Information Center

Swartz, Ann L.; Triscari, Jacqlyn S.

2011-01-01

Two collaborative writing partners sought to deepen their understanding of transformative learning by conducting several spirals of grounded theory research on their own collaborative relationship. Drawing from adult education, business, and social science literature and including descriptive analysis of their records of activity and interaction…

Motivating At-Risk Students through Computer-based Cooperative Learning Activities.

ERIC Educational Resources Information Center

Gan, Siowck-Lee

1999-01-01

Malaysian at-risk students trained in information-technology skills were appointed to lead cooperative-learning groups engaged in computer-search activities. Activities were structured to incorporate individual accountability, positive interdependence and interaction, collaborative skills, and group processing. Motivation, self-confidence,…

K-5 Educators' Perceptions of the Role of Speech Language Pathologists

ERIC Educational Resources Information Center

Hatcher, Karmon D.

2017-01-01

Rarely is a school-based speech language pathologist (SLP) thought of as an active contributor to the achievement of students or to the learning community in general. Researchers have found benefits for students when members of the learning community collaborate, and the SLP should be a part of this community collaboration. This qualitative case…

Distribution of Feedback among Teacher and Students in Online Collaborative Learning in Small Groups

ERIC Educational Resources Information Center

Coll, Cesar; Rochera, Maria Jose; de Gispert, Ines; Diaz-Barriga, Frida

2013-01-01

This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1 = 629 & N2 = 224) involved in the collaborative…

Online Project-Based Learning: How Collaborative Strategies and Problem Solving Processes Impact Performance

ERIC Educational Resources Information Center

Thomas, W. Randall; Macgregor, S. Kim

2005-01-01

The goal of this study was to gain insights into the interactions that occur in online communications in a project-based learning activity implemented in an undergraduate course. A multi-case study was conducted of six collaborative groups, focusing on the types and frequencies of interactions that occurred within each group and the perceptions…

Perception of Democracy in Computer-Mediated Communication: Participation, Responsibility, Collaboration, and Reflection

ERIC Educational Resources Information Center

Gallego-Arrufat, Maria-Jesus; Gutiérrez-Santiuste, Elba

2015-01-01

We present a case study to analyze how higher education students attending a Spanish University (N = 100) democratize the virtual classroom by assuming responsibility for their learning and that of the other members of the class; participate actively in social, cognitive, and teaching issues; and collaborate by creating a learning community and…

Mobile Voting Tools for Creating Collaboration Environment and a New Educational Design of the University Lecture

ERIC Educational Resources Information Center

Titova, Svetlana

2014-01-01

Mobile devices can enhance learning experience in many ways: provide instant feedback and better diagnosis of learning problems; enhance learner autonomy; create mobile networking collaboration; help design enquiry-based activities based on augmented reality, geo-location awareness and video-capture. One of the main objectives of the international…

Finding Productive Talk around Errors in Intelligent Tutoring Systems

ERIC Educational Resources Information Center

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

2015-01-01

To learn from an error, students must correct the error by engaging in sense-making activities around the error. Past work has looked at how supporting collaboration around errors affects learning. This paper attempts to shed further light on the role that collaboration can play in the process of overcoming an error. We found that good…

The Collaborative Learning Behaviours of Middle Primary School Students in a Classroom Music Creation Activity

ERIC Educational Resources Information Center

Baker, William J.; Harvey, Georgina

2014-01-01

Located in a northern Tasmanian government primary school, this study presents the findings of an investigation into the learning behaviours of middle primary (Grade 3/4) students in a collaborative music soundscape task. Recent literature regarding music education and social development are presented and the design of the research described.…

Discussing Active Learning from the Practitioner's Perspective

ERIC Educational Resources Information Center

Bamba, Priscilla

2015-01-01

The purpose of this paper is to present an overview of how active learning took place in a class containing specific readings,cooperative and collaborative group work, and a writing assignment for college students at a Northern Virginia Community College campus (NVCC). Requisite knowledge, skills, learner characteristics, brain-based learning, and…

Toward Collaboration Sensing

ERIC Educational Resources Information Center

Schneider, Bertrand; Pea, Roy

2014-01-01

We describe preliminary applications of network analysis techniques to eye-tracking data collected during a collaborative learning activity. This paper makes three contributions: first, we visualize collaborative eye-tracking data as networks, where the nodes of the graph represent fixations and edges represent saccades. We found that those…

Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load.

PubMed

Marei, Hesham F; Donkers, Jeroen; Al-Eraky, Mohamed M; Van Merrienboer, Jeroen J G

2018-05-25

The use of virtual patients (VPs), due to their high complexity and/or inappropriate sequencing with other instructional methods, might cause a high cognitive load, which hampers learning. To investigate the efficiency of instructional methods that involved three different applications of VPs combined with lectures. From two consecutive batches, 171 out of 183 students have participated in lecture and VPs sessions. One group received a lecture session followed by a collaborative VPs learning activity (collaborative deductive). The other two groups received a lecture session and an independent VP learning activity, which either followed the lecture session (independent deductive) or preceded it (independent inductive). All groups were administrated written knowledge acquisition and retention tests as well as transfer tests using two new VPs. All participants completed a cognitive load questionnaire, which measured intrinsic, extraneous and germane load. Mixed effect analysis of cognitive load and efficiency using the R statistical program was performed. The highest intrinsic and extraneous load was found in the independent inductive group, while the lowest intrinsic and extraneous load was seen in the collaborative deductive group. Furthermore, comparisons showed a significantly higher efficiency, that is, higher performance in combination with lower cognitive load, for the collaborative deductive group than for the other two groups. Collaborative use of VPs after a lecture is the most efficient instructional method, of those tested, as it leads to better learning and transfer combined with lower cognitive load, when compared with independent use of VPs, either before or after the lecture.

More Than Just Chemistry: The Impact of a Collaborative Participant Structure on Student Perceptions of Science

NASA Astrophysics Data System (ADS)

Patchen, Terri; Smithenry, Dennis W.

2015-02-01

Researchers have theorized that integrating authentic science activities into classrooms will help students learn how working scientists collaboratively construct knowledge, but few empirical studies have examined students' experiences with these types of activities. Utilizing data from a comparative, mixed-methods study, we considered how integrating a complex, collaborative participant structure into a secondary school chemistry curriculum shapes students' perceptions of what constitutes "science." We found that the implementation of this participant structure expanded student perceptions of chemistry learning beyond the typical focus on science content knowledge to include the acquisition of collaboration skills. This support for the collaborative construction of knowledge, in addition to the appropriation of scientific content, establishes the conditions for what science educators and scientists say they want: students who can work together to solve science problems. Radical shifts towards such collaborative participant structures are necessary if we are to modify student perceptions of science and science classrooms in ways that are aligned with recent calls for science education reform.

An approach to integrating interprofessional education in collaborative mental health care.

PubMed

Curran, Vernon; Heath, Olga; Adey, Tanis; Callahan, Terrance; Craig, David; Hearn, Taryn; White, Hubert; Hollett, Ann

2012-03-01

This article describes an evaluation of a curriculum approach to integrating interprofessional education (IPE) in collaborative mental health practice across the pre- to post-licensure continuum of medical education. A systematic evaluation of IPE activities was conducted, utilizing a combination of evaluation study designs, including: pretest-posttest control group; one-group pre-test-post-test; and one-shot case study. Participant satisfaction, attitudes toward teamwork, and self-reported teamwork abilities were key evaluative outcome measures. IPE in collaborative mental health practice was well received at both the pre- and post-licensure levels. Satisfaction scores were very high, and students, trainees, and practitioners welcomed the opportunity to learn about collaboration in the context of mental health. Medical student satisfaction increased significantly with the introduction of standardized patients (SPs) as an interprofessional learning method. Medical students and faculty reported that experiential learning in practice-based settings is a key component of effective approaches to IPE implementation. At a post-licensure level, practitioners reported significant improvement in attitudes toward interprofessional collaboration in mental health care after participation in IPE. IPE in collaborative mental health is feasible, and mental health settings offer practical and useful learning experiences for students, trainees, and practitioners in interprofessional collaboration.

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

PubMed

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.

Social Media and Networking Technologies: An Analysis of Collaborative Work and Team Communication

ERIC Educational Resources Information Center

Okoro, Ephraim A.; Hausman, Angela; Washington, Melvin C.

2012-01-01

Digital communication increases students' learning outcomes in higher education. Web 2.0 technologies encourages students' active engagement, collaboration, and participation in class activities, facilitates group work, and encourages information sharing among students. Familiarity with organizational use and sharing in social networks aids…

Blueprints for a Collaborative Classroom.

ERIC Educational Resources Information Center

1997

This book provides guidelines and suggested activities for collaborative learning for elementary grade students with a variety of abilities and disabilities. It is based on experiences at the Developmental Studies Center (Oakland, California). Activities are presented as blueprint formats that provide a comprehensive set of structures which can be…

Involvement, Collaboration and Engagement: Social Networks through a Pedagogical Lens

ERIC Educational Resources Information Center

Seifert, Tami

2016-01-01

Social networks facilitate activities that promote involvement, collaboration and engagement. Modelling of best practices using social networks enhances its usage by participants, increases participants confidence as to its implementation and creates a paradigm shift to a more personalized, participatory and collaborative learning and a more…

Collaborative Writing Support Tools on the Cloud

ERIC Educational Resources Information Center

Calvo, R. A.; O'Rourke, S. T.; Jones, J.; Yacef, K.; Reimann, P.

2011-01-01

Academic writing, individual or collaborative, is an essential skill for today's graduates. Unfortunately, managing writing activities and providing feedback to students is very labor intensive and academics often opt out of including such learning experiences in their teaching. We describe the architecture for a new collaborative writing support…

Socio-material perspectives on interprofessional team and collaborative learning.

PubMed

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 interprofessional contexts. © 2016 John Wiley & Sons Ltd.

Collaborative Classroom Simulation (CCS): An Innovative Pedagogy Using Simulation in Nursing Education.

PubMed

Berndt, Jodi; Dinndorf-Hogenson, Georgia; Herheim, Rena; Hoover, Carrie; Lanc, Nicole; Neuwirth, Janet; Tollefson, Bethany

2015-01-01

Collaborative Classroom Simulation (CCS) is a pedagogy designed to provide a simulation learning experience for a classroom of students simultaneously through the use of unfolding case scenarios. The purpose of this descriptive study was to explore the effectiveness of CCS based on student perceptions. Baccalaureate nursing students (n = 98) participated in the study by completing a survey after participation in the CCS experience. Opportunities for collaboration, clinical judgment, and participation as both observer and active participant were seen as strengths of the experience. Developed as a method to overcome barriers to simulation, CCS was shown to be an effective active learning technique that may prove to be sustainable.

A Multi-Perspective Collaborative on Teacher Learning for Teachers of Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

West, Elizabeth A.; Jones, Phyllis; Chambers, Dianne; Whitehurst, Teresa

2012-01-01

The purpose of this multi-perspective collaborative research activity was to analyze moments of teacher learning as perceived by a group of teachers who educate students with the label of Autism Spectrum Disorder (ASD). The researchers in this project acknowledge the value of hearing teachers' perspectives on what works for them in their…

Constraint-Referenced Analytics of Algebra Learning

ERIC Educational Resources Information Center

Sutherland, Scot M.; White, Tobin F.

2016-01-01

The development of the constraint-referenced analytics tool for monitoring algebra learning activities presented here came from the desire to firstly, take a more quantitative look at student responses in collaborative algebra activities, and secondly, to situate those activities in a more traditional introductory algebra setting focusing on…

Meta-Analysis of Group Learning Activities: Empirically Based Teaching Recommendations

ERIC Educational Resources Information Center

Tomcho, Thomas J.; Foels, Rob

2012-01-01

Teaching researchers commonly employ group-based collaborative learning approaches in Teaching of Psychology teaching activities. However, the authors know relatively little about the effectiveness of group-based activities in relation to known psychological processes associated with group dynamics. Therefore, the authors conducted a meta-analytic…

Activity confrontation methods: A reflexive and metacognitive approach for interprofessional collaboration training.

PubMed

Aiguier, Gregory; Oboeuf, Alexandre; Cobbaut, Jean-Philippe; Vanpee, Dominique

2015-01-01

Integration of interprofessional collaboration into healthcare education and training programmes has become a fundamental issue. Its objective is to learn how to collectively build collaborative care practice that addresses the uniqueness of each context and the specific situation of the patient. It is also about understanding the process of collectively building collaborative care practice in order to be able to apply it in different contexts. This article describes a study that aimed to examine the value of relying on activity confrontation methods to develop training. These methods consist of filming practitioners during an activity and encouraging them to analyse it. It was found that these methods encourage reflexive analysis of the motives for pursuing interprofessional action (identifying constitutive factors) but also a metacognitive approach on the conditions of learning (p < 0.01). In addition to the educational dimensions (methods and leadership positions) and organisational dimensions (frameworks), it was found that the patient's role is essential in developing interprofessional care practice and training (p < 0.01). Given the nature of these findings, this article goes on to suggest that the patient must be considered a "partner" in development and delivery of interprofessional learning and care.

Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

ERIC Educational Resources Information Center

Kostina, Ludmyla

2015-01-01

Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve…

The Transformation of Learning: Advances in Cultural-Historical Activity Theory

ERIC Educational Resources Information Center

van Oers, Bert, Ed.; Wardekker, Wim, Ed.; Elbers, Ed, Ed.; van der Veer, Rene, Ed.

2010-01-01

Learning is a changing phenomenon, depending on the advances in theory and research. This book presents a relatively new approach to learning, based on meaningful human activities in cultural practices and in collaboration with others. It draws extensively from the ideas of Lev Vygotsky and his recent followers. The book presents ideas that…

LSQuiz: A Collaborative Classroom Response System to Support Active Learning through Ubiquitous Computing

ERIC Educational Resources Information Center

Caceffo, Ricardo; Azevedo, Rodolfo

2014-01-01

The constructivist theory indicates that knowledge is not something finished and complete. However, the individuals must construct it through the interaction with the physical and social environment. The Active Learning is a methodology designed to support the constructivism through the involvement of students in their learning process, allowing…

Interaction Analysis for Supporting Students' Self-Regulation during Blog-Based CSCL Activities

ERIC Educational Resources Information Center

Michailidis, Nikolaos; Kapravelos, Efstathios; Tsiatsos, Thrasyvoulos

2018-01-01

Self-regulated learning is an important means of supporting students' self-awareness and self-regulation level so as to enhance their motivation and engagement. Interaction Analysis (IA) contributes to this end, and its use in studying learning dynamics involved in asynchronous Computer-Supported Collaborative Learning (CSCL) activities has…

Student Perceptions of Collaborative Learning in Operations Management Classes

ERIC Educational Resources Information Center

Yazici, Hulya Julie

2004-01-01

Given today's global work environment, business education should prepare learners not only for technical excellence but also for effective collaboration. In this article, the author describes how collaborative activities--ranging from exams to projects and role playing--enhance the understanding of operations management (OM). The author found that…

The "1+1:Life & Love" Simultaneous Exhibition: Cross-Border Collaboration in the Western Balkans

ERIC Educational Resources Information Center

Walters, Diana

2012-01-01

This article describes and analyzes a cross-border, "simultaneous exhibition" collaborative project in six post-conflict western Balkan countries. Through a process of collaboration, active learning, and audience development, professional and personal trust developed among eleven museums. Previously identified barriers were overcome and…

Interprofessional Collaboration 1996 Resource Guide: A Resource Guide of Learning Activities.

ERIC Educational Resources Information Center

Hanley, Mary Stone; And Others

The Training for Interprofessional Collaboration Project (TIC) is a joint effort of five professional schools of the University of Washington and various community sites and agencies to provide preservice (graduate level) and inservice training in teacher and interprofessional collaboration. The guide includes bibliographies, case studies,…

Students' Activity in Computer-Supported Collaborative Problem Solving in Mathematics

ERIC Educational Resources Information Center

Hurme, Tarja-riitta; Jarvela, Sanna

2005-01-01

The purpose of this study was to analyse secondary school students' (N = 16) computer-supported collaborative mathematical problem solving. The problem addressed in the study was: What kinds of metacognitive processes appear during computer-supported collaborative learning in mathematics? Another aim of the study was to consider the applicability…

Physical Webbing: Collaborative Kinesthetic Three-Dimensional Mind Maps[R

ERIC Educational Resources Information Center

Williams, Marian H.

2012-01-01

Mind Mapping has predominantly been used by individuals or collaboratively in groups as a paper-based or computer-generated learning strategy. In an effort to make Mind Mapping kinesthetic, collaborative, and three-dimensional, an innovative pedagogical strategy, termed Physical Webbing, was devised. In the Physical Web activity, groups…

Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions?

NASA Astrophysics Data System (ADS)

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 inquiry learning.

Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

NASA Astrophysics Data System (ADS)

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.

Active learning in capstone design courses.

PubMed

Goldberg, Jay R

2012-01-01

There is a growing trend to encourage students to take a more active role in their own education. Many schools are moving away from the sage on the stage to the guide on the side model where the instructor is a facilitator of learning. In this model, the emphasis is more on learning and less on teaching, and it requires instructors to incorporate more active and student-centered learning methods into their courses. These methods include collaborative, cooperative, problem-based, and project-based learning.

Capturing Creativity Using Digital Video

ERIC Educational Resources Information Center

Toyn, Mike

2008-01-01

This paper evaluates the use of a creative learning activity in which postgraduate student teachers were required to collaboratively make short digital videos. The purpose was for student teachers to experience and evaluate a meaningful learning activity and to consider how they might reconstruct such an activity within their own teaching practice…

Active Students in Webinars

ERIC Educational Resources Information Center

Kolås, Line; Nordseth, Hugo; Yri, Jørgen Sørlie

2015-01-01

To ensure student activity in webinars we have defined 10 learning tasks focusing on production and communication e.g. collaborative writing, discussion and polling, and investigated how the technology supports the learning activities. The three project partners in the VisPed-project use different video-conferencing systems, and we analyzed how it…

Cross-Continental Collaboration: A Case Study Using Activity Systems Analysis

ERIC Educational Resources Information Center

Ryder, LanHui

2011-01-01

Research has shown that simply linking learners from different countries using technology does not automatically bring about learning benefits; instead it frequently ends in tensions that, if not addressed, could potentially hinder learning. Using the lens of Vygotsky-inspired sociocultural theory, activity theory, and Engestrom's activity systems…

Competency-based goals, objectives, and linked evaluations for rheumatology training programs: a standardized template of learning activities from the Carolinas Fellows Collaborative.

PubMed

Criscione-Schreiber, Lisa G; Bolster, Marcy B; Jonas, Beth L; O'Rourke, Kenneth S

2013-06-01

American Council on Graduate Medical Education program requirements mandate that rheumatology training programs have written goals, objectives, and performance evaluations for each learning activity. Since learning activities are similar across rheumatology programs, we aimed to create competency-based goals and objectives (CBGO) and evaluations that would be generalizable nationally. Through an established collaboration of the 4 training programs' directors in North Carolina and South Carolina, we collaboratively composed CBGO and evaluations for each learning activity for rheumatology training programs. CBGO and linked evaluations were written using appropriate verbs based on Bloom's taxonomy. Draft documents were peer reviewed by faculty at the 4 institutions and by members of the American College of Rheumatology (ACR) Clinician Scholar Educator Group. We completed templates of CBGO for core and elective rotations and conferences. Templates detail progressive fellow performance improvement appropriate to educational level. Specific CBGO are mirrored in learning activity evaluations. Templates are easily modified to fit individual program attributes, have been successfully implemented by our 4 programs, and have proven their value in 4 residency review committee reviews. We propose adoption of these template CBGO by the ACR, with access available to all rheumatology training programs. Evaluation forms that exactly reflect stated objectives ensure that trainees are assessed using standardized measures and that trainees are aware of the learning expectations. The objectives mirrored in the evaluations closely align with the proposed milestones for internal medicine training, and will therefore be a useful starting point for creating these milestones in rheumatology. Copyright © 2013 by the American College of Rheumatology.

Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course

PubMed Central

Soluk, Lauren; Buddle, Christopher M.

2015-01-01

Twitter is a cold medium that allows users to deliver content-rich but small packets of information to other users, and provides an opportunity for active and collaborative communication. In an education setting, this social media tool has potential to increase active learning opportunities, and increase student engagement with course content. The effects of Twitter on learning dynamics was tested in a field biology course offered by a large Canadian University: 29 students agreed to take part in the Twitter project and quantitative and qualitative data were collected, including survey data from 18 students. Students published 200% more public Tweets than what was required, and interacted frequently with the instructor and teaching assistant, their peers, and users external to the course. Almost 80% of students stated that Twitter increased opportunities for among-group communication, and 94% of students felt this kind of collaborative communication was beneficial to their learning. Although students did not think they would use Twitter after the course was over, 77% of the students still felt it was a good learning tool, and 67% of students felt Twitter had a positive impact on how they engaged with course content. These results suggest social media tools such as Twitter can help achieve active and collaborative learning in higher education. PMID:26594328

Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course.

PubMed

Soluk, Lauren; Buddle, Christopher M

2015-01-01

Twitter is a cold medium that allows users to deliver content-rich but small packets of information to other users, and provides an opportunity for active and collaborative communication. In an education setting, this social media tool has potential to increase active learning opportunities, and increase student engagement with course content. The effects of Twitter on learning dynamics was tested in a field biology course offered by a large Canadian University: 29 students agreed to take part in the Twitter project and quantitative and qualitative data were collected, including survey data from 18 students. Students published 200% more public Tweets than what was required, and interacted frequently with the instructor and teaching assistant, their peers, and users external to the course. Almost 80% of students stated that Twitter increased opportunities for among-group communication, and 94% of students felt this kind of collaborative communication was beneficial to their learning. Although students did not think they would use Twitter after the course was over, 77% of the students still felt it was a good learning tool, and 67% of students felt Twitter had a positive impact on how they engaged with course content. These results suggest social media tools such as Twitter can help achieve active and collaborative learning in higher education.

The Integration of Personal Learning Environments & Open Network Learning Environments

ERIC Educational Resources Information Center

Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

2012-01-01

Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

Developing Online Learning Resources: Big Data, Social Networks, and Cloud Computing to Support Pervasive Knowledge

ERIC Educational Resources Information Center

Anshari, Muhammad; Alas, Yabit; Guan, Lim Sei

2016-01-01

Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of…

How Do Learning Communities Affect First-Year Latino Students?

ERIC Educational Resources Information Center

Huerta, Juan Carlos; Bray, Jennifer J.

2013-01-01

Do learning communities with pedagogies of active learning, collaborative learning, and integration of course material affect the learning, achievement, and persistence of first-year Latino university students? The data for this project was obtained from a survey of 1,330 first-year students in the First-Year Learning Community Program at Texas…

How social network analysis can be used to monitor online collaborative learning and guide an informed intervention

PubMed Central

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 discussion and for realizing the goals of collaboration, we suggest that our SNA-based approach will positively affect teaching and learning in many educational domains. Our study offers a proof-of-concept of what SNA can add to the current tools for monitoring and supporting teaching and learning in higher education. PMID:29566058

How social network analysis can be used to monitor online collaborative learning and guide an informed intervention.

PubMed

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 discussion and for realizing the goals of collaboration, we suggest that our SNA-based approach will positively affect teaching and learning in many educational domains. Our study offers a proof-of-concept of what SNA can add to the current tools for monitoring and supporting teaching and learning in higher education.

A Crash Course in Learning Communities for the Political Scientist

ERIC Educational Resources Information Center

Thies, Cameron G.

2005-01-01

The evidence on learning communities suggests that student intellectual and psychosocial development is improved by participation. Faculty members become rejuvenated as learners once again through rediscovering the boundaries and intersection of their discipline with others. Active learning, collaborative learning, strategies to improve critical…

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

PubMed

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.

More than Just Chemistry: The Impact of a Collaborative Participant Structure on Student Perceptions of Science

ERIC Educational Resources Information Center

Patchen, Terri; Smithenry, Dennis W.

2015-01-01

Researchers have theorized that integrating authentic science activities into classrooms will help students learn how working scientists collaboratively construct knowledge, but few empirical studies have examined students' experiences with these types of activities. Utilizing data from a comparative, mixed-methods study, we considered how…

Peer Evaluation in Blended Team Project-Based Learning: What Do Students Find Important?

ERIC Educational Resources Information Center

Lee, Hye-Jung; Lim, Cheolil

2012-01-01

Team project-based learning is reputed to be an appropriate way to activate interactions among students and to encourage knowledge building through collaborative learning. Peer evaluation is an effective way for each student to participate actively in a team project. This article investigates the issues that are important to students when…

Using Active Learning Strategies to Investigate Student Learning and Attitudes in a Large Enrollment, Introductory Geology Course

ERIC Educational Resources Information Center

Berry, Stacy Jane

2013-01-01

There has been an increased emphasis for college instruction to incorporate more active and collaborative involvement of students in the learning process. These views have been asserted by The Association of American Colleges (AAC), the National Science Foundation (NSF), and The National Research Counsel (NRC), which are advocating for the…

Decentered Online Bible Instruction: How Active Learning Enhances the Study of Scripture

ERIC Educational Resources Information Center

Troftgruben, Troy M.

2018-01-01

The field of biblical studies lends itself well to decentered online learning--a kind that uses active learning to engage primary texts and their interpretations. Not only does such an approach work well in online and hybrid formats, it more readily welcomes readings that are more contextual, constructive, and collaborative. Three aspects best…

Problem Solving and Collaboration Using Mobile Serious Games

ERIC Educational Resources Information Center

Sanchez, Jaime; Olivares, Ruby

2011-01-01

This paper presents the results obtained with the implementation of a series of learning activities based on Mobile Serious Games (MSGs) for the development of problem solving and collaborative skills in Chilean 8th grade students. Three MSGs were developed and played by teams of four students in order to solve problems collaboratively. A…

Online Teacher Development: Collaborating in a Virtual Learning Environment

ERIC Educational Resources Information Center

Ernest, Pauline; Guitert Catasús, Montse; Hampel, Regine; Heiser, Sarah; Hopkins, Joseph; Murphy, Linda; Stickler, Ursula

2013-01-01

Over recent years, educational institutions have been making increasing use of virtual environments to set up collaborative activities for learners. While it is recognized that teachers play an important role in facilitating learner collaboration online, they may not have the necessary skills to do so successfully. Thus, a small-scale professional…

Mobile Augmented Communication for Remote Collaboration in a Physical Work Context

ERIC Educational Resources Information Center

Pejoska-Laajola, Jana; Reponen, Sanna; Virnes, Marjo; Leinonen, Teemu

2017-01-01

Informal learning in a physical work context requires communication and collaboration that build on a common ground and an active awareness of a situation. We explored whether mobile video conversations augmented with on-screen drawing features were beneficial for improving communication and remote collaboration practices in the construction and…

Ubiquitous Mobile Knowledge Construction in Collaborative Learning Environments

PubMed Central

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). PMID:22969333

Ubiquitous mobile knowledge construction in collaborative learning environments.

PubMed

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).

CLEW: A Cooperative Learning Environment for the Web.

ERIC Educational Resources Information Center

Ribeiro, Marcelo Blois; Noya, Ricardo Choren; Fuks, Hugo

This paper outlines CLEW (collaborative learning environment for the Web). The project combines MUD (Multi-User Dimension), workflow, VRML (Virtual Reality Modeling Language) and educational concepts like constructivism in a learning environment where students actively participate in the learning process. The MUD shapes the environment structure.…

Utilizing a Collaborative Learning Model to Promote Early Extubation Following Infant Heart Surgery.

PubMed

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 < 0.001) with no increase in reintubation rate. The median duration of postoperative intubation among active sites decreased from 21.2 to 4.5 hours (p < 0.001). No statistically significant change in early extubation rates was found in the control sites 11.7% to 13.7% (p = 0.63). At active sites, clinical practice guideline implementation had no statistically significant impact on median ICU length of stay (71.9 hr pre- vs 69.2 hr postimplementation; p = 0.29) for the entire cohort. There was a trend toward shorter ICU length of stay in the tetralogy of Fallot subgroup (71.6 hr pre- vs 54.2 hr postimplementation, p = 0.068). A 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.

RoboResource Technology Learning Activities.

ERIC Educational Resources Information Center

Keck, Tom, Comp.; Frye, Ellen, Ed.

Preparing students to be successful in a rapidly changing world means showing them how to use the tools of technology and how to integrate those tools into all areas of learning. This booklet is divided into three sections: Design Activities, Experiments, and Resources. The design activities ask students to collaborate on design projects. In these…

The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

NASA Astrophysics Data System (ADS)

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, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspiration(TM), fostered construction of students' concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration(TM) software.

The social essentials of learning: an experimental investigation of collaborative problem solving and knowledge construction in mathematics classrooms in Australia and China

NASA Astrophysics Data System (ADS)

Chan, Man Ching Esther; Clarke, David; Cao, Yiming

2018-03-01

Interactive problem solving and learning are priorities in contemporary education, but these complex processes have proved difficult to research. This project addresses the question "How do we optimise social interaction for the promotion of learning in a mathematics classroom?" Employing the logic of multi-theoretic research design, this project uses the newly built Science of Learning Research Classroom (ARC-SR120300015) at The University of Melbourne and equivalent facilities in China to investigate classroom learning and social interactions, focusing on collaborative small group problem solving as a way to make the social aspects of learning visible. In Australia and China, intact classes of local year 7 students with their usual teacher will be brought into the research classroom facilities with built-in video cameras and audio recording equipment to participate in purposefully designed activities in mathematics. The students will undertake a sequence of tasks in the social units of individual, pair, small group (typically four students) and whole class. The conditions for student collaborative problem solving and learning will be manipulated so that student and teacher contributions to that learning process can be distinguished. Parallel and comparative analyses will identify culture-specific interactive patterns and provide the basis for hypotheses about the learning characteristics underlying collaborative problem solving performance documented in the research classrooms in each country. The ultimate goals of the project are to generate, develop and test more sophisticated hypotheses for the optimisation of social interaction in the mathematics classroom in the interest of improving learning and, particularly, student collaborative problem solving.

Giving Literacy, Learning Literacy: Service-Learning and School Book Drives

ERIC Educational Resources Information Center

Walker, Anne B.

2015-01-01

Service-learning can provide a range of literacy learning experiences for children as they work to solve real world problems and engage in inquiry, collaboration and reflection. Rather than being an extracurricular activity, service-learning projects are designed to meet standards and align with existing curriculum. This article explores how…

E-Classroom of the 21st Century: Information Gaps

ERIC Educational Resources Information Center

Oluwatumbi, Oso Senny

2015-01-01

The introduction of technology into the classroom has revolutionized teaching and learning process. The 21st century learning environment creates exciting learning for students to collaborate and learn at their own pace making them active participants in learning process. The teacher is no-longer a dictator, pouring knowledge into passive learners…

Identifying Information Behavior in Information Search and Retrieval through Learning Activities Using an E-learning Platform Case: Interamerican School of Library and Information Science at the University of Antioquia (Medellin-Colombia)

ERIC Educational Resources Information Center

Tirado, Alejandro Uribe; Munoz, Wilson Castano

2011-01-01

This text presents the future of librarian education as exemplified by the Interamerican School of Library and Information Science at the University of Antioquia (Medellin-Colombia), using an online learning platform-LMS (Moodle) and through different personalized and collaborative learning activities and tools that help students identify their…

Are One-to-One Computers Necessary? An Analysis of Collaborative Web Exploration Activities Supported by Shared Displays

ERIC Educational Resources Information Center

Chang, Chia-Jung; Liu, Chen-Chung; Shen, Yan-Jhih

2012-01-01

Collaborative web exploration, in which learners work together to explore the World Wide Web, has become a key learning activity in education contexts. Learners can use a shared computer with a shared display to explore the web together. However, such a shared-computer approach may limit active participation among learners. To address this issue,…

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

PubMed

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.

Publishing activities improves undergraduate biology education

PubMed Central

Smith, Michelle K

2018-01-01

Abstract To improve undergraduate biology education, there is an urgent need for biology instructors to publish their innovative active-learning instructional materials in peer-reviewed journals. To do this, instructors can measure student knowledge about a variety of biology concepts, iteratively design activities, explore student learning outcomes and publish the results. Creating a set of well-vetted activities, searchable through a journal interface, saves other instructors time and encourages the use of active-learning instructional practices. For authors, these publications offer new opportunities to collaborate and can provide evidence of a commitment to using active-learning instructional techniques in the classroom. PMID:29672697

Publishing activities improves undergraduate biology education.

PubMed

Smith, Michelle K

2018-06-01

To improve undergraduate biology education, there is an urgent need for biology instructors to publish their innovative active-learning instructional materials in peer-reviewed journals. To do this, instructors can measure student knowledge about a variety of biology concepts, iteratively design activities, explore student learning outcomes and publish the results. Creating a set of well-vetted activities, searchable through a journal interface, saves other instructors time and encourages the use of active-learning instructional practices. For authors, these publications offer new opportunities to collaborate and can provide evidence of a commitment to using active-learning instructional techniques in the classroom.

Analyses of Student Learning in Global Change

NASA Astrophysics Data System (ADS)

Takle, E. S.; Moser, H.; Sorensen, E. K.

2004-12-01

The Global Change course at Iowa State University is a senior undergraduate and graduate level course that has been delivered over the internet with online dialog and learning activities since 1995. Students may enroll in the course as a distance education course, but in doing so they engage in dialog with students in the conventional on-campus face-to-face course. Online delivery and student participation offer opportunities for promoting use of critical thinking skills and collaborative learning not available in face-to-face environments. Students are required to research, post, and defend with authoritative information their positions on a variety of global change issues and specifically identify how they have demonstrated use of critical thinking skills in their online postings. Threaded dialog is used for structuring interactions toward promoting collaborative learning. We analyze collaborative learning by use of a rubric based on the theory of language games. By random selection of 1,350 online dialog comments posted over the last 10 years we evaluated student response to requirements for demonstrating critical thinking skills and collaboration in learning. We found that, by itself, the requirement of demonstrating critical thinking skills in online dialog was insufficient in promoting collaborative learned as measured by the standards of language game theory. But we also found that if an online comment clearly defines a situation and makes a clear expectation of a response, the likelihood is high that a game will be created. And if a game is established, there is a high probability that it will be closed, thereby giving evidence that collaborative learning had occurred. We conclude that a key component in collaborative online learning lies in establishing a lead-off comment that provides sufficient background information to clearly define an engaging situation. It also must include a clear expectation that a response is expected that will provide dialog participants an opportunity to demonstrate critical thinking skills in their responding comments.

Extending Transfer of Learning Theory to Transformative Learning Theory: A Model for Promoting Teacher Leadership

ERIC Educational Resources Information Center

Harris, Sandra; Lowery-Moore, Hollis; Farrow, Vicky

2008-01-01

This article describes collaborative efforts to frame university teacher preparation program activities within transfer of learning and transformative learning theories to promote teacher leadership. Specifically, we describe (a) a community sponsored, public school, campus-based experience during an introductory teacher preparation course; (b) a…

Student Engagement and Blended Learning: Making the Assessment Connection

ERIC Educational Resources Information Center

Vaughan, Norman

2014-01-01

There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty…

Classroom Journal Club: Collaborative Study of Contemporary Primary Literature in the Biomechanics Classroom.

PubMed

Kuxhaus, Laurel; Corbiere, Nicole C

2016-07-01

Current engineering pedagogy primarily focuses on developing technical proficiency and problem solving skills; the peer-review process for sharing new research results is often overlooked. The use of a collaborative classroom journal club can engage students with the excitement of scientific discovery and the process of dissemination of research results, which are also important lifelong learning skills. In this work, a classroom journal club was implemented and a survey of student perceptions spanning three student cohorts was collected. In this collaborative learning activity, students regularly chose and discussed a recent biomechanics journal article, and were assessed based on specific, individual preparation tasks. Most student-chosen journal articles were relevant to topics discussed in the regular class lecture. Surveys assessed student perceptions of the activity. The survey responses show that, across all cohorts, students both enjoyed the classroom journal club and recognized it as an important learning experience. Many reported discussing their journal articles with others outside of the classroom, indicating good engagement. The results demonstrate that student engagement with primary literature can foster both technical knowledge and lifelong learning skills.

Wikis and Collaborative Learning in Higher Education

ERIC Educational Resources Information Center

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;…

Scripted Collaboration and Group-Based Variations in a Higher Education CSCL Context

ERIC Educational Resources Information Center

Hamalainen, Raija; Arvaja, Maarit

2009-01-01

Scripting student activities is one way to make Computer-Supported Collaborative Learning more efficient. This case study examines how scripting guided student group activities and also how different groups interpreted the script; what kinds of roles students adopted and what kinds of differences there were between the groups in terms of their…

Future Technology Workshop: A Collaborative Method for the Design of New Learning Technologies and Activities

ERIC Educational Resources Information Center

Vavoula, Giasemi N.; Sharples, Mike

2007-01-01

We describe the future technology workshop (FTW), a method whereby people with everyday knowledge or experience in a specific area of technology use (such as using digital cameras) envision and design the interactions between current and future technology and activity. Through a series of structured workshop sessions, participants collaborate to…

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered.

PubMed

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. © 2016 E. R. Elliott 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).

Learner-centred mathematics and statistics education using netbook tablet PCs

NASA Astrophysics Data System (ADS)

Loch, Birgit; Galligan, Linda; Hobohm, Carola; McDonald, Christine

2011-10-01

Tablet technology has been shown to support learner-centred mathematics education when this technology is available to both the lecturer and the students. However, cost is often the barrier to students' use of tablet PCs for their university studies. This article argues that more affordable netbook PCs with tablet capabilities can be viable alternatives to full-sized tablet PCs to enhance active and collaborative learning in mathematics and statistics. For a whole teaching semester, netbook tablet PCs were given to volunteer students from two different cohorts. Students were enrolled in nursing mathematics or introductory statistics in non-mathematics majors at an Australian university. The aims were to gauge the suitability of this technology and to identify what active and collaborative learning emerged in these first-year classes. While the netbook tablet PCs were actively promoted in their tutorials, of additional interest was students' use of the technology for any aspect of their studies both inside and outside the classroom. The outcome of this study was to inform a university decision to provide inexpensive tablet technology to larger cohorts of students. The results highlight different approaches required in the mathematics and statistics classes to achieve collaborative and active learning facilitated through the technology. Environmental variables such as the tutor, student, learning space, availability of other technologies and subject content had an impact on the nature of learning. While learner-centred education can be facilitated by inexpensive netbook tablet PCs, we caution that the savings may come at the expense of computing power.

Situated Language Learning: Concept, Significance and Forms

ERIC Educational Resources Information Center

Abdallah, Mahmoud M. S.

2015-01-01

Currently, there is a shift in language learning from the "acquisition" metaphor to the "participation" metaphor. This involves viewing learners as active constructors of knowledge who can collaborate together to create meaningful language learning situations and contextualised practices. Thus, this worksheet aims at exploring…

The Effect of Online Collaboration on Middle School Student Science Misconceptions as an Aspect of Science Literacy

ERIC Educational Resources Information Center

Wendt, Jillian L.; Rockinson-Szapkiw, Amanda

2014-01-01

This quantitative, quasi-experimental pretest/posttest control group design examined the effects of online collaborative learning on middle school students' science literacy. For a 9-week period, students in the control group participated in collaborative face-to-face activities whereas students in the experimental group participated in online…

The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science

ERIC Educational Resources Information Center

Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.

2015-01-01

Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning…

Explaining Authors' Contribution to Pivotal Artifacts during Mass Collaboration in the Wikipedia's Knowledge Base

ERIC Educational Resources Information Center

Halatchliyski, Iassen; Moskaliuk, Johannes; Kimmerle, Joachim; Cress, Ulrike

2014-01-01

This article discusses the relevance of large-scale mass collaboration for computer-supported collaborative learning (CSCL) research, adhering to a theoretical perspective that views collective knowledge both as substance and as participatory activity. In an empirical study using the German Wikipedia as a data source, we explored collective…

Learning about friction: group dynamics in engineering students' work with free body diagrams

NASA Astrophysics Data System (ADS)

Berge, Maria; Weilenmann, Alexandra

2014-11-01

In educational research, it is well-known that collaborative work on core conceptual issues in physics leads to significant improvements in students' conceptual understanding. In this paper, we explore collaborative learning in action, adding to previous research in engineering education with a specific focus on the students' use of free body diagrams in interaction. By looking at details in interaction among a group of three engineering students, we illustrate how they collectively construct a free body diagram together when learning introductory mechanics. In doing so, we have focused on both learning possibilities and the dynamic processes that take place in the learning activity. These findings have a number of implications for educational practice.

Active Learning in Engineering Education: a (re)introduction

NASA Astrophysics Data System (ADS)

Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

2017-01-01

The informal network 'Active Learning in Engineering Education' (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners construct their knowledge based on meaningful activities and knowledge. In 2014, the steering committee of the ALE network reinforced the need to discuss the meaning of Active Learning and that was the base for this proposal for a special issue. More than 40 submissions were reviewed by the European Journal of Engineering Education community and this theme issue ended up with eight contributions, which are different both in their research and Active Learning approaches. These different Active Learning approaches are aligned with the different approaches that can be increasingly found in indexed journals.

Student Learning through Participation in Inquiry Activities: Two Case Studies in Teacher and Computer Engineering Education

ERIC Educational Resources Information Center

Damsa, Crina I.; Nerland, Monika

2016-01-01

The two case studies reported in this article contribute to a better understanding of how inquiry tasks and activities are employed as resourceful means for learning in higher professional education. An observation-based approach was used to explore characteristics of and challenges in students' participation in collaborative inquiry activities in…

The Use of a Group Blog to Actively Support Learning Activities

ERIC Educational Resources Information Center

Duarte, Paulo

2015-01-01

Despite the widespread use of blogs in higher education, there remains a lack of knowledge and consensus about the use and value of blogging in higher education, particularly when used for long periods. This article investigates the use of a group blog to assist traditional teaching activities and foster collaborative learning through the…

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

ERIC Educational Resources Information Center

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…

Minority Politics Courses: Moving beyond Controversy and toward Active Learning.

ERIC Educational Resources Information Center

Alex-Assensoh, Yvette

2000-01-01

Focuses on an undergraduate course, "Outside Politics: How Minorities Play the Political Game". Describes how to create a foundation for active and collaborative learning and to promote critical thinking, discussion, and writing through reading assignments. Discusses the use of debates and role playing, autobiographies and videos, and…

Constructivist Learning of Anatomy: Gaining Knowledge by Creating Anatomical Casts

ERIC Educational Resources Information Center

Hermiz, David J.; O'Sullivan, Daniel J.; Lujan, Heidi L.; DiCarlo, Stephen E.

2011-01-01

Educators are encouraged to provide inquiry-based, collaborative, and problem solving activities that enhance learning and promote curiosity, skepticism, objectivity, and the use of scientific reasoning. Making anatomical casts or models by injecting solidifying substances into organs is an example of a constructivist activity for achieving these…

Integrating Social Media Technologies in Higher Education: Costs-Benefits Analysis

ERIC Educational Resources Information Center

Okoro, Ephraim

2012-01-01

Social networking and electronic channels of communication are effective tools in the process of teaching and learning and have increasingly improved the quality of students' learning outcomes in higher education in recent years. The process encourages students' active engagement, collaboration, and participation in class activities and group…

Integrating an Interprofessional Education Model at a Private University

ERIC Educational Resources Information Center

Parker, Ramona Ann; Gottlieb, Helmut; Dominguez, Daniel G.; Sanchez-Diaz, Patricia C.; Jones, Mary Elaine

2015-01-01

In 2012, a private University in South Texas sought to prepare eight cohorts of 25 nursing, optometry, pharmacy, physical therapy, and health care administration students with an interprofessional education activity as a model for collaborative learning. The two semester interprofessional activity used a blended model (Blackboard Learn®,…

Collaborative-group testing improves learning and knowledge retention of human physiology topics in second-year medical students.

PubMed

Vázquez-García, Mario

2018-06-01

The present study examined the relationship between second-year medical students' group performance and individual performance in a collaborative-learning environment. In recent decades, university professors in the scientific and humanistic disciplines have successfully put into practice different modalities of collaborative approaches to teaching. Essentially, collaborative approach refers to a variety of techniques that involves the joint intellectual effort of a small group of students, which encourages interaction and discussion among students and professors. The present results show the efficacy of collaborative learning, which, furthermore, allowed students to participate actively in the physiology class. Average student's grades were significantly higher when they engaged in single-best-response, multiple-choice tests as a student team, compared with taking the same examinations individually. The method improved notably knowledge retention, as learning is more effective when performed in the context of collaborative partnership. A selected subset of questions answered wrongly in an initial test, both individually and collectively, was used on a second test to examine student retention of studied material. Grade averages were significantly improved, both individually and groupwise, when students responded to the subset of questions a second time, 1, 2, or 3 wk after the first attempt. These results suggest that the collaborative approach to teaching allowed a more effective understanding of course content, which meant an improved capacity for retention of human physiology knowledge.

The Effect of Higher Education Faculty Training in Improvisational Theatre Techniques on Student Learning and Perceptions of Engagement and Faculty Perceptions of Teaching and Learning

ERIC Educational Resources Information Center

Massie, DeAnna

2017-01-01

College instructors are content experts but ineffective at creating engaging and productive learning environments. This mixed methods study explored how improvisational theatre techniques affect college instructors' ability to increase student engagement and learning. Theoretical foundations included engagement, active learning, collaboration and…

Learning Actions, Objects and Types of Interaction: A Methodological Analysis of Expansive Learning among Pre-Service Teachers

ERIC Educational Resources Information Center

Rantavuori, Juhana; Engeström, Yrjö; Lipponen, Lasse

2016-01-01

The paper analyzes a collaborative learning process among Finnish pre-service teachers planning their own learning in a self-regulated way. The study builds on cultural-historical activity theory and the theory of expansive learning, integrating for the first time an analysis of learning actions and an analysis of types of interaction. We examine…

Networked Learning: Design Considerations for Online Instructors

ERIC Educational Resources Information Center

Czerkawski, Betul C.

2016-01-01

The considerable increase in web-based knowledge networks in the past two decades is strongly influencing learning environments. Learning entails information retrieval, use, communication, and production, and is strongly enriched by socially mediated discussions, debates, and collaborative activities. It is becoming critical for educators to…

Education Technology and Hidden Ideological Contradictions

ERIC Educational Resources Information Center

Amory, Alan

2010-01-01

This article examined, through a Cultural Historical Activity Theory lens, how immersive- or pervasive environments and pedagogical agents could more easily support social collaboration as foundation of contemporary learning theory. It is argued that the fundamentalism-liberationism contradiction (learn "from" versus learn "with" technology) is no…

Cultural Learning Redux.

PubMed

Tomasello, Michael

2016-05-01

M. Tomasello, A. Kruger, and H. Ratner (1993) proposed a theory of cultural learning comprising imitative learning, instructed learning, and collaborative learning. Empirical and theoretical advances in the past 20 years suggest modifications to the theory; for example, children do not just imitate but overimitate in order to identify and affiliate with others in their cultural group, children learn from pedagogy not just episodic facts but the generic structure of their cultural worlds, and children collaboratively co-construct with those in their culture normative rules for doing things. In all, human children do not just culturally learn useful instrumental activities and information, they conform to the normative expectations of the cultural group and even contribute themselves to the creation of such normative expectations. © 2016 The Author. Child Development © 2016 Society for Research in Child Development, Inc.

Examining the Effectiveness of Team-Based Learning (TBL) in Different Classroom Settings

ERIC Educational Resources Information Center

Yuretich, Richard F.; Kanner, Lisa C.

2015-01-01

The problem of effective learning in college classrooms, especially in a large lecture setting, has been a topic of discussion for a considerable span of time. Most efforts to improve learning incorporate various forms of student-active learning, such as in-class investigations or problems, group discussions, collaborative examinations and…

Wands or Quills? Lessons in Pedagogy from Harry Potter

ERIC Educational Resources Information Center

Johnson, Melissa C.

2015-01-01

This essay is grounded in the scholarship of teaching and learning and will focus specifically on the ways in which the Harry Potter books highlight the diversity of learning and teaching styles; privilege active experiential learning and problem solving over passive rote learning; and emphasize the benefits of collaboration over competition.…

Cost-Saving Collaboration: Purchasing and Deploying a Statewide Learning Management System

ERIC Educational Resources Information Center

Klonoski, Ed

2005-01-01

Higher education is working to integrate next-generation education technology into its learning activities and is struggling to find cost-effective approaches. The learning management systems (LMSs) that evolved to provide support for distance education efforts have been adopted for use by the larger learning community, but the expense of…

Student Teacher Experiences in a Service-Learning Project for Children with Attention-Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Wilkinson, Shawn; Harvey, William J.; Bloom, Gordon A.; Joober, Ridha; Grizenko, Natalie

2013-01-01

Background: Service learning (SL) is a collaborative relationship between university professors, their students, and community partners who combine academic learning and active participation to address community issues. Previous studies in SL and physical education teacher education (PETE) found SL projects increased opportunities for learning and…

Incorporating a collaborative web-based virtual laboratory in an undergraduate bioinformatics course.

PubMed

Weisman, David

2010-01-01

Face-to-face bioinformatics courses commonly include a weekly, in-person computer lab to facilitate active learning, reinforce conceptual material, and teach practical skills. Similarly, fully-online bioinformatics courses employ hands-on exercises to achieve these outcomes, although students typically perform this work offsite. Combining a face-to-face lecture course with a web-based virtual laboratory presents new opportunities for collaborative learning of the conceptual material, and for fostering peer support of technical bioinformatics questions. To explore this combination, an in-person lecture-only undergraduate bioinformatics course was augmented with a remote web-based laboratory, and tested with a large class. This study hypothesized that the collaborative virtual lab would foster active learning and peer support, and tested this hypothesis by conducting a student survey near the end of the semester. Respondents broadly reported strong benefits from the online laboratory, and strong benefits from peer-provided technical support. In comparison with traditional in-person teaching labs, students preferred the virtual lab by a factor of two. Key aspects of the course architecture and design are described to encourage further experimentation in teaching collaborative online bioinformatics laboratories. Copyright © 2010 International Union of Biochemistry and Molecular Biology, Inc.

Trajectories of collaborative scientific conceptual change: Middle school students learning about ecosystems in a CSCL environment

NASA Astrophysics Data System (ADS)

Liu, Lei

The dissertation aims to achieve two goals. First, it attempts to establish a new theoretical framework---the collaborative scientific conceptual change model, which explicitly attends to social factor and epistemic practices of science, to understand conceptual change. Second, it report the findings of a classroom study to investigate how to apply this theoretical framework to examine the trajectories of collaborative scientific conceptual change in a CSCL environment and provide pedagogical implications. Two simulations were designed to help students make connections between the macroscopic substances and the aperceptual microscopic entities and underlying processes. The reported study was focused on analyzing the aggregated data from all participants and the video and audio data from twenty focal groups' collaborative activities and the process of their conceptual development in two classroom settings. Mixed quantitative and qualitative analyses were applied to analyze the video/audio data. The results found that, overall participants showed significant improvements from pretest to posttest on system understanding. Group and teacher effect as well as group variability were detected in both students' posttest performance and their collaborative activities, and variability emerged in group interaction. Multiple data analyses found that attributes of collaborative discourse and epistemic practices made a difference in student learning. Generating warranted claims in discourse as well as the predicting, coordinating theory-evidence, and modifying knowledge in epistemic practices had an impact on student's conceptual understanding. However, modifying knowledge was found negatively related to students' learning effect. The case studies show how groups differed in using the computer tools as a medium to conduct collaborative discourse and epistemic practices. Only with certain combination of discourse features and epistemic practices can the group interaction lead to successful convergent understanding. The results of the study imply that the collaborative scientific conceptual change model is an effective framework to study conceptual change and the simulation environment may mediate the development of successful collaborative interactions (including collaborative discourse and epistemic practices) that lead to collaborative scientific conceptual change.

Exploring Collaborative Reverse Subtitling for the Enhancement of Written Production Activities in English as a Second Language

ERIC Educational Resources Information Center

Talaván, Noa; Ibáñez, Ana; Bárcena, Elena

2017-01-01

This article explores the effects of collaborative reverse subtitling as an activity for the promotion of writing skills in English as a second language. An initial analysis is undertaken of the pros and cons of the role of translation in second language learning historically and the role of information and communication technology in this…

Learning global health: a pilot study of an online collaborative intercultural peer group activity involving medical students in Australia and Indonesia.

PubMed

Ambrose, Mark; Murray, Linda; Handoyo, Nicholas E; Tunggal, Deif; Cooling, Nick

2017-01-13

There is limited research to inform effective pedagogies for teaching global health to undergraduate medical students. Theoretically, using a combination of teaching pedagogies typically used in 'international classrooms' may prove to be an effective way of learning global health. This pilot study aimed to explore the experiences of medical students in Australia and Indonesia who participated in a reciprocal intercultural participatory peer e-learning activity (RIPPLE) in global health. Seventy-one third year medical students (49 from Australia and 22 from Indonesia) from the University of Tasmania (Australia) and the University of Nusa Cendana (Indonesia) participated in the RIPPLE activity. Participants were randomly distributed into 11 intercultural 'virtual' groups. The groups collaborated online over two weeks to study a global health topic of their choice, and each group produced a structured research abstract. Pre- and post-RIPPLE questionnaires were used to capture students' experiences of the activity. Descriptive quantitative data were analysed with Microsoft Excel and qualitative data were thematically analysed. Students' motivation to volunteer for this activity included: curiosity about the innovative approach to learning; wanting to expand knowledge of global health; hoping to build personal and professional relationships; and a desire to be part of an intercultural experience. Afer completing the RIPPLE program, participants reported on global health knowledge acquisition, the development of peer relationships, and insight into another culture. Barriers to achieving the learning outcomes associated with RIPPLE included problems with establishing consistent online communication, and effectively managing time to simultaneously complete RIPPLE and other curricula activities. Medical students from both countries found benefits in working together in small virtual groups to complement existing teaching in global health. However, our pilot study demonstrated that while intercultural collaborative peer learning activities like RIPPLE are feasible, they require robust logistical support and an awareness of the need to manage curriculum alignment in ways that facilitate more effective student engagement.

Student Interactions and the Development of Ideas in Multi-Touch and Paper-Based Collaborative Mathematical Problem Solving

ERIC Educational Resources Information Center

Mercier, Emma; Vourloumi, Georgia; Higgins, Steven

2017-01-01

Multi-touch technology is increasingly being used to support collaborative learning activities. However, to know how this technology can be used most effectively, we need to understand if collaborative interactions differ when groups are using multi-touch technology compared with other tools. In this paper, we compare the interactions of groups of…

Effects of a Collaborative Science Intervention on High Achieving Students' Learning Anxiety and Attitudes toward Science

NASA Astrophysics Data System (ADS)

Hong, Zuway-R.

2010-10-01

This study investigated the effects of a collaborative science intervention on high achieving students' learning anxiety and attitudes toward science. Thirty-seven eighth-grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20-week collaborative science intervention, which integrated and utilized an innovative teaching strategy. Fifty-eight eighth-grade high achieving students were selected as the comparison group. The Secondary School Student Questionnaire was conducted to measure all participants' learning anxiety and attitudes toward science. In addition, 12 target students from the experimental group (i.e., six active and six passive students) were recruited for weekly classroom observations and follow-up interviews during the intervention. Both quantitative and qualitative findings revealed that experimental group students experienced significant impact as seen through increased attitudes and decreased anxiety of learning science. Implications for practice and research are provided.

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

PubMed

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.

Shaping Self-Regulation in Science Teachers' Professional Growth: Inquiry Skills

ERIC Educational Resources Information Center

Michalsky, Tova

2012-01-01

This study examined 188 preservice science teachers' professional growth along three dimensions--self-regulated learning (SRL) in a science pedagogical context, pedagogical content knowledge, and self-efficacy in teaching science--comparing four learner-centered, active-learning, peer-collaborative environments for learning to teach higher order…

Flexible Classroom Furniture

ERIC Educational Resources Information Center

Kim Hassell,

2011-01-01

Classroom design for the 21st-century learning environment should accommodate a variety of learning skills and needs. The space should be large enough so it can be configured to accommodate a number of learning activities. This also includes furniture that provides flexibility and accommodates collaboration and interactive work among students and…

Using Blogs to Support Learning during Internship

ERIC Educational Resources Information Center

Chu, Samuel K. W.; Chan, Carol K. K.; Tiwari, Agnes F. Y.

2012-01-01

Blogging has been recommended as a suitable tool for learning during internship due to its associated usefulness in collaborative learning, reflection, communication, and social support. In this study, blogging was incorporated into the internship activities of two discipline-specific groups of interns: information management (n = 53) and nursing…

Professional Learning Communities: The Emergence of Vulnerability

ERIC Educational Resources Information Center

Kelly, Jennifer

2013-01-01

This case study focuses on 11 individual teachers who participate in three distinct professional learning communities (PLCs) within one school. A PLC is "a group of people who take an active, reflective, collaborative, learning-orientated, and growth promoting approach toward the mysteries, problems, and perplexities of teaching and…

Constructing Learning: Adversarial and Collaborative Working in the British Construction Industry

ERIC Educational Resources Information Center

Bishop, Dan; Felstead, Alan; Fuller, Alison; Jewson, Nick; Unwin, Lorna; Kakavelakis, Konstantinos

2009-01-01

This paper examines two competing systems of work organisation in the British construction industry and their consequences for learning. Under the traditional "adversarial" system, conflict, hostility and litigation between contractors are commonplace. Such a climate actively militates against collective learning and knowledge sharing between…

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

ERIC Educational Resources Information Center

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…

Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics

ERIC Educational Resources Information Center

Scherr, Rachel E.; Hammer, David

2009-01-01

The concept of framing from anthropology and sociolinguistics is useful for understanding student reasoning. For example, a student may frame a learning activity as an opportunity for sensemaking or as an assignment to fill out a worksheet. The student's framing affects what she notices, what knowledge she accesses, and how she thinks to act. We…

Active Collaborative Learning through Remote Tutoring

ERIC Educational Resources Information Center

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

2017-01-01

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

Professional Learning through the Collaborative Design of Problem-Solving Lessons

ERIC Educational Resources Information Center

Wake, Geoff; Swan, Malcolm; Foster, Colin

2016-01-01

This article analyses lesson study as a mode of professional learning, focused on the development of mathematical problem solving processes, using the lens of cultural-historical activity theory. In particular, we draw attention to two activity systems, the classroom system and the lesson-study system, and the importance of making artefacts…

Using Technology Supported Learning to Develop Active Learning in Higher Education: A Case Study

ERIC Educational Resources Information Center

Jowallah, Rohan

2008-01-01

John Dewey believed that the education should educate individuals "not as passive recipients of educational content, but as active makers of meaning, capable of exercising independent judgement and of democratic collaboration" (Gregory, 2001, p. 399). With this philosophical viewpoint, the author strongly believes that teachers should engage…

Analysis of Peer Interaction in Learning Activities with Personal Handhelds and Shared Displays

ERIC Educational Resources Information Center

Liu, Chen-Chung; Chung, Chen-Wei; Chen, Nian-Shing; Liu, Baw-Jhiune

2009-01-01

Collaborative learning is extensively applied in classroom activities, but the screens on handheld devices are designed for individual-user mobile applications and may constrain interaction among group learners. The small screen size may lead to fragmented and tete-a-tete communication patterns and frequently obstruct the externalization of the…

From Seatwork to Feetwork: Engaging Students in Their Own Learning

ERIC Educational Resources Information Center

Nash, Ron

2011-01-01

How do you teach students to communicate, collaborate, and solve problems? In his engaging style, Ron Nash shows teachers how to create a student-centered environment that transforms learners from passive attendees into active participants and leaders in the classroom. Building on the foundation of his prior works on active learning, he combines…

Promoting Active Learning in Technology-Infused TILE Classrooms at the University of Iowa

ERIC Educational Resources Information Center

Van Horne, Sam; Murniati, Cecilia; Gaffney, Jon D. H.; Jesse, Maggie

2012-01-01

In this case study, the authors describe the successful implementation of technology-infused TILE classrooms at the University of Iowa. A successful collaboration among campus units devoted to instructional technologies and teacher development, the TILE Initiative has provided instructors with a new set of tools to support active learning. The…

SCALE(ing)-UP Teaching: A Case Study of Student Motivation in an Undergraduate Course

ERIC Educational Resources Information Center

Chittum, Jessica R.; McConnell, Kathryne Drezek; Sible, Jill

2017-01-01

Teaching large classes is increasingly common; thus, demand for effective large-class pedagogy is rising. One method, titled "SCALE-UP" (Student-Centered Active Learning Environment for Undergraduate Programs), is intended for large classes and involves collaborative, active learning in a technology-rich and student-centered environment.…

Exploring a Monetary Union among Nations through Active Learning

ERIC Educational Resources Information Center

Goma, Ophelia D.

2002-01-01

This article presents a classroom project that employs various techniques of active learning including role-playing, collaborative group work and writing. The project explores the recent creation of the European Monetary Union (EMU) with special emphasis on the introduction of the euro. The project assumes that the Americas have begun preliminary…

Student Leadership in Small Group Science Inquiry

ERIC Educational Resources Information Center

Oliveira, Alandeom W.; Boz, Umit; Broadwell, George A.; Sadler, Troy D.

2014-01-01

Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity. Purpose: This study addresses this issue of…

Sector activities and lessons learned around initial implementation of the United States national physical activity plan.

PubMed

Evenson, Kelly R; Satinsky, Sara B

2014-08-01

National plans are increasingly common but infrequently evaluated. The 2010 United States National Physical Activity Plan (NPAP) provided strategies to increase population levels of physical activity. This paper describes (i) the initial accomplishments of the NPAP sector teams, and (ii) results from a process evaluation to determine how the sectors operated, their cross-sector collaboration, challenges encountered, and positive experiences. During 2011, a quarterly reporting system was developed to capture sector-level activities. A year-end interview derived more detailed information. Interviews with 12 sector leads were recorded, transcribed verbatim, and analyzed for common themes. The 6 sectors worked on goals from the implementation plan that focused broadly on education, promotion, intervention, policy, collaboration, and evaluation. Through year-end interviews, themes were generated around operations, goal setting, and cross-sector collaboration. Challenges to the NPAP work included lack of funding and time, the need for marketing and promotion, and organizational support. Positive experiences included collaboration, efficiency of work, enhanced community dynamic, and accomplishments toward NPAP goals. These initial results on the NPAP sector teams can be used as a baseline assessment for future monitoring. The lessons learned may be useful to other practitioners developing evaluations around state- or national-level plans.

Sector Activities and Lessons Learned Around Initial Implementation of the United States National Physical Activity Plan

PubMed Central

Evenson, Kelly R.; Satinsky, Sara B.

2016-01-01

Background National plans are increasingly common but infrequently evaluated. The 2010 United States National Physical Activity Plan (NPAP) provided strategies to increase population levels of physical activity. This paper describes (i) the initial accomplishments of the NPAP sector teams, and (ii) results from a process evaluation to determine how the sectors operated, their cross-sector collaboration, challenges encountered, and positive experiences. Methods During 2011, a quarterly reporting system was developed to capture sector-level activities. A year-end interview derived more detailed information. Interviews with 12 sector leads were recorded, transcribed verbatim, and analyzed for common themes. Results The 6 sectors worked on goals from the implementation plan that focused broadly on education, promotion, intervention, policy, collaboration, and evaluation. Through year-end interviews, themes were generated around operations, goal setting, and cross-sector collaboration. Challenges to the NPAP work included lack of funding and time, the need for marketing and promotion, and organizational support. Positive experiences included collaboration, efficiency of work, enhanced community dynamic, and accomplishments toward NPAP goals. Conclusions These initial results on the NPAP sector teams can be used as a baseline assessment for future monitoring. The lessons learned may be useful to other practitioners developing evaluations around state- or national-level plans. PMID:24176800

When Collaborative Is Not Collaborative: Supporting Student Learning through Self-Surveillance

ERIC Educational Resources Information Center

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…

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

PubMed

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.

Hybrid Collaborative Learning for Classification and Clustering in Sensor Networks

NASA Technical Reports Server (NTRS)

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-to-classifiers. The new capability has the potential to greatly expand the in situ analysis abilities of sensor networks. Classifiers seeking to categorize incoming data into different types of events can operate in tandem with clusterers that are sensitive to the occurrence of new kinds of events not known to the classifiers. In contrast to current approaches that treat these operations as independent components, a hybrid collaborative learning system can enable them to learn from each other.

Reform in Undergraduate Science, Technology, Engineering, and Mathematics: The Classroom Context

ERIC Educational Resources Information Center

Stage, Frances K.; Kinzie, Jillian

2009-01-01

This article reports the results of a series of site visits examining modifications to science, technology, engineering, and mathematics (STEM) teaching and learning based on reform on three differing campuses. Innovations in stem classrooms included collaborative approaches to learning; incorporation of active learning, authentic contexts, peer…

Adapting Cooperative Learning and Embedding It into Holistic Language Usage.

ERIC Educational Resources Information Center

Bailey, Dora L.; Ginnetti, Philip

Class collaboration and small group composition illustrate the embedding of cooperative learning theory in whole language classroom events. Through this experience all students participate in active learning. The teacher has a weighty role in decision making, setting of the lesson, assigning roles, and monitoring segments of cooperative learning…

Globally Networked Collaborative Learning in Industrial Design

ERIC Educational Resources Information Center

Bohemia, Erik; Ghassan, Aysar

2012-01-01

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

A Self-Adaptive Multi-Agent System Approach for Collaborative Mobile Learning

ERIC Educational Resources Information Center

de la Iglesia, Didac Gil; Calderon, Juan Felipe; Weyns, Danny; Milrad, Marcelo; Nussbaum, Miguel

2015-01-01

Mobile technologies have emerged as facilitators in the learning process, extending traditional classroom activities. However, engineering mobile learning applications for outdoor usage poses severe challenges. The requirements of these applications are challenging, as many different aspects need to be catered, such as resource access and sharing,…

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

ERIC Educational Resources Information Center

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…

Academic Controversy in Macroeconomics: An Active and Collaborative Method to Increase Student Learning

ERIC Educational Resources Information Center

Santicola, Craig F.

2015-01-01

The literature indicates that there is a lack of learning outcomes in economics that can be attributed to the reliance on traditional lecture and the failure to adopt innovative instructional techniques. This study sought to investigate the student learning effects of academic controversy, a cooperative learning technique that shows promise in the…

Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan

ERIC Educational Resources Information Center

Perveen, Ayesha

2016-01-01

This case study evaluated the impact of synchronous and asynchronous E-Language Learning activities (ELL-ivities) in an E-Language Learning Environment (ELLE) at Virtual University of Pakistan. The purpose of the study was to assess e-language learning analytics based on the constructivist approach of collaborative construction of knowledge. The…

Using Clickers in Class. The Role of Interactivity, Active Collaborative Learning and Engagement in Learning Performance

ERIC Educational Resources Information Center

Blasco-Arcas, Lorena; Buil, Isabel; Hernandez-Ortega, Blanca; Sese, F. Javier

2013-01-01

As more and more educational institutions are integrating new technologies (e.g. audience response systems) into their learning systems to support the learning process, it is becoming increasingly necessary to have a thorough understanding of the underlying mechanisms of these advanced technologies and their consequences on student learning…

Evaluating a Chronic Disease Management Improvement Collaboration: Lessons in Design and Implementation Fundamentals.

PubMed

Phillips, Kaye; Amar, Claudia; Elicksen-Jensen, Keesa

2016-01-01

For the Canadian Foundation for Healthcare Improvement (CFHI), the Atlantic Healthcare Collaboration (AHC) was a pivotal opportunity to build upon its experience and expertise in delivering regional change management training and to apply and refine its evaluation and performance measurement approach. This paper reports on its evaluation principles and approach, as well as the lessons learned as CFHI diligently coordinated and worked with improvement project (IP) teams and a network of stakeholders to design and undertake a suite of evaluative activities. The evaluation generated evidence and learnings about various elements of chronic disease prevention and management (CDPM) improvement processes, individual and team capacity building and the role and value of CFHI in facilitating tailored learning activities and networking among teams, coaches and other AHC stakeholders.

Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning

NASA Astrophysics Data System (ADS)

Bykov, Tikhon

2010-03-01

In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles.

Expressive Morality in a Collaborative Learning Activity: A Case Study in the Creation of Moral Meaning.

ERIC Educational Resources Information Center

Johnston, Bill; Buzzelli, Cary A.

2002-01-01

Considers the way moral meanings are created, Expressed, and negotiated in the actions and words of participants as they engage in a collaborative science activity. Offers an analysis of two excerpts from a video recording of a third grade classroom in which two students work with each other and with a visiting teacher on an experiment that…

Collaborative Learning in Higher Education: Lecturers' Practices and Beliefs

ERIC Educational Resources Information Center

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 mining of graph patterns from multiple sources

NASA Astrophysics Data System (ADS)

Levchuk, Georgiy; Colonna-Romanoa, John

2016-05-01

Intelligence analysts require automated tools to mine multi-source data, including answering queries, learning patterns of life, and discovering malicious or anomalous activities. Graph mining algorithms have recently attracted significant attention in intelligence community, because the text-derived knowledge can be efficiently represented as graphs of entities and relationships. However, graph mining models are limited to use-cases involving collocated data, and often make restrictive assumptions about the types of patterns that need to be discovered, the relationships between individual sources, and availability of accurate data segmentation. In this paper we present a model to learn the graph patterns from multiple relational data sources, when each source might have only a fragment (or subgraph) of the knowledge that needs to be discovered, and segmentation of data into training or testing instances is not available. Our model is based on distributed collaborative graph learning, and is effective in situations when the data is kept locally and cannot be moved to a centralized location. Our experiments show that proposed collaborative learning achieves learning quality better than aggregated centralized graph learning, and has learning time comparable to traditional distributed learning in which a knowledge of data segmentation is needed.

Collaborative Learning: Sourcebook for Collaborative Learning in the Arts and Sciences at Indiana University.

ERIC Educational Resources Information Center

Hamilton, Sharon J., Ed.; Hansen, Edmund J., Ed.

This sourcebook, prepared by the Intercampus Group on Collaborative Learning of Indiana University, offers suggestions to those who are already familiar with collaborative learning, but want to know how others are responding to the same or similar challenges. Papers are presented that examine general issues of collaborative learning in the Arts…

Assessment of (Computer-Supported) Collaborative Learning

ERIC Educational Resources Information Center

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…

The influence of learning styles on collaborative performances of allied health students in a clinical exercise.

PubMed

Sandmire, D A; Vroman, K G; Sanders, R

2000-01-01

With the increasing emphasis on interdisciplinary practice, there is a need to recognize factors that promote effective interdisciplinary teams. The influence of individual learning-style preference on collaborative performance was examined in 78 occupational and physical therapy students in a neuroscience course. They were randomly assigned in pairs to one of three subsets based upon their Kolb Learning Style Inventory scores (active experimenters vs reflective observers). The students viewed a videotape of a quadriplegic patient's physical examination and completed a collaborative exercise that required performance skills on all levels of Bloom's taxonomy of learning. Analysis of variance revealed no significant difference among learning-style subset pairs in performance (F2, 36 = 0.43, p > 0.05), but the exercise's overall grade correlated with the average of the pair's highest individual scores on two prior written exams (r = 0.631, p < 0.05), suggesting that background knowledge may predict performance better than learning styles do. It is suggested that differences in information-processing styles as measured by the Kolb inventory do not affect interdisciplinary team performance.

A Collaborative 20 Questions Model for Target Search with Human-Machine Interaction

DTIC Science & Technology

2013-05-01

optimal policies for entropy loss,” Journal of Applied Probability, vol. 49, pp. 114–136, 2012. [2] R. Castro and R. Nowak, “ Active learning and...vol. 10, pp. 223231, 1974. [8] R. Castro, Active Learning and Adaptive Sampling for Non- parametric Inference, Ph.D. thesis, Rice University, August...2007. [9] R. Castro and R. D. Nowak, “Upper and lower bounds for active learning ,” in 44th Annual Allerton Conference on Communica- tion, Control and Computing, 2006.

"Make It Explicit!": Improving Collaboration through Increase of Script Coercion

ERIC Educational Resources Information Center

Papadopoulos, P. M.; Demetriadis, S. N.; Weinberger, A.

2013-01-01

This paper investigates the impact of the proposed "Make It Explicit!" technique on students' learning when participating in scripted collaborative activities. The method posits that when asking students to proactively articulate their own positions explicitly, then improved peer interaction is triggered in a subsequent…

Preparing for Collaborative Working.

ERIC Educational Resources Information Center

David, Rachel; Smith, Beryl

1987-01-01

Interdisciplinary collaboration with other professionals was the theme of a preservice training activity in England in which 18 students enrolled in a teacher training program for learning difficulties were paired with students of speech and language pathology to observe, discuss, and assess a severely disabled child in the school setting. (JW)

Supporting Distance Learners for Collaborative Problem Solving.

ERIC Educational Resources Information Center

Verdejo, M. F.; Barros, B.; Abad, M. T.

This paper describes a computer-supported environment designed to facilitate distance learning through collaborative problem-solving. The goal is to encourage distance learning students to work together, in order to promote both learning of collaboration and learning through collaboration. Collaboration is defined as working together on a common…

Developing an e-pedagogy for interprofessional learning: Lecturers' thinking on curriculum design.

PubMed

Gordon, Frances; Booth, Karen; Bywater, Helen

2010-09-01

E-learning is seen as offering possible solutions to the barriers of large scale interprofessional education. This paper discusses a study that explored the underlying pedagogical thinking employed by lecturers when planning e-learning materials for interprofessional education. The themes uncovered in the data were: "reflective spaces for creativity"; "from logistics to learner autonomy"; "authentic"; "constructivist approaches"; "inter-active learning to promote collaboration" and "bringing the patient/service user into the classroom". Discussions about e-learning can focus on the technological aspects of design and delivery. However the findings of this study revealed that technology was not a consideration for the lecturers who saw e-learning as a vehicle to promote interactive learning. Their prime focus was revealed as the application of learning theory to the design of materials that would support students' acquisition of collaborative skills and the generation of new interprofessional knowledge.

An Empirical Verification of a-priori Learning Models on Mailing Archives in the Context of Online Learning Activities of Participants in Free\\Libre Open Source Software (FLOSS) Communities

ERIC Educational Resources Information Center

Mukala, Patrick; Cerone, Antonio; Turini, Franco

2017-01-01

Free\\Libre Open Source Software (FLOSS) environments are increasingly dubbed as learning environments where practical software engineering skills can be acquired. Numerous studies have extensively investigated how knowledge is acquired in these environments through a collaborative learning model that define a learning process. Such a learning…

Collaboration for Education with the Apple Learning Interchange

NASA Astrophysics Data System (ADS)

Young, Patrick A.; Zimmerman, T.; Knierman, K. A.

2006-12-01

We present a progressive effort to deliver online education and outreach resources in collaboration with the Apple Learning Interchange, a free community for educators. We have created a resource site with astronomy activities, video training for the activities, and the possibility of interactive training through video chat services. Also in development is an online textbook for graduate and advanced undergraduate courses in stellar evolution, featuring an updatable and annotated text with multimedia content, online lectures, podcasts, and a framework for interactive simulation activities. Both sites will be highly interactive, combining online discussions, the opportunity for live video interaction, and a growing library of student work samples. This effort promises to provide a compelling model for collaboration between science educators and corporations. As scientists, we provide content knowledge and a compelling reason to communicate, while Apple provides technical expertise, a deep knowledge of online education, and a way for us to reach a wide audience of higher education, community outreach, and K-12 educators.

Feasibility of a virtual learning collaborative to implement an obesity QI project in 29 pediatric practices.

PubMed

John, Tamara; Morton, Michaela; Weissman, Mark; O'Brien, Ellen; Hamburger, Ellen; Hancock, Yolandra; Moon, Rachel Y

2014-04-01

Quality improvement (QI) activities are required to maintain board certification in pediatrics. However, because of lack of training and resources, pediatricians may feel overwhelmed by the need to implement QI activities. Pediatricians also face challenges when caring for overweight and obese children. To create a virtual (online) QI learning collaborative through which pediatric practices could easily develop and implement a continuous QI process. Prospective cohort. Pediatric practices that were part of the Children's National Health Network were invited to participate, with the option to receive continuing medical education and maintenance of certification credits. s) Practices conducted baseline and monthly chart audits, participated in educational webinars and selected monthly practice changes, using Plan-Do-Study-Act cycles. Practices reported activities monthly and periodic feedback was provided to practices about their performance. s) Improvement in (i) body mass index (BMI) percentile documentation, (ii) appropriate nutritional and activity counseling and (iii) follow-up management for high-risk patients. Twenty-nine practices (120 providers) participated, and 24 practices completed all program activities. Monthly chart audits demonstrated continuous improvement in documentation of BMI, abnormal weight diagnosis, nutrition and activity screening and counseling, weight-related health messages and follow-up management of overweight and obese patients. Impact of QI activities on visit duration and practice efficiency was minimal. A virtual learning collaborative was successful in providing a framework for pediatricians to implement a continuous QI process and achieve practice improvements. This format can be utilized to address multiple health issues.

Dissecting Sequences of Regulation and Cognition: Statistical Discourse Analysis of Primary School Children's Collaborative Learning

ERIC Educational Resources Information Center

Molenaar, Inge; Chiu, Ming Ming

2014-01-01

Extending past research showing that regulative activities (metacognitive and relational) can aid learning, this study tests whether sequences of cognitive, metacognitive and relational activities affect subsequent cognition. Scaffolded by a computer avatar, 54 primary school students (working in 18 groups of 3) discussed writing a report about a…

Social Networking and Pedagogical Variations: An Integrated Approach for Effective Interpersonal and Group Communications Skills Development

ERIC Educational Resources Information Center

Okoro, Ephraim

2012-01-01

Electronic communication and social networking are effective and useful tools in the process of teaching and learning and have increasingly improved the quality of students' learning outcomes in higher education in recent years. The system encourages and supports students' active engagement, collaboration, and participation in class activities and…

Contributing, Exchanging and Linking for Learning: Supporting Web Co-Discovery in One-to-One Environments

ERIC Educational Resources Information Center

Liu, Chen-Chung; Don, Ping-Hsing; Chung, Chen-Wei; Lin, Shao-Jun; Chen, Gwo-Dong; Liu, Baw-Jhiune

2010-01-01

While Web discovery is usually undertaken as a solitary activity, Web co-discovery may transform Web learning activities from the isolated individual search process into interactive and collaborative knowledge exploration. Recent studies have proposed Web co-search environments on a single computer, supported by multiple one-to-one technologies.…

Interrogating History: Promoting Student Activism Using Children's Literature and the Full Circling Process

ERIC Educational Resources Information Center

Long, Trisha Wies

2017-01-01

Adolescents are often disengaged in the learning process, being more focused on social media and self-interest than classroom content. Full circling is a process that can be used to help students collaboratively engage in learning and actively reflect on historical events--especially those that are under reported in history books. In the present…

Creative Multimodal Learning Environments and Blended Interaction for Problem-Based Activity in HCI Education

ERIC Educational Resources Information Center

Ioannou, Andri; Vasiliou, Christina; Zaphiris, Panayiotis; Arh, Tanja; Klobucar, Tomaž; Pipan, Matija

2015-01-01

This exploratory case study aims to examine how students benefit from a multimodal learning environment while they engage in collaborative problem-based activity in a Human Computer Interaction (HCI) university course. For 12 weeks, 30 students, in groups of 5-7 each, participated in weekly face-to-face meetings and online interactions.…

Methodological Challenges for Collaborative Learning Research

ERIC Educational Resources Information Center

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…

A Collaborative Programme in Sustainability and Social Responsibility

ERIC Educational Resources Information Center

Albareda Tiana, Silvia; Alférez Villarreal, Azul

2016-01-01

Purpose: The purpose of this paper is to collect methodological strategies used in the training of future teachers to develop competences in sustainability and social responsibility (SSR). The proposal in this paper is to show how students learn and develop competences by performing practical activities and through a collaborative experience,…

Not beyond Our Reach: Collaboration in Special Collection Libraries

ERIC Educational Resources Information Center

Dekydtspotter, Lori; Williams, Cherry

2014-01-01

Based on a three-year collaboration with elementary school instructors, this paper discusses a creative approach to introducing younger students to the historical aspects and unique structure of the medieval book as a physical object. Through incremental activities, students learn to contextualize primary sources in both original and digital…

Collaborative Revision in L2 Writing: Learners' Reflections

ERIC Educational Resources Information Center

Memari Hanjani, Alireza

2016-01-01

L2 learning literature has reflected on the problems surrounding the application of teacher written feedback and peer feedback in EFL contexts. To address the disadvantages of these feedback forms, this exploratory case study examined EFL learners' reactions to a collaborative revision activity. Interview data were collected from eight native…

Use of Communication Resources in a Networked Collaborative Design Environment.

ERIC Educational Resources Information Center

Gay, Geri; Lentini, Marc

1995-01-01

Examines student use of a prototype networked collaborative design environment to support or augment learning about engineering design. Finds that students use the channels for a variety of activities to increase depth of communication, increase breadth of communication, and overcome technical difficulty. Suggests that students need multiple…

More than Good Intentions: Building a Network of Collaboratives.

ERIC Educational Resources Information Center

Bailey, Adrienne, Y.

1986-01-01

College Board's national network of school-college collaborative projects to increase the number of high school students prepared to attend college is described: (1) College Board's role; (2) sample conferences on pertinent issues; (3) range of support activities provided by College Board; and (4) lessons learned about both local collaboratives…

Using Classroom Competitions to Prepare Students for the Competitive Business World

ERIC Educational Resources Information Center

Gibson, Fay Y.; Kincade, Doris H.; Frasier, Pamela Y.

2013-01-01

This paper describes how a university, collaborating with industry, integrated research with active learning (e.g., collaboration in teams and competitions) for fashion majors. The redesigned introductory course uses two strategies: team competitions and a genius bar to guide students, give ongoing feedback, and judge final competitions. Active…

Analyzing a Mature Software Inspection Process Using Statistical Process Control (SPC)

NASA Technical Reports Server (NTRS)

Barnard, Julie; Carleton, Anita; Stamper, Darrell E. (Technical Monitor)

1999-01-01

This paper presents a cooperative effort where the Software Engineering Institute and the Space Shuttle Onboard Software Project could experiment applying Statistical Process Control (SPC) analysis to inspection activities. The topics include: 1) SPC Collaboration Overview; 2) SPC Collaboration Approach and Results; and 3) Lessons Learned.

Challenges of Using CSCL in Open Distributed Learning.

ERIC Educational Resources Information Center

Nilsen, Anders Grov; Instefjord, Elen J.

As a compulsory part of the study in Pedagogical Information Science at the University of Bergen and Stord/Haugesund College (Norway) during the spring term of 1999, students participated in a distributed group activity that provided experience on distributed collaboration and use of online groupware systems. The group collaboration process was…

Enhancing Collaborative Learning in Web 2.0-Based E-Learning Systems: A Design Framework for Building Collaborative E-Learning Contents

ERIC Educational Resources Information Center

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…

Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology.

PubMed

Taradi, Suncana Kukolja; Taradi, Milan; Radic, Kresimir; Pokrajac, Niksa

2005-03-01

World Wide Web (Web)-based learning (WBL), problem-based learning (PBL), and collaborative learning are at present the most powerful educational options in higher education. A blended (hybrid) course combines traditional face-to-face and WBL approaches in an educational environment that is nonspecific as to time and place. To provide educational services for an undergraduate second-year elective course in acid-base physiology, a rich, student-centered educational Web-environment designed to support PBL was created by using Web Course Tools courseware. The course is designed to require students to work in small collaborative groups using problem solving activities to develop topic understanding. The aim of the study was to identify the impact of the blended WBL-PBL-collaborative learning environment on student learning outcomes. Student test scores and satisfaction survey results from a blended WBL-PBL-based test group (n = 37) were compared with a control group whose instructional opportunities were from a traditional in-class PBL model (n = 84). WBL students scored significantly (t = 3.3952; P = 0.0009) better on the final acid-base physiology examination and expressed a positive attitude to the new learning environment in the satisfaction survey. Expressed in terms of a difference effect, the mean of the treated group (WBL) is at the 76th percentile of the untreated (face-to-face) group, which stands for a "medium" effect size. Thus student progress in the blended WBL-PBL collaborative environment was positively affected by the use of technology.

A Successful Implementation Strategy to Support Adoption of Decision Making in Mental Health Services.

PubMed

MacDonald-Wilson, Kim L; Hutchison, Shari L; Karpov, Irina; Wittman, Paul; Deegan, Patricia E

2017-04-01

Individual involvement in treatment decisions with providers, often through the use of decision support aids, improves quality of care. This study investigates an implementation strategy to bring decision support to community mental health centers (CMHC). Fifty-two CMHCs implemented a decision support toolkit supported by a 12-month learning collaborative using the Breakthrough Series model. Participation in learning collaborative activities was high, indicating feasibility of the implementation model. Progress by staff in meeting process aims around utilization of components of the toolkit improved significantly over time (p < .0001). Survey responses by individuals in service corroborate successful implementation. Community-based providers were able to successfully implement decision support in mental health services as evidenced by improved process outcomes and sustained practices over 1 year through the structure of the learning collaborative model.

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

PubMed

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.

Making mLearning Work: Utilizing Mobile Technology for Active Exploration, Collaboration, Assessment, and Reflection in Higher Education

ERIC Educational Resources Information Center

Fisher, Mercedes; Baird, Derek E.

2007-01-01

The convergence of mobile technologies into student-centered learning environments requires academic institutions to design new and more effective learning, teaching, and user experience strategies. In this article we share results from an mLearning design experiment and analysis from a student survey conducted at the National College of Ireland.…

Transformative Professional Development: Inquiry-Based College Science Teaching Institutes

ERIC Educational Resources Information Center

Zhao, Ningfeng; Witzig, Stephen B.; Weaver, Jan C.; Adams, John E.; Schmidt, Frank

2012-01-01

Two Summer Institutes funded by the National Science Foundation were held for current and future college science faculty. The overall goal was to promote learning and practice of inquiry-based college science teaching. We developed a collaborative and active learning format for participants that involved all phases of the 5E learning cycle of…

Component Exchange Community: A Model of Utilizing Research Components to Foster International Collaboration

ERIC Educational Resources Information Center

Deng, Yi-Chan; Lin, Taiyu; Kinshuk; Chan, Tak-Wai

2006-01-01

"One-to-one" technology enhanced learning research refers to the design and investigation of learning environments and learning activities where every learner is equipped with at least one portable computing device enabled by wireless capability. G1:1 is an international research community coordinated by a network of laboratories conducting…

Effects of Communication Competence and Social Network Centralities on Learner Performance

ERIC Educational Resources Information Center

Jo, Il-Hyun; Kang, Stephanie; Yoon, Meehyun

2014-01-01

Collaborative learning has become a dominant learning apparatus for higher level learning objectives. Much of the psychological and social mechanisms operating under this complex group activity, however, is not yet well understood. The purpose of this study was to investigate the effects of college students' communication competence and degree…

Personalisation for All: Making Adaptive Course Composition Easy

ERIC Educational Resources Information Center

Dagger, Declan; Wade, Vincent; Conlan, Owen

2005-01-01

The goal of personalised eLearning is to support e-learning content, activities and collaboration, adapted to the specific needs and influenced by specific preferences of the learner and built on sound pedagogic strategies. One of the major challenges to the mainstream adoption of personalised eLearning is the complexity and time involved in…

Future Ready Learning: Reimagining the Role of Technology in Education. 2016 National Education Technology Plan

ERIC Educational Resources Information Center

Thomas, Susan

2016-01-01

The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, "Future Ready Learning: Reimagining the Role of Technology in Education," articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While…

From Commons to Classroom: The Evolution of Learning Spaces in Academic Libraries

ERIC Educational Resources Information Center

Karasic, Victoria

2016-01-01

Over the past two decades, academic library spaces have evolved to meet the changing teaching and learning needs of diverse campus communities. The Information Commons combines the physical and virtual in an informal library space, whereas the recent Active Learning Classroom creates a more formal setting for collaboration. As scholarship has…

Influence of Participation, Facilitator Styles, and Metacognitive Reflection on Knowledge Building in Online University Courses

ERIC Educational Resources Information Center

Cacciamani, Stefano; Cesareni, Donatella; Martini, Francesca; Ferrini, Tiziana; Fujita, Nobuko

2012-01-01

Understanding how to foster knowledge building in online and blended learning environments is a key for computer-supported collaborative learning research. Knowledge building is a deeply constructivist pedagogy and kind of inquiry learning focused on theory building. A strong indicator of engagement in knowledge building activity is the…

An Attempt To Design Synchronous Collaborative Learning Environments for Peer Dyads on the World Wide Web.

ERIC Educational Resources Information Center

Lee, Fong-Lok; Liang, Steven; Chan, Tak-Wai

1999-01-01

Describes the design, implementation, and preliminary evaluation of three synchronous distributed learning prototype systems: Co-Working System, Working Along System, and Hybrid System. Each supports a particular style of interaction, referred to a socio-activity learning model, between members of student dyads (pairs). All systems were…

Studying Language Learning Opportunities Afforded by a Collaborative CALL Task

ERIC Educational Resources Information Center

Leahy, Christine

2016-01-01

This research study explores the learning potential of a computer-assisted language learning (CALL) activity. Research suggests that the dual emphasis on content development and language accuracy, as well as the complexity of L2 production in natural settings, can potentially create cognitive overload. This study poses the question whether, and…

Lights, Camera, Action! Learning about Management with Student-Produced Video Assignments

ERIC Educational Resources Information Center

Schultz, Patrick L.; Quinn, Andrew S.

2014-01-01

In this article, we present a proposal for fostering learning in the management classroom through the use of student-produced video assignments. We describe the potential for video technology to create active learning environments focused on problem solving, authentic and direct experiences, and interaction and collaboration to promote student…

A Challenge-Feedback Learning Approach to Teaching International Business

ERIC Educational Resources Information Center

Sternad, Dietmar

2015-01-01

This article introduces a challenge-feedback learning (CFL) approach based on the goal-setting theory of human motivation, the deliberate practice theory of expert performance, and findings from the research on active and collaborative learning. The core of the teaching concept is the CFL cycle in which students repeatedly progress through four…

Building Pre-Service Teaching Efficacy: A Comparison of Instructional Models

ERIC Educational Resources Information Center

Cohen, Rona; Zach, Sima

2013-01-01

Background: Cooperative Learning (CL) is an inclusive name for various models of teaching/learning methods, all of which emphasize the fundamental of meaningful collaboration among learners during their learning activities. Purpose: The purpose of this study was to examine whether the CL teaching model contributed to the teaching efficacy and…

Implementing Strategies of Cooperation for Enhancing Intrinsic Motivation towards English Language Learning

ERIC Educational Resources Information Center

Zapata, Julian Esteban

2007-01-01

This action research paper dealt with how to increase motivation towards English language learning through cooperative work in a public school in Medellín, Colombia. It was necessary to explore the concepts of teachers' beliefs, social teaching, collaborative and cooperative learning, to understand the conditions and activities that favored…

Who Benefits from a Low versus High Guidance CSCL Script and Why?

ERIC Educational Resources Information Center

Mende, Stephan; Proske, Antje; Körndle, Hermann; Narciss, Susanne

2017-01-01

Computer-supported collaborative learning (CSCL) scripts can foster learners' deep text comprehension. However, this depends on (a) the extent to which the learning activities targeted by a script promote deep text comprehension and (b) whether the guidance level provided by the script is adequate to induce the targeted learning activities…

A Collaborative Learning Environment for Management Education Based on Experiential Learning

ERIC Educational Resources Information Center

Lidon, Ivan; Rebollar, Ruben; Moller, Charles

2011-01-01

In many areas of applied sciences, such as management and engineering, the generation and dissemination of theory and knowledge is increasingly woven into practice. This leaves teaching and research institutions with the challenge of developing and organising teaching activities that are effective from a student learning perspective. This paper…

Advancing Learner Autonomy in TEFL via Collaborative Learning

ERIC Educational Resources Information Center

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…

Interaction Forms in Successful Collaborative Learning in Virtual Learning Environments

ERIC Educational Resources Information Center

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…

Integrating Curriculum: Developing Student Autonomy in Learning in Higher Education

ERIC Educational Resources Information Center

Yuksel, Ulku

2010-01-01

The need to combine social constructivist activities with cognitive constructivist ones has emerged which incorporates personalized learning approaches. Characteristics of education and educational institutions of the third millennium indicate that flexibility, inclusiveness, collaboration, authenticity, relevance and extended institutional…

Including the kids across the hall: collaborative instruction of hearing, deaf, and hard-of-hearing students.

PubMed

Gaustad, M

1999-01-01

This study follows graduate interns and their cooperating teachers through a collaborative student teaching experience in D/HH and hearing classrooms at the same grade level. Teacher teams, enrolled in a graduate course on collaboration, designed and conducted collaborative instruction (K-junior high school level), which focused on cooperative learning activities. Measures included student evaluations and separate intern and teacher evaluations of student performance, the integrated instructional units, and professional collaboration. Student evaluations included positive responses to integrated instruction by both groups, though there was more trepidation expressed by some D/HH students. Teachers reported very positive outcomes for all students including increased motivation to learn about and to interact with the other group and, for D/HH students, an increase in socially and academically appropriate behaviors. Specific student needs for training prior to integrated experiences were noted. Teachers stressed the importance of topic selections that would involve the expertise of all participants equally, needs for teacher in-service training and, administrative support for collaborative planning.

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

From relational ontology to transformative activist stance on development and learning: expanding Vygotsky's (CHAT) project

NASA Astrophysics Data System (ADS)

Stetsenko, Anna

2008-07-01

This paper offers steps towards overcoming current fragmentation within sociocultural approaches by expansively reconstructing a broad dialectical view on human development and learning (drawing on Vygotsky's project) underwritten by ideology of social justice. The common foundation for sociocultural approaches is developed by dialectically supplanting relational ontology with the notion that collaborative purposeful transformation of the world is the core of human nature and the principled grounding for learning and development. An activist transformative stance suggests that people come to know themselves and their world as well as ultimately come to be human in and through (not in addition to) the processes of collaboratively transforming the world in view of their goals. This means that all human activities (including psychological processes and the self) are instantiations of contributions to collaborative transformative practices that are contingent on both the past and the vision for the future and therefore are profoundly imbued with ideology, ethics, and values. And because acting, being, and knowing are seen from a transformative activist stance as all rooted in, derivative of, and instrumental within a collaborative historical becoming, this stance cuts across and bridges the gaps (a) between individual and social and (b) among ontological, epistemological, and moral-ethical (ideological) dimensions of activity.

Using complexity theory to develop a student-directed interprofessional learning activity for 1220 healthcare students.

PubMed

Jorm, Christine; Nisbet, Gillian; Roberts, Chris; Gordon, Christopher; Gentilcore, Stacey; Chen, Timothy F

2016-08-08

More and better interprofessional practice is predicated to be necessary to deliver good care to the patients of the future. However, universities struggle to create authentic learning activities that enable students to experience the dynamic interprofessional interactions common in healthcare and that can accommodate large interprofessional student cohorts. We investigated a large-scale mandatory interprofessional learning (IPL) activity for health professional students designed to promote social learning. A mixed methods research approach determined feasibility, acceptability and the extent to which student IPL outcomes were met. We developed an IPL activity founded in complexity theory to prepare students for future practice by engaging them in a self-directed (self-organised) learning activity with a diverse team, whose assessable products would be emergent creations. Complicated but authentic clinical cases (n = 12) were developed to challenge student teams (n = 5 or 6). Assessment consisted of a written management plan (academically marked) and a five-minute video (peer marked) designed to assess creative collaboration as well as provide evidence of integrated collective knowledge; the cohesive patient-centred management plan. All students (including the disciplines of diagnostic radiology, exercise physiology, medicine, nursing, occupational therapy, pharmacy, physiotherapy and speech pathology), completed all tasks successfully. Of the 26 % of students who completed the evaluation survey, 70 % agreed or strongly agreed that the IPL activity was worthwhile, and 87 % agreed or strongly agreed that their case study was relevant. Thematic analysis found overarching themes of engagement and collaboration-in-action suggesting that the IPL activity enabled students to achieve the intended learning objectives. Students recognised the contribution of others and described negotiation, collaboration and creation of new collective knowledge after working together on the complicated patient case studies. The novel video assessment was challenging to many students and contextual issues limited engagement for some disciplines. We demonstrated the feasibility and acceptability of a large scale IPL activity where design of cases, format and assessment tasks was founded in complexity theory. This theoretically based design enabled students to achieve complex IPL outcomes relevant to future practice. Future research could establish the psychometric properties of assessments of student performance in large-scale IPL events.

Building international collaborative capacity: contributions of community psychologists to a European network.

PubMed

García-Ramírez, Manuel; Paloma, Virginia; Suarez-Balcazar, Yolanda; Balcazar, Fabricio

2009-09-01

Europe is in the process of building a more participative, just, and inclusive European Union. The European Social Fund, which is an initiative developed to actively promote multinational partnerships that address pressing social issues, is a good example of the European transformation. This article describes the steps taken to develop and evaluate the activities of an international network promoting collaborative capacity among regional partners involved in the prevention of labor discrimination toward immigrants in three European countries-Spain, Belgium, and Italy. An international team of community psychologists proposed an empowering approach to assess the collaborative capacity of the network. This approach consisted of three steps: (1) establishing a collaborative relationship among partners, (2) building collaborative capacity, and (3) evaluating the collaborative capacity of the network. We conclude with lessons learned from the process and provide recommendations for addressing the challenges inherent in international collaboration processes.

Using Peer Feedback to Promote Reflection on Open-Ended Problems

NASA Astrophysics Data System (ADS)

Reinholz, Daniel L.; Dounas-Frazer, Dimitri R.

2016-09-01

This paper describes a new approach for learning from homework called Peer-Assisted Reflection (PAR). PAR involves students using peer feedback to improve their work on open-ended homework problems. Collaborating with peers and revising one's work based on the feedback of others are important aspects of doing and learning physics. While notable exceptions exist, homework and exams are generally individual activities that do not support collaboration and refinement, which misses important opportunities to use assessment for learning. In contrast, PAR provides students with a structure to iteratively engage with challenging, open-ended problems and solicit the input of their peers to improve their work.

Disseminating NASA-based science through NASA's Universe of Learning: Girls STEAM Ahead

NASA Astrophysics Data System (ADS)

Marcucci, E.; Meinke, B. K.; Smith, D. A.; Ryer, H.; Slivinski, C.; Kenney, J.; Arcand, K.; Cominsky, L.

2017-12-01

The Girls STEAM Ahead with NASA (GSAWN) initiative partners the NASA's Universe of Learning (UoL) resources with public libraries to provide NASA-themed activities for girls and their families. The program expands upon the legacy program, NASA Science4Girls and Their Families, in celebration of National Women's History Month. Program resources include hands-on activities for engaging girls, such as coding experiences and use of remote telescopes, complementary exhibits, and professional development for library partner staff. The science-institute-embedded partners in NASA's UoL are uniquely poised to foster collaboration between scientists with content expertise and educators with pedagogy expertise. The thematic topics related to NASA Astrophysics enable audiences to experience the full range of NASA scientific and technical disciplines and the different career skills each requires. For example, an activity may focus on understanding exoplanets, methods of their detection, and characteristics that can be determined remotely. The events focus on engaging underserved and underrepresented audiences in Science, Technology, Engineering, and Mathematics (STEM) via use of research-based best practices, collaborations with libraries, partnerships with local and national organizations (e.g. National Girls Collaborative Project or NGCP), and remote engagement of audiences. NASA's UoL collaborated with another NASA STEM Activation partner, NASA@ My Library, to announce GSAWN to their extensive STAR_Net network of libraries. This partnership between NASA SMD-funded Science learning and literacy teams has included NASA@ My Library hosting a professional development webinar featuring a GSAWN activity, a newsletter and blog post about the program, and plans for future exhibit development. This presentation will provide an overview of the program's progress to engage girls and their families through the development and dissemination of NASA-based science programming.

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Using a Game Environment to Foster Collaborative Learning: A Design-Based Study

ERIC Educational Resources Information Center

Hamalainen, Raija

2011-01-01

Designing collaborative three-dimensional learning games for vocational learning may be one way to respond to the needs of working life. The theoretical vantage points of collaborative learning for game development and the "design-based research" methodology are described; these have been used to support collaborative learning in the…

Identifying and Supporting Productive Collaborative Teacher Talk

NASA Astrophysics Data System (ADS)

Flarend, Alice M.

As improvements and changes in science education are promulgated, science teachers must be educated about these changes. Professional development programs are central to promoting teacher learning. Although the field seems to have agreed upon large-scalepedagogical features of high quality professional development with an emphasis on building a collaborative community of learners, effective implementation of these features is still problematic. The connections between these collaborative features and actual teacher work during the professional development remain unclear. This qualitative discourse study investigated how teachers engaged in small group discussions use discourse to collaborate during a weeklong professional development program that employed these useful pedagogical features. Small group discussions among the forty-two participants, diverse in their demographics and teaching experiences, were video and audio recorded. A collaborative discourse framework is developed and applied to the discussions, successfully categorizing episodes of discourse according to their productive potential for learning. The structure of the PD activities is then investigated to determine characteristics encouraging to these productive learning conversations. The analysis in this study indicated requiring groups to come to a consensus helps groups dig deeper into the content, promoting a more productive negotiation of concepts. Building consensus around an artifact such as a graph strengthened the need for consensus and thereby strengthened the opportunities for productive conversation. In addition, professional development activities that target building and using specific language were also opportunities for productive learning talk, providing opportunities to negotiate the deep meaning of words and concepts rather then leaving them unexamined. When viewed through the lens of Wenger's Community of Practice (1998) these findings are ways of strengthening the community. Consensus strengthens the mutual accountability and the purposeful building of vocabulary strengthens the shared repertoire, as did having the consensus artifact.

Making Mitosis Visible

ERIC Educational Resources Information Center

Williams, Michelle; Linn, Marcia C.; Hollowell, Gail P.

2008-01-01

The Technology-Enhanced Learning in Science (TELS) center, a National Science Foundation-funded Center for Learning and Teaching, offers research-tested science modules for students in grades 6-12 (Linn et al. 2006). These free, online modules engage students in scientific inquiry through collaborative activities that include online…

Increasing Social Awareness and Geographical Skills of Fourth Grade Students with Technology, On-Line Communications, and Cooperative Activities.

ERIC Educational Resources Information Center

Parr, Dorothy T.

A practicum was designed to interest and motivate students to participate in social studies, an area in which lack of motivation has caused many elementary students to do poorly. An active learning, cooperative, and collaborative approach to social studies was taken with a class of 30 fourth graders. Through cooperative learning, simulated…

Online Collaborative Learning: Theory and Practice

ERIC Educational Resources Information Center

Roberts, Tim, Ed.

2004-01-01

"Online Collaborative Learning: Theory and Practice" provides a resource for researchers and practitioners in the area of online collaborative learning (also known as CSCL, computer-supported collaborative learning), particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both…

Collaborative testing as a learning strategy in nursing education.

PubMed

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.

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

PubMed

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.

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

PubMed

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.

Applying Organ Clearance Concepts in a Clinical Setting

PubMed Central

2008-01-01

Objective To teach doctor of pharmacy (PharmD) students how to apply organ clearance concepts in a clinical setting in order to optimize dose management, select the right drug product, and promote better patient-centered care practices. Design A student-focused 5-hour topic entitled "Organ Clearance Concepts: Modeling and Clinical Applications" was developed and delivered to second-year PharmD students. Active-learning techniques, such as reading assignments and thought-provoking questions, and collaborative learning techniques, such as small groups, were used. Student learning was assessed using application cards and a minute paper. Assessment Overall student responses to topic presentation were overwhelmingly positive. The teaching strategies here discussed allowed students to play an active role in their own learning process and provided the necessary connection to keep them motivated, as mentioned in the application cards and minute paper assessments. Students scored an average of 88% on the examination given at the end of the course. Conclusion By incorporating active-learning and collaborative-learning techniques in presenting material on organ clearance concept, students gained a more thorough knowledge of dose management and drug-drug interactions than if the concepts had been presented using a traditional lecture format. This knowledge will help students in solving critical patient situations in a real-world context. PMID:19214275

Making clinical case-based learning in veterinary medicine visible: analysis of collaborative concept-mapping processes and reflections.

PubMed

Khosa, Deep K; Volet, Simone E; Bolton, John R

2014-01-01

The value of collaborative concept mapping in assisting students to develop an understanding of complex concepts across a broad range of basic and applied science subjects is well documented. Less is known about students' learning processes that occur during the construction of a concept map, especially in the context of clinical cases in veterinary medicine. This study investigated the unfolding collaborative learning processes that took place in real-time concept mapping of a clinical case by veterinary medical students and explored students' and their teacher's reflections on the value of this activity. This study had two parts. The first part investigated the cognitive and metacognitive learning processes of two groups of students who displayed divergent learning outcomes in a concept mapping task. Meaningful group differences were found in their level of learning engagement in terms of the extent to which they spent time understanding and co-constructing knowledge along with completing the task at hand. The second part explored students' and their teacher's views on the value of concept mapping as a learning and teaching tool. The students' and their teacher's perceptions revealed congruent and contrasting notions about the usefulness of concept mapping. The relevance of concept mapping to clinical case-based learning in veterinary medicine is discussed, along with directions for future research.

Patterns and Principles for Blended Synchronous Learning: Engaging Remote and Face-to-Face Learners in Rich-Media Real-Time Collaborative Activities

ERIC Educational Resources Information Center

Bower, Matt; Kenney, Jacqueline; Dalgarno, Barney; Lee, Mark J. W.; Kennedy, Gregor E.

2014-01-01

Blended synchronous learning involves using rich-media technologies to enable remote and face-to-face students to jointly participate in the same live classes. This article presents blended synchronous learning designs from seven case studies that were part of a project funded by the Australian Government Office for Learning and Teaching and…

Graphical Interaction Analysis Impact on Groups Collaborating through Blogs

ERIC Educational Resources Information Center

Fessakis, Georgios; Dimitracopoulou, Angelique; Palaiodimos, Aggelos

2013-01-01

This paper presents empirical research results regarding the impact of Interaction Analysis (IA) graphs on groups of students collaborating through online blogging according to a "learning by design" scenario. The IA graphs used are of two categories; the first category summarizes quantitatively the activity of the users for each blog,…

Facilitating Collaboration, Knowledge Construction and Communication with Web-Enabled Databases.

ERIC Educational Resources Information Center

McNeil, Sara G.; Robin, Bernard R.

This paper presents an overview of World Wide Web-enabled databases that dynamically generate Web materials and focuses on the use of this technology to support collaboration, knowledge construction, and communication. Database applications have been used in classrooms to support learning activities for over a decade, but, although business and…

Teachers-Librarian Collaboration in Building the Curriculum for an IB World School: A Case Study

ERIC Educational Resources Information Center

Bhargava, Madhu

2010-01-01

Many schools are in the transition stage from passive learning environments into active ones. Teachers, librarians and administrators are forced to rethink the curriculum in terms of content and teaching methodology because of advancement of technology and competitions. The paper will demonstrate the need of collaborative work of…

Collaborative Practice of Science Construction in a Computer-Based Multimedia Environment.

ERIC Educational Resources Information Center

Kumpulainen, Kristiina; Mutanen, Mika

1998-01-01

Examines the ways in which the collaborative use of a multimedia-based CD-ROM encyclopedia in a sixth-grade Finnish classroom fosters science learning. Results show that students' activities during task-processing were highly procedural and product-oriented. Students had inefficient skills in accessing and retrieving information from the…

Acknowledging Students' Collaborations through Peer Review: A Footnoting Practice

ERIC Educational Resources Information Center

Poe, Shelli M.; Gravett, Emily O.

2016-01-01

Student-to-student peer review or peer feedback is commonly used in student-centered or active-learning classrooms. In this article, we describe a footnoting exercise that we implemented in two of our undergraduate courses as one way to encourage students to acknowledge collaborations and contributions made during peer-review processes. This…

Collaborative Creativity in Instrumental Group Music Learning as a Site for Enhancing Pupil Wellbeing

ERIC Educational Resources Information Center

Burnard, Pamela; Dragovic, Tatjana

2015-01-01

This study explores the nature of the elements that co-influence collaborative creativity in nd the intrinsic potential for enhancing pupil wellbeing as evidenced in a particular secondary-school (extra-curricular) group instrumental programme "Percussion 1." Wenger's Community of Practice (CoP) and Engestrom's Activity Theory (AT)…

Student Engagement in Long-Term Collaborative EFL Storytelling Activities: An Analysis of Learners with English Proficiency Differences

ERIC Educational Resources Information Center

Huang, Yun-Yin; Liu, Chen-Chung; Wang, Yu; Tsai, Chin-Chung; Lin, Hung-Ming

2017-01-01

English proficiency difference among students is a challenging pedagogical issue in EFL classrooms worldwide. Collaborative digital storytelling has been adopted in language learning settings to increase motivation and engagement, especially for young learners. However, it remains unknown whether students of different proficiency levels can…

Wikis in Collaborative Educational Scenarios: Integrated in LMS or Standalone Wikis?

ERIC Educational Resources Information Center

Forment, Marc Alier; De Pedro, Xavier; Casan, Maria Jose; Piguillem, Jordi; Galanis, Nikolas

2012-01-01

This article outlines a set of features that wiki engines require to successfully host collaborative educational scenarios. The authors explore multiple issues that deal with the use wikis with learning activities. One of the first issues to solve is software support for assessment methodologies. The second is choosing between using an integrated…

Key Factors in Online Collaboration and Their Relationship to Teamwork Satisfaction

ERIC Educational Resources Information Center

Tseng, Hungwei; Ku, Heng-Yu; Wang, Chien-Hsin; Sun, Ling

2009-01-01

Online instructors today search for ways to engage students in authentic activities in their courses to create real-world learning experiences. Collaborative grouping is 1 way that instructors promote students' creativity and productivity during the teamwork process. The present study is an attempt to enhance our understanding of students'…

Appropriating Geometric Series as a Cultural Tool: A Study of Student Collaborative Learning

ERIC Educational Resources Information Center

Carlsen, Martin

2010-01-01

The aim of this article is to illustrate how students, through collaborative small-group problem solving, appropriate the concept of geometric series. Student appropriation of cultural tools is dependent on five sociocultural aspects: involvement in joint activity, shared focus of attention, shared meanings for utterances, transforming actions and…

Critical and Higher Order Thinking in Online Threaded Discussions in the Slovak Context

ERIC Educational Resources Information Center

Pisutova-Gerber, Katarina; Malovicova, Jana

2009-01-01

This article describes and analyzes efforts to use collaborative asynchronous discussion forums in a three semester online education program for NGO leaders and managers in Slovakia. Slovakia, as a country with autocratic styles of teacher-centered education, presents strong barriers to the implementation of collaborative learning activities. The…

Talking with the "Enemy": Firing Enthusiasm for History through International Conversation and Collaboration

ERIC Educational Resources Information Center

Kerridge, Richard; Cinnamond, Sacha

2012-01-01

Richard Kerridge and Sacha Cinnamond explain how their history department built a culture of international dialogue and collaboration that enriches their students' historical learning. Video-conferencing is at the centre of these activities. Their story begins with an initial, moving encounter with the First World War battlefields that soon turned…

Collaborative science activities and the social construction of understanding of physical science concepts by pre-service teachears in Fiji

NASA Astrophysics Data System (ADS)

Taylor, Neil; Lucas, Keith B.; Watters, James J.

1999-12-01

The research reported was part of a larger study that was founded on the belief that the introduction of a teaching style informed by a constructivist view of teaching and learning and utilising collaborative group work would improve the understanding of science concepts held by pre-service primary teacher education studients in Fuji. It sought to test this belief, and to explore whether such an approach would be effective for students from different ethnic groups. Two intact classes in a teachers' college studied a physical science unit, one class being involved in extensive collaborative group activities and the other, the comparison group, being taught in the usual transmissive fashion. An interpretive methodology was adopted, involving a range of data sources and analytical techniques. Data presented here support the claim that the collaborative group work stimulated increased levels of discussion and fostered deeper conceptual understanding. There were, however, some unexpected learning outcomes for some students. Implications for science education in Fiji and similar locations are discussed.

Application of ICTS in Teaching and Learning at University Level: The Case of Shahid Beheshti University

ERIC Educational Resources Information Center

Vajargah, Kourosh Fathi; Jahani, Sheida; Azadmanesh, Nahid

2010-01-01

Information and communication technologies (ICTs) are a diverse set of technological tools and resources used for creating, storing, managing and communicating information. For educational purposes, ICTs can be used to support teaching and learning as well as research activities including collaborative learning and inquiring. One of the main…

The Use of Social Media for Blended Learning in Tertiary Education

ERIC Educational Resources Information Center

Chan, Winslet Ting Yan; Leung, Chi Hong

2016-01-01

The use of social media facilitates communication and collaboration among users to support the student-centered learning environment. In this study, Twitter was used to support blended learning activities in two university courses. A survey was conducted and the results showed that Twitter was easy to use and it could facilitate knowledge sharing…

Teaching an Interdisciplinary Graduate-Level Methods Course in an Openly-Networked Connected Learning Environment: A Glass Half-Full

ERIC Educational Resources Information Center

Secret, Mary; Bryant, Nita L.; Cummings, Cory R.

2017-01-01

Our paper describes the design and delivery of an online interdisciplinary social science research methods course (ISRM) for graduate students in sociology, education, social work, and public administration. Collaborative activities and learning took place in two types of computer-mediated learning environments: a closed Blackboard course…

A Strategy to Join Adaptive and Reputation-Based Social-Collaborative E-Learning, through the Zone of Proximal Development

ERIC Educational Resources Information Center

De Marsico, Maria; Sterbini, Andrea; Temperini, Marco

2013-01-01

The educational concept of "Zone of Proximal Development", introduced by Vygotskij, stems from the identification of a strong need for adaptation of the learning activities, both traditional classroom and modern e-learning ones, to the present state of learner's knowledge and abilities. Furthermore, Vygotskij's educational…

Influences on Peer Evaluation in a Group Project: An Exploration of Leadership, Demographics and Course Performance

ERIC Educational Resources Information Center

Dingel, Molly; Wei, Wei

2014-01-01

Collaborative learning strategies are widely used in higher education to deepen learning, promote team-building skills and achieve course learning objectives. Using peer evaluation is an important strategy to ensure that engaged and active students are rewarded for their efforts, and to discourage loafing within groups. However, less is known…

A Problem Posing-Based Practicing Strategy for Facilitating Students' Computer Programming Skills in the Team-Based Learning Mode

ERIC Educational Resources Information Center

Wang, Xiao-Ming; Hwang, Gwo-Jen

2017-01-01

Computer programming is a subject that requires problem-solving strategies and involves a great number of programming logic activities which pose challenges for learners. Therefore, providing learning support and guidance is important. Collaborative learning is widely believed to be an effective teaching approach; it can enhance learners' social…

How the study of online collaborative learning can guide teachers and predict students' performance in a medical course.

PubMed

Saqr, Mohammed; Fors, Uno; Tedre, Matti

2018-02-06

Collaborative learning facilitates reflection, diversifies understanding and stimulates skills of critical and higher-order thinking. Although the benefits of collaborative learning have long been recognized, it is still rarely studied by social network analysis (SNA) in medical education, and the relationship of parameters that can be obtained via SNA with students' performance remains largely unknown. The aim of this work was to assess the potential of SNA for studying online collaborative clinical case discussions in a medical course and to find out which activities correlate with better performance and help predict final grade or explain variance in performance. Interaction data were extracted from the learning management system (LMS) forum module of the Surgery course in Qassim University, College of Medicine. The data were analyzed using social network analysis. The analysis included visual as well as a statistical analysis. Correlation with students' performance was calculated, and automatic linear regression was used to predict students' performance. By using social network analysis, we were able to analyze a large number of interactions in online collaborative discussions and gain an overall insight of the course social structure, track the knowledge flow and the interaction patterns, as well as identify the active participants and the prominent discussion moderators. When augmented with calculated network parameters, SNA offered an accurate view of the course network, each user's position, and level of connectedness. Results from correlation coefficients, linear regression, and logistic regression indicated that a student's position and role in information relay in online case discussions, combined with the strength of that student's network (social capital), can be used as predictors of performance in relevant settings. By using social network analysis, researchers can analyze the social structure of an online course and reveal important information about students' and teachers' interactions that can be valuable in guiding teachers, improve students' engagement, and contribute to learning analytics insights.

Design and Evaluation of a Collaborative Learning Environment

ERIC Educational Resources Information Center

Wang, Qiyun

2009-01-01

Collaboration becomes an essential competency in the current knowledge society. In this study, a collaborative learning environment was designed to facilitate students in group collaboration. Instructional support strategies of friendship and meaningful learning tasks were applied to promote collaboration. Scaffolding strategies such as writing…

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

PubMed

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).

Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology.

PubMed

Schutt, Michelle A; Hightower, Barbara

2009-02-01

The American Association of Colleges of Nursing advocates that professional nurses have the information literacy skills essential for evidence-based practice. As nursing schools embrace evidence-based models to prepare students for nursing careers, faculty can collaborate with librarians to create engaging learning activities focused on the development of information literacy skills. Instructional technology tools such as course management systems, virtual classrooms, and online tutorials provide opportunities to reach students outside the traditional campus classroom. This article discusses the collaborative process between faculty and a library instruction coordinator and strategies used to create literacy learning activities focused on the development of basic database search skills for a Computers in Nursing course. The activities and an online tutorial were included in a library database module incorporated into WebCT. In addition, synchronous classroom meeting software was used by the librarian to reach students in the distance learning environment. Recommendations for module modifications and faculty, librarian, and student evaluations are offered.

Virtual patient care: an interprofessional education approach for physician assistant, physical therapy and occupational therapy students.

PubMed

Shoemaker, Michael J; Platko, Christina M; Cleghorn, Susan M; Booth, Andrew

2014-07-01

The purpose of this retrospective qualitative case report is to describe how a case-based, virtual patient interprofessional education (IPE) simulation activity was utilized to achieve physician assistant (PA), physical therapy (PT) and occupational therapy (OT) student IPE learning outcomes. Following completion of a virtual patient case, 30 PA, 46 PT and 24 OT students were required to develop a comprehensive, written treatment plan and respond to reflective questions. A qualitative analysis of the submitted written assignment was used to determine whether IPE learning objectives were met. Student responses revealed three themes that supported the learning objectives of the IPE experience: benefits of collaborative care, role clarification and relevance of the IPE experience for future practice. A case-based, IPE simulation activity for physician assistant and rehabilitation students using a computerized virtual patient software program effectively facilitated achievement of the IPE learning objectives, including development of greater student awareness of other professions and ways in which collaborative patient care can be provided.

Implementing Collaborative Design in the Next Series of eLearning Platforms

ERIC Educational Resources Information Center

Kropf, Dorothy

2013-01-01

Collaborative design empowers learning management system (LMS) providers and end users (online students) to develop a vibrant teaching and learning community. Successful periodic collaborations utilizing collaborative web tools between these two pivotal groups can produce the next series of eLearning platforms that are fertile grounds for…

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

ERIC Educational Resources Information Center

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…

Examining the Role of Collaborative Learning in a Public Speaking Course

ERIC Educational Resources Information Center

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…

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

PubMed

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

2016-06-01

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

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

ERIC Educational Resources Information Center

Rozenszayn, Ronit; Assaraf, Orit Ben-Zvi

2011-01-01

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

Developing 21st century skills through the use of student personal learning networks

NASA Astrophysics Data System (ADS)

Miller, Robert D.

This research was conducted to study the development of 21st century communication, collaboration, and digital literacy skills of students at the high school level through the use of online social network tools. The importance of this study was based on evidence high school and college students are not graduating with the requisite skills of communication, collaboration, and digital literacy skills yet employers see these skills important to the success of their employees. The challenge addressed through this study was how high schools can integrate social network tools into traditional learning environments to foster the development of these 21st century skills. A qualitative research study was completed through the use of case study. One high school class in a suburban high performing town in Connecticut was selected as the research site and the sample population of eleven student participants engaged in two sets of interviews and learned through the use social network tools for one semester of the school year. The primary social network tools used were Facebook, Diigo, Google Sites, Google Docs, and Twitter. The data collected and analyzed partially supported the transfer of the theory of connectivism at the high school level. The students actively engaged in collaborative learning and research. Key results indicated a heightened engagement in learning, the development of collaborative learning and research skills, and a greater understanding of how to use social network tools for effective public communication. The use of social network tools with high school students was a positive experience that led to an increased awareness of the students as to the benefits social network tools have as a learning tool. The data supported the continued use of social network tools to develop 21st century communication, collaboration, and digital literacy skills. Future research in this area may explore emerging social network tools as well as the long term impact these tools have on the development of lifelong learning skills and quantitative data linked to student learning.

Developing resources to facilitate culturally-sensitive service planning and delivery - doing research inclusively with people with learning disabilities.

PubMed

Unwin, Gemma; Larkin, Michael; Rose, John; Kroese, Biza Stenfert; Malcolm, Stephen

2016-01-01

(Please see www.Toolsfortalking.co.uk for an easy read summary of the project.) The Tools for Talking are a set of resources that were developed through collaboration between Black, Asian and minority ethnic people with learning disabilities and researchers at the University of Birmingham. The resources were designed to be used by people with learning disabilities and service providers to facilitate culturally-sensitive communication and information sharing, service planning and delivery. They comprise illustrative videos and exploratory activities relating to five topics, namely, culture, activities, support from staff, important people, choices and independence. These topics emerged as important to people with learning disabilities during the 'Access to Social Care-Learning Disabilities' (ASC-LD) study which involved interviews with 32 adults with learning disabilities from Black, Asian and minority ethnic communities. The results of the ASC-LD study were used to develop a set of draft resources which were then co-developed through collaboration with people with learning disabilities and service providers. A 'Partnership event' was convened to involve stakeholders in the development of the resources. This paper describes the refinement of these materials by people with learning disabilities from Black, Asian and minority ethnic backgrounds in cooperation with a range of other stakeholders. Background Black, Asian and minority ethnic people with learning disabilities face inequities in health and social care provision. Lower levels of service uptake and satisfaction with services have been reported, however, this is largely based on the views of carers. The 'Access to Social Care: Learning Disabilities (ASC-LD)' study sought to explore the views and experiences of social support services among adults with learning disabilities from Black, Asian and minority ethnic communities. Interviews with 32 Black, Asian and minority ethnic adults with learning disabilities were conducted to explore participants' cultural identities, their understanding and experience of 'support'. The views and experiences expressed in the ASC-LD study were used in the 'Tools for Talking project' to develop a suite of resources designed to facilitate culturally-sensitive communication and information-sharing, service planning and delivery through improved mutual understanding between providers and users of services. This paper describes the Tools for Talking project which sought to co-develop the resources through a partnership event. Methods An inclusive approach was adopted to address issues that are important to people with learning disabilities, to represent their views and experiences, and to involve Black, Asian and minority ethnic people with learning disabilities in the research process. Partnerships were developed with provider organisations and service users who were invited to a 'Partnership Event'. Collaborators at the partnership event were asked to comment on and evaluate draft resources which included a series of videos and activities to explore topics that emerged as important in the ASC-LD study. Their comments were collated and the tools developed as they suggested. Results Using the results from the ASC-LD study helped to ensure that the draft resources were relevant to service users, addressing topics that were important to them. The partnership event was an effective method to collaborate with a relatively large number of stakeholders. However, the event was resource intensive and required substantial planning to ensure active and meaningful participation. Considerations, such as inviting stakeholders, developing the programme and selecting a venue are discussed. Conclusions The partnership approach has led to the development of a set of five illustrative videos and accompanying activities that address issues that emerged from the collaborative process including: culture, activities, support from staff, important people, choices and independence. These resources are freely available at: www.Toolsfortalking.co.uk. They are designed to be used by users and providers of services, but may also be useful in other settings.

Collaborative Testing as a Model for Addressing Equity in Student Success in STEM Classes

NASA Astrophysics Data System (ADS)

Dileonardo, C.; James, B. R.

2016-12-01

Introductory Earth science classes at two-year colleges play a critical role as "gateway courses" for underrepresented student populations into undergraduate STEM programs. Students entering college underprepared in math and science typically receive their only exposure to science at the undergraduate level in introductory courses in the Earth and space sciences. In many colleges a huge disparity exists in these classes between success rates amongst students from groups traditionally represented in the STEM fields and those from underrepresented populations. Closing the equity gap in success in these courses is a major focus of many pilot projects nationally. This concern has also led to the adoption of new teaching and learning practices, based on research in learning, in introductory Earth science pedagogy. Models of teaching practices including greater engagement, active learning approaches, and collaborative learning structures seem to help with student achievement in introductory courses. But, whereas these practices might increase overall student success they have not proven to close the equity gap in achievement. De Anza a two-year college in the San Francisco bay area has a long history in the geology department of incorporating and testing teaching practices developed out of research in learning. Collaborative learning has infused every aspect of our learning approaches in the Earth sciences, including laboratory, fieldwork, and test preparation. Though these approaches seemed to have educational benefit the huge equity gap department-wide persisted between targeted and non-targeted populations. Three years ago collaborative testing models were introduced into our geology and meteorology classes. The mechanism included methods for directly comparing collaborative to individual testing. The net result was that targeted populations including African Americans, Latinos, and Filipinos increased steadily at around 3.5% per year from 66% to 73%. The overall success rates of the non-targeted groups remained between 84% and 86%. Preliminary analysis suggests that for disengaged students in the targeted populations the opportunity to collaborate on a portion of the actual test got them more involved in the collaborative process as it offers immediate tangible return on in-class success.

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

PubMed

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.

Constructing Literacy in the Kindergarten: Task Structure, Collaboration, and Motivation

PubMed Central

Nolen, Susan Bobbitt

2009-01-01

This ethnographic study explores kindergarten children’s emergent motivation to read and write, its relation to their developing concepts of reading and writing (Guice & Johnston, 1994; Johnston, 1997; Turner, 1995), and to their teachers instructional goals and classroom norms. Teachers and students together constructed legitimate literate activity in their classrooms, and this construction framed the motivation of students who were at risk for developing learning disabilities in reading and writing. Specifically, the kinds of reading and writing activity that were sanctioned in each class and the role of student–student collaboration colored students’ views of the purposes of literacy and their own ability to learn. Findings extend our understanding of how young children’s literacy motivation influences, and is influenced by, their classroom literacy culture. Implications for early literacy instruction for children with learning disabilities, and for their continuing motivation to read and write, are discussed. PMID:19727336

Adventure Learning: Theory and Implementation of Hybrid Learning

NASA Astrophysics Data System (ADS)

Doering, A.

2008-12-01

Adventure Learning (AL), a hybrid distance education approach, provides students and teachers with the opportunity to learn about authentic curricular content areas while interacting with adventurers, students, and content experts at various locations throughout the world within an online learning environment (Doering, 2006). An AL curriculum and online environment provides collaborative community spaces where traditional hierarchical classroom roles are blurred and learning is transformed. AL has most recently become popular in K-12 classrooms nationally and internationally with millions of students participating online. However, in the literature, the term "adventure learning" many times gets confused with phrases such as "virtual fieldtrip" and activities where someone "exploring" is posting photos and text. This type of "adventure learning" is not "Adventure Learning" (AL), but merely a slideshow of their activities. The learning environment may not have any curricular and/or social goals, and if it does, the environment design many times does not support these objectives. AL, on the other hand, is designed so that both teachers and students understand that their online and curriculum activities are in synch and supportive of the curricular goals. In AL environments, there are no disparate activities as the design considers the educational, social, and technological affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004); in other words, the artifacts of the learning environment encourage and support the instructional goals, social interactions, collaborative efforts, and ultimately learning. AL is grounded in two major theoretical approaches to learning - experiential and inquiry-based learning. As Kolb (1984) noted, in experiential learning, a learner creates meaning from direct experiences and reflections. Such is the goal of AL within the classroom. Additionally, AL affords learners a real-time authentic online learning experience concurrently as they study the AL curriculum. AL is also grounded in an inquiry- based approach to learning where learners are pursuing answers to questions they have posed rather than focusing on memorizing and regurgitating isolated, irrelevant facts. Both the curriculum and the online classroom are developed to foster students' abilities to inquire via "identifying and posing questions, designing and conducting investigations, analyzing data and evidence, using models and explanations, and communicating findings" (Keys and Bryan, 2001, p 121). The union of experiential and inquiry-based learning is the foundation of AL, guiding and supporting authentic learning endeavors. Based on these theoretical foundations, the design of the adventure learning experiences follows seven interdependent principles that further operationalize AL: researched curriculum grounded in inquiry; collaboration and interaction opportunities between students, experts, peers, and content; utilization of the Internet for curriculum and learning environment delivery; enhancement of curriculum with media and text from the field delivered in a timely manner; synched learning opportunities with the AL curriculum; pedagogical guidelines of the curriculum and the online learning environment; and adventure-based education. (Doering, 2006).

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

ERIC Educational Resources Information Center

Brandler, Brian J.; Peynircioglu, Zehra F.

2015-01-01

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

Investigating Technical and Pedagogical Usability Issues of Collaborative Learning with Wikis

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Creativity and Collaborative Learning: The Practical Guide to Empowering Students, Teachers, and Families. Second Edition.

ERIC Educational Resources Information Center

Thousand, Jacqueline S., Ed.; Villa, Richard A., Ed.; Nevin, Ann I., Ed.

These 24 papers explain how using the collaborative learning model can help teachers address classroom challenges. Section 1, "Toward Creativity and Collaborative Learning in the 21st Century," begins with "Toward Whole Schools: Building a Movement for Creativity and Collaborative Learning in the 21st Century" (J. Michael…

A Learning Collaborative Approach to Improve Primary Care STI Screening.

PubMed

McKee, M Diane; Alderman, Elizabeth; York, Deborah V; Blank, Arthur E; Briggs, Rahil D; Hoidal, Kelsey E S; Kus, Christopher; Lechuga, Claudia; Mann, Marie; Meissner, Paul; Patel, Nisha; Racine, Andrew D

2017-10-01

The Bronx Ongoing Pediatric Screening (BOPS) project sought to improve screening for sexual activity and sexually transmitted infections (gonorrhea and chlamydia [GCC] and HIV) in a primary care network, employing a modified learning collaborative, real-time clinical data feedback to practices, improvement coaching, and a pay-for-quality monetary incentive. Outcomes are compared for 11 BOPS-participating sites and 10 non-participating sites. The quarterly median rate for documenting sexual activity status increased from 55% to 88% (BOPS sites) and from 13% to 74% (non-BOPS sites). GCC screening of sexually active youth increased at BOPS and non-BOPS sites. Screening at non-health care maintenance visits improved more at BOPS than non-BOPS sites. Data from nonparticipating sites suggests that introduction of an adolescent EMR template or other factors improved screening rates regardless of BOPS participation; BOPS activities appear to promote additional improvement of screening during non-health maintenance visits.

Case study on perspicacity of collaborative learning experiences

NASA Astrophysics Data System (ADS)

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

Expert Voices in Learning Improvisation: Shaping Regulation Processes through Experiential Influence

ERIC Educational Resources Information Center

de Bruin, Leon R.

2017-01-01

Interpersonal and collaborative activity plays an important role in the social aspects of self-regulated learning (SRL) development. Peer, teacher and group interactions facilitate support for self-regulation, co-regulation and socially shared regulatory processes. Situated and experiential interplay facilitates personal, co-constructed and…

Responsibility and Reciprocity: Social Organization of Mazahua Learning Practices

ERIC Educational Resources Information Center

Paradise, Ruth; de Haan, Mariette

2009-01-01

This article describes Mazahua children's participation in learning interactions that take place when they collaborate with more knowledgeable others in everyday activities in family and community settings. During these interactions they coordinate their actions with those of other participants, switching between the roles of "knowledgeable…

Project-Based Learning: A Review of the Literature

ERIC Educational Resources Information Center

Kokotsaki, Dimitra; Menzies, Victoria; Wiggins, Andy

2016-01-01

Project-based learning (PBL) is an active student-centred form of instruction which is characterised by students' autonomy, constructive investigations, goal-setting, collaboration, communication and reflection within real-world practices. It has been explored in various contexts and in different phases of schooling, from primary to higher…

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

PubMed

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.

Regulating social interactions: Developing a functional theory of collaboration

NASA Astrophysics Data System (ADS)

Borge, Marcela

A role-playing intervention was developed and implemented in a fifth grade classroom. The goal of the intervention was to address serious problems that researchers have connected to dysfunctional collaborative interactions. These problems include an inability to: engage in important aspects of argumentation and communication, monitor and regulate group processes, and ensure equity in participation. To this end, a comprehensive theory of collaboration was presented to students through the use of four sociocognitive roles: mediation manager, collaboration manager, communication manager, and productivity manager. Each role came with a written guide that included specific goals and strategies related to the role. Metacognitive activities, including planning and reflection, were also used during class sessions to support students' understanding and role-use. Each of the students in the class was assigned one of the roles to manage during a two part collaborative science project. Students took quizzes on the roles and provided verbal and written feedback about their role-use and metacognitive activities. Students from one of the video-recorded groups were also interviewed after the intervention. Analyses of data from video sessions, quizzes, and interviews supported three important findings: (1) students were able to learn goals, and strategies for all of the roles, even though they only managed a single role, (2) students demonstrated the ability to take the information they learned and put it into practice, and (3) when students employed the roles while their group was working, members of the group accepted the role-use. These findings related to the learning and utilization of the roles are important because they: (1) imply that the intervention was successful at developing students' knowledge of the theory of collaboration that the roles represented, (2) indicate that students used this knowledge to monitor and regulate behaviors in an authentic context, and (3) suggest that knowledge related to specific roles can be gained without requiring students to take on and manage each of the roles. The overall findings from this intervention provide hope that further research in the area of sociocognitive development could reduce the prevalence of problems connected to collaborative learning outcomes.

Theory-Led Design of Instruments and Representations in Learning Analytics: Developing a Novel Tool for Orchestration of Online Collaborative Learning

ERIC Educational Resources Information Center

Kelly, Nick; Thompson, Kate; Yeoman, Pippa

2015-01-01

This paper describes theory-led design as a way of developing novel tools for learning analytics (LA). It focuses upon the domain of automated discourse analysis (ADA) of group learning activities to help an instructor to orchestrate online groups in real-time. The paper outlines the literature on the development of LA tools within the domain of…

eLearning, knowledge brokering, and nursing: strengthening collaborative practice in long-term care.

PubMed

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.

Use of an Interculturally Enriched Collaboration Script in Computer-Supported Collaborative Learning in Higher Education

ERIC Educational Resources Information Center

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…

Collaboration Handbook: Creating, Sustaining, and Enjoying the Journey.

ERIC Educational Resources Information Center

Winer, Michael; Ray, Karen

This book provides activities and examples for learning about creating, sustaining, and enjoying new ways of working together. The book helps to develop a new language to deal with complicated situations on the journey to collaboration. The book is divided into four parts. Part 1, "How Do We Begin?" shares a story to develop the scenario. Part 2,…

Connecting Agents and Artifacts in CSCL: Towards a Rationale of Mutual Shaping

ERIC Educational Resources Information Center

Overdijk, Maarten; van Diggelen, Wouter; Kirschner, Paul A.; Baker, Michael

2012-01-01

Studying how collaborative activity takes shape interactionally in the context of technological settings is one of the main challenges in the field of Computer-Supported Collaborative Learning (CSCL). It requires us, amongst other things, to look into the "black box" of how technical artifacts are brought into use, or rather, how they are attuned…

Group Projects as a Method of Promoting Student Scientific Communication and Collaboration in a Public Health Microbiology Course

ERIC Educational Resources Information Center

Walton, Kristen L. W.; Baker, Jason C.

2009-01-01

Communication of scientific and medical information and collaborative work are important skills for students pursuing careers in health professions and other biomedical sciences. In addition, group work and active learning can increase student engagement and analytical skills. Students in our public health microbiology class were required to work…

Adaptation Patterns as a Conceptual Tool for Designing the Adaptive Operation of CSCL Systems

ERIC Educational Resources Information Center

Karakostas, Anastasios; Demetriadis, Stavros

2011-01-01

While adaptive collaboration support has become the focus of increasingly intense research efforts in the CSCL domain, scarce, however, remain the research-based evidence on pedagogically useful ideas on what and how to adapt during the collaborative learning activity. Based principally on two studies, this work presents a compilation of…

Analysis of an Asynchronous Online Discussion as a Supportive Model for Peer Collaboration and Reflection in Teacher Education

ERIC Educational Resources Information Center

Plešec Gasparic, Romina; Pecar, Mojca

2016-01-01

Professional development of future teachers is based on connecting theory and practice with the aim of supporting and developing critical, independent, responsible decision-making and active teaching. With this aim we designed a blended learning environment with an asynchronous online discussion, enabling collaboration and reflection even when…

Collaborative Learning with a Wiki: Differences in Perceived Usefulness in Two Contexts of Use

ERIC Educational Resources Information Center

Naismith, L.; Lee, B.-H.; Pilkington, R. M.

2011-01-01

This paper investigates the potential of a wiki (FlexWiki) to support collaborative authoring of web resources in authentic coursework by two different sets of education students at different stages of their professional development. Research questions included: (1) how the selected wiki could be blended with curriculum activities and existing…

Users' Attitudes towards Web 2.0 Communication Tools in Collaborative Settings: A Case Study with Early Childhood Education Students

ERIC Educational Resources Information Center

Bratitsis, Tharrenos

2012-01-01

This paper examines the utilization of Computer Mediated Communication tools within collaborative learning activities. By examining the participants' attitudes and behavior, issues related to performance improvement are being discussed. Through a comparative study using a Blog, a Wiki and a Discussion Forum, students' perception of collaboration…

Unpacking Teacher-Researcher Collaboration with Three Theoretical Frameworks: A Case of Expansive Learning Activity?

ERIC Educational Resources Information Center

Gade, Sharada

2015-01-01

Long association with a mathematics teacher at a Grade 4-6 school in Sweden, is basis for reporting a case of teacher-researcher collaboration. Three theoretical frameworks used to study its development over time are relational knowing, relational agency and cogenerative dialogue. While relational knowing uses narrative perspectives to explore the…

Student Activity and Profile Datasets from an Online Video-Based Collaborative Learning Experience

ERIC Educational Resources Information Center

Martín, Estefanía; Gértrudix, Manuel; Urquiza-Fuentes, Jaime; Haya, Pablo A.

2015-01-01

This paper describes two datasets extracted from a video-based educational experience using a social and collaborative platform. The length of the trial was 3 months. It involved 111 students from two different courses. Twenty-nine came from Computer Engineering (CE) course and 82 from Media and Communication (M&C) course. They were organised…

Partnerships for parks and physical activity.

PubMed

Shulaker, Bianca D; Isacoff, Jennifer W; Cohen, Deborah A; Marsh, Terry; Wier, Megan; Bhatia, Rajiv

2014-01-01

Given the need for comprehensive and multidisciplinary active living interventions, this article describes an innovative partnership for park design and evaluation. The Trust for Public Land partnered with the RAND Corporation and the San Francisco Department of Public Health to generate context-sensitive active park design, establish evaluation methods, and build the framework for future collaboration. These partners worked together from 2009 to 2012 to design, renovate, and study parks in San Francisco, California. The three partnering organizations are the focus of this article. The Trust for Public Land's Parks for People-Bay Area Program raised more than $16 million to renovate three San Francisco parks, which served as the intervention for a study that initially brought the three partnering organizations together. The authors, who represent the three partners, collaborated to develop the lessons learned. This article is a description and commentary about a partnership that emphasized community involvement and rigorous evaluation. Lessons learned and elements for successful partnerships include collaborating with organizations with differing expertise, deciding upon goals initially, finding a common language, involving local communities, and recognizing the importance and appropriate role of evaluations. The model for collaboration and community involvement presented supports and encourages other organizations to use strategic, multidisciplinary partnerships and highlights the importance of evaluation.

Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop

ERIC Educational Resources Information Center

Sullivan, Kevin; Marshall, Kevin; Tangney, Brendan

2015-01-01

This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the…

Using a Brief Form of Problem-Based Learning in a Research Methods Class: Perspectives of Instructor and Students

ERIC Educational Resources Information Center

Elder, Anastasia D.

2015-01-01

Problem based learning (PBL) is an instructional method aimed at engaging students in collaboratively solving an ill-structured problem. PBL has been presented and researched as an overhaul of existing curriculum design, yet a modified version may be attractive to college instructors who desire active learning on the part of their students, but…

High Five PLT Survey Results, 2007-08 to 2012-13.Data Trends. D&A Report No. 13.09

ERIC Educational Resources Information Center

Jackl, Andrew

2013-01-01

Within Professional Learning Teams, or PLTs, teachers actively collaborate, share expertise, improve their skills, examine and use various forms of data, and learn from each other--all for the purpose of improved student learning. Over the years the concept of PLTs has become increasingly familiar to Wake County Public School System (WCPSS)…

The Influence of Ground Rules on Chinese Students' Learning of Critical Thinking in Group Work: A Cultural Perspective

ERIC Educational Resources Information Center

Fung, Dennis

2014-01-01

This article reports the results of a one-year longitudinal study examining a teaching intervention designed to enhance students' learning of critical thinking in Hong Kong. Seventy participating students (age 16-18) learned how to make reasoned arguments through a series of collaborative activities, including critical-thinking modelling tasks and…

Exploring Problem-Based Learning in the Context of High School Science: Design and Implementation Issues

ERIC Educational Resources Information Center

Goodnough, Karen; Cashion, Marie

2006-01-01

This paper reports on the experiences of a small collaborative inquiry group consisting of a high school science teacher, Deidre, and two university researchers, the authors of this paper, as they explored an active, inquiry-based approach to teaching and learning referred to as Problem-Based Learning or PBL (Barrows, 1994; Barrows & Tamblyn,…

Integrating On-Line Technology into Teaching Activities to Enhance Student and Teacher Learning in a New Zealand Primary School

ERIC Educational Resources Information Center

Baskerville, Delia

2012-01-01

Continuing emphasis given to computer technology resourcing in schools presents potential for web-based initiatives which focus on quality arts teaching and learning, as ways to improve arts outcomes for all students. An arts e-learning collaborative research project between specialist on-line teacher/researchers and generalist primary teachers…

Using co-teaching as a means of facilitating interprofessional collaboration in health and social care.

PubMed

Crow, Jayne; Smith, Lesley

2003-02-01

In this paper we report the findings of a collaborative enquiry on our experience as tutors co-teaching interprofessional collaboration to a multidisciplinary group of undergraduates. We have different professional/academic backgrounds and the student group included health and social work professionals alongside a number of non-professionals. Our data included our perceptions of the co-teaching experience collected by means of our reflective diaries and reflective conversations during planning and after teaching sessions. We also collected data on student perceptions elicited by means of student evaluations and a student focus group discussion. The data illuminate the process of using co-teaching to role model shared learning and collaborative working within the classroom and highlight the importance of carefully planning co-teaching interaction, including the use of humour, tension, different knowledge bases and styles of debate. The deliberate use of the interactions made possible by coteaching enabled us to create an active learning environment that facilitated the teaching of collaboration. Drawing on our experience, we discuss the considerable potential of using co-teaching to role model collaborative working for multidisciplinary student groups.

Assessing collaborative computing: development of the Collaborative-Computing Observation Instrument (C-COI)

NASA Astrophysics Data System (ADS)

Israel, Maya; Wherfel, Quentin M.; Shehab, Saadeddine; Ramos, Evan A.; Metzger, Adam; Reese, George C.

2016-07-01

This paper describes the development, validation, and uses of the Collaborative Computing Observation Instrument (C-COI), a web-based analysis instrument that classifies individual and/or collaborative behaviors of students during computing problem-solving (e.g. coding, programming). The C-COI analyzes data gathered through video and audio screen recording software that captures students' computer screens as they program, and their conversations with their peers or adults. The instrument allows researchers to organize and quantify these data to track behavioral patterns that could be further analyzed for deeper understanding of persistence and/or collaborative interactions. The article provides a rationale for the C-COI including the development of a theoretical framework for measuring collaborative interactions in computer-mediated environments. This theoretical framework relied on the computer-supported collaborative learning literature related to adaptive help seeking, the joint problem-solving space in which collaborative computing occurs, and conversations related to outcomes and products of computational activities. Instrument development and validation also included ongoing advisory board feedback from experts in computer science, collaborative learning, and K-12 computing as well as classroom observations to test out the constructs in the C-COI. These processes resulted in an instrument with rigorous validation procedures and a high inter-rater reliability.

"Who Has the Same Substance that I Have?": A Blueprint for Collaborative Learning Activities

NASA Astrophysics Data System (ADS)

Coppola, Brian P.; Lawton, Richard G.

1995-12-01

Differential classification and categorization are core activities in all disciplines. Although the methods used to collect and identify information vary widely, the fundamental sameness of or difference between many types of samples is a common objective. We have developed this idea in a set of activities we call "Who Has the Same Substance that I Have?", which not only serves as a design for chemistry laboratory tasks, but also as a generic blueprint for any discipline. In our first-term chemistry laboratory course, students learn about chromatographic, spectroscopic, and chemical techniques as tools for collecting information. They work collaboratively to answer the "Who Has the Same Substance that I Have?" question for groups of powdered white solids and again for clear colorless liquids. A number of others have adapted this idea to their own context.

Stress in Japanese Learners Engaged in Online Collaborative Learning in English

ERIC Educational Resources Information Center

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

2012-01-01

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

Combining Collaborative Learning with Learning Management Systems in Teaching Programming Language

ERIC Educational Resources Information Center

Cavus, Nadire; Uzunboylu, Huseyin; Ibrahim, Dogan

2006-01-01

The development of collaborative studies in learning has led to a renewed interest in the field of web-based education. In this experimental study, a highly interactive and collaborative teaching environment was created using Moodle, a learning management system with two types of Collaborative Tools (CTs): Standard CT and Advanced CT to create a…

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

ERIC Educational Resources Information Center

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…

Enhancing the Impact of NASA Astrophysics Education and Public Outreach: Community Collaborations

NASA Astrophysics Data System (ADS)

Smith, Denise A.; Lawton, B. L.; Bartolone, L.; Schultz, G. R.; Blair, W. P.; Astrophysics E/PO Community, NASA; NASA Astrophysics Forum Team

2013-01-01

The NASA Astrophysics Science Education and Public Outreach Forum is one of four scientist-educator teams that support NASA's Science Mission Directorate and its nationwide education and public outreach community in increasing the coherence, efficiency, and effectiveness of their education and public outreach efforts. NASA Astrophysics education and outreach teams collaborate with each other through the Astrophysics Forum to place individual programs in context, connect with broader education and public outreach activities, learn and share successful strategies and techniques, and develop new partnerships. This poster highlights examples of collaborative efforts designed to engage youth and adults across the full spectrum of learning environments, from public outreach venues, to centers of informal learning, to K-12 and higher education classrooms. These include coordinated efforts to support major outreach events such as the USA Science and Engineering Festival; pilot "Astro4Girls" activities in public libraries to engage girls and their families in science during Women’s History Month; and a pilot "NASA's Multiwavelength Universe" online professional development course for middle and high school educators. Resources to assist scientists and Astro101 instructors in incorporating NASA Astrophysics discoveries into their education and public outreach efforts are also discussed.

Analytical Essay Writing: A New Activity Introduced to a Traditional Curriculum

ERIC Educational Resources Information Center

Kommalage, Mahinda

2012-01-01

Medical students following a traditional curriculum get few opportunities to engage in activities such as a literature search, scientific writing, and active and collaborative learning. An analytical essay writing activity (AEWA) in physiology was introduced to first-year students. Each student prepared an essay incorporating new research findings…

Conventional Wisdom: Negotiating Conventions of Reference Enhances Category Learning

ERIC Educational Resources Information Center

Voiklis, John; Corter, James E.

2012-01-01

Collaborators generally coordinate their activities through communication, during which they readily negotiate a shared lexicon for activity-related objects. This social-pragmatic activity both recruits and affects cognitive and social-cognitive processes ranging from selective attention to perspective taking. We ask whether negotiating reference…

Students Active in Leadership.

ERIC Educational Resources Information Center

Brutcher, Robert

2001-01-01

Describes SAIL (Students Active in Leadership) as a school-based, youth-directed group. States that the program helps teenagers learn leadership skills by developing and implementing community service activities. SAIL finds partners with whom to collaborate among local businesses, government, and health associations, and these partners provide the…

Manifestations of metacognitive activity during the collaborative planning of chemistry practical investigations

NASA Astrophysics Data System (ADS)

Mathabathe, Kgadi Clarrie; Potgieter, Marietjie

2017-07-01

This paper elaborates a process followed to characterise manifestations of cognitive regulation during the collaborative planning of chemistry practical investigations. Metacognitive activity was defined as the demonstration of planning, monitoring, control and evaluation of cognitive activities by students while carrying out the chemistry task. Inherent in collaborative learning is the social aspect of metacognition, which in this study was evidenced in social cognitive regulation (notably of intra- and interpersonal metacognitive regulations) as groups of students went about planning their practical investigations. Discussions of two of the learning groups (n = 4; n = 3) as they planned the extended practical investigation were recorded, transcribed and analysed for indicators of any inherent metacognitive activity. The process of characterising the manifestations of metacognition resulted in the development of a coding system which specifies not only the regulatory strategies at play but the type of regulation (self or other), the area of regulation (cognition, task performance or behaviour) as well as the depth of regulatory contributions (high or low). The fine-grained coding system allowed for a finer theoretical elucidation of the social nature of metacognition. The implications of this study for metacognition and chemistry education research are highlighted.

Understanding social collaboration between actors and technology in an automated and digitised deep mining environment.

PubMed

Sanda, M-A; Johansson, J; Johansson, B; Abrahamsson, L

2011-10-01

The purpose of this article is to develop knowledge and learning on the best way to automate organisational activities in deep mines that could lead to the creation of harmony between the human, technical and the social system, towards increased productivity. The findings showed that though the introduction of high-level technological tools in the work environment disrupted the social relations developed over time amongst the employees in most situations, the technological tools themselves became substitute social collaborative partners to the employees. It is concluded that, in developing a digitised mining production system, knowledge of the social collaboration between the humans (miners) and the technology they use for their work must be developed. By implication, knowledge of the human's subject-oriented and object-oriented activities should be considered as an important integral resource for developing a better technological, organisational and human interactive subsystem when designing the intelligent automation and digitisation systems for deep mines. STATEMENT OF RELEVANCE: This study focused on understanding the social collaboration between humans and the technologies they use to work in underground mines. The learning provides an added knowledge in designing technologies and work organisations that could better enhance the human-technology interactive and collaborative system in the automation and digitisation of underground mines.

Exploring Collaborative Learning Effect in Blended Learning Environments

ERIC Educational Resources Information Center

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…

Virtual collaboration in the online educational setting: a concept analysis.

PubMed

Breen, Henny

2013-01-01

This study was designed to explore the concept of virtual collaboration within the context of an online learning environment in an academic setting. Rodgers' method of evolutionary concept analysis was used to provide a contextual view of the concept to identify attributes, antecedents, and consequences of virtual collaboration. Commonly used terms to describe virtual collaboration are collaborative and cooperative learning, group work, group interaction, group learning, and teamwork. A constructivist pedagogy, group-based process with a shared purpose, support, and web-based technology is required for virtual collaboration to take place. Consequences of virtual collaboration are higher order thinking and learning to work with others. A comprehensive definition of virtual collaboration is offered as an outcome of this analysis. Clarification of virtual collaboration prior to using it as a pedagogical tool in the online learning environment will enhance nursing education with the changes in nursing curriculum being implemented today. Further research is recommended to describe the developmental stages of the collaborative process among nursing students in online education and how virtual collaboration facilitates collaboration in practice. © 2013 Wiley Periodicals, Inc.

The Role of the School Library: Reflections from Sweden

ERIC Educational Resources Information Center

Avery, Helen

2014-01-01

Libraries are critical learning spaces and may play a significant role in intercultural education initiatives, particularly in Sweden where the national curriculum ascribes central functions to libraries for learning activities. Unfortunately, the ways in which teachers and librarians may collaborate to leverage mutual resources is not fully…

Universal Design for Learning and School Libraries: A Logical Partnership

ERIC Educational Resources Information Center

Robinson, David E.

2017-01-01

This article will explore the basic tenets of Universal Design for Learning (UDL) in relation to collaborative curriculum development and implementation; provide a case study examination of UDL principles in action; and suggest school library curricular activities that provide opportunities for multiple means of representation, action, and…

Toward a Semantic Forum for Active Collaborative Learning

ERIC Educational Resources Information Center

Li, Yanyan; Dong, Mingkai; Huang, Ronghuai

2009-01-01

Online discussion forums provide open workspace allowing learners to share information, exchange ideas, address problems and discuss on specific themes. But the substantial impediment to its promotion as effective e-learning facility lies in the continuously increasing messages but with discrete and incoherent structure as well as the loosely-tied…

Social Play at the Computer: Preschoolers Scaffold and Support Peers' Computer Competence.

ERIC Educational Resources Information Center

Freeman, Nancy K.; Somerindyke, Jennifer

2001-01-01

Describes preschoolers' collaboration during free play in a computer lab, focusing on the computer's contribution to active, peer-mediated learning. Discusses these observations in terms of Parten's insights on children's social play and Vygotsky's socio-cultural learning theory, noting that the children scaffolded each other's growing computer…

Whose Classroom Is It, Anyway? Improvisation as a Teaching Tool

ERIC Educational Resources Information Center

Berk, Ronald A.; Trieber, Rosalind H.

2009-01-01

Improvisational techniques derived from the experiences in improvisational theatre can be adapted for the college classroom to leverage the characteristics of the Net Generation, their multiple intelligences and learning styles, and the variety of collaborative learning activities already in place in a learner-centered environment. When…

Speaking Personally--With John "Pathfinder" Lester

ERIC Educational Resources Information Center

Beaubois, Terry

2013-01-01

John Lester is currently the chief learning officer at ReactionGrid, a software company developing 3-D simulations and multiuser virtual world platforms. Lester's background includes working with Linden Lab on Second Life's education activities and neuroscience research. His primary focus is on collaborative learning and instructional…

Intersectional Computer-Supported Collaboration in Business Writing: Learning through Challenged Performance

ERIC Educational Resources Information Center

Remley, Dirk

2009-01-01

Carter (2007) identifies four meta-genres associated with writing activities that can help students learn discipline-specific writing skills relative to standards within a given field: these include problem solving, empirical approaches to analysis, selection of sources to use within research, and production of materials that meet accepted…

Collaboration Creation: Lessons Learned from Establishing an Online Professional Learning Community

ERIC Educational Resources Information Center

Gray, Colin; Smyth, Keith

2012-01-01

This paper describes the design, implementation, evaluation and further refinement of an ELGG-based social networking site to support professional development activity, project group and special interest groups, and the discussion and sharing of educational experiences and resources across Edinburgh Napier University in the United Kingdom.…

They All Have Something To Say: Helping Learning Disabled Students Write.

ERIC Educational Resources Information Center

Schwartz, Shirley S.; MacArthur, Charles A.

1990-01-01

A process approach to writing instruction with learning-disabled students is presented, in which students are guided through the processes of planning, drafting, and revising text. The model emphasizes the interaction of the teacher and learner through such activities as conferences, prompting, modeling, peer collaboration, and dialogues about…

Using Cognitive Maps to Promote Self-Managed Learning in Online Communities of Inquiry

ERIC Educational Resources Information Center

Peacock, Susi; Cowan, John

2016-01-01

As online learners become more diverse and less well-prepared individually, particular help is required when transitioning into new, online learning environments, requiring engagement in collaborative, community-based educational activities. Cognitive maps provide one tool for tutors to support individuals in navigating the unfamiliar maze of…

An Experience-Based Learning Framework: Activities for the Initial Development of Sustainability Competencies

ERIC Educational Resources Information Center

Caniglia, Guido; John, Beatrice; Kohler, Martin; Bellina, Leonie; Wiek, Arnim; Rojas, Christopher; Laubichler, Manfred D.; Lang, Daniel

2016-01-01

Purpose: This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability. Design/methodology/approach: The framework combines mental mapping with exploratory walking. It interweaves…

Investigating Pedagogical Value of Wiki Technology

ERIC Educational Resources Information Center

Hazari, Sunil; North, Alexa; Moreland, Deborah

2009-01-01

This exploratory study investigates the potential of Wiki technology as a tool for teaching and learning. Wikis are a component of Web 2.0 technology tools that provide collaborative features and active learning opportunities in a web-based environment. This research study sought to empirically determine the pedagogical value of using Wiki…

Team-Based Activities to Promote Engaged Learning

ERIC Educational Resources Information Center

Lightner, Sharon; Bober, Marcie J.; Willi, Caroline

2007-01-01

Like their counterparts in other disciplines, accounting educators are gradually moving away from talk-and-chalk lectures to project-based learning, real-world problem solving, and team collaboration. Slower to change are the ways in which the impact of these innovative teaching methods have been assessed, with student reactions and traditional…

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

PubMed

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.

Wiki Laboratory Notebooks: Supporting Student Learning in Collaborative Inquiry-Based Laboratory Experiments

NASA Astrophysics Data System (ADS)

Lawrie, Gwendolyn Angela; Grøndahl, Lisbeth; Boman, Simon; Andrews, Trish

2016-06-01

Recent examples of high-impact teaching practices in the undergraduate chemistry laboratory that include course-based undergraduate research experiences and inquiry-based experiments require new approaches to assessing individual student learning outcomes. Instructors require tools and strategies that can provide them with insight into individual student contributions to collaborative group/teamwork throughout the processes of experimental design, data analysis, display and communication of their outcomes in relation to their research question(s). Traditional assessments in the form of laboratory notebooks or experimental reports provide limited insight into the processes of collaborative inquiry-based activities. A wiki environment offers a collaborative domain that can potentially support collaborative laboratory processes and scientific record keeping. In this study, the effectiveness of the wiki in supporting laboratory learning and assessment has been evaluated through analysis of the content and histories for three consenting, participating groups of students. The conversational framework has been applied to map the relationships between the instructor, tutor, students and laboratory activities. Analytics that have been applied to the wiki platform include: character counts, page views, edits, timelines and the extent and nature of the contribution by each student to the wiki. Student perceptions of both the role and the impact of the wiki on their experiences and processes have also been collected. Evidence has emerged from this study that the wiki environment has enhanced co-construction of understanding of both the experimental process and subsequent communication of outcomes and data. A number of features are identified to support success in the use of the wiki platform for laboratory notebooks.

Linking public health nursing competencies and service-learning in a global setting.

PubMed

Brown, Cynthia L

2017-09-01

Nurse educators in baccalaureate programs are charged with addressing student competence in public health nursing practice. These educators are also responsible for creating nursing student opportunities for civic engagement and development of critical thinking skills. The IOM report (2010) on the Future of Nursing emphasizes the nurse educator's role in promoting collaborative partnerships that incorporate interdisciplinary and intraprofessional efforts to promote health. The purpose of this article is to describe an innovative approach to address public health nursing competencies and to improve the health and well-being of indigenous populations in a global setting through promotion of collaboration and service- learning principles. As part of a hybrid elective course, baccalaureate nursing students from various nursing tracks participated in a 2 week immersion experience in Belize that included preimmersion preparation. These students were to collaborate among themselves and with Belizean communities to address identified health knowledge deficits and health-related needs for school-aged children and adult populations. Students successfully collaborated in order to meet health-related needs and to engage in health promotion activities in the Toledo district of Belize. They also gained practice in developing public health nursing competencies for entry-level nursing practice. Implementation of service-learning principles provided students with opportunities for civic engagement and self-reflection. Some challenges existed from the students', faculty, and global community's perspectives. Lack of culturally appropriate and country specific health education materials was difficult for students and the community. Faculty encountered challenges in communicating and collaborating with the Belizean partners. Commonalities exist between entry-level public health nursing competencies and service-learning principles. Using service-learning principles in the development of public health experiences increases the likelihood of success in achieving these competencies. While students demonstrated intraprofessional collaboration in a global setting, these same collaborative opportunities can occur in local communities. © 2017 Wiley Periodicals, Inc.

What did first-year students experience during their interprofessional education? A qualitative analysis of e-portfolios.

PubMed

Imafuku, Rintaro; Kataoka, Ryuta; Ogura, Hiroshi; Suzuki, Hisayoshi; Enokida, Megumi; Osakabe, Keitaro

2018-05-01

Interprofessional collaboration is an essential approach to comprehensive patient care. As previous studies have argued, interprofessional education (IPE) must be integrated in a stepwise, systematic manner in undergraduate health profession education programmes. Given this perspective, first-year IPE is a critical opportunity for building the foundation of interprofessional collaborative practice. This study aims to explore the first-year students' learning processes and the longitudinal changes in their perceptions of learning in a year-long IPE programme. Data were collected at a Japanese medical university, in which different pedagogical approaches are adopted in the IPE programme. Some of these approaches include interprofessional problem-based learning, early exposure, and interactive lecture-based teaching. The students are required to submit written reflections as a formative assessment. This study conducted an inductive thematic analysis of 104 written reflections from a series of e-portfolios of 26 first-year students. The themes related to learning outcomes from student perspectives included communication (e.g., active listening and intelligible explanation), teams and teamwork (e.g., mutual engagement and leadership), roles/responsibilities as a group member (e.g., self-directed learning and information literacy), and roles/responsibilities as a health professional (e.g., understanding of the student's own professional and mutual respect in an interprofessional team). The study also indicated three perspectives of students' learning process at different stages of the IPE, i.e., processes by which students became active and responsible learners, emphasised the enhancement of teamwork, and developed their own interprofessional identities. This study revealed the first-year students' learning processes in the year-long IPE programme and clarified the role of the first-year IPE programme within the overall curriculum. The findings suggest that the students' active participation in the IPE programme facilitated their fundamental understanding of communication/teamwork and identity formation as a health professional in interprofessional collaborative practice.

Collaborative project-based learning: an integrative science and technological education project

NASA Astrophysics Data System (ADS)

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

2017-04-01

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.