Humanizing Defining in Mathematics with Sandwiches

Introduction: Collaborative learning encourages students to work with peers and leads to the development of problem-solving and communication skills, and the transfer of knowledge learned in the classroom to be used in the clinical setting. This study aims to explain the role of collaborative learning experiences of nursing students in the field of clinical training. Methods: In this qualitative study, 20 nursing students who experienced specialist clinical training were selected using object-based sampling. The data were collected using semi-structured and focus group interviews. The interviews were transcribed verbatim and the relevant themes were extracted and categorized using content analysis. Results: The results revealed that group interactions lead to useful experiences in clinical works. It was also shown that collaborative learning affects the clinical success of nursing students. The participants stated that group work in clinical settings is the most important learning experience in the training course. While contributing to learning development, group participation helps the students to deal with the assigned tasks more efficiently and support each other by sharing their knowledge and establishing friendly relations. The themes derived from the data included 1) peer support, 2) clinical reasoning, and 3) group capabilities. Conclusion: Collaborative learning is an important factor in improving clinical work. The results of the present study underlined the weakness of educational programs in terms of collaborative learning. Therefore, educators and education professionals are recommended to support the development of a suitable context for active and collaborative education and learning.

BackgroundIndividual preparation can enhance the effects of collaborative learning through effective information processing. However, the limitations of prior studies in distinguishing the unique effects of individual preparation from individual learning, as well as their focus on short-term effects within the humanities and social sciences, have hindered its application into education for health professionals. Therefore, the current study examined the distinct effects of individual preparation for collaborative learning in short- and long-term contexts by conducting two experiments.MethodsExperiment 1, conducted with 88 college students, compared the immediate and long-term test results of participants who prepared individually before collaborating, those who engaged in collaborative learning, and those who engaged in individual learning. Experiment 2, conducted with 71 medical and dental students, examined the learning effect of individual preparation for collaborative learning using medical education materials, in comparison to collaborative learning and individual learning.ResultsIn Experiment 1, the results demonstrated that the participants who prepared individually before collaboration performed better than those who engaged solely in collaborative or individual learning. The results of Experiment 2 indicated that medical and dental students who prepared individually and then collaborated performed better than those who engaged solely in collaborative or individual learning in short- and long-term settings.ConclusionsThese findings suggest that individual preparation for collaborative learning can be an effective instructional approach across educational settings, which enhances the academic performance in short- and long-term perspectives especially in education for health professionals.

In recent years, webinar platforms have been broadly utilized in online learning where students meet one another synchronously online. This research’s underlying value is its recognition of the utmost importance of the awareness that online learning is a social process, as is all learning. This study aims to find out what kinds of synchronous collaborative online coaching pedagogy models have been used in previous research and proceeds to construct a preliminary pedagogical model for a coaching pedagogy for synchronous collaborative online learning (CPSCOL). The methods comprise a systematic literature review and qualitative-data and theory-driven content analysis. Through the systematic literature review, peer-reviewed articles spanning 2014–2018 are carefully examined. The results identify the following pedagogical framework, theory, and model combinations for synchronous collaborative online learning: the Community of Inquiry framework, including social, cognitive, and teaching presence; social presence in conjunction with the media synchronicity theory or the broaden-and-build theory, or the 4E Learning Cycle (engagement, exploration, explanation, and extension); no specific pedagogy; problem-based learning with Community of Inquiry framework or FISh (focus, investigate, and share); collaborative learning and collaborative learning connected to social presence; Carpe Diem with the Five-Step Model; and coaching pedagogy. The preliminary results indicate a scarcity of research on synchronous coaching pedagogy in online education. Consequently, the CPSCOL model for collaborative online learning, including cognitive, social, and teaching presence, is introduced to formulate a new perspective regarding webinar pedagogy. The process of learners, skills, and competences should factor in the pedagogical methods designed by a coach (teacher), and the results show that webinar pedagogy enables and enhances active collaborative learning and knowledge construction in groups. In addition, 18 CPSCOL principles of practice have been developed to support the practical implementation of the CPSCOL model.

This study delves into the integration of collaborative and active learning methodologies as a means to enhance both academic achievement and self-motivation among students in the realm of vocational education. Collaborative learning, with its emphasis on teamwork, problem-solving, and social responsibility, complements the active learning approach, which fosters autonomy, deep understanding, and critical thinking. Together, these strategies form a comprehensive framework that not only facilitates academic excellence but also cultivates the lifelong learning skills imperative for sustained career success. While the potential benefits of collaborative and active learning are evident, the study acknowledges the existence of practical challenges, including limited resources and resistance from educators. Addressing these challenges is paramount for the effective implementation of these pedagogical approaches. Overcoming such obstacles will empower vocational education to harness the transformative potential of collaboration and active learning, equipping students with the necessary skills and motivation to thrive in their chosen careers. By navigating these challenges successfully, educators and institutions can create an environment that prepares students not only for the demands of their immediate professions but also for the dynamic challenges of the evolving professional landscape.

Transition to University is a significant milestone for students who are embracing new experiences and challenges. It is particularly vital for international students who have to adapt to a new and different learning environment in the UK. Successful transition and sense of belonging in a new institution lay foundation for students’ academic success. However, transition is a process rather than an event. Accordingly, fostering a collaborative community learning environment and facilitate peer networks and community support becomes critical. It enables social interactions and active learning by engaging students in collaborative group activities, which would in turn support students’ transition to and belonging in a new learning environment. With the advancement of technology, computer-assisted and computer-supported collaborative learning flourished in 21st century. The emergence of mobile digital technology leads to the design of gamification in learning, known as game-based learning or gamified collaborative community learning in order to engage students in fun and interactive activities. ‘Actionbound’ is one of the versatile gamification platforms and mobile apps which can engage students in collaborative community learning with gamified activities. It enables users to create, share and participate in interactive scavenger hunts, tours, games and quizzes. It allows users to design custom challenges, incorporate multimedia content and track players’ progress in real-time. It engages participants to work collaboratively to solve challenges and complete tasks. At UHBS, we have used Actionbound to support the student transition into the University’ learning journey at the start of term. We used scavenger hunt game and quiz functions within Actionbound to direct students to collaborate in teams to solve the challenges and tasks. In this action research, students found Actionbound fun and loved the competitive nature with points and leaderboards. It helped them build network and form friendship. Together, they solved puzzles and tackled challenges which supported their transition and got them prepared for learning in a new environment. Moving forward, as an ongoing action research, we would like to extend the use of Actionbound to term time and in module delivery so to track students’ engagement with the collaborative learning platform and investigate the impact on their academic performance.

In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.

Background: Cooperative and Collaborative Learning approach with online programs is useful in response to rising demand for university educational system. This study evaluates the use of internet and computer in collaborative teaching and learning process for post graduate nursing students. Method: This is a correlation descriptive study. The population in the study is based on census sampling of graduate nursing students of Kerman University of Medical Sciences (n =57). The data was collected through questionnaires once, and then it was analyzed by Pearson correlation, i.e. t-test.. The content validity of the questionnaire was determined. The reliability of these tests Cranach’s alpha was calculated for active and Collaborative Learning (ACL) (r = 0.84), as well as electronic communication (r = 0.91). findings: The results indicated a mean score of Collaborative Learning at (76.2±13.3). Between needed and used electronic resources, there was a statistically significant correlation (P <0.001). Conclusion: Students in Collaborative Learning, experience a wide range of information and training skills in various aspects; therefore, it is recommended for dynamic and driven students to develop Electronic Communications and cooperation through regular planning, coordination and preparation.

Collaborative Learning in group settings currently occurs across a substantial portion of the UK Higher Education curriculum. This style of learning has many roots including: Enterprise in Higher Education, Action Learning and Action Research, Problem Based Learning, and Practice Based Learning. As such our focus on Collaborative Learning development can be viewed as an evolutionary step. This collaborative and active group learning provides the foundation for what can be collectively called connectivist ‘Learning Communities’. In this setting a primary feature of a ‘Learning Community’ is one that carries a responsibility to promote one another’s learning. It goes further: Senior managers are mature and experienced learners; practitioners that are seeking to link experiential learning with the application of interesting concepts that aid analysis and understanding of real issues. This is collaborative and dynamic demand‐pull learning and not static supply‐push. Should we not aim in HE to combine learning and knowledge management? This paper will outline a developmental collaborative learning approach and describe a supporting software environment, known as the Salford Personal Development Environment (SPDE), that has been developed and implemented to assist in delivering collaborative learning for post graduate and other provision. This is done against a background of much research evidence that group based activity can enhance learning. These findings cover many approaches to group based learning and over a significant period of time. Within this we explore how collaboration, learning, and knowledge management all serve to create a connected community. This paper reports on work‐in‐progress and the features of the environment that are designed to help promote individual and group or community learning that have been influenced by the broad base of research findings in this area.

Collaborative Learning in group settings currently occurs across a substantial portion of the UK Higher Education curriculum. This style of learning has many roots including: Enterprise in Higher Education, Action Learning and Action Research, Problem Based Learning, and Practice Based Learning. As such our focus on Collaborative Learning development can be viewed as an evolutionary. This collaborative and active group learning provides the foundation for what can be collectively called connectivist ‘Learning Communities’. In this setting a primary feature of a ‘Learning Community’ is one that carries a responsibility to promote one another’s learning. This paper will outline a developmental collaborative learning approach and describe a supporting software environment, known as the Salford Personal Development Environment (SPDE), that has been developed and implemented to assist in delivering collaborative learning for post graduate and other provision. This is done against a background of much research evidence that group based activity can enhance learning. These findings cover many approaches to group based learning and over a significant period of time. This paper reports on work-in-progress and the features of the environment that are designed to help promote individual and group or community learning that have been influenced by the broad base of research findings in this area.

The purpose of this research was to identify synergies in affective, meta and collaborative STEAM learning, and the level of professional development structure and collaborative support needed for teachers to achieve these. Three project case studies (KIKS, STEAMTEACH and STEAMCONNECT) are examined to do this. In the KIKS (Kids Inspiring Kids in STEAM) project, student groups were issued a very open-ended challenge: “How would you get your fellow students to love STEAM?” They undertook a series of student-led intensive workshops to deliver prototypes and other teaching materials. The intensive, collaborative problem-solving Hothousing workshops focusing on Expectation shock perception enhancement, were inspired by industry practice. The successful outcomes evidenced affective, meta and collaborative learning and suggested the need for further research to develop an associated teacher professional development framework (STEAMTEACH) and also to develop further the collaborative aspect beyond the students (STEAMCONNECT). The projects together delivered over forty project outcomes judged high quality by teachers, students and researchers alike benefitted from affective, meta and collaborative, inclusive learning on many levels from students to teachers to parents to wider community collaboration including local community, business and academic experts. It was thus found that STEAM education can synergically enhance affective, meta and collaborative learning, and for this to happen, should be supported by a STEAM professional development framework and extended networking between teachers, schools, parents, education and industry experts, and community from all abilities and backgrounds.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract ACTIVE AND COLLABORATIVE LEARNING EXERCISES FOR A FIRST COURSE IN FLUID MECHANICS Abstract The education literature clearly shows that classroom instruction that requires students to actively participate is superior to the teacher-centered lecture mode of instruction. Moreover, instructional activities that require student interaction and collaboration also promote learning. The superiority of active and collaborative learning to traditional methods applies to any number of measures. To implement active and collaborative learning strategies in a junior-level fluid mechanics class, the authors have developed a number of in-class exercises. These exercises range from activities that consume a large portion of a class period to those that require just a few minutes, or less. Although many instructors may see the benefits of active and collaborative learning strategies, they may be reluctant to use them in their classes because they lack information on how to apply them to specific mechanical engineering subjects. Here we present twenty-three in-class exercises useful for instruction in a first course in fluid mechanics. The attributes of each exercise are delineated. These attributes include the approximate amount of class time required, the degree of collaboration involved (individual effort, pairs, or groups of three or four students), the educational objectives, and the specific subject area(s). Survey results show that our students are highly receptive to these collaborative learning exercises, welcoming them over a traditional lecture format. We also show that these exercises may be adapted readily by others and present limited evidence illustrating their effectiveness in improving student learning. Introduction We follow Prince1 and define active learning as a classroom activity that requires students to do something other than listen and take notes. In such activities, students respond to a situation presented by the instructor by writing, sketching, discussing, formulating, solving, or responding in some other designated way. We further adopt Prince’s1 definition of collaborative learning as an instructional method that requires students to interact in some way to achieve a common goal. A wealth of information exists showing the effectiveness of both active and collaborative learning in achieving a wide range of educational outcomes.1-5 Prince provides an excellent summary.1 For example, research shows that active learning is superior to the traditional lecture approach in the following measures:1, 6-9 Short-term retention of subject matter Long-term retention of subject matter Conceptual understanding Positive student attitudes Motivation for further study

Today, the rapid growth of technology affects many sectors, including education sector. Online learning has been increase in the last two decades. This allows students to study anytime, anywhere, as long as they have computers and Internet connection. Vygotsky states that, it is possible to maximize the learning process through social interaction with others. Many researchers have adapted Vygotsky's social learning approach to online learning environments. In social learning environment, interaction plays an important role in measuring student learning processes. Collaborative learning strategy is also able to improve interaction and learning performance in many studies. Research has shown that there are many benefits associated with collaborative learning. During the collaborative learning process, students are discussing, sharing and participating in active learning to improve their knowledge. However, previous studies also found that collaborative learning approach has its own challenges, for example, it can lead to inequalities division of tasks among group members and only certain students dominating the group discussion. Thus, there are many strategies for designing a learning environment for effective collaboration. Problem-based learning (PBL) strategy is believed can develop students' cognitive thinking, problem-solving skills and teamwork skills by encouraging them to become independent students and to work in small groups to find solutions. PBL strategy also offer other learning strategies such as project-based learning, situational learning, cooperative learning and collaborative learning making more meaningful learning to be produced. In PBL strategy, problem is the starting point of learning process, which motivates students to keep investigating so they can better understand the problem as well as the solution while the teachers or lecturers will participate only as facilitators in the classroom. Therefore, this study is carried out to investigate the effects of social collaborative problem-based learning (SCPBL) environment towards students’ cognitive performance and to analyze the types of interaction patterns in SCPBL environment that promotes student’s cognitive performance.A total of 34 students which consist of 20 students for treatment group and 14 students for control group took part in the study. They are given pre-performance test and post performance test to monitor their cognitive performance. However, only treatment group has to work in a small collaborative group and discussing with each other to solve the three problem based-learning tasks after pre-performance test session. Meanwhile, for control group, they need to solve three non problem-based learning tasks individually. Edmodo become the platform for SCPBL environment. The collected data were analysed using descriptive and inferential statistics for pre and post performance tests, meanwhile, the students’ discussion script are analysed by using Gunawardena, Lowe and Anderson (1997) Interaction Analysis coding scheme, then further with social network analysis for interaction pattern. Findings in this study showed that treatment group performed better than control group in cognitive performance. For interaction features, students are applying sharing and comparing information the most during discussion while solving the three tasks. This finding suggests that interaction in SCPBL environment can promote students’ cognitive performance.

Background Enabling teaching approaches that promote active learning can require a certain amount of organisational reorientation. For example, structural and cultural shifts may be needed to accommodate moves towards student-centred learning. In higher education environments, lecturers can play a significant role in supporting students’ collaborative learning. More needs to be understood about the connections between lecturers’ pedagogical approaches and the enhancement of student learning through group-based activities. Purpose With the context of a journey towards active learning in mind, this qualitative study sought to explore the relationship between lecturers’ pedagogical approaches and students’ group-based learning, and consider how student learning may be enriched through collaborative activities. Method Data were collected through semi-structured interviews with 12 lecturers who were teaching a range of subjects in a higher education institution in Malaysia. Observations of teaching were also undertaken. Data were analysed thematically. Findings The in-depth analysis of rich data identified the many different ways in which lecturers enabled and promoted students’ group-based learning, through the design and delivery of appropriate and engaging collaborative tasks. Some challenges in the journey towards active learning development were identified in terms of supportive and procedural information provision. Conclusion Findings offer insight into how group activities may enhance student learning, when supported with carefully designed learning tasks which help students acquire the necessary collaborative skills. More broadly, they also highlight the need for institutional professional development support for higher education lecturers in order to engender a sustained culture of collaborative teaching and learning.

This study examined the contribution of teachers’ engagement in collaborative professional learning, engagement in individualized professional learning, and job satisfaction to their professional capital development using structural equation modeling. The study tested three hypotheses: teachers’ level of engagement in collaborative professional learning and development activities has a significant contribution to their professional capital development, teachers’ level of engagement in individualized professional learning and development activities would have a significant contribution to their professional capital development and teachers’ job satisfaction has a significant effect on their professional capital development. The sample consisted of 379 teachers randomly selected from Awi district primary schools, Ethiopia. Data were collected using 25 items. Cronbach’s alpha (α) coefficients for internal consistency ranged from .806 to .919. Composite reliability, convergent validity, and discriminant validity of latent variables were established using CFA. The measurement model and structural model showed a good fit based on established criteria. Findings showed a significant effect of teachers’ engagement in collaborative learning, engagement in individualized learning, and job satisfaction on their professional capital development. These independent variables accounted for 68.3% variance in professional capital development, thereby indicating 31.7% unexplained variance. In conclusion, the study highlighted the importance of teacher-level factors to boost professional capital in the teaching profession.

One area of technical and vocational education and training (TVET) that has been increasing in importance has been work-related learning that is grounded in practice at the workplace. Within that area, two significant strands can be identified: collaborative learning and technology-enhanced learning. This chapter will provide examples of substantive collaborative work-related learning and continuing professional development and examine how some forms of technology-enhanced learning, particularly in relation to the development and use of social software, are further enriching collaborative work-related learning and development. The first example of collaborative work-related learning is drawn from the experience of inter-organizational learning in manufacturing supply-chain networks. The second example is of a guidance network that illustrates the use of social software to support the development of a ‘community of interest’ of careers guidance practitioners, policy-makers and researchers.