The Dynamics of Non-Convergent Learning with a Conflicting Other: Internally Persuasive Discourse as a Framework for Articulating Successful Collaborative Learning

ERIC Educational Resources Information Center

Kolikant, Yifat Ben-David; Pollack, Sarah

2015-01-01

Successful collaborative learning is often conceptualized in terms of convergence, a process through which participants' shared understanding increases. This conceptualization does not capture certain successful collaborative learning processes, especially in the humanities, where multiple perspectives are often celebrated. Such is the context of…

Designing Collaborative Learning Environments Mediated by Computer Conferencing: Issues and Challenges in the Asian Socio-Cultural Context.

ERIC Educational Resources Information Center

Gunawardena, Charlotte N.

1998-01-01

Explores issues related to the design of collaborative-learning environments mediated by computer conferencing from the perspective of challenges faced in the sociocultural context of the Indian sub-continent. Examines the impact of online features on social cohesiveness, group dynamics, interaction, communication anxiety, and participation.…

Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups

ERIC Educational Resources Information Center

Jarvela, Sanna; Jarvenoja, Hanna

2011-01-01

Background/Context: Most of the earlier empirical findings deal with motivation regulation in individual learning situations. This study identifies higher education students' socially constructed motivation regulation in collaborative learning and stresses that regulation of motivation is crucial in socially self-regulated learning because…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Collaborative Rhetorical Structure: A Discourse Analysis Method for Analyzing Student Collaborative Inquiry via Computer Conferencing

ERIC Educational Resources Information Center

Kou, Xiaojing

2011-01-01

Various formats of online discussion have proven valuable for enhancing learning and collaboration in distance and blended learning contexts. However, despite their capacity to reveal essential processes in collaborative inquiry, current mainstream analytical frameworks, such as the cognitive presence framework (Garrison, Anderson, & Archer,…

Enhancing Socially Shared Regulation in Collaborative Learning Groups: Designing for CSCL Regulation Tools

ERIC Educational Resources Information Center

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

2015-01-01

For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Järvelä and Hadwin ("Educ Psychol" 48(1):25-39, 2013) that successful collaboration in CSCL contexts requires targeted support for promoting individual…

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

ERIC Educational Resources Information Center

Peltonen, Katariina

2015-01-01

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

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

ERIC Educational Resources Information Center

Patterson, Eira Wyn

2018-01-01

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

The Relationships among Group Size, Participation, and Performance of Programming Language Learning Supported with Online Forums

ERIC Educational Resources Information Center

Shaw, Ruey-Shiang

2013-01-01

This study examined the relationships among group size, participation, and learning performance factors when learning a programming language in a computer-supported collaborative learning (CSCL) context. An online forum was used as the CSCL environment for learning the Microsoft ASP.NET programming language. The collaborative-learning experiment…

Teacher Learning in Collaborative Curriculum Design

ERIC Educational Resources Information Center

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

2011-01-01

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

Lives in Context: Facilitating Online, Cross-Course, Collaborative Service Projects

ERIC Educational Resources Information Center

Elwood, Susan A.

2014-01-01

An inquiry-based, cross-course, collaborative structure is being implemented toward a graduate program's goals of using project-based learning as a consistent, core learning experience in each course cycle. This paper focuses upon the course collaborative structure and the two key forms of assessment used in each collaborative cycle: a progressive…

Teachers' Attitudes to and Beliefs about Web-Based Collaborative Learning Environments in the Context of an International Implementation

ERIC Educational Resources Information Center

Kollias, V.; Mamalougos, N.; Vamvakoussi, X.; Lakkala, M.; Vosniadou, S.

2005-01-01

Fifty-six teachers, from four European countries, were interviewed to ascertain their attitudes to and beliefs about the Collaborative Learning Environments (CLEs) which were designed under the Innovative Technologies for Collaborative Learning Project. Their responses were analysed using categories based on a model from cultural-historical…

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

ERIC Educational Resources Information Center

Penman, Christine

2015-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

The Efficacy of Three Learning Methods Collaborative, Context-Based Learning and Traditional, on Learning, Attitude and Behaviour of Undergraduate Nursing Students: Integrating Theory and Practice.

PubMed

Hasanpour-Dehkordi, Ali; Solati, Kamal

2016-04-01

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

Developing Reading Comprehension through Collaborative Learning

ERIC Educational Resources Information Center

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

2014-01-01

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

Culture War in the Collaborative Learning Center

ERIC Educational Resources Information Center

James, Robert

2013-01-01

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

Socio-material perspectives on interprofessional team and collaborative learning.

PubMed

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

2016-02-01

Interprofessional teamwork and collaboration have become important parts of health care practice and education. Most of the literature on interprofessional learning, however, assumes that learning is something acquired by individuals and readily transferred to other contexts. This assumption severely limits the ways in which interprofessional educators and researchers can conceptualise and support learning related to collaborative interprofessional health care. Socio-material theories provide an alternative to individualistic, acquisition-oriented notions by reconceiving learning in terms of collective dynamics, participation in social communities and active engagement with material contexts. Socio-material literature and theories were reviewed to identify concepts relevant to interprofessional learning. After briefly summarising the origins and key principles of socio-material approaches, the authors draw upon specific socio-material theories--including complexity theory, cultural-historical activity theory and actor-network theory--in order to reconceive how learning happens in interprofessional contexts. This reframing of interprofessional learning focuses less on individuals and more on collective dynamics and the actual social and material relations involved in practice. The paper proposes five ways in which learning may be enacted in interprofessional teamwork and collaboration from a socio-material perspective: (i) diverse contributions; (ii) social interactions and relationships; (iii) synthesis of professional ideas; (iv) integration of material elements, and (v) connections to large-scale organisations. For each of these categories, the paper provides practical illustrations to assist educators and researchers who wish to identify and assess this learning. Although more exploratory than comprehensive, this paper articulates many key aspects of socio-material learning theories and offers practical guidance for those who wish to employ and assess them in interprofessional contexts. © 2016 John Wiley & Sons Ltd.

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

ERIC Educational Resources Information Center

Jones, Ann; Issroff, Kim

2005-01-01

This paper is concerned with "affective" issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as thinking and problem-solving and affect with emotional areas such as motivation, attitudes, feelings.…

ICT Support for Collaborative Learning--A Tale of Two Cities

ERIC Educational Resources Information Center

Consiglio, Teresa; van der Veer, Gerrit C.

2013-01-01

Based on experiences in teaching service design in a blended learning context, we developed an electronic learning environment (ELE) including features that turned out to be suitable for learners from different cultures. We used this ELE in Italy and in China. Students were guided through collaborative learning and mutual teaching. Students were…

Mobile Augmented Communication for Remote Collaboration in a Physical Work Context

ERIC Educational Resources Information Center

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

2017-01-01

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

Learning from Multiple Collaborating Intelligent Tutors: An Agent-based Approach.

ERIC Educational Resources Information Center

Solomos, Konstantinos; Avouris, Nikolaos

1999-01-01

Describes an open distributed multi-agent tutoring system (MATS) and discusses issues related to learning in such open environments. Topics include modeling a one student-many teachers approach in a computer-based learning context; distributed artificial intelligence; implementation issues; collaboration; and user interaction. (Author/LRW)

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

PubMed

Maddison, Charlotte; Strang, Gus

2018-01-01

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

Studying the Effectiveness of Multi-User Immersive Environments for Collaborative Evaluation Tasks

ERIC Educational Resources Information Center

Lorenzo, Carlos-Miguel; Sicilia, Miguel Angel; Sanchez, Salvador

2012-01-01

Massively Multiuser On-line Learning (MMOL) Platforms, often called "virtual learning worlds", constitute a still unexplored context for communication-enhanced learning, where synchronous communication skills in an explicit social setting enhance the potential of effective collaboration. In this paper, we report on an experimental study of…

Assessing Team Learning in Technology-Mediated Collaboration: An Experimental Study

ERIC Educational Resources Information Center

Andres, Hayward P.; Akan, Obasi H.

2010-01-01

This study examined the effects of collaboration mode (collocated versus non-collocated videoconferencing-mediated) on team learning and team interaction quality in a team-based problem solving context. Situated learning theory and the theory of affordances are used to provide a framework that describes how technology-mediated collaboration…

Group Formation in Mobile Computer Supported Collaborative Learning Contexts: A Systematic Literature Review

ERIC Educational Resources Information Center

Amara, Sofiane; Macedo, Joaquim; Bendella, Fatima; Santos, Alexandre

2016-01-01

Learners are becoming increasingly divers. They may have much personal, social, cultural, psychological, and cognitive diversity. Forming suitable learning groups represents, therefore, a hard and time-consuming task. In Mobile Computer Supported Collaborative Learning (MCSCL) environments, this task is more difficult. Instructors need to consider…

Schools and Informal Science Settings: Collaborate, Co-Exist, or Assimilate?

ERIC Educational Resources Information Center

Adams, Jennifer D.; Gupta, Preeti; DeFelice, Amy

2012-01-01

In this metalogue we build on the arguments presented by Puvirajah, Verma and Webb to discuss the nature of authentic science learning experiences in context of collaborations between schools and out-of-school time settings. We discuss the role of stakeholders in creating collaborative science learning practices and affordances of out of school…

Constructive, Self-Regulated, Situated, and Collaborative Learning: An Approach for the Acquisition of Adaptive Competence

ERIC Educational Resources Information Center

de Corte, Erik

2012-01-01

In today's learning society, education must focus on fostering adaptive competence (AC) defined as the ability to apply knowledge and skills flexibly in different contexts. In this article, four major types of learning are discussed--constructive, self-regulated, situated, and collaborative--in relation to what students must learn in order to…

The Efficacy of Three Learning Methods Collaborative, Context-Based Learning and Traditional, on Learning, Attitude and Behaviour of Undergraduate Nursing Students: Integrating Theory and Practice

PubMed Central

Hasanpour-Dehkordi, Ali

2016-01-01

Introduction Communication skills training, responsibility, respect, and self-awareness are important indexes of changing learning behaviours in modern approaches. Aim The aim of this study was to investigate the efficacy of three learning approaches, collaborative, context-based learning (CBL), and traditional, on learning, attitude, and behaviour of undergraduate nursing students. Materials and Methods This study was a clinical trial with pretest and post-test of control group. The participants were senior nursing students. The samples were randomly assigned to three groups; CBL, collaborative, and traditional. To gather data a standard questionnaire of students’ behaviour and attitude was administered prior to and after the intervention. Also, the rate of learning was investigated by a researcher-developed questionnaire prior to and after the intervention in the three groups. Results In CBL and collaborative training groups, the mean score of behaviour and attitude increased after the intervention. But no significant association was obtained between the mean scores of behaviour and attitude prior to and after the intervention in the traditional group. However, the mean learning score increased significantly in the CBL, collaborative, and traditional groups after the study in comparison to before the study. Conclusion Both CBL and collaborative approaches were useful in terms of increased respect, self-awareness, self-evaluation, communication skills and responsibility as well as increased motivation and learning score in comparison to traditional method. PMID:27190926

How do students implement collaborative testing in real-world contexts?

PubMed

Wissman, Kathryn T; Rawson, Katherine A

2016-01-01

Recent research has explored the effects of collaborative testing, showing costs and benefits during learning and for subsequent memory. However, no prior research is informative about whether and how students use collaborative testing in real-world contexts. Accordingly, the primary purpose of the current research was to explore the extent to which students use collaborative testing during self-regulated learning. We conducted three surveys (n = 692 across three samples) asking students about their use of collaborative testing, with a particular interest in conditions under which students report implementing collaborative testing. Among the key outcomes, a majority of students reported using collaborative testing when studying in a group. Additionally, students reported that key term definitions are the material most often used during collaborative testing. Students are also more motivated to use testing and believe testing is more effective and more fun when implemented in a group versus alone. Outcomes also shed light on metacognitive components of collaborative testing, with the student asking (versus answering) the question making the monitoring judgement whereas both students make the control decision about when to terminate practice. We discuss ways in which the collaborative memory literature can be extended to support more successful student learning.

Sustaining Learning Design and Pedagogical Planning in CSCL

ERIC Educational Resources Information Center

Pozzi, Francesca; Francesca, Donatella

2013-01-01

This paper tackles the issue of learning design and pedagogical planning in the context of computer-supported collaborative learning (CSCL). In this sector, we witness the same variety of approaches and tools that we find in the technology-enhanced learning (TEL) research field. In particular, in the CSCL context, notions such as…

LMS Projects: A Platform for Intergenerational E-Learning Collaboration

ERIC Educational Resources Information Center

Lyashenko, Maria Sergeyevna; Frolova, Natalja Hidarovna

2014-01-01

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

Investigating Factors That Influence Students' Management of Study Environment in Online Collaborative Groupwork

ERIC Educational Resources Information Center

Du, Jianxia; Xu, Jianzhong; Fan, Xitao

2015-01-01

The present study examines empirical models of students' management of the learning environment in the context of online collaborative groupwork. Such environment management is an important component of students' overall self-regulated learning strategy for effective learning. Student- and group-level predictors for study environment management in…

Conducting Research in a Medical Science Museum: Lessons Learned from Collaboration between Researchers and Museum Educators

ERIC Educational Resources Information Center

Durksen, Tracy L.; Martin, Andrew J.; Burns, Emma C.; Ginns, Paul; Williamson, Derek; Kiss, Julia

2017-01-01

Museums promote co-learning through the construction of a social community, one that involves personal, physical, and sociocultural contexts. As researchers and museum educators, we report some of our contextual reflections and recommendations that emerged from our collaborative learning experience of conducting research in a medical science…

Using Wiki to Teach Part-Time Adult Learners in a Blended Learning Environment

ERIC Educational Resources Information Center

Basar, Siti Mariam Muhammad Abdul; Yusop, Farrah Dina

2014-01-01

This exploratory study investigated the perceptions of 31 part-time adult learners who participated in an online collaborative writing experience. Situated in the context of a blended learning environment of an advanced English learning course, this study looked into learners' perceptions with respect to the benefits of collaborative writing using…

Improving Engineering Student Team Collaborative Discussions by Moving Them Online: An Investigation of Synchronous Chat and Face-to-Face Team Conversations

ERIC Educational Resources Information Center

Fowler, Robin Revette

2014-01-01

Collaborative learning, particularly in the context of team-based, project-based learning, is common in undergraduate engineering education and is associated with deeper learning and enhanced student motivation and retention. However, grouping students in teams for project-based learning sometimes has negative outcomes, which can include lowered…

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

ERIC Educational Resources Information Center

Stage, Frances K.; Kinzie, Jillian

2009-01-01

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

A Linked Data-Based Collaborative Annotation System for Increasing Learning Achievements

ERIC Educational Resources Information Center

Zarzour, Hafed; Sellami, Mokhtar

2017-01-01

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

Towards Collaboration as Learning: Evaluation of an Open CPD Opportunity for HE Teachers

ERIC Educational Resources Information Center

Nerantzi, Chrissi; Gossman, Peter

2015-01-01

Flexible, Distance and Online Learning (FDOL) is an open online course offered as an informal cross-institutional collaboration based on a postgraduate module in the context of teacher education in higher education. The second iteration, FDOL132, was offered in 2013 using a problem-based learning (PBL) design (FISh) to foster collaborative…

A Methodological Approach to Support Collaborative Media Creation in an E-Learning Higher Education Context

ERIC Educational Resources Information Center

Ornellas, Adriana; Muñoz Carril, Pablo César

2014-01-01

This article outlines a methodological approach to the creation, production and dissemination of online collaborative audio-visual projects, using new social learning technologies and open-source video tools, which can be applied to any e-learning environment in higher education. The methodology was developed and used to design a course in the…

TransFormers in Knowledge Production: Building Science-Practice Collaborations

ERIC Educational Resources Information Center

Hoes, Anne-Charlotte; Regeer, Barbara J.; Bunders, Joske F. G.

2008-01-01

This article places action learning in the context of system innovation, as it studies the potential use of action learning for system change. In order to effect such system change, collaboration between actors from different institutional backgrounds is essential. To gain insight into if and how action learning can be applied for system change,…

Learning from the Periphery in a Collaborative Robotics Workshop for Girls

ERIC Educational Resources Information Center

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

2016-01-01

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

Virtual collaboration in the online educational setting: a concept analysis.

PubMed

Breen, Henny

2013-01-01

This study was designed to explore the concept of virtual collaboration within the context of an online learning environment in an academic setting. Rodgers' method of evolutionary concept analysis was used to provide a contextual view of the concept to identify attributes, antecedents, and consequences of virtual collaboration. Commonly used terms to describe virtual collaboration are collaborative and cooperative learning, group work, group interaction, group learning, and teamwork. A constructivist pedagogy, group-based process with a shared purpose, support, and web-based technology is required for virtual collaboration to take place. Consequences of virtual collaboration are higher order thinking and learning to work with others. A comprehensive definition of virtual collaboration is offered as an outcome of this analysis. Clarification of virtual collaboration prior to using it as a pedagogical tool in the online learning environment will enhance nursing education with the changes in nursing curriculum being implemented today. Further research is recommended to describe the developmental stages of the collaborative process among nursing students in online education and how virtual collaboration facilitates collaboration in practice. © 2013 Wiley Periodicals, Inc.

Chinese Students' Perceptions of a Collaborative E-Learning Environment and Factors Affecting Their Performance: Implementing a Flemish E-Learning Course in a Chinese Educational Context

ERIC Educational Resources Information Center

Zhu, Chang; Valcke, Martin; Schellens, Tammy; Li, Yifei

2009-01-01

This study was set up in a Chinese university in Beijing by implementing a Flemish e-learning course in a Chinese setting. A main feature of the e-learning environment is the asynchronous "task-based" online group discussion. The purpose of the study is to understand Chinese students' perceptions of a collaborative e-learning environment…

Self- and Social Regulation in Learning Contexts: An Integrative Perspective

ERIC Educational Resources Information Center

Volet, Simone; Vauras, Marja; Salonen, Pekka

2009-01-01

This article outlines the rationale for an integrative perspective of self- and social regulation in learning contexts. The role of regulatory mechanisms in self- and social regulation models is examined, leading to the view that in real time collaborative learning, individuals and social entities should be conceptualized as self-regulating and…

Collaborative distance learning: Developing an online learning community

NASA Astrophysics Data System (ADS)

Stoytcheva, Maria

2017-12-01

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

Gendering Collaboration: Adult Education in Feminist Leadership

ERIC Educational Resources Information Center

Clover, Darlene E.; Etmanski, Catherine; Reimer, Rachel

2017-01-01

This chapter explores the potential of feminist leadership to encourage more participatory ways of engaging and learning in this deeply troubled world. Feminist leadership includes but is not limited to collaborative leadership. Adult learning is inherent to feminist leadership insofar as leaders must strategize according to the contexts in which…

Computer-Based Interaction Analysis with DEGREE Revisited

ERIC Educational Resources Information Center

Barros, B.; Verdejo, M. F.

2016-01-01

We review our research with "DEGREE" and analyse how our work has impacted the collaborative learning community since 2000. Our research is framed within the context of computer-based interaction analysis and the development of computer-supported collaborative learning (CSCL) tools. We identify some aspects of our work which have been…

Preschool children's Collaborative Science Learning Scaffolded by Tablets

NASA Astrophysics Data System (ADS)

Fridberg, Marie; Thulin, Susanne; Redfors, Andreas

2017-06-01

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

Co-Constructing Writing Knowledge: Students' Collaborative Talk across Contexts

ERIC Educational Resources Information Center

Winzenried, Misty Anne; Campbell, Lillian; Chao, Roger; Cardinal, Alison

2017-01-01

Although compositionists recognize that student talk plays an important role in learning to write, there is limited understanding of how students use conversational moves to collaboratively build knowledge about writing across contexts. This article reports on a study of focus group conversations involving first-year students in a cohort program.…

The Structural Underpinnings of Policy Learning: A Classroom Policy Simulation

NASA Astrophysics Data System (ADS)

Bird, Stephen

This paper investigates the relationship between the centrality of individual actors in a social network structure and their policy learning performance. In a dynamic comparable to real-world policy networks, results from a classroom simulation demonstrate a strong relationship between centrality in social learning networks and grade performance. Previous research indicates that social network centrality should have a positive effect on learning in other contexts and this link is tested in a policy learning context. Second, the distinction between collaborative learning versus information diffusion processes in policy learning is examined. Third, frequency of interaction is analyzed to determine whether consistent, frequent tics have a greater impact on the learning process. Finally, the data arc analyzed to determine if the benefits of centrality have limitations or thresholds when benefits no longer accrue. These results demonstrate the importance of network structure, and support a collaborative conceptualization of the policy learning process.

Exploring Writing Individually and Collaboratively Using Google Docs in EFL Contexts

ERIC Educational Resources Information Center

Alsubaie, Jawaher; Ashuraidah, Ali

2017-01-01

Online teaching and learning became popular with the evolution of the World Wide Web now days. Implementing online learning tools within EFL contexts will help better address the multitude of teaching and learning styles. Difficulty in academic writing can be considered one of the common problems that students face in and outside their classrooms.…

Students Assessing Their Own Collaborative Knowledge Building

ERIC Educational Resources Information Center

Lee, Eddy Y. C.; Chan, Carol K. K.; van Aalst, Jan

2006-01-01

We describe the design of a knowledge-building environment and examine the role of knowledge-building portfolios in characterizing and scaffolding collaborative inquiry. Our goal is to examine collaborative knowledge building in the context of exploring the alignment of learning, collaboration, and assessment in computer forums. The key design…

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

PubMed

Järvenoja, Hanna; Järvelä, Sanna

2009-09-01

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

The Use of Feedback Systems to Improve Collaborative Text Writing: A Proposal for the Higher Education Context

ERIC Educational Resources Information Center

Mauri, Teresa; Ginesta, Anna; Rochera, Maria-José

2016-01-01

Collaborative writing is a task commonly used for learning and assessment in higher education. The complexity of this type of task requires special support for learning contents. Feedback can be used as a key element to improve students' learning and engagement. This paper presents and evaluates a teaching innovation that sought to design a model…

Action Steps for Advancing Transfer Student Success: Lessons Learned from Cross-Institutional Collaborations

ERIC Educational Resources Information Center

Dolinsky, Rebecca; Rhodes, Terrel L.; McCambly, Heather

2016-01-01

The Association of American Colleges and Universities (AAC&U) launched Quality Collaboratives (QC): Assessing and Reporting Degree Qualifications Profile Competencies in the Context of Transfer in 2011 as a three-year project that engaged educational, assessment, and policy leaders in student learning outcomes assessment and transfer pathways.…

Centering Faith-Based Identities in Collaborative Contexts: Critically Prophetic Action at the Robinson Community Learning Center

ERIC Educational Resources Information Center

Miller, Peter M.; Caponigro, Jay; Tyson, Luther

2008-01-01

This paper examines the working philosophy of a university-community collaborative program--the Robinson Community Learning Center (RCLC), a multifaceted community service center located in the Northeast Neighborhood of South Bend, Indiana, in the United States. This program's multitude of educational and social services includes individualized…

Boundary Crossing in R&D Projects in Schools: Learning through Cross-Professional Collaboration

ERIC Educational Resources Information Center

Schenke, Wouter; van Driel, Jan; Geijsel, Femke P.; Volman, Monique L. L.

2017-01-01

Background/Context: School leaders, teachers, and researchers are increasingly involved in collaborative research and development (R&D) projects in schools, which encourage crossing boundaries between the fields of school and research. It is not clear, however, what and how professionals in these projects learn through cross-professional…

A Study of Professional Learning Communities in International Schools in Bangkok, Thailand

ERIC Educational Resources Information Center

Gerhard, James Herbert

2010-01-01

Teacher collaboration and professional development are crucial components to any school improvement process. In an international school context differences among teachers emerging from culture, language, training, and environment can present a unique view of how teachers collaborate and learn together. The purpose of the study was to determine…

Investigating the Effects of Prompts on Argumentation Style, Consensus and Perceived Efficacy in Collaborative Learning

ERIC Educational Resources Information Center

Harney, Owen M.; Hogan, Michael J.; Broome, Benjamin; Hall, Tony; Ryan, Cormac

2015-01-01

This paper investigates the effects of task-level versus process-level prompts on levels of perceived and objective consensus, perceived efficacy, and argumentation style in the context of a computer-supported collaborative learning session using Interactive Management (IM), a computer facilitated thought and action mapping methodology. Four…

The Role of Language and Culture in Open Learning in International Collaborative Programmes

ERIC Educational Resources Information Center

Scarino, Angela; Crichton, Jonathan; Woods, Megan

2007-01-01

In the context of internationalisation, the delivery of higher education programmes increasingly combines open learning with collaborations among people of diverse languages and cultures. In this paper we argue that while the literature on international education focuses on mapping modes of delivery in international education, there is also a need…

The Development of a Self-Regulation in a Collaborative Context Scale

ERIC Educational Resources Information Center

Law, Victor; Ge, Xun; Eseryel, Deniz

2016-01-01

Self-regulation has been shown as a critical factor in learning in a regular classroom environment (e.g. Wolters and Pintrich in "Instr Sci" 26(1):27-47, 1998. doi: 10.1023/A:1003035929216). However, little research has been conducted to understand self-regulation in the context of collaboration (Dinsmore et al. in "Educ Psychol…

Making the Most of Mobility: Virtual Mentoring and Education Practitioner Professional Development

ERIC Educational Resources Information Center

Owen, Hazel D.

2015-01-01

Learning provision, including professional learning, needs to embrace mobility (of knowledge, cultures and contexts--physical and cerebral) to enable education practitioners to interact locally and globally, engage with new literacies, access rich contexts, and to question, co-construct and collaborate. Virtual mentoring, also known as distance,…

"Information in Context": Co-Designing Workplace Structures and Systems for Organizational Learning

ERIC Educational Resources Information Center

Somerville, Mary M.; Howard, Zaana

2010-01-01

Introduction: This paper discusses an "information in context" design project at Auraria Library in Denver, Colorado which aims to collaboratively create organizational structures and communication systems with and for library employees. Method: This action research project is founded within shared leadership, informed learning and…

Learning in Authentic Contexts: Projects Integrating Spatial Technologies and Fieldwork

ERIC Educational Resources Information Center

Huang, Kuo-Hung

2011-01-01

In recent years, professional practice has been an issue of concern in higher education. The purpose of this study is to design students' projects to facilitate collaborative learning in authentic contexts. Ten students majoring in Management Information Systems conducted fieldwork with spatial technologies to collect data and provided information…

Teamwork situated in multiteam systems: Key lessons learned and future opportunities.

PubMed

Shuffler, Marissa L; Carter, Dorothy R

2018-01-01

Many important contexts requiring teamwork, including health care, space exploration, national defense, and scientific discovery, present important challenges that cannot be addressed by a single team working independently. Instead, the complex goals these contexts present often require effectively coordinated efforts of multiple specialized teams working together as a multiteam system (MTS). For almost 2 decades, researchers have endeavored to understand the novelties and nuances for teamwork and collaboration that ensue when teams operate together as "component teams" in these interdependent systems. In this special issue on the settings of teamwork, we aim to synthesize what is known thus far regarding teamwork situated in MTS contexts and offer new directions and considerations for developing, maintaining, and sustaining effective collaboration in MTSs. Our review of extant research on MTSs reveals 7 key lessons learned regarding teamwork situated in MTSs, but also reveals that much is left to learn about the science and practice of ensuring effective multiteam functioning. We elaborate these lessons and delineate 4 major opportunities for advancing the science of MTSs as a critical embedding context for collaboration and teamwork, now and in the future. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Co-Located Collaborative Learning Video Game with Single Display Groupware

ERIC Educational Resources Information Center

Infante, Cristian; Weitz, Juan; Reyes, Tomas; Nussbaum, Miguel; Gomez, Florencia; Radovic, Darinka

2010-01-01

Role Game is a co-located CSCL video game played by three students sitting at one machine sharing a single screen, each with their own input device. Inspired by video console games, Role Game enables students to learn by doing, acquiring social abilities and mastering subject matter in a context of co-located collaboration. After describing the…

Reframing Interdisciplinary and Interprofessional Collaboration through the Lens of Collective and Sociomaterial Theories of Learning

ERIC Educational Resources Information Center

McMurtry, Angus

2013-01-01

The purpose of this article is to begin to explore how collective and sociomaterial theories of learning might be applied within interdisciplinary and interprofessional contexts--in particular the team-based collaboration that is playing an ever larger role in both fields. It ?? articulates several key features of interdisciplinary and…

Developmental Changes in Children's Normative Reasoning across Learning Contexts and Collaborative Roles

ERIC Educational Resources Information Center

Riggs, Anne E.; Young, Andrew G.

2016-01-01

What influences children's normative judgments of conventional rules at different points in development? The current study explored the effects of two contextual factors on children's normative reasoning: the way in which the rules were learned and whether the rules apply to the self or others. Peer dyads practiced a novel collaborative board game…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

The Foundations of a Theory-Aware Authoring Tool for CSCL Design

ERIC Educational Resources Information Center

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

2010-01-01

One of the most useful ways to enhance collaboration is to create scenarios where learners are able to interact more effectively. Nevertheless, the design of pedagogically sound and well-thought-out collaborative learning scenarios is a complex issue. This is due to the context of group learning where the synergy among learners' interactions…

Understanding Collaborative Language Learning in Novice-Level Foreign Language Classrooms: Perceptions of Teachers and Students

ERIC Educational Resources Information Center

Sun, Peijian; Yuan, Rui

2018-01-01

This study explored the congruence and disparities among three groups of foreign language (Chinese, French, and German) students' and teachers' perceptions of collaborative/cooperative language learning (CLL) strategies in novice-level classroom contexts. A total of 168 participants from a university in the USA took part in this mixed-method…

Practising the Public? Collaborative Teacher Inquiry in an Era of Standardization and Accountability

ERIC Educational Resources Information Center

Hardy, Ian

2018-01-01

This paper analyses the nature of collaborative teacher learning as a form of 'public sphere', under current policy conditions. The research draws upon Habermas' notions of communicative action and public spheres, and literature on the nature of teachers' learning in the context of standardized curriculum and assessment reform, to analyse how…

Trading Stories: Middle-Class White Women Teachers and the Creation of Collective Narratives about Students and Families in a Diverse Elementary School

ERIC Educational Resources Information Center

Yoon, Irene H.

2016-01-01

Background/Context: Collaboration is increasingly part of teachers' professional learning and continuous improvement of teaching practice. However, there is little exploration of how teachers' racial, gender, and social class identities influence their collaboration with colleagues and, in turn, their teaching and professional learning.…

A Culture of Collaborative Inquiry: Learning to Develop and Support Professional Learning Communities

ERIC Educational Resources Information Center

Nelson, Tamara Holmlund; Slavit, David; Perkins, Mart; Hathorn, Tom

2008-01-01

Background/Context: The type of professional development provided for teachers has been undergoing change from a one-time workshop approach to a more embedded, long-term, reflective, and collaborative structure. Although findings on the impact of new forms of professional development (PD) are beginning to emerge in the literature, there is little…

Teacher Professional Development through Collaborative Action Research: Impact on Foreign English-Language Teaching and Learning

ERIC Educational Resources Information Center

Banegas, Dario; Pavese, Anahi; Velazquez, Aurelia; Velez, Sandra Maria

2013-01-01

In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students' learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of…

"Fab 13": The Learning Factory.

ERIC Educational Resources Information Center

Crooks, Steven M.; Eucker, Tom R.

2001-01-01

Describes how situated learning theory was employed in the design of Fab 13, a four-day simulation-based learning experience for manufacturing professionals at Intel Corporation. Presents a conceptual framework for understanding situated learning and discusses context, content, anchored instruction, facilitation, scaffolding, collaborating,…

Viewing Mobile Learning from a Pedagogical Perspective

ERIC Educational Resources Information Center

Kearney, Matthew; Schuck, Sandra; Burden, Kevin; Aubusson, Peter

2012-01-01

Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A…

Peer-to-Peer Learning and the Army Learning Model

DTIC Science & Technology

2012-06-08

their goals. 4. Capability to operate and provide advice at the national level. 5. Cultural astuteness and ability to use this awareness and...Joint and cultural context of the Operating Environment, collaborative skills are required. This survey finds that collaboration among peers ranked...and engagement (oral, written, negotiation) • Critical thinking and problem solving • Cultural and joint, interagency, intergovernmental, and

Collaboration between a Child Telephone Helpline and Sexual and Reproductive Health and Rights Organisations in Senegal: Lessons Learned

ERIC Educational Resources Information Center

Flink, Ilse Johanna Elisabeth; Mbaye, Solange Marie Odile; Diouf, Simon Richard Baye; Baumgartner, Sophie; Okur, Pinar

2018-01-01

This study identifies lessons learned from a collaboration between a child telephone helpline and sexual and reproductive health and rights (SRHR) organisations in Senegal established in the context of an SRHR programme for young people. We assessed how helpline operators are equipped to address sexual health and rights issues with young people,…

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

PubMed

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

2011-06-01

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

Context-Based Intent Understanding for Autonomous Systems in Naval and Collaborative Robot Applications

DTIC Science & Technology

2013-10-29

COVERED (From - To) 4. TITLE AND SUBTITLE 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d...based on contextual information, 3) develop vision-based techniques for learning of contextual information, and detection and identification of...that takes into account many possible contexts. The probability distributions of these contexts will be learned from existing databases on common sense

Strong Community, Deep Learning: Exploring the Link

ERIC Educational Resources Information Center

Chapman, Carole; Ramondt, Leonie; Smiley, Glenn

2005-01-01

This explores the constructivist understanding that shared practitioner research in collaborative online spaces leads to deeper learning. The research was developed within the context of building the National College of School Leaderships (NCSLs) online learning communities. A community and a learning scale, both emerging through grounded…

Science teachers' learning in a context of collaborative professional development

NASA Astrophysics Data System (ADS)

Faraji, Hassan

The purpose of this qualitative study was to investigate and evaluate science teachers' learning in a context of Collaborative Professional Development, specifically in the Collaborative Program, which is under the Texas Regional Collaboratives for Excellence in Science Teaching (TRC). A non-positivistic, naturalistic approach was used to study five middle school science teachers from a large school district in South Central Texas that were involved in this program. The entire data collection process was conducted from June 1998 through September 2000. I distributed a 15-question survey to the five respondents prior to conducting in-depth interviews with them, between July 2000 and December 2000. I made five class observations, one per teacher, from March 2000 to May 2000. I started to analyze my qualitative data in June 2002. I returned to the write-up process in December 2002, and have continued to the conclusion. This study is intended to serve as a source of information and insight for many different people and groups, including current and prospective science teachers and administrators who are planning to participate in the TRC Results of the study showed eight findings: (1) An overwhelming preference for the kind of professional development respondents received in the Collaborative Program, over the kinds of workshops and seminars they has attended in the past; (2) Collaborative-style learning is initially intimidating and difficult for teachers, but ultimately valuable; (3) The teachers apply what they have learned in the Collaborative Program to their own classrooms; (4) Hands-on learning is something that both teachers and their students enjoy; (5) The Collaborative Program has invigorated their sense of themselves as teachers, and as science teachers specifically, and has built their confidence in teaching science; (6) The incentives for teacher participation in the Collaborative Program seem to be intellectual ones just as much as material ones; (7) The presence of multi-grade levels of teachers in the Collaborative Program creates a bi-directional learning environment; and, (8) The only consistent concerns, suggestions, and compliments about the Collaborative Program focus on the application of technology.

Mobile-Based Collaborative Learning in the Fitness Center: A Case Study on the Development of English Listening Comprehension with a Context-Aware Application

ERIC Educational Resources Information Center

Liu, Gi-Zen; Chen, Jing-Yao; Hwang, Gwo-Jen

2018-01-01

Mobile applications on the go have been adopted in many fields and areas. However, there has been little research regarding the development and use of a context-aware application for users to improve their English listening comprehension through collaboration. This research aimed at helping users improve their listening comprehension with a…

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

PubMed

Wihlborg, Monne; Friberg, Elizabeth E; Rose, Karen M; Eastham, Linda

2018-02-01

Internationalisation of higher education involving information and communication technology such as e-learning opens opportunities for innovative learning approaches across nations and cultures. Describe a case in practice of collaborative and transformative learning in relation to 'internationalisation on home grounds' with the broader learning objective of 'becoming aware and knowledgeable'. A mutually developed project established a virtual international collaborative exchange for faculty and students using a course management software (MOODLE) and open access technology (Adobe CONNECT). Two research universities in Sweden and the United States. Approximately 90 nursing students from each university per semester over several semesters. A collaborative process to develop a joint learning community to construct a virtual module and learning activity involving academics and nursing students in two countries using principles of meaning construction and negotiated learning. Developed possibilities for dealing with the challenges and finding strategies for a future higher education system that opens dialogues worldwide. Virtual international exchanges open innovative communication and learning contexts across nations and cultures. Internationalisation is so much more than students and teachers' mobility. 'Internationalisation on home grounds' (internationalisation for all) should receive more attention to support faculty and student collaboration, learning, and professional development. Copyright © 2017 Elsevier Ltd. All rights reserved.

Modules as Learning Tools in Linear Algebra

ERIC Educational Resources Information Center

Cooley, Laurel; Vidakovic, Draga; Martin, William O.; Dexter, Scott; Suzuki, Jeff; Loch, Sergio

2014-01-01

This paper reports on the experience of STEM and mathematics faculty at four different institutions working collaboratively to integrate learning theory with curriculum development in a core undergraduate linear algebra context. The faculty formed a Professional Learning Community (PLC) with a focus on learning theories in mathematics and…

There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research

NASA Astrophysics Data System (ADS)

Yin, Xinying; Buck, Gayle A.

2015-09-01

This study explored integrating formative assessment to a Chinese high school chemistry classroom, where the extremely high-stakes testing and Confucian-heritage culture constituted a particular context, through a collaborative action research. One researcher worked with a high school chemistry teacher in China to integrate formative assessment into his teaching with 54 students in one of his classes. Data resources included transcripts from planning sessions, lesson plans, teacher interviews, classroom observations, student work, student interviews and surveys. The findings of this study revealed that as the teacher allowed his original views about students' learning and assessment tasks to be challenged by the students' learning, his teaching practice and understandings of formative assessment were transformed. Students' learning experience was also examined in the formative assessment process. The potentials and challenges of integrating formative assessment in the Chinese high school science classroom are discussed. This study indicated that formative assessment is promising to implement in Chinese high school science classrooms to enhance students' learning and meet the imperative needs for high-stakes exam preparation as well; and writing formative assessment tasks are favorable in this particular socio-cultural context. Further, this study suggested that facilitating in-service science teachers to integrate formative assessment through collaborative action research is a powerful professional development on improving teaching and learning under the highly constraint context.

The Collaborative Lecture Annotation System (CLAS): A New TOOL for Distributed Learning

ERIC Educational Resources Information Center

Risko, E. F.; Foulsham, T.; Dawson, S.; Kingstone, A.

2013-01-01

In the context of a lecture, the capacity to readily recognize and synthesize key concepts is crucial for comprehension and overall educational performance. In this paper, we introduce a tool, the Collaborative Lecture Annotation System (CLAS), which has been developed to make the extraction of important information a more collaborative and…

Examining the Process of University-School-Community Collaboration in an Irish Sports Studies and Physical Education Context

ERIC Educational Resources Information Center

Crawford, Susan

2015-01-01

University-school-community collaborations are little documented despite being advocated across third-level institutes. Researchers identify the need for quality university-school-community collaborations to tackle a host of social inequalities while also addressing innovative approaches to teaching and learning. This study involved the…

Advancing medical education: connecting interprofessional collaboration and education opportunities with integrative medicine initiatives to build shared learning.

PubMed

Templeman, Kate; Robinson, Anske; McKenna, Lisa

2016-12-01

BackgroundImproved teamwork between conventional and complementary medicine (CM) practitioners is indicated to achieve effective healthcare. However, little is known about interprofessional collaboration and education in the context of integrative medicine (IM). MethodsThis paper reports the findings from a constructivist-grounded theory method study that explored and highlighted Australian medical students' experiences and opportunities for linking interprofessional collaboration and learning in the context of IM. Following ethical approval, in-depth semi-structured interviews were conducted with 30 medical students from 10 medical education faculties across Australian universities. Results Medical students recognised the importance of interprofessional teamwork between general medical practitioners and CM professionals in patient care and described perspectives of shared responsibilities, profession-specific responsibilities, and collaborative approaches within IM. While students identified that limited interprofessional collaboration currently occurred in the medical curriculum, interprofessional education was considered a means of increasing communication and collaboration between healthcare professionals, helping coordinate effective patient care, and understanding each healthcare team members' professional role and value. Conclusions The findings suggest that medical curricula should include opportunities for medical students to develop required skills, behaviours, and attitudes for interprofessional collaboration and interprofessional education within the context of IM. While this is a qualitative study that reflects theoretical saturation from a selected cohort of medical students, the results also point to the importance of including CM professionals within interprofessional collaboration, thus contributing to more person-centred care.

Supporting Collaborative Inquiry during a Biology Field Trip with Mobile Peer-to-Peer Tools for Learning: A Case Study with K-12 Learners

ERIC Educational Resources Information Center

Laru, Jari; Jarvela, Sanna; Clariana, Roy B.

2012-01-01

This study explores how collaborative inquiry learning can be supported with multiple scaffolding agents in a real-life field trip context. In practice, a mobile peer-to-peer messaging tool provided meta-cognitive and procedural support, while tutors and a nature guide provided more dynamic scaffolding in order to support argumentative discussions…

Collaborative testing for key-term definitions under representative conditions: Efficiency costs and no learning benefits.

PubMed

Wissman, Kathryn T; Rawson, Katherine A

2018-01-01

Students are expected to learn key-term definitions across many different grade levels and academic disciplines. Thus, investigating ways to promote understanding of key-term definitions is of critical importance for applied purposes. A recent survey showed that learners report engaging in collaborative practice testing when learning key-term definitions, with outcomes also shedding light on the way in which learners report engaging in collaborative testing in real-world contexts (Wissman & Rawson, 2016, Memory, 24, 223-239). However, no research has directly explored the effectiveness of engaging in collaborative testing under representative conditions. Accordingly, the current research evaluates the costs (with respect to efficiency) and the benefits (with respect to learning) of collaborative testing for key-term definitions under representative conditions. In three experiments (ns = 94, 74, 95), learners individually studied key-term definitions and then completed retrieval practice, which occurred either individually or collaboratively (in dyads). Two days later, all learners completed a final individual test. Results from Experiments 1-2 showed a cost (with respect to efficiency) and no benefit (with respect to learning) of engaging in collaborative testing for key-term definitions. Experiment 3 evaluated a theoretical explanation for why collaborative benefits do not emerge under representative conditions. Collectively, outcomes indicate that collaborative testing versus individual testing is less effective and less efficient when learning key-term definitions under representative conditions.

Experiences of Practice-Based Learning in Phenomenographic Perspective

ERIC Educational Resources Information Center

Rovio-Johansson, Airi

2018-01-01

Purpose: The paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach: The paper introduces the cooperation project between Tibro Training…

Problem-Based Learning

ERIC Educational Resources Information Center

Allen, Deborah E.; Donham, Richard S.; Bernhardt, Stephen A.

2011-01-01

In problem-based learning (PBL), students working in collaborative groups learn by resolving complex, realistic problems under the guidance of faculty. There is some evidence of PBL effectiveness in medical school settings where it began, and there are numerous accounts of PBL implementation in various undergraduate contexts, replete with…

Using the UTAUT Model to Examine the Acceptance Behavior of Synchronous Collaboration to Support Peer Translation

ERIC Educational Resources Information Center

Liu, Yi Chun; Huang, Yong-Ming

2015-01-01

The teaching of translation has received considerable attention in recent years. Research on translation in collaborative learning contexts, however, has been less studied. In this study, we use a tool of synchronous collaboration to assist students in experiencing a peer translation process. Afterward, the unified theory of acceptance and use of…

Teacher Collaborative Inquiry in the Context of Literacy Education: Examining the Effects on Teacher Self-Efficacy, Instructional and Assessment Practices

ERIC Educational Resources Information Center

Ciampa, Katia; Gallagher, Tiffany L.

2016-01-01

This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers' participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how…

The Somethingness of Learning Plans: A Scholarship of Teaching and Learning Project

ERIC Educational Resources Information Center

Lui, Kat E.

2005-01-01

Every attempt to teach or learn occurs in the context of what the learner already knows. This project investigates how the use of learning plans (constructed through instructor and student collaboration) facilitated learning. These plans were used as a means to identify previous knowledge and to motivate students to reflect on their own learning…

An Investigation of Coopetitive Pedagogic Design for Knowledge Creation in Web-Based Learning

ERIC Educational Resources Information Center

Fu, Fong-Ling; Wu, Ya-Ling; Ho, Hsi-Chuan

2009-01-01

Information and communication technologies (ICTs) have created a supportive environment for collaborative learning at the expense of student motivation and engagement. This study attempts to explore the development of a productive learning atmosphere in the context of Web-based learning. An experiment is conducted with university-level students…

Visualising the Invisible: A Network Approach to Reveal the Informal Social Side of Student Learning

ERIC Educational Resources Information Center

Hommes, J.; Rienties, B.; de Grave, W.; Bos, G.; Schuwirth, L.; Scherpbier, A.

2012-01-01

World-wide, universities in health sciences have transformed their curriculum to include collaborative learning and facilitate the students' learning process. Interaction has been acknowledged to be the synergistic element in this learning context. However, students spend the majority of their time outside their classroom and interaction does not…

Practicing What We Teach: Using Action Research to Learn about Teaching Action Research

ERIC Educational Resources Information Center

Brown, Barb; Dressler, Roswita; Eaton, Sarah Elaine; Jacobsen, Michele

2015-01-01

In this article, action research is explored as a process for instructor reflection, professional learning and collaboration. The context for the professional learning was the teaching of graduate level education courses in which action research, in conjunction with a cohort-based, collaboratory approach to learning, was used to facilitate…

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

ERIC Educational Resources Information Center

Michalsky, Tova

2012-01-01

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

Students' Perception of Interdisciplinary, Problem-Based Learning in a Food Biotechnology Course

ERIC Educational Resources Information Center

Ng, Betsy L. L.; Yap, Kueh C.; Hoh, Yin K.

2011-01-01

Abstract: Students' perception of 8 criteria (rationale of the problem; interdisciplinary learning; facilitator asked essential questions; learner's skills; assessments; facilitation procedures; team's use of resources [team collaboration], and facilitator within a problem-based learning context) were assessed for a food biotechnology course that…

Students' approaches to learning in clinical interprofessional context.

PubMed

Hylin, Uffe; Lonka, Kirsti; Ponzer, Sari

2011-01-01

Health care professionals are supposed to work in teams. Students in health care need to learn how to collaborate during their undergraduate education. Interprofessional learning environments, where collaboration is necessary, may be differently accepted by students depending on their approach to learning. We investigated health care students' evaluations of interprofessional clinical training in relation to their study orientations. The participants were 369 students (40 occupational therapy-, 85 medical-, 52 physiotherapy-, and 192 nursing students) attending an IPE course at a Swedish University Hospital. Data were collected by questionnaires measuring orientations to studying and attitudes towards the clinical training and the IPE concept before and after the training. The response rate was 77 %. Study groups were formed by a cluster analysis on the basis of the students' learning orientations. Three clusters were found: Low collaboration-, Collaborative Constructivist-, and Cookbook groups. These clusters were related to different professions and how students perceived their interprofessional learning environment. Study orientations appear to play a role in the way students evaluate interprofessional training. This should be taken into account in instruction. Students with a 'Cookbook' approach to learning showed an increased understanding of interprofessional collaboration after the course.

Translating Partnerships: How Faculty-Student Collaboration in Explorations of Teaching and Learning Can Transform Perceptions, Terms, and Selves

ERIC Educational Resources Information Center

Cook-Sather, Alison; Abbot, Sophia

2016-01-01

Linguistic, literary, and feminist studies define translation as a process of rendering a new version of an original with attention to context, power, and purpose. Processes of translation in the context of student-faculty co-inquiry in the Scholarship of Teaching and Learning offer examples of how this re-rendering can play out in the realm of…

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

PubMed

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

2015-01-01

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

Learning Group Formation Based on Learner Profile and Context

ERIC Educational Resources Information Center

Muehlenbrock, Martin

2006-01-01

An important but often neglected aspect in Computer-Supported Collaborative Learning (CSCL) is the formation of learning groups. Until recently, most support for group formation was based on learner profile information. In addition, the perspective of ubiquitous computing and ambient intelligence allows for a wider perspective on group formation,…

Informal Spaces in Collaborations: Exploring the Edges/Boundaries of Professional Development

ERIC Educational Resources Information Center

Lom, Essie; Sullenger, Karen

2011-01-01

Self-directed, informal learning is a less recognized and understood form of professional development. Researching informal learning is almost an oxymoron. The process of studying learning contexts, such as informal, self-directed professional development, raises new challenges for researchers. Gaining insights into self-directed professional…

Mapping students' ideas to understand learning in a collaborative programming environment

NASA Astrophysics Data System (ADS)

Harlow, Danielle Boyd; Leak, Anne Emerson

2014-07-01

Recent studies in learning programming have largely focused on high school and college students; less is known about how young children learn to program. From video data of 20 students using a graphical programming interface, we identified ideas that were shared and evolved through an elementary school classroom. In mapping these ideas and their resulting changes in programs and outputs, we were able to identify the contextual features which contributed to how ideas moved through the classroom as students learned. We suggest this process of idea mapping in visual programming environments as a viable method for understanding collaborative, constructivist learning as well as a context under which experiences can be developed to improve student learning.

The Modified Readiness for Interprofessional Learning Scale in Currently Practicing Athletic Trainers

ERIC Educational Resources Information Center

Welsch, Lauren A.; Rutledge, Carolyn; Hoch, Johanna M.

2017-01-01

Context: Athletic trainers are encouraged to work collaboratively with other health care professionals to improve patient outcomes. Interprofessional education (IPE) experiences for practicing clinicians should be developed to improve interprofessional collaborative practice postcertification. An outcome measure, such as the modified Readiness for…

Designing Connected Learning: Emerging Learning Systems in a Craft Teacher Education Course

ERIC Educational Resources Information Center

Vartiaien, Henrikka; Pöllänen, Sinikka; Liljeström, Anu; Vanninen, Petteri; Enkenberg, Jorma

2016-01-01

This socioculturally informed study aims to apply learning by collaborative designing (LCD) as an instructional model for the creation and studying of new kinds of connected learning systems in teacher education. A case study was organized at the University of Eastern Finland in the context of an information and communication technology (ICT)…

A PLG (Professional Learning Group): How to Stimulate Learners' Engagement in Problem-Solving

ERIC Educational Resources Information Center

Sheety, Alia; Rundell, Frida

2012-01-01

This paper aims to describe, discuss and reflect the use of PLGs (professional learning groups) in higher education as a practice for enhancing student learning and team building. It will use theories supporting group-learning processes, explore optimal social contexts that enhance team collaboration, and reflect on the practice of PLG. The…

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EPA Pesticide Factsheets

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

PubMed

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

2012-03-01

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

Working with Difference in Online Collaborative Groups

ERIC Educational Resources Information Center

Smith, Regina O.

2005-01-01

This qualitative cross-case study explored the experiences that learners describe within online collaborative groups. The study context was a fully online graduate course on adult learning. The findings suggest that the small online groups demonstrated dynamics and process that are characteristic of individual growth and development and group…

Collaborative Revision in L2 Writing: Learners' Reflections

ERIC Educational Resources Information Center

Memari Hanjani, Alireza

2016-01-01

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

Transforming Teaching Challenges into Learning Opportunities: Interdisciplinary Reflective Collaboration

ERIC Educational Resources Information Center

Callaghan, Ronel

2015-01-01

Teaching in higher education poses unique sets of challenges, especially for academics in the engineering, built sciences and information science education disciplines. This article focuses on how reflective collaboration can support academics in their quest to find unique solutions to challenges in different academic contexts. A reflective…

"I DON'T CARE DO UR OWN PAGE!!" A Case Study of Using Wikis for Collaborative Work in a UK Secondary School

ERIC Educational Resources Information Center

Grant, Lyndsay

2009-01-01

Alongside other forms of social software, wikis have been heralded as supporting more collaborative and democratic teaching and learning practices. This paper explores, through a case study approach, the use of wikis to support a collaborative research project undertaken in a UK secondary school. Findings are analysed in the context of research on…

Fostering Reflective Learning in Confucian Heritage Culture Environments

ERIC Educational Resources Information Center

De Vita, Glauco; Bernard, Mohan J.

2011-01-01

This paper reports on two tutors' efforts to foster reflective learning in the context of a business synoptic module delivered as part of a programme of collaborative provision at City University of Hong Kong. In assessing what the design and implementation of processes aimed at fostering reflective learning have accomplished, evaluatory evidence…

Learning Awareness: Constructing Formative Assessment in the Classroom, in the School and across Schools

ERIC Educational Resources Information Center

Blanchard, John

2008-01-01

This article gives details of the Portsmouth Learning Community Assessment for Learning (AfL) project from 2002 to 2007. A context of research is given and a reframing of formative assessment suggested. Qualitative, positive effects are indicated resulting from teachers' collaborative action research and learners' involvement in classroom…

Sociocultural Theory Applied to Second Language Learning: Collaborative Learning with Reference to the Chinese Context

ERIC Educational Resources Information Center

Dongyu, Zhang; Fanyu, B.; Wanyi, Du

2013-01-01

This paper discusses the sociocultural theory (SCT). In particular, three significant concepts of Vyogtsky's theory: self-regulation, the Zone of Proximal Development (ZPD), and scaffolding all of which have been discussed in numerous second language acquisition (SLA) and second language learning (SLL) research papers. These concepts lay the…

History, Context, and Policies of a Learning Object Repository

ERIC Educational Resources Information Center

Simpson, Steven Marshall

2016-01-01

Learning object repositories, a form of digital libraries, are robust systems that provide educators new ways to search for educational resources, collaborate with peers, and provide instruction to students in unique and varied ways. This study examines a learning object repository created by a large suburban school district to increase teaching…

Design, Development, and Evaluation of a Mobile Learning Application for Computing Education

ERIC Educational Resources Information Center

Oyelere, Solomon Sunday; Suhonen, Jarkko; Wajiga, Greg M.; Sutinen, Erkki

2018-01-01

The study focused on the application of the design science research approach in the course of developing a mobile learning application, MobileEdu, for computing education in the Nigerian higher education context. MobileEdu facilitates the learning of computer science courses on mobile devices. The application supports ubiquitous, collaborative,…

A Professional Learning Model Supporting Teachers to Integrate Digital Technologies

ERIC Educational Resources Information Center

Sheffield, Rachel; Blackley, Susan; Moro, Paul

2018-01-01

Contemporary teachers have an obligation to support and scaffold students' learning in digital technologies and to do this in authentic contexts. In order for teachers to be successful in this, their own competency in digital technologies needs to be high, and their own 21st century learning skills of communication, collaboration, creativity and…

"The Evolution of e-Learning in the Context of 3D Virtual Worlds"

ERIC Educational Resources Information Center

Kotsilieris, Theodore; Dimopoulou, Nikoletta

2013-01-01

Information and Communication Technologies (ICT) offer new approaches towards knowledge acquisition and collaboration through distance learning processes. Web-based Learning Management Systems (LMS) have transformed the way that education is conducted nowadays. At the same time, the adoption of Virtual Worlds in the educational process is of great…

Knotworking and the Visibilization of Learning in Building Design

ERIC Educational Resources Information Center

Kerosuo, Hannele; Mäki, Tarja; Korpela, Jenni

2015-01-01

Purpose: This paper aims to study the visibilization of learning in the context of developing a new collaborative practice, knotworking, in building design. The case under study describes the process of learning from the initiation of knotworking to its experimentation. The implementation of new building information modeling tools acted as an…

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

ERIC Educational Resources Information Center

Mukala, Patrick; Cerone, Antonio; Turini, Franco

2017-01-01

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

Inter-professional education of prospective speech-language therapists and primary school teachers through shared professional practice placements.

PubMed

Wilson, Leanne; McNeill, Brigid; Gillon, Gail T

2017-07-01

Preliminary studies of inter-professional education (IPE) among student speech-language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students' professional practice placements may provide another useful avenue to develop attitudes, knowledge and skills for inter-professional collaboration. Research examining the impact of different approaches to IPE is required to advance our understanding of effective design and evaluation of such initiatives. To understand how student SLTs and student teachers develop competency for collaborative practice when co-working during professional practice placements to support children's speech and literacy development. A case study design was used to monitor the impact of the IPE. Student SLTs (n = 4) were paired with student teachers (n = 4) to participate in shared professional practice placements in junior school classrooms. An inductive thematic analysis of interviews conducted with participants after the IPE was employed to explore the development of competencies in collaborative practice. Change in inter-disciplinary knowledge and perceptions over the IPE was evaluated via survey to further explore the development of collaborative competencies. Integration of qualitative and quantitative findings suggested that participants began to develop four broad areas of collaborative competency: understanding of professional roles and expertise, communication skills to support shared decision-making, inter-dependency in supporting children's learning, and flexibility to implement alternative instructional practices. Interview analysis also revealed factors related to the facilitators and learning contexts that supported and/or limited the collaboration between participants. Shared placement experiences between student SLTs and student teachers may be an effective method for building participants' competencies in multiple aspects of collaborative practice. Active facilitation by both SLT and classroom teacher supervisors alongside careful consideration of learning contexts (e.g., classroom structure) will help to ensure that learning is maximized for prospective professionals. © 2016 Royal College of Speech and Language Therapists.

Learning through Interactive Talk: A School-Based Mentor Teacher Study Group as a Context for Professional Learning

ERIC Educational Resources Information Center

Carroll, D.

2005-01-01

This article reports on a year-long study of collaborative professional learning in a mentor teacher study group connected to a large university teacher education program. It introduces a theoretical framework for considering the nature of interactive talk and its relationship to professional learning. Using examples of study group discourse, it…

Why Virtual, Why Environments? Implementing Virtual Reality Concepts in Computer-Assisted Language Learning.

ERIC Educational Resources Information Center

Schwienhorst, Klaus

2002-01-01

Discussion of computer-assisted language learning focuses on the benefits of virtual reality environments, particularly for foreign language contexts. Topics include three approaches to learner autonomy; supporting reflection, including self-awareness; supporting interaction, including collaboration; and supporting experimentation, including…

German-French Case Study: Using Multi-Online Tools to Collaborate across Borders

ERIC Educational Resources Information Center

Brautlacht, Regina; Ducrocq, Csilla

2013-01-01

This paper examines how students learn to collaborate in English by participating in an intercultural project that focuses on teaching students to work together on a digital writing project using various online tools, and documents their reflections working in an intercultural context. Students from Université Paris Sud Orsay and Bonn…

Towards a Framework for Creative Online Collaboration: A Research on Challenges and Context

ERIC Educational Resources Information Center

Stockleben, Björn; Thayne, Martyn; Jäminki, Seija; Haukijärvi, Ilkka; Mavengere, Nicholas Blessing; Demirbilek, Muhammet; Ruohonen, Mikko

2017-01-01

The OnCreate project was initiated by ten universities with expertise in collaborative work in online-based learning environments and explores the specific challenges of implementing university courses in creative disciplines in such an environment. The first research phase comprises a literature search on creativity and its contextual factors in…

Full Circle: Stakeholders' Evaluation of a Collaborative Enquiry Action Research Literacy Project

ERIC Educational Resources Information Center

Forey, Gail; Firkins, Arthur S.; Sengupta, Sima

2012-01-01

This paper reports on school-university collaboration during an action research project, which aimed to build a writing pedagogy for students with Learning Disabilities in the trilingual, biliterate educational context of Hong Kong. The project was established through interpersonal relationships built from the ground up between stakeholders from a…

Online Group Work Patterns: How to Promote a Successful Collaboration

ERIC Educational Resources Information Center

Oliveira, I.; Tinoca, L.; Pereira, A.

2011-01-01

Participation is a complex process, engaging the whole person, implying cognitive, emotional and relational aspects. In online open and distant learning, group work is a commonly used strategy, given its collaborative nature and constructivist framework ([Bates and Poole, 2003], [Garrison and Anderson, 2003] and [Jonassen, 2005]). In this context,…

Programming for Fun: MUDs as a Context for Collaborative Learning.

ERIC Educational Resources Information Center

Bruckman, Amy

Multi-User Dungeons (MUDs), are text-based virtual reality environments in which participants separated by great physical distances can communicate and collaborate in programming. Most MUDs started out as adventure games but are quickly being adapted for more "serious" endeavors. This paper presents a case study of the experiences of a…

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

ERIC Educational Resources Information Center

Pisutova-Gerber, Katarina; Malovicova, Jana

2009-01-01

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

Learning as Accessing a Disciplinary Discourse: Integrating Academic Literacy into Introductory Physics through Collaborative Partnership

ERIC Educational Resources Information Center

Marshall, Delia; Conana, Honjiswa; Maclon, Rohan; Herbert, Mark; Volkwyn, Trevor

2011-01-01

This paper examines a collaborative partnership between discipline lecturers and an academic literacy practitioner in the context of undergraduate physics. Gee's sociocultural construct of Discourse is used as a framework for the design of an introductory physics course, explicitly framed around helping students access the disciplinary discourse…

Evidence of collaboration, pooling of resources, learning and role blurring in interprofessional healthcare teams: a realist synthesis.

PubMed

Sims, Sarah; Hewitt, Gillian; Harris, Ruth

2015-01-01

Interprofessional teamwork has become an integral feature of healthcare delivery in a wide range of conditions and services in many countries. Many assumptions are made in healthcare literature and policy about how interprofessional teams function and about the outcomes of interprofessional teamwork. Realist synthesis is an approach to reviewing research evidence on complex interventions which seeks to explore these assumptions. It does this by unpacking the mechanisms of an intervention, exploring the contexts which trigger or deactivate them and connecting these contexts and mechanisms to their subsequent outcomes. This is the second in a series of four papers reporting a realist synthesis of interprofessional teamworking. The paper discusses four of the 13 mechanisms identified in the synthesis: collaboration and coordination; pooling of resources; individual learning; and role blurring. These mechanisms together capture the day-to-day functioning of teams and the dependence of that on members' understanding each others' skills and knowledge and learning from them. This synthesis found empirical evidence to support all four mechanisms, which tentatively suggests that collaboration, pooling, learning, and role blurring are all underlying processes of interprofessional teamwork. However, the supporting evidence for individual learning was relatively weak, therefore there may be assumptions made about learning within healthcare literature and policy that are not founded upon strong empirical evidence. There is a need for more robust research on individual learning to further understand its relationship with interprofessional teamworking in healthcare.

A Collaborative Team Teaching Model for a MSW Capstone Course.

PubMed

Moore, Rebecca M; Darby, Kathleen H; Blake, Michelle E

2016-01-01

This exploratory study was embedded in a formative process for the purposes of improving content delivery to an evidence-based practice class, and improving students' performance on a comprehensive exam. A learning and teaching model was utilized by faculty from a three-university collaborative graduate social work program to examine the extent to which course texts and assignments explicitly supported the process, application, and evaluation of evidence-based practices. The model was grounded in a collaborative culture, allowing each faculty to share their collective skills and knowledge across a range of practice settings as they revised the course curriculum. As a result, faculty found they had created a unique community that allowed a wider context for learning and professional development that translated into the classroom. Students enrolled in the revised course across all three universities showed improvement on the comprehensive exam. When faculty themselves invest in collaborative learning and teaching, students benefit.

What Good Teachers Do to Promote Effective Student Learning in a Problem-Based Learning Environment

ERIC Educational Resources Information Center

Goh, Karen

2014-01-01

This qualitative study examines the attributes of effective teachers in a problem-based learning (PBL) classroom, specifically in a polytechnic context in Singapore. The educational beliefs, approaches and strategies of a group of PBL facilitators who have received teaching awards are examined to understand how critical thinking, collaborative and…

SciEthics Interactive: Science and Ethics Learning in a Virtual Environment

ERIC Educational Resources Information Center

Nadolny, Larysa; Woolfrey, Joan; Pierlott, Matthew; Kahn, Seth

2013-01-01

Learning in immersive 3D environments allows students to collaborate, build, and interact with difficult course concepts. This case study examines the design and development of the TransGen Island within the SciEthics Interactive project, a National Science Foundation-funded, 3D virtual world emphasizing learning science content in the context of…

Factors for Development of Learning Content and Task for MOOCs in an Asian Context

ERIC Educational Resources Information Center

Nordin, Norazah; Norman, Helmi; Embi, Mohamed Amin; Mansor, Ahmad Zamri; Idris, Fazilah

2016-01-01

The rapid advancement of emergent learning technologies has led to the introduction of massive open online courses (MOOCs) which offer open-based online learning courses to a large number of students. In line with the advancement, the Malaysia Ministry of Education has recently initiated Malaysia MOOCs via collaboration with four public…

Assessment Measures for Specific Contexts of Language Use.

ERIC Educational Resources Information Center

Chalhoub-Deville, Micheline; Tarone, Elaine

A discussion of second language testing focuses on the need for collaboration among researchers in second language learning, teaching, and testing concerning development of context-appropriate language tests. It is argued that the nature of the proficiency construct in language is not constant, but that different linguistic, functional, and…

Mathematics in Student-­Centred Inquiry Learning: Student Engagement

ERIC Educational Resources Information Center

Calder, Nigel

2013-01-01

This paper examines how mathematical understandings might be facilitated through student-centred inquiry. Data is drawn from a research project on student-centred inquiry learning that situated mathematics within authentic problem-solving contexts and involved students in a collaboratively constructed curriculum. A contemporary interpretive frame…

Project-Based Learning: A Review of the Literature

ERIC Educational Resources Information Center

Kokotsaki, Dimitra; Menzies, Victoria; Wiggins, Andy

2016-01-01

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

Information Seeking in a Virtual Learning Environment.

ERIC Educational Resources Information Center

Byron, Suzanne M.; Young, Jon I.

2000-01-01

Examines the applicability of Kuhlthau's Information Search Process Model in the context of a virtual learning environment at the University of North Texas that used virtual collaborative software. Highlights include cognitive and affective aspects of information seeking; computer experience and confidence; and implications for future research.…

Learning and Cognition: The Interplay between The Subject and The Group Understanding The Processes of Problem-Based Learning

ERIC Educational Resources Information Center

Møller, Kim Malmbak Meltofte; Fast, Michael

2017-01-01

The purpose of this article is to discuss the relationship between learning, epistemology, and intersubjectivity in the context of problem-based learning and project-oriented work at a university level. It aims to show how the collaboration of students in a group over a long period of time can put emphasis on the knowledge-practice discussion, and…

Enhancing Collaborative Learning through Group Intelligence Software

NASA Astrophysics Data System (ADS)

Tan, Yin Leng; Macaulay, Linda A.

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

The teacher's role in promoting collaborative dialogue in the classroom.

PubMed

Webb, Noreen M

2009-03-01

Research on student-led small-group learning in schools going back nearly four decades has documented many types of student participation that promote learning. Less is known about how the teacher can foster effective groupwork behaviours. This paper reviews research that explores the role of the teacher in promoting learning in small groups. The focus is on how students can learn from their peers during small-group work, how teachers can prepare students for collaborative group work, and the role of teacher discourse and classroom norms in small-group dialogue. Studies selected for review focused on student-led small-group contexts for learning in which students were expected to collaborate, reported data from systematic observations of group work, and linked observational data to teacher practices and student learning outcomes. This review uncovered multiple dimensions of the teacher's role in fostering beneficial group dialogue, including preparing students for collaborative work, forming groups, structuring the group-work task, and influencing student interaction through teachers' discourse with small groups and with the class. Common threads through the research are the importance of students explaining their thinking, and teacher strategies and practices that may promote student elaboration of ideas.

What happens in the lab does not stay in the lab [corrected]: Applying midstream modulation to enhance critical reflection in the laboratory.

PubMed

Schuurbiers, Daan

2011-12-01

In response to widespread policy prescriptions for responsible innovation, social scientists and engineering ethicists, among others, have sought to engage natural scientists and engineers at the 'midstream': building interdisciplinary collaborations to integrate social and ethical considerations with research and development processes. Two 'laboratory engagement studies' have explored how applying the framework of midstream modulation could enhance the reflections of natural scientists on the socio-ethical context of their work. The results of these interdisciplinary collaborations confirm the utility of midstream modulation in encouraging both first- and second-order reflective learning. The potential for second-order reflective learning, in which underlying value systems become the object of reflection, is particularly significant with respect to addressing social responsibility in research practices. Midstream modulation served to render the socio-ethical context of research visible in the laboratory and helped enable research participants to more critically reflect on this broader context. While lab-based collaborations would benefit from being carried out in concert with activities at institutional and policy levels, midstream modulation could prove a valuable asset in the toolbox of interdisciplinary methods aimed at responsible innovation.

Teachers Talking about Writing Assessment: Valuable Professional Learning?

ERIC Educational Resources Information Center

Reid, Lesley

2007-01-01

This article argues that the engagement of teachers in collaborative discussions about assessment can provide a fruitful context for valuable professional learning. It is of interest to those who provide Continuous Professional Development (CPD) opportunities for teachers and teachers themselves. It looks particularly at the value of writing…

Scaffolding Collaborative Reflective Writing in a VET Curriculum

ERIC Educational Resources Information Center

Boldrini, Elena; Cattaneo, Alberto

2014-01-01

Learning journal writing is an effective tool to foster the development of reflective capacity in the context of Vocational Education and Training (VET) if conceived as a collection of descriptions and reflections on real professional experiences. Reporting professional situations in a learning journal outside the workplace in turn fosters the…

Friendship and Reciprocity as Motivators in CSCL

ERIC Educational Resources Information Center

Flowers, Simeon

2015-01-01

Motivation is an important topic among language teachers in Japan. Collins and Hunt (2011) observed increases in Japanese university student's motivation as a result of collaborative learning and cooperative learning programs. This paper continues in this line of inquiry through a quantitative study of motivation in the context of computer…

Leading Learning-Focused Teacher Leadership in Urban High Schools

ERIC Educational Resources Information Center

Portin, Bradley S.; Russell, Felice Atesoglu; Samuelson, Catherine; Knapp, Michael S.

2013-01-01

Drawing on findings from a national study of learning-focused leadership in challenging urban settings, this article examines the work of teacher leadership in urban high schools. In this context, a recently emerging cadre of nonsupervisory teacher leaders, working in collaboration with supervisory leaders, exercises a form of "distributed…

The Role of Collective Efficacy, Cognitive Quality, and Task Cohesion in Computer-Supported Collaborative Learning (CSCL)

ERIC Educational Resources Information Center

Wang, Shu-Ling; Hwang, Gwo-Jen

2012-01-01

Research has suggested that CSCL environments contain fewer social context clues, resulting in various group processes, performance or motivation. This study thus attempts to explore the relationship among collective efficacy, group processes (i.e. task cohesion, cognitive quality) and collaborative performance in a CSCL environment. A total of 75…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Peer Collaboration: A Model to Support Counsellor Self-Care

ERIC Educational Resources Information Center

Barlow, Constance A.; Phelan, Anne M.

2007-01-01

In the context of a larger case study on how continuous learning in the workplace could be achieved through the implementation of peer collaboration, the process of how counsellors engaged in self-care within a large health care organization became clearer. This article is based on data derived from a qualitative analysis of nine transcribed…

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

ERIC Educational Resources Information Center

Hamalainen, Raija; Arvaja, Maarit

2009-01-01

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

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Preparing Learning Teachers: The Role of Collaborative Inquiry

ERIC Educational Resources Information Center

Adams, Pamela

2016-01-01

This paper describes a two-year action research study of 20 pre-service teachers (referred to in the context of this study as intern teachers) in their final 15-week practicum, during which they engaged in a type of action research known as collaborative inquiry. Over the course of their practicum, these intern teachers were interviewed monthly to…

Partnerships and Collaboration among Public Libraries, Public Broadcast Media, and Museums: Current Context and Future Potential

ERIC Educational Resources Information Center

Rodger, Eleanor Jo; Jorgensen, Corinne; D'Elia, George

2005-01-01

This article reports one part of a project that examined collaborations among public institutions providing informal lifelong learning opportunities to children and adults in the United States. It presents the results of a survey of chief executive officers and staff of public libraries, museums, public television stations, and public radio…

Interprofessional education: a review of context, learning and the research agenda.

PubMed

Thistlethwaite, Jill

2012-01-01

Interprofessional education (IPE) is not a recent phenomenon and has been the subject of several World Health Organization reports. Its focus is on health professionals and students learning with, from and about one another to improve collaboration and the quality of patient care. The drivers for IPE include new models of health care delivery in the context of an ageing population and the increasing prevalence of long-term chronic disease, in addition to the patient safety agenda. The delivery of complex health care requires a team-based and collaborative approach, although teamwork and collaborative practice are not necessarily synonymous. The rationale for IPE is that learning together enhances future working together. Systematic reviews of IPE have shown some evidence that IPE fosters positive interaction among different professions and variable evidence that it improves attitudes towards other professionals. Generalisation across published papers is difficult because IPE initiatives are diverse and good evaluation methodology and data are lacking. In terms of constructive alignment from an education viewpoint, there is a need for educators to define learning outcomes and match these with learning activities to ensure that IPE demonstrates added value over uniprofessional learning. Assessment is difficult as pre-qualification professional education focuses on the individual and professional accreditation organisations mandate only for their own professions. Interprofessional education draws from a number of education, sociology and psychology theories, and these are briefly discussed. The most pressing research questions for the IPE community are defined and the challenges for IPE explored. © Blackwell Publishing Ltd 2012.

Dyslexia in Modern Language Learning: A Case Study on Collaborative Task-Design for Inclusive Teaching and Learning in an Online Context

ERIC Educational Resources Information Center

Motzo, Anna; Quattrocchi, Debora

2015-01-01

In recent years, universities have been involved in developing new strategies to promote widening participation in higher education, and consequently they have been focusing on increasing the variety of support offered to students with disabilities for a more inclusive and widely accessible learning environment. However, there is a common feeling…

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

ERIC Educational Resources Information Center

Sullivan, Kevin; Marshall, Kevin; Tangney, Brendan

2015-01-01

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

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

ERIC Educational Resources Information Center

Goodnough, Karen; Cashion, Marie

2006-01-01

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

Integrating Collaborative Learning Groups in the Large Enrollment Lecture

NASA Astrophysics Data System (ADS)

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

1998-12-01

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

Innovation Becoming Trajectories: Leveraging Lateral and Vertical Moves for Collaborative Diffusion of Twenty-First Century Learning Practices

ERIC Educational Resources Information Center

Hung, David; Toh, Yancy; Jamaludin, Azilawati; So, Hyo-Jeong

2017-01-01

This paper argues for innovation diffusion as a "becoming" process in the context of lateral and vertical moves. The context of these innovations involves technology-mediated innovations and their diffusion trajectories in the Singapore education system. Embedded in a centralized-decentralized dialectics, this paper traces particular…

Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

ERIC Educational Resources Information Center

Block, Lee Anne; Betts, Paul

2016-01-01

Teacher candidates' individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This…

Managing clinical failure: a complex adaptive system perspective.

PubMed

Matthews, Jean I; Thomas, Paul T

2007-01-01

The purpose of this article is to explore the knowledge capture process at the clinical level. It aims to identify factors that enable or constrain learning. The study applies complex adaptive system thinking principles to reconcile learning within the NHS. The paper uses a qualitative exploratory study with an interpretative methodological stance set in a secondary care NHS Trust. Semi-structured interviews were conducted with healthcare practitioners and managers involved at both strategic and operational risk management processes. A network structure is revealed that exhibits the communication and interdependent working practices to support knowledge capture and adaptive learning. Collaborative multidisciplinary communities, whose values reflect local priorities and promote open dialogue and reflection, are featured. The main concern is that the characteristics of bureaucracy; rational-legal authority, a rule-based culture, hierarchical lines of communication and a centralised governance focus, are hindering clinical learning by generating barriers. Locally emergent collaborative processes are a key strategic resource to capture knowledge, potentially fostering an environment that could learn from failure and translate lessons between contexts. What must be addressed is that reporting mechanisms serve not only the governance objectives, but also supplement learning by highlighting the potential lessons in context. Managers must nurture a collaborative infrastructure using networks in a co-evolutionary manner. Their role is not to direct and design processes but to influence, support and create effective knowledge capture. Although the study only investigated one site the findings and conclusions may well translate to other trusts--such as the risk of not enabling a learning environment at clinical levels.

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

NASA Astrophysics Data System (ADS)

Goldstein, Jessica; Puntambekar, Sadhana

2004-12-01

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

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

PubMed

Vázquez-García, Mario

2018-06-01

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

ComPLuS Model: A New Insight in Pupils' Collaborative Talk, Actions and Balance during a Computer-Mediated Music Task

ERIC Educational Resources Information Center

Nikolaidou, Georgia N.

2012-01-01

This exploratory work describes and analyses the collaborative interactions that emerge during computer-based music composition in the primary school. The study draws on socio-cultural theories of learning, originated within Vygotsky's theoretical context, and proposes a new model, namely Computer-mediated Praxis and Logos under Synergy (ComPLuS).…

Assessment and Collaboration in the Context of the Systematic Design of Blended PBL: A Commentary on An (2013)

ERIC Educational Resources Information Center

Edwards, Richard

2014-01-01

In highlighting the importance of problem-based learning in the development of 21st century skills, (Yun Jo) An (2013) identified the challenges faced by novice teachers in its implementation and suggested strategies to support them. This commentary explores two aspects mentioned in the article, assessment and the role of collaboration, and argues…

Collaborative Teaching Strategies Lead to Retention of Skills in Acid-Base Physiology: A 2-Yr Follow-Up Study

ERIC Educational Resources Information Center

Hartmann, Jacob P.; Toksvang, Linea Natalie; Berg, Ronan M. G.

2015-01-01

A basic understanding of acid-base physiology is critical for the correct assessment of arterial blood gases in the clinical setting. In this context, collaborative teaching strategies in the undergraduate classroom setting may be useful, since it has been reported to enhance both transfer and retention of learned material in a time-efficient…

From Website to Moodle in a Blended Learning Context

ERIC Educational Resources Information Center

Buus, Lillian

2016-01-01

This paper presents findings collected from a collaborative implementation project established in Spring 2008 between Aalborg University's IT-department in the Faculty of Social Science (FSS) and the E-Learning Cooperation Unit (ELSA) with the view to implement Moodle in FSS. The purpose of this cooperation was conceived from an organisational…

Collaborative Learning in Physical Education Teachers' Early-Career Professional Development

ERIC Educational Resources Information Center

Keay, Jeanne

2006-01-01

Background/context: Professional development is an important element of professional practice and teachers are expected to engage in activities that not only improve practice but also have a positive impact on pupil learning. Physical educators worldwide have acknowledged the need to improve the continuing education of teachers and have called…

Implementation of Service-Learning in Engineering and Its Impact on Students' Attitudes and Identity

ERIC Educational Resources Information Center

Dukhan, N.; Schumack, M. R.; Daniels, J. J.

2008-01-01

The current paper outlines a concise engineering service-learning model and describes its implementation and logistics in the context of a typical heat transfer course for undergraduate engineering students. The project was executed in collaboration with a not-for-profit organisation. Summative reflections were conducted by the students by…

The Language of Collaboration: Dialogue and Identity in Teacher Professional Development

ERIC Educational Resources Information Center

Crafton, Linda; Kaiser, Eileen

2011-01-01

This article explores several professional development models currently being used in the US and in other countries to support teacher learning, including coaching, mentoring and communities of practice. While in some contexts the activities of the participants are informed by social constructivist views of learning, the authors argue that…

Making Music, Making Friends: Long-Term Music Therapy with Young Adults with Severe Learning Disabilities

ERIC Educational Resources Information Center

Pavlicevic, Mercédès; O'Neil, Nicky; Powell, Harriet; Jones, Oonagh; Sampathianaki, Ergina

2014-01-01

This collaborative practitioner research study emerged from music therapists' concerns about the value of improvisational, music-centred music therapy for young adults with severe learning disabilities (SLDs), given the long-term nature of such work. Concerns included the relevance, in this context, of formulating, and reporting on, therapeutic…

Supporting Collaboration with Technology: Does Shared Cognition Lead to Co-Regulation in Medicine?

ERIC Educational Resources Information Center

Lajoie, Susanne P.; Lu, Jingyan

2012-01-01

The theoretical distinctions between metacognition, self-regulation and self-regulated learning are often blurred which makes the definition of co-regulation in group learning situations even more difficult. We have started to explore co-regulation in the context of decision making in simulated emergencies where medical teams work together to…

Learning through Life Books: Teaching Human Growth and Development in an Emotionally Rich Community Context

ERIC Educational Resources Information Center

Korsmo, John; Baker-Sennett, Jacquelyn; Nicholas, Trula

2009-01-01

One challenge experienced by many educators working in pre-professional programs involves designing courses to support students as they learn how to apply subject area knowledge to professional practice. This article describes a successful collaborative community-based project that contextualizes the often abstract and predominately linear…

Computer-Assisted Pronunciation Learning in a Collaborative Context: A Case Study in Taiwan

ERIC Educational Resources Information Center

Tsai, Pi-hua

2015-01-01

Computer-assisted pronunciation training (CAPT) software provides language learners with an individualized free environment where they can have access to unlimited input and repetitive practice pronunciation at their own pace. This study explores the impact of CAPT on 90 Taiwanese college students' pronunciation learning and examines if other…

Involving Parents in Children's Assessment: Lessons from the Greek Context

ERIC Educational Resources Information Center

Birbili, Maria; Tzioga, Katerina

2014-01-01

Collaborating with parents in documenting and reflecting on children's learning is important not only because it provides teachers with richer and more accurate information but also because it helps parents understand the role assessment can play in student learning and motivation. Moreover, when parents are provided with opportunities to observe,…

Chinese-French Case Study of English Language Learning via Wikispaces, Animoto and Skype

ERIC Educational Resources Information Center

Hartwell, Laura M.; Zou, Bin

2013-01-01

This paper reports on the learning experience of Chinese and French students participating in a computer mediated communication (CMC) collaboration conducted in English and supported by Wikispaces, Animoto, and Skype. Several studies have investigated CMC contexts in which at least some participants were native speakers. Here, we address the…

"Happy Professional Development at an Unhappy Time": Learning to Teach for Historical Thinking in a High-Pressure Accountability Context

ERIC Educational Resources Information Center

Meuwissen, Kevin W.

2017-01-01

Adolescent learners stand to benefit when history teachers center their practice on investigating open-ended questions, interrogating evidence, and constructing persuasive arguments. Taking up this kind of teaching requires professional development (PD) experiences that are sustained, subject-specific, learning-focused, and collaborative and that…

A Chaotic Intervention: Creativity and Peer Learning in Design Education

ERIC Educational Resources Information Center

Budge, Kylie; Beale, Claire; Lynas, Emma

2013-01-01

Peer feedback and critique is integral to the creative practice of studio-based textile designers. In a creative learning context, how do students perceive the role of peer feedback and critique? What conditions do students identify as being important to stimulating creativity in a collaborative peer feedback and critique-driven learning…

Students' Socio-Scientific Reasoning in an Astrobiological Context during Work with a Digital Learning Environment

ERIC Educational Resources Information Center

Hansson, Lena; Redfors, Andreas; Rosberg, Maria

2011-01-01

In a European project--CoReflect--researchers in seven countries are developing, implementing and evaluating teaching sequences using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective work. The learning environments will be iteratively tested and refined, during different phases of…

Measuring Flow Experience in an Immersive Virtual Environment for Collaborative Learning

ERIC Educational Resources Information Center

van Schaik, P.; Martin, S.; Vallance, M.

2012-01-01

In contexts other than immersive virtual environments, theoretical and empirical work has identified flow experience as a major factor in learning and human-computer interaction. Flow is defined as a "holistic sensation that people feel when they act with total involvement". We applied the concept of flow to modeling the experience of…

A framework for learning about improvement: embedded implementation and evaluation design to optimize learning

PubMed Central

Barry, Danika; Kimble, Leighann E; Nambiar, Bejoy; Parry, Gareth; Jha, Ashish; Chattu, Vijay Kumar; Massoud, M Rashad; Goldmann, Don

2018-01-01

Abstract Improving health care involves many actors, often working in complex adaptive systems. Interventions tend to be multi-factorial, implementation activities diverse, and contexts dynamic and complicated. This makes improvement initiatives challenging to describe and evaluate as matching evaluation and program designs can be difficult, requiring collaboration, trust and transparency. Collaboration is required to address important epidemiological principles of bias and confounding. If this does not take place, results may lack credibility because the association between interventions implemented and outcomes achieved is obscure and attribution uncertain. Moreover, lack of clarity about what was implemented, how it was implemented, and the context in which it was implemented often lead to disappointment or outright failure of spread and scale-up efforts. The input of skilled evaluators into the design and conduct of improvement initiatives can be helpful in mitigating these potential problems. While evaluation must be rigorous, if it is too rigid necessary adaptation and learning may be compromised. This article provides a framework and guidance on how improvers and evaluators can work together to design, implement and learn about improvement interventions more effectively. PMID:29873794

E-Learning and North-South collaboration: the experience of two public health schools in France and Benin.

PubMed

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

2009-10-14

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

Community-campus partnership in action: lessons learned from the DuPage County Patient Navigation Collaborative.

PubMed

Samaras, Athena T; Murphy, Kara; Nonzee, Narissa J; Endress, Richard; Taylor, Shaneah; Hajjar, Nadia; Bularzik, Rosario; Frankovich, Carmi; Dong, XinQi; Simon, Melissa A

2014-01-01

Using community-based participatory research (CBPR), the DuPage County Patient Navigation Collaborative (DPNC) developed an academic campus-community research partnership aimed at increasing access to care for underserved breast and cervical cancer patients within DuPage County, a collar county of Chicago. Given rapidly shifting demographics, targeting CBPR initiatives among underserved suburban communities is essential. To discuss the facilitating factors and lessons learned in forging the DPNC. A patient navigation collaborative was formed to guide medically underserved women through diagnostic resolution and if necessary, treatment, after an abnormal breast or cervical cancer screening. Facilitating factors included (1) fostering and maintaining collaborations within a suburban context, (2) a systems-based participatory research approach, (3) a truly equitable community-academic partnership, (4) funding adaptability, (5) culturally relevant navigation, and (6) emphasis on co-learning and capacity building. By highlighting the strategies that contributed to DPNC success, we envision the DPNC to serve as a feasible model for future health interventions.

Student use of a Learning Management System for group projects: A case study investigating interaction, collaboration, and knowledge construction

NASA Astrophysics Data System (ADS)

Lonn, Steven D.

Web-based Learning Management Systems (LMS) allow instructors and students to share instructional materials, make class announcements, submit and return course assignments, and communicate with each other online. Previous LMS-related research has focused on how these systems deliver and manage instructional content with little concern for how students' constructivist learning can be encouraged and facilitated. This study investigated how students use LMS to interact, collaborate, and construct knowledge within the context of a group project but without mediation by the instructor. The setting for this case study was students' use in one upper-level biology course of the local LMS within the context of a course-related group project, a mock National Institutes of Health grant proposal. Twenty-one groups (82 students) voluntarily elected to use the LMS, representing two-thirds of all students in the course. Students' peer-to-peer messages within the LMS, event logs, online surveys, focus group interviews, and instructor interviews were used in order to answer the study's overarching research question. The results indicate that students successfully used the LMS to interact and, to a significant extent, collaborate, but there was very little evidence of knowledge construction using the LMS technology. It is possible that the ease and availability of face-to-face meetings as well as problems and limitations with the technology were factors that influenced whether students' online basic interaction could be further distinguished as collaboration or knowledge construction. Despite these limitations, students found several tools and functions of the LMS useful for their online peer interaction and completion of their course project. Additionally, LMS designers and implementers are urged to consider previous literature on computer-supported collaborative learning environments in order to better facilitate independent group projects within these systems. Further research is needed to identify the best types of scaffolds and overall technological improvements in order to provide support for online collaboration and knowledge construction.

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Case-based pedagogy as a context for collaborative inquiry in the Philippines

NASA Astrophysics Data System (ADS)

Arellano, Elvira L.; Barcenal, Tessie L.; Bilbao, Purita P.; Castellano, Merilin A.; Nichols, Sharon; Tippins, Deborah J.

2001-05-01

The purpose of this study was to investigate the potential for using case-based pedagogy as a context for collaborative inquiry into the teaching and learning of elementary science. The context for this study was the elementary science teacher preparation program at West Visayas State University on the the island of Panay in Iloilo City, the Philippines. In this context, triple linguistic conventions involving the interactions of the local Ilonggo dialect, the national language of Philipino (predominantly Tagalog) and English create unique challenges for science teachers. Participants in the study included six elementary student teachers, their respective critic teachers and a research team composed of four Filipino and two U.S. science teacher educators. Two teacher-generated case narratives serve as the centerpiece for deliberation, around which we highlight key tensions that reflect both the struggles and positive aspects of teacher learning that took place. Theoretical perspectives drawn from assumptions underlying the use of case-based pedagogy and scholarship surrounding the community metaphor as a referent for science education curriculum inquiry influenced our understanding of tensions at the intersection of re-presentation of science, authority of knowledge, and professional practice, at the intersection of not shared language, explicit moral codes, and indigenization, and at the intersection of identity and dilemmas in science teaching. Implications of this study are discussed with respect to the building of science teacher learning communities in both local and global contexts of reform.

Interaction, Modality, and Word Engagement as Factors in Lexical Learning in a Chinese Context

ERIC Educational Resources Information Center

Niu, Ruiying; Helms-Park, Rena

2014-01-01

This study investigates the roles of collaborative output, the modality of output, and word engagement in vocabulary learning and retention by Chinese-speaking undergraduate EFL learners. The two treatment groups reconstructed a passage that they had read in one of two ways: (1) dyadic oral interaction while producing a written report (Written…

Effects of the Team Competition-Based Ubiquitous Gaming Approach on Students' Interactive Patterns, Collective Efficacy and Awareness of Collaboration and Communication

ERIC Educational Resources Information Center

Chen, Chih-Hung; Hwang, Gwo-Jen

2017-01-01

Previous research has illustrated the importance of acquiring knowledge from authentic contexts; however, without full engagement, students' learning performance might not be as good as expected. In this study, a Team Competition-based Ubiquitous Gaming approach was proposed for improving students' learning effectiveness in authentic learning…

Implementing Electronic Conferencing within a Distance-Based University: University of South Africa Case Study

ERIC Educational Resources Information Center

Kritzinger, E.; Padayachee, K.; Tolmay, M.

2010-01-01

The outcome of this paper is primarily to survey and analyse student interactions with electronic conferencing systems and to reflect on the impact of such a system on the students' learning within an open distance learning context. This pilot study is articulated within action research methodology to generate critical reflection on collaborative,…

Enhancing Problem-Solving Expertise by Means of an Authentic, Collaborative, Computer Supported and Problem-Based Course

ERIC Educational Resources Information Center

Arts, Jos A. R.; Gijselaers, Wim H.; Segers, Mien S. R.

2006-01-01

Instructional designs, embedding learning in meaningful contexts such as problem-based learning (PBL) are increasingly used for fostering expertise to prepare students for the demands of the future workplace. However, cognitive outcomes of these curricula in terms of expertise outcomes are not always conclusive. Based on the instructional…

How Differences in Interactions Affect Learning and Development of Design Expertise in the Context of Biomedical Engineering Design

ERIC Educational Resources Information Center

Svihla, Vanessa Lynn

2009-01-01

Authentic design commonly involves teams of designers collaborating on ill-structured problems over extended time periods. Nonetheless, design has been studied extensively in sequestered settings, limiting our understanding of design as process and especially of learning design process. This study addresses potential shortcomings of such studies…

Development and Assessment of a Chemistry-Based Computer Video Game as a Learning Tool

ERIC Educational Resources Information Center

Martinez-Hernandez, Kermin Joel

2010-01-01

The chemistry-based computer video game is a multidisciplinary collaboration between chemistry and computer graphics and technology fields developed to explore the use of video games as a possible learning tool. This innovative approach aims to integrate elements of commercial video game and authentic chemistry context environments into a learning…

Collaborativeness as the Core of Professional Learning Communities beyond Culture and Context: Evidence from Canada, Finland, and Israel

ERIC Educational Resources Information Center

Jäppinen, Aini-Kristiina; Leclerc, Martine; Tubin, Dorit

2016-01-01

Professional learning communities (PLC) have been widely accepted as effective with respect to good atmosphere, adequate leadership practices, and functional working practices. However, the outcomes for school improvement depend on case-specific issues. To identify less culturally and contextually bound issues in 3 PLC settings in Canada, Finland,…

E-Learning in a University Interdisciplinary and Bilingual Context: Analysis of Students' Participation, Motivation and Performance

ERIC Educational Resources Information Center

Ruiz-Molina, Maria-Eugenia; Cuadrado-Garcia, Manuel

2008-01-01

Purpose: The purpose of this paper is to discuss the use of virtual learning environments in multicultural higher education of two different subjects: foreign language and marketing. Design/methodology/approach: The paper describes the aims, development and results of an interdisciplinary collaboration project was held between two European…

Collaborative Leadership and School Improvement: Understanding the Impact on School Capacity and Student Learning

ERIC Educational Resources Information Center

Hallinger, Philip; Heck, Ronald H.

2010-01-01

Fifty years of theory and research offer increasing levels of support for the assertion that principal leadership makes a difference in the quality of schooling, school development, and student learning. In the current context of global education reform, however, recent inquiries have focused on identifying how teams of school leaders contribute…

Problems Implementing Problem-Based Learning by a Private Malaysian University

ERIC Educational Resources Information Center

Tik, Chan Chang

2014-01-01

In this case study the focus is on lecturers' readiness in the design of PBL problems and to facilitate students' learning. This paper also looks into students' readiness in terms of acquiring metacognitive skills and collaborating in group to solve PBL problems. Problems encountered by both lecturers and students are discussed in the context of…

Intensification and Isolation: Alienated Teaching and Collaborative Professional Relationships in the Accountability Context

ERIC Educational Resources Information Center

Stone-Johnson, Corrie

2016-01-01

The global educational landscape continues to change in response to three forces: a new paradigm of curriculum approaches that has shifted from teaching to learning; public demand for evidence of this learning; and decentralization of public schools (Sahlberg in "Journal of Educational Change," 12(2):173-185, 2011). These changes have…

The PROFILES Project Promoting Science Teaching in a Foreign Language

ERIC Educational Resources Information Center

Blanchard, B.; Masserot, V.; Holbrook, J.

2014-01-01

School subjects can provide a good context for learning a second language. This is especially true for science as it can involve a range of student centred activities, which involve students in collaborative communication related to a range of different competences. This paper reflects on one approach to learning in a second language, using the…

Debating the use of work-based learning and interprofessional education in promoting collaborative practice in primary care: a discussion paper.

PubMed

Cameron, Shona; Rutherford, Ishbel; Mountain, Kristina

2012-01-01

The context of primary care in the UK is changing rapidly, underpinned by continuing policy drivers to ensure person-centred safe and effective practice. Undergraduate and postgraduate programmes for healthcare practitioners are increasingly using interprofessional education (IPE) as one route to engender greater understanding of others' roles and contributions to health care, with the suggestion that IPE leads to better integration and teamwork, and thus stronger collaborative practice. Access to education and professional development for those working in primary care is difficult, and individuals need the focus of learning to be clearly relevant to their practice. To review and debate the evidence on the role of work-based learning and IPE in enhancing collaborative practice in primary care. Literature search and critique of key papers relevant to primary care practice. The three themes emerged of IPE, workbased learning (WBL) and collaborative practice. There is a growing body of literature to support the positive outcomes of IPE and the utilisation of WBL in developing practice. A range of practitioners in a variety of work settings have used WBL approaches in the implementation of innovations and the development of communities of practice. However, little evidence exists to support these approaches in primary care. The application of WBL across primary care teams can support a positive and collaborative learning culture, resulting in changes to professional practice.

Pre-test and post-test evaluation of students' perceptions of a collaborative clinical education model on the learning environment.

PubMed

Henderson, Amanda; Heel, Alison; Twentyman, Michelle; Lloyd, Belinda

2006-01-01

This study investigated the impact of a collaborative clinical education model on students' perception of the psycho-social learning environment. A pre-test and post-test quasi experimental design. A tertiary referral centre. Second and third year undergraduate nursing students were asked to rate their perceptions of the psycho-social learning environment at the completion of the clinical practicum. TOOL: The tool used to measure psycho-social perceptions of the clinical learning environment was the Clinical Learning Environment Inventory previously validated in Australian health care contexts. A collaborative arrangement with the university and ward staff where eight students are placed on a ward and a ward staff member is paid by the university to be 'off-line' from a clinical workload to supervise the students. This is in contrast to the standard facilitation model where students are placed with registered nurses in different localities under the supervision of a 'roving' registered nurse paid by the university. No significant differences were found in pre-test mean scores when comparing wards. Significant differences in post-test scores for the intervention group were identified in the sub scales of Student Involvement, Satisfaction, Personalisation and Task Orientation. The adoption of a collaborative clinical education model where students are integrated into the ward team and the team is responsible for student learning can positively enhance capacity for student learning during their clinical practicum.

Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction

NASA Astrophysics Data System (ADS)

Steele, Astrid; Brew, Christine; Rees, Carol; Ibrahim-Khan, Sheliza

2013-02-01

Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educators collaborated to better understand the PTs' background experiences and attitudes toward those subjects. The research project provided two avenues for professional learning: the data collected from the PTs and the opportunity for collaborative action research. The mixed method study focused on: the relationship between gender and undergraduate major (science versus non-science) with respect to previous and current engagement in science and math, understanding the processes of inquiry, and learning outside the classroom. A field trip to a science center provided the setting for the data collection. From a sample of 132 PTs, a multivariate analysis showed that the science major of PTs explained most of the gender differences with respect to the PTs' attitudes toward science and mathematics. The process of inquiry is generally poorly interpreted by PTs, and non-science majors prefer a more social approach in their learning to teach science and math. The four educators/collaborators reflect on the impacts of the research on their individual practices, for example, the need to: include place-based learning, attend to the different learning strategies taken by non-science majors, emphasize social and environmental contexts for learning science and math, be more explicit regarding the processes of science inquiry, and provide out-of-classroom experiences for PTs. They conclude that the collaboration, though difficult at times, provided powerful opportunities for examining individual praxis.

A Framework for Assessing Collaborative Capacity in Community-Based Public Forest Management

NASA Astrophysics Data System (ADS)

Cheng, Antony S.; Sturtevant, Victoria E.

2012-03-01

Community-based collaborative groups involved in public natural resource management are assuming greater roles in planning, project implementation, and monitoring. This entails the capacity of collaborative groups to develop and sustain new organizational structures, processes, and strategies, yet there is a lack of understanding what constitutes collaborative capacity. In this paper, we present a framework for assessing collaborative capacities associated with community-based public forest management in the US. The framework is inductively derived from case study research and observations of 30 federal forest-related collaborative efforts. Categories were cross-referenced with literature on collaboration across a variety of contexts. The framework focuses on six arenas of collaborative action: (1) organizing, (2) learning, (3) deciding, (4) acting, (5) evaluating, and (6) legitimizing. Within each arena are capacities expressed through three levels of social agency: individuals, the collaborative group itself, and participating or external organizations. The framework provides a language and set of organizing principles for understanding and assessing collaborative capacity in the context of community-based public forest management. The framework allows groups to assess what capacities they already have and what more is needed. It also provides a way for organizations supporting collaboratives to target investments in building and sustaining their collaborative capacities. The framework can be used by researchers as a set of independent variables against which to measure collaborative outcomes across a large population of collaborative efforts.

Investigating 6th graders' use of a tablet-based app supporting synchronous use of multiple tools designed to promote collaborative knowledge building in science

NASA Astrophysics Data System (ADS)

Sherwood, Carrie-Anne

At this pivotal moment in time, when the proliferation of mobile technologies in our daily lives is influencing the relatively fast integration of these technologies into classrooms, there is little known about the process of student learning, and the role of collaboration, with app-based learning environments on mobile devices. To address this gap, this dissertation, comprised of three manuscripts, investigated three pairs of sixth grade students' synchronous collaborative use of a tablet-based science app called WeInvestigate . The first paper illustrated the methodological decisions necessary to conduct the study of student synchronous and face-to-face collaboration and knowledge building within the complex WeInvestigate and classroom learning environments. The second paper provided the theory of collaboration that guided the design of supports in WeInvestigate, and described its subsequent development. The third paper detailed the interactions between pairs of students as they engaged collaboratively in model construction and explanation tasks using WeInvestigate, hypothesizing connections between these interactions and the designed supports for collaboration. Together, these manuscripts provide encouraging evidence regarding the potential of teaching and learning with WeInvestigate. Findings demonstrated that the students in this study learned science through WeInvestigate , and were supported by the app - particularly the collabrification - to engage in collaborative modeling of phenomena. The findings also highlight the potential of the multiple methods used in this study to understand students' face-to-face and technology-based interactions within the "messy" context of an app-based learning environment and a traditional K-12 classroom. However, as the third manuscript most clearly illustrates, there are still a number of modifications to be made to the WeInvestigate technology before it can be optimally used in classrooms to support students' collaborative science endeavors. The findings presented in this dissertation contribute in theoretical, methodological, and applied ways to the fields of science education, educational technology, and the learning sciences, and point to exciting possibilities for future research on students' collaborations using future iterations of WeInvestigate with more embedded supports; comparative studies of students' use of synchronous collaboration; and studies focused on elucidating the role of the teacher using WeInvestigate - and similar mobile platforms - for teaching and learning.

The management of advanced practitioner preparation: a work-based challenge.

PubMed

Livesley, Joan; Waters, Karen; Tarbuck, Paul

2009-07-01

This paper explores the collaborative development of a Master's level advanced practice programme in the context of the radical reform and remodelling of the UK's National Health Service. Some of the educational, managerial and practice challenges are discussed. Changes to education and training in response to key strategic reviews undertaken by the Greater Manchester Strategic Health Authority (North West of England) established a need to develop nurses and allied health care practitioners to advanced practitioner level. This paper considers how employers, commissioners and educationalists worked together to produce a Master's level programme to prepare nurses and other health care practitioners for sustainable advanced practice roles. Developing innovative and effective curricula to meet the needs of post graduate students from varied backgrounds preparing to practice in different contexts with different client groups is challenging. However, the development of individual learning pathways and work-based learning ensures that the student's work and intended advanced practice role remains at the centre of their learning. Analysis of each student's knowledge and skill deficits alongside an analysis of the organization's readiness to support them as qualified advanced practitioners (APs) is instrumental in ensuring that organizations are ready to support practitioners in new roles. Work-based learning and collaboration between students, employers and higher education institutions can be used to enable managers and students to unravel the network of factors which affect advanced practice in health and social care. Additionally, collaborative working can help to create opportunities to develop strategies that will facilitate change. Implications for nursing management Sustainable change concerned with the introduction of advanced practitioner roles present a real challenge for managers at a strategic and operational level. Commissioning flexible, collaborative and service-led educational programmes can assist in ensuring that change is sustainable and produce practitioners who are fit for practice, purpose and award.

I Learnt a Whole Lot More than Churning out an Essay: Using Online Tools to Support Critical Collaborative Inquiry in a Blended Learning Environment

ERIC Educational Resources Information Center

Khoo, Elaine; Johnson, E. Marcia; Zahra, Anne

2012-01-01

This paper reports on a qualitative case study of a teacher and her students in a postgraduate Tourism course in New Zealand in which a learning management system, discussion forums, and wikis were used to facilitate student engagement and deeper learning of course content. Although the teacher was experienced in face-to-face teaching contexts,…

a Radical Collaborative Approach: Developing a Model for Learning Theory, Human-Based Computation and Participant Motivation in a Rock-Art Heritage Application

NASA Astrophysics Data System (ADS)

Haubt, R.

2016-06-01

This paper explores a Radical Collaborative Approach in the global and centralized Rock-Art Database project to find new ways to look at rock-art by making information more accessible and more visible through public contributions. It looks at rock-art through the Key Performance Indicator (KPI), identified with the latest Australian State of the Environment Reports to help develop a better understanding of rock-art within a broader Cultural and Indigenous Heritage context. Using a practice-led approach the project develops a conceptual collaborative model that is deployed within the RADB Management System. Exploring learning theory, human-based computation and participant motivation the paper develops a procedure for deploying collaborative functions within the interface design of the RADB Management System. The paper presents the results of the collaborative model implementation and discusses considerations for the next iteration of the RADB Universe within an Agile Development Approach.

French translation and validation of the Readiness for Interprofessional Learning Scale (RIPLS) in a Canadian undergraduate healthcare student context.

PubMed

Cloutier, Jacinthe; Lafrance, Josée; Michallet, Bernard; Marcoux, Lyson; Cloutier, France

2015-03-01

The Canadian Interprofessional Health Collaborative recommends that future professionals be prepared for collaborative practice. To do so, it is necessary for them to learn about the principles of interprofessional collaboration. Therefore, to ascertain if students are predisposed, their attitude toward interprofessional learning must be assessed. In the French Canadian context such a measuring tool has not been published yet. The purpose of this study is to translate in French an adapted version of the RIPLS questionnaire and to validate it for use with undergraduate students from seven various health and social care programmes in a Canadian university. According to Vallerand's methodology, a method for translating measuring instruments: (i) the forward-backward translation indicated that six items of the experimental French version of the RIPLS needed to be more specific; (ii) the experimental French version of the RIPLS seemed clear according to the pre-test assessing items clarity; (iii) evaluation of the content validity indicated that the experimental French version of the RIPLS presents good content validity and (iv) a very good internal consistency was obtained (α = 0.90; n = 141). Results indicate that the psychometric properties of the RIPLS in French are comparable to the English version, although a different factorial structure was found. The relevance of three of the 19 items on the RIPLS scale is questionable, resulting in a revised 16-item scale. Future research aimed at validating the translated French version of the RIPLS could also be conducted in another francophone cultural context.

The operating room as a clinical learning environment: An exploratory study.

PubMed

Meyer, Rhoda; Van Schalkwyk, Susan C; Prakaschandra, Rosaley

2016-05-01

Students undertake their clinical placement in various clinical settings for the exposure to and acquisition of skills related to that particular context. The operating room is a context that offers the opportunity to develop critical skills related to the perioperative care of the patient. Despite numerous studies that have been undertaken in this field, few have investigated the operating room as a clinical learning environment in the South African private healthcare context. The aim of this study was to determine nursing students' perceptions of the operating room as a clinical learning environment. An exploratory, interpretive and descriptive design generating qualitative data was utilized. Eight nursing students completed an open-ended questionnaire, and twelve nursing students participated in the focus group discussion. Four themes emerged, namely, 'interpersonal factors', 'educational factors', 'private operating room context', and 'recommendations'. The opinion that the operating room offers an opportunity to gain skills unique to this context was expressed. However, despite the potential learning opportunities, the key findings of this study reveal negative perceptions of nursing students regarding learning experiences in the operating room. Exploration into the preparatory needs of students specific to learning outcomes before operating room placement should be considered. It will also be necessary to improve collaboration between lecturers, mentors and theatre managers. Copyright © 2016 Elsevier Ltd. All rights reserved.

Science education through informal education

NASA Astrophysics Data System (ADS)

Kim, Mijung; Dopico, Eduardo

2016-06-01

To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins. In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal education places such as science museums. Their study explored and discussed the viability and relevancy of school visits to museums and possibilities to enhance the connection between students' visits in informal contexts and their learning in schools. Given that students learn science by crossing the boundaries of formal and informal learning contexts, it is critical to examine ways of integrated and collaborative approach to develop scientific literacy to help students think, act and communicate as members of problem solving communities. In this forum, we suggest the importance of students' lifeworld contexts in informal learning places as continuum of Monteiro, Janerine, de Carvalho, and Martins' discussion on enhancing the effectiveness of informal learning places in science education.

Integrating Reading into Middle School Science: What We Did, Found and Learned

ERIC Educational Resources Information Center

Fang, Zhihui; Lamme, Linda; Pringle, Rose; Patrick, Jennifer; Sanders, Jennifer; Zmach, Courtney; Charbonnet, Sara; Henkel, Melissa

2008-01-01

Recent calls for border crossing between reading and science have heightened the need to support science teachers in integrating reading into science and to verify the robustness of this approach in the context of inquiry-based science. In this paper, we share what we did, found, and learned in a collaborative project in which a team of…

Outdoor Play in Preschools in England and South Korea: Learning from Polyvocal Methods

ERIC Educational Resources Information Center

Nah, Kwi-Ok; Waller, Tim

2015-01-01

This paper discusses a cross-cultural and collaborative project, in preschools in England and South Korea. The aim of the project is to investigate the pedagogy of outdoor play and learning in two different cultural contexts, from the perspectives of the practitioners. Although there has been a growing academic interest in the use of outdoor…

Preparing Instructional Designers for Game-Based Learning: Part III. Game Design as a Collaborative Process

ERIC Educational Resources Information Center

Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

2010-01-01

In this three part series, four professors who teach graduate level courses on the design of instructional video games discuss their perspectives on preparing instructional designers to optimize game-based learning. Part I set the context for the series and one of four panelists discussed what he believes instructional designers should know about…

Encrypted Objects and Decryption Processes: Problem-Solving with Functions in a Learning Environment Based on Cryptography

ERIC Educational Resources Information Center

White, Tobin

2009-01-01

This paper introduces an applied problem-solving task, set in the context of cryptography and embedded in a network of computer-based tools. This designed learning environment engaged students in a series of collaborative problem-solving activities intended to introduce the topic of functions through a set of linked representations. In a…

Assessment for Learning in Music Education in the Slovenian Context--From Punishment or Reward to Support

ERIC Educational Resources Information Center

Sicherl Kafol, Barbara; Kordeš, Urban; Holcar Brunauer, Ada

2017-01-01

This qualitative study used action research to provide an insight into how pupils experience and perceive assessment in music education. In collaboration with pupils we constructed an assessment for learning model aimed at involving pupils in the co-development of assessment criteria and in the processes of self and peer assessment. In addition we…

Shared Learning and Clinical Teamwork: New Directions in Education for Multiprofessional Practice. Researching Professional Education Research Report Series.

ERIC Educational Resources Information Center

Miller, Carolyn; Ross, Nick; Freeman, Marnie

The role of collaborative/shared learning in nursing, midwifery, and visiting nurse education in the United Kingdom was explored to identify the qualities and skills needed by practitioners to work effectively in multiprofessional contexts and establish the fit between the knowledge and skills needed in multiprofessional practice and the teaching…

Dyads versus Groups: Using Different Social Structures in Peer Review to Enhance Online Collaborative Learning Processes

ERIC Educational Resources Information Center

Pozzi, Francesca; Ceregini, Andrea; Ferlino, Lucia; Persico, Donatella

2016-01-01

The Peer Review (PR) is a very popular technique to support socio-constructivist and connectivist learning processes, online or face-to-face, at all educational levels, in both formal and informal contexts. The idea behind this technique is that sharing views and opinions with others by discussing with peers and receiving and providing formative…

Learning the Language of School History: The Role of Linguistics in Mapping the Writing Demands of the Secondary School Curriculum

ERIC Educational Resources Information Center

Coffin, Caroline

2006-01-01

This study uses the tools of functional linguistics to illuminate the writing requirements of the history curriculum in the context of Australian secondary schools. It shows how the resulting linguistic description was integrated into a sequence of teaching and learning activities through collaboration between linguists and content/pedagogic…

Poetic Transcription with a Twist: An Approach to Reflective Practice through Connection, Collaboration and Community

ERIC Educational Resources Information Center

Smart, Fiona

2017-01-01

Learning from experience is integral to professional development, with the processes by which it is expected and enabled, varying depending on context and discipline. There is general consensus that it does not just happen. Rather learning from experience is a deliberate act. In higher education, much attention is given to reflective practice and…

Enhancing the Status of Peer Observation through the Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Engin, Marion

2016-01-01

In this Reflection on Practice I argue the case for using the principles of scholarship of teaching and learning (SoTL) to serve as a framework for evaluating and designing peer observation programmes in higher education contexts. I suggest that for peer observation to be an activity worthy of SoTL, it should be systematic, collaborative,…

Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians.

PubMed

Henderson, Saras; Dalton, Megan; Cartmel, Jennifer

2016-01-01

Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs.

Situating cognitive/socio-cognitive approaches to student learning in genetics

NASA Astrophysics Data System (ADS)

Kindfield, Ann C. H.

2009-03-01

In this volume, Furberg and Arnseth report on a study of genetics learning from a socio-cultural perspective, focusing on students' meaning making as they engage in collaborative problem solving. Throughout the paper, they criticize research on student understanding and conceptual change conducted from a cognitive/socio-cognitive perspective on several reasonable grounds. However, their characterization of work undertaken from this perspective sometimes borders on caricature, failing to acknowledge the complexities of the research and the contexts within which it has been carried out. In this commentary, I expand their characterization of the cognitive/socio-cognitive perspective in general and situate my own work on genetics learning so as to provide a richer view of the enterprise. From this richer, more situated view, I conclude that research from both perspectives and collaboration between those looking at learning from different perspectives will ultimately provide a more complete picture of science learning.

Collaborative training with a more experienced partner: remediating low pretraining self-efficacy in complex skill acquisition.

PubMed

Day, Eric Anthony; Boatman, Paul R; Kowollik, Vanessa; Espejo, Jazmine; McEntire, Lauren E; Sherwin, Rachel E

2007-12-01

This study examined the effectiveness of collaborative training for individuals with low pretraining self-efficacy versus individuals with high pretraining self-efficacy regarding the acquisition of a complex skill that involved strong cognitive and psychomotor demands. Despite support for collaborative learning from the educational literature and the similarities between collaborative learning and interventions designed to remediate low self-efficacy, no research has addressed how self-efficacy and collaborative learning interact in contexts concerning complex skills and human-machine interactions. One hundred fifty-five young male adults trained either individually or collaboratively with a more experienced partner on a complex computer task that simulated the demands of a dynamic aviation environment. Participants also completed a task-specific measure of self-efficacy before, during, and after training. Collaborative training enhanced skill acquisition significantly more for individuals with low pretraining self-efficacy than for individuals with high pretraining self-efficacy. However, collaborative training did not bring the skill acquisition levels of those persons with low pretraining self-efficacy to the levels found for persons with high pretraining self-efficacy. Moreover, tests of mediation suggested that collaborative training may have enhanced appropriate skill development strategies without actually raising self-efficacy. Although collaborative training can facilitate the skill acquisition process for trainees with low self-efficacy, future research is needed that examines how the negative effects of low pretraining self-efficacy on complex skill acquisition can be more fully remediated. The differential effects of collaborative training as a function of self-efficacy highlight the importance of person analysis and tailoring training to meet differing trainee needs.

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

PubMed

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

2014-01-01

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

Dutch translation and validation of the readiness for interprofessional learning scale (RIPLS) in a primary healthcare context.

PubMed

Pype, Peter; Deveugele, Myriam

2016-12-01

Interprofessional education and collaborative practice are gradually gaining importance in the context of growing healthcare complexity. The readiness for interprofessional learning scale (RIPLS) is a well-known scale that can identify attitudinal barriers and variance across professions, which may affect educational interventions. This study aims to translate the English RIPLS into Dutch and to test its reliability and validity. The scale was translated and back-translated by two pairs of people independently and tested for feasibility and comprehensibility. The translated scale was used with 219 general practitioners, 238 community nurses, and 53 palliative home-care nurses. Exploratory factor analysis was used to assess construct validity. Confirmatory factor analysis was done to generate a fit model. Cronbach's alpha was computed to evaluate internal consistency. Regression analysis was used to evaluate the effect of the RIPLS score on the level of learning through collaboration and to gauge the influence of the participants' gender, age, previous palliative care education, type of practice and years in practice. Confirmatory and exploratory factor analysis confirms the factor structure of the original version. The Dutch version shows good reliability (overall Cronbach's alpha: 0.88; intraclass correlation coefficient after test-retest: 0.718 (95%CI: 0.499-0.852). The RIPLS score correlates with the amount of workplace learning during collaboration (discriminant validity: P < 0.001). The Dutch translation of the RIPLS is now ready for comparative studies.

Contextualizing learning to improve care using collaborative communities of practices.

PubMed

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

2016-09-02

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

The power of prepositions: learning with, from and about others in the context of interprofessional education.

PubMed

Bainbridge, Lesley; Wood, Victoria Isobel

2012-11-01

This paper is the first of a two-part series. It presents a research study that aimed to provide a more contextual description of the commonly applied definition of interprofessional education (IPE) offered in 2002 by the Centre for the Advancement of Interprofessional Education (CAIPE) in the UK: "when two or more professions learn with, from and about each other to improve collaboration and quality of care." The study confirmed and consolidated key characteristics of IPE by exploring the meaning of with, from and about. The words with, from and about were regarded as complex. Words describing learning with each other included active engagement, co-location and equally valued. Concepts linked to learning about included knowing about people outside their professional role and interaction. Learning from others was characterized by trust, respect and confidence in others' knowledge. Although learning about others was described as the first part of learning with, from and about, there were mixed views on whether learning with or from formed the second part of the definition. Based on this work, the second paper in this series presents a proposed taxonomy for IPE that may serve to inform emerging applications for IPE in the context of education, service delivery and policy. This research contributes to an emerging understanding of IPE that will support competency development and sound curriculum design, continuing professional development and evaluation of the impact of IPE and collaboration on health outcomes.

Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs

PubMed Central

Briggs, Charlotte L.; Doubleday, Alison F.

2016-01-01

Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning. PMID:29349309

Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs.

PubMed

Briggs, Charlotte L; Doubleday, Alison F

2016-01-01

Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning.

A Global Model for Effective Use and Evaluation of e-Learning in Health

PubMed Central

Farrington, Conor; Brayne, Carol

2013-01-01

Abstract Healthcare systems worldwide face a wide range of challenges, including demographic change, rising drug and medical technology costs, and persistent and widening health inequalities both within and between countries. Simultaneously, issues such as professional silos, static medical curricula, and perceptions of “information overload” have made it difficult for medical training and continued professional development (CPD) to adapt to the changing needs of healthcare professionals in increasingly patient-centered, collaborative, and/or remote delivery contexts. In response to these challenges, increasing numbers of medical education and CPD programs have adopted e-learning approaches, which have been shown to provide flexible, low-cost, user-centered, and easily updated learning. The effectiveness of e-learning varies from context to context, however, and has also been shown to make considerable demands on users' motivation and “digital literacy” and on providing institutions. Consequently, there is a need to evaluate the effectiveness of e-learning in healthcare as part of ongoing quality improvement efforts. This article outlines the key issues for developing successful models for analyzing e-health learning. PMID:23472702

A global model for effective use and evaluation of e-learning in health.

PubMed

Ruggeri, Kai; Farrington, Conor; Brayne, Carol

2013-04-01

Healthcare systems worldwide face a wide range of challenges, including demographic change, rising drug and medical technology costs, and persistent and widening health inequalities both within and between countries. Simultaneously, issues such as professional silos, static medical curricula, and perceptions of "information overload" have made it difficult for medical training and continued professional development (CPD) to adapt to the changing needs of healthcare professionals in increasingly patient-centered, collaborative, and/or remote delivery contexts. In response to these challenges, increasing numbers of medical education and CPD programs have adopted e-learning approaches, which have been shown to provide flexible, low-cost, user-centered, and easily updated learning. The effectiveness of e-learning varies from context to context, however, and has also been shown to make considerable demands on users' motivation and "digital literacy" and on providing institutions. Consequently, there is a need to evaluate the effectiveness of e-learning in healthcare as part of ongoing quality improvement efforts. This article outlines the key issues for developing successful models for analyzing e-health learning.

A Focused Ethnography of Baccalaureate Nursing Students Who Are Using Motivational Interviewing.

PubMed

Howard, Lisa M; Williams, Beverly A

2016-09-01

The purpose of this article is to describe how nursing students learned and used motivational interviewing (MI) in a community-based clinical context at a primary care vascular risk reduction clinic focused on health promotion. A focused ethnography was used to access a sample of 20 undergraduate nursing students, 16 patients, and 2 instructors. Data were generated from participant observations, field notes, student journals, and interviews (one-on-one and focus group). Central to the students' experience was their transformation because of learning and using MI. Three sub themes describe the social processes that shaped the student experience: learning a relational skill, engaging patients, and collaborating as partners. It is feasible for nursing students to learn MI and use this approach to enhance collaborative care in a primary care setting. The experience can be transformative for students. Supporting patients to adopt healthy lifestyles is a significant role for nurses in practice. The findings provide key insights and strategies for nurse educators teaching students a collaborative communication approach, such as MI, to engage patients in health behavior change. © 2016 Sigma Theta Tau International.

Learning Semantics of Gestural Instructions for Human-Robot Collaboration

PubMed Central

Shukla, Dadhichi; Erkent, Özgür; Piater, Justus

2018-01-01

Designed to work safely alongside humans, collaborative robots need to be capable partners in human-robot teams. Besides having key capabilities like detecting gestures, recognizing objects, grasping them, and handing them over, these robots need to seamlessly adapt their behavior for efficient human-robot collaboration. In this context we present the fast, supervised Proactive Incremental Learning (PIL) framework for learning associations between human hand gestures and the intended robotic manipulation actions. With the proactive aspect, the robot is competent to predict the human's intent and perform an action without waiting for an instruction. The incremental aspect enables the robot to learn associations on the fly while performing a task. It is a probabilistic, statistically-driven approach. As a proof of concept, we focus on a table assembly task where the robot assists its human partner. We investigate how the accuracy of gesture detection affects the number of interactions required to complete the task. We also conducted a human-robot interaction study with non-roboticist users comparing a proactive with a reactive robot that waits for instructions. PMID:29615888

Learning Semantics of Gestural Instructions for Human-Robot Collaboration.

PubMed

Shukla, Dadhichi; Erkent, Özgür; Piater, Justus

2018-01-01

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

Collaborative action around implementation in Collaborations for Leadership in Applied Health Research and Care: towards a programme theory.

PubMed

Rycroft-Malone, Jo; Wilkinson, Joyce; Burton, Christopher R; Harvey, Gill; McCormack, Brendan; Graham, Ian; Staniszewska, Sophie

2013-10-01

In theory, greater interaction between researchers and practitioners should result in increased potential for implementation. However, we know little about whether this is the case, or what mechanisms might operate to make it happen. This paper reports findings from a study that is identifying and tracking implementation mechanisms, processes, influences and impacts in real time, over time in the Collaborations for Leadership in Applied Health Research and Care (CLAHRCs). This is a longitudinal, realist evaluation case study. The development of the conceptual framework and initial hypotheses involved literature reviewing and stakeholder consultation. Primary data were collected through interviews, observations and documents within three CLAHRCs, and analysed thematically against the framework and hypotheses. The first round of data collection shows that the mechanisms of collaborative action, relationship building, engagement, motivation, knowledge exchange and learning are important to the processes and outcomes of CLAHRCs' activity, including their capacity for implementation. These mechanisms operated in different contexts such as competing agendas, availability of resources and the CLAHRCs' brand. Contexts and mechanisms result in different impact, including the CLAHRCs' approach to implementation, quality of collaboration, commitment and ownership, and degree of sharing and managing knowledge. Emerging features of a middle range theory of implementation within collaboration include alignment in organizational structures and cognitive processes, history of partnerships, responsiveness and resilience in rapidly changing contexts. CLARHCs' potential to mobilize knowledge may be further realized by how they develop insights into their function as collaborative entities.

Curriculum Adaptation in Special Schools for Students with Intellectual Disabilities (SID): A Case Study of Project Learning in One SID School in Hong Kong

ERIC Educational Resources Information Center

Zhang, Jia-Wei; Wong, Lam; Chan, Tak-Hang; Chiu, Chi-Shing

2014-01-01

Using a qualitative case study approach, the authors analyzed the curriculum adaptation process for one project learning activity in School K, which is a SID school in the context of school-university collaboration. Multiple sources of data were collected for triangulation, including interviews, documents and observations. Curriculum adaptation…

Preparing Teachers to Integrate Web 2.0 in School Practice: Toward a Framework for Pedagogy 2.0

ERIC Educational Resources Information Center

Jimoyiannis, Athanassios; Tsiotakis, Panagiotis; Roussinos, Dimitrios; Siorenta, Anastasia

2013-01-01

Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of the 21st century education. Hailed as an open collaborative learning space, many questions remain unanswered regarding the appropriate teacher preparation and the…

The Application of CSCL Scripts to Support Teaching and Learning for Children with Intellectual Disabilities.

PubMed

Boyle, Bryan; Arnedillo-Sánchez, Inmaculada

2017-01-01

This paper describes the application of collaboration scripts to guide social interaction behaviours of children with intellectual disabilities. The use of such scripts demonstrate potential as a means of creating CSCL environments that can be used to provide children with communication and social interaction impairments with a platform for learning and practicing such skills in a meaningful social context.

Understanding students' readiness for interprofessional learning in an Asian context: a mixed-methods study.

PubMed

Lestari, Endang; Stalmeijer, Renée E; Widyandana, Doni; Scherpbier, Albert

2016-07-15

Healthcare is generally provided by various health professionals acting together. Unfortunately, poor communication and collaboration within such healthcare teams often prevent its members from actively engaging in collaborative decision-making. Interprofessional education (IPE) which prepares health professionals for their collaborative role in the healthcare system may partially address this problem. This study aimed to investigate: 1) students' readiness for IPE in an Asian context, 2) the most important factors influencing students' perceptions of IPE, 3) the reasons underlying such perceptions, and 4) the factors mitigating or promoting their sense of readiness. To identify students' perceptions of IPE, we administered the Readiness for Interprofessional Learning Scale (RIPLS) to 398 in approximately 470 students from a range of health professions (medicine, nursing, midwifery and dentistry). The questionnaire included factors that could potentially influence readiness for IPE as found in the literature (GPA, etc.). To enhance our understanding of the responses to the RIPLS and to explore the reasons underlying them, we conducted 4 mono-professional focus group discussions (FGDs). We ran a statistical analysis on the quantitative data, while performing a thematic content analysis of the qualitative data using ATLAS.ti (version 7). Medical students seemed to be the most prepared for IPE. Students' perceptions of IPE were conditioned by the study programme they took, their GPA, intrinsic motivation and engagement in the student council connoting experience of working with students from different programmes. Focus groups further revealed that: 1) early exposure to clinical practice triggered both positive and negative perceptions of IPE and of its importance to learning communication and leadership skills, 2) medical students caused insecurity and disengagement in other students, 3) medical students felt pressured to be leaders, and 4) there was a need to clarify and understand each other's profession and the boundaries of one's own profession. Students were generally favourable to IPE, appreciating the opportunity it offered them to hone their interprofessional leadership, collaboration and communication skills and to learn to address the problem of role blurring. Hence, we judge the Asian context ready to implement IPE, allowing health professions students in Asian countries to reap its benefits. The present study revealed several important reasons underlying students' positive and negative perceptions of IPE implementation which may be addressed during the interprofessional learning process.

Collaborating to Shape New Information Services

ERIC Educational Resources Information Center

Pritchard, Sarah M.

2016-01-01

"portal: Libraries and the Academy" has as its mission to address library and information services in a campus-wide context, focusing on librarians' engagement with learning services, joint technology initiatives, cross-disciplinary and cross-functional research, faculty partnerships, and scholarly publishing and public policy, but…

Community-Based Engineering

ERIC Educational Resources Information Center

Dalvi, Tejaswini; Wendell, Kristen

2015-01-01

A team of science teacher educators working in collaboration with local elementary schools explored opportunities for science and engineering "learning by doing" in the particular context of urban elementary school communities. In this article, the authors present design task that helps students identify and find solutions to a…

Service Learning: A Vehicle for Building Health Equity and Eliminating Health Disparities

PubMed Central

Sabo, Samantha; de Zapien, Jill; Teufel-Shone, Nicolette; Rosales, Cecilia; Bergsma, Lynda

2015-01-01

Service learning (SL) is a form of community-centered experiential education that places emerging health professionals in community-generated service projects and provides structured opportunities for reflection on the broader social, economic, and political contexts of health. We describe the elements and impact of five distinct week-long intensive SL courses focused on the context of urban, rural, border, and indigenous health contexts. Students involved in these SL courses demonstrated a commitment to community-engaged scholarship and practice in both their student and professional lives. SL is directly in line with the core public health value of social justice and serves as a venue to strengthen community–campus partnerships in addressing health disparities through sustained collaboration and action in vulnerable communities. PMID:25706014

Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics

NASA Astrophysics Data System (ADS)

Pegg, John; Panizzon, Debra

2011-06-01

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

"Applying anatomy to something I care about": Authentic inquiry learning and student experiences of an inquiry project.

PubMed

Anstey, Lauren M

2017-11-01

Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry-based approach to learning human gross anatomy. Utilizing a case-study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group-based investigation. Results were further considered in context of theoretical frameworks of inquiry-based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538-548. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Self-Directed Teacher Learning in Collaborative Contexts

ERIC Educational Resources Information Center

Slavit, David; Roth McDuffie, Amy

2013-01-01

Two related case studies of secondary mathematics teachers examine the roles and conditions helpful in initiating, directing, and/or supporting teachers' own professional development. Using multiple data sources from school-based and professional settings, we applied analytic induction to identify patterns of similarities and differences in…

Role-play simulations for climate change adaptation education and engagement

NASA Astrophysics Data System (ADS)

Rumore, Danya; Schenk, Todd; Susskind, Lawrence

2016-08-01

In order to effectively adapt to climate change, public officials and other stakeholders need to rapidly enhance their understanding of local risks and their ability to collaboratively and adaptively respond to them. We argue that science-based role-play simulation exercises -- a type of 'serious game' involving face-to-face mock decision-making -- have considerable potential as education and engagement tools for enhancing readiness to adapt. Prior research suggests role-play simulations and other serious games can foster public learning and encourage collective action in public policy-making contexts. However, the effectiveness of such exercises in the context of climate change adaptation education and engagement has heretofore been underexplored. We share results from two research projects that demonstrate the effectiveness of role-play simulations in cultivating climate change adaptation literacy, enhancing collaborative capacity and facilitating social learning. Based on our findings, we suggest such exercises should be more widely embraced as part of adaptation professionals' education and engagement toolkits.

A cellular automata model for social-learning processes in a classroom context

NASA Astrophysics Data System (ADS)

Bordogna, C. M.; Albano, E. V.

2002-02-01

A model for teaching-learning processes that take place in the classroom is proposed and simulated numerically. Recent ideas taken from the fields of sociology, educational psychology, statistical physics and computational science are key ingredients of the model. Results of simulations are consistent with well-established empirical results obtained in classrooms by means of different evaluation tools. It is shown that students engaged in collaborative groupwork reach higher achievements than those attending traditional lectures only. However, in many cases, this difference is subtle and consequently very difficult to be detected using tests. The influence of the number of students forming the collaborative groups on the average knowledge achieved is also studied and discussed.

A national collaboration process: Finnish engineering education for the benefit of people and environment.

PubMed

Takala, A; Korhonen-Yrjänheikki, K

2013-12-01

The key stakeholders of the Finnish engineering education collaborated during 2006-09 to reform the system of education, to face the challenges of the changing business environment and to create a national strategy for the Finnish engineering education. The work process was carried out using participatory work methods. Impacts of sustainable development (SD) on engineering education were analysed in one of the subprojects. In addition to participatory workshops, the core part of the work on SD consisted of a research with more than 60 interviews and an extensive literature survey. This paper discusses the results of the research and the work process of the Collaboration Group in the subproject of SD. It is suggested that enhancing systematic dialogue among key stakeholders using participatory work methods is crucial in increasing motivation and commitment in incorporating SD in engineering education. Development of the context of learning is essential for improving skills of engineering graduates in some of the key abilities related to SD: systemic- and life-cycle thinking, ethical understanding, collaborative learning and critical reflection skills. This requires changing of the educational paradigm from teacher-centred to learner-centred applying problem- and project-oriented active learning methods.

Telemedicine in Western Africa: lessons learned from a pilot project in Mali, perspectives and recommendations.

PubMed

Geissbuhler, Antoine; Ly, Ousmane; Lovis, Christian; L'Haire, Jean-François

2003-01-01

to evaluate the feasibility, potential and risks of an internet-based telemedicine network in developing countries of Western Africa. a project for the development of a national telemedicine network in Mali was initiated in 2001, using internet-based technologies for distance learning and teleconsultations. the telemedicine network has been in productive use for 12 months and has enabled various collaboration channels, including North-South, South-South, and South-North distance learning and teleconsultations. It also unveiled a set of potential problems: a) limited pertinence of North-South collaborations when there are major differences in available resources or socio-cultural contexts between the collaborating parties; b) risk of induced digital divide if the periphery of the health system is not involved in the development of the network, and c) need for the development of local medical contents management skills. the identified risks must be taken into account when designing large-scale telemedicine projects in developing countries and can be mitigated by the fostering of South-South collaboration channels, the use of satellite-based internet connectivity in remote areas, and the valorization of local knowledge and its publication on-line.

Physicians' attitudes about interprofessional treatment of chronic pain: family physicians are considered the most important collaborators.

PubMed

Klinar, Ivana; Ferhatovic, Lejla; Banozic, Adriana; Raguz, Marija; Kostic, Sandra; Sapunar, Damir; Puljak, Livia

2013-06-01

Interprofessional collaboration is the process in which different professional groups work together to positively impact health care. We aimed to explore physicians' attitudes toward interprofessional collaboration in the context of chronic pain management with the implication that if attitudes are not positive, appropriate interventions could be developed. A quantitative attitudes study. The ethical committee approved the study. A web-based survey about interprofessional treatment of chronic pain was administered to physicians. Outcome measures were as follows: physicians' demographic and workplace information, previous experience of working within an interprofessional team, and attitudes towards interprofessional collaboration in chronic pain management. There were 90 physicians who responded to the survey. Physicians had positive attitudes towards team work in the context of chronic pain, but they were undecided about sharing their role within an interprofessional team. The family physician was singled out as the most important as well as the most common collaborator in chronic pain treatment. Interprofessional educational seminars and workshops were suggested as methods for improving interprofessional collaboration. Interprofessional collaboration may be enhanced with continuing medical education that will bring together different healthcare professionals, enable them to exchange experiences and learn about their potential roles within a team. © 2012 Nordic College of Caring Science.

Classroom Preschool Science Learning: The Learner, Instructional Tools, and Peer-Learning Assignments

NASA Astrophysics Data System (ADS)

Reuter, Jamie M.

The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and fostering early scientific reasoning and inquiry skills (e.g., NRC 2007, 2012, 2015). However, there is still much to learn about what constitutes appropriate frameworks that blend science education with developmentally appropriate learning environments. An important goal for the construction of early science is a better understanding of appropriate learning experiences and expectations for preschool children. This dissertation examines some of these concerns by focusing on three dimensions of science learning in the preschool classroom: (1) the learner; (2) instructional tools and pedagogy; and (3) the social context of learning with peers. In terms of the learner, the dissertation examines some dimensions of preschool children's scientific reasoning skills in the context of potentially relevant, developing general reasoning abilities. As young children undergo rapid cognitive changes during the preschool years, it is important to explore how these may influence scientific thinking. Two features of cognitive functioning have been carefully studied: (1) the demonstration of an epistemic awareness through an emerging theory of mind, and (2) the rapid improvement in executive functioning capacity. Both continue to develop through childhood and adolescence, but changes in early childhood are especially striking and have been neglected as regards their potential role in scientific thinking. The question is whether such skills relate to young children's capacity for scientific thinking. Another goal was to determine whether simple physics diagrams serve as effective instructional tools in supporting preschool children's scientific thinking. Specifically, in activities involving predicting and checking in scientific contexts, the question is whether such diagrams facilitate children's ability to accurately recall initial predictions, as well as discriminate between the outcome of a scientific manipulation and their original predictions (i.e., to determine whether one's predictions were confirmed). Finally, this dissertation also explores the social context of learning science with peers in the preschool classroom. Due to little prior research in this area, it is currently unclear whether and how preschool children may benefit from working with peers on science activities in the classroom. This work aims to examine preschoolers' collaboration on a science learning activity, as well as the developmental function for such collaborative skills over the preschool years.

Shrinking Your Class

ERIC Educational Resources Information Center

Herron-Thorpe, Farren L.; Olson, Jo Clay; Davis, Denny

2010-01-01

Toys in the classroom was the result of a National Science Foundation grant that brought two engineering graduate students to a middle school math class. The graduate students and teachers collaborated in an effort to enhance students' mathematical learning. An engineering context was theorized as a way to further develop students' understanding…

Entrepreneurial Thinking in Interdisciplinary Student Teams

ERIC Educational Resources Information Center

Neumeyer, Xaver; McKenna, Ann

2016-01-01

Our work investigates students' perception of collaborative expertise and the role of inquiry-based learning in the context of team-based entrepreneurship education. Specifically, we examine students' perception of communication, division of work, shared goals, team conflicts and leadership in their respective teams. In addition, we look at the…

We're Engaged! A Community-University Library Collaboration

ERIC Educational Resources Information Center

Rolloff, Evelyn K.

2013-01-01

Since its inception, Metropolitan State University has demonstrated a strong commitment to community partnerships and the integration of community engagement into student learning and scholarship while meeting community-defined needs. This article presents examples of reciprocal partnerships in the context of a shared community-university library…

Tying knots: an activity theory analysis of student learning goals in clinical education.

PubMed

Larsen, Douglas P; Wesevich, Austin; Lichtenfeld, Jana; Artino, Antony R; Brydges, Ryan; Varpio, Lara

2017-07-01

Learning goal programmes are often created to help students develop self-regulated learning skills; however, these programmes do not necessarily consider the social contexts surrounding learning goals or how they fit into daily educational practice. We investigated a high-frequency learning goal programme in which students generated and shared weekly learning goals with their clinical teams in core Year 3 clerkships. Our study explores: (i) how learning goals were incorporated into the clinical work, and (ii) the factors that influenced the use of students' learning goals in work-based learning. We conducted semi-structured interviews with 14 students and 14 supervisors (attending physicians and residents) sampled from all participating core clerkships. Interviews were coded for emerging themes. Using cultural historical activity theory and knotworking as theoretical lenses, we developed a model of the factors that influenced students' learning goal usage in a work-based learning context. Students and supervisors often faced the challenge of reconciling contradictions that arose when the desired outcomes of student skill development, grading and patient care were not aligned. Learning goals could function as tools for developing new ways of acting that overcame those contradictions by facilitating collaborative effort between students and their supervisors. However, for new collaborations to take place, both students and supervisors had to engage with the goals, and the necessary patients needed to be present. When any one part of the system did not converge around the learning goals, the impact of the learning goals programme was limited. Learning goals are potentially powerful tools to mediate interactions between students, supervisors and patients, and to reconcile contradictions in work-based learning environments. Learning goals provide a means to develop not only learners, but also learning systems. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Learning in Authentic Earth and Planetary Contexts

NASA Astrophysics Data System (ADS)

Fergusson, J. A.; Oliver, C. A.

2006-12-01

A Virtual Field Trip project has been developed in collaboration with NASA Learning Technologies to allow students, internationally, to accompany scientists on a field trip to the Pilbara region of Western Australia to debate the relevance of ancient structures called stromatolites, to the origins of life on Earth and the search for life on Mars. The project was planned with the aim of exposing high school students to `science in the making', including exposure to the ongoing debate and uncertainties involved in scientific research. The development of the project stemmed from both research-based and anecdotal evidence that current science education programs are not providing secondary students with a good understanding of the processes of science. This study seeks to examine the effectiveness of student use of the tools to increase awareness of the processes of science and to evaluate the effectiveness of the tools in terms of student learning. The literature reports that there is a need for learning activities to be conducted within meaningful contexts. The virtual field trip tools create an environment that simulates key elements in the scientific process. Such an approach allows students to learn by doing, to work like scientists and apply their learning in an authentic context.

Adapting Evidence-Based Interventions to Meet the Needs of Adolescents Growing Up with HIV in South Africa: The VUKA Case Example

PubMed Central

Nestadt, Danielle; Bhana, Arvin; Petersen, Inge; Abrams, Elaine J.; Alicea, Stacey; Holst, Helga; Myeza, Nonhlahla; John, Sally; Small, Latoya; McKay, Mary

2015-01-01

The VUKA family program is one of the only evidence-based interventions to promote positive psychosocial outcomes in South African HIV-infected pre- and early adolescents and their families. In this paper, we discuss the collaborative process by which a multidisciplinary team of clinicians, researchers, counselors, and artists/educators and families adapted and developed VUKA for this population using community-based participatory research methods. We describe the intervention and explore lessons learned that may be applicable across contexts related to international collaboration and adapting evidence-based interventions so that they are likely to be acceptable, feasible, and effective in a given setting and country context. PMID:25984440

Crossing boundaries in interprofessional education: A call for instructional integration of two script concepts.

PubMed

Kiesewetter, Jan; Kollar, Ingo; Fernandez, Nicolas; Lubarsky, Stuart; Kiessling, Claudia; Fischer, Martin R; Charlin, Bernard

2016-09-01

Clinical work occurs in a context which is heavily influenced by social interactions. The absence of theoretical frameworks underpinning the design of collaborative learning has become a roadblock for interprofessional education (IPE). This article proposes a script-based framework for the design of IPE. This framework provides suggestions for designing learning environments intended to foster competences we feel are fundamental to successful interprofessional care. The current literature describes two script concepts: "illness scripts" and "internal/external collaboration scripts". Illness scripts are specific knowledge structures that link general disease categories and specific examples of diseases. "Internal collaboration scripts" refer to an individual's knowledge about how to interact with others in a social situation. "External collaboration scripts" are instructional scaffolds designed to help groups collaborate. Instructional research relating to illness scripts and internal collaboration scripts supports (a) putting learners in authentic situations in which they need to engage in clinical reasoning, and (b) scaffolding their interaction with others with "external collaboration scripts". Thus, well-established experiential instructional approaches should be combined with more fine-grained script-based scaffolding approaches. The resulting script-based framework offers instructional designers insights into how students can be supported to develop the necessary skills to master complex interprofessional clinical situations.

Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers

NASA Astrophysics Data System (ADS)

van Zee, Emily H.; Jansen, Henri; Winograd, Kenneth; Crowl, Michele; Devitt, Adam

2013-06-01

The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. Meeting twice a week for 10 weeks, the course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. We report common themes about aspects that fostered or hindered science and literacy learning, changes in views about science teaching and learning, and positive shifts in interest in science and intended teaching practices.

Incarnational Immersion-Based Learning in Cultural Contexts: A Charity Model

ERIC Educational Resources Information Center

Trokan, John

2005-01-01

The Religious Pastoral Studies and Behavioral Sciences Departments of a Midwestern college have collaborated in offering academic courses in theology and anthropology that include service immersion experiences with people of diverse cultures in South Dakota, North Carolina, New Mexico, Kentucky, and Honduras. This paper explores the incarnational…

Scientific Reasoning in School Contexts.

ERIC Educational Resources Information Center

Vellom, R. Paul; Anderson, Charles W.; Palincsar, Annemarie S.

This study investigates the fate of claims made by middle school science students working in collaborative groups in a multicultural urban classroom and the concomitant effects on engagement and understanding. Given problems of a complex and open-ended nature in a learning community setting, students were challenged to establish group positions…

Chinese Students' Perception of Out-of-Class Groupwork in Australia

ERIC Educational Resources Information Center

Li, Dongmei; Remedios, Louisa; Clarke, David

2010-01-01

Despite increasing number of mainland Chinese students studying in western tertiary settings, there is limited information available on their learning experiences and responses to popular educational practices in these contexts. There is an assumption in the literature that Chinese students respond well to the collaborative demands of groupwork…

Leadership Development as a Dialogic Process: The Rationale and Concept of an International Leadership Institute

ERIC Educational Resources Information Center

Kedian, Jeremy; Giles, David; Morrison, Michele; Fletcher, Murray

2016-01-01

Rapidly changing educational contexts demand deft leadership responses. In this fluid environment, it is imperative that leadership learning models sound educational praxis. Such praxis necessitates the inclusion of participant voices within relational and dialogic processes that enable authentic, creative and collaborative thinking. This paper…

Enhancing Home-School Collaboration through Children's Expression

ERIC Educational Resources Information Center

Yuen, Lai Ha

2011-01-01

There is a growing concern within the early childhood education sector to empower parents to support the education of young children. Research has shown the importance of home support in early childhood learning and development. Working within the context of a school improvement project, the researcher responded to parents' concerns towards…

Scaling up Professional Learning: Technical Expectations and Adaptive Challenges

ERIC Educational Resources Information Center

Dobbs, Christina L.; Ippolito, Jacy; Charner-Laird, Megin

2017-01-01

In order to be effective, professional development efforts are most promising if they are context specific and focus on supporting collaboration. Increasingly, schools initiate professional development with small groups of teachers, with the intention that the effects of the initiatives will spill over to other school personnel. This study follows…

Mathematics Reform Curricula and Special Education: Identifying Intersections and Implications for Practice

ERIC Educational Resources Information Center

Sayeski, Kristin L.; Paulsen, Kim J.

2010-01-01

In many general education classrooms today, teachers are using "reform" mathematics curricula. These curricula emphasize the application of mathematics in real-life contexts and include such practices as collaborative, group problem solving and student-generated algorithms. Students with learning disabilities in the area of mathematics can…

Partnership across Programs and Schools: Fostering Collaboration in Shared Spaces

ERIC Educational Resources Information Center

Han, Heejeong Sophia; Parker, Audra K.; Berson, Ilene R.

2014-01-01

Recent reports call for a structural transformation of teacher preparation programs with increased attention to quality field-based learning experiences for pre-service teachers. Ideally, this occurs in the context of robust university-school partnerships. The challenges lie in identifying such school sites and building meaningful, reciprocal…

Inter-Professional Collaboration in Action Research

ERIC Educational Resources Information Center

Leeman, Yvonne; van Koeven, Erna; Schaafsma, Frank

2018-01-01

This article describes an example of inter-professional action research conducted by teachers and university-based researchers/teacher educators in a vocational college in the Netherlands. The research was aimed at the professional learning of the teachers on their pedagogical approach to a new curriculum initiative. Despite a difficult context in…

Scaling-Up Educational Reform in Thailand: Context, Collaboration, Networks, and Change

ERIC Educational Resources Information Center

Kantamara, Pornkasem; Hallinger, Philip; Jatiket, Marut

2006-01-01

This article presents a case study of successful curricular and instructional innovation in Thailand. The innovation involved a curricular program, Integrated Pest Management (IPM). This student-centered curriculum models many of the features highlighted in Thailand's educational reform such as the student-centered learning approach, curriculum…

Real-World Examples: Developing a Departmental Alumni Network

ERIC Educational Resources Information Center

Ashline, George

2017-01-01

We describe the context for and implementation of a departmental alumni network. More than a database compiling facts about graduates, this network provides students with information and inspiration. It also offers a wonderful opportunity to support lifelong learning through the development of collaborative relationships between alumni and faculty…

Digital Education: Opportunities for Social Collaboration. Digital Education and Learning

ERIC Educational Resources Information Center

Thomas, Michael, Ed.

2011-01-01

This timely collection of theoretical and applied studies examines the pedagogical potential and realities of digital technologies in a wide range of disciplinary contexts across the educational spectrum. By mixing content-based chapters with a theoretical perspective with case studies detailing actual teaching approaches utilizing digital…

"But I'm a Language Teacher!" Dual Immersion Teacher Identities in a Complex Policy Context

ERIC Educational Resources Information Center

Chesnut, Colleen

2015-01-01

This qualitative study examined dual immersion teachers' identities as they engaged in policy implementation within their school, collaborating in professional learning communities (PLC) with one-way immersion teachers. Data derived from participant observation, interviews, and interpersonal process recall were analyzed through a theoretical lens…

"Imaginings": Reflections on Plurilingual Students' Creative Multimodal Works

ERIC Educational Resources Information Center

Stille, Saskia; Prasad, Gail

2015-01-01

The purpose of this article is to illustrate the potential contribution of a multimodal approach to English language teaching and learning in the educational context. Collaborating with English as a second language (ESL) and classroom teachers to explore ways to improve pedagogy in multilingual, multicultural schools, the authors discovered many…

Learning through Place-Making: Virtual Environments and Future Literacies

ERIC Educational Resources Information Center

Berry, Maryanne Susan

2010-01-01

This study examines a project through which elementary school and high school students collaborated with university Architecture/New Media students in building models of virtual, immersive libraries. It presents the project in the context of multiple and cross-disciplinary fields currently investigating the use of virtual and immersive…

How Virtual Team Leaders Cope with Creativity Challenges

ERIC Educational Resources Information Center

Han, Soo Jeoung; Chae, Chungil; Macko, Patricia; Park, Woongbae; Beyerlein, Michael

2017-01-01

Purpose: As technology-mediated communication improves, many organizations increasingly use new types of collaborative online tools to promote team-based learning and performance. The purpose of this study is to explore how virtual team leaders cope with process challenges in developing a context for team creativity. Design/methodology/approach:…

Undergraduate Students' Development of Social, Cultural, and Human Capital in a Networked Research Experience

ERIC Educational Resources Information Center

Thompson, Jennifer Jo; Conaway, Evan; Dolan, Erin L.

2016-01-01

Recent calls for reform in undergraduate biology education have emphasized integrating research experiences into the learning experiences of all undergraduates. Contemporary science research increasingly demands collaboration across disciplines and institutions to investigate complex research questions, providing new contexts and models for…

Perceptions of an international interprofessional education experience: Findings from students based in Europe and North America.

PubMed

Macauley, Kelly; Skov, Hanne; Lehtonen, Krista; Shulman, Brian

2016-09-01

The globalisation of healthcare is changing the demands placed on health professionals. It requires different skills and thought processes across national borders. Thinking in an innovative manner may provide healthcare workers with some of the necessary tools to facilitate international change by increasing students' mental flexibility and ability to apply solutions in multiple contexts. We created the International Innovation Program for health profession education students to learn about and implement the innovation process. The programme provides students the opportunity to learn in interprofessional, international teams and apply didactic knowledge to community problems using the innovation process. The purpose of this article is to describe student perceptions across 4 years of programme implementation. Through analysis of closed-ended survey data, we found that students who participated in the programme reported improvements in collaboration and teamwork, project management, interprofessional teamwork, professional growth and development, thinking in an innovative manner, research and development skills, information seeking, and willingness to work on international projects. Analysis of the open-ended questions revealed five themes: language, teamwork and collaboration, cultural awareness, innovation process, and personal growth and self-improvement. The long-term, follow-up data indicate that these attributes can be transferred into a clinical context which have implications for improved collaboration and patient care.

Bullying in Virtual Learning Communities.

PubMed

Nikiforos, Stefanos; Tzanavaris, Spyros; Kermanidis, Katia Lida

2017-01-01

Bullying through the internet has been investigated and analyzed mainly in the field of social media. In this paper, it is attempted to analyze bullying in the Virtual Learning Communities using Natural Language Processing (NLP) techniques, mainly in the context of sociocultural learning theories. Therefore four case studies took place. We aim to apply NLP techniques to speech analysis on communication data of online communities. Emphasis is given on qualitative data, taking into account the subjectivity of the collaborative activity. Finally, this is the first time such type of analysis is attempted on Greek data.

Social construction of physical knowledge of shadows: A study of five preoperational children's perceptions, collaborative experiences, and activities across knowledge domains

NASA Astrophysics Data System (ADS)

Smith, Amy M.

The first purpose of this qualitative case study was to understand the process of social construction of physical knowledge of shadows among preoperational thinkers by examining collaborative behaviors that may lead to new knowledge. The second purpose was to understand children's perspectives concerning the connection between social interaction and learning. The study focused on group collaboration and physical knowledge building as they relate to preoperational thought, a phase of cognitive development in early childhood. The case study consisted of five kindergarten children enrolled in a private, laboratory school at a southern, urban university. Across the eight-week data collection period, the children explored shadows through planned activities on 10 occasions and were interviewed three times in a focus group context. Primary methods for collecting data included videotaping the interviews and participant observations. Data were transcribed and coded inductively to discover emerging patterns while relating these patterns to existing constructivist theories. In addition, field notes, artifacts, and interviews with the children's teacher served to verify the findings. The findings revealed four major themes. Firstly, in terms of collaborative learning, children, while exhibiting a focus on the self, were attracted to learning with each other. Secondly, interactions seldom involved dialogic complexity, revealing minimal rationale, even during conflict. Thirdly, negative behaviors, such as tattling and exclusion, and prosocial behaviors, such as helping, were perceived as integral to the success of social construction of knowledge. The children considered each of these moral behaviors from the personal standpoint of how it affected them emotionally and in accomplishing a learning-related task. Fourthly, in terms of knowledge building, the findings indicated children's knowledge of shadows evolved over time as they participated in a developing scientific community. They experimented in partnerships to answer questions, test theories, solve problems, and communicate their growing understandings to others about such topics as objects "blocking" light, the origin of shadows, and the comparison between the concepts of shadow and reflection. The influence of socio-moral-emotional classroom climates on physical knowledge construction is suggested for future research as well as motivation as it relates to learning in early childhood group contexts.

CHISSL: A Human-Machine Collaboration Space for Unsupervised Learning

DOE Office of Scientific and Technical Information (OSTI.GOV)

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

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

Co-Learning With Home Care Aides and Their Clients: Collaboratively Increasing Individual and Organizational Capacities

PubMed Central

MURAMATSU, NAOKO; MADRIGAL, JESSICA; BERBAUM, MICHAEL L.; HENDERSON, VIDA A.; JURIVICH, DONALD A.; ZANONI, JOSEPH; MARQUEZ, DAVID X.; MADRID, KATYA CRUZ

2015-01-01

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

Adaptation in Collaborative Governance Regimes

NASA Astrophysics Data System (ADS)

Emerson, Kirk; Gerlak, Andrea K.

2014-10-01

Adaptation and the adaptive capacity of human and environmental systems have been of central concern to natural and social science scholars, many of whom characterize and promote the need for collaborative cross-boundary systems that are seen as flexible and adaptive by definition. Researchers who study collaborative governance systems in the public administration, planning and policy literature have paid less attention to adaptive capacity specifically and institutional adaptation in general. This paper bridges the two literatures and finds four common dimensions of capacity, including structural arrangements, leadership, knowledge and learning, and resources. In this paper, we focus on institutional adaptation in the context of collaborative governance regimes and try to clarify and distinguish collaborative capacity from adaptive capacity and their contributions to adaptive action. We posit further that collaborative capacities generate associated adaptive capacities thereby enabling institutional adaptation within collaborative governance regimes. We develop these distinctions and linkages between collaborative and adaptive capacities with the help of an illustrative case study in watershed management within the National Estuary Program.

Interprofessional training: Start with the youngest! A program for undergraduate healthcare students in Geneva, Switzerland.

PubMed

van Gessel, Elisabeth; Picchiottino, Patricia; Doureradjam, Robert; Nendaz, Mathieu; Mèche, Petra

2018-03-08

Demography of patients and complexity in the management of multimorbid conditions has made collaborative practice a necessity for the future, also in Switzerland. Since 2012, the University of Applied Sciences (UAS) and its Healthcare School as well as the University of Geneva (UG) with its Medical Faculty have joined forces to implement a training program in collaborative practice, using simulation as one of the main learning/teaching process. The actual program consists of three sequential modules and totalizes 300 h of teaching and learning for approximately 1400-1500 students from six tracks (nutritionists, physiotherapists, midwives, nurses, technologists in medical radiology, physicians); in 2019 another hundred pharmacists will also be included. The main issues addressed by the modules are Module 1: the Swiss healthcare system and collaborative tools. Module 2: roles and responsibilities of the different health professionals, basic tools acquisition in team working (situation monitoring, mutual support, communication). Module 3: the axis of quality and safety of care through different contexts and cases. A very first evaluation of the teaching and learning and particularly on the aspects of acquisition of collaborative tools shows positive attitudes of students towards the implementation of this new training program. Furthermore, a pre-post questionnaire on teamwork aspects reveals significant modifications.

Making Choices: Ethical Decisions in a Global Context.

PubMed

Bonde, Sheila; Briant, Clyde; Firenze, Paul; Hanavan, Julianne; Huang, Amy; Li, Min; Narayanan, N C; Parthasarathy, D; Zhao, Hongqin

2016-04-01

The changing milieu of research--increasingly global, interdisciplinary and collaborative--prompts greater emphasis on cultural context and upon partnership with international scholars and diverse community groups. Ethics training, however, tends to ignore the cross-cultural challenges of making ethical choices. This paper confronts those challenges by presenting a new curricular model developed by an international team. It examines ethics across a very broad range of situations, using case studies and employing the perspectives of social science, humanities and the sciences. The course has been developed and taught in a highly collaborative way, involving researchers and students at Zhejiang University, the Indian Institute of Technology, Bombay and Brown University. The article presents the curricular modules of the course, learning outcomes, an assessment framework developed for the project, and a discussion of evaluation findings.

Archive 2.0: What Composition Students and Academic Libraries Can Gain from Digital-Collaborative Pedagogies

ERIC Educational Resources Information Center

Vetter, Matthew A.

2014-01-01

Research across disciplines in recent years has demonstrated a number of gains involved in community engagement and service-learning pedagogies. More recently, these pedagogies are being filtered into digital contexts as instructors begin to realize the opportunities made available by online writing venues. This presentation describes a specific…

Students' Perceptions of English Language Learning in the Facebook Context

ERIC Educational Resources Information Center

AbuSa'aleek, Atef Odeh

2015-01-01

Social Networking Sites (SNS) such as Facebook (FB) are currently highly used by students because technology has the potential to become a valuable resource to support their educational communications and collaborations. This paper attempts to present a comprehensive picture of what has been investigated in terms of the use of Facebook as an…

International Enterprise Education in Sri Lanka: A Blended Approach

ERIC Educational Resources Information Center

Kasturiratne, Dulekha; Lean, Jonathan; Phippen, Andy

2012-01-01

Purpose: The purpose of this paper is to explore how enterprise education was adapted from a UK higher education institution (HEI) setting into an international context through collaboration with two Sri Lankan universities. It demonstrates the value of enterprise education in different cultures, and presents learning from the challenges faced by…

Building on Living Traditions: Early Childhood Education and Culture in Solomon Islands

ERIC Educational Resources Information Center

Burton, Lindsay J.

2012-01-01

The Solomon Islands, a small developing nation in the South Pacific, demonstrates an emerging community-based kindergarten model with the potential to promote context and culture relevant early learning and development, despite deeply embedded foundations in colonial legacies. Based on the Kahua region of Makira-Ulawa Province, this collaborative,…

Aspects of Mentorship in Team Supervision of Doctoral Students in Australia

ERIC Educational Resources Information Center

Robertson, Margaret

2017-01-01

This article examines three aspects of mentorship in collaborative supervision of HDR studies in Australian contexts. The first aspect of mentorship is what the doctoral student learns about supervision--positively or negatively--through the experience of being supervised (supervisor to student). The second aspect is understood as an experienced…

Children and Global Diversity: Collaborative Development of Learning Materials

ERIC Educational Resources Information Center

O'Riordan, Jacqui; Martin, Shirley; Horgan, Deirdre; Murray, Ruth; Shore, Caroline

2009-01-01

This paper explores the work of an ongoing research project at University College Cork (UCC) which has sought to further the understanding of students in the BA Early Childhood Studies (BAECS) programme on issues of global diversity, set within childhood contexts. It tracks the process of development of the project thus far, highlighting key…

The Home as the First Academy for Learning: A Rationale for Public Policy.

ERIC Educational Resources Information Center

Hughes, Jerome M.

1988-01-01

Reviews research on importance of the family environment in child development. Develops the following policy-oriented conclusions: (1) a fiscal policy that emphasizes early childhood in the family context would result in cost savings; (2) collaboration between the family and education specialists is necessary; and (3) provisions to bring parents…

Mid-Career Teachers' Perceptions of Self-Guided Professional Growth: Strengthening a Sense of Agency through Collaboration

ERIC Educational Resources Information Center

Strahan, David

2016-01-01

Opportunities for self-guided professional development provided a context for exploring ways that mid-career teachers designed learning projects and articulated their perceptions of professional growth. In their applications for small grants for materials and released time, participants identified their own personal goals for improving…

Statewide Implementation of an Evidence-Based Trauma Intervention in Schools

ERIC Educational Resources Information Center

Hoover, Sharon A.; Sapere, Heather; Lang, Jason M.; Nadeem, Erum; Dean, Kristin L.; Vona, Pamela

2018-01-01

The goal of the current article is to describe the implementation and outcomes of an innovative statewide dissemination approach of the evidence-based trauma intervention "Cognitive Behavioral Intervention for Trauma in Schools (CBITS)". In the context of a 2-year statewide learning collaborative effort, 73 CBITS groups led by 20…

Critical Thinking in Wikibook Creation with Enhanced and Minimal Scaffolds

ERIC Educational Resources Information Center

Kim, Nari

2015-01-01

The purpose of the study was to investigate how to scaffold students' critical thinking skills in the process of co-writing and co-reflection of wikibooks in formal learning contexts. To observe critical thinking skills in wiki collaborations under different levels of instructional guidance, two graduate wikibook projects were selected: an…

The experiences of lecturers in African, Asian and European universities in preparing and delivering blended health research methods courses: a qualitative study

PubMed Central

Protsiv, Myroslava; Atkins, Salla

2016-01-01

Background Growing demand for Global Health (GH) training and the internationalisation of education requires innovative approaches to training. Blended learning (BL, a form of e-learning combining face-to-face or real-time interaction with computer-assisted learning) is a promising approach for increasing GH research capacity in low- to middle-income countries. Implementing BL, however, requires additional skills and efforts from lecturers. This paper explores lecturers’ views and experiences of delivering BL courses within the context of two north–south collaborative research capacity building projects, ARCADE HSSR and ARCADE RSDH. Design We used a qualitative approach to explore the experiences and perceptions of 11 lecturers involved in designing and delivering BL courses collaboratively across university campuses in four countries (South Africa, Uganda, India and Sweden). Data were collected using interviews in person or via Skype. Inductive qualitative content analysis was used. Results Participants reported that they felt BL increased access to learning opportunities and made training more flexible and convenient for adult learners, which were major motivations to engage in BL. However, despite eagerness to implement and experiment with BL courses, they lacked capacity and support, and found the task time consuming. They needed to make compromises between course objectives and available technological tools, in the context of poor Internet infrastructure. Conclusions BL courses have the potential to build bridges between low- and middle-income contexts and between lecturers and students to meet the demand for GH training. Lecturers were very motivated to try these approaches but encountered obstacles in implementing BL courses. Considerable investments are needed to implement BL and support lecturers in delivering courses. PMID:27725078

The experiences of lecturers in African, Asian and European universities in preparing and delivering blended health research methods courses: a qualitative study.

PubMed

Protsiv, Myroslava; Atkins, Salla

2016-01-01

Growing demand for Global Health (GH) training and the internationalisation of education requires innovative approaches to training. Blended learning (BL, a form of e-learning combining face-to-face or real-time interaction with computer-assisted learning) is a promising approach for increasing GH research capacity in low- to middle-income countries. Implementing BL, however, requires additional skills and efforts from lecturers. This paper explores lecturers' views and experiences of delivering BL courses within the context of two north-south collaborative research capacity building projects, ARCADE HSSR and ARCADE RSDH. We used a qualitative approach to explore the experiences and perceptions of 11 lecturers involved in designing and delivering BL courses collaboratively across university campuses in four countries (South Africa, Uganda, India and Sweden). Data were collected using interviews in person or via Skype. Inductive qualitative content analysis was used. Participants reported that they felt BL increased access to learning opportunities and made training more flexible and convenient for adult learners, which were major motivations to engage in BL. However, despite eagerness to implement and experiment with BL courses, they lacked capacity and support, and found the task time consuming. They needed to make compromises between course objectives and available technological tools, in the context of poor Internet infrastructure. BL courses have the potential to build bridges between low- and middle-income contexts and between lecturers and students to meet the demand for GH training. Lecturers were very motivated to try these approaches but encountered obstacles in implementing BL courses. Considerable investments are needed to implement BL and support lecturers in delivering courses.

Effective teaching in the contexts of Internet science projects: American and Russian teachers' perspectives of best practices

NASA Astrophysics Data System (ADS)

Mumma, Brian

Statement of the problem. Science education literature had agreed that an important goal in students' learning is the development of scientific and technological literacy. One effort that teachers have integrated into their practices for addressing this goal has been teaching within the contexts of Internet Science Projects. Greater awareness of teachers' perspectives of their best practices and their beliefs and reasons for these practices in the contexts of Internet Science Projects can improve the quality of science education programs. Methods. A series of pilot interviews was conducted during the 2000--2001 school year to develop the guiding questions for inquiring into teachers' perspectives of their best practices within the contexts of Internet Science Projects. This series of interviews resulted in the understanding of the need to select teachers with experiences with Internet Science Projects and to conduct in-depth phenomenological interviews for learning from their voices. Two teachers were purposefully selected as the participant-informants for this study, one an American elementary teacher from Walker County, Georgia, and one a Russian teacher from St. Petersburg, Russia. The study was conducted from October through December 2001. The data collected for this qualitative study consisted of a series of in-depth phenomenological interviews, classroom observations, and the collection and analysis of various artifacts including teacher journals, student products, and e-mail/bulletin board transcripts. The interview structure was based upon a modification of expanding Seidman's (1998) three interview series into multiple interviews concluded upon the determination of saturation of the topic. The series of interviews were composed of (1) life history focus; (2) the details of the experience of teaching within the contexts of Internet Science Projects; and (3) reflection on the meanings. The data analysis consisted of applying Strauss & Corbin's (1990) open coding structure. Results. The results of this study revealed that these teachers carried their best practices from traditional teaching into their practices in the contexts of Internet Science Projects. The teachers created student-centered learning environments by focusing upon their classroom structure over that of the Internet Science Project. The teachers created strong local learning experiences inside an outside of their classroom environments where students were able to build strong understandings of the topic area before becoming engaged in virtual collaborations and Internet communications. This engagement allowed success in the face of any contingencies that might prevent or limit the ability for the teachers' classrooms to actively collaborate across the Internet. The teachers built their practices in Internet Science Projects upon questions prompted by their students' real world experiences, developed local understandings before progressing into exchanges for global collaborations, and built worldview perspectives.

Factors influencing indirect speech and language therapy interventions for adults with learning disabilities: the perceptions of carers and therapists.

PubMed

Graves, Judy

2007-03-01

The working context for speech and language therapists (SLTs) delivering interventions to adults who have a learning disability has changed following the reorganization of care provision from hospitals to the community. Consequently, SLTs often deliver their care within a social model of disability through indirect intervention in collaboration with carers. However, there has been little research into how this approach works in practice. To gain insight into the working context by identifying the key factors that influence indirect SLT interventions as perceived by SLTs and by paid carers from a range of service providers. To explore the implications of the results for the delivery of indirect SLT interventions and provide direction for further research. Semi-structured interviews were used to collect data from an opportunistic sample of five SLTs working in Community Learning Disability Teams (CLDTs) and 12 carers from residential and day care services who had had experience of working with SLTs. The data were analysed inductively using a grounded theory framework. Two broad themes emerged for SLTs: roles and expectations, and changing carer behaviour through training. The key themes for carers were roles and values, awareness of communication needs, and motivation and opportunity to implement interventions. Four broad factors are suggested as having the potential to influence indirect interventions: diversity in the working context; possible conflict between the guiding values of SLTs and carers, particularly residential carers; collaboration and support for implementation; and SLT doubts about the effectiveness of formal carer communication training. The results add to the evidence that the delivery of indirect speech and language therapy interventions to people with learning disabilities is a complex activity demanding specialist skills from SLTs. The findings suggest that these should include expertise in professional collaborative and relational skills, and training methods and strategies. Action research is needed to test the validity of the findings and document their impact on indirect interventions in day-to-day practice. More research is needed on the effectiveness of modelling or demonstration as a training technique with carers.

Telemental Health Training, Team Building, and Workforce Development in Cultural Context: The Hawaii Experience.

PubMed

Alicata, Daniel; Schroepfer, Amanda; Unten, Tim; Agoha, Ruby; Helm, Susana; Fukuda, Michael; Ulrich, Daniel; Michels, Stanton

2016-04-01

The goal of the University of Hawaii (UH) child and adolescent psychiatry telemental health (TMH) program is to train child and adolescent psychiatry fellows to provide behavioral health services for the children of Hawaii and the Pacific Islands in the cultural context of their rural communities using interactive videoteleconferencing (IVTC). The training experience balances learning objectives with community service. Learning objectives include: Understanding mental health disparities in rural communities, leveraging community resources in ongoing treatment, providing culturally effective care, and improving health care access and delivery through TMH service research and evaluation. We describe the UH experience. Several UH faculty are experienced with IVTC technology. They are triple-board trained, are recognized for their research in program evaluation and mental health disparities, and are committed to serving Hawaii's rural communities. We demonstrate the role of TMH in linking children and their families living in rural communities with multiple mental health treatment providers. The service-learning curriculum and a unique collaboration with Mayo Clinic provide the opportunity to examine the role of TMH in global service, and training, education, and research. TMH provides direct services to patients and consultation on Hawaii Island and Maui County. The collaboration with the Mayo Clinic brings further consultation in complex diagnostics, pharmacogenomics, and cross-cultural psychiatry. A curriculum provides trainees experience with IVTC with the goal of potential recruitment to underserved rural communities. The TMH program at UH is unique in its team building and workforce development by joining multiple entities through IVTC and translating expertise from the Mayo Clinic to rural communities, and strengthening collaboration with local child and adolescent psychiatrists, and primary care and other mental health providers. The UH psychiatry program is a model program to develop an expert mental health workforce in cultural context for children living in rural communities.

Understanding Aspects of Individual and Collaborative Skill Acquisition in Face-to-Face and Distance Training Situations

DTIC Science & Technology

2007-11-01

toward the end of this report was only partially funded by this grant based on the funding of one student and the use of the equipment already purchased...affect team training and performance. Introduction In most real world situations, students learn in one context (school) and then are expected to apply...Anderson, 1989), the focus has been on individuals. However, most students are expected to learn in groups and, if not, they are often expected to

[Learning together for working together: interprofessionalism in simulation training for collaborative skills development].

PubMed

Policard, Florence

2014-06-01

The use of simulation as an educational tool is becoming more widespread in healthcare. Such training gathers doctors and nurses together, which is a rare opportunity in such a sector. The present research focuses on the contribution of inter-professional training to the development of collaborative skills when managing an emergency situation in the context of anesthesia or intensive care. From direct observations of post-simulation debriefing sessions and interviews held with learners in post graduate or in-service training, either in single or multi-professional groups, this study shows that these sessions, based on experiential learning and reflective practice, help to build a shared vision of the problem and of common operative patterns, supporting better communication and the "ability to work in a team".

Development of the Modes of Collaboration framework

NASA Astrophysics Data System (ADS)

Pawlak, Alanna; Irving, Paul W.; Caballero, Marcos D.

2018-01-01

Group work is becoming increasingly common in introductory physics classrooms. Understanding how students engage in these group learning environments is important for designing and facilitating productive learning opportunities for students. We conducted a study in which we collected video of groups of students working on conceptual electricity and magnetism problems in an introductory physics course. In this setting, students needed to negotiate a common understanding and coordinate group decisions in order to complete the activity successfully. We observed students interacting in several distinct ways while solving these problems. Analysis of these observations focused on identifying the different ways students interacted and articulating what defines and distinguishes them, resulting in the development of the modes of collaboration framework. The modes of collaboration framework defines student interactions along three dimensions: social, discursive, and disciplinary content. This multidimensional approach offers a unique lens through which to consider group work and provides a flexibility that could allow the framework to be adapted for a variety of contexts. We present the framework and several examples of its application here.

Construction and Validation of a Measurement Instrument for Attitudes towards Teamwork.

PubMed

Mendo-Lázaro, Santiago; Polo-Del-Río, María I; Iglesias-Gallego, Damián; Felipe-Castaño, Elena; León-Del-Barco, Benito

2017-01-01

Cooperative, collaborative learning and other forms of group learning methods are increasingly used in classrooms. Knowing students' attitudes toward teamwork has great value since they influence the students' learning results as well as their social development. So it is necessary to have robust instruments to provide a better understanding of these attitudes and preferences concerning teamwork. Such instruments also help to identify the factors that promote positive or negative attitudes within the context of group activities. Using a sample of 750 first and second year university students studying a degree in Kindergarten, Primary and Social Education, an instrument measuring attitudes toward team learning has been developed. Two distinct factors were obtained through various factorial analyses and structural equations: Academic attitudes and Social and emotional attitudes . Our study reveals that the instrument is both valid and reliable. Its application is both simple and fast and it has important implications for planning teaching and learning activities that contribute to an improvement in attitudes as well as the practice of teaching in the context of learning through teamwork.

Construction and Validation of a Measurement Instrument for Attitudes towards Teamwork

PubMed Central

Mendo-Lázaro, Santiago; Polo-del-Río, María I.; Iglesias-Gallego, Damián; Felipe-Castaño, Elena; León-del-Barco, Benito

2017-01-01

Cooperative, collaborative learning and other forms of group learning methods are increasingly used in classrooms. Knowing students’ attitudes toward teamwork has great value since they influence the students’ learning results as well as their social development. So it is necessary to have robust instruments to provide a better understanding of these attitudes and preferences concerning teamwork. Such instruments also help to identify the factors that promote positive or negative attitudes within the context of group activities. Using a sample of 750 first and second year university students studying a degree in Kindergarten, Primary and Social Education, an instrument measuring attitudes toward team learning has been developed. Two distinct factors were obtained through various factorial analyses and structural equations: Academic attitudes and Social and emotional attitudes. Our study reveals that the instrument is both valid and reliable. Its application is both simple and fast and it has important implications for planning teaching and learning activities that contribute to an improvement in attitudes as well as the practice of teaching in the context of learning through teamwork. PMID:28676775

Lessons learned in global family medicine education from a Besrour Centre capacity-building workshop.

PubMed

Dyck, Clayton; Kvern, Brent; Wu, Edith; McKee, Ryan; Redwood-Campbell, Lynda

2016-09-01

At a global level, institutions and governments with remarkably different cultures and contexts are rapidly developing family medicine centred health and training programmes. Institutions with established family medicine programmes are willing to lend expertise to these global partners but run the risk of imposing a postcolonial, directive approach when providing consultancy and educational assistance. Reflecting upon a series of capacity building workshops in family medicine developed by the Besrour Centre Faculty Development Working Group, this paper outlines approaches to the inevitable challenges that arise between healthcare professionals and educators of differing contexts when attempting to share experience and expertise. Lessons learned from the developers of these workshops are presented in the desire to help others offer truly collaborative, context-centred faculty development activities that help emerging programmes develop their own clinical and educational family medicine frameworks. Established partner relationships, adequate preparation and consultation, and adaptability and sensitivity to partner context appear to be particularly significant determinants for success.

Visualising the invisible: a network approach to reveal the informal social side of student learning.

PubMed

Hommes, J; Rienties, B; de Grave, W; Bos, G; Schuwirth, L; Scherpbier, A

2012-12-01

World-wide, universities in health sciences have transformed their curriculum to include collaborative learning and facilitate the students' learning process. Interaction has been acknowledged to be the synergistic element in this learning context. However, students spend the majority of their time outside their classroom and interaction does not stop outside the classroom. Therefore we studied how informal social interaction influences student learning. Moreover, to explore what really matters in the students learning process, a model was tested how the generally known important constructs-prior performance, motivation and social integration-relate to informal social interaction and student learning. 301 undergraduate medical students participated in this cross-sectional quantitative study. Informal social interaction was assessed using self-reported surveys following the network approach. Students' individual motivation, social integration and prior performance were assessed by the Academic Motivation Scale, the College Adaption Questionnaire and students' GPA respectively. A factual knowledge test represented student' learning. All social networks were positively associated with student learning significantly: friendships (β = 0.11), providing information to other students (β = 0.16), receiving information from other students (β = 0.25). Structural equation modelling revealed a model in which social networks increased student learning (r = 0.43), followed by prior performance (r = 0.31). In contrast to prior literature, students' academic motivation and social integration were not associated with students' learning. Students' informal social interaction is strongly associated with students' learning. These findings underline the need to change our focus from the formal context (classroom) to the informal context to optimize student learning and deliver modern medics.

"Let's Think about It Together:" How Teachers Differentiate Discourse to Mediate Collaboration among Linguistically Diverse Students

ERIC Educational Resources Information Center

Martin-Beltrán, Melinda; Guzman, Natalia L.; Chen, Pei-Jie Jenny

2017-01-01

As linguistic diversity is increasing in schools worldwide, research is needed to examine how to modify teaching and learning contexts in response to emerging multilingual students' different needs. Grounded in sociocultural theory, this study examined how teachers used discourse differently to respond to diverse students' needs as they…

Exploring the Context of Change: Understanding the Kinetics of a Studio Physics Implementation Effort

ERIC Educational Resources Information Center

Enderle, Patrick J.; Southerland, Sherry A.; Grooms, Jonathon A.

2013-01-01

The SCALE-UP studio physics class involves the physical redesign of a classroom to encourage more collaborative interactions and student-centered teaching, an approach shown to increase student learning on several different measures. However, research into the contextual issues involved in implementing a studio course using the SCALE-UP model…

Personal and Shared Experiences as Resources for Meaning Making in a Philosophy of Science Course

ERIC Educational Resources Information Center

Arvaja, Maarit

2012-01-01

The aim of this case study was to explore health-education students' personal and collaborative meaning making activities during an online science philosophy course in the higher-education context. Through applying the dialogical perspective for learning, the focus was on studying how different contextual resources were used in building…

Learning Communities and Fair Trade in Doctorates and Development: Report of a Collaborative Project

ERIC Educational Resources Information Center

Greenwood, Janinka; Alam, Safayet; Salahuddin, Abu Nayeem Mohammad; Rasheed, Mollah Mohammed Haroon-Ar

2016-01-01

This article reports the second stage of a study examining an academic partnership in which Bangladeshi doctoral students in a western university focus their research in the grounded context of Bangladesh and investigate the processes for change. After briefly outlining the previous published stage which examined the academic trade in higher…

Creating a Collaborative Context for Critical Thinking in Composition.

ERIC Educational Resources Information Center

Hess, Marlene A.

This paper describes the efforts of the director of a composition program who is also a teacher of composition at an open admissions college to teach critical thinking by showing students how to use content rather than just acquire it. Applying Jean Piaget's learning theory to classroom teaching, the director attempts to create an active learning…

Literacy Integration of Technological Pedagogical Content Knowledge (TPACK) in Elementary Schools: A Case Study of Collaborative Leadership

ERIC Educational Resources Information Center

Mason, Charlene A.

2016-01-01

Integration of educational technology in the context of e-books has experienced slow implementation in elementary schools, specifically in early literacy instruction. Technological pedagogical content knowledge (TPACK) is a framework for metacognitive reflection on how the learning of subject matter can be facilitated through the use of…

Framework for Strengthening the Scholarship of Teaching and Learning in the Canadian College Sector

ERIC Educational Resources Information Center

De Courcy, Eileen; Loblaw, Tim; Paterson, Jessica; Southam, Theresa; Wilson, Mary M.

2017-01-01

Following collaborative discussion and an initial literature review, a small group of college educators from three Canadian provinces, occupying roles at the micro, meso, and macro levels of their respective institutions, identified the need to develop a tool that considers institutional context in both determining the state of, and preparing for…

Exploring Graduate Entrepreneurship. A Collaborative, Co-Learning Based Approach for Students, Entrepreneurs and Educators

ERIC Educational Resources Information Center

Hannon, Paul D.; Collins, Lorna A.; Smith, Alison J.

2005-01-01

There is a strong interest in knowledge-based economies in increasing the levels of graduate entrepreneurship. The role of higher education in this context is crucial in enhancing the motivation and capability of graduates to engage in entrepreneurial activity. However, traditional pedagogical approaches in business and management as applied to…

Community-Based Individual Knowledge Construction in the Classroom: A Process-Oriented Account

ERIC Educational Resources Information Center

Looi, C.-K.; Chen, W.

2010-01-01

This paper explores the process of knowledge convergence and knowledge sharing in the context of classroom collaboration in which students do a group learning activity mediated by a generic representation tool. In analysing the transcript of the interactions of a group, we adapt the group cognition method of Stahl and the uptake analysis…

Covariation between Variables in a Modelling Process: The ACODESA (Collaborative Learning, Scientific Debate and Self-Reflection) Method

ERIC Educational Resources Information Center

Hitt, Fernando; González-Martín, Alejandro S.

2015-01-01

Semiotic representations have been an important topic of study in mathematics education. Previous research implicitly placed more importance on the development of institutional representations of mathematical concepts in students rather than other types of representations. In the context of an extensive research project, in progress since 2005,…

When New Relationships Meet Old Narratives: The Journey towards Improving Parent-School Relations in a District-Community Organizing Collaboration

ERIC Educational Resources Information Center

Ishimaru, Ann M.

2014-01-01

Background/Context: Faced with rapidly changing demographics, districts are increasingly looking to partner with parents to support and improve student learning. Community organizing holds promise for pursuing educational equity through the development of low-income parent participation and leadership, but previous research has focused primarily…

Designing, Building, and Connecting Networks to Support Distributed Collaborative Empirical Writing Research

ERIC Educational Resources Information Center

Brunk-Chavez, Beth; Pigg, Stacey; Moore, Jessie; Rosinski, Paula; Grabill, Jeffrey T.

2018-01-01

To speak to diverse audiences about how people learn to write and how writing works inside and outside the academy, we must conduct research across geographical, institutional, and cultural contexts as well as research that enables comparison when appropriate. Large-scale empirical research is useful for both of these moves; however, we must…

Development and Validation of Pre-Service Teachers' Personal Epistemologies of Teaching Scale (PT-PETS)

ERIC Educational Resources Information Center

Yu, Ji Hyun

2013-01-01

The Internet has changed not only how we conceptualize knowledge, but also how we learn in classroom. Knowledge is not any longer transmitted from experts to non-experts, but is constructed through communication, collaboration, and integration among a network of people. In this context, teachers are expected to facilitate student-centered learning…

On the Bridge to Learn: Analysing the Social Organization of Nautical Instruction in a Ship Simulator

ERIC Educational Resources Information Center

Hontvedt, Magnus; Arnseth, Hans Christian

2013-01-01

Research on simulator training has rarely focused on the way simulated contexts are constructed collaboratively. This study sheds light on how structuring role-play and fostering social interactions may prove fruitful for designing simulator training. The article reports on a qualitative study of nautical students training in a ship simulator. The…

English for Bible and Theology: Understanding and Communicating Theology across Cultural and Linguistic Barriers

ERIC Educational Resources Information Center

Pierson, Cheri; Bankston, Will

2013-01-01

This article introduces English for Bible and Theology (EBT), an inherently interdisciplinary field that merges English language learning with the content of biblical and theological studies in a context that is, by nature, cross-cultural. Within this collaboration there exists the possibility not only to enable theological study, but also to…

Formative Assessment as a Vehicle for Changing Classroom Practice in a Specific Cultural Context

ERIC Educational Resources Information Center

Chen, Jingping

2015-01-01

In this commentary, I interpret Xinying Yin and Gayle Ann Buck's collaborative action research from a social-cultural perspective. Classroom implementation of formative assessment is viewed as interaction between this assessment method and the local learning culture. I first identify Yin and Buck's definition of the formative assessment, and then…

Design Education without Borders: How Students Can Engage with a Socially Conscious Pedagogy as Global Citizens

ERIC Educational Resources Information Center

Macdonald, Iain; MacLeod, Myrna

2018-01-01

This study examines the student experience of a third sector graphic design project in an international context. Inspired by a humanist and socially conscious perspective that was originally set out by Ken Garland's 'First Things First' manifesto in 1964, the project developed into a collaborative learning experience for African and European…

Effectiveness of past and current critical incident analysis on reflective learning and practice change.

PubMed

Vachon, Brigitte; LeBlanc, Jeannette

2011-09-01

Critical incident analysis (CIA) is one of the strategies frequently used to facilitate reflective learning. It involves the thorough description and analysis of an authentic and experienced event within its specific context. However, CIA has also been described as having the potential to expose vulnerabilities, threaten learners' coping mechanisms and increase rather than reduce their anxiety levels. The aim of this study was to compare the analysis of current critical incidents with that of past critical incidents, and to further explore why and how the former is more conducive to reflective learning and practice change than the latter. A collaborative research study was conducted. Eight occupational therapists were recruited to participate in a reflective learning group that convened for 12 meetings held over a 15-month period. The group facilitator planned and adapted the learning strategies to be used to promote reflective learning and guided the group process. Critical incident analysis represented the main activity carried out in the group discussions. The data collected were analysed using the grounded theory method. Three phenomena were found to differentiate between the learning contexts created by the analysis of, respectively, past and current critical incidents: attitudinal disposition; legitimacy of purpose, and the availability of opportunities for experimentation. Analysis of current clinical events was found to improve participants' motivation to self-evaluate, to increase their self-efficacy, and to help them transfer learning into action and to progressively self-regulate. The results of this collaborative research study suggest that the analysis of current clinical events in order to promote reflection offers a safer and more constructive learning environment than does the analysis of incidents that have occurred in the past. This learning strategy is directly grounded in health professional practice. The remaining challenge for continuing education providers is that of creating conditions conducive to its use. © Blackwell Publishing Ltd 2011.

Enhancing the Impact of NASA Astrophysics Education and Public Outreach: Community Collaborations

NASA Astrophysics Data System (ADS)

Smith, Denise A.; Lawton, B. L.; Bartolone, L.; Schultz, G. R.; Blair, W. P.; Astrophysics E/PO Community, NASA; NASA Astrophysics Forum Team

2013-01-01

The NASA Astrophysics Science Education and Public Outreach Forum is one of four scientist-educator teams that support NASA's Science Mission Directorate and its nationwide education and public outreach community in increasing the coherence, efficiency, and effectiveness of their education and public outreach efforts. NASA Astrophysics education and outreach teams collaborate with each other through the Astrophysics Forum to place individual programs in context, connect with broader education and public outreach activities, learn and share successful strategies and techniques, and develop new partnerships. This poster highlights examples of collaborative efforts designed to engage youth and adults across the full spectrum of learning environments, from public outreach venues, to centers of informal learning, to K-12 and higher education classrooms. These include coordinated efforts to support major outreach events such as the USA Science and Engineering Festival; pilot "Astro4Girls" activities in public libraries to engage girls and their families in science during Women’s History Month; and a pilot "NASA's Multiwavelength Universe" online professional development course for middle and high school educators. Resources to assist scientists and Astro101 instructors in incorporating NASA Astrophysics discoveries into their education and public outreach efforts are also discussed.

"A golden opportunity": Exploring interprofessional learning and practice in rural clinical settings.

PubMed

Spencer, Judy; Woodroffe, Jessica; Cross, Merylin; Allen, Penny

2015-01-01

Little is known about interprofessional practice (IPP) and interprofessional learning (IPL) in rural health services, despite national funding and continuing emphasis on increasing students' clinical placements in rural areas. This short paper outlines a study in Tasmania, Australia, which investigated how and under what contexts and conditions IPP and IPL occur in rural clinical settings, and the enabling factors and strategies that promote this learning and practice. This study employed a mixed method design comprising focus group discussions and a survey involving health professionals from two rural health services. The findings demonstrate that formal and informal arrangements, the collaborative nature of small, close-knit healthcare teams and patient-centred models of care employed in rural practice settings, provide ideal contexts for IPP and IPL. The study has implications for promoting organisational readiness for IPP and IPL and harnessing the potential of rural services to promote and develop students' interprofessional capability.

Integrating Scientific Content with Context to Connect Educators with the Complexities and Consequences of Climate Change

NASA Astrophysics Data System (ADS)

Low, R.; Gosselin, D. C.; Oglesby, R. J.; Larson-Miller, C.; Thomas, J.; Mawalagedara, R.

2011-12-01

Over the past three years the Nebraska Earth Systems Education Network has designed professional development opportunities for K-12 and extension educators that integrates scientific content into the context of helping educators connect society with the complexities and consequences of climate change. Our professional development approach uses learner-, knowledge-, assessment-, and community-centered strategies to achieve our long-term goal: collaboration of scientists, educators and learners to foster civic literacy about climate change. Two NASA-funded projects, Global Climate Change Literacy for Educators (GCCE, 2009-2012), and the Educators Climatologists Learning Community (ECLC, 2011-2013), have provided the mechanism to provide teachers with scientifically sound and pedagogically relevant educational materials to improve climate and Earth systems literacy among educators. The primary product of the GCCE program is a 16-week, online, distance-delivered, asynchronous course entitled, Laboratory Earth: Human Dimensions of Climate Change. This course consists of four, four-week modules that integrate climate literacy, Earth Systems concepts, and pedagogy focused on active learning processes, building community, action research, and students' sense of place to promote action at the local level to address the challenges of climate change. Overall, the Community of Inquiry Survey (COI) indicated the course was effective in teaching content, developing a community of learners, and engaging students in experiences designed to develop content knowledge. A pre- and post- course Wilcoxan Signed Ranks Test indicated there was a statistically significant increase in participant's beliefs about their personal science teaching efficacy. Qualitative data from concept maps and content mastery assignments support a positive impact on teachers' content knowledge and classroom practice. Service Learning units seemed tohelp teachers connect course learning to their classroom teaching. In addition, qualitative data indicate that teachers' students found service learning to be highly motivational components to learning. The ECLC project, to be initiated in the fall 2011, will build on our GCCE experiences to create a sustainable virtual learning community of educators and scientists. Climate-change issues will serve as a context in which collaborative scientist-educator-teams will develop discrete, locally oriented research projects to facilitate development of confident, knowledgeable citizen-scientists within their classrooms.

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

NASA Astrophysics Data System (ADS)

Coppola, Brian P.; Lawton, Richard G.

1995-12-01

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

Wikis and Collaborative Learning in Higher Education

ERIC Educational Resources Information Center

Zheng, Binbin; Niiya, Melissa; Warschauer, Mark

2015-01-01

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

Soft systems thinking and social learning for adaptive management.

PubMed

Cundill, G; Cumming, G S; Biggs, D; Fabricius, C

2012-02-01

The success of adaptive management in conservation has been questioned and the objective-based management paradigm on which it is based has been heavily criticized. Soft systems thinking and social-learning theory expose errors in the assumption that complex systems can be dispassionately managed by objective observers and highlight the fact that conservation is a social process in which objectives are contested and learning is context dependent. We used these insights to rethink adaptive management in a way that focuses on the social processes involved in management and decision making. Our approach to adaptive management is based on the following assumptions: action toward a common goal is an emergent property of complex social relationships; the introduction of new knowledge, alternative values, and new ways of understanding the world can become a stimulating force for learning, creativity, and change; learning is contextual and is fundamentally about practice; and defining the goal to be addressed is continuous and in principle never ends. We believe five key activities are crucial to defining the goal that is to be addressed in an adaptive-management context and to determining the objectives that are desirable and feasible to the participants: situate the problem in its social and ecological context; raise awareness about alternative views of a problem and encourage enquiry and deconstruction of frames of reference; undertake collaborative actions; and reflect on learning. ©2011 Society for Conservation Biology.

Interprofessional education and collaborative practice: Psychometric analysis of the Readiness for Interprofessional Learning Scale in undergraduate Serbian healthcare student context.

PubMed

Milutinović, Dragana; Lovrić, Robert; Simin, Dragana

2018-06-01

There is an implicit expectation for medical sciences students to work together effectively as members of health-care team, and interprofessional education is therefore widely accepted. Students' attitudes, which are affected by various factors, have been recognized as the most important predictors of successful implementation of interprofessional education with the aim of developing collaborative practice. The Readiness for Interprofessional Learning Scale has often been used in studies to measure these perspectives. To describe the psychometric properties of the Serbian cross-culturally adapted version of the original Readiness for Interprofessional Learning Scale, to assess the attitudes of undergraduate health science students towards interprofessional education and to evaluate whether a professional group and student characteristics have influence on attitudes towards collaborative practice and shared learning. A descriptive/analytical and comparative cross-sectional study. Faculty of Medicine in Serbia. Nursing and medical students after completed first clinical rotations (n = 257). The Readiness for Interprofessional Learning Scale for assessing attitudes among students towards interprofessional learning, Professional Identity Questionnaire for Nursing Students for assessing professional identity in nursing students, Professional Nursing Image Survey for assessing attitudes of medical students towards the nursing profession, as well as a socio-demographic questionnaire were the instruments used in this research study. The data were analysed using descriptive and inferential statistics. Exploratory factor analysis on 19 items revealed two-factors accounting for 51.1% of the total variance with the internal reliability α = 0.90. The mean total score of the Readiness for Interprofessional Learning Scale was 73.5 (SD = 11.5) indicating that students are ready for interprofessional learning. Nursing students, female students; students in their first years of studies, and those with previously completed education in the field of health care, have been more ready for interprofessional learning and collaborative practice. In the multiple linear regression analysis, gender and assessing professional nursing skills and abilities were significant predictors of medical students' readiness for interprofessional learning, whereas professional identity was for nursing students. The Serbian version of the Readiness for Interprofessional Learning Scale has proven to be reliable and valid for the "teamwork, collaboration and shared learning" subscale, while the "role and responsibilities" subscale showed lower stability. The results of this study revealed positive students' attitudes towards interprofessional learning, which is important for Serbia, as a candidate country for European Union membership, and thus making our educational system more inclusive for joining the European Higher Education Area. Copyright © 2018 Elsevier Ltd. All rights reserved.

Learning to Change: The Rationale for The Use of Motivational Interviewing in Higher Education

ERIC Educational Resources Information Center

Wells, Harvey; Jones, Anna

2018-01-01

Motivational interviewing is a technique developed for use in clinical contexts in order to help people change unhealthy behaviours. However, because it is centred on change, is non-judgemental and collaborative, it is ideal to be adapted for use in teaching. This paper considers the theoretical basis for its use in higher education settings by…

Students' Perceptions and Supervisors' Rating as Assessments of Interactive-Constructivist Science Teaching in Elementary School.

ERIC Educational Resources Information Center

Shymansky, James A.; Yore, Larry D.; Henriques, Laura; Dunkhase, John A.; Bancroft, Jean

This study took place within the context of a four-year local systemic reform effort collaboratively undertaken by the Science Education Center at the University of Iowa and the Iowa City Community School District. The goal of the project was to move teachers towards an interactive-constructivist model of teaching and learning that assumes a…

Collaborative Teaching and Self-Study: Engaging Student Teachers in Sociological Theory in Teacher Education

ERIC Educational Resources Information Center

Hogan, Vivienne; Daniell, Linda

2015-01-01

This article presents some of the findings of a three-year project researching the impact of changes made to teaching and learning in a first-year sociology paper for primary and early childhood education (ece) student teachers. The context of the research is an undergraduate Initial Teacher Education (ITE) programme situated in the School of…

Analysis of the Dynamics of the Sharing Knowledge between Cooperating Teacher and Teacher-in-Training: The Partners' Respective Roles

ERIC Educational Resources Information Center

Liliane, Portelance; Colette, Gervais

2009-01-01

Collaboration is becoming increasingly important in the realm of education (Novoa, 2004). For instance, as soon as training is undertaken, the future teacher must develop an ability to cooperate in a pedagogical context. However, in order to learn to make a relevant contribution to a teaching team's undertakings and to provide innovative…

Navigating Massively Multiplayer Online Games: Evaluating 21st Century Skills for Learning within Virtual Environments

ERIC Educational Resources Information Center

McCreery, Michael P.; Schrader, P. G.; Krach, S. Kathleen

2011-01-01

There is a substantial and growing interest in immersive virtual spaces as contexts for 21st century skills like problem solving, communication, and collaboration. However, little consideration has been given to the ways in which users become proficient in these environments or what types of target behaviors are associated with 21st century…

Language Play in a Second Language: Social Media as Contexts for Emerging Sociopragmatic Competence

ERIC Educational Resources Information Center

Lantz-Andersson, Annika

2018-01-01

The aim of this study is to gain insights into students' language use on social media as part of the specific linguistic activities of second language (L2) learning, including development of sociopragmatic competence. Two Facebook groups were introduced in different English-as-L2 classes that were part of an international collaborative project…

The experiential health information processing model: supporting collaborative web-based patient education

PubMed Central

O'Grady, Laura A; Witteman, Holly; Wathen, C Nadine

2008-01-01

Background First generation Internet technologies such as mailing lists or newsgroups afforded unprecedented levels of information exchange within a variety of interest groups, including those who seek health information. With emergence of the World Wide Web many communication applications were ported to web browsers. One of the driving factors in this phenomenon has been the exchange of experiential or anecdotal knowledge that patients share online, and there is emerging evidence that participation in these forums may be having an impact on people's health decision making. Theoretical frameworks supporting this form of information seeking and learning have yet to be proposed. Results In this article, we propose an adaptation of Kolb's experiential learning theory to begin to formulate an experiential health information processing model that may contribute to our understanding of online health information seeking behaviour in this context. Conclusion An experiential health information processing model is proposed that can be used as a research framework. Future research directions include investigating the utility of this model in the online health information seeking context, studying the impact of collaborating in these online environments on patient decision making and on health outcomes are provided. PMID:19087353

The experiential health information processing model: supporting collaborative web-based patient education.

PubMed

O'Grady, Laura A; Witteman, Holly; Wathen, C Nadine

2008-12-16

First generation Internet technologies such as mailing lists or newsgroups afforded unprecedented levels of information exchange within a variety of interest groups, including those who seek health information. With emergence of the World Wide Web many communication applications were ported to web browsers. One of the driving factors in this phenomenon has been the exchange of experiential or anecdotal knowledge that patients share online, and there is emerging evidence that participation in these forums may be having an impact on people's health decision making. Theoretical frameworks supporting this form of information seeking and learning have yet to be proposed. In this article, we propose an adaptation of Kolb's experiential learning theory to begin to formulate an experiential health information processing model that may contribute to our understanding of online health information seeking behaviour in this context. An experiential health information processing model is proposed that can be used as a research framework. Future research directions include investigating the utility of this model in the online health information seeking context, studying the impact of collaborating in these online environments on patient decision making and on health outcomes are provided.

Harnessing learning biases is essential for applying social learning in conservation.

PubMed

Greggor, Alison L; Thornton, Alex; Clayton, Nicola S

2017-01-01

Social learning can influence how animals respond to anthropogenic changes in the environment, determining whether animals survive novel threats and exploit novel resources or produce maladaptive behaviour and contribute to human-wildlife conflict. Predicting where social learning will occur and manipulating its use are, therefore, important in conservation, but doing so is not straightforward. Learning is an inherently biased process that has been shaped by natural selection to prioritize important information and facilitate its efficient uptake. In this regard, social learning is no different from other learning processes because it too is shaped by perceptual filters, attentional biases and learning constraints that can differ between habitats, species, individuals and contexts. The biases that constrain social learning are not understood well enough to accurately predict whether or not social learning will occur in many situations, which limits the effective use of social learning in conservation practice. Nevertheless, we argue that by tapping into the biases that guide the social transmission of information, the conservation applications of social learning could be improved. We explore the conservation areas where social learning is highly relevant and link them to biases in the cues and contexts that shape social information use. The resulting synthesis highlights many promising areas for collaboration between the fields and stresses the importance of systematic reviews of the evidence surrounding social learning practices.

Using innovative instructional technology to meet training needs in public health: a design process.

PubMed

Millery, Mari; Hall, Michelle; Eisman, Joanna; Murrman, Marita

2014-03-01

Technology and distance learning can potentially enhance the efficient and effective delivery of continuing education to the public health workforce. Public Health Training Centers collaborate with instructional technology designers to develop innovative, competency-based online learning experiences that meet pressing training needs and promote best practices. We describe one Public Health Training Center's online learning module design process, which consists of five steps: (1) identify training needs and priority competencies; (2) define learning objectives and identify educational challenges; (3) pose hypotheses and explore innovative, technology-based solutions; (4) develop and deploy the educational experience; and (5) evaluate feedback and outcomes to inform continued cycles of revision and improvement. Examples illustrate the model's application. These steps are discussed within the context of design practices in the fields of education, engineering, and public health. They incorporate key strategies from across these fields, including principles of programmatic design familiar to public health professionals, such as backward design. The instructional technology design process we describe provides a structure for the creativity, collaboration, and systematic strategies needed to develop online learning products that address critical training needs for the public health workforce.

Collaborative remembering revisited: Study context access modulates collaborative inhibition and later benefits for individual memory.

PubMed

Abel, Magdalena; Bäuml, Karl-Heinz T

2017-11-01

Collaborating groups typically show reduced recall relative to nominal groups, i.e., to the cumulated non-redundant recall of the same number of people remembering in isolation-a finding termed collaborative inhibition. Motivated by the results of several previous studies, this study examined in two experiments whether access to study context at test influences the effects of collaboration. In both experiments, subjects collaborated in triads or recalled previously studied material in isolation. Experiment 1 applied short versus prolonged retention intervals to vary access to study context at test, whereas Experiment 2 used the list-method directed forgetting task and applied remember versus forget instructions to modulate context access. In both experiments, collaborative inhibition was present when access to study context at test was intact (i.e., after the short delay and the remember instruction) but was eliminated when the access was impaired (i.e., after the prolonged delay and the forget instruction). Also, post-collaborative gains for individual recall were greater when context access was impaired and collaborative inhibition was eliminated. The findings demonstrate a critical role of access to study context at test for collaborative inhibition, indicating that impaired context access may reflect a general boundary condition for the recall impairment. The possible role of context reactivation processes for beneficial effects of social recall is discussed.

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

ERIC Educational Resources Information Center

Jeong, Heisawn; Hmelo-Silver, Cindy E.

2016-01-01

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

So you want to share your science…. Connecting to the world of informal science learning.

PubMed

Alpert, Carol Lynn

2018-04-25

Scientists can reap personal rewards through collaborations with science and natural history museums, zoos, botanical gardens, aquaria, parks, and nature preserves, and, while doing so, help to advance science literacy and broaden participation in the natural sciences. Beyond volunteer opportunities, which allow scientists to contribute their knowledge and passion within the context of existing programs and activities, there are also opportunities for scientists to bring their knowledge and resources to the design and implementation of new learning experiences for visitors to these informal science learning organizations (ISLOs). Well-designed education outreach plans that leverage the expertise and broad audiences of ISLOs can also enhance the prospects of research grant proposals made to agencies such as National Science Foundation, which encourage researchers to pay careful attention to the broader impacts of their research as well as its intellectual merit. Few scientists, however, have had the opportunity to become familiar with the pedagogy and design of informal or 'free-choice' science learning, and fewer still know how to go about the process of collaborating with ISLO's in developing and implementing effective programs, exhibits, and other learning experiences. This article, written by an experienced science museum professional, provides guidance for individual scientists and research groups interested in pursuing effective education outreach collaborations with science museums and other ISLOs. When prospective partners begin discussions early in the proposal development process, they increase the likelihood of successful outcomes in funding, implementation, and impact. A strategic planning worksheet is provided, along with a carefully-selected set of further resources to guide the design and planning of informal science learning experiences.

Computer-mediated interdisciplinary teams: theory and reality.

PubMed

Vroman, Kerryellen; Kovacich, Joann

2002-05-01

The benefit of experience, tempered with the wisdom of hindsight and 5 years of text-based, asynchronous, computer-mediated, interdisciplinary team communications, provides the energy, insights and data shared in this article. Through the theoretical lens of group dynamics and the epistemology of interdisciplinary teaming, we analyze the interactions of a virtual interdisciplinary team to provide an understanding and appreciation of collaborative interdisciplinary communication in the context of interactive technologies. Whilst interactive technologies may require new patterns of language similar to that of learning a foreign language, what is communicated in the interdisciplinary team process does not change. Most important is the recognition that virtual teams, similar to their face-to-face counterparts, undergo the same challenges of interdisciplinary teaming and group developmental processes of formation: forming, storming, norming, performing, and transforming. After examining these dynamics of communication and collaboration in the context of the virtual team, the article concludes with guidelines facilitating interdisciplinary team computer-mediated communication.

Using wikis to investigate communication, collaboration and engagement in Capstone engineering design projects

NASA Astrophysics Data System (ADS)

Berthoud, L.; Gliddon, J.

2018-03-01

In today's global Aerospace industry, virtual workspaces are commonly used for collaboration between geographically distributed multidisciplinary teams. This study investigated the use of wikis to look at communication, collaboration and engagement in 'Capstone' team design projects at the end of an engineering degree. Wikis were set up for teams of engineering students from different disciplinary backgrounds and years. The students' perception of the usefulness of the tool were surveyed and the user contribution statistics and content categorisation were analysed for a case study wiki. Recommendations and lessons learned for the deployment of wikis are provided for interested academic staff from other institutions. Wikis were found to be of limited use to investigate levels of communication and collaboration in this study, but may be of interest in other contexts. Wikis were considered a potentially useful tool to track engagement for Capstone design projects in engineering subjects.

Crossing boundaries to improve mental health in the Americas: international collaborative authorship.

PubMed

Killion, Chery M

2007-01-01

A nurse anthropologist with a background in international collaborations attended Project LEAD for two years, which enabled her to continue to serve as an advocate for the mentally ill in Belize. The anthropologist collaborated with a psychiatrist from Belize to develop a cross-cultural, cross-discipline publication, "Mental Health in Belize: A National Priority, " which highlights the work of psychiatric nurse practitioners in the country. The researcher learned to collaborate with her peer in Belize through face to face discussions and e-mail and overcame technological difficulties and cultural barriers to produce an international publication. Project LEAD gave the author a sense of self-discovery and self-knowledge, reinforced core values, and developed a frame of reference for leadership. The author also benefited from discussions by local, national, and international leaders on leadership in terms of its key components, contexts, challenges, triumphs, and styles.

Applying Organ Clearance Concepts in a Clinical Setting

PubMed Central

2008-01-01

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

Interprofessional education for the quality use of medicines: designing authentic multimedia learning resources.

PubMed

Levett-Jones, Tracy; Gilligan, Conor; Lapkin, Samuel; Hoffman, Kerry

2012-11-01

It is claimed that health care students who learn together will be better prepared for contemporary practice and more able to work collaboratively and communicate effectively. In Australia, although recognised as important for preparing nursing, pharmacy and medical students for their roles in the medication team, interprofessional education is seldom used for teaching medication safety. This is despite evidence indicating that inadequate communication between health care professionals is the primary issue in the majority of medication errors. It is suggested that the pragmatic constraints inherent in university timetables, curricula and contexts limit opportunities for health professional students to learn collaboratively. Thus, there is a need for innovative approaches that will allow nursing, medical and pharmacy students to learn about and from other disciplines even when they do not have the opportunity to learn with them. This paper describes the development of authentic multimedia resources that allow for participative, interactive and engaging learning experiences based upon sound pedagogical principles. These resources provide opportunities for students to critically examine clinical scenarios where medication safety is, or has the potential to be compromised and to develop skills in interprofessional communication that will prepare them to manage these types of situations in clinical practice. Copyright © 2011 Elsevier Ltd. All rights reserved.

Regulating social interactions: Developing a functional theory of collaboration

NASA Astrophysics Data System (ADS)

Borge, Marcela

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

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

ERIC Educational Resources Information Center

Fakomogbon, Michael Ayodele; Bolaji, Hameed Olalekan

2017-01-01

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

"You Never Know What Research Is Like Unless You've Done It!": Action Research to Promote Collaborative Student-Teacher Research

ERIC Educational Resources Information Center

Yan, Chunmei

2017-01-01

In contrast with its high level of popularity in both research and practice for in-service teacher development, teacher research has received much less attention in pre-service language teacher education as a reflective learning approach, particularly in China's context. Action research, as a major form of teacher research, has rarely been…

Analyzing the Knowledge Construction and Cognitive Patterns of Blog-Based Instructional Activities Using Four Frequent Interactive Strategies (Problem Solving, Peer Assessment, Role Playing and Peer Tutoring): A Preliminary Study

ERIC Educational Resources Information Center

Wang, Shu-Ming; Hou, Huei-Tse; Wu, Sheng-Yi

2017-01-01

Instructional strategies can be helpful in facilitating students' knowledge construction and developing advanced cognitive skills. In the context of collaborative learning, instructional strategies as scripts can guide learners to engage in more meaningful interaction. Previous studies have been investigated the benefits of different instructional…

Researching Computer-Based Collaborative Learning in Inclusive Classrooms in Cyprus: The Role of the Computer in Pupils' Interaction

ERIC Educational Resources Information Center

Mavrou, Katerina; Lewis, Ann; Douglas, Graeme

2010-01-01

This paper discusses the results of a study of the role of the computer in scaffolding pupils' interaction and its effects on the disabled (D) pupils' participation and inclusion in the context of socio-cultural theories and the ideals of inclusive education. The study investigated the interactions of pairs of D and non-disabled (ND) pupils…

A Case Study of Peer Review Practices of Four Adolescent English Language Learners in Face-to-Face and Online Contexts

ERIC Educational Resources Information Center

Vorobel, Oksana

2013-01-01

Peer review is a complex collaborative activity, which may engage English language learners in reading, writing, listening, and speaking and carry many potential benefits for their language learning (Hu, 2005). While many research studies focused on peer review practices of adult language learners in academic settings in the USA or abroad in…

Building a Teacher-Student Community through Collaborative Teaching and Learning: Engaging the Most Affected and Least Consulted

ERIC Educational Resources Information Center

Kooy, Mary

2015-01-01

This paper reports on a longitudinal study of nine teachers and their principal in a new secondary school that met to select, read, discuss and determine the viability of the text for their growing English classes and the library. This research offered a unique opportunity to examine how practitioners create and develop a social context for…

Using a Social Web 2.0 Tool in Geography and Environmental Research Project: A Content Analysis of Greek High School Students' Learning Exchanges

ERIC Educational Resources Information Center

Exarchou, Evi; Klonari, Aikaterini; Lambrinos, Nikos

2015-01-01

The first part of this paper refers to the contribution of geographic education in the development of knowledge, attitudes and skills for environmental protection in the context of sustainable development of the world's societies. Thus, specific concerns identified regarding the young people participation in research and collaborative actions…

Primary Health Care: Comparing Public Health Nursing Models in Ireland and Norway

PubMed Central

Leahy-Warren, Patricia; Day, Mary Rose

2013-01-01

Health of populations is determined by a multitude of contextual factors. Primary Health Care Reform endeavors to meet the broad health needs of populations and remains on international health agendas. Public health nurses are key professionals in the delivery of primary health care, and it is important for them to learn from global experiences. International collaboration is often facilitated by academic exchanges. As a result of one such exchange, an international PHN collaboration took place. The aim of this paper is to analyse the similarities and differences in public health nursing in Ireland and Norway within the context of primary care. PMID:23606956

YouTube as a participatory culture.

PubMed

Chau, Clement

2010-01-01

There is an explosion of youth subscriptions to original content-media-sharing Web sites such as YouTube. These Web sites combine media production and distribution with social networking features, making them an ideal place to create, connect, collaborate, and circulate. By encouraging youth to become media creators and social networkers, new media platforms such as YouTube offer a participatory culture in which youth can develop, interact, and learn. As youth development researchers, we must be cognizant of this context and critically examine what this platform offers that might be unique to (or redundant of) typical adolescent experiences in other developmental contexts.

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

ERIC Educational Resources Information Center

Kotsopoulos, Donna

2010-01-01

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

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

PubMed

Sandahl, Sheryl S

2009-01-01

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

Motivation, students' needs and learning outcomes: a hybrid game-based app for enhanced language learning.

PubMed

Berns, Anke; Isla-Montes, José-Luis; Palomo-Duarte, Manuel; Dodero, Juan-Manuel

2016-01-01

In the context of European Higher Education students face an increasing focus on independent, individual learning-at the expense of face-to-face interaction. Hence learners are, all too often, not provided with enough opportunities to negotiate in the target language. The current case study aims to address this reality by going beyond conventional approaches to provide students with a hybrid game-based app, combining individual and collaborative learning opportunities. The 4-week study was carried out with 104 German language students (A1.2 CEFR) who had previously been enrolled in a first-semester A1.1 level course at a Spanish university. The VocabTrainerA1 app-designed specifically for this study-harnesses the synergy of combining individual learning tasks and a collaborative murder mystery game in a hybrid level-based architecture. By doing so, the app provides learners with opportunities to apply their language skills to real-life-like communication. The purpose of the study was twofold: on one hand we aimed to measure learner motivation, perceived usefulness and added value of hybrid game-based apps; on the other, we sought to determine their impact on language learning. To this end, we conducted focus group interviews and an anonymous Technology Acceptance Model survey (TAM). In addition, students took a pre-test and a post-test. Scores from both tests were compared with the results obtained in first-semester conventional writing tasks, with a view to measure learning outcomes. The study provides qualitative and quantitative data supporting our initial hypotheses. Our findings suggest that hybrid game-based apps like VocabTrainerA1-which seamlessly combine individual and collaborative learning tasks-motivate learners, stimulate perceived usefulness and added value, and better meet the language learning needs of today's digital natives. In terms of acceptance, outcomes and sustainability, the data indicate that hybrid game-based apps significantly improve proficiency, hence are indeed, effective tools for enhanced language learning.

Achieving change through mutual development: supported online learning and the evolving roles of health and information professionals.

PubMed

Bury, Rachel; Martin, Lindsey; Roberts, Sue

2006-12-01

Major changes in health care, within an information- and technology-rich age, are impacting significantly on health professionals and upon their education and training. Health information professionals-in both the National Health Service (NHS) and higher education (HE) contexts-are consequently developing their roles, skills and partnerships to meet the needs of flexible education and training. This article explores one facet of this-supported online learning and its impact on role development. A case study approach was taken, aiming to explore how academics, health information professionals and learning technologists are developing supported online learning to explicitly address the e-literacy and information needs of health students within the context of NHS frameworks for education. This was contextualized by a literature review. The case study explores and discusses three dynamics--(i) The use of supported online learning tools by future health-care professionals throughout their professional training to ensure they have the appropriate e-literacy skills; (ii) the use of supported online learning by current health professionals to enable them to adapt to the changing environment; (iii) the development of the health information professional, and particularly their role within multi-disciplinary teams working with learning technologists and health professionals, to enable them to design and deliver supported online learning. The authors argue that, in this specific case study, health information professionals are key to the development of supported online learning. They are working successfully in collaboration and their roles are evolving to encompass learning and teaching activities in a wider context. There are consequently several lessons to be drawn in relation to professional education and role development.

Collaborative Learning in Higher Education: Lecturers' Practices and Beliefs

ERIC Educational Resources Information Center

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

2015-01-01

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

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

ERIC Educational Resources Information Center

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

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

Assessment of (Computer-Supported) Collaborative Learning

ERIC Educational Resources Information Center

Strijbos, J. -W.

2011-01-01

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

Tools and collaborative environments for bioinformatics research

PubMed Central

Giugno, Rosalba; Pulvirenti, Alfredo

2011-01-01

Advanced research requires intensive interaction among a multitude of actors, often possessing different expertise and usually working at a distance from each other. The field of collaborative research aims to establish suitable models and technologies to properly support these interactions. In this article, we first present the reasons for an interest of Bioinformatics in this context by also suggesting some research domains that could benefit from collaborative research. We then review the principles and some of the most relevant applications of social networking, with a special attention to networks supporting scientific collaboration, by also highlighting some critical issues, such as identification of users and standardization of formats. We then introduce some systems for collaborative document creation, including wiki systems and tools for ontology development, and review some of the most interesting biological wikis. We also review the principles of Collaborative Development Environments for software and show some examples in Bioinformatics. Finally, we present the principles and some examples of Learning Management Systems. In conclusion, we try to devise some of the goals to be achieved in the short term for the exploitation of these technologies. PMID:21984743

Web-Based Learning Information System for Web 3.0

NASA Astrophysics Data System (ADS)

Rego, Hugo; Moreira, Tiago; García-Peñalvo, Francisco Jose

With the emergence of Web/eLearning 3.0 we have been developing/adjusting AHKME in order to face this great challenge. One of our goals is to allow the instructional designer and teacher to access standardized resources and evaluate the possibility of integration and reuse in eLearning systems, not only content but also the learning strategy. We have also integrated some collaborative tools for the adaptation of resources, as well as the collection of feedback from users to provide feedback to the system. We also provide tools for the instructional designer to create/customize specifications/ontologies to give structure and meaning to resources, manual and automatic search with recommendation of resources and instructional design based on the context, as well as recommendation of adaptations in learning resources. We also consider the concept of mobility and mobile technology applied to eLearning, allowing access by teachers and students to learning resources, regardless of time and space.

Linking teaching and research in an undergraduate course and exploring student learning experiences

NASA Astrophysics Data System (ADS)

Wallin, Patric; Adawi, Tom; Gold, Julie

2017-01-01

In this case study, we first describe how teaching and research are linked in a master's course on tissue engineering. A central component of the course is an authentic research project that the students carry out in smaller groups and in collaboration with faculty. We then explore how the students experience learning in this kind of discovery-oriented environment. Data were collected through a survey, reflective writing, and interviews. Using a general inductive approach for qualitative analysis, we identified three themes related to the students' learning experiences: learning to navigate the field, learning to do real research, and learning to work with others. Overall, the students strongly valued learning in a discovery-oriented environment and three aspects of the course contributed to much of its success: taking a holistic approach to linking teaching and research, engaging students in the whole inquiry process, and situating authentic problems in an authentic physical and social context.

Supporting Distance Learners for Collaborative Problem Solving.

ERIC Educational Resources Information Center

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

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

Partnerships for parks and physical activity.

PubMed

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

2014-01-01

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

Population health management guiding principles to stimulate collaboration and improve pharmaceutical care.

PubMed

Steenkamer, Betty; Baan, Caroline; Putters, Kim; van Oers, Hans; Drewes, Hanneke

2018-04-09

Purpose A range of strategies to improve pharmaceutical care has been implemented by population health management (PHM) initiatives. However, which strategies generate the desired outcomes is largely unknown. The purpose of this paper is to identify guiding principles underlying collaborative strategies to improve pharmaceutical care and the contextual factors and mechanisms through which these principles operate. Design/methodology/approach The evaluation was informed by a realist methodology examining the links between PHM strategies, their outcomes and the contexts and mechanisms by which these strategies operate. Guiding principles were identified by grouping context-specific strategies with specific outcomes. Findings In total, ten guiding principles were identified: create agreement and commitment based on a long-term vision; foster cooperation and representation at the board level; use layered governance structures; create awareness at all levels; enable interpersonal links at all levels; create learning environments; organize shared responsibility; adjust financial strategies to market contexts; organize mutual gains; and align regional agreements with national policies and regulations. Contextual factors such as shared savings influenced the effectiveness of the guiding principles. Mechanisms by which these guiding principles operate were, for instance, fostering trust and creating a shared sense of the problem. Practical implications The guiding principles highlight how collaboration can be stimulated to improve pharmaceutical care while taking into account local constraints and possibilities. The interdependency of these principles necessitates effectuating them together in order to realize the best possible improvements and outcomes. Originality/value This is the first study using a realist approach to understand the guiding principles underlying collaboration to improve pharmaceutical care.

Using Wikis as a Support and Assessment Tool in Collaborative Digital Game-Based Learning Environments

ERIC Educational Resources Information Center

Samur, Yavuz

2011-01-01

In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances…

Online learning: the brave new world of massive open online courses and the role of the health librarian.

PubMed

Spring, Hannah

2016-03-01

In a wired, virtual and information rich society, MOOCs (Massive Open Online Courses) are leading us into a brave new world in which their key role is to support lifelong networked learning. This feature looks at the broad role of MOOCs and considers them within the context of health, and health librarianship. In particular, it provides examples of where health librarians have developed MOOCs and what opportunities there are in the future for health librarians to collaborate in the development and delivery of health MOOCs. H.S. © 2016 Health Libraries Group.

Informal learning.

PubMed

Callanan, Maureen; Cervantes, Christi; Loomis, Molly

2011-11-01

We consider research and theory relevant to the notion of informal learning. Beginning with historical and definitional issues, we argue that learning happens not just in schools or in school-aged children. Many theorists have contrasted informal learning with formal learning. Moving beyond this dichotomy, and away from a focus on where learning occurs, we discuss five dimensions of informal learning that are drawn from the literature: (1) non-didactive, (2) highly socially collaborative, (3) embedded in meaningful activity, (4) initiated by learner's interest or choice, and (5) removed from external assessment. We consider these dimensions in the context of four sample domains: learning a first language, learning about the mind and emotions within families and communities, learning about science in family conversations and museum settings, and workplace learning. Finally, we conclude by considering convergences and divergences across the different literatures and suggesting areas for future research. WIREs Cogni Sci 2011 2 646-655 DOI: 10.1002/wcs.143 For further resources related to this article, please visit the WIREs website. Copyright © 2011 John Wiley & Sons, Ltd.

Methodological Challenges for Collaborative Learning Research

ERIC Educational Resources Information Center

Strijbos, Jan-Willem; Fischer, Frank

2007-01-01

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

Interprofessional mentoring: enhancing students' clinical learning.

PubMed

Lait, Jana; Suter, Esther; Arthur, Nancy; Deutschlander, Siegrid

2011-05-01

Interprofessional (IP) collaboration is recognized as critical for patient-centred care. The clinical setting is an ideal environment for students to learn the competencies required to effectively work with providers from other professions. To enhance traditional clinical placements, we propose an IP mentoring approach, defined as learning that takes place between providers and students who are from different disciplines or health professions. In IP mentoring, students have primary relationships with their preceptors, but also have interactions with providers from other professions. We implemented IP mentoring with the support of two faculties of nursing in Alberta, Canada who provided an IP clinical focus for interested fourth year students. We emphasized to providers and students that there are no prescribed interactions that comprise IP mentoring; experiences between providers and students are context-specific and often informal. Through our evaluation we demonstrated that in IP mentoring, provider commitment was important, students engaged in IP activities of varying complexity, and students learned about roles of other professions and how to work together to provide patient-centred care. IP mentoring is an effective learning strategy to enhance students' knowledge and skills in IP collaboration without radical changes to the structure of the placements or to the educational curricula. Copyright © 2010 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

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

2017-01-01

Today, the implication of Web 2.0 technologies in e-learning allows envisaging new teaching and learning forms, advocating an important place to the collaboration and social interaction. However, in e-learning systems, learn in a collaborative way is not always so easy because one of the difficulties when arranging e-learning courses can be that…

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

PubMed

Rutherford, Stephen

2015-12-01

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

Policy versus Practice: The Role of the Home Language in Learning Mathematics and Science in English-Medium Classrooms

ERIC Educational Resources Information Center

Wildsmith-Cromarty, Rosemary; Gordon, Mary

2009-01-01

The focus of this paper is on the effects of the use of the home language (i.e. isiZulu) on teachers' and learners' understanding and use of core concepts in mathematics and science at the senior phase, in contexts where the language of instruction is English. It reports on a national, collaborative, multilingual research project which attempts to…

Advancing Learner Autonomy in TEFL via Collaborative Learning

ERIC Educational Resources Information Center

Jacobs, George M.; Shan, Tan Hui

2015-01-01

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

Interaction Forms in Successful Collaborative Learning in Virtual Learning Environments

ERIC Educational Resources Information Center

Vuopala, Essi; Hyvönen, Pirkko; Järvelä, Sanna

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Contextual Teaching and Learning Approach of Mathematics in Primary Schools

NASA Astrophysics Data System (ADS)

Selvianiresa, D.; Prabawanto, S.

2017-09-01

The Contextual Teaching and Learning (CTL) approach is an approach involving active students in the learning process to discover the concepts learned through to knowledge and experience of the students. Similar to Piaget’s opinion that learning gives students an actives trying to do new things by relating their experiences and building their own minds. When students to connecting mathematics with real life, then students can looking between a conceptual to be learned with a concept that has been studied. So that, students can developing of mathematical connection ability. This research is quasi experiment with a primary school in the city of Kuningan. The result showed that CTL learning can be successful, when learning used a collaborative interaction with students, a high level of activity in the lesson, a connection to real-world contexts, and an integration of science content with other content and skill areas. Therefore, CTL learning can be applied by techer to mathematics learning in primary schools.

Exploring multiple intelligences theory in the context of science education: An action research approach

NASA Astrophysics Data System (ADS)

Goodnough, Karen Catherine

2000-10-01

Since the publication of Frames of Mind: The Theory in Practice, multiple intelligences, theory (Gardner, 1983) has been used by practitioners in a variety of ways to make teaching and learning more meaningful. However, little attention has been focused on exploring the potential of the theory for science teaching and learning. Consequently, this research study was designed to: (1) explore Howard Gardner's theory of multiple intelligences (1983) and its merit for making science teaching and learning more meaningful; (2) provide a forum for teachers to engage in critical self-reflection about their theory and practice in science education; (3) study the process of action research in the context of science education; and (4) describe the effectiveness of collaborative action research as a framework for teacher development and curriculum development. The study reports on the experiences of four teachers (two elementary teachers, one junior high teacher, and one high school teacher) and myself, a university researcher-facilitator, as we participated in a collaborative action research project. The action research group held weekly meetings over a five-month period (January--May, 1999). The inquiry was a qualitative case study (Stake, 1994) that aimed to understand the perspectives of those directly involved. This was achieved by using multiple methods to collect data: audiotaped action research meetings, fieldnotes, semi-structured interviews, journal writing, and concept mapping. All data were analysed on an ongoing basis. Many positive outcomes resulted from the study in areas such as curriculum development, teacher development, and student learning in science. Through the process of action research, research participants became more reflective about their practice and thus, enhanced their pedagogical content knowledge (Shulman, 1987) in science. Students became more engaged in learning science, gained a greater understanding of how they learn, and experienced a science curriculum that was more relevant and personalized. In addition, the action research process provided a feasible and effective forum for both curriculum development and professional development.

An international partnership approach to clean energy technology innovation: Carbon capture and storage

NASA Astrophysics Data System (ADS)

Yang, Xiaoliang

Is a global research partnership effective in developing, deploying, and diffusing clean energy technologies? Drawing on and extending innovation system studies, this doctoral dissertation elaborates an analytical model for a global technology learning system; examines the rationales, mechanisms, and effectiveness of the United States-- China Clean Energy Research Center Advanced Coal Technology Consortium (CERC-ACTC); and analyzes government's role in developing and implementing carbon capture and storage technologies in the United States (U.S.) and China. Studies have shown that successful technology innovation leads to economic prosperity and national competence, and prove that technology innovation does not happen in isolation but rather within interactive systems among stakeholders. However, the innovation process itself remains unclear, particularly with regard to interactive learning among and between major institutional actors, including technology developers, regulators, and financial organizations. This study seeks to advance scholarship on the interactive learning from the angle of global interactive learning. This dissertation research project seeks, as well, to inform policy-makers of how to strengthen international collaboration in clean energy technology development. The U.S.--China CERC-ACTC announced by Presidents Obama and Hu in 2009, provided a unique opportunity to close this scholarly gap. ACTC aimed to "advance the coal technology needed to safely, effectively, and efficiently utilize coal resources including the ability to capture, store, and utilize the emissions from coal use in both nations " through the joint research and development by U.S. and Chinese scientists and engineers. This dissertation project included one-year field research in the two countries, with in-depth interviews of key stakeholders, a survey of Consortium participants, analysis of available data, and site visits to collaborative research projects from 2013-2014. This research project collected new data and developed models of collaborative, international technology innovation that can be used in the analysis of policy options for clean energy technology development. The findings show that this bilateral initiative is facilitating the technology learning to some degree, becoming a major component of the U.S.-China climate change collaboration; however, policy makers and collaborative practitioners must overcome political, administrative, cultural, and other challenges in their own national contexts before achieving more concrete outcomes.

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

ERIC Educational Resources Information Center

Cangro, Richard

2016-01-01

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

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

ERIC Educational Resources Information Center

Huang, Yueh-Min; Liu, Chien-Hung

2009-01-01

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

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

ERIC Educational Resources Information Center

Zheng, Lanqin; Li, Xin; Huang, Ronghuai

2017-01-01

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

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

ERIC Educational Resources Information Center

Hamalainen, Raija

2011-01-01

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

Deriving Process-Driven Collaborative Editing Pattern from Collaborative Learning Flow Patterns

ERIC Educational Resources Information Center

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

2007-01-01

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

International service learning and interprofessional education in Ecuador: Findings from a phenomenology study with students from four professions.

PubMed

Johnson, Audrey M; Howell, Dana M

2017-03-01

Combined international service learning (ISL) and interprofessional education (IPE) experiences can move health professional student learning beyond the traditional confines of the classroom and outside uniprofessional ethos. The purpose of this transcendental phenomenological study was to describe the shared experience of health professional students participating in an ISL trip to a small community in Ecuador. The study focused on the learning and collaboration that occurred among students from multiple health professions during the trip and the cross-cultural exchange between the students and the patients in Ecuador. Participants included 15 students from 4 health professional programmes (pharmacy, medicine, physical therapy, and nursing). Data included interviews, focus groups, observation, and written documents. The essential meaning that emerged from this study was that the ISL/IPE learning opportunity created a practical opportunity for demystifying other healthcare professions in the context of a resource-limited international patient care setting, while supporting students' personal and professional development. Four structural themes emerged to describe the student experiences. Students had to negotiate the language barrier, limited resources, and unexpected diagnoses, while simultaneously learning about the roles and scope of other professions on the team and how to communicate effectively. Student's perseverance when facing the challenges resulted in their personal growth. The interprofessional component strengthened the students' knowledge of interprofessional collaboration and communication through real-world application.

Are Online Learners Frustrated with Collaborative Learning Experiences?

ERIC Educational Resources Information Center

Capdeferro, Neus; Romero, Margarida

2012-01-01

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

Online Collaborative Learning: Theory and Practice

ERIC Educational Resources Information Center

Roberts, Tim, Ed.

2004-01-01

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

Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning

NASA Astrophysics Data System (ADS)

Yang, Eunah

This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action research, I was able to identify the analytic focus of this study. I analyzed how one teacher and I, the researcher, collaboratively reflected on classroom language practices during the video analysis meetings and focus groups. Further, I analyzed twelve videos that we coded together to see the changes in the teacher's language practices over time. My unit of analysis was the discourse practice mediated by additive language ideologies. Throughout the collaborative action research process, we both critically reflected on the classroom language use. We also developed a critical consciousness about the participatory shifts and learning of focal English Learner (EL) students. Finally, the teacher made changes to her classroom language practices. The results of this study will contribute to the literacy education research field for theoretical, methodological, and practical insights. The integration of language ideologies, CHAT, and action research can help educational practitioners, researchers, and policy makers understand the importance of transforming teachers' language ideologies in designing additive learning contexts for ELs. From a methodological perspective, the transformative language ideologies through researcher and teacher collaborated video analysis process provide a unique contribution to the language ideologies in education literature, with analytic triangulation. As a practical implication, this study suggests action research can be one of the teacher education tools to help the teachers transform language ideologies for EL education.

The Harvard Medical School Academic Innovations Collaborative: transforming primary care practice and education.

PubMed

Bitton, Asaf; Ellner, Andrew; Pabo, Erika; Stout, Somava; Sugarman, Jonathan R; Sevin, Cory; Goodell, Kristen; Bassett, Jill S; Phillips, Russell S

2014-09-01

Academic medical centers (AMCs) need new approaches to delivering higher-quality care at lower costs, and engaging trainees in the work of high-functioning primary care practices. In 2012, the Harvard Medical School Center for Primary Care, in partnership with with local AMCs, established an Academic Innovations Collaborative (AIC) with the goal of transforming primary care education and practice. This novel two-year learning collaborative consisted of hospital- and community-based primary care teaching practices, committed to building highly functional teams, managing populations, and engaging patients. The AIC built on models developed by Qualis Health and the Institute for Healthcare Improvement, optimized for the local AMC context. Foundational elements included leadership engagement and development, application of rapid-cycle process improvement, and the creation of teams to care for defined patient populations. Nineteen practices across six AMCs participated, with nearly 260,000 patients and 450 resident learners. The collaborative offered three 1.5-day learning sessions each year featuring shared learning, practice coaches, and improvement measures, along with monthly data reporting, webinars, and site visits. Validated self-reports by transformation teams showed that practices made substantial improvement across all areas of change. Important factors for success included leadership development, practice-level resources, and engaging patients and trainees. The AIC model shows promise as a path for AMCs to catalyze health system transformation through primary care improvement. In addition to further evaluating the impact of practice transformation, expansion will require support from AMCs and payers, and the application of similar approaches on a broader scale.

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

ERIC Educational Resources Information Center

Wieland, Kristina

2010-01-01

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

Collaborative testing as a learning strategy in nursing education.

PubMed

Sandahl, Sheryl S

2010-01-01

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

Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education

NASA Astrophysics Data System (ADS)

Hanuscin, Deborah L.; Zangori, Laura

2016-12-01

Just as the Next Generation Science Standards (NGSSs) call for change in what students learn and how they are taught, teacher education programs must reconsider courses and curriculum in order to prepare teacher candidates to understand and implement new standards. In this study, we examine the development of prospective elementary teachers' practical knowledge of the NGSS in the context of a science methods course and innovative field experience. We present three themes related to how prospective teachers viewed and utilized the standards: (a) as a useful guide for planning and designing instruction, (b) as a benchmark for student and self-evaluation, and (c) as an achievable vision for teaching and learning. Our findings emphasize the importance of collaborative opportunities for repeated teaching of the same lessons, but question what is achievable in the context of a semester-long experience.

From the galleries to the clinic: applying art museum lessons to patient care.

PubMed

Miller, Alexa; Grohe, Michelle; Khoshbin, Shahram; Katz, Joel T

2013-12-01

Increasingly, medical educators integrate art-viewing into curricular interventions that teach clinical observation-often with local art museum educators. How can cross-disciplinary collaborators explicitly connect the skills learned in the art museum with those used at the bedside? One approach is for educators to align their pedagogical approach using similar teaching methods in the separate contexts of the galleries and the clinic. We describe two linked pedagogical exercises--Visual Thinking Strategies (VTS) in the museum galleries and observation at the bedside--from "Training the Eye: Improving the Art of Physical Diagnosis," an elective museum-based course at Harvard Medical School. It is our opinion that while strategic interactions with the visual arts can improve skills, it is essential for students to apply them in a clinical context with faculty support-requiring educators across disciplines to learn from one another.

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

PubMed

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

2015-04-01

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

Construction of teacher knowledge in context: Preparing elementary teachers to teach mathematics and science

NASA Astrophysics Data System (ADS)

Lowery, Maye Norene Vail

1998-12-01

The purposes of this study were to further the understanding of how preservice teacher construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science and to determine the extent of that knowledge in a school-based setting. Preservice teachers, university instructors, inservice teachers, and other school personnel were involved in this context-specific study. Evidence of the preservice teachers' knowledge construction (its acquisition, its dimensions, and the social context) was collected through the use of a qualitative methodology. Collected data included individual and group interviews, course documents, artifacts, and preservice teaching portfolios. Innovative aspects of this integrated mathematics and science elementary methods course included standards-based instruction with immediate access to field experiences. Grade-level teams of preservice and inservice teachers planned and implemented lessons in mathematics and science for elementary students. An on-site, portable classroom building served as a mathematics and science teaching and learning laboratory. A four-stage analysis was performed, revealing significant patterns of learning. An ecosystem of learning within a constructivist learning environment was identified to contain three systems: the university system; the school system; and the cohort of learners system. A mega system for the construction of teacher knowledge was revealed in the final analysis. Learning venues were discovered to be the conduits of learning in a situated learning context. Analysis and synthesis of data revealed an extensive acquisition of teacher knowledge and pedagogical content knowledge through identified learning components. Patience, flexibility, and communication were identified as necessities for successful teaching. Learning components included: collaboration with inservice teachers; implementation of discovery learning and hands-on/minds-on learning; small groupwork; lesson planning; classroom management; and application of standards-based instruction. Prolonged, extensive classroom involvement provided familiarity with the ability levels of elementary students. Gains in positive attitudes and confidence in teaching mathematics and science were identified as direct results of this experience. This may be attributed to the immersion in the school-based setting (hands-on) and the standards-based approach (minds-on) methods course. The results are written in case study form using thick description with an emphasis on preservice teachers.

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

PubMed

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

2016-01-01

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

Research to reality (R2R) mentorship program: building partnership, capacity, and evidence.

PubMed

Purcell, E Peyton; Mitchell, Charlene; Celestin, Michael D; Evans, Kiameesha R; Haynes, Venice; McFall, Angela; Troyer, Lisa; Sanchez, Michael A

2013-05-01

Despite a wealth of intervention research in cancer control, full integration of evidence-based interventions into practice often fails, at least in part because of inadequate collaboration between practitioners and researchers. The National Cancer Institute piloted a mentorship program designed for practitioners to improve their ability to navigate evidence-based decision making within a context of inadequate resources, political barriers, and organizational constraints. The National Cancer Institute simultaneously sought to provide opportunities for practitioners and researchers to share and learn from each other. We identified four key successes and challenges related to translation as experienced by mentees: (a) establishing and maintaining partnerships, (b) data collection and analysis, (c) navigating context, and (d) program adaptation and evaluation. Mentorship programs have the potential to facilitate increased and more successful integration of evidence-based interventions into practice by promoting and building the capacity for collaborative decision making and generating in-depth understanding of the translation barriers and successes as well as strategies to address the complex contextual issues relative to implementation.

Influence of Personality and Motivation on Oral Presentation Performance.

PubMed

Liang, Hsin-Yi; Kelsen, Brent

2018-01-19

Personality and motivation have been identified as influential variables associated with foreign language learning; however, few studies have investigated their effect on oral presentations. This study addresses the importance of both personality and motivation in students' collaborative oral presentation performance. A Big Five personality trait questionnaire measuring Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness to Experience, together with the Collaborative Inquiry-based Project Questionnaire measuring Task, Project Work, Reinforcement, Social Learning and Social Pressure motivational constructs were employed to evaluate 257 university students. In general, the results showed that Extraversion, Project Work and Social Pressure were significant correlates of oral presentation scores. The first result suggests that extraverts possess superiority in situations where oral language production is central to communication. This was particularly true for lower-level students, inferring that extraverted personalities can compensate for a lower English language ability. The second indicates that the inquiry-based nature of the assignments was an intrinsic motivator especially valued by extraverts. The third implies that extrinsic motivation was a factor influencing student performance. These findings extend previous research by highlighting the contextual relationships between these affective variables and performance in collaborative oral presentation contexts.

A Window to the World: Lessons Learned from NASA's Collaborative Metadata Curation Effort

NASA Astrophysics Data System (ADS)

Bugbee, K.; Dixon, V.; Baynes, K.; Shum, D.; le Roux, J.; Ramachandran, R.

2017-12-01

Well written descriptive metadata adds value to data by making data easier to discover as well as increases the use of data by providing the context or appropriateness of use. While many data centers acknowledge the importance of correct, consistent and complete metadata, allocating resources to curate existing metadata is often difficult. To lower resource costs, many data centers seek guidance on best practices for curating metadata but struggle to identify those recommendations. In order to assist data centers in curating metadata and to also develop best practices for creating and maintaining metadata, NASA has formed a collaborative effort to improve the Earth Observing System Data and Information System (EOSDIS) metadata in the Common Metadata Repository (CMR). This effort has taken significant steps in building consensus around metadata curation best practices. However, this effort has also revealed gaps in EOSDIS enterprise policies and procedures within the core metadata curation task. This presentation will explore the mechanisms used for building consensus on metadata curation, the gaps identified in policies and procedures, the lessons learned from collaborating with both the data centers and metadata curation teams, and the proposed next steps for the future.

Design and Evaluation of a Collaborative Learning Environment

ERIC Educational Resources Information Center

Wang, Qiyun

2009-01-01

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

Promoting Science Learning and Scientific Identification through Contemporary Scientific Investigations

NASA Astrophysics Data System (ADS)

Van Horne, Katie

This dissertation investigates the implementation issues and the educational opportunities associated with "taking the practice turn" in science education. This pedagogical shift focuses instructional experiences on engaging students in the epistemic practices of science both to learn the core ideas of the disciplines, as well as to gain an understanding of and personal connection to the scientific enterprise. In Chapter 2, I examine the teacher-researcher co-design collaboration that supported the classroom implementation of a year-long, project-based biology curriculum that was under development. This study explores the dilemmas that arose when teachers implemented a new intervention and how the dilemmas arose and were managed throughout the collaboration of researchers and teachers and between the teachers. In the design-based research of Chapter 3, I demonstrate how students' engagement in epistemic practices in contemporary science investigations supported their conceptual development about genetics. The analysis shows how this involved a complex interaction between the scientific, school and community practices in students' lives and how through varied participation in the practices students come to write about and recognize how contemporary investigations can give them leverage for science-based action outside of the school setting. Finally, Chapter 4 explores the characteristics of learning environments for supporting the development of scientific practice-linked identities. Specific features of the learning environment---access to the intellectual work of the domain, authentic roles and accountability, space to make meaningful contributions in relation to personal interests, and practice-linked identity resources that arose from interactions in the learning setting---supported learners in stabilizing practice-linked science identities through their engagement in contemporary scientific practices. This set of studies shows that providing students with the tools and means of contemporary scientific inquiry allows them to gain conceptual development and proficiency with the scientific practices within the contexts of their lives, in ways that provided access to resources that promoted students' stabilization of practice-linked identities. For teachers implementing this instructional model in their classrooms, it brought up dilemmas and opportunities related to their school contexts and their personal history of instructional practices. The work collectively informs how interest-driven project-based science instruction can happen across a range of school contexts and how such models can support meaningful science learning and identification.

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

PubMed

Cronise, Rita

2016-09-01

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

Energy Efficiency Collaboratives

DOE Office of Scientific and Technical Information (OSTI.GOV)

Li, Michael; Bryson, Joe

2015-09-01

Collaboratives for energy efficiency have a long and successful history and are currently used, in some form, in more than half of the states. Historically, many state utility commissions have used some form of collaborative group process to resolve complex issues that emerge during a rate proceeding. Rather than debate the issues through the formality of a commission proceeding, disagreeing parties are sent to discuss issues in a less-formal setting and bring back resolutions to the commission. Energy efficiency collaboratives take this concept and apply it specifically to energy efficiency programs—often in anticipation of future issues as opposed to reactingmore » to a present disagreement. Energy efficiency collaboratives can operate long term and can address the full suite of issues associated with designing, implementing, and improving energy efficiency programs. Collaboratives can be useful to gather stakeholder input on changing program budgets and program changes in response to performance or market shifts, as well as to provide continuity while regulators come and go, identify additional energy efficiency opportunities and innovations, assess the role of energy efficiency in new regulatory contexts, and draw on lessons learned and best practices from a diverse group. Details about specific collaboratives in the United States are in the appendix to this guide. Collectively, they demonstrate the value of collaborative stakeholder processes in producing successful energy efficiency programs.« less

Implementing Collaborative Design in the Next Series of eLearning Platforms

ERIC Educational Resources Information Center

Kropf, Dorothy

2013-01-01

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

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Examining the Role of Collaborative Learning in a Public Speaking Course

ERIC Educational Resources Information Center

Liao, Hsiang-Ann

2014-01-01

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

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

ERIC Educational Resources Information Center

Rozenszayn, Ronit; Assaraf, Orit Ben-Zvi

2011-01-01

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

Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education.

PubMed

Boulos, Maged N Kamel; Maramba, Inocencio; Wheeler, Steve

2006-08-15

We have witnessed a rapid increase in the use of Web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and ease of collaboration. Wikis are Web sites that can be edited by anyone who has access to them. The word 'blog' is a contraction of 'Web Log' - an online Web journal that can offer a resource rich multimedia environment. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning). Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that there are many free and Open Source versions of these tools may also be responsible for their explosive growth. Thus it would be relatively easy to implement any or all within a Health Professions' Educational Environment. Paradoxically, some of their disadvantages also relate to their openness and ease of use. With virtually anybody able to alter, edit or otherwise contribute to the collaborative Web pages, it can be problematic to gauge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content within a Web page, the veracity of these resources can be assured through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is still needed to build our pedagogic evidence base about the different aspects of these tools in the context of medical/health education. If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments. Therefore, research should be conducted to determine the best ways to integrate these tools into existing e-Learning programmes for students, health professionals and patients, taking into account the different, but also overlapping, needs of these three audience classes and the opportunities of virtual collaboration between them. Of particular importance is research into novel integrative applications, to serve as the "glue" to bind the different forms of Web-based collaborationware synergistically in order to provide a coherent wholesome learning experience.

The use of technology enhanced learning in health research capacity development: lessons from a cross country research partnership.

PubMed

Byrne, E; Donaldson, L; Manda-Taylor, L; Brugha, R; Matthews, A; MacDonald, S; Mwapasa, V; Petersen, M; Walsh, A

2016-05-10

With the recognition of the need for research capacity strengthening for advancing health and development, this research capacity article explores the use of technology enhanced learning in the delivery of a collaborative postgraduate blended Master's degree in Malawi. Two research questions are addressed: (i) Can technology enhanced learning be used to develop health research capacity?, and: (ii) How can learning content be designed that is transferrable across different contexts? An explanatory sequential mixed methods design was adopted for the evaluation of technology enhanced learning in the Masters programme. A number of online surveys were administered, student participation in online activities monitored and an independent evaluation of the programme conducted. Remote collaboration and engagement are paramount in the design of a blended learning programme and support was needed for selecting the most appropriate technical tools. Internet access proved problematic despite developing the content around low bandwidth availability and training was required for students and teachers/trainers on the tools used. Varying degrees of engagement with the tools used was recorded, and the support of a learning technologist was needed to navigate through challenges faced. Capacity can be built in health research through blended learning programmes. In relation to transferability, the support required institutionally for technology enhanced learning needs to be conceptualised differently from support for face-to-face teaching. Additionally, differences in pedagogical approaches and styles between institutions, as well as existing social norms and values around communication, need to be embedded in the content development if the material is to be used beyond the pilot resource-intensive phase of a project.

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

PubMed

Howell, Dana

2009-01-01

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

E-learning in newborn health - a paradigm shift for continuing professional development for doctors and nurses.

PubMed

Chandrasekaran, Aparna; Thukral, Anu; Deorari, Ashok K

2014-12-01

Neonatal mortality can be largely prevented by wide-scale coverage of components of essential newborn care and management of sick neonates in district-level healthcare facilities. A vital step in this direction is imparting the requisite knowledge and skill among healthcare providers. Medical education programs with their static curricula seldom adapt to the changing needs of neonatal healthcare providers in patient-centered, collaborative and remote delivery contexts. E-learning is emerging as the cutting edge tool towards refinement of knowledge, attitude and practices of physicians. Module-based e-learning courses can be blended with a skill learning contact period in partnering institutions thus saving resources and rapidly covering a wide geographical region with uniform standardized education. In this review, the authors discuss their experience with e-learning aimed at introducing and refining the understanding of sick newborn care among pre-service and in-service doctors who manage neonates.

Augmented notebooks for pervasive learning in medical practice.

PubMed

Bricon-Souf, Nathalie; Leroy, Nicolas; Renard, Jean-Marie

2010-01-01

Medical e-learning can benefit from the new technologies, and pervasive learning resources and tools worth to be introduced in the medical context. Micro-learning seems to be an interesting way for pervasive learning. But it is still difficult to propose pedagogical resources that are built by learners, from meaningful experiments. We conducted an analysis of the exchanges performed by Health care professionals in the hospital in order to understand where and when educational exchanges appear. We analyzed the type of documents exchanged. The residents' paper notebooks caught our attention first because it answers some clinician-needs and second because the computerization of such a notebook could add a collaborative dimension to the pedagogical resources. We propose a model of an augmented resident's notebook and we briefly describe an implementation using Content Management System and WIKI, before setting the discussion and the conclusion sections.

Exploration of the concept of collaboration within the context of nurse practitioner-physician collaborative practice.

PubMed

Bridges, Sharon

2014-07-01

Collaboration in the healthcare setting is a multifaceted process that calls for deliberate knowledge sharing and mutual accountability for patient care. The purpose of this analysis is to offer an increased understanding of the concept of collaboration within the context of nurse practitioner (NP)-physician (MD) collaborative practice. The evolutionary method of concept analysis was utilized to explore the concept of collaboration. The process of literature retrieval and data collection was discussed. The search of several nursing and medicine databases resulted in 31 articles, including 17 qualitative and quantitative studies, which met criteria for inclusion in the concept analysis. Collaboration is a complex, sophisticated process that requires commitment of all parties involved. The data analysis identified the surrogate and related terms, antecedents, attributes, and consequences of collaboration within the selected context, which were recognized by major themes presented in the literature and these were discussed. An operational definition was proposed. Increasing collaborative efforts among NPs and MDs may reduce hospital length of stays and healthcare costs, while enhancing professional relationships. Further research is needed to evaluate collaboration and collaborative efforts within the context of NP-MD collaborative practice. ©2013 American Association of Nurse Practitioners.

Criminological research in contemporary China: challenges and lessons learned from a large-scale criminal victimization survey.

PubMed

Zhang, Lening; Messner, Steven F; Lu, Jianhong

2007-02-01

This article discusses research experience gained from a large-scale survey of criminal victimization recently conducted in Tianjin, China. The authors review some of the more important challenges that arose in the research, their responses to these challenges, and lessons learned that might be beneficial to other scholars who are interested in conducting criminological research in China. Their experience underscores the importance of understanding the Chinese political, cultural, and academic context, and the utility of collaborating with experienced and knowledgeable colleagues "on site." Although there are some special difficulties and barriers, their project demonstrates the feasibility of original criminological data collection in China.

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

ERIC Educational Resources Information Center

Brandler, Brian J.; Peynircioglu, Zehra F.

2015-01-01

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

Investigating Technical and Pedagogical Usability Issues of Collaborative Learning with Wikis

ERIC Educational Resources Information Center

Hadjerrouit, Said

2012-01-01

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

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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

ERIC Educational Resources Information Center

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

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

Tackling Regional Public Health Issues Using Mobile Health Technology: Event Report of an mHealth Hackathon in Thailand

PubMed Central

Soomlek, Chitsutha; Morley, Katharine; Morley, Michael; Polpinit, Pattarawit; Dagan, Alon; Weis, James W; Celi, Leo Anthony

2017-01-01

Hackathons are intense, short, collaborative events focusing on solving real world problems through interdisciplinary teams. This is a report of the mHealth hackathon hosted by Khon Kaen University in collaboration with MIT Sana and faculty members from Harvard Medical School with the aim to improve health care delivery in the Northeast region of Thailand. Key health challenges, such as improving population health literacy, tracking disease trajectory and outcomes among rural communities, and supporting the workflow of overburdened frontline providers, were addressed using mHealth. Many modifications from the usual format of hackathon were made to tailor the event to the local context and culture, such as the process of recruiting participants and how teams were matched and formed. These modifications serve as good learning points for hosting future hackathons. There are also many lessons learned about how to achieve a fruitful collaboration despite cultural barriers, how to best provide mentorship to the participants, how to instill in the participants a sense of mission, and how to match the participants in a fair and efficient manner. This event showcases how interdisciplinary collaboration can produce results that are unattainable by any discipline alone and demonstrates that innovations are the fruits of collective wisdom of people from different fields of expertise who work together toward the same goals. PMID:29038098

Hybrid context aware recommender systems

NASA Astrophysics Data System (ADS)

Jain, Rajshree; Tyagi, Jaya; Singh, Sandeep Kumar; Alam, Taj

2017-10-01

Recommender systems and context awareness is currently a vital field of research. Most hybrid recommendation systems implement content based and collaborative filtering techniques whereas this work combines context and collaborative filtering. The paper presents a hybrid context aware recommender system for books and movies that gives recommendations based on the user context as well as user or item similarity. It also addresses the issue of dimensionality reduction using weighted pre filtering based on dynamically entered user context and preference of context. This unique step helps to reduce the size of dataset for collaborative filtering. Bias subtracted collaborative filtering is used so as to consider the relative rating of a particular user and not the absolute values. Cosine similarity is used as a metric to determine the similarity between users or items. The unknown ratings are calculated and evaluated using MSE (Mean Squared Error) in test and train datasets. The overall process of recommendation has helped to personalize recommendations and give more accurate results with reduced complexity in collaborative filtering.

Exploring multiliteracies, student voice, and scientific practices in two elementary classrooms

NASA Astrophysics Data System (ADS)

Allison, Elizabeth Rowland

This study explored the voices of children in a changing world with evolving needs and new opportunities. The workplaces of rapidly moving capitalist societies value creativity, collaboration, and critical thinking skills which are of growing importance and manifesting themselves in modern K-12 science classroom cultures (Gee, 2000; New London Group, 2000). This study explored issues of multiliteracies and student voice set within the context of teaching and learning in 4th and 5th grade science classrooms. The purpose of the study was to ascertain what and how multiliteracies and scientific practices (NGSS Lead States, 2013c) are implemented, explore how multiliteracies influence students' voices, and investigate teacher and student perceptions of multiliteracies, student voice, and scientific practices. Grounded in a constructivist framework, a multiple case study was employed in two elementary classrooms. Through observations, student focus groups and interviews, and teacher interviews, a detailed narrative was created to describe a range of multiliteracies, student voice, and scientific practices that occurred with the science classroom context. Using grounded theory analysis, data were coded and analyzed to reveal emergent themes. Data analysis revealed that these two classrooms were enriched with multiliteracies that serve metaphorically as breeding grounds for student voice. In the modern classroom, defined as a space where information is instantly accessible through the Internet, multiliteracies can be developed through inquiry-based, collaborative, and technology-rich experiences. Scientific literacy, cultivated through student communication and collaboration, is arguably a multiliteracy that has not been considered in the literature, and should be, as an integral component of overall individual literacy in the 21st century. Findings revealed four themes. Three themes suggest that teachers address several modes of multiliteracies in science, but identify barriers to integrating multiliteracies and scientific practices into science teaching. The issues include time, increased standards accountability, and lack of comfort with effective integration of technology. The fourth theme revealed that students have the ability to shape and define their learning while supporting other voices through collaborative science experiences.

Case study on perspicacity of collaborative learning experiences

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

Cancer survivorship research in Europe and the United States: where have we been, where are we going, and what can we learn from each other?

PubMed

Rowland, Julia H; Kent, Erin E; Forsythe, Laura P; Loge, Jon Håvard; Hjorth, Lars; Glaser, Adam; Mattioli, Vittorio; Fosså, Sophie D

2013-06-01

The growing number of cancer survivors worldwide has led to of the emergence of diverse survivorship movements in the United States and Europe. Understanding the evolution of cancer survivorship within the context of different political and health care systems is important for identifying the future steps that need to be taken and collaborations needed to promote research among and enhance the care of those living after cancer. The authors first review the history of survivorship internationally and important related events in both the United States and Europe. Lessons learned from survivorship research are then broadly discussed, followed by examination of the infrastructure needed to sustain and advance this work, including platforms for research, assessment tools, and vehicles for the dissemination of findings. Future perspectives concern the identification of collaborative opportunities for investigators in Europe and the United States to accelerate the pace of survivorship science going forward. Copyright © 2013 American Cancer Society.

Challenges, Strategies and Lessons Learned from a Participatory Community Intervention Study to Promote Female Condoms among Rural Sex Workers in Southern China

PubMed Central

Weeks, Margaret R.; Liao, Susu; Li, Fei; Li, Jianghong; Dunn, Jennifer; He, Bin; He, Qiya; Feng, Weiping; Wang, Yanhong

2010-01-01

China faces a rapidly emerging HIV epidemic and nation wide resurgence of sexually transmitted infections associated with a growing sex industry. Community empowerment and capacity building through community-based participatory research partnerships show promise for developing, testing, and refining multilevel interventions suited to the local context that are effective and appropriate to address these concerns. However, such efforts are fraught with challenges, both for community collaborators and for researchers. We have built an international team of scientists from Beijing and the U.S. and collaborating health policy makers, health educators and care providers from Hainan and Guangxi Province CDCs and the local counties and towns where we are conducting our study. This team is in the process of testing a community wide, multi-level intervention to promote female condoms and other HIV prevention within sex-work establishments. This article presents lessons learned from our experiences in the first two study sites of this intervention trial. PMID:20528132

Determining sociability, social space, and social presence in (a)synchronous collaborative groups.

PubMed

Kreijns, Karel; Kirschner, Paul A; Jochems, Wim; Van Buuren, Hans

2004-04-01

The effectiveness of group learning in asynchronous distributed learning groups depends on the social interaction that takes place. This social interaction affects both cognitive and socioemotional processes that take place during learning, group forming, establishment of group structures, and group dynamics. Though now known to be important, this aspect is often ignored, denied or forgotten by educators and researchers who tend to concentrate on cognitive processes and on-task contexts. This "one-sided" educational focus largely determines the set of requirements in the design of computer-supported collaborative learning (CSCL) environments resulting in functional CSCL environments. In contrast, our research is aimed at the design and implementation of sociable CSCL environments which may increase the likelihood that a sound social space will emerge. We use a theoretical framework that is based upon an ecological approach to social interaction, centering on the concept of social affordances, the concept of the sociability of CSCL environments, and social presence theory. The hypothesis is that the higher the sociability, the more likely that social interaction will take place or will increase, and the more likely that this will result in an emerging sound social space. In the present research, the variables of interest are sociability, social space, and social presence. This study deals with the construction and validation of three instruments to determine sociability, social space, and social presence in (a)synchronous collaborating groups. The findings suggest that the instruments have potential to be useful as measures for the respective variables. However, it must be realized that these measures are "first steps."

Bridging the gap: enhancing interprofessional education using simulation.

PubMed

Robertson, James; Bandali, Karim

2008-10-01

Simulated learning and interprofessional education (IPE) are increasingly becoming more prevalent in health care curriculum. As the focus shifts to patient-centred care, health professionals will need to learn with, from and about one another in real-life settings in order to facilitate teamwork and collaboration. The provision of simulated learning in an interprofessional environment helps replicate these settings thereby providing the traditional medical education model with opportunities for growth and innovation. Learning in context is an essential psychological and cognitive aspect of education.This paper offers a conceptual analysis of the salient issues related to IPE and medical simulation. In addition, the paper argues for the integration of simulation into IPE in order to develop innovative approaches for the delivery of education and improved clinical practice that may benefit students and all members of the health care team.

A case-based, problem-based learning approach to prepare master of public health candidates for the complexities of global health.

PubMed

Leon, Juan S; Winskell, Kate; McFarland, Deborah A; del Rio, Carlos

2015-03-01

Global health is a dynamic, emerging, and interdisciplinary field. To address current and emerging global health challenges, we need a public health workforce with adaptable and collaborative problem-solving skills. In the 2013-2014 academic year, the Hubert Department of Global Health at the Rollins School of Public Health-Emory University launched an innovative required core course for its first-year Master of Public Health students in the global health track. The course uses a case-based, problem-based learning approach to develop global health competencies. Small teams of students propose solutions to these problems by identifying learning issues and critically analyzing and synthesizing new information. We describe the course structure and logistics used to apply this approach in the context of a large class and share lessons learned.

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

PubMed

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

2010-01-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

A democratic and student-centred approach to facilitating teamwork learning among first-year engineering students: a learning and teaching case study

NASA Astrophysics Data System (ADS)

Missingham, Dorothy; Matthews, Robert

2014-07-01

This work examines an innovative and evolving approach to facilitating teamwork learning in a generic first-year mechanical engineering course. Principles of inclusive, student-active and democratic pedagogy were utilised to engage students on both the social and personal planes. Learner opportunities to facilitate, direct and lead the learning direction were emphasised. This emphasis encouraged a rich learning process and motivated students dismissive of the need to examine their communication skills and those who initially perceived the topic as a personal intrusion. Through a sharing of curriculum decisions, a climate of trust, ownership and shared value arose. Students chose from a range of tools across personality-type indicators, learning style indicators and hierarchies of human needs, to assist their capacity to express and discuss engineering designs and concepts. Peer teaching and collaborative exercises were incorporated to provide an authentic learning context and to further the student's sense of ownership.

Effective e-learning for health professional and medical students: the experience with SIAS-Intelligent Tutoring System.

PubMed

Muñoz, Diana C; Ortiz, Alexandra; González, Carolina; López, Diego M; Blobel, Bernd

2010-01-01

Current e-learning systems are still inadequate to support the level of interaction, personalization and engagement demanded by clinicians, care givers, and the patient themselves. For effective e-learning to be delivered in the health context, collaboration between pedagogy and technology is required. Furthermore, e-learning systems should be flexible enough to be adapted to the students' needs, evaluated regularly, easy to use and maintain and provide students' feedback, guidelines and supporting material in different formats. This paper presents the implementation of an Intelligent Tutoring System (SIAS-ITS), and its evaluation compared to a traditional virtual learning platform (Moodle). The evaluation was carried out as a case study, in which the participants were separated in two groups, each group attending a virtual course on the WHO Integrated Management of Childhood Illness (IMCI) strategy supported by one of the two e-learning platforms. The evaluation demonstrated that the participants' knowledge level, pedagogical strategies used, learning efficiency and systems' usability were improved using the Intelligent Tutoring System.

Learning Patient Safety in Academic Settings: A Comparative Study of Finnish and British Nursing Students' Perceptions.

PubMed

Tella, Susanna; Smith, Nancy-Jane; Partanen, Pirjo; Turunen, Hannele

2015-06-01

Globalization of health care demands nursing education programs that equip students with evidence-based patient safety competences in the global context. Nursing students' entrance into clinical placements requires professional readiness. Thus, evidence-based learning activities about patient safety must be provided in academic settings prior to students' clinical placements. To explore and compare Finnish and British nursing students' perceptions of learning about patient safety in academic settings to inform nursing educators about designing future education curriculum. A purpose-designed instrument, Patient Safety in Nursing Education Questionnaire (PaSNEQ) was used to examine the perceptions of Finnish (n = 195) and British (n = 158) nursing students prior to their final year of registration. Data were collected in two Finnish and two English nursing schools in 2012. Logistic regressions were used to analyze the differences. British students reported more inclusion (p < .001) of "gaining knowledge," "training skills," and "highlighting affirmative attitudes and motivation" related to patient safety in their programs. Both student groups considered patient safety education to be more valuable for their own learning than what their programs had provided. Training patient safety skills in the academic settings were the strongest predictors for differences (odds ratio [OR] = 34.69, 95% confidence interval [CI] 7.39-162.83), along with work experience in the healthcare sector (OR = 3.02, 95% CI 1.39-6.58). To prepare nursing students for practical work, training related to clear communication, reporting errors, systems-based approaches, interprofessional teamwork, and use of simulation in academic settings requires comprehensive attention, especially in Finland. Overall, designing patient safety-affirming nursing curricula in collaboration with students may enhance their positive experiences on teaching and learning about patient safety. An international collaboration between educators could help to develop and harmonize patient safety education and to better prepare nurses for practice in the global context. © 2015 Sigma Theta Tau International.

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Stress in Japanese Learners Engaged in Online Collaborative Learning in English

ERIC Educational Resources Information Center

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

2012-01-01

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

Combining Collaborative Learning with Learning Management Systems in Teaching Programming Language

ERIC Educational Resources Information Center

Cavus, Nadire; Uzunboylu, Huseyin; Ibrahim, Dogan

2006-01-01

The development of collaborative studies in learning has led to a renewed interest in the field of web-based education. In this experimental study, a highly interactive and collaborative teaching environment was created using Moodle, a learning management system with two types of Collaborative Tools (CTs): Standard CT and Advanced CT to create a…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

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

ERIC Educational Resources Information Center

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

2008-01-01

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

Mapping the interprofessional education landscape for students on rural clinical placements: an integrative literature review.

PubMed

Walker, Lorraine; Cross, Merylin; Barnett, Tony

2018-05-01

Interprofessional collaboration and effective teamwork are core to optimising rural health outcomes; however, little is known about the opportunities available for interprofessional education (IPE) in rural clinical learning environments. This integrative literature review addresses this deficit by identifying, analysing and synthesising the research available about the nature of and potential for IPE provided to undergraduate students undertaking rural placements, the settings and disciplines involved and the outcomes achieved. An integrative review method was adopted to capture the breadth of evidence available about IPE in the rural context. This integrative review is based on a search of nine electronic databases: CINAHL, Cochrane Library, EMBASE, MEDLINE, ProQuest, PubMed, SCOPUS, Web of Science and Google Scholar. Search terms were adapted to suit those used by different disciplines and each database and included key words related to IPE, rurality, undergraduate students and clinical placement. The inclusion criteria included primary research and reports of IPE in rural settings, peer reviewed, and published in English between 2000 and mid-2016. This review integrates the results of 27 primary research studies undertaken in seven countries: Australia, Canada, USA, New Zealand, the Philippines, South Africa and Tanzania. Despite geographical, cultural and health system differences, all of the studies reviewed were concerned with developing collaborative, interprofessional practice-ready graduates and adopted a similar mix of research methods. Overall, the 27 studies involved more than 3800 students (range 3-1360) from 36 disciplinary areas, including some not commonly associated with interprofessional education, such as theology. Interprofessional education was provided in a combination of university and rural placement settings including hospitals, community health services and other rural venues. The education activities most frequently utilised were seminars, tutorial discussion groups (n=21, 84%), case presentations (n=11, 44%) and community projects (n=11, 44%) augmented by preliminary orientation and ongoing interaction with clinicians during placement. The studies reviewed demonstrate that rural clinical learning environments provide rich and varied IPE opportunities for students that increase their interprofessional understanding, professional respect for other roles, and awareness of the collaborative and interprofessional nature of rural practice. This review addresses the lack of attention given to understanding IPE in the rural context, provides Australian and international evidence that initiatives are being offered to diverse student groups undertaking placements in rural settings and proposes a research agenda to develop a relevant framework to support rural IPE. Rural clinical learning environments afford a rich resource whereby health professionals can conceptualise IPE creatively and holistically to construct transformative learning experiences for students. This review develops a case for supporting the development, trialling, evaluation and translation of IPE initiatives that harness the opportunities afforded by rural placements. Further research is required to examine the ways to optimise IPE opportunities in the rural clinical context, including the potential for simulation-based activities, the challenges to achieving sustainable programs, and to evaluate the impact of interprofessional education on collaboration and health outcomes.

Exploring Collaborative Learning Effect in Blended Learning Environments

ERIC Educational Resources Information Center

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

2017-01-01

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

Three Philosophical Pillars That Support Collaborative Learning.

ERIC Educational Resources Information Center

Maltese, Ralph

1991-01-01

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

Collaborative learning in pre-clinical dental hygiene education.

PubMed

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

2013-04-01

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

Content validation of an interprofessional learning video peer assessment tool.

PubMed

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

2017-12-16

Large scale models of interprofessional learning (IPL) where outcomes are assessed are rare within health professional curricula. To date, there is sparse research describing robust assessment strategies to support such activities. We describe the development of an IPL assessment task based on peer rating of a student generated video evidencing collaborative interprofessional practice. We provide content validation evidence of an assessment rubric in the context of large scale IPL. Two established approaches to scale development in an educational setting were combined. A literature review was undertaken to develop a conceptual model of the relevant domains and issues pertaining to assessment of student generated videos within IPL. Starting with a prototype rubric developed from the literature, a series of staff and student workshops were undertaken to integrate expert opinion and user perspectives. Participants assessed five-minute videos produced in a prior pilot IPL activity. Outcomes from each workshop informed the next version of the rubric until agreement was reached on anchoring statements and criteria. At this point the rubric was declared fit to be used in the upcoming mandatory large scale IPL activity. The assessment rubric consisted of four domains: patient issues, interprofessional negotiation; interprofessional management plan in action; and effective use of video medium to engage audience. The first three domains reflected topic content relevant to the underlying construct of interprofessional collaborative practice. The fourth domain was consistent with the broader video assessment literature calling for greater emphasis on creativity in education. We have provided evidence for the content validity of a video-based peer assessment task portraying interprofessional collaborative practice in the context of large-scale IPL activities for healthcare professional students. Further research is needed to establish the reliability of such a scale.

Collaborative project-based learning: an integrative science and technological education project

NASA Astrophysics Data System (ADS)

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

2017-04-01

Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills.

The Preschool Classroom as a Context for Cognitive Development: Type of Teacher Feedback and Children's Metacognitive Control (El aula Preescolar como espacio de desarrollo cognitivo: tipo de feedback docente y control metacognitivo en los niños)

ERIC Educational Resources Information Center

Muñoz, Liz; Cruz, Josefina Santa

2016-01-01

Introduction: The aim of this work was to determine whether the type of feedback given by the preschool teacher during class impacts the children's metacognitive control. For this purpose, the children's behavior was analyzed while teachers provided feedback during collaborative learning sessions. Method: A quasi-experimental, cross-sectional…

A Collaborative Perspective on Learning Transfer

ERIC Educational Resources Information Center

Nielsen, Klaus

2009-01-01

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

Implementing Collaborative Learning Methods in the Political Science Classroom

ERIC Educational Resources Information Center

Wolfe, Angela

2012-01-01

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

Learning Alone or Together? A Combination Can Be Best!

ERIC Educational Resources Information Center

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

2017-01-01

Collaborative and individual learning are both frequently used in classrooms to support learning. However, little research has investigated the benefits of combining individual and collaborative learning, as compared to learning only individually or only collaboratively. With our study, we address this research gap. We compared a combined…

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

PubMed

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

2015-06-20

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

Understanding the Components of Quality Improvement Collaboratives: A Systematic Literature Review

PubMed Central

Nadeem, Erum; Olin, S Serene; Hill, Laura Campbell; Hoagwood, Kimberly Eaton; Horwitz, Sarah McCue

2013-01-01

Context In response to national efforts to improve quality of care, policymakers and health care leaders have increasingly turned to quality improvement collaboratives (QICs) as an efficient approach to improving provider practices and patient outcomes through the dissemination of evidence-based practices. This article presents findings from a systematic review of the literature on QICs, focusing on the identification of common components of QICs in health care and exploring, when possible, relations between QIC components and outcomes at the patient or provider level. Methods A systematic search of five major health care databases generated 294 unique articles, twenty-four of which met our criteria for inclusion in our final analysis. These articles pertained to either randomized controlled trials or quasi-experimental studies with comparison groups, and they reported the findings from twenty different studies of QICs in health care. We coded the articles to identify the components reported for each collaborative. Findings We found fourteen crosscutting components as common ingredients in health care QICs (e.g., in-person learning sessions, phone meetings, data reporting, leadership involvement, and training in QI methods). The collaboratives reported included, on average, six to seven of these components. The most common were in-person learning sessions, plan-do-study-act (PDSA) cycles, multidisciplinary QI teams, and data collection for QI. The outcomes data from these studies indicate the greatest impact of QICs at the provider level; patient-level findings were less robust. Conclusions Reporting on specific components of the collaborative was imprecise across articles, rendering it impossible to identify active QIC ingredients linked to improved care. Although QICs appear to have some promise in improving the process of care, there is great need for further controlled research examining the core components of these collaboratives related to patient- and provider-level outcomes. PMID:23758514

Exploring the Influences of Elementary School Students' Learning Motivation on Web-Based Collaborative Learning

ERIC Educational Resources Information Center

Chin-Fei, Huang; Chia-Ju, Liu

2012-01-01

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…

How collaborative are quality improvement collaboratives: a qualitative study in stroke care

PubMed Central

2014-01-01

Background Quality improvement collaboratives (QICs) continue to be widely used, yet evidence for their effectiveness is equivocal. We sought to explain what happened in Stroke 90:10, a QIC designed to improve stroke care in 24 hospitals in the North West of England. Our study drew in part on the literature on collective action and inter-organizational collaboration. This literature has been relatively neglected in evaluations of QICs, even though they are founded on principles of co-operation and sharing. Methods We interviewed 32 professionals in hospitals that participated in Stroke 90:10, conducted a focus group with the QIC faculty team, and reviewed purposively sampled documents including reports and newsletters. Analysis was based on a modified form of Framework Analysis, combining sensitizing constructs derived from the literature and new, empirically derived thematic categories. Results Improvements in stroke care were attributed to QIC participation by many professionals. They described how the QIC fostered a sense of community and increased attention to stroke care within their organizations. However, participants’ experiences of the QIC varied. Starting positions were different; some organizations were achieving higher levels of performance than others before the QIC began, and some had more pre-existing experience of quality improvement methods. Some participants had more to learn, others more to teach. Some evidence of free-riding was found. Benchmarking improvement was variously experienced as friendly rivalry or as time-consuming and stressful. Participants’ competitive desire to demonstrate success sometimes conflicted with collaborative aims; some experienced competing organizational pressures or saw the QIC as duplication of effort. Experiences of inter-organizational collaboration were influenced by variations in intra-organizational support. Conclusions Collaboration is not the only mode of behavior likely to occur within a QIC. Our study revealed a mixed picture of collaboration, free-riding and competition. QICs should learn from work on the challenges of collective action; set realistic goals; account for context; ensure sufficient time and resources are made available; and carefully manage the collaborative to mitigate the risks of collaborative inertia and unhelpful competitive or anti-cooperative behaviors. Individual organizations should assess the costs and benefits of collaboration as a means of attaining quality improvement. PMID:24612637

How collaborative are quality improvement collaboratives: a qualitative study in stroke care.

PubMed

Carter, Pam; Ozieranski, Piotr; McNicol, Sarah; Power, Maxine; Dixon-Woods, Mary

2014-03-11

Quality improvement collaboratives (QICs) continue to be widely used, yet evidence for their effectiveness is equivocal. We sought to explain what happened in Stroke 90:10, a QIC designed to improve stroke care in 24 hospitals in the North West of England. Our study drew in part on the literature on collective action and inter-organizational collaboration. This literature has been relatively neglected in evaluations of QICs, even though they are founded on principles of co-operation and sharing. We interviewed 32 professionals in hospitals that participated in Stroke 90:10, conducted a focus group with the QIC faculty team, and reviewed purposively sampled documents including reports and newsletters. Analysis was based on a modified form of Framework Analysis, combining sensitizing constructs derived from the literature and new, empirically derived thematic categories. Improvements in stroke care were attributed to QIC participation by many professionals. They described how the QIC fostered a sense of community and increased attention to stroke care within their organizations. However, participants' experiences of the QIC varied. Starting positions were different; some organizations were achieving higher levels of performance than others before the QIC began, and some had more pre-existing experience of quality improvement methods. Some participants had more to learn, others more to teach. Some evidence of free-riding was found. Benchmarking improvement was variously experienced as friendly rivalry or as time-consuming and stressful. Participants' competitive desire to demonstrate success sometimes conflicted with collaborative aims; some experienced competing organizational pressures or saw the QIC as duplication of effort. Experiences of inter-organizational collaboration were influenced by variations in intra-organizational support. Collaboration is not the only mode of behavior likely to occur within a QIC. Our study revealed a mixed picture of collaboration, free-riding and competition. QICs should learn from work on the challenges of collective action; set realistic goals; account for context; ensure sufficient time and resources are made available; and carefully manage the collaborative to mitigate the risks of collaborative inertia and unhelpful competitive or anti-cooperative behaviors. Individual organizations should assess the costs and benefits of collaboration as a means of attaining quality improvement.

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

NASA Astrophysics Data System (ADS)

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

2002-06-01

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

Scaffolding scientific discussion using socially relevant representations in networked multimedia

NASA Astrophysics Data System (ADS)

Hoadley, Christopher M.

1999-11-01

How do students make use of social cues when learning on the computer? This work examines how students in a middle-school science course learned through on-line peer discussion. Cognitive accounts of collaboration stress interacting with ideas, while socially situated accounts stress the interpersonal context. The design of electronic environments allows investigation into the interrelation of cognitive and social dimensions. I use on-line peer discussion to investigate how socially relevant representations in interfaces can aid learning. First, I identify some of the variables that affect individual participation in on-line discussion, including interface features. Individual participation is predicted by student attitudes towards learning from peers. Second, I describe the range of group outcomes for these on-line discussions. There is a large effect of discussion group on learning outcomes which is not reducible to group composition or gross measures of group process. Third, I characterize how students (individually) construct understanding from these group discussions. Learning in the on-line discussions is shown to be a result of sustained interaction over time, not merely encountering or expressing ideas. Experimental manipulations in the types of social cues available to students suggest that many students do use socially relevant representations to support their understanding of multiple viewpoints and science reasoning. Personalizing scientific disputes can afford reflection on the nature of scientific discovery and advance. While there are many individual differences in how social representations are used by students in learning, overall learning benefits for certain social representations can be shown. This work has profound implications for design of collaborative instructional methods, equitable access to science learning, design of instructional technology, and understanding of learning and cognition in social settings.

Learning Communities in Teacher Education: The impact of e-competence

NASA Astrophysics Data System (ADS)

Elster, Doris

2010-11-01

The present article reports on the results of a three-year German-wide program Biology in Context (bik). In this program teachers and researchers worked together in 10 learning communities with the goal of enhancing the quality of teaching and learning in biology classrooms as mandated by the recently passed National Educational Standards for the lower secondary level. In addition to face-to-face meetings, computers were used as the tools for communication and collaboration. Computers enabled the mutual sharing of information among the participants, as well as the planning and documenting of tasks and teaching units. Furthermore, they promoted the reflection of the process and the refinement of the products. Data were collected from questionnaires and structured interviews with teachers, researchers, and coordinators. The analysis identified teacher profiles with regard to their attitudes towards implementing the bik concept, their use of computers, and the change of classroom activities. The results exposed several main tendencies. (1) The participant teachers largely utilized Information and Communication Technology (ICT) tools for the construction of tasks and units and for collaboration with each other. (2) These tools were, however, less useful for instructional purposes, learning, and knowledge creation. (3) ICT tools were hardly used for reflection of professional experiences. (4) Teacher use of ICT tools increased from the first to the third year. The study concludes that information literacy skills have a strong impact on the persistence of learning communities. Further research should be conducted to adopt a mixed form (blended form) of learning.

Team Learning for Healthcare Quality Improvement

PubMed Central

Eppstein, Margaret J.; Horbar, Jeffrey D.

2014-01-01

In organized healthcare quality improvement collaboratives (QICs), teams of practitioners from different hospitals exchange information on clinical practices with the aim of improving health outcomes at their own institutions. However, what works in one hospital may not work in others with different local contexts because of nonlinear interactions among various demographics, treatments, and practices. In previous studies of collaborations where the goal is a collective problem solving, teams of diverse individuals have been shown to outperform teams of similar individuals. However, when the purpose of collaboration is knowledge diffusion in complex environments, it is not clear whether team diversity will help or hinder effective learning. In this paper, we first use an agent-based model of QICs to show that teams comprising similar individuals outperform those with more diverse individuals under nearly all conditions, and that this advantage increases with the complexity of the landscape and level of noise in assessing performance. Examination of data from a network of real hospitals provides encouraging evidence of a high degree of similarity in clinical practices, especially within teams of hospitals engaging in QIC teams. However, our model also suggests that groups of similar hospitals could benefit from larger teams and more open sharing of details on clinical outcomes than is currently the norm. To facilitate this, we propose a secure virtual collaboration system that would allow hospitals to efficiently identify potentially better practices in use at other institutions similar to theirs without any institutions having to sacrifice the privacy of their own data. Our results may also have implications for other types of data-driven diffusive learning such as in personalized medicine and evolutionary search in noisy, complex combinatorial optimization problems. PMID:25360395

Bridging Organizations Drive Effective Governance Outcomes for Conservation of Indonesia's Marine Systems.

PubMed

Berdej, Samantha M; Armitage, Derek R

2016-01-01

This study empirically investigates the influence of bridging organizations on governance outcomes for marine conservation in Indonesia. Conservation challenges require ways of governing that are collaborative and adaptive across boundaries, and where conservation actions are better coordinated, information flows improved, and knowledge better integrated and mobilized. We combine quantitative social network analysis and qualitative data to analyze bridging organizations and their networks, and to understand their contributions and constraints in two case studies in Bali, Indonesia. The analysis shows 1) bridging organizations help to navigate the 'messiness' inherent in conservation settings by compensating for sparse linkages, 2) the particular structure and function of bridging organizations influence governing processes (i.e., collaboration, knowledge sharing) and subsequent conservation outcomes, 3) 'bridging' is accomplished using different strategies and platforms for collaboration and social learning, and 4) bridging organizations enhance flexibility to adjust to changing marine conservation contexts and needs. Understanding the organizations that occupy bridging positions, and how they utilize their positionality in a governance network is emerging as an important determinant of successful conservation outcomes. Our findings contribute to a relatively new body of literature on bridging organizations in marine conservation contexts, and add needed empirical investigation into their value to governance and conservation in Coral Triangle nations and beyond.

Bridging Organizations Drive Effective Governance Outcomes for Conservation of Indonesia’s Marine Systems

PubMed Central

Berdej, Samantha M.; Armitage, Derek R.

2016-01-01

This study empirically investigates the influence of bridging organizations on governance outcomes for marine conservation in Indonesia. Conservation challenges require ways of governing that are collaborative and adaptive across boundaries, and where conservation actions are better coordinated, information flows improved, and knowledge better integrated and mobilized. We combine quantitative social network analysis and qualitative data to analyze bridging organizations and their networks, and to understand their contributions and constraints in two case studies in Bali, Indonesia. The analysis shows 1) bridging organizations help to navigate the ‘messiness’ inherent in conservation settings by compensating for sparse linkages, 2) the particular structure and function of bridging organizations influence governing processes (i.e., collaboration, knowledge sharing) and subsequent conservation outcomes, 3) ‘bridging’ is accomplished using different strategies and platforms for collaboration and social learning, and 4) bridging organizations enhance flexibility to adjust to changing marine conservation contexts and needs. Understanding the organizations that occupy bridging positions, and how they utilize their positionality in a governance network is emerging as an important determinant of successful conservation outcomes. Our findings contribute to a relatively new body of literature on bridging organizations in marine conservation contexts, and add needed empirical investigation into their value to governance and conservation in Coral Triangle nations and beyond. PMID:26794003

Demonstrating the CollaTrEx Framework for Collaborative Context-Aware Mobile Training and Exploration

ERIC Educational Resources Information Center

Botev, Jean

2016-01-01

The CollaTrEx framework for collaborative context-aware mobile training and exploration is designed for the in-situ collaboration within groups of learners performing together diverse educational activities to explore their environment in a fun and intuitive way. It employs both absolute and relative spatio-temporal context for determining…

Quantifiable outcomes from corporate and higher education learning collaborations

NASA Astrophysics Data System (ADS)

Devine, Thomas G.

The study investigated the existence of measurable learning outcomes that emerged out of the shared strengths of collaborating sponsors. The study identified quantifiable learning outcomes that confirm corporate, academic and learner participation in learning collaborations. Each of the three hypotheses and the synergy indicator quantitatively and qualitatively confirmed learning outcomes benefiting participants. The academic-indicator quantitatively confirmed that learning outcomes attract learners to the institution. The corporate-indicator confirmed that learning outcomes include knowledge exchange and enhanced workforce talents for careers in the energy-utility industry. The learner-indicator confirmed that learning outcomes provide professional development opportunities for employment. The synergy-indicator confirmed that best learning practices in learning collaborations emanate out of the sponsors' shared strengths, and that partnerships can be elevated to strategic alliances, going beyond response to the desires of sponsors to create learner-centered cultures. The synergy-indicator confirmed the value of organizational processes that elevate sponsors' interactions to sharing strength, to create a learner-centered culture. The study's series of qualitative questions confirmed prior success factors, while verifying the hypothesis results and providing insight not available from quantitative data. The direct benefactors of the study are the energy-utility learning-collaboration participants of the study, and corporation, academic institutions, and learners of the collaboration. The indirect benefactors are the stakeholders of future learning collaborations, through improved knowledge of the existence or absence of quantifiable learning outcomes.

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

ERIC Educational Resources Information Center

Wardlow, Liane; Harm, Eian

2015-01-01

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

Supporting Awareness for Augmenting Participation in Collaborative Learning.

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

Hajra, Sayonita Ghosh; Das, Ujjaini

2015-01-01

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

Investigating Pre-service Science Teachers' Developing Professional Knowledge Through the Lens of Differentiated Instruction

NASA Astrophysics Data System (ADS)

Goodnough, Karen

2010-03-01

In this study, the author implemented a problem-based learning (PBL) experience that allowed students in an advanced science methodology course to explore differentiated instruction. Through working systematically in small, collaborative groups, students explored the nature of differentiated instruction. The objective of the study was to examine pre-service teachers’ developing conceptions of differentiated instruction (DI) as a way to teach for diversity. The author adopted action research as a strategy to explore students’ perceptions of DI in the context of science teaching and learning. Several data collection methods and sources were adopted in the study, including student-generated products, student interviews, classroom observation, and journal writing. Outcomes report on students’ perceptions of both the potential and challenges associated with adopting a DI approach to science teaching and learning.

A Multi-Agent Question-Answering System for E-Learning and Collaborative Learning Environment

ERIC Educational Resources Information Center

Alinaghi, Tannaz; Bahreininejad, Ardeshir

2011-01-01

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…