Doppenberg, J. J.; den Brok, P. J.; Bakx, A. W. E. A.
This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with which teachers perceived learning activities and…
Levy-Reiner, Sherry, Ed.
Descriptions of 10 college programs involving collaborative learning are presented, along with Karen T. Romer's essay, "Collaboration: New Forms of Learning, New Ways of Thinking." The essay identifies various kinds of collaborative learning as well as the benefits of collaborative models. The following programs and schools are…
Larusson, Johann Ari
Prior research has highlighted the educational benefit of enabling students to participate in collaborative learning activities. Developing technology that extends the physical boundaries of the classroom and enables students to engage in meaningful collaborative learning activities outside class time can be of significant value. For any…
Gehret, Austin U.; Elliot, Lisa B.; MacDonald, Jonathan H. C.
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…
Pedersen, Daphne E.
In this article, the author describes the use of active and collaborative learning strategies in an undergraduate sociological theory course. A semester-long ethnographic project is the foundation for the course; both individual and group participation contribute to the learning process. Assessment findings indicate that students are able, through…
Fuller, Kathryn; Linden, Matthew D.; Lee-Pullen, Tracey; Fragall, Clayton; Erber, Wendy N.; Röhrig, Kimberley J.
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…
Rubin, Lois; Hebert, Catherine
A discussion of collaborative peer teaching as a method of college instruction looks at theoretical support for the approach and describes experiences with three courses using it: freshman composition; American studies; and international diversity. Perceived benefits of the experiences for both teachers and students are examined. (MSE)
Cortez, C.; Nussbaum, M.; Woywood, G.; Aravena, R.
In today's fast-changing business environment, teams have emerged as a requirement for business success. However, in schools and universities, students are usually not taught teamwork skills. In this paper, we introduce learning to collaborate by collaborating, a process that enables collaboration and teamwork skills to be taught and measured…
O'Brien, William J.; Soibelman, Lucio; Elvin, George
In a capstone course, graduate students from two universities participated in collaborative design in the architectural, engineering, and construction industries in multidisciplinary teams via the Internet. Students also developed process designs to integrate technology into multidisciplinary teamwork, combining active and reflective learning.…
Fuller, Kathryn; Linden, Matthew D; Lee-Pullen, Tracey; Fragall, Clayton; Erber, Wendy N; Röhrig, Kimberley J
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.
Tu, Chih-Hsiung; Corry, Michael
Online interaction creates a desirable learning situation. Transferring traditional instruction to an online environment usually does not generate effective interaction for learning. This paper discusses theories and practices for an interactive collaborative learning community in an online environment. Three theoretical constructs--interactivity,…
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.
Green, Rodney A.; Cates, Tanya; White, Lloyd; Farchione, Davide
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…
Olivo, Richard F.
To help students master the content of a neurophysiology course, they were asked to participate in collaborative writing projects. In the first two years, students contributed to a class wiki by summarizing one lecture and editing summaries of several others. In the second two years, students worked in teams of three or four to write a series of illustrated chapters spanning the entire semester. The second assignment kept students more engaged than the wiki project, and although they found it a significant amount of work, they also believed that it helped them learn the subject matter. Working in teams, however, was not always a happy experience. PMID:23493457
Long, Lynn Hunt; Franzidis, Alexia
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.
Nam, Nguyen Hoai
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…
Yusop, Farrah Dina; Sumari, Melati
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…
Taylor, Jennifer Anne
This thesis presents a qualitative investigation of the effects of social competence on the participation of students with learning disabilities (LD) in the science learning processes associated with collaborative, guided inquiry learning. An inclusive Grade 2 classroom provided the setting for the study. Detailed classroom observations were the primary source of data. In addition, the researcher conducted two interviews with the teacher, and collected samples of students' written work. The purpose of the research was to investigate: (a) How do teachers and peers mediate the participation of students with LD in collaborative, guided inquiry science activities, (b) What learning processes do students with LD participate in during collaborative, guided inquiry science activities, and (c) What components of social competence support and constrain the participation of students with LD during collaborative, guided inquiry science activities? The findings of the study suggest five key ideas for research and teaching in collaborative, guided inquiry science in inclusive classrooms. First, using a variety of collaborative learning formats (whole-class, small-group, and pairs) creates more opportunities for the successful participation of diverse students with LD. Second, creating an inclusive community where students feel accepted and valued may enhance the academic and social success of students with LD. Third, careful selection of partners for students with LD is important for a positive learning experience. Students with LD should be partnered with academically successful, socially competent peers; also, this study suggested that students with LD experience more success working collaboratively in pairs rather than in small groups. Fourth, a variety of strategies are needed to promote active participation and positive social interactions for students with and without LD during collaborative, guided inquiry learning. Fifth, adopting a general approach to teaching
Collis, Betty; Margaryan, Anoush
Business needs in many corporations call for learning outcomes that involve problem solutions, and creating and sharing new knowledge within workplace situations that may involve collaboration among members of a team. We argue that work-based activities (WBA) and computer-supported collaborative learning (CSCL) are appropriate components for…
Kotru, Sushma; Burkett, Susan L.; Jackson, David Jeff
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…
Edmond, Tracie; Tiggeman, Theresa
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…
Green, Rodney A; Cates, Tanya; White, Lloyd; Farchione, Davide
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.
Pinheiro, Margarida M.; Simoes, Dora
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…
Barhoum, Sim; Wood, J. Luke
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…
Karaman, M. Kemal; Özen, Sevil Orhan
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.…
Deschênes, Jean-Sebastien; Barka, Noureddine; Michaud, Mario; Paradis, Denis; Brousseau, Jean
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…
Li, Yanyan; Dong, Mingkai; Huang, Ronghuai
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…
Martin, Theodora Penny
Collaborative learning, such as student-team learning or work-group learning, has become the focus of inservice workshops for teachers, a theme in professional journals, and the daily routine in an increasing number of classrooms. The women's study clubs in late 19th-century United States used a similar pedagogy. By the early 1900s, perhaps as…
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 experiential and relational nature of collaboration; relational agency, draws on activity theory perspectives and identifies the change in the purpose of collaboration, from initially conducting classroom interventions to co-authoring research. Finally, cogenerative dialogue, deploys hermeneutic-phenomenological perspectives and investigates the dialogue that transpired between Lotta and the author, as they co-authored their research report. Such analysis sheds invaluable light on a case of expansive learning activity.
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…
Primary/elementary teachers are uniquely positioned in terms of their need for ongoing, science-focused professional development. They are usually generalists, having limited preparation for teaching science, and often do not feel prepared or comfortable in teaching science. In this case study, CHAT or cultural-historical activity theory is used as a lens to examine primary/elementary teachers' activity system as they engaged in a teacher-driven professional development initiative. Teachers engaged in collaborative action research to change their practice, with the objective of making their science teaching more engaging and hands-on for students. A range of qualitative methods and sources such as teacher interviews and reflections, teacher-created artifacts, and researcher observational notes were adopted to gain insight into teacher learning. Outcomes report on how the teachers' activity system changed as they participated in two cycles of collaborative action research and how the contradictions that arose in their activity system became sources of professional growth. Furthermore, this research shows how the framework of activity theory may be used to garner insight into the activity and learning of teachers as both their professional activities and the context change over time.
Kopp, Birgitta; Hasenbein, Melanie; Mandl, Heinz
This article analyzes the collaborative problem solving activities and learning outcomes of five groups that worked on two different complex cases in a virtual professional training course. In this asynchronous virtual learning environment, all knowledge management content was delivered virtually and collaboration took place through forums. To…
Lo, C. C.; Prohaska, A.
In 2003 a Southeastern research university undertook the redesign of an introductory sociology course in order to improve student success by adding active and collaborative learning activities that gave students greater responsibility for learning. The new "hybrid" course provides most course materials online, requires electronic…
Pluta, William J; Richards, Boyd F; Mutnick, Andrew
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
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.
Coppola, Brian P.; Lawton, Richard G.
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.
Scherr, Rachel E.; Hammer, David
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…
Gomes, José Duarte Cardoso; Figueiredo, Mauro Jorge Guerreiro; Amante, Lúcia da Graça Cruz Domingues; Gomes, Cristina Maria Cardoso
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…
Bell, Thorsten; Urhahne, Detlef; Schanze, Sascha; Ploetzner, Rolf
Collaborative inquiry learning is one of the most challenging and exciting ventures for today's schools. It aims at bringing a new and promising culture of teaching and learning into the classroom where students in groups engage in self-regulated learning activities supported by the teacher. It is expected that this way of learning fosters…
Kirschner, Paul; Strijbos, Jan-Willem; Kreijns, Karel; Beers, Pieter Jelle
Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use…
Jahng, Namsook; Nielsen, Wendy S.; Chan, Eric K. H.
This article reports on the investigation of collaborative learning processes in an online course that examined students' communication during whole-group discussions and small-group activities. Content analysis and social network analysis methods were employed to code and categorize text messages to uncover students' communication behaviour. The…
Grau, Valeska; Whitebread, David
The purpose of the present research was to advance the development of knowledge regarding social aspects of self-regulated learning (SRL). The study had the objective of exploring the occurrence of self and social aspects of regulation during collaborative activities within regular primary science classes. Through a multiple case study approach, 8…
Blasco-Arcas, Lorena; Buil, Isabel; Hernandez-Ortega, Blanca; Sese, F. Javier
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…
Baker, William J.; Harvey, Georgina
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.…
Saab, Nadira; van Joolingen, Wouter R.; van Hout-Wolters, Bernadette H. A. M.
Background: Constructivist approaches to learning focus on learning environments in which students have the opportunity to construct knowledge themselves, and negotiate this knowledge with others. "Discovery learning" and "collaborative learning" are examples of learning contexts that cater for knowledge construction processes. We introduce a…
Liu, C.-C.; Tao, S.-Y.; Nee, J.-N.
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…
Lusk, Marilyn; Conklin, Lynn
This pilot study examined the adequacy of collaborative testing to test students' knowledge, as well as a teaching tool for critical thinking, collaboration, and test-taking ability. The results indicated students using collaborative testing for unit examinations scored equally well on a cumulative final examination as students who did not use collaborative testing. There were some indications that the test-taking skills of students using collaborative testing improved, producing more effective testing of knowledge. Finally, collaborative testing provided students with the opportunity to become more proficient with critical thinking and collaboration skills, and all students reported decreased test anxiety. Instructors desiring to provide more classroom opportunities for learning these valuable skills may want to consider using collaborative testing as a learning experience, as well as an effective testing method.
Osman, Gihan; Duffy, Thomas M.; Chang, Ju-yu; Lee, Jieun
This research examines the effectiveness of collaborative learning pedagogies from the perspective of students. There is a rich history of research on collaborative learning demonstrating the effectiveness and this has led to indexing educational quality by student engagement. However, the findings from this study question the efficacy of…
Zheng, Binbin; Niiya, Melissa; Warschauer, Mark
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;…
Johnston, Bill; Buzzelli, Cary A.
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…
Capdeferro, Neus; Romero, Margarida
Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners…
Reuland, Mary Phyllis Alkire
A study explored the nature of collaborative learning as a method to prepare future nurses for collaboration in health care. Qualitative research data collection and analysis methods were used. A constant comparative method occurred during and after the data were gathered. Semi-structured interviews, focus groups, and document review were the…
Jeong, Heisawn; Chi, Michelene T. H.
This paper operationalized the notion of knowledge convergence and assessed quantitatively how much knowledge convergence occurred during collaborative learning. Knowledge convergence was defined as an increase in common knowledge where common knowledge referred to the knowledge that all collaborating partners had. Twenty pairs of college students…
Caceffo, Ricardo; Azevedo, Rodolfo
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…
Rojas-Drummond, Sylvia; Mazón, Nancy; Littleton, Karen; Vélez, Maricela
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 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,…
Sawyer, R. Keith
I draw on two traditions of research: the social psychology of collaborative groups, and the ethnographic study of improvisational performance. I outline a general model of group creativity derived from these traditions. I show how the model can be used to better understand musical competence and performance, and I provide recommendations for how…
Jang, Hyewon; Lasry, Nathaniel; Miller, Kelly; Mazur, Eric
Virtually all human activity involves collaboration, and yet, collaboration during an examination is typically considered cheating. Collaborative assessments have not been widely adopted because of the perceived lack of individual accountability and the notion that collaboration during assessments simply causes propagation of correct answers. Hence, collaboration could help weaker students without providing much benefit to stronger students. In this paper, we examine student performance in open-ended, two-stage collaborative assessments comprised of an individually accountable round followed by an automatically scored, collaborative round. We show that collaboration entails more than just propagation of correct answers. We find greater rates of correct answers after collaboration for all students, including the strongest members of a team. We also find that half of teams that begin without a correct answer to propagate still obtain the correct answer in the collaborative round. Our findings, combined with the convenience of automatic feedback and grading of open-ended questions, provide a strong argument for adopting collaborative assessments as an integral part of education.
Liu, Chen-Chung; Tao, Shu-Yuan; Chen, Wei-Hung; Chen, Sherry Y.; Liu, Baw-Jhiune
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…
Burton, Hurshel B., III.
Community colleges continue to experience enrollment increases, which required the institutions to adapt teaching methods to embrace new educational technologies, students' learning styles, and changing demographics of the growing student population. Higher education institutions developed curricula that moved toward active student-centered…
Dr. James B. Beddow
Executive Summary The energy development assumptions identified in the Department of Energy's position paper, 20% Wind Energy by 2030, projected an exploding demand for wind energy-related workforce development. These primary assumptions drove a secondary set of assumptions that early stage wind industry workforce development and training paradigms would need to undergo significant change if the workforce needs were to be met. The current training practice and culture within the wind industry is driven by a relatively small number of experts with deep field experience and knowledge. The current training methodology is dominated by face-to-face, classroom based, instructor present training. Given these assumptions and learning paradigms, the purpose of the National Wind Distance Learning Collaborative was to determine the feasibility of developing online learning strategies and products focused on training wind technicians. The initial project scope centered on (1) identifying resources that would be needed for development of subject matter and course design/delivery strategies for industry-based (non-academic) training, and (2) development of an appropriate Learning Management System (LMS). As the project unfolded, the initial scope was expanded to include development of learning products and the addition of an academic-based training partner. The core partners included two training entities, industry-based Airstreams Renewables and academic-based Lake Area Technical Institute. A third partner, Vision Video Interactive, Inc. provided technology-based learning platforms (hardware and software). The revised scope yielded an expanded set of results beyond the initial expectation. Eight learning modules were developed for the industry-based Electrical Safety course. These modules were subsequently redesigned and repurposed for test application in an academic setting. Software and hardware developments during the project's timeframe enabled redesign providing for
Wagstaff, Kiri L.; Rebbapragada, Umaa; Lane, Terran
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.
Almajed, Abdulaziz; Skinner, Vicki; Peterson, Ray; Winning, Tracey
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…
Wagner, June G.
The feature story in this issue, "Managing the Collaborative Learning Environment," focuses on the growing emphasis on teamwork in the workplace. It discusses how the concept of empowering employees in the workplace is evolving and the benefits--faster decision making, lower costs and absenteeism, higher productivity and quality, and…
Beatty, Ken; Nunan, David
The study reported here investigates collaborative learning at the computer. Ten pairs of students were presented with a series of comprehension questions about Mary Shelley's novel "Frankenstein or a Modern Prometheus" along with a CD-ROM, "Frankenstein Illuminated," containing the novel and a variety of source material. Five students worked with…
Summers, Jessica J.; Beretvas, S. Natasha; Svinicki, Marilla D.; Gorin, Joanna S.
The goal of this study was to validate measures and assess the effects of collaborative group-learning methods in real classrooms on 3 specific dependent variables: feelings of campus connectedness, academic classroom community, and effective group processing (2 factors). Confirmatory factor analysis were conducted to evaluate a 4-factor model.…
Watanabe, Maika; Evans, Laura
This article discusses assessments that can be used to help encourage a collaborative classroom community, in which students help one another learn mathematics. The authors describe participation quizzes and explanation quizzes as assessment tools that encourage students to work together, share specific questions on challenging mathematics…
Marfisi-Schottman, Iza; George, Sébastien
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…
In CSCL contexts ("Computer Supported Collaborative Learning") collaborative activities with different levels of structuredeness are often used to foster discussion and exchange among students and enhance collaboration. In this field the debate around whether and to what extent it is useful to structure the activities proposed to students, is…
Roberts, Tim, Ed.
"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…
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,…
Arterberrie, Rhonda Y.; Eubanks, Steven W.; Kay, Dennis R.; Prahst, Stephen E.; Wenner, David P.
An Agency team collaboration pilot was conducted from July 2002 until June 2003 and then extended for an additional year. The objective of the pilot was to assess the value of collaboration tools and adoption processes as applied to NASA teams. In an effort to share knowledge and experiences, the lessons that have been learned thus far are documented in this report. Overall, the pilot has been successful. An entire system has been piloted - tools, adoption, and support. The pilot consisted of two collaboration tools, a team space and a virtual team meeting capability. Of the two tools that were evaluated, the team meeting tool has been more widely accepted. Though the team space tool has been met with a lesser degree of acceptance, the need for such a tool in the NASA environment has been evidenced. Both adoption techniques and support were carefully developed and implemented in a way that has been well received by the pilot participant community.
In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances…
Bell, Thorsten; Urhahne, Detlef; Schanze, Sascha; Ploetzner, Rolf
Collaborative inquiry learning is one of the most challenging and exciting ventures for today's schools. It aims at bringing a new and promising culture of teaching and learning into the classroom where students in groups engage in self-regulated learning activities supported by the teacher. It is expected that this way of learning fosters students' motivation and interest in science, that they learn to perform steps of inquiry similar to scientists and that they gain knowledge on scientific processes. Starting from general pedagogical reflections and science standards, the article reviews some prominent models of inquiry learning. This comparison results in a set of inquiry processes being the basis for cooperation in the scientific network NetCoIL. Inquiry learning is conceived in several ways with emphasis on different processes. For an illustration of the spectrum, some main conceptions of inquiry and their focuses are described. In the next step, the article describes exemplary computer tools and environments from within and outside the NetCoIL network that were designed to support processes of collaborative inquiry learning. These tools are analysed by describing their functionalities as well as effects on student learning known from the literature. The article closes with challenges for further developments elaborated by the NetCoIL network.
Santicola, Craig F.
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…
Janssen, Jeroen; Bodemer, Daniel
Traditionally, research on awareness during online collaboration focused on topics such as the effects of spatial information about group members' activities on the collaborative process. When the concept of awareness was introduced to computer-supported collaborative learning, this focus shifted to cognitive group awareness (e.g., information…
Berenji, Hamid R.
Earlier, we introduced GARIC-Q, a new method for doing incremental Dynamic Programming using a society of intelligent agents which are controlled at the top level by Fuzzy Relearning and at the local level, each agent learns and operates based on ANTARCTIC, a technique for fuzzy reinforcement learning. In this paper, we show that it is possible for these agents to compete in order to affect the selected control policy but at the same time, they can collaborate while investigating the state space. In this model, the evaluator or the critic learns by observing all the agents behaviors but the control policy changes only based on the behavior of the winning agent also known as the super agent.
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…
If the goal of teacher-librarians is to work with teachers to develop information literacy, then how do we model this collaboration for pre-service teachers during their teacher education program? This question was explored in a research study involving university researchers from the University of Prince Edward Island (Canada), teachers, and…
Martín, Estefanía; Gértrudix, Manuel; Urquiza-Fuentes, Jaime; Haya, Pablo A.
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…
Turani, Aiman; Calvo, Rafael A.
Purpose: The purpose of this paper is to describe Beehive, a new web application framework for designing and supporting synchronous collaborative learning. Design/methodology/approach: Our web engineering approach integrates educational design expertise into a technology for building tools for collaborative learning activities. Beehive simplifies…
Ray, Waverly C.
The Association of American Geographers' Center for Global Geography Education (CGGE) offers online learning modules that support international collaborations in post-secondary geography with the aim of promoting international dialogue on relevant geographic issues. Through the module's collaborative learning activities, students have an…
Infante, Cristian; Hidalgo, Pedro; Nussbaum, Miguel; Alarcon, Rosa; Gottlieb, Andres
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…
Ioannou, Andri; Artino, Anthony R., Jr.
Many classroom instructors use collaborative learning activities to promote student learning, raise academic achievement, and support cognitive engagement. We conducted a collaborative assessment in a small undergraduate educational psychology course (N = 31) and used survey methodology to explore student perceptions. Taken together, our…
George, John; Dale, Kathy
Collaborative learning strategies can improve the learning of subject matter in content area classrooms, but they are only one aspect among many that influence how much learning will take place in a class period. The Directed Reading-Thinking Activity (DR-TA) is an effective teaching/learning strategy to use with content area material. Much of the…
Parma City School District, OH.
This handbook defines and describes the benefits of both collaborative approaches and cooperative techniques. An introduction uses watercolor marbling as a metaphor for collaborative approaches and cooperative activities. Section I provides research results regarding problems of adult literacy programs, skills employers want, and Bloom's taxonomy.…
Smith-Stoner, Marilyn; Molle, Mary E
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.
Jamal, Abu-Hussain; Essawi, Mohammad; Tilchin, Oleg
One perspective model for the creation of the learning environment and engendering students' thinking development is the Project-Based Collaborative Learning (PBCL) model. This model organizes learning by collaborative performance of various projects. In this paper we describe an approach to enhancing the PBCL model through the creation of…
Staarman, Judith Kleine; Krol, Karen; Meijden, Henny van der
The aim of the study was to gain insight into the occurrence of different types of peer interaction and particularly the types of interaction beneficial for learning in different collaborative learning environments. Based on theoretical notions related to collaborative learning and peer interaction, a coding scheme was developed to analyze the…
Wu, Chih-Hsiang; Hwang, Gwo-Jen; Kuo, Fan-Ray
Researchers have found that students might get lost or feel frustrated while searching for information on the Internet to deal with complex problems without real-time guidance or supports. To address this issue, a web-based collaborative learning system, Collab-Analyzer, is proposed in this paper. It is not only equipped with a collaborative…
Vuopala, Essi; Hyvönen, Pirkko; Järvelä, Sanna
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…
Källström, Helena Nordström; Ljung, Magnus
The social dimension is central to sustainable development of agri-food systems. If farmers are not satisfied with their situation or motivated to continue farming, many of today's environmental goals will be impossible to achieve. Between 1997 and 2003, several case studies were carried out on social sustainability, the importance of recognition in the farming system, and the potential role of increased collaboration between actors. The main hypothesis was that improved recognition is a basis for sustainable social conditions. Our findings show that many farmers today perceive an impoverished social situation. They believe they lack control over decisions, which hinders their ability to continue farming. Public images and political decisions show a lack of respect for farmers' skills and knowledge. However, increased collaboration among actors is believed to be one important way forward, creating stronger relationships and networks, as well as a stronger identity for farmers. Our findings emphasize the need for authorities and other organizations to support farmers and to facilitate collaborative learning and decision-making processes for socioecological sustainability.
Lee, Bih Ni; Abdullah, Sopiah; Kiu, Su Na
This is a conceptual paper which is trying to look at the educational technology is not limited to high technology. However, electronic educational technology, also known as e-learning, has become an important part of today's society, which consists of a wide variety of approaches to digitization, components and methods of delivery. In the…
Huang, Yueh-Min; Liu, Chien-Hung
One of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. We posit that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. In this paper, we propose an ant swarm collaborative learning (ASCL)…
Wright, Dolores J.
An environmental health learning experience involved collaborative activities of graduate public health and undergraduate nursing students. Pre/postcourse measures (n=31) showed increased awareness of issues and competence in interdisciplinary teamwork. (Contains 13 references.) (SK)
Clear, A. G.
International collaborative learning is becoming more viable through a variety of Internet enabled software products. Group Support Systems appear to offer promise. But it is not well understood how to facilitate the teaching and learning process in electronic environments. If education is to involve an interactive process of collaborative inquiry…
Goodsell, Anne S.; And Others
This sourcebook contains nine papers on various aspects of collaborative learning for students with emphasis on college level instruction (though some material relevant to secondary elementary education is also included). Contributors address what collaborative learning is, how is it implemented, how to assess it, and where it is used. Each…
Rummel, Nikol; Walker, Erin; Aleven, Vincent
In this position paper we contrast a Dystopian view of the future of adaptive collaborative learning support (ACLS) with a Utopian scenario that--due to better-designed technology, grounded in research--avoids the pitfalls of the Dystopian version and paints a positive picture of the practice of computer-supported collaborative learning 25 years…
Hart, Kimberly S.
Teacher collaboration is essential for the improvement of student achievement and teacher performance. Classrooms comprise a variety of learners with individual learning needs that must be met for effective learning to take place. In the past, teachers have taught in isolation without the assistance of collaboration. A professional learning…
Dekker, Rijkje; Elshout-Mohr, Marianne; Wood, Terry
In this article we analyze the dialogic learning of one pair of students in order to investigate how these students cope with a collaborative learning situation in the classroom. Our aim is to substantiate the claims that not only are young students (8 year olds) capable of solving mathematical problems collaboratively, but that they also take an…
Erlin; Norazah, Yusof; Azizah, Abdul Rahman
Collaborative learning involves students working together to aid their learning and is considered an effective method to implement learning goal. However, it involves complicated processes such as have inconvenient assistance to manage the increasing demand for information and support extension of interaction and how to activate collaboration…
Zurita, Gustavo; Nussbaum, Miguel; Salinas, Rodrigo
One of the most important decisions to be made in a face-to-face collaborative learning activity is how the participating groups are composed. These compositions produce different learning and social interaction results. The ability to change the group member composition in real time and dynamically enables the leveling up of learning results and…
Bleicher, Robert E.
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)…
Madariaga, Miguel G; Evans, Arthur T; Brobbey, Wahab; Phillips, Martin; Lo, Evelyn; Rezai, Katayoun; Schwartz, David N; Trenholme, Gordon M; Weinstein, Robert A
Physicians in postgraduate training are expected to learn research methods but how best to achieve that curricular goal is unclear. This article describes a novel educational approach to develop research skills among infectious disease fellows. Five infectious disease fellows and two faculty members participated in a collaborative research project as a vehicle for active, problem-based learning. During the learning experience several tasks with specific learning objectives were achieved. The authors evaluated the weaknesses and strengths of the collaborative research project as an educational program. This problem-based approach for learning research methods seems more effective than traditional methods and may be applicable to a broad range of training programs.
Potter, Wendell; Webb, David; Paul, Cassandra; West, Emily; Bowen, Mark; Weiss, Brenda; Coleman, Lawrence; De Leone, Charles
This paper describes our large reformed introductory physics course at UC Davis, which bioscience students have been taking since 1996. The central feature of this course is a focus on sense-making by the students during the 5 h per week discussion/labs in which the students take part in activities emphasizing peer-peer discussions, argumentation, and presentations of ideas. The course differs in many fundamental ways from traditionally taught introductory physics courses. After discussing the unique features of CLASP and its implementation at UC Davis, various student outcome measures are presented that show increased performance by students who took the CLASP course compared to students who took a traditionally taught introductory physics course. Measures we use include upper-division GPAs, MCAT scores, FCI gains, and MPEX-II scores.
Armstrong, Joseph; Hyslop-Margison, Emery
Building on the framework of Peters and Armstrong's (1998) three Types of Teaching/Learning, this article explores the use of dialogue to foster a collaborative and democratic learning experience. There are three conditions under which dialogue can be facilitated as a part of the collaborative learning experience: (a) intent, (b) a dialogical…
In collaborative learning, both facilitators and learners are active participants in the process, a sense of community is created, and knowledge is considered to be located in the community rather than the individual. Its guiding principle is that learning is enhanced when knowledge that is created and transmitted is shaped by the activities and…
Hamalainen, Raija; Hakkinen, Paivi
Technological tools challenge teachers' pedagogical activities. The use of information and communication technologies (ICT) in education should help teachers integrate new pedagogical methods into their work. This study explores macro-level computer-supported collaborative learning scripts as a pedagogical method to facilitate collaboration.…
Volpentesta, Antonio P.; Ammirato, Salvatore; Sofo, Francesco
The paper presents a Project-Based Learning (shortly, PBL) approach in a collaborative educational environment aimed to develop design ability and creativity of students coming from different engineering disciplines. Three collaborative learning experiences in product design were conducted in order to study their impact on preferred thinking styles of students. Using a thinking style inventory, pre- and post-survey data was collected and successively analyzed through ANOVA techniques. Statistically significant results showed students successfully developed empathy and an openness to multiple perspectives. Furthermore, data analysis confirms that the proposed collaborative learning experience positively contributes to increase awareness in students' thinking styles.
Abbott, Claire Johnson; McKnight, Katherine
Collaborative learning teams have emerged as an effective tool for teachers to steadily and continuously improve their instruction. Evidence also suggests that a learning teams model can affect school leadership as well. We explored the impact of learning teams on leadership roles of principals and teachers in secondary schools and found that…
Elorriaga, J. A.; Arruarte, A.; Calvo, I.; Larrañaga, M.; Rueda, U.; Herrán, E.
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…
Carlsmith, Kevin M.; Cooper, Joel
Describes the 12-week long collaborative learning project used in a persuasion and propaganda course. Explains that the students worked in groups on a persuasive campaign to change a target population. States that the student projects were persuasive. (CMK)
Redmond, Petrea; Lock, Jennifer V.
This paper presents a framework for online collaborative learning, also known as telecollaboration. At the centre of this flexible framework are online collaborative educational experiences where knowledge creation and knowledge in action are the nexus of social, teaching and cognitive presence based on the "Community of Inquiry" model of…
Bhavsar, Victoria; Ahn, Ruth
We reflect on how to implement the instrumental aspect of collaborative writing in such a way that the developmental aspect of collaborative writing is maximally fostered, based on conditions necessary for socially constructed learning. We discuss four instrumental strategies that bolster mutual ownership of the writing and protect the social…
Lloyd, Justine; Amigo, Maria; Hettitantri, Nanditha
This article highlights the central role of collaboration in higher education programs which involve students in "learning through participation" (LTP). It reports the findings of a project that began with the intention of exploring the range and applicability of online technologies used for enhancing collaboration between the three main…
Voogt, J.; Westbroek, H.; Handelzalts, A.; Walraven, A.; McKenney, S.; Pieters, J.; de Vries, B.
The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers' collaborative curriculum design were analyzed to…
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…
Manlove, S.; Lazonder, A. W.; de Jong, T.
This study examined whether online tool support for regulation promotes student learning during collaborative inquiry in a computer simulation-based learning environment. Sixty-one students worked in small groups to conduct a scientific inquiry with fluid dynamics. Groups in the experimental condition received a support tool with regulatory…
This article considers teaching and learning as a collaborative enterprise in the workplace. The empirical data have been extracted from a field study among apprentices engaged in electromechanical vocational training and education in a major Danish industrial company. Typically, studies of apprenticeship learning do not view aspects of teaching…
If a school is seeking to incorporate more collaborative approaches to teaching and learning, the design of the learning environment--whether it's a classroom or a more informal space--can be a critical factor in making this transformative move. Technology, in particular, can play a pivotal role in enabling students to work effectively in teams…
Brissenden, G. A.; Mathieu, R. D.; National InstituteScience Education; College Level-One Team
Recent calls for instructional innovation in college Science, Mathematics, Engineering, and Technology (SMET) courses highlight the need for a solid foundation of education research at the undergraduate level on which to base policy and practice. We report the results of a meta-analysis that integrates research on undergraduate SMET education since 1980. The meta-analysis demonstrates that various forms of small-group learning are effective in promoting greater academic achievement, more favorable attitudes toward learning, and increased persistence through SMET courses and programs. Specifically, the effect of small-group learning on achievement reported in this study would move a student from the 50th percentile to the 70th percentile on a standardized test. Similarly, the effect on students'persistence is enough to reduce attrition from SMET courses and programs by 22 widespread implementation of small-group learning in college SMET courses. We have created a Collaborative Learning website designed to assist instructors who wish to incorporate collaborative learning in their lectures, classrooms, and laboratories. The site provides straightforward, easy-to-use ideas for those just getting started, extensive additional resources for those already using small-group techniques, and the educational research foundation for the use of collaborative learning (including the meta-analysis). The Collaborative Learning site can be found at the NISE "Innovations in SMET Education" website at www.wcer.wisc.edu/nise/cl1
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 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…
De Hei, Miranda Suzanna Angelique; Strijbos, Jan-Willem; Sjoer, Ellen; Admiraal, Wilfried
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…
Described is a capstone experience for undergraduate biomedical engineering students in which student teams work with children and adults with cerebral palsy to produce devices that make their lives easier or more enjoyable. The collaborative approach, benefits to the clients, and evaluation of the projects are discussed. (CW)
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…
McGivern, Daniela; Morgan, Michael; Butler, Matthew
This research applies Socio-Cultural theory and Distributed Cognition/Activity theory to conceptualize the design of collaborative learning activities in large shared digital spaces. The paper begins by providing a summary of previous work in the creation of a technology platform for large shared digital spaces. It then details how Socio-Cultural…
Suikkala, Arja; Kivelä, Eeva; Käyhkö, Pirjo
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.
Case study learning was integrated into a course designed to improve students' potential for academic success and increase student retention. Case studies related to self-regulation of behavior, motivation, and cognition for academic tasks were used to prompt students' critical thinking and facilitate deep learning of self-regulation topics,…
Hajra, Sayonita Ghosh; Das, Ujjaini
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…
Romero, Margarida; Lambropoulos, Niki
Computer Supported Collaborative Learning (CSCL) activities aim to promote collaborative knowledge construction and convergence. During the CSCL activity, the students should regulate their learning activity, at the individual and collective level. This implies an organisation cost related to the coordination of the activity with the team-mates…
Lemke, J. L.
This paper discusses a cognitive model of how action agendas and goals emerge through the dynamics of self-organization in collaborative activities. While machines are designed to perform a function, or goal, humans are self-organizing systems that set their own goals and produce order without having external order imposed on them, or, more…
Jeong, Heisawn; Hmelo-Silver, Cindy E.
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…
Balasooriya, Chinthaka; di Corpo, Sophie; Hawkins, Nicholas J.
The better management of group dynamics is increasingly being recognised as crucial for the success of inquiry-based curricula. This paper explores a number of issues surrounding the management of group dynamics in collaborative learning settings in medical education at the University of New South Wales, Australia. The findings of a study…
Hubscher-Younger, Teresa; Narayanan, N. Hari
Teachers and students have established social roles, norms and conventions when they encounter Computer-Supported Collaborative Learning (CSCL) systems in the classroom. Authority, a major force in the classroom, gives certain people, objects, representations or ideas the power to affect thought and behavior and influences communication and…
Hong, Jon-Chao; Yu, Kuang-Chao; Chen, Mei-Yung
The POWERTECH contest in Taiwan was established in an attempt to promote inventiveness and technology to elementary school pupils. The POWERTECH contest is designed as a collaborative learning system for project design. Project design is comprised of technical processes, which include the construction of an artifact and improvement of its…
Havard, Byron; Du, Jianxia; Xu, Jianzhong
The purpose of this study is to examine the dynamics of online collaborative learning and communication media regarding team projects. Media richness and social presence theories are well-accepted rational theories that explain media choices and media behaviors, and serve as the theoretical framework. Quantitative and qualitative data collection…
This article presents some of the findings from a mixed-methods case study that investigated collaborative learning for pairs of higher education students working in a music studio on a drum kit recording. A stratified purposive sampling technique was used and students were allocated a partner of similar ability; often referred to as a…
Ringwall, Claire Fox; Rogers, Laura
A belief in "learning by doing" lies at the heart of the New Teachers Collaborative (NTC), a small teacher-preparation program at the Francis W. Parker Charter Essential School, and its partner, the Theodore R. Sizer Teachers Center, in Devens, Massachusetts. Now in its sixth year, NTC is designed to bring to adult learners the 10 Common…
Lawrence, K. S.
A Fully Integrated Educational System practices collaborative learning among all peers. The study summarized in this report (Zhang, X., Anderson, R. C., Morris, J., Miller, B., Nguyen-Janiel, K. T., Lin, T., Zhang, J., Jadallah, M., Scott, T., Sun, J., Latawjec, B., Ma, S., Grabow, K., & Hsu, J. Y. (2016). "Improving children's competence…
LaVoie, Noelle; Streeter, Lynn; Lochbaum, Karen; Wroblewski, David; Boyce, Lisa; Krupnick, Charles; Psotka, Joseph
We have developed a set of tools for improving online collaborative learning including an automated expert that monitors and moderates discussions, and additional tools to evaluate contributions, semantically search all posted comments, access a library of hundreds of digital books and provide reports to instructors. The technology behind these…
Katzlinger, Elisabeth; Herzog, Michael A.
In business education advanced collaboration skills and media literacy are important for surviving in a globalized business where virtual communication between enterprises is part of the day-by-day business. To transform these global working situations into higher education, a learning scenario between two universities in Germany and Austria was…
The research informing this paper set out to investigate the qualitative experiences of students, supervisors and tutors involved in a summative collaborative assessment of placement learning on an undergraduate professional qualifying programme in the UK. Analysis of data gathered through semi-structured interviews provides valuable insights into…
Wasonga, Teresa A.
Purpose: The purpose of this research project is to explore the use of technology in enhancing and creating opportunities for collaborative learning by connecting prospective school leaders and practicing principals from multiple settings. Design/methodology/approach: This was a research project in which an internet-based network system was…
McCarthy, Wanda C.; Green, Peter J.; Fitch, Trey
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.…
Vaughan, Mary Elaine
Researchers have endorsed teacher collaboration within a professional learning community (PLC) that is focused on student learning. Despite these research-based endorsements, several Algebra 1 teachers in a southeastern high school implemented components of a PLC with little or no results in student achievement. The purpose of this study was to…
Orsini-Jones, Marina; Jones, David
This article reports the results of an investigation into the issues encountered by undergraduate language students while engaging in "the Grammar Project"--a collaborative assessment task for the module Academic and Professional Skills for Language Learning--and shows how encouraging students to take ownership of their learning process…
Thurman, Joanne; Volet, Simone E; Bolton, John R
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.
Nancy M. Carlson
Collaborative learning is critical for the future of any organization and must align with the strategic organizational processes that result in products valued by others. To discover these processes, proposal preparation is explored using topic-oriented ethnography, grounded theory, and an innovative addition to qualitative interviewing, called metainquiry. Using interview data from editors, graphic artists, text processors, scientists, engineers, and technical managers, substantive theory emerges. The research discovers the five essential processes of owning, visioning, reviewing, producing, and contributing needed for organizational strategic learning to occur. The dimensions of these processes are made explicit and can be used to gauge the health of any organization. The substantive theory also provides insight into the ability of collaborative learning to evolve, flourish, and adapt to the strategic advantage of the organization. Lastly, actionable goals with ten essential elements emerge that link owning, visioning, reviewing, producing, and contributing as a path for all organizations to follow to promote collaborative learning communities and enhance their competitive advantage.
Dalton, Margaret R.
The Missouri Professors of Educational Administration (MPEA) initiated the Leaders for Learning project to create technology based instructional materials aligned with the standards of the Interstate School Leadership Licensure Consortium (ISLLC). With funding from the Missouri Department of Elementary and Secondary Education (DESE), faculty from…
Burns, Mary; Pierson, Elizabeth; Reddy, Shylaja
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…
Ryu, Hokyoung; Parsons, David
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…
Tan, Yin Leng; Macaulay, Linda A.
Employers increasingly demand not only academic excellence from graduates but also excellent interpersonal skills and the ability to work collaboratively in teams. This paper discusses the role of Group Intelligence software in helping to develop these higher order skills in the context of an enquiry based learning (EBL) project. The software supports teams in generating ideas, categorizing, prioritizing, voting and multi-criteria decision making and automatically generates a report of each team session. Students worked in a Group Intelligence lab designed to support both face to face and computer-mediated communication and employers provided feedback at two key points in the year long team project. Evaluation of the effectiveness of Group Intelligence software in collaborative learning was based on five key concepts of creativity, participation, productivity, engagement and understanding.
Fisher, Mercedes; Baird, Derek E.
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.…
Popov, Vitaliy; Biemans, Harm J. A.; Kuznetsov, Andrei N.; Mulder, Martin
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…
Hall, Pippa; Brajtman, Susan; Weaver, Lynda; Grassau, Pamela Anne; Varpio, Lara
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.
Greenhow, Christine; Belbas, Brad
Trends in higher education have contributed to the need for more coordination and collaboration among different constituencies involved in instructional design and delivery. As researchers and educational technologists working in a large public research university, our research focuses on understanding the interactions among various stakeholder…
Mejía-Arauz, Rebeca; Correa-Chávez, Maricela; Keyser Ohrt, Ulrike; Aceves-Azuara, Itzel
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.
Brown, Ashland O.; Jensen, Daniel; Rencis, Joseph; Wood, Kristin; Wood, John; White, Christina; Raaberg, Kristen Kaufman; Coffman, Josh
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…
Ogata, Hiroaki; Yano, Yoneo
This paper describes Coconuts (Concurrent Collaborative Learning Environment Supported by Awareness), a proposed module of Sharlok (Sharing, Linking and Looking-for Knowledge), an open-ended and collaborative learning environment that integrates a knowledge building tool with a collaborative interface tool. Coconuts was developed in order to…
Cho, Young Hoan; Lim, Kenneth Y. T.
Virtual worlds have affordances to enhance collaborative learning in authentic contexts. Despite the potential of collaborative learning with a virtual world, few studies investigated whether it is more effective in student achievements than teacher-directed instruction. This study investigated the effectiveness of collaborative problem solving…
Nordentoft, Helle Merete; Wistoft, Karen
Purpose: The purpose of this paper is to investigate the process and learning outcomes of peer collaboration in a Danish health developmental project in school health nursing. The paper explores how peer collaboration influences the school nurses' collaborative learning and competence development. Design/methodology/approach: The article is based…
Doppenberg, Jannet J.; Bakx, Anouke W. E. A.; den Brok, Perry J.
During the last two decades there has been a growing awareness of the potentially strong role teacher collaboration can play in relation to teacher and team learning. Teachers collaborate with their colleagues in different formal and informal settings. Because most studies have focused on teacher learning in one collaborative setting or are…
Myller, Niko; Bednarik, Roman; Sutinen, Erkki; Ben-Ari, Mordechai
As collaborative learning in general, and pair programming in particular, has become widely adopted in computer science education, so has the use of pedagogical visualization tools for facilitating collaboration. However, there is little theory on collaborative learning with visualization, and few studies on their effect on each other. We build on…
To revitalize humanities courses and to improve student thinking, a workshop for faculty members of the University of the Sacred Heart (Puerto Rico) will cover two models of collaborative learning, collaborative group work and peer criticism. In collaborative group work, students should be able to learn how to reach a consensus about a specific…
Wieman, Carl E.; Rieger, Georg W.; Heiner, Cynthia E.
The two-stage exam is a relatively simple way to introduce collaborative learning and formative assessment into an exam. Their use is rapidly growing in the physics department at the University of British Columbia, as both students and faculty find them rewarding. In a two-stage exam students first complete and turn in the exam individually, and then, working in small groups, answer the exam questions again. During the second stage, the room is filled with spirited and effective debate with nearly every student participating. This provides students with immediate targeted feedback supplied by discussions with their peers. Furthermore, we see indications that the use of this exam format not only ensures consistency across interactive course components, but it also positively impacts how students approach the other collaborative course components. This is accomplished without losing the summative assessment of individual performance that is the expectation of exams for most instructors. In this paper we describe how to implement two-stage exams and provide arguments why they should be part of physics courses that use interactive engagement and social/collaborative learning methods.
Collazos, Cesar A.; Guerrero, Luis A.; Pino, Jose A.; Renzi, Stefano; Klobas, Jane; Ortega, Manuel; Redondo, Miguel A.; Bravo, Crescencio
Much of the research on collaborative work focuses on the quality of the group outcome as a measure of success. There is less research on the collaboration process itself, but an understanding of the process should help to improve both the process and the outcomes of collaboration. Understanding and analyzing collaborative learning processes…
Carapina, Mia; Boticki, Ivica
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…
Hamalainen, Raija; Manninen, Tony; Jarvela, Sanna; Hakkinen, Paivi
To respond to learning needs, Computer-Supported Collaborative Learning (CSCL) must provide instructional support. The particular focus of this paper is on designing collaboration in a 3-D virtual game environment intended to make learning more effective by promoting student opportunities for interaction. The empirical experiment eScape, which…
Baloian, Nelson; Zurita, Gustavo
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).
Sutcliffe, Roger G.; Cogdell, Barbara; Hansell, Mike H.; McAteer, Erica
Describes a student-directed learning program called "AIDS in Science and Society" that was developed as a resource-based, collaborative project at the University of Glasgow (United Kingdom) for a first-year biology class. Discusses materials, written assignments, oral presentations, and feedback from students and faculty, and includes a…
Lin, C.-P.; Chen, W.; Yang, S.-J.; Xie, W.; Lin, C.-C.
Improving students' reading comprehension is of significance. In this study, collaborative learning supported by Group Scribbles (GS), a networked technology, was integrated into a primary reading class. Forty-seven 10-year-old students from two 4th grade classes participated in the study. Experimental and control groups were established to…
Bohemia, Erik; Ghassan, Aysar
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…
Lockhorst, Ditte; Admiraal, Wilfried; Pilot, Albert
Professional teacher communities appear to be positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. In initial teacher training as well as in-service training and other initiatives for teacher learning, collaborative skills should be…
Zou, Bin; Wang, Dongshuo; Xing, Minjie
Wikis provide users with opportunities to post and edit messages to collaborate in the language learning process. Many studies have offered findings to show positive impact of Wiki-based language learning for learners. This paper explores the effect of collaborative task in error correction for English as a Foreign Language learning in an online…
Scager, Karin; Boonstra, Johannes; Peeters, Ton; Vulperhorst, Jonne; Wiegant, Fred
Collaborative learning is a widely used instructional method, but the learning potential of this instructional method is often underused in practice. Therefore, the importance of various factors underlying effective collaborative learning should be determined. In the current study, five different life sciences undergraduate courses with successful…
Lu, Lai-Chen; Yeh, Ching-Long
Collaborative e-learning delivers many enhancements to e-learning technology; it enables students to collaborate with each other and improves their learning efficiency. Semantic blog combines semantic Web and blog technology that users can import, export, view, navigate, and query the blog. We developed a semantic course blog for collaborative…
Olsen, Jennifer K.; Aleven, Vincent; Rummel, Nikol
Student models for adaptive systems may not model collaborative learning optimally. Past research has either focused on modeling individual learning or for collaboration, has focused on group dynamics or group processes without predicting learning. In the current paper, we adjust the Additive Factors Model (AFM), a standard logistic regression…
Adams, J. P.; Brissenden, G.; Lindell Adrian, R.; Slater, T. F.
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.
Natho, N.; Knipping, L.; Pfeiffer, O.; Schröder, C.; Zorn, E.; Jeschke, S.
In this paper, we present the course called 'New Media in Education and Research', which employs a blended learning approach. This course is a part of a new bachelor's programme 'Natural Sciences in the Information Society' that is in place in TU Berlin. The main goal of this course is to provide the students with the appropriate information technology literacy that they will need during their studies and beyond. A more specific goal of the course is to train the students to collaborate in small groups. Tablet PCs with OneNote installed on it act as agents to communicate some of the technological aspects as well as soft skills in a blended learning scenario. We discuss the pedagogical and technological backgrounds of the course and we present the implementation of the course. We conclude with a review of our results and an outlook to future work.
Most scientists today recognise that science communication is an important part of the scientific process. Despite this recognition, science writing and communication are generally taught outside the normal academic schedule. If universities offer such courses, they are generally short-term and intensive. On the positive side, such courses rarely fail to motivate. At no fault of their own, the problem with such courses lies in their ephemeral nature. The participants rarely complete a science communication course with an immediate and pressing need to apply these skills. And so the skills fade. We believe that this stalls real progress in the improvement of science communication across the board. Continuity is one of the keys to success! Whilst we wait for the academic system to truly integrate science communication, we can test and develop other approaches. We suggest a new approach that aims to motivate scientists to continue nurturing their communication skills. This approach adopts a collaborative learning framework where scientists form writing groups that meet regularly at different institutes around the world. The members of the groups learn, discuss and improve together. The participants produce short posts, which are published online. In this way, the participants learn and cement basic writing skills. These skills are transferrable, and can be applied to scientific articles as well as other science communication media. In this presentation we reflect on an ongoing project, which applies a collaborative learning framework to help young and early career scientists improve their writing skills. We see that this type of project could be extended to other media such as podcasts, or video shorts.
Barra, Enrique; Aguirre Herrera, Sandra; Ygnacio Pastor Caño, Jose; Quemada Vives, Juan
Collaborative e-learning is increasingly appealing as a pedagogical approach that can positively affect student learning. We propose a didactical model that integrates multimedia with collaborative tools and peer assessment to foster collaborative e-learning. In this paper, we explain it and present the results of its application to the "International Seminars on Materials Science" online course. The proposed didactical model consists of five educational activities. In the first three, students review the multimedia resources proposed by the teacher in collaboration with their classmates. Then, in the last two activities, they create their own multimedia resources and assess those created by their classmates. These activities foster communication and collaboration among students and their ability to use and create multimedia resources. Our purpose is to encourage the creativity, motivation, and dynamism of the learning process for both teachers and students.
Wagstaff, Kiri L.; Sosnowski, Scott; Lane, Terran
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
Muuro, Maina Elizaphan; Oboko, Robert; Wagacha, Waiganjo Peter
In this paper we explore the impact of an intelligent grouping algorithm based on learners' collaborative competency when compared with (a) instructor based Grade Point Average (GPA) method level and (b) random method, on group outcomes and group collaboration problems in an online collaborative learning environment. An intelligent grouping…
Young, Patrick A.; Zimmerman, T.; Knierman, K. A.
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.
Remedios, Louisa; Clarke, David; Hawthorne, Lesleyanne
The dialogic nature of small group collaborative learning requires verbal contributions from students to progress individual and group learning. Speaking can become privileged over listening as a collaborative act, and an imbalance in these values can become embedded in the classroom culture to the degree that the core value of listening can be…
Isotani, Seiji; Mizoguchi, Riichiro; Isotani, Sadao; Capeli, Olimpio M.; Isotani, Naoko; de Albuquerque, Antonio R. P. L.; Bittencourt, Ig. I.; Jaques, Patricia
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…
Sandahl, Sheryl S
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.
Hooreman, Ralph W.; Kommers, Piet A. M.; Jochems, Wim M. G.
The need to make trainee teachers more prepared to coach collaborative learning effectively is increasing, as collaborative learning is becoming more important. One complication in this training process is that it is hard for the teacher trainer to hear and understand the students' utterances and those of the coaching trainee teacher. Besides, it…
Andreas, Konstantinidis; Tsiatsos, Thrasyvoulos; Terzidou, Theodouli; Pomportsis, Andreas
In this paper we examine the transferability of the Jigsaw and Fishbowl collaborative learning techniques to the Second Life platform. Our aim is to assess the applicability of Second Life for collaborative learning by developing virtual tools and metaphors and exploiting the representational richness of this novel medium. In order to enhance the…
Findings from empirical research suggest that both self-efficacy beliefs and collaborative learning may have an influence upon student academic performance. However, the phenomena of self-efficacy beliefs, collaborative learning, and academic achievement have not been studied in concert with one another. Using quantitative research methods, I…
Glover, Ian; Hardaker, Glenn; Xu, Zhijie
This paper outlines the design and development process of an online annotation system and how it is applied to the sphere of collaborative online learning. The architecture and design of the annotation system, illustrated in this paper, have been developed to enrich collaborative learning content through adding a layer of information in online…
Echeverria, Alejandro; Nussbaum, Miguel; Calderon, Juan Felipe; Bravo, Claudio; Infante, Cristian; Vasquez, Andrea
The use of handheld computers in educational contexts has increased considerably in recent years and their value as a teaching tool has been confirmed by many positive experiences, particular within collaborative learning systems (Mobile Computer Supported Collaborative Learning [MCSCL]). The cost of the devices has hindered widespread use in…
van Schalkwyk, Gertina J.
This chapter focuses on applying the concepts of outcomes-based collaborative teaching and learning in an Asian context and with students coming from a Confucian heritage culture and explores examples of how to implement effective collaborative teaching and learning in an Asian higher education setting.
Golub, Jeff; And Others
Written by English teachers considered successful in directing collaborative learning, this collection of essays focuses on the effective use of collaborative learning in the English language arts classroom. The essays and their authors are, as follows: (1) "None of Us Is as Smart as All of Us" (Dana Herreman); (2) "Collaborative…
Brindley, Jane E.; Walti, Christine; Blaschke, Lisa M.
Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups.…
Roberts, Tim, Ed.
"Computer-Supported Collaborative Learning in Higher Education" provides a resource for researchers and practitioners in the area of computer-supported collaborative learning (also known as CSCL); particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both theory and practice in…
van Winkelen, Christine
Purpose: This paper aims to develop the understanding of how organizations can derive more value from participating in inter-organizational learning collaborations. Design/methodology/approach: The collaboration is viewed as one "level" within an extended organizational learning system and both feedback processes between levels and the…
Asanok, M.; Kitrakan, P.; Brahmawong, C.
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 aim of this study is to investigate students' use of cognitive learning strategies in inquiry-based computer-supported collaborative learning (CSCL). A process-oriented interview framework on cognitive activity, self-regulation and motivation, and a coding category for analysing cognitive learning strategies and cognitive self-regulation was…
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…
Richardson, Kathryn; Trudeau, Kimberlee J
To facilitate student learning of the content in a clinical nursing course, the authors used ideas from Problem-based Learning (PBL) and collaborative learning to develop student writing assignments and group workshops. They describe the PBL-enhanced activities and student work, concluding with student feedback and future directions for this curriculum.
Mirzaei, Azizullah; Eslami, Zohreh R.
Recent second/foreign language (L2) research has witnessed the application of sociocultural tenets to L2 classrooms. This study aimed to probe whether Iranian L2 learners' engagement in ZPD-activated collaborative dialogue, or "languaging", mediates their learning process and, specifically, their appropriate use of metadiscourse to…
Fischer, Frank; Kollar, Ingo; Stegmann, Karsten; Wecker, Christof
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.
Nembhard, Ingrid M.
Background Quality improvement collaboratives are an increasingly common strategy for implementing evidence-based practices in health care. However, research shows that many participating organizations do not achieve the level of performance improvement desired. Purpose This study examined the use of interorganizational learning activities (inter-OLAs) as an explanation for mixed performance improvement among collaborative participants. We tested the hypotheses that inter-OLA use is positively associated with participants’ performance improvement and that this relationship is moderated by the use of intraorganizational learning activities (intra-OLAs) and quality-focused human resource (Q-HR) practices. Methodology We conducted a survey of organizational teams participating in 4 Institute for Healthcare Improvement Breakthrough Series collaboratives. Survey responses from 52 teams, regarding the use of inter-OLAs, intra-OLAs and Q-HR practices, were linked to performance improvement data obtained from the Institute for Healthcare Improvement and demographic data obtained from secondary sources. Findings The more collaborative teams used inter-OLAs, the more their organizations’ performance improved. Contrary to our hypothesis, the use of intra-OLAs did not moderate this relationship; teams’ use of intra-OLAs added to, but did not multiply, the effect of inter-OLA use. In contrast, an organization's use of Q-HR practices multiplied the performance benefit of inter-OLA use. Practice Implications Our findings suggest that organizations that participate in collaboratives are more likely to improve their performance if they use the inter-OLAs offered by the collaborative. Our results also suggest that complementing high use of inter-OLAs with intra-OLA use and Q-HR practices enhances performance improvement. For collaborative sponsors, our findings imply that including activities that facilitate interorganizational and intraorganizational learning are worthwhile
Hemingway, Claire; Adams, Catrina; Stuhlsatz, Molly
Digital technologies are changing the learning landscape and connecting classrooms to learning environments beyond the school walls. Online collaborations among students, teachers, and scientists are new opportunities for authentic science experiences. Here we present findings generated on PlantingScience ( www.plantingscience.org), an online community where scientists from more than 14 scientific societies have mentored over 14,000 secondary school students as they design and think through their own team investigations on plant biology. The core intervention is online discourse between student teams and scientist mentors to enhance classroom-based plant investigations. We asked: (1) what attitudes about engaging in authentic science do students reveal, and (2) how do student attitudes relate to design principles of the program? Lexical analysis of open-ended survey questions revealed that students most highly value working with plants and scientists. By examining student responses to this cognitive apprenticeship model, we provide new perspectives on the importance of the personal relationships students form with scientists and plants when working as members of a research community. These perspectives have implications for plant science instruction and e-mentoring programs. PMID:26097690
Hemingway, Claire; Adams, Catrina; Stuhlsatz, Molly
Digital technologies are changing the learning landscape and connecting classrooms to learning environments beyond the school walls. Online collaborations among students, teachers, and scientists are new opportunities for authentic science experiences. Here we present findings generated on PlantingScience ( www.plantingscience.org), an online community where scientists from more than 14 scientific societies have mentored over 14,000 secondary school students as they design and think through their own team investigations on plant biology. The core intervention is online discourse between student teams and scientist mentors to enhance classroom-based plant investigations. We asked: (1) what attitudes about engaging in authentic science do students reveal, and (2) how do student attitudes relate to design principles of the program? Lexical analysis of open-ended survey questions revealed that students most highly value working with plants and scientists. By examining student responses to this cognitive apprenticeship model, we provide new perspectives on the importance of the personal relationships students form with scientists and plants when working as members of a research community. These perspectives have implications for plant science instruction and e-mentoring programs.
Wilton, Lesley; Noël, Tonya
Digital technologies that enhance computer-mediated communications are provoking change in the way educators interact with learners. As online course offerings expand and enrollment numbers increase, the challenges of effective online learning call for innovation and creativity. It is beneficial to introduce activities which establish trust and…
Kurilovas, Eugenijus; Juskeviciene, Anita; Bireniene, Virginija
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…
Ma, Ada W.W.
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…
Liu, Sarah Hsueh-Jui; Lan, Yu-Ju; Ho, Cloudia Ya-Yu
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…
Yang, Stephen J. H.
A ubiquitous learning environment provides an interoperable, pervasive, and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning collaborators, learning contents, and learning services. Ubiquitous learning is characterized by providing intuitive ways for identifying right learning…
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…
Wu, Chih-Hsiang; Hwang, Gwo-Jen; Kuo, Fan-Ray; Huang, Iwen
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…
Hillebrand, Romana P.
Describes a collaborative writing assignment devised for a first-year composition class. Outlines how the assignment was undertaken and carried out by the students. Provides background on the theoretical literature concerning collaborative writing. (HB)
The study described looks at the effects of learning style profile of teams on the quality of materials developed in a collaborative learning process. The study was carried out on collaborative teams of four or five university students, formed through learner preferences. Learning styles of the teams were determined using Kolb's Learning Styles…
Chin-Fei, Huang; Chia-Ju, Liu
The purpose of this study is to explore the influences of students' learning motivation on Web-based collaborative learning. This study conducted learning materials of Web pages about science and collaborative learning, a motivation questionnaire and interviews were used for data collection. Eighty Grade 5 students and a science teacher were…
Schneider, Bertrand; Pea, Roy
In this paper we present the results of an eye-tracking study on collaborative problem-solving dyads. Dyads remotely collaborated to learn from contrasting cases involving basic concepts about how the human brain processes visual information. In one condition, dyads saw the eye gazes of their partner on the screen; in a control group, they did not…
Burton, Brian G.; Martin, Barbara N.
The purpose of this case study was to determine if learning occurred within a 3D virtual learning environment by determining if elements of collaboration and Nonaka and Takeuchi's (1995) knowledge spiral were present. A key portion of this research was the creation of a Virtual Learning Environment. This 3D VLE utilized the Torque Game Engine…
Hernandez-Leo, Davinia; Villasclaras-Fernandez, Eloy D.; Asensio-Perez, Juan I.; Dimitriadis, Yannis; Jorrin-Abellan, Ivan M.; Ruiz-Requies, Ines; Rubia-Avi, Bartolome
This paper introduces "Collage", a high-level IMS-LD compliant authoring tool that is specialized for CSCL (Computer-Supported Collaborative Learning). Nowadays CSCL is a key trend in e-learning since it highlights the importance of social interactions as an essential element of learning. CSCL is an interdisciplinary domain, which…
Nakamura, Yasuyuki; Yasutake, Koichi; Yamakawa, Osamu
There are some mathematical learning models of collaborative learning, with which we can learn how students obtain knowledge and we expect to design effective education. We put together those models and classify into three categories; model by differential equations, so-called Ising spin and a stochastic process equation. Some of the models do not…
Lin, Chih-Cheng; Hsiao, Hsien-Sheng; Tseng, Sheng-ping; Chan, Hsin-jung
This study was intended to investigate whether computer-assisted collaborative learning is comparable with computer-free and individual learning; in particular, it examined each of their effects on learning English vocabulary, followed by an analysis of their behavior patterns. In a junior high school in northern Taiwan, a normal classroom was…
Sroufe, Robert; Ramos, Diane P.
This study chronicles learning from faculty who designed and delivered collaborative, problem-based learning courses that anchor a one-year MBA emphasizing sustainability. While cultivating the application of learning across the curriculum, the authors engaged MBA students in solving complex, real-world sustainability challenges using a…
Hossain, Md. Anowar; Tarmizi, Rohani Ahmad; Ayud, Ahmad Fauzi Mohd
Collaborative and cooperative learning studies are well recognized in Malaysian mathematics education research. Cooperative learning is used to serve various ability students taking into consideration of their level of understanding, learning styles, sociological backgrounds that develop students' academic achievement and skills, and breeze the…
Rhodes, Ed; Carter, Ruth
The Knowledge and Learning in Advanced Supply Systems (KLASS) project developed collaborative learning networks of suppliers in the British automotive and aerospace industries. Methods included face-to-face and distance learning, work toward National Vocational Qualifications, and diagnostic workshops for senior managers on improving quality,…
Kumar, R.; Rose, C. P.
Tutorial Dialog Systems that employ Conversational Agents (CAs) to deliver instructional content to learners in one-on-one tutoring settings have been shown to be effective in multiple learning domains by multiple research groups. Our work focuses on extending this successful learning technology to collaborative learning settings involving two or…
Nokes-Malach, Timothy J.; Richey, J. Elizabeth; Gadgil, Soniya
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…
Cavus, Nadire; Uzunboylu, Huseyin; Ibrahim, Dogan
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…
Scager, Karin; Boonstra, Johannes; Peeters, Ton; Vulperhorst, Jonne; Wiegant, Fred
Collaborative learning is a widely used instructional method, but the learning potential of this instructional method is often underused in practice. Therefore, the importance of various factors underlying effective collaborative learning should be determined. In the current study, five different life sciences undergraduate courses with successful collaborative-learning results were selected. This study focuses on factors that increased the effectiveness of collaboration in these courses, according to the students. Nine focus group interviews were conducted and analyzed. Results show that factors evoking effective collaboration were student autonomy and self-regulatory behavior, combined with a challenging, open, and complex group task that required the students to create something new and original. The design factors of these courses fostered a sense of responsibility and of shared ownership of both the collaborative process and the end product of the group assignment. In addition, students reported the absence of any free riders in these group assignments. Interestingly, it was observed that students seemed to value their sense of achievement, their learning processes, and the products they were working on more than their grades. It is concluded that collaborative learning in higher education should be designed using challenging and relevant tasks that build shared ownership with students. PMID:27909019
As a facilitator of professional development for preschool teachers, the author is continually faced with questions related to the great divide between theory and practice. Although most child care professionals learn that developmentally appropriate practices support the holistic growth of young children during their initial training, many…
Duane, Barbara T; Satre, Maria E
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.
Graetz, Ken A.; Goliber, Michael J.
Considering the modern context of collaborative learning and information technology, details implications for space design, primarily from the field of environmental psychology--the study of the relationship between people and their physical environment. (EV)
Williams, Pia; Sheridan, Sonja
Background: Teacher-organised group work, in which pupils work together in groups or pairs, is one of many learning situations pupils may encounter at school. Research (Williams, P. and Sheridan, S., Collaboration as one aspect of quality: a perspective of collaboration and pedagogical quality in educational settings. "Scandinavian Journal of…
The advantages of the Internet enable teachers in the world to break the communication barriers between their schools and collaborate with each other, giving them opportunities for richer educational practices than ever accomplished. I assume that collaborative learning like an international exchange naturally lead the students to acquire the…
Kanev, Kamen; Kimura, Shigeo; Orr, Thomas
In this article, we propose a framework for Computer-Supported Collaborative Learning (CSCL) employing dynamic groups, where at different stages students work independently, interact with each other in pairs, and conduct joint work in larger groups with varying numbers of participants. A Dynamic Group Environment for Collaborative Learning…
Rummel, Nikol; Mullins, Dejana; Spada, Hans
With the aim to promote students' mathematics learning, we extended the Cognitive Tutor Algebra (CTA), a computer-based tutoring system for high school mathematics, to a collaborative setting. Furthermore we developed a collaboration script to support students' interactions. In an experimental classroom study, we compared three conditions:…
Harris, Alma; Jones, Michelle; Baba, Suria
This paper explores the synergy between distributed leadership and digital collaborative learning. It argues that distributed leadership offers an important theoretical lens for understanding and explaining how digital collaboration is best supported and led. Drawing upon evidence from two online educational platforms, the paper explores the…
The results of a two-year study indicate that collaborative testing is a valuable pedagogical strategy that can both assess and enhance student learning. After finishing their first attempt at each exam, students were given a second attempt either working collaboratively in small groups or individually with open books and notes. Collaborative…
Chang, Heejin; Windeatt, Scott
There is much evidence to support the occurrence of learning in connection with collaboration, both in face-to-face and online teaching situations, but much less research on how such collaboration develops over the duration of a course. Using Dillenbourg's concepts of "situation," "interactions," "mechanisms," and…
Roosa, Mathew; Scripa, Joseph S.; Zastowny, Thomas R.; Ford, James H., II
Local governments play an important role in improving substance abuse and mental health services. The structure of the local learning collaborative requires careful attention to old relationships and challenges local governmental leaders to help move participants from a competitive to collaborative environment. This study describes one county's…
Casamayor, Agustin; Amandi, Analia; Campo, Marcelo
Collaborative learning environments provide a set of tools for students acting in groups to interact and accomplish an assigned task. In this kind of systems, students are free to express and communicate with each other, which usually lead to collaboration and communication problems that may require the intervention of a teacher. In this article,…
Bannister, Nicole A.
Using a case study design and ethnographic methods, this research investigated the interactions of a group of high school mathematics teachers who collaborated daily on issues related to curricular and pedagogical reforms. The members of the collaboration team implemented these reforms with the goal of supporting all students' learning of 1st-year…
Future CSCL technologies are described by the community as flexible, tailorable, negotiable, and appropriate for various collaborative settings, conditions and contexts. This paper describes the key design issues of a generic synchronous collaborative learning environment, called Omega+. In this approach, model-based genericity is applied to the…
This study investigated a group of six junior primary school teachers' learning as they collaboratively inquired into teaching practice they observed together. The focus of the study was on understanding how teachers collaborated around observed teaching practice to improve their pedagogy. The design involved four iterative stages of co-planning,…
Yuan, Jiugen; Xing, Ruonan
With the development of computer education software, digital educational game has become an important part in our life, entertainment and education. Therefore how to make full use of digital game's teaching functions and educate through entertainment has become the focus of current research. The thesis make a connection between educational game and collaborative learning, the current popular teaching model, and concludes digital game-based collaborative learning model combined with teaching practice.
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…
Sullivan, Florence R.; Keith, Kevin; Wilson, Nicholas C.
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…
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…
This commentary brings additional theoretical perspectives to bear on data and findings presented by Anniken Furberg and Hans Christian Arnseth in their paper on students' meaning making in genetics in collaborative learning activities. The theoretical perspectives converge on the importance of maximizing students' learning in genetics. The…
Sung, Han-Yu; Hwang, Gwo-Jen; Chang, Ya-Chi
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…
Mercier, Emma M.; Higgins, Steven E.; da Costa, Laura
This paper presents two studies that examine emergent leadership in children's collaborative learning groups. Building on research that finds that leadership moves are distributed among group members during learning activities, we examined whether there were patterns in the distribution of moves, resulting in different types of emergent leaders in…
Alinaghi, Tannaz; Bahreininejad, Ardeshir
The increasing advances of new Internet technologies in all application domains have changed life styles and interactions. E-learning and collaborative learning environment systems are originated through such changes and aim at providing facilities for people in different times and geographical locations to cooperate, collaborate, learn and work…
Schoening, Anne M; Selde, M Susan; Goodman, Joely T; Tow, Joyce C; Selig, Cindy L; Wichman, Chris; Cosimano, Amy; Galt, Kimberly A
This study evaluated learning outcomes and student perceptions of collaborative learning in an undergraduate nursing program. Participants in this 3-phase action research study included students enrolled in a traditional and an accelerated nursing program. The number of students who passed the unit examination was not significantly different between the 3 phases. Students had positive and negative perceptions about the use of collaborative learning.
Mondahl, Margrethe; Razmerita, Liana
Social media has created new possibilities for digitally native students to engage, interact and collaborate in learning tasks that foster learning processes and the overall learning experience. Using both qualitative and quantitative data, this article discusses experiences and challenges of using a social media-enhanced collaborative learning…
This study integrated collaborative problem-based learning (collaborative PBL) with blended learning to explore the emerging process and function of online learning communities among preservice teachers. Thirty-two preservice teachers participated in a 16-week instruction program. Analyses of online group discussions and portfolios found that (a)…
Monahan, Teresa; McArdle, Gavin; Bertolotto, Michela
In the past, the term e-learning referred to any method of learning that used electronic delivery methods. With the advent of the Internet however, e-learning has evolved and the term is now most commonly used to refer to online courses. A multitude of systems are now available to manage and deliver learning content online. While these have proved…
Lawrie, Gwendolyn A.; Gahan, Lawrence R.; Matthews, Kelly E.; Weaver, Gabriela C.; Bailey, Chantal; Adams, Peter; Kavanagh, Lydia J.; Long, Phillip D.; Taylor, Matthew
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,…
Cobb, Whitney; Bracey, Georgia; Buxner, Sanlyn; Gay, Pamela L.; Noel-Storr, Jacob; CosmoQuest Team
The CosmoQuest Collaboration offers in-depth experiences to diverse audiences around the nation and the world through pioneering citizen science in a virtual research facility. An endeavor between universities, research institutes, and NASA centers, CosmoQuest brings together scientists, educators, researchers, programmers—and citizens of all ages—to explore and make sense of our solar system and beyond. Leveraging human networks to expand NASA science, scaffolded by an educational framework that inspires lifelong learners, CosmoQuest engages citizens in analyzing and interpreting real NASA data, inspiring questions and defining problems.The QuestionLinda Darling-Hammond calls for professional development to be: "focused on the learning and teaching of specific curriculum content [i.e. NGSS disciplinary core ideas]; organized around real problems of practice [i.e. NGSS science and engineering practices] … [and] connected to teachers' collaborative work in professional learning community...." (2012) In light of that, what is the unique role CosmoQuest's virtual research facility can offer NASA STEM education?A Few AnswersThe CosmoQuest Collaboration actively engages scientists in education, and educators (and learners) in science. CosmoQuest uses social channels to empower and expand NASA's learning community through a variety of media, including science and education-focused hangouts, virtual star parties, and social media. In addition to creating its own supportive, standards-aligned materials, CosmoQuest offers a hub for excellent resources and materials throughout NASA and the larger astronomy community.In support of CosmoQuest citizen science opportunities, CQ initiatives (Learning Space, S-ROSES, IDEASS, Educator Zone) will be leveraged and shared through the CQPLN. CosmoQuest can be present and alive in the awareness its growing learning community.Finally, to make the CosmoQuest PLN truly relevant, it aims to encourage partnerships between scientists
Van Horne, Sam; Murniati, Cecilia Titiek
Although post-secondary educational institutions are incorporating more active learning classrooms (ALCs) that support collaborative learning, researchers have less often examined the cultural obstacles to adoption of those environments. In this qualitative research study, we adopted the conceptual framework of activity theory to examine the…
Hsiao, Sheng-Che; Lin, Janet Mei-Chuen; Kang, Jiin-Cherng
A quasi-experiment was conducted at an elementary school to investigate if guided collaboration would facilitate programming learning of 6 graders. Sixty-six students of two intact classes learned to program in KPL (kid's programming language) for 18 weeks during the experiment. One class was randomly assigned to the control group (i.e.,…
Sadeghi, Hamid; Kardan, Ahmad A.
Group formation task as a starting point for computer-supported collaborative learning plays a key role in achieving pedagogical goals. Various approaches have been reported in the literature to address this problem, but none have offered an optimal solution. In this research, an online learning environment was modeled as a weighted undirected…
Robinson, David F; Savage, Grant T; Campbell, Kim Sydow
The authors analyze competing forces affecting the diffusion of telemedicine practices across organizations, potential learning effects from telemedicine practice, and their implications for the development of telemedicine-based networks. They also speculate on the learning, diffusion, and institutional effects that telemedical collaboration may trigger; five sets of propositions are advanced to explain these effects.
This document contains the full and short papers on collaborative learning from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction) covering the following topics: comparison of applying Internet to cooperative and traditional learning; a distributed backbone system for…
Curry, D. Bruce
Online learning is a relatively young field that is still being defined as a discipline. As faculty members wrestle with decisions about how to structure online courses for collaborative, connected learning, student perspectives of successful courses can provide valuable insights for decision-making. This paper presents general research findings…
Lyashenko, Maria Sergeyevna; Frolova, Natalja Hidarovna
Intergenerational learning (IGL) is the process of bringing seniors and juniors together in a collaborative space. Universities have been known to create a stimulating context for generations to share and acquire skills. The purpose of this paper is to present the results of research in the field of intergenerational learning and skills sharing.…
Chen, Y-H.; Jang, S-J.; Chen, P-J.
Wiki bears great potential to transform learning and instruction by scaffolding personal and social constructivism. Past studies have shown that proper application of wiki benefits both students and teachers; however, few studies have integrated wiki and collaborative learning to examine the growth of science teachers' "Technological,…
Peacock, James R.; Bradley, Dana Burr; Shenk, Dena
Interviews with field site supervisors of service learning projects resulted in three categories of suggestions for developing service learning collaborations with community organizations: (1) level of site involvement in projects development; (2) common understanding of the conceptual basis of the project; and (3) managerial aspects (supervision,…
Sheremetov, Leonid; Tellez, Rolando Quintero
In this paper, a Web-based learning environment developed within the project called Virtual Learning Spaces (EVA, in Spanish) is presented. The environment is composed of knowledge, collaboration, consulting, experimentation, and personal spaces as a collection of agents and conventional software components working over the knowledge domains. All…
Song, Moxi; Liu, James N. K.
In the contemporary society, the ability to work as part of a team and to coordinate the efforts of a team is becoming more important to the advancement of knowledge and the success of the employee in any job. The learning theory of constructivism indicates that, the success of collaborative learning depends on whether the interpersonal…
Sheremetov, Leonid; Arenas, Adolfo Guzman
In this paper, a Web-based learning environment developed within the project called Virtual Learning Spaces (EVA, in Spanish) is described. The environment is composed of knowledge, collaboration, consulting and experimentation spaces as a collection of agents and conventional software components working over the knowledge domains. All user…
Caven, Meghan; Checkoway, Amy; Gamse, Beth
The Massachusetts Expanded Learning Time (ELT) initiative is designed to improve academic outcomes by increasing the amount of learning time for students. Schools are expected to provide opportunities to teachers for collaborative planning and professional development as well as add time to the school day or year for instructional and enrichment…
Smart, Karl L.; Berry, Robert; Kumar, Anil; Kumar, Poonam; Scott, James P.
Increased accountability in education has brought renewed emphasis on the assurance of learning, making certain that students meet specified learning objectives. Additional research has focused on ways individuals learn. Building upon research on learning styles, active learning, and team-based learning (TBL), this study assesses the impact of TBL…
Mesh, Linda Joy
Institutions of higher education realise the importance of the role of learning organisations in terms of providing personnel training and updating. Yet further consideration should be given to flexible and accessible means for meeting the growing request for continuous learning. Jason Hughes describes an organization's capability to "learn how to…
Barbosa, Jorge; Barbosa, Debora; Rabello, Solon
Use of mobile devices and widespread adoption of wireless networks have enabled the emergence of Ubiquitous Computing. Application of this technology to improving education strategies gave rise to Ubiquitous e-Learning, also known as Ubiquitous Learning. There are several approaches to organizing ubiquitous learning environments, but most of them…
Kleinsmann, Maaike; Valkenburg, Rianne
Purpose--In an empirical study learning opportunities were identified. Learning opportunities are enablers or disablers for the achievement of shared understanding. Design/methodology/approach--Actors were interviewed about their communication process. The learning history method was used to analyze and structure the data. From the learning…
Su, Addison Y. S.; Yang, Stephen J. H.; Hwang, Wu-Yuin; Zhang, Jia
A limitation of current Web-based collaborative learning is the restricted ability of students to create and share individual annotations with annotated documents. Applying Web 2.0 collaborative annotation systems and analyzing students' annotation behavior has attracted attention to improve collaborative learning. This study designed a…
Tipton, Tom, Ed.
Presents a flow chart for naming inorganic compounds. Although it is not necessary for students to memorize rules, preliminary skills needed before using the chart are outlined. Also presents an activity in which the mass of an imaginary atom is determined using lead shot, Petri dishes, and a platform balance. (JN)
Kuiper, Els; Volman, Monique; Terwel, Jan
Although many children are technically skilled in using the Web, their competences to use it in a critical and meaningful way are usually less well developed. In this article, we report on a multiple case study focusing on the possibilities and limitations of collaborative inquiry activities as an appropriate context to acquire Web literacy skills…
Roosa, Mathew; Scripa, Joseph S.; Zastowny, Thomas R.; Ford, James H.
Local governments play an important role in improving substance abuse and mental health services. The structure of the local learning collaborative requires careful attention to old relationships and challenges local governmental leaders to help move participants from a competitive to collaborative environment. This study describes one county’s experience applying the NIATx process improvement model via a local learning collaborative. Local substance abuse and mental health agencies participated in two local learning collaboratives designed to improve client retention in substance abuse treatment and client access to mental health services. Results of changes implemented at the provider level on access and retention are outlined. The process of implementing evidence-based practices by using the Plan-Do-Study-Act rapid-cycle change is a powerful combination for change at the local level. Key lessons include: creating a clear plan and shared vision, recognizing that one size does not fit all, using data can help fuel participant engagement, a long collaborative may benefit from breaking it into smaller segments, and paying providers to offset costs of participation enhances their engagement. The experience gained in Onondaga County, New York, offers insights that serve as a foundation for using the local learning collaborative in other community-based organizations. PMID:21371751
Hurvitz, Tate; Benvau, Roxane; Parry, Megan
Creating a collaborative environment across student services and instruction is often more challenging than it may first seem. Although effective collaboration is context specific, keeping student learning at the center of the work is a powerful element in successful collaborations. Grossmont College's first year experience program has attempted…
Béres, Ilona; Magyar, Timea; Turcsányi-Szabó, Márta
In this paper we aim to describe the process by which our personalised web-based collaborative teaching/learning methodology (CECIP--Collaboration--Evaluation--Critical thinking--Individual assessment--learner Profile) evolved originating from Vygotsky's theory and based on the (C) collaborative construction of student's knowledge, (E) developing…
Yang, Stephen J. H.; Chen, Irene Ya-Ling; Shao, Norman W. Y.
The nature of collaborative learning involves intensive interactions among collaborators, such as articulating knowledge into written, verbal or symbolic forms, authoring articles or posting messages to this community's discussion forum, responding or adding comments to messages or articles posted by others, etc. Knowledge collaborators'…
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…
Marriott, Rita De Cássia Veiga; Torres, Patrícia Lupion
This chapter aims to investigate new ways of foreign-language teaching/learning via a study of how concept mapping can help develop a student's reading, writing and oral skills as part of a blended methodology for language teaching known as LAPLI (Laboratorio de Aprendizagem de LInguas: The Language Learning Lab). LAPLI is a student-centred and collaborative methodology which encourages students to challenge their limitations and expand their current knowledge whilst developing their linguistic and interpersonal skills. We explore the theories that underpin LAPLI and detail the 12 activities comprising its programme with specify reference to the use of "concept mapping". An innovative table enabling a formative and summative assessment of the concept maps is formulated. Also presented are some of the qualitative and quantitative results achieved when this methodology was first implemented with a group of pre-service students studying for a degree in English and Portuguese languages at the Catholic University of Parana (PUCPR) in Brazil. The contribution of concept mapping and LAPLI to an under standing of language learning along with a consideration of the difficulties encountered in its implementation with student groups is discussed and suggestions made for future research.
de Cássia Veiga Marriott, Rita; Torres, Patrícia Lupion
This chapter aims to investigate new ways of foreign-language teaching/learning via a study of how concept mapping can help develop a student's reading, writing and oral skills as part of a blended methodology for language teaching known as LAPLI (Laboratorio de Aprendizagem de LInguas: The Language Learning Lab). LAPLI is a student-centred and collaborative methodology which encourages students to challenge their limitations and expand their current knowledge whilst developing their linguistic and interpersonal skills. We explore the theories that underpin LAPLI and detail the 12 activities comprising its programme with specify reference to the use of “concept mapping”. An innovative table enabling a formative and summative assessment of the concept maps is formulated. Also presented are some of the qualitative and quantitative results achieved when this methodology was first implemented with a group of pre-service students studying for a degree in English and Portuguese languages at the Catholic University of Parana (PUCPR) in Brazil. The contribution of concept mapping and LAPLI to an understanding of language learning along with a consideration of the difficulties encountered in its implementation with student groups is discussed and suggestions made for future research.
Yang, Kyeongra; Woomer, Gail R; Matthews, Judith T
Teamwork can benefit students, enhancing their ability to think critically, solve problems creatively, and collaborate effectively. We piloted a collaborative learning project with undergraduate community health nursing students (N = 83) that entailed working in teams to explore epidemiologic data, synthesize the literature, and develop an evidence-based plan for nursing intervention and evaluation pertaining to a public health issue. Project evaluation consisted of pre- and post-project surveys by students, peer evaluation, and formative and summative evaluation by faculty. Having students work in teams, while challenging both for faculty and students, may be a viable strategy for preparing the next generation of nurses for inter- and intraprofessional collaboration. Our experience suggests that instituting a collaborative learning experience as part of an undergraduate course in community health nursing can be an effective way to expose students to constructive approaches to teamwork and prepare them for evidence-based nursing practice in the future.
Pinho-Lopes, Margarida; Macedo, Joaquim
Since 2007/2008 project-based learning models have been used to deliver two fundamental courses on Geotechnics in University of Aveiro, Portugal. These models have evolved and have encompassed either cooperative or collaborative teamwork. Using data collected in five editions of each course (Soil Mechanics I and Soil Mechanics II), the different characteristics of the models using cooperative or collaborative teamwork are pointed out and analysed, namely in terms of the students' perceptions. The data collected include informal feedback from students, monitoring of their marks and academic performance, and answers to two sets of questionnaires: developed for these courses, and institutional. The data indicate students have good opinion of the project-based learning model, though collaborative teamwork is the best rated. The overall efficacy of the models was analysed (sum of their effectiveness, efficiency and attractiveness). The collaborative model was found more adequate.
Kirschner, Paul A.; Erkens, Gijsbert
When a computer-based tool or application is used to carry out a specific task in a learning situation--that is, it is used for learning--more effectively or efficiently one speaks of learning "with" the tool or application. When, possibly, that same tool or application is used to enhance the way a learner works and thinks, and as such has effects…
Hadar, Irit; Sherman, Sofia; Hazzan, Orit
Collaboration has become increasingly widespread in the software industry as systems have become larger and more complex, adding human complexity to the technological complexity already involved in developing software systems. To deal with this complexity, human-centric software development methods, such as Extreme Programming and other agile…
Anthes, Susan H.; Crowe, Lawson
Describes and compares freshman/sophomore level courses offered collaboratively by a professor and a librarian at the University of Colorado, Boulder: "The Human Encounter with Alcohol" and "Bioethics." Considers course rationale, topics, and assignments; methods used to integrate subject matter with bibliographic research strategies; and…
Seitamaa-Hakkarainen, Pirita; Kangas, Kaiju; Raunio, Anna-Mari; Hakkarainen, Kai
The present article examines how practices of computer-supported collaborative designing may be implemented in an elementary classroom. We present a case study in which 12-year-old students engaged in architectural design under the guidance of their teacher and a professional designer. The students were engaged in all aspects of design processes,…
Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth
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…
Researchers posit that teachers' teaching and learning are improved by teachers' collective efforts to examine and reflect on practice. Yet the questions of what and how teachers learn when collaborating with colleagues remain unanswered: What kinds of knowledge and skills do teachers acquire in conjunction with their collaboration? What brings…
Dillenbourg, Pierre, Ed.
Intended to illustrate the benefits of collaboration between scientists from psychology and computer science, namely machine learning, this book contains the following chapters, most of which are co-authored by scholars from both sides: (1) "Introduction: What Do You Mean by 'Collaborative Learning'?" (Pierre Dillenbourg); (2)…
Nakamura, Yasuyuki; Nishi, Shinnosuke; Muramatsu, Yuta; Yasutake, Koichi; Yamakawa, Osamu; Tagawa, Takahiro
In this paper, we introduce a mathematical model for collaborative learning and the answering process for multiple-choice questions. The collaborative learning model is inspired by the Ising spin model and the model for answering multiple-choice questions is based on their difficulty level. An intensive simulation study predicts the possibility of…
Nunez Esquer, Gustavo; Sheremetov, Leonid
This paper reports on the results and future research work within the paradigm of Configurable Collaborative Distance Learning, called Espacios Virtuales de Apredizaje (EVA). The paper focuses on: (1) description of the main concepts, including virtual learning spaces for knowledge, collaboration, consulting, and experimentation, a…
Karpova, Elena; Correia, Ana-Paula; Baran, Evrim
This study examined how global learning teams utilized technology in a virtual collaboration to solve complex problems. The study offers an in-depth explanation of why and how the learning teams used technology to support computer-mediated communication. A model of technology application at different stages of virtual collaborative process is…
Hsiao, Hsien-Sheng; Chang, Cheng-Sian; Lin, Chien-Yu; Chang, Chih-Chun; Chen, Jyun-Chen
This study demonstrates the effectiveness of using multi-touch tabletop collaborative game (MTCG) as a collaborative learning platform, in which multiple students can play games using a digital surface. The learning performance of participants is also explored, along with their related behaviours and their experiences. Consisting of 49 Taipei…
Cheng, Xusen; Li, Yuanyuan; Sun, Jianshan; Huang, Jianqing
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…
Marenzi, I.; Zerr, S.
This paper discusses the development of LearnWeb2.0, a search and collaboration environment for supporting searching, organizing, and sharing distributed resources, and our pedagogical setup based on the multiliteracies approach. In LearnWeb2.0, collaborative and active learning is supported through project-focused search and aggregation, with…
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…
Avouris, N.; Fiotakis, G.; Kahrimanis, G.; Margaritis, M.; Komis, V.
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…
Pijls, Monique; Dekker, Rijkje; Van Hout-Wolters, Bernadette
The study focused on the interaction between two secondary school students while they were working on computerized mathematical investigation tasks related to probability theory. The aim was to establish how such interaction helped the students to learn from one another, and how it may have hindered their learning process. The assumption was that…
Gumperaz, John J.; Cook-Gumperaz, Jenny; Szymanski, Margaret H.
In cooperative learning environments, small groups of students work together to accomplish specific pedagogical tasks, and teachers act as facilitators. One highly significant characteristic of cooperative learning that has received little consideration so far is the shift in the participation frame that takes place when students are left alone to…
Chan, Carol K. K.
This discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning (CSCL) environments extending research on self-regulated learning in computer-based environments. The discussion employs a socio-cognitive perspective focusing on social and collective views of learning to examine how…
Wood, Danielle; Weigel, Annalisa
Countries on every continent are making new or renewed commitments to domestic satellite programs. These programs have the potential to address national needs by enhancing access to information, improving infrastructure and providing inspiration to the public. How do countries without local expertise in space technology begin a new satellite program? What is the role of international collaboration in supporting the efforts of a new space fairing country? This paper explores such questions by highlighting outputs from intensive field work in Africa and Asia. Specifically, the study explores case studies of early space activity in these countries to search for lessons about the management of a young space program. The observations from field work are compared to ideas from scholarly literature on technological learning. The findings are organized using principles from systems architecture. The paper presents a model that captures many of the influences and strategic decision areas for a collaborative satellite development project. The paper also highlights the growth of capability among African countries in the area of satellite technology.
Wu, Yunfeng; Zheng, Fang; Cai, Suxian; Xiang, Ning; Zhong, Zhangting; He, Jia; Xu, Fang
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.
Kaendler, Celia; Wiedmann, Michael; Leuders, Timo; Rummel, Nikol; Spada, Hans
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 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…
Matsuba, Ryuichi; Suzuki, Yusei; Kubota, Shin-Ichiro; Miyazaki, Makoto
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…
This paper presents a set of guidelines for the design of computer-supported distance multimedia that enables collaborative distance learning. The first section provides an overview of distance learning and discusses teacher and student roles in a collaborative distance learning environment. Conditions for effective collaborative learning are…
Teranes, J. L.
Like several colleges and universities across the nation, the University of California, San Diego, has introduced climate change topics into many existing and new undergraduate courses. I have administered a program in this area at UCSD and have also developed and taught a new lower-division UCSD course entitled "Climate Change and Society", a general education course for non-majors. This class covers the basics of climate change, such as the science that explains it, the causes of climate change, climate change impacts, and mitigation strategies. The teaching methods for this course stress interdisciplinary approaches. I find that inquiry-based and collaborative modes of learning are particularly effective when applied to science-based climate, environmental and sustainability topics. Undergraduate education is often dominated by a competitive and individualistic approach to learning. In this approach, individual success is frequently perceived as contingent on others being less successful. Such a model is at odds with commonly stated goals of teaching climate change and sustainability, which are to equip students to contribute to the debate on global environmental change and societal adaptation strategies; and to help students become better informed citizens and decision makers. I present classroom-tested strategies for developing collaborative forms of learning in climate change and environmental courses, including team projects, group presentations and group assessment exercises. I show how critical thinking skills and long-term retention of information can benefit in the collaborative mode of learning. I find that a collaborative learning model is especially appropriate to general education courses in which the enrolled student body represents a wide diversity of majors, class level and expertise. I also connect collaborative coursework in interdisciplinary environmental topics directly to applications in the field, where so much "real-world" achievement in
Ernest, Pauline; Guitert Catasús, Montse; Hampel, Regine; Heiser, Sarah; Hopkins, Joseph; Murphy, Linda; Stickler, Ursula
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…
Yazici, Hulya Julie
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…
Zayapragassarazan, Z.; Kumar, Santosh
Present generation students are primarily active learners with varied learning experiences and lecture courses may not suit all their learning needs. Effective learning involves providing students with a sense of progress and control over their own learning. This requires creating a situation where learners have a chance to try out or test their…
Kahai, Surinder; Jestire, Rebecca; Huang, Rui
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…
Perez-Sanagustin, Mar; Santos, Patricia; Hernandez-Leo, Davinia; Blat, Josep
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…
Su, Feng; Beaumont, Chris
A wiki is able to provide a learning environment which is closely aligned with the social-constructivist approach and is more natural than many tools where open collaboration and the exchange of ideas are important. This case study analyses and evaluates essential aspects for the successful deployment of a wiki in a higher education setting using…
Xu, Jianzhong; Du, Jianxia; Fan, Xitao
The present study investigates empirical models of groupwork management in online collaborative learning environments, based on the data from 298 students (86 groups) in United States. Data revealed that, at the group level, groupwork management was positively associated with feedback and help seeking. Data further revealed that, at the individual…
Manouselis, N.; Vuorikari, R.; Van Assche, F.
Repositories with educational resources can support the formation of online learning communities by providing a platform for collaboration. Users (e.g. teachers, tutors and learners) access repositories, search for interesting resources to access and use, and in many cases, also exchange experiences and opinions. A particular class of online…
Kim, Hye-Shin; LaFleur, Rosetta; Schaeffer, Karen
This study examines how student learning can be enhanced by using a multi-course project that simulates an industry environment and emphasizes the interrelationship among course concepts through collaborative efforts of student teams. The role of technology as a tool in facilitating student teamwork is examined. The researchers found that students…
Purpose: The purpose of this paper is to investigate the impact of transforming a traditional university computer lab to create a collaborative learning community known as the CIS Sandbox, by remodeling a physical space and supporting it with a virtual presence through the use of social media tools. The discussion applies Selander's "designs for…
The purpose of this paper is to explore how university students can develop knowledge in small task-based groups while acquiring hands-on computer skills. Inspired by the sociocultural perspective, this study presents a theoretical framework on co-construction of knowledge and on computer-supported collaborative learning. The participants were…
Schneider, Bertrand; Jermann, Patrick; Zufferey, Guillaume; Dillenbourg, Pierre
We investigated the role that tangibility plays in a problem-solving task by observing logistic apprentices using either a multitouch or a tangible interface. Results showed that tangibility helped them perform the task better and achieve a higher learning gain. In addition, groups using the tangible interface collaborated better, explored more…
Goodwin, Bryan R.; Gaddy, Barbara B.; Cicchinelli, Louis F.
This paper examines the accomplishments of the Mid-Continent Research for Education and Learning (McREL) district research partners. Informed by 2 years of collaborative experience, the report documents the process McREL used in selecting partner sites and guides future field-based research partnerships by discussing problems encountered and…
Considers ways of implementing collaborative learning techniques into the teaching of William Shakespeare in the high school English curriculum. Argues for allowing students to predict the action after viewing only one act of a play. Shows how group work enhanced students' thinking processes. (HB)
This article describes a project integrating mobile learning games into the author's course at Appalachian State University, in collaboration with a community partner and for the community as a whole. The process of constructing educational mobile games can be as beneficial as the act of playing. Therefore, the author's beliefs about integrating…
Elrod, Susan L.; Somerville, Mary M.
Amidst exponential growth of knowledge, student insights into the knowledge creation practices of the scientific community can be furthered by science faculty collaborations with university librarians. The Literature-Based Scientific Learning model advances undergraduates' disciplinary mastery and information literacy through experience with…
Martinez, Luz M.
The changing social and economic reality of our world continues to shape how learning is conducted and acquired in the adult classroom and beyond. Given the pivotal importance for an adult to develop a variety of cognitive and emotional skills and given the need to work in collaboration with others, within educational environments and the…
Roselli, Nestor D.
Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to…
Pinho-Lopes, Margarida; Macedo, Joaquim
Since 2007/2008 project-based learning models have been used to deliver two fundamental courses on Geotechnics in University of Aveiro, Portugal. These models have evolved and have encompassed either cooperative or collaborative teamwork. Using data collected in five editions of each course (Soil Mechanics I and Soil Mechanics II), the different…
Istifci, Ilknur; Kaya, Zeki
We can call the education offered by using the Internet environment as "teaching through the Internet". Such a teaching contributes to interaction, which is not sufficient in traditional classrooms most of the time. It gives the geographically separated students the opportunity of exchanging ideas and information, collaborative learning,…
Ruys, Ilse; Van Keer, Hilde; Aelterman, Antonia
Despite the research evidence on the effectiveness of collaborative learning (CL), the implementation of this teaching strategy has not yet found a profound place in teaching practice. As a consequence, several studies have investigated teachers' motives regarding and experiences with the use of CL. Most of these studies concern however senior…
Sondergaard, Harald; Mulder, Raoul A.
We examine student peer review, with an emphasis on formative practice and collaborative learning, rather than peer grading. Opportunities to engage students in such formative peer assessment are growing, as a range of online tools become available to manage and simplify the process of administering student peer review. We consider whether…
Burley, Suzanne; Pomphrey, Cathy
Can mentoring and coaching really improve professional practice? How can research and inquiry improve mentoring and coaching practice? "Mentoring and Coaching in Schools" explores the ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning. It demonstrates how the use of practitioner…
Waugh, Michael L.; Su, Jian
This paper shares the perceptions of a group of 11 successful online students regarding the value of the collaborative learning community that developed as part of their participation in the first cohort of the WebIT online Master of Science Degree in Instructional Technology program, at The University of Tennessee at Knoxville during 2008-2010.…
Duff, Melissa C.; Hengst, Julie A.; Tranel, Daniel; Cohen, Neal J.
In previous work we reported robust collaborative learning for referential labels in patients with hippocampal amnesia, resulting in increasingly rapid and economical communication or "common ground" with their partners [Duff, M. C., Hengst, J., Tranel, D., & Cohen, N. J. (2006). "Development of shared information in communication despite…
Shahamat, Ailar; Mede, Enisa
This study investigated the effectiveness of integrating collaborative learning in Turkish elementary (primary) classrooms where English is acquired as a foreign language. Specifically, it aimed at shedding light on how the participating students and teachers perceive such language classes, what are the effects of integrating this particular…
Boticki, I.; Wong, Lung Hsiang; Looi, Chee-Kit
This paper describes the design of a technology platform for supporting content-independent collaborative mobile learning in the classroom. The technical architecture provides mechanisms for assigning different content or materials to students and then guiding them to form groups with other students in which the combination and integration of…
Attwood, Polly F.
In this article the author examines the experiences of eight teacher educators within a collaborative teaching community as they learned to meet the unique challenges of teaching antiracist content. Such spaces can be powerful places of mentoring and retreat that sustain the legacy of critical multicultural education, yet they remain…
Bernard, Robert M.; Rubalcava, Beatriz Rojo de; St-Pierre, Denise
Provides an overview of issues relating to practice and research regarding collaborative online learning in distance education. Topics include traditional problems of distance education; instructional design issues, including course preparation, social climate and sense of community, instructor's role, and the effective use of technology; and…
This research was designed to enhance dance technique learning by promoting critical thinking amongst students studying on a degree programme at the University of Wales Institute, Cardiff. Students were taught Cunningham-based dance technique using pair work together with the traditional demonstration/copying method. To evaluate the study,…
DeLathouwer, Erin; Roy, Wendy; Martin, Ann; Liska, Jasmine
A problem common to university faculty and students is an implicit sense of inadequacy regarding institutional hierarchies and disciplinary boundaries. Through a focus on multidisciplinarity, learning communities enable members to navigate multiple points of view within, between, and beyond apparent institutional boundaries. After having led a…
Robbins, Mary E.; And Others
A study examined how teacher educators' goals, objectives, and class procedures were affected by using portfolios to promote critical thinking about teaching and learning, and how these instructional decisions were mediated and negotiated by the socio-professional context. Six teacher educators implementing a pilot portfolio program recorded their…
Rezaei, Ali R.
This quasi-experimental study reports on the effectiveness of three assessment strategies for students' performance. The primary goal was to determine whether there are any improvements in students' conceptual learning when a frequent (weekly) quiz is used for grading purposes compared to using midterm and final examinations only. Another goal was…
Seufert, Sabine; Seufert, Andreas
Confronted with the pressure of a rapidly changing environment, organizations demand new skills and capabilities of future managers. These demands and the findings of learning theory necessitate a corresponding change in education of tomorrow's managers. Future management education requires a balance between the imparting of knowledge to the…
Natho, N.; Knipping, L.; Pfeiffer, O.; Schroder, C.; Zorn, E.; Jeschke, S.
In this paper, we present the course called "New Media in Education and Research", which employs a blended learning approach. This course is a part of a new bachelor's programme "Natural Sciences in the Information Society" that is in place in TU Berlin. The main goal of this course is to provide the students with the…
Hilvano, Nestor T.; Mathis, Karen M.; Schauer, Daniel P.
Engaging students in discussion and creating high impact teaching and learning practices are a challenge in every classroom. Small group discussion and poster presentations were used to solve case-based problems to highlight issues for the learner and to allow each student to demonstrate understanding and application of theory to real life…
Silva, Janice; Contreras, Kathia
In 2008-09, Colegio Ingles had a watershed year in terms of teachers learning to enhance one another's skills. Beneath a deceptively congenial surface, teachers at this Mexican preK-9th grade school were avoiding professional confrontations and rarely observed one another's classes or shared teaching solutions and innovations. That same year, the…
van der Meij, Hans; Albers, Eefje; Leemkuil, Henny
This paper examines whether people benefit more from playing a commercial off-the-shelf game in pairs rather than in solitary mode. The basic idea behind this didactic method is that there is a serious risk that solitary game play yields insufficient articulation and explanation for learning to take place. Participants in the experimental…
Kitchen, Margaret; Gray, Susan; Jeurissen, Maree
This article draws on data from three multicultural New Zealand primary schools to reconceptualize principals' roles as leaders for learning. In doing so, the writers build on Sinnema and Robinson's (2012) article on goal setting in principal evaluation. Sinnema and Robinson found that even principals hand-picked for their experience fell short on…
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
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
This pilot study was designed to explore EFL teachers' and students' online interaction during wiki based collaborative writing activities. It aims to explore the collaborative behaviours that students engaged in and to what extent the teachers' intervention can promote students' collaboration. The study has a multiple qualitative case study…
Heldens, Henderijn; Bakx, Anouke; den Brok, Perry
Teacher educators' collaboration plays an important role in the improvement of teacher education. Many studies in educational research focus on collaboration from 1 particular perspective. A focus on 2 perspectives, a qualitative (focusing on collaborative activities) as well as a quantitative (focusing on relations) perspective, and relating both…
A first-year course in the computer-based educational media design curriculum at the University of Twente (Netherlands) uses the World Wide Web as an integrated course environment; collaborative group-based learning is the basis of the instruction. The Web is used to make evaluation-oriented activities part of the ongoing student experience.…
Kelly, Millicent J.
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…
Coll, Cesar; Rochera, Maria Jose; de Gispert, Ines; Diaz-Barriga, Frida
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…
West, Elizabeth A.; Jones, Phyllis; Chambers, Dianne; Whitehurst, Teresa
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…
Jones, Elizabeth A.
Classroom experiences influence a diverse array of student outcomes, such as academic and cognitive development, interpersonal skills, and the amount of time students engage in academic activities. Collaborative learning is an important pedagogy that is particularly meaningful for graduate students, who are often adults returning to college. This…
Linder, Ute; Rochon, Rebecca
Explores challenges that the design and realization of Web-based collaborative learning activities present for authors, tutors, and students, and suggests how quality can be assured. Describes a pilot study at a German vocational institution in a business English class that used a chat tool as computer mediated communication. (Author/LRW)
Chen, Sherry Y.; Chang, Li-Ping
Both individual learning (IL) and collaborative learning (CL) provide students with different benefits. However, previous research indicates that cognitive styles affect students' learning preferences. Thus, it is necessary to examine how cognitive styles influence students' reactions to IL and CL. Among various cognitive styles, Pask's…
Li, Kai Ming
This paper reports the results of an attempt to integrate a collaborative technology, Wiki, into learning within a course in a teacher education programme based on social constructivist learning theory. The current study aimed to explore student-teacher acceptance of the proposed pedagogy and to identify specific learning style preferences that…
Yadin, Aharon; Or-Bach, Rachel
In this paper we describe an instructional tactic of individually assigned homework that promotes and strengthens individual learning processes. We claim that current emphasis on the benefits of collaborative learning belittles the importance of individual learning processes and reduces the opportunities to require and assess individual learning…
Shek, Daniel T L; Shek, Moses M W
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.
Berry, Lemuel, Jr.
Collaborative learning may be an approach to for a liberal arts college program to help improve the retention of minority students. The importance of collaborative learning can be seen in the power of collaborative action in the Civil Rights Movement and the Women's Rights Movement. In a collaborative experience the teacher acts as a facilitator…
Rose, Carolyn; Wang, Yi-Chia; Cui, Yue; Arguello, Jaime; Stegmann, Karsten; Weinberger, Armin; Fischer, Frank
In this article we describe the emerging area of text classification research focused on the problem of collaborative learning process analysis both from a broad perspective and more specifically in terms of a publicly available tool set called TagHelper tools. Analyzing the variety of pedagogically valuable facets of learners' interactions is a…
Ucan, Serkan; Webb, Mary
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
Jung, Insung; Kudo, Masayuki; Choi, Sook-Kyoung
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…
van der Meij, Marjoleine G.; Kupper, Frank; Beers, Pieter J.; Broerse, Jacqueline E. W.
E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach "TransLearning" by investigation into how its storytelling e-tool supported informal vicarious…
Mansouri, Kamel; Abdelaziz, Ahmed; Rybacka, Aleksandra; Roncaglioni, Alessandra; Tropsha, Alexander; Varnek, Alexandre; Zakharov, Alexey; Worth, Andrew; Richard, Ann M.; Grulke, Christopher M.; Trisciuzzi, Daniela; Fourches, Denis; Horvath, Dragos; Benfenati, Emilio; Muratov, Eugene; Wedebye, Eva Bay; Grisoni, Francesca; Mangiatordi, Giuseppe F.; Incisivo, Giuseppina M.; Hong, Huixiao; Ng, Hui W.; Tetko, Igor V.; Balabin, Ilya; Kancherla, Jayaram; Shen, Jie; Burton, Julien; Nicklaus, Marc; Cassotti, Matteo; Nikolov, Nikolai G.; Nicolotti, Orazio; Andersson, Patrik L.; Zang, Qingda; Politi, Regina; Beger, Richard D.; Todeschini, Roberto; Huang, Ruili; Farag, Sherif; Rosenberg, Sine A.; Slavov, Svetoslav; Hu, Xin; Judson, Richard S.
Background: Humans are exposed to thousands of man-made chemicals in the environment. Some chemicals mimic natural endocrine hormones and, thus, have the potential to be endocrine disruptors. Most of these chemicals have never been tested for their ability to interact with the estrogen receptor (ER). Risk assessors need tools to prioritize chemicals for evaluation in costly in vivo tests, for instance, within the U.S. EPA Endocrine Disruptor Screening Program. Objectives: We describe a large-scale modeling project called CERAPP (Collaborative Estrogen Receptor Activity Prediction Project) and demonstrate the efficacy of using predictive computational models trained on high-throughput screening data to evaluate thousands of chemicals for ER-related activity and prioritize them for further testing. Methods: CERAPP combined multiple models developed in collaboration with 17 groups in the United States and Europe to predict ER activity of a common set of 32,464 chemical structures. Quantitative structure–activity relationship models and docking approaches were employed, mostly using a common training set of 1,677 chemical structures provided by the U.S. EPA, to build a total of 40 categorical and 8 continuous models for binding, agonist, and antagonist ER activity. All predictions were evaluated on a set of 7,522 chemicals curated from the literature. To overcome the limitations of single models, a consensus was built by weighting models on scores based on their evaluated accuracies. Results: Individual model scores ranged from 0.69 to 0.85, showing high prediction reliabilities. Out of the 32,464 chemicals, the consensus model predicted 4,001 chemicals (12.3%) as high priority actives and 6,742 potential actives (20.8%) to be considered for further testing. Conclusion: This project demonstrated the possibility to screen large libraries of chemicals using a consensus of different in silico approaches. This concept will be applied in future projects related to other
The time-honored conventional lecture (``teaching by telling'') has been shown to be an ineffective mode of instruction for science classes. In these cases, where the enhancement of critical thinking skills and the development of problem-solving abilities are emphasized, collaborative group learning environments have proven to be far more effective. In addition, students naturally improve their teamwork skills through the close interaction they have with their group members. Early work on the Studio Physics model at Rensselaer Polytechnic Institute in the mid-1990's was extended to large classes via the SCALE-UP model pioneered at North Carolina State University a few years later. In SCALE-UP, students sit at large round tables in three groups of three --- in this configuration, they carry out a variety of pencil/paper exercises (ponderables) using small whiteboards and perform hands-on activities like demos and labs (tangibles) throughout the class period. They also work on computer simulations using a shared laptop for each group of three. Formal lecture is reduced to a minimal level and the instructor serves more as a ``coach'' to facilitate the academic ``drills'' that the students are working on. Since its inception in 1997, the SCALE-UP pedagogical approach has been adopted by over 100 institutions across the country and about 20 more around the world. In this talk, I will present an overview of the SCALE-UP concept and I will outline the details of its deployment at George Washington University over the past 4 years. I will also discuss empirical data from assessments given to the SCALE-UP collaborative classes and the regular lecture classes at GWU in order to make a comparative study of the effectiveness of the two methodologies.
Carr, Rodney; Palmer, Stuart; Hagel, Pauline
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…
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…
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…
Wang, C. Y. Janey; Resta, Paul E.; Miller, Phyllis
This paper describes a constructivist and collaborative approach to transforming a traditional face-to-face on-campus course into an entirely Web-based course. The major objectives of this computer-supported collaborative learning (CSCL) course are for students to experience, learn and design online collaborative learning. This paper is based on…
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…
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…
Brandler, Brian J.; Peynircioglu, Zehra F.
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…
the instructor in such approaches, and the increasing importance of learner-centered approaches to instruction. Appropriate quantitative and qualitative ... research methodologies are then described. A summary of relevant findings on collaborative tools, individual differences, and learning communities is
Ertesvåg, Sigrun K.
Despite the strong interest in research about collaboration among teachers, there are few longitudinal studies that have investigated improvements in collaborative activity among teachers through school-wide interventions. Drawing on data from a larger study, this article describes improvements in collaborative activity among 900 teachers at 28…
This study (n = 52) examined mobile assisted in-class course using collaborative learning theories over an 18-week semester in a college level course. A self-evaluation survey containing 50 closed-ended items with two open-ended questions about participants' collaboration experience through the mobile techs was conducted during the last week of…
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.
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…
Kanenaga, Masahiko; Suzuki, Masaru; Abe, Kohji; Nakamura, Jin; Takada, Tohru; Kokubo, Nobuhito; Fuseya, Yuki
In 2010, the University of Electro-Communications (UEC) reconstructed the freshmen's curriculum in which all students learn the same contents of introductory physics and take the examination at same time. We had constructed Collaborative Education in order to support the students who had a various learning history in high school and the teachers who had not been experts in physics education. In this article, we show the result of Collaborative Education in UEC and its improvement strategy.
Bower, Matt; Kenney, Jacqueline; Dalgarno, Barney; Lee, Mark J. W.; Kennedy, Gregor E.
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…
Critics of collaborative learning such as Greg Myers argue that educators might let their enthusiasm for collaborative learning lead them to accepting social construction of knowledge as a good thing in itself. It is important, however, to distinguish between the use of specific collaborative learning activities--such as peer response groups or…
Building flexible and responsive processing and delivery systems is key to getting EO information used by researchers, policy agents and the public. There are typically three distinct processes we tackle to get product uptake: undertake research, operationalise the validated research, and deliver information and garner feedback in an appropriate way. In many cases however, the gaps between these process elements are large and lead to poor outcomes. Good research may be "lost" and not adopted, there may be resistance to uptake by government or NGOs of significantly better operational products based on EO data, and lack of accessibility means that there is no use of interactive science outputs to improve cross disciplinary science or to start a dialog with citizens. So one of the the most important tasks, if we wish to have broad uptake of EO information and accelerate further research, is to link these processes together in a formal but flexible way. One of the ways to operationalize research output is by building a platform that can take research code and scale it across much larger areas. In remote sensing, this is typically a system that has access to current and historical corrected imagery with a processing pipeline built over the top. To reduce the demand on high level scientific programmers and allowing cross disciplinary researchers to hack and play and refine, this pipeline needs to be easy to use, collaborative and link to existing tools to encourage code experimentation and reuse. It is also critical to have efficient, tight integration with information delivery and extension components so that the science relevant to your user is available quickly and efficiently. The rapid expansion of open data licensing has helped this process, but building top-down web portals and tools without flexibility and regard for end user needs has limited the use of EO information in many areas. This research reports on the operalization of a scale independent time series
Elksnin, L K
Fueled by educational reforms such as the Regular Education Initiative, the inclusion movement, and Goals 2000, speech and language pathologists (SLPs) have explored the use of collaborative consultation in providing integrated service delivery. The implications of classroom-based services are discussed, along with models that have been adopted by SLPs, learning disabilities specialists (LDSs), and classroom teachers. The characteristics of students served, and the areas of speech and language (i.e., language, articulation, fluency, voice) targeted in the classroom, are reviewed. Ways in which SLPs, LDSs, and classroom teachers can collaborate, including collaborative assessment; Individualized Education Program development; teaching listening, speaking, reading, and writing skills; and teaching students the language of the classroom, are described.
Bardeen, Marjorie; Gilbert, Eric; Jordan, Thomas; Nepywoda, Paul; Quigg, Elizabeth; Wilde, Mike; Zhao, Yong; /Chicago U.
We describe a case study that uses grid computing techniques to support the collaborative learning of high school students investigating cosmic rays. Students gather and upload science data to our e-Lab portal. They explore those data using techniques from the GriPhyN collaboration. These techniques include virtual data transformations, workflows, metadata cataloging and indexing, data product provenance and persistence, as well as job planners. Students use web browsers and a custom interface that extends the GriPhyN Chiron portal to perform all of these tasks. They share results in the form of online posters and ask each other questions in this asynchronous environment. Students can discover and extend the research of other students, modeling the processes of modern large-scale scientific collaborations. Also, the e-Lab portal provides tools for teachers to guide student work throughout an investigation.
RIVAZ, MOZHGAN; MOMENNASAB, MARZIEH; SHOKROLLAHI, PAYMANEH
Introduction 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. Methods 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. Results 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). Conclusion 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. PMID:26457315
Moskal, Barbara M.; Wright, Lyndsey; Taylor, P. C.
Researchers have found that children with dyslexia reason differently with respect to language from those who do not have dyslexia. Dyslexic students' brains work differently than do students without dyslexia. Some researchers speculate that these differences provide dyslexic students with an advantage in science. The presentation will describe an outreach activity which developed and delivered instructional modules in physics to students in grades kindergarten through sixth. These modules were tested on thirty students who attended a summer camp designed for students who have been diagnosed with dyslexia. Eighty percent of students who have learning disabilities have dyslexia. Many of the students who attended this camp have experienced repeated failure in the traditional school system, which emphasizes literacy with little attention to science. A number of science and engineering professors collaborated with this camp to build instructional modules that were delivered one hour per day, during two weeks of this five week summer camp (ten hours of hands-on physics instruction). Both quantitative and qualitative data were collected with respect to the impact that this camp had on students' understanding and interests in science. The results of these efforts will be presented.
Bridge, Pete; Trapp, Jamie V; Kastanis, Lazaros; Pack, Darren; Parker, Jacqui C
A software-based environment was developed to provide practical training in medical radiation principles and safety. The Virtual Radiation Laboratory application allowed students to conduct virtual experiments using simulated diagnostic and radiotherapy X-ray generators. The experiments were designed to teach students about the inverse square law, half value layer and radiation protection measures and utilised genuine clinical and experimental data. Evaluation of the application was conducted in order to ascertain the impact of the software on students' understanding, satisfaction and collaborative learning skills and also to determine potential further improvements to the software and guidelines for its continued use. Feedback was gathered via an anonymous online survey consisting of a mixture of Likert-style questions and short answer open questions. Student feedback was highly positive with 80 % of students reporting increased understanding of radiation protection principles. Furthermore 72 % enjoyed using the software and 87 % of students felt that the project facilitated collaboration within small groups. The main themes arising in the qualitative feedback comments related to efficiency and effectiveness of teaching, safety of environment, collaboration and realism. Staff and students both report gains in efficiency and effectiveness associated with the virtual experiments. In addition students particularly value the visualisation of "invisible" physical principles and increased opportunity for experimentation and collaborative problem-based learning. Similar ventures will benefit from adopting an approach that allows for individual experimentation while visualizing challenging concepts.
Contreras, Juan; Llamas, Rafael; Vizcaino, Aurora; Vavela, Jesus
Casual encounters in a learning environment are very useful in reinforcing previous knowledge and acquiring new knowledge. Such encounters are very common in traditional learning environments and can be used successfully in social environments in which students can discover and construct knowledge through a process of dialogue, negotiation, or…
Bines, Julie E; Jamieson, Peter
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.
I describe my experiences using Hickman's Interactive Collaborative Electronic Learning Logs teaching HS Physics. ICE Learning Logs are written in student groups to answer questions posed by the instructor, who then in turn responds to each group’s entry before the next class. These logs were used with non-physics majors in both algebra and calculus-based introductory physics courses, and also at the high school level. I found ICE Learning Logs were found to be a clear improvement over traditional student journals. Excerpts from group entries will be presented to demonstrate the group identities that formed as well as the utility of the journals to probe for conceptual understanding. In addition, the ICE Learning Logs served as an excellent resource for students to review before exams and also to examine for critical moments to reflect on in formal essays. Hickman, P. (2000). Assessing student understanding with interactive-electronic-collaborative learning logs. ENC Focus, 7(2), 24-27. Sponsored by the National Science Foundation DUE0302097 and SUNY-Buffalo State Physics
Tompkins, Catherine J; Weinreich, Donna M
This paper describes one outcome of a collaborative teaching and learning partnership between two Universities via a Web-based environment. A description and evaluation of a semester-long project combining students from two different universities is examined. A total of 22 students participated as members of six different virtual health-care teams. Each team was charged with (1) creating a team contract; (2) completing an electronic patient medical record; and (3) a patient care plan. Students posted to discussion threads regularly using learning objects developed by faculty for Virtual AGE (vAGE-Active Gerontology Education). The successes and lessons learned for both students and faculty are discussed.
Hanafi, Hafizul Fahri bin; Soh Said, Che; Hanee Ariffin, Asma; Azlan Zainuddin, Nur; Samsuddin, Khairulanuar
This study was carried out to improve student learning in ICT course using a collaborative mobile augmented reality learning application (CoMARLA). This learning application was developed based on the constructivist framework that would engender collaborative learning environment, in which students could learn collaboratively using their mobile phones. The research design was based on the pretest posttest control group design. The dependent variable was students’ learning performance after learning, and the independent variables were learning method and gender. Students’ learning performance before learning was treated as the covariate. The sample of the study comprised 120 non-IT (non-technical) undergraduates, with the mean age of 19.5. They were randomized into two groups, namely the experimental and control group. The experimental group used CoMARLA to learn one of the topics of the ICT Literacy course, namely Computer System; whereas the control group learned using the conventional approach. The research instrument used was a set of multiple-choice questions pertaining to the above topic. Pretesting was carried out before the learning sessions, and posttesting was performed after 6 hours of learning. Using the SPSS, Analysis of Covariance (ANCOVA) was performed on the data. The analysis showed that there were main effects attributed to the learning method and gender. The experimental group outperformed the control group by almost 9%, and male students outstripped their opposite counterparts by as much as 3%. Furthermore, an interaction effect was also observed showing differential performances of male students based on the learning methods, which did not occur among female students. Hence, the tool can be used to help undergraduates learn with greater efficacy when contextualized in an appropriate setting.
Troussas, Christos; Virvou, Maria; Alepis, Efthimios
This paper proposes a student-oriented approach tailored to effective collaboration between students using mobile phones for language learning within the life cycle of an intelligent tutoring system. For this reason, in this research, a prototype mobile application has been developed for multiple language learning that incorporates intelligence in…
Schechter, Chen; Ganon, Sherry
Purpose: In light of limited sustainability of past collaborative-learning-centered initiatives over time, the purpose of this paper is to explore the determinants considered by both teachers and principals to influence the sustainability of a collective-learning-from-success (CLS) initiative in 12 urban elementary schools.…
Sung, Han-Yu; Hwang, Gwo-Jen
In this study, a collaborative game-based learning environment is developed by integrating a grid-based Mindtool to facilitate the students to share and organize what they have learned during the game-playing process. To evaluate the effectiveness of the proposed approach, an experiment has been conducted in an elementary school natural science…
Harrington, Paula; Gillam, Katy; Andrews, Jane; Day, Christopher
The article reports work over one year by three teachers from the Milton Keynes Primary Schools Learning Network. Their collaborative classroom-focused action research investigated the limits and possibilities of pupils' and teachers' learning through self-evaluation. In phase one the teacher researchers used questionnaires, interviews and…
Hod, Yotam; Ben-Zvi, Dani
This research shows how participants in classroom learning communities (LCs) come to take responsibility over designing their collaborative learning norms. Taking a micro-developmental perspective within a graduate-level course, we examined fine-grained changes in group discourse during a period of rapid change where this responsibility taking…
McKenney, Susan; Boschman, Ferry; Pieters, Jules; Voogt, Joke
The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative…
Yang, Stephen J. H.; Chen, Irene Y. L.; Kinshuk; Chen, Nian-Shing
Virtual learning communities encourage members to learn and contribute knowledge. However, knowledge sharing requires mutual-trust collaboration between learners and the contribution of quality knowledge. This task cannot be accomplished by simply storing learning content in repositories. It requires a mechanism to help learners find relevant…
Goldstein, Jessica; Puntambekar, Sadhana
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.
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.
Gouli, Evangelia; Gogoulou, Agoritsa; Grigoriadou, Maria
Self-, peer-, and collaborative-assessment aim at integrating learning and assessment and promoting the active engagement of learners in the assessment process. This article presents a web-based environment, referred to as PECASSE, which supports these assessment methods. In addition to the basic functions of uploading learners'…
Janssen, Jeroen; Kirschner, Femke; Erkens, Gijsbert; Kirschner, Paul A.; Paas, Fred
Traditional research on collaborative learning employs a "black box" approach that makes it difficult to gain a deeper understanding of the differential effects of collaborative learning. To make the black box transparent, researchers have studied the process of collaboration, in order to establish which interaction features are likely to make…
Cho, H.; Lee, J.-S.; Stefanone, M.; Gay, G.
This study examines the formation and change of collaborative learning social networks in a distributed learning community. A social network perspective is employed to understand how collaborative networks evolved over time when 31 distributed learners collaborated on a design project using a computer-mediated communication system during two…
Lee, Dabae; Huh, Yeol; Reigeluth, Charles M.
This case study was conducted in two high school classrooms that utilized collaborative project-based learning (PBL). Collaboration is an important instructional strategy, especially used in conjunction with PBL, and is an essential learning outcome for the twenty-first century. This study examined how collaboration can be achieved as a learning…
Wardlow, Liane; Harm, Eian
Collaborative learning provides students with vital opportunities to create and build knowledge. Existing technologies can facilitate collaborative learning. However, barriers exist to enacting collaborative practices related to the coverage of material for assessments and classroom management concerns, among others. Teachers can overcome these…
Myers, David E.
States research shows collaboration among schools and external partners enhances student learning under certain conditions. Addresses reservations about collaborating, emerging trends and cautions, an alternative view of collaboration, and the impact of future changes in music education on collaboration. Describes a model music education…
Vogel, Freydis; Kollar, Ingo; Ufer, Stefan; Reichersdorfer, Elisabeth; Reiss, Kristina; Fischer, Frank
Collaboration scripts and heuristic worked examples are effective means to scaffold university freshmen's mathematical argumentation skills. Yet, which collaborative learning processes are responsible for these effects has remained unclear. Learners presumably will gain the most out of collaboration if the collaborators refer to each other's…
Gibson, David; Sherry, Lorraine; Havelock, Bruce
This paper discusses the online Personal Learning Planner (PLP) project underway at the National Institute of Community Innovations (NICI), one of the partners in the Teacher Education Network (TEN), a 2000 PT3 Catalyst grantee. The Web-based PLP provides a standards-linked "portfolio space" for both works in progress and demonstration collections…
Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua
This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.
Michigan Community Coll. Association, Lansing.
This report describes the Michigan Community College Virtual Learning Collaborative (MCCVLC), an innovative educational environment that provides learners access to high-quality courses through a variety of technologies. The following describe the collaborative's guiding principles: (1) faculty and staff at all Michigan community colleges will…
Tatsis, Konstantinos; Dekker, Rijkje
An episode of two students working collaboratively on a mathematical problem is analysed combining two approaches, namely the process model for mathematical level raising and role theory. The process model stresses the importance of key and regulating activities, while role theory deals with the inter- and intrapersonal concerns of the…
International Technology Education Association, Reston, VA.
This guide contains 30 technology learning activities. Activities may contain all or some of the following: an introduction, objectives, materials and equipment, challenges, limitations, notes and investigations, resources and references used, and evaluation ideas. Activity titles are: (1) Occupations in Construction Technology; (2) Designing a…
Roychoudhury, Anita; Roth, Wolff-Michael
The present study provided insights regarding the interactions that take place in collaborative science laboratory and regarding the outcome of such interactions. Science laboratory experiences structured by teachers have been criticized for allowing very little, if any, meaningful learning. However, this study showed that even structured laboratory experiments can provide insightful experience for students when conducted in a group setting that demanded interactive participation from all its members. The findings of the present study underscored the synergistic and supportive nature of collaborative groups. Here, students patiently repeated explanations to support the meaning construction on the part of their slower peers and elaborated their own understanding in the process; groups negotiated the meaning of observations and the corresponding theoretical explanations; students developed and practiced a range of social skills necessary in today’s workplace; and off-task behavior was thwarted by the group members motivated to work toward understanding rather than simply generating answers for task completion. The current findings suggest an increased use of collaborative learning environments for the teaching of science to elementary education majors. Some teachers have already made use of such settings in their laboratory teaching. However, collaborative learning should not be limited to the laboratory only, but be extended to more traditionally structured classes. The effects of such a switch in activity structures, increased quality of peer interaction, mastery of subject matter content, and decreased anxiety levels could well lead to better attitudes toward science among preservice elementary school teachers and eventually among their own students.
Kurniasih, R.; Sujadi, I.; Pramesti, G.
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.
I N S T I T U T E F O R D E F E N S E A N A L Y S E S IDA Document D-3421 Log: H 07-000947 April 2007 Applications of Stochastic Analyses for...Drive, Alexandria, Virginia 22311-1882 • (703) 845-2000. This material may be reproduced by or for the U.S. Government. I N S T I T U T E F O R D... E F E N S E A N A L Y S E S IDA Document D-3421 Applications of Stochastic Analyses for Collaborative Learning and Cognitive Assessment Amy Soller
Marquard, Paul J.
Colleges of engineering are concerned with retention of their undergraduates. Several studies have determined the reasons students leave engineering to major in other disciplines. The list includes poor teaching, a difficult curriculum, and a lack of belonging. This study alters the traditional lecture format of an engineering dynamics class by using a flipped classroom where scheduled class time emphasizes a collaborative learning pedagogy. Material coverage was facilitated with online lectures. After initiating this change, student attitudes and self-efficacy were measured as well as test performance and study time.
Levchuk, Georgiy; Eslami, Mohammed
Many of the real-world problems, - including human knowledge, communication, biological, and cyber network analysis, - deal with data entities for which the essential information is contained in the relations among those entities. Such data must be modeled and analyzed as graphs, with attributes on both objects and relations encode and differentiate their semantics. Traditional data mining algorithms were originally designed for analyzing discrete objects for which a set of features can be defined, and thus cannot be easily adapted to deal with graph data. This gave rise to the relational data mining field of research, of which graph pattern learning is a key sub-domain . In this paper, we describe a model for learning graph patterns in collaborative distributed manner. Distributed pattern learning is challenging due to dependencies between the nodes and relations in the graph, and variability across graph instances. We present three algorithms that trade-off benefits of parallelization and data aggregation, compare their performance to centralized graph learning, and discuss individual benefits and weaknesses of each model. Presented algorithms are designed for linear speedup in distributed computing environments, and learn graph patterns that are both closer to ground truth and provide higher detection rates than centralized mining algorithm.
Although collaborative learning in the traditional classroom has faced criticism and resistance by students and teachers, most studies suggest that if it is implemented and facilitated properly, shared learning through collaboration can be an effective tool in how students learn. However, as more and more classes are being taught online, the…
Curran, Erin; Carlson, Kerri; Celotta, Dayius Turvold
Collaborative and problem-based learning strategies are theorized to be effective methods for strengthening undergraduate science, technology, engineering, and mathematics education. Peer-Led Team Learning (PLTL) is a collaborative learning technique that engages students in problem solving and discussion under the guidance of a trained peer…
Austin, Roger; Smyth, Jane; Rickard, Angela; Quirk-Bolt, Nigel; Metcalfe, Nigel
Research on the place of digital collaborative learning in schools has established its extensive use for the provision of online courses (Stevens, 2007), for learning within schools (Orech, 2009) and as a means of promoting inter-cultural education (Austin, 2006). Given that teachers' understanding and practice in collaborative learning is…
Jarvela, Sanna; Naykki, Piia; Laru, Jari; Luokkanen, Tiina
In our recent research we have explored possibilities to scaffold collaborative learning in higher education with wireless networks and mobile tools. The pedagogical ideas are grounded on concepts of collaborative learning, including the socially shared origin of cognition, as well as self-regulated learning theory. This paper presents our three…
Liaw, Shu-Sheng; Chen, Gwo-Dong; Huang, Hsiu-Mei
The Web-based technology is a potential tool for supported collaborative learning that may enrich learning performance, such as individual knowledge construction or group knowledge sharing. Thus, understanding Web-based collaborative learning for knowledge management is a critical issue. The present study is to investigate learners' attitudes…
This study uses Facebook as a platform and arranges certain learning tasks to identify the feasibility of mobile collaborative learning for pre-service teachers. The pre-service teachers' sense of community and perceptions of collaborative learning are investigated. A total of 153 pre-service teachers volunteered to participate in an Intern Mobile…
Colvin, Joshua A.
The study of transformative learning within collaborative teams was conducted to gain new applicable knowledge used to influence overall school improvement and implementation of professional learning communities. To obtain this new knowledge, the Professional Learning Community Collaborative Team Survey (CTS) was developed and psychometrically…
Winters, Fielding I.; Alexander, Patricia A.
Peer collaboration is a pedagogical method currently used to facilitate learning in classrooms. Similarly, computer-learning environments (CLEs) are often used to promote student learning in science classrooms, in particular. However, students often have difficulty utilizing these environments effectively. Does peer collaboration help students…
Othman, Mahfudzah; Othman, Muhaini
This paper discusses the proposed model of the collaborative virtual learning system for the introductory computer programming course which uses one of the collaborative learning techniques known as the "Think-Pair-Share". The main objective of this study is to design a model for an online learning system that facilitates the…
Mohd Nor, Nor Fariza; Hamat, Afendi; Embi, Mohamed Amin
Asynchronous communication by means of discussion forums plays an essential role in supporting collaborative learning. Online forums allow learners to ask questions, express their thoughts, share resources, and justify their opinions beyond the four walls of the classroom. Proponents of collaborative learning claim that this type of learning can…
Schoor, Cornelia; Narciss, Susanne; Körndle, Hermann
This article reviews the terms and concepts that have been used for describing regulation of learning during cooperative and collaborative learning and suggests differentiating them on the basis of which parts of a regulatory feedback loop model are being shared. During cooperative and collaborative learning, not only self-regulation but also the…
Bergom, Inger; Wright, Mary C.; Brown, Marie Kendall; Brooks, Michael
Much has been written about the benefits of collaborative learning in terms of its impact on interpersonal skills and academic achievement. Many education studies suggest that students learn better when they work interactively with others and that retention of material is improved through collaborative learning. Others explain that the development…
Choi, Hyungshin; Kang, Myunghee
This study determines whether an activity system provides a systematic framework to analyse collaborative group work. Using an activity system as a unit of analysis, the research examined learner behaviours, conflicting factors and facilitating factors while students engaged in collaborative work via asynchronous computer-mediated communication.…
Auerbach, Anna Jo; Schussler, Elisabeth E.
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…
Watts, L A; Monk, A F
An aspect of collaboration described as 'semi-synchronized activity' is discussed as a particular challenge for the task analysis (TA) of collaborative work. TA typically involves the decomposition of work systems into essentially independent component processes between which commodities (information or materials) pass. In collaborative work, people routinely violate the condition of independence by moving seemlessly in and out of synchronization with one another, allowing for both independent and varying levels of conjoint activity. The shift between joint and independent projects is not fixed but managed through more or less explicit awareness of the other people over time. A number of case studies of the effect of communication technologies in telemedical consultation are drawn upon to illustrate the relationship between awareness and synchronization in collaborative work. They show that an analysis of collaborative activity requires a consideration of: (1) the activities constituting work; (2) the interactions between participants required to carry out the activities; (3) who else has access to these activities besides the primary participants in the ongoing work; (4) the contemporaneity of activities; (5) the locations/environments in which the activities are carried out; and (6) the constraints that apply to accessibility and participation within and between these environments. The Comms Usage Diagram is described as a framing notation incorporating these characteristics for a broad, communications-level analysis of collaborative activity. It shows how particular technologies relate to particular phases of work, indexing their effects to collaborative activities in those contexts.
Hall, L. O.; Soderstrom, T.; Ahlqvist, J.; Nilsson, T.
This article is about collaborative learning with educational computer-assisted simulation (ECAS) in health care education. Previous research on training with a radiological virtual reality simulator has indicated positive effects on learning when compared to a more conventional alternative. Drawing upon the field of Computer-Supported…
Meseke, Christopher A.; Nafziger, Rita; Meseke, Jamie K.
Introduction: This study examined the effect of collaborative testing on student learning, attitude toward testing, and course satisfaction at a chiropractic college. Methods: The study compared testing performance between two cohorts of students taking an advanced neuroanatomy course: a control group (n = 78) and an experimental group (n = 80). Scores examined for each cohort included sums of quizzes, examination scores, and a comprehensive final examination. The control cohort completed weekly quizzes as individuals, while the experimental cohort completed the quizzes collaboratively in small groups. Both cohorts completed three unit examinations and the comprehensive final examination as individuals. Additionally, pretest–posttest and delayed posttest scores were examined. Multivariate analysis of variance (MANOVA) and multivariate analysis of covariance (MANCOVA) (including repeated measures MANCOVA) were used for statistical analysis. Results: The experimental cohort scored significantly higher compared to the control cohort on all quizzes (F = 217.761; df = 1,156; p < .05) and overall course grades (F = 16.099; df = 1,156; p < .05). There were no significant differences in either the comprehensive final (posttest) (F = 3.138; df = 1,122; p > .05) or the delayed posttest (taken 5 weeks after the end of the course) (F = 0.431; df = 1,122; p > .05) between the two cohorts. The overall scores for both cohorts on the delayed posttest were significantly lower than the posttest scores (F = 4.660; df = 1,122; p < .05). Conclusions: This project extends previous findings that students using collaborative testing have significantly increased short-term course performance compared with those students using traditional testing. No differences in learning or retention were noted. PMID:20480011
Wei, Fang-Yi Flora
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…
Fairchild, Roseanne Moody
Observing a renewed focus on community engagement as part of our university's strategic plan and the experiential learning partnerships encouraged by the TIGER (Technology and Information Guiding Education Reform) Initiative in health information technology, an academic-practice partnership was initiated between a group of Midwestern rural hospitals and a university's advanced practice nursing students via the graduate online nursing informatics course. Using a service-learning approach, the course features an emphasis on the collaborative design and implementation of student- and healthcare provider team-driven projects to support rural hospital staff and administrators in meeting the broad spectrum of challenges they face every day. The author discusses the adaptable course outline of foundational and service-learning course activities, recent service-learning projects and outcomes, and results of a cumulative 2-year course evaluation by internal/external stakeholders.
Luchoomun, Dharmadeo; McLuckie, Joe; van Wesel, Maarten
This paper presents an innovative approach to e-learning by exploring a number of initiatives where there is a move towards collaborative use of Personal Development Plans (PDPs) integrated with e-portfolios as mechanisms for delivering such plans. It considers whether such a move towards more product orientated assessment might enhance student…
Eisenstadt, Marc, Ed.; Vincent, Tom, Ed.
This book contains a collection of examples of new and effective uses of the World Wide Web in education from the Knowledge Media Institute (KMi) at the Open University (Great Britain). The publication is organized in three main sections--"Learning Media,""Collaboration and Presence," and "Knowledge Systems on the…
Slater, S. J.; Slater, T. F.
Modern science education reform documents propose that the teaching of contemporary students should focus on doing science, rather than simply memorizing science. Duschl, Schweingruber, and Shouse (2007) eloquently argue for four science proficiencies for students. Students should: (i) Know, use, and interpret scientific explanations of the natural world; (ii) Generate and evaluate scientific evidence and explanations; (iii) Understand the nature and development of scientific knowledge; and (iv) Participate productively in scientific practices and discourse. In response, scholars with the CAPER Center for Astronomy & Physics Education Research are creating and field-tested two separate instructional approaches. The first of these is a series of computer-mediated, inquiry learning experiences for non-science majoring undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for instruction. Backwards faded-scaffolding is a strategy where the conventional and rigidly linear scientific method is turned on its head and students are first taught how to create conclusions based on evidence, then how experimental design creates evidence, and only at the end introduces students to the most challenging part of inquiry - inventing scientifically appropriate questions. Planetary science databases and virtual environments used by students to conduct scientific investigations include the NASA and JPL Solar System Simulator and Eyes on the Solar System as well as the USGS Moon and Mars Global GIS Viewers. The second of these is known widely as a Lecture-Tutorial approach. Lecture-Tutorials are self-contained, collaborative group activities. The materials are designed specifically to be easily integrated into the lecture course and directly address the needs of busy and heavily-loaded teaching faculty for effective, student-centered, classroom-ready materials that do not require a drastic course
Cho, Moon-Heum; Lim, Seongmi
Although wikis have been widely adopted to support collaborative writing in undergraduate classrooms, educators remain concerned about the level of student participation. Using regulation theories to design interventions in the form of activities, we examined their effects on collaborative writing on wikis. Results demonstrate that with the…
CHAPMAN,LEON D.; PETERSEN,MARJORIE B.
The Demand Activated Manufacturing Architecture (DAMA) project during the last five years of work with the U.S. Integrated Textile Complex (retail, apparel, textile, and fiber sectors) has developed an inter-enterprise architecture and collaborative model for supply chains. This model will enable improved collaborative business across any supply chain. The DAMA Model for Supply Chain Collaboration is a high-level model for collaboration to achieve Demand Activated Manufacturing. The five major elements of the architecture to support collaboration are (1) activity or process, (2) information, (3) application, (4) data, and (5) infrastructure. These five elements are tied to the application of the DAMA architecture to three phases of collaboration - prepare, pilot, and scale. There are six collaborative activities that may be employed in this model: (1) Develop Business Planning Agreements, (2) Define Products, (3) Forecast and Plan Capacity Commitments, (4) Schedule Product and Product Delivery, (5) Expedite Production and Delivery Exceptions, and (6) Populate Supply Chain Utility. The Supply Chain Utility is a set of applications implemented to support collaborative product definition, forecast visibility, planning, scheduling, and execution. The DAMA architecture and model will be presented along with the process for implementing this DAMA model.
van Schalkwyk, Gertina J.
This chapter explores the background and development of outcomes-based collaborative teaching and learning, and provides guidance for writing learning outcomes and engaging students in the Asian higher education context.
Griffith, Louise Ann
Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary school. A 2-part formative assessment was conducted: an implementation evaluation to determine if PLC practices were in place and an evaluation to determine the PLC's progress towards meeting its goals. The PLC consisted of 6 4th grade and 5th grade teachers working to increase their science content and pedagogical knowledge. The foundation of this PLC was based in 4 areas of educational research and theory: constructivism, social learning, multiple intelligences, and differentiated instruction. Data were collected by means of interviews, participant observation, and analysis of artifacts. Data were then analyzed using an iterative set of phases: data reduction, data display, conclusion drawing and verification. The implementation evaluation showed that the PLC was in the developing stage. The progress evaluation showed that the PLC was making significant progress towards its goals of increased collaboration and pedagogical knowledge, but there was insufficient evidence to determine if participants' science content knowledge improved. An executive summary of the results and recommendations was presented to the stakeholders. The positive social change implications include knowledge useful for educators who are searching for direction in improving the quality of professional development offered to elementary teachers.
Hale, Kenneth M.; Brown, Nicole V.; McAuley, James W.
Objective. To investigate the effect of an interprofessional service-learning course on health professions students’ self-assessment of Interprofessional Education Collaborative (IPEC) competencies. Design. The semester-long elective course consisted of two components: a service component where students provided patient care in an interprofessional student-run free clinic and bi-weekly workshops in which students reflected on their experiences and discussed roles, team dynamics, communication skills, and challenges with underserved patient populations. Assessment. All fifteen students enrolled in the course completed a validated 42-question survey in a retrospective post-then-pre design. The survey instrument assessed IPEC competencies in four domains: Values and Ethics, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. Students’ self-assessment of IPEC competencies significantly improved in all four domains after completion of the course. Conclusion. Completing an interprofessional service-learning course had a positive effect on students’ self-assessment of interprofessional competencies, suggesting service-learning is an effective pedagogical platform for interprofessional education. PMID:27073285
The increasing global cooperation between countries has brought collaboration as a fundamental concern to educators around the world. Recent educational issues and research on collaborative learning have shown the power of collaborative education. How to teach college students the inter-societal skills to resolve tensions and conflicts between the…
Olsen, Jennifer K.; Belenky, Daniel M.; Aleven, Vincent; Rummel, Nikol
Collaborative learning has been shown to be beneficial for older students, but there has not been much research to show if these results transfer to elementary school students. In addition, collaborative and individual modes of instruction may be better for acquiring different types of knowledge. Collaborative Intelligent Tutoring Systems (ITS)…
Raiyn, Jamal; Tilchin, Oleg
The aim of this paper is to present "the three steps method" of the self-formation of collaborative groups in a problem-based learning environment. The self-formation of collaborative groups is based on sharing of accountability among students for solving instructional problems. The steps of the method are planning collaborative problem…
Kim, Hyewon; Lee, MiYoung; Kim, Minjeong
The purpose of this paper was to investigate the effects of mobile instant messaging on collaborative learning processes and outcomes. The collaborative processes were measured in terms of different types of interactions. We measured the outcomes of the collaborations through both the students' taskwork and their teamwork. The collaborative…
Wilt, Barbara C.
Teacher collaboration is a school improvement priority that has the potential to positively impact student learning by building the capacity of teachers. In some states, teacher collaboration is mandated by legislation. The literature indicates that policy-driven collaboration in a top-down approach results in unintentional consequences and…
Allan, John; Lawless, Naomi
On-line collaboration is becoming increasingly common in education and in organisations. It was believed that this could in itself cause stress for collaborators. An analysis of on-line learning diaries, phone interviews and questionnaires indicated that on-line collaboration could cause stress, and this stress was linked to the dependency of the…
Halabisky, Brenda; Humbert, Jennie; Stodel, Emma J; MacDonald, Colla J; Chambers, Larry W; Doucette, Suzanne; Dalziel, William B; Conklin, James
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.
Chen, Ching-Huei; Wang, Kuan-Chieh; Lin, Yu-Hsuan
In this study, we investigated and compared solitary and collaborative modes of game-based learning in promoting students' science learning and motivation. A total of fifty seventh grade students participated in this study. The results showed that students who played in a solitary or collaborative mode demonstrated improvement in learning…
This report describes the current status of international collaboration regarding geologic disposal research in the Used Fuel Disposition (UFD) Campaign. Since 2012, in an effort coordinated by Lawrence Berkeley National Laboratory, UFD has advanced active collaboration with several international geologic disposal programs in Europe and Asia. Such collaboration allows the UFD Campaign to benefit from a deep knowledge base with regards to alternative repository environments developed over decades, and to utilize international investments in research facilities (such as underground research laboratories), saving millions of R&D dollars that have been and are being provided by other countries. To date, UFD’s International Disposal R&D Program has established formal collaboration agreements with five international initiatives and several international partners, and national lab scientists associated with UFD have conducted specific collaborative R&D activities that align well with its R&D priorities.
A set of ten teacher-prepared Learning Activity Packages (LAPs) in beginning algebra and nine in intermediate algebra, these units cover sets, properties of operations, number systems, open expressions, solution sets of equations and inequalities in one and two variables, exponents, factoring and polynomials, relations and functions, radicals,…
Alzahrani, Ibraheem; Woollard, John
This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…
Levinsen, Karin Tweddell
It is often stressed that the pedagogic models and approaches of Collaborative Online Learning support a learner's shared knowledge building within collaborating groups of learners, the individual construction of knowledge and the formation of an ongoing learning Community of Practice. Based on a recent case study of a Danish Master's programme,…
Reilly, Elizabeth A.
Describes in detail the design and implementation of a collaborative learning project in a Constitutional law class, then uses education and social science research to explore how best to create and implement a collaborative learning project. Relates the research to the experience of the class project. (EV)
Aguirre, Sandra; Quemada, Juan
This paper introduces a theoretical model for developing integrated degree programmes through e-learning systems as stipulated by a collaboration agreement signed by two universities. We have analysed several collaboration agreements between universities at the national, European, and transatlantic level as well as various e-learning frameworks. A…
Tremblay, Marie-Claude; Richard, Lucie; Brousselle, Astrid; Chiocchio, François; Beaudet, Nicole
The health promotion laboratory (HPL-Canada) is a public health professional development program building on a collaborative learning approach in order to support long-term practice change in local health services teams. This study aims to analyse the collaborative learning processes of two teams involved in the program during the first year of…
In this study, the effects of teacher assistants' collaborative learning and learners' self-assessment on self-regulation and academic achievement at high levels have been investigated. Collaborative learning teaching method (Jigsaw and teacher assistant) is used for one group and the other group had also the same as well as learners'…
Zamani-Miandashti, Naser; Ataei, Pouria
Interaction is a major success factor that affects collaborative learning. This study examined the perceptions of college students about short message service (SMS) supported collaborative learning. Seventy-five BSc students from three classes were asked to cooperate on group assignments. The participants used their mobile phones to exchange text…
Orhan, Sevil; Karaman, M. Kemal
Specifically Second Life (SL) among virtual worlds draws attention of researchers to form collaborative learning environments (Sutcliffe & Alrayes, 2012) since it could be used as a rich platform to simulate a real environment containing many collaborative learning characteristics and interaction tools within itself. Five Stage Model (FSM)…
This thesis explores the design and evaluation of a collaborative, inquiry learning Intelligent Tutoring System for ill-defined problem spaces. The common ground in the fields of Artificial Intelligence in Education and Computer-Supported Collaborative Learning is investigated to identify ways in which tutoring systems can employ both automated…
Falk, Audrey; Durington, Matthew; Lankford, Elsa
This article reports on an interdisciplinary collaboration in the context of service-learning. Faculty members from the disciplines of family studies, anthropology, and media production worked collaboratively to develop and implement service-learning projects involving their classes and Sharp-Leadenhall, one of the oldest historically…
The purpose of this study was to develop an instructional theory for using a class wiki to support collaborative learning in higher education. Although wikis have been identified in theory as one of the most powerful emerging technologies to support collaborative learning, challenges have been revealed in a number of studies regarding student…
Over the past few years, asynchronous web-based technologies have been examined for their usefulness in promoting collaborative learning among university students. Variations in implementation of this technology will determine to what extent students' learning is actually collaborative. This article discusses curricular adaptations made in the…
Prata, David Nadler; Baker, Ryan S. J. d.; Costa, Evandro d. B.; Rose, Carolyn P.; Cui, Yue; de Carvalho, Adriana M. J. B.
This paper presents a model which can automatically detect a variety of student speech acts as students collaborate within a computer supported collaborative learning environment. In addition, an analysis is presented which gives substantial insight as to how students' learning is associated with students' speech acts, knowledge that will…
Turnbull, Morag; Littlejohn, Allison; Allan, Malcolm
Interest in the use of collaborative learning strategies in higher education is growing as educators seek better ways to prepare students for the workplace. In design education, teamwork and creativity are particularly valued; successful collaborative learning depends on knowledge sharing between students, and there is increasing recognition that…
Zheng, Lanqin; Huang, Ronghuai; Hwang, Gwo-Jen; Yang, Kaicheng
The purpose of this study is to quantitatively measure the level of knowledge elaboration and explore the relationships between prior knowledge of a group, group performance, and knowledge elaboration in collaborative learning. Two experiments were conducted to investigate the level of knowledge elaboration. The collaborative learning objective in…
Manathunga, Kalpani; Hernández-Leo, Davinia
There is a growing interest in understanding to what extent innovative educational technologies can be used to support massive courses. Collaboration is one of the main desired elements in massive learning actions involving large communities of participants. Accumulated research in collaborative learning technologies has proposed and evaluated…
Kaendler, Celia; Wiedmann, Michael; Rummel, Nikol; Spada, Hans
This article describes teacher competencies for implementing collaborative learning in the classroom. Research has shown that the effectiveness of collaborative learning largely depends on the quality of student interaction. We therefore focus on what a "teacher" can do to foster student interaction. First, we present a framework that…
Discussion of computer-supported collaborative learning (CSCL) focuses on the way in which current instructional design theories can be used to design collaborative learning environments in primary and secondary schools. Highlights include definitions of CSCL; CSCL research, including cognitive approach, systems design, and curricular…
Palomo-Duarte, Manuel; Dodero, Juan Manuel; Medina-Bulo, Inmaculada; Rodríguez-Posada, Emilio J.; Ruiz-Rube, Iván
The widespread adoption of computers and Internet in our life has reached the classrooms, where computer-supported collaborative learning (CSCL) based on wikis offers new ways of collaboration and encourages student participation. When the number of contributions from students increases, traditional assessment procedures of e-learning settings…
Wikis are believed to be a powerful tool assisting the development of constructivist learning environments, as their very nature supports collaboration. However, not much research has been done into the types of collaborative interaction that take place in wikis when used for learning. The main purpose of this study is to explore the factors that…
Ciampa, Katia; Gallagher, Tiffany L.
Blogging has been recommended as a suitable tool for teacher professional learning due to its associated utility in collaborative learning, reflection, communication, and social support. In this study, blogging was incorporated into a collaborative inquiry project involving elementary and secondary teachers. In examining the frequency and nature…
Zatarain-Cabada, Ramón; Barrón-Estrada, M. Lucia; Zepeda-Sánchez, Leopoldo; Sandoval, Guillermo; Osorio-Velazquez, J. Moises; Urias-Barrientos, J. E.
The identification of the best learning style in an Intelligent Tutoring System must be considered essential as part of the success in the teaching process. In many implementations of automatic classifiers finding the right student learning style represents the hardest assignment. The reason is that most of the techniques work using expert groups or a set of questionnaires which define how the learning styles are assigned to students. This paper presents a novel approach for automatic learning styles classification using a Kohonen network. The approach is used by an author tool for building Intelligent Tutoring Systems running under a Web 2.0 collaborative learning platform. The tutoring systems together with the neural network can also be exported to mobile devices. We present different results to the approach working under the author tool.
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…
In this "Struggling Readers" department, the author describes a collaborative lesson--a professional development strategy adapted from Reading Recovery. Collaborative lessons involve a small group of educators who collaborate to help a student who is struggling with reading. While collaborative lessons were initially designed by Reading Recovery…
Turner, Maryalice B.
This observational study explored the connections between collaborative teacher learning communities as related to teacher efficacy in the largest high schools in Ohio. These communities are typically called Small Learning Communities and Professional Learning Communities. Small Learning Communities are usually created with academic content area…
Dees, Dianne; Mayer, Alisande; Morin, Heather; Willis, Elaine
Librarians promote student learning through technology, literacy, and collaboration with teachers. Each element provides ample opportunities to offer leadership and to learn as a member of the learning community. The librarian demonstrates leadership within the professional learning community (PLC) by providing professional development for…
LUCIANO, CARL S.; YOUNG, MATTHEW W.; PATTERSON, ROBIN R.
Although bacteriophage provided a useful model system for the development of molecular biology, its simplicity, accessibility, and familiarity have not been fully exploited in the classroom. We describe a student-centered laboratory course in which student teams selected phage from sewage samples and characterized the phage in a semester-long project that modeled real-life scientific research. The course used an instructional approach that included active learning, collaboration, and learning by inquiry. Cooperative student teams had primary responsibility for organizing the content of the course, writing to learn using a journal article format, involving the entire group in shared laboratory responsibilities, and applying knowledge to the choice of new experiments. The results of student evaluations indicated a high level of satisfaction with the course. Our positive experience with this course suggests that phage provides an attractive model system for an active-learning classroom. PMID:23653543
Niemela, Joseph J.
Active learning in optics and photonics (ALOP) is a program of the International Basic Sciences Program at UNESCO, in collaboration with the Abdus Salam International Centre for Theoretical Physics (ICTP) and supported by SPIE, which is designed to help teachers in the developing world attract and retain students in the physical sciences. Using optics and photonics, it naturally attracts the interest of students and can be implemented using relatively low cost technologies, so that it can be more easily reproduced locally. The active learning methodology is student-centered, meaning the teachers give up the role of lecturer in favor of guiding and facilitating a learning process in which students engage in hands-on activities and active peer-peer discussions, and is shown to effectively enhance basic conceptual understanding of physics.
Winters, A. Fielding Ince
Peer collaboration and questioning are two pedagogical methods currently used under the assumption that they facilitate conceptual understanding in science classrooms. However, the literature on peer collaboration reveals many contextual factors that influence the success of peer learning, particularly for ill-structured tasks, and little research has been conducted on whether or how questions help students learn about complex science topics. This study investigated the impact of peer collaboration and reasoning questions on high-school students' (N = 133) conceptual-knowledge learning, through analysis of their regulatory learning processes as they studied the circulatory system using a hypermedia encyclopedia. Outcome variables were a measure of students' conceptual knowledge learning (pretest to posttest) and peers' collaborative discourse, which was collected via audiotape during the learning session. Data analysis consisted of quantitative analyses of variance of students' conceptual knowledge learning in peer and questioning conditions, and qualitative analysis of students' collaborative regulatory discourse. Results revealed variable approaches to collaboration and the task and variable success at conceptual-knowledge learning across pairs. Successful peer learners employed a variety of regulatory behaviors such as taking notes and summarizing to a greater degree than unsuccessful collaborating students, who tended to spend a large proportion of their time off-task. Students who answered an inferential reasoning question spent much of their time looking for a verbatim answer from the environment, often to the detriment of their learning. The results of this study reveal a number of factors that may be related to the success of collaboration and question-answering, including an accurate perception of the task goal; enough relevant prior knowledge about the topic to use a non-linear hypermedia environment effectively; and enough time to collaborate and learn
Arsov, Nino; Pavlovski, Martin; Basnarkov, Lasko; Kocarev, Ljupco
Ensemble generation is a natural and convenient way of achieving better generalization performance of learning algorithms by gathering their predictive capabilities. Here, we nurture the idea of ensemble-based learning by combining bagging and boosting for the purpose of binary classification. Since the former improves stability through variance reduction, while the latter ameliorates overfitting, the outcome of a multi-model that combines both strives toward a comprehensive net-balancing of the bias-variance trade-off. To further improve this, we alter the bagged-boosting scheme by introducing collaboration between the multi-model’s constituent learners at various levels. This novel stability-guided classification scheme is delivered in two flavours: during or after the boosting process. Applied among a crowd of Gentle Boost ensembles, the ability of the two suggested algorithms to generalize is inspected by comparing them against Subbagging and Gentle Boost on various real-world datasets. In both cases, our models obtained a 40% generalization error decrease. But their true ability to capture details in data was revealed through their application for protein detection in texture analysis of gel electrophoresis images. They achieve improved performance of approximately 0.9773 AUROC when compared to the AUROC of 0.9574 obtained by an SVM based on recursive feature elimination. PMID:28304378
Arsov, Nino; Pavlovski, Martin; Basnarkov, Lasko; Kocarev, Ljupco
Ensemble generation is a natural and convenient way of achieving better generalization performance of learning algorithms by gathering their predictive capabilities. Here, we nurture the idea of ensemble-based learning by combining bagging and boosting for the purpose of binary classification. Since the former improves stability through variance reduction, while the latter ameliorates overfitting, the outcome of a multi-model that combines both strives toward a comprehensive net-balancing of the bias-variance trade-off. To further improve this, we alter the bagged-boosting scheme by introducing collaboration between the multi-model’s constituent learners at various levels. This novel stability-guided classification scheme is delivered in two flavours: during or after the boosting process. Applied among a crowd of Gentle Boost ensembles, the ability of the two suggested algorithms to generalize is inspected by comparing them against Subbagging and Gentle Boost on various real-world datasets. In both cases, our models obtained a 40% generalization error decrease. But their true ability to capture details in data was revealed through their application for protein detection in texture analysis of gel electrophoresis images. They achieve improved performance of approximately 0.9773 AUROC when compared to the AUROC of 0.9574 obtained by an SVM based on recursive feature elimination.
MURAMATSU, NAOKO; MADRIGAL, JESSICA; BERBAUM, MICHAEL L.; HENDERSON, VIDA A.; JURIVICH, DONALD A.; ZANONI, JOSEPH; MARQUEZ, DAVID X.; MADRID, KATYA CRUZ
Changes in health care provide unprecedented opportunities for collaboration across research, education, and practice for the common goal of enhancing the well-being of older adults and their caregivers. This article describes how a pilot project, “Promoting Seniors’ Health with Home Care Aides,” has synergistic education, research and practice effects that enhance individual and organizational capacities. This pilot is an innovative partnership with home care aides to deliver a safe physical activity program appropriate for frail seniors in a real-life public home care program. The intervention and research occur in older adults’ homes and thus provide rare opportunities for the research team and partners to learn from each other about dynamics of home care in older adults’ life contexts. Co-learning is essential for continuous quality improvement in education, research and practice. We propose to establish “Teaching Home Care” to ensure ongoing co-learning in gerontology and geriatrics. PMID:25671492
Muramatsu, Naoko; Madrigal, Jessica; Berbaum, Michael L; Henderson, Vida A; Jurivich, Donald A; Zanoni, Joseph; Marquez, David X; Cruz Madrid, Katya
Changes in health care provide unprecedented opportunities for collaboration across research, education, and practice for the common goal of enhancing the well-being of older adults and their caregivers. This article describes how a pilot project, Promoting Seniors' Health with Home Care Aides, has synergistic education, research, and practice effects that enhance individual and organizational capacities. This pilot is an innovative partnership with home care aides to deliver a safe physical activity program appropriate for frail seniors in a real-life public home care program. The intervention and research occur in older adults' homes and thus provide rare opportunities for the research team and partners to learn from each other about dynamics of home care in older adults' life contexts. Co-learning is essential for continuous quality improvement in education, research and practice. The authors propose to establish "teaching home care" to ensure ongoing co-learning in gerontology and geriatrics.
Sirinides, Phil; Fink, Ryan; DuBois, Tesla
As states, cities, and communities take a more active role in ensuring that all children have access to high quality experiences and opportunities to learn, many are looking to museums and libraries as part of the early childhood education system. Museums and libraries can play a critical role in these efforts, and there is clear momentum and…
Psimas, Lynnae L.
The current study explored the collaborative processes present in a collaboration between an urban university in the Southeast United States, a state-funded educational support agency, and several urban and suburban school districts served by the state agency. To obtain a comprehensive understanding of the collaboration and relevant practices,…
Mitnik, Ruben; Nussbaum, Miguel; Recabarren, Matias
Cognition, faculty related to perception, imagination, memory, and problem solving, refers to internal mental processes through which sensorial input is acquired, elaborated, used, and stored. One of its importances relies on the fact that it affects in a direct way the learning potential. It has been shown that, even thou cognitive processes…
In this online collaborative activity, adapted from a face-to-face tutorial activity, students each provided data and suggestions about its interpretation, by contributing to a series of wiki pages. They undertook an assessment question based on interpretation and implications of their findings. The activity involved probing questions inviting…
Lin, C-Y.; Reigeluth, C. M.
While educators value wikis' potential, wikis may fail to support collaborative constructive learning without careful scaffolding. This article proposes literature-based instructional methods, revised based on two expert instructors' input, presents the collected empirical evidence on the effects of these methods and proposes directions for future…
Lawrie, Gwendolyn Angela; Grøndahl, Lisbeth; Boman, Simon; Andrews, Trish
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.