Collaborative Learning Research Articles

Community work education: principles, collaboration, and immersive learning through a transnational social work program between Australia and Taiwan

ABSTRACT Neo-liberalism and globalization have had a significant impact on social work education. What was once a program that focused equally on micro-practice with individuals to a macro-practice with communities, has now seen a shift away from collective practice and responsibility. Based within the context of a reciprocal short-term study abroad program between Taiwan and Australia, the aim of this study was to investigate the immersive practices that enhance intercultural, and community work practice among social work students. Using program documents and qualitative data from social work students, academics and community practitioners, this collaborative inquiry is underpinned by the theory of practice architectures framework. This study highlights how immersive, embodied, and experiential learning enhanced students understanding of community work and intercultural practice. It suggests that in order to maximize intercultural learning in social work education, the program and pedagogy must be embedded in reciprocal, ongoing, and authentic relationships.

The importance of continuing education in dentistry

Continuing education is vital for maintaining excellence in dentistry, enabling practitioners to refine clinical skills, integrate emerging technologies, and enhance patient outcomes. In an ever-evolving field, staying updated with advancements such as digital workflows, artificial intelligence (AI) -powered diagnostics, and minimally invasive procedures ensures that dentists can provide efficient, patient-centered care. The relationship between oral and systemic health further emphasizes the need for an interdisciplinary approach, with education playing a pivotal role in equipping practitioners to manage complex cases effectively. Technological innovations, including 3D imaging, laser dentistry, and advanced materials, have transformed dental practice. Dentists must continually adapt to these changes to ensure precision, improve diagnostics, and enhance treatment efficacy. Participation in hands-on training and workshops allows professionals to master these innovations while maintaining a high standard of care. Additionally, the growing focus on aesthetic and minimally invasive dentistry requires an understanding of new techniques that prioritize patient comfort and satisfaction. Beyond clinical applications, continuing education fosters professional growth by providing opportunities for specialization, leadership development, and networking. Through conferences, seminars, and collaborative learning, dental professionals can expand their expertise, gain insights from peers, and explore academic and research opportunities. Furthermore, staying compliant with regulatory requirements underscores a commitment to ethical and evidence-based practice. As dentistry continues to advance, lifelong learning ensures that practitioners are prepared to meet evolving patient needs and expectations. By embracing continuing education, dental professionals not only enhance their skills and knowledge but also contribute to the advancement of the profession, ultimately improving care delivery and outcomes.

Wait a Minute? Uniting Physical Exercise and Data Science in Higher Learning

Purpose: This study explores the design and implementation of a novel Data Science course that integrates physical activity and physiological data collection. The course, scheduled twice weekly, combines a 30-minute physical exercise session with data collection activities focusing on metrics such as temperature, three separate heart rates, blood pressure, Functional Movement Screening (FMS), nutritional assessment using MyPlate.gov categories, urinalysis, and other metrics. The primary objective was to provide students with practical experience in data science by engaging them in real-time physiological data collection and analysis. Methods: This study involved a structured course format where students engaged in physical activities and recorded physiological data using standardized measurement tools and techniques. The course structure included instructional sessions on data science principles, data collection procedures, and statistical analysis. Students then applied their knowledge by undertaking a project that involved analyzing the collected data to address specific research questions or hypotheses related to physical health and performance. Each student presented their findings through a PowerPoint presentation, fostering peer review and collaborative learning. Results: Findings indicated that students successfully developed data science skills while gaining insights into the relationship between physical activity and physiological metrics. The projects revealed varied patterns and correlations, demonstrating the practical applicability of data science in health and fitness contexts. Discussion/Conclusions: The study highlights the effectiveness of integrating physical activity with data science education, enhancing both engagement and learning outcomes. The course equips students with technical skills while emphasizing the importance of holistic health data analysis.

Exploring lower secondary school teachers' perceptions of integrating simulations into chemistry instruction

IntroductionTeachers play a crucial role in guiding students to enhance their learning and achieve academic goals. Understanding their perspectives on educational technology is essential to fostering effective integration into classroom instruction. This study investigates the perceptions of lower secondary school chemistry teachers regarding the ease of use and usefulness of integrating ICBLS into teaching.MethodsA multiple case study design was employed, involving eight chemistry teachers from four schools where ICBLS had been implemented. Data were collected through semi-structured interviews, group discussions, professional workshops, and classroom observation. The data were transcribed and analyzed thematically using NVivo 14 software.ResultsThe findings indicate that teachers hold positive perceptions of ICBLS, citing benefits such as enhanced safety, collaboration learning, and hands-on activities. However, challenges were identified, including limited access to computers and insufficient professional training.DiscussionThe study underscores the importance of addressing technical and training barriers to optimize the use of ICBLS. Recommendations include strengthening professional development, fostering peer collaboration, aligning curricula with ICBLS, and ensuring administrative support and provision of adequate resources.

MENGEFEKTIFKAN PENGELOLAAN ASET DAERAH MELALUI PEMBELAJARAN ORGANISASIONAL: Mediasi Job Crafting sebagai Faktor Kunci

This study aims to explore the role of organizational learning and job crafting in enhancing the effectiveness of asset management in South Konawe Regency. The primary issue addressed is the low effectiveness in asset management aspects, such as planning, procurement, utilization, assessment, and administration. This research examines how individuals, through job crafting, can improve asset management performance and support more effective organizational learning. Data were collected through in-depth interviews, document studies, and observations at the Regional Financial and Asset Management Agency, as well as related agencies such as the Education and Health Offices. The findings indicate that limited organizational learning and a lack of policies supporting collaboration and the use of technology hinder asset management effectiveness. Job crafting, focusing on task crafting, relational crafting, and cognitive crafting, can improve collaboration and enhance employees' understanding of their contributions to organizational goals. This study suggests that policies should better support team-based learning, technology, and cross-unit collaboration. Leadership must also promote job crafting implementation to boost employee motivation and commitment to more efficient asset management. This research is expected to provide a foundation for better policies and encourage more efficient and sustainable asset management practices in the future.

The Role of Think-Pair-Share in Enhancing Writing Skills in Recount Texts

This research investigates the effectiveness of the Think-Pair-Share (TPS) strategy in improving the writing skills of first-year students at a Polytechnic in Tegal, focusing on Recount Texts. As a quantitative study, the research evaluated the students’ progress through three stages of testing: pre-test, Cycle 1 test, and Cycle 2 test (post-test). The study aimed to measure the impact of TPS on students’ writing performance, particularly in content organization, grammar, and coherence. A total of 25 students participated in the study, with their performance assessed at each stage. The average scores consistently improved: 69.24 on the pre-test, 74.36 on the Cycle 1 test, and 86.08 on the Cycle 2 test. This progression highlights the effectiveness of TPS in guiding students through a structured process of brainstorming, collaboration, and drafting. The results indicated that the Think phase helped students generate and organize ideas, the Pair phase encouraged constructive peer feedback, and the Share phase facilitated the development of cohesive and polished narratives. The findings demonstrate the potential of TPS as an effective strategy for enhancing writing skills in collaborative learning environments. By providing measurable improvements in writing performance, this study offers valuable insights for educators seeking to implement structured, student-centered approaches to teaching writing. Future research could expand on these findings by exploring the application of TPS to other writing genres or different educational contexts.

Paying It Forward: Nursing Students Give Back Through Continuing Education.

As nurses experience higher work demands, finding the time and resources to complete continuing education activities can be challenging. In this innovative activity, baccalaureate nursing students offered a potential solution by developing educational posters for their clinical partners. Bridging theory and practice, this approach enhanced relationships between students and bedside nurses, promoted collaborative learning, and fostered knowledge exchange within the clinical setting. The result was mutually beneficial; professional nurses acquired valuable continuing education credits while students gained knowledge and experience.

The trials and triumphs of co-producing an evaluation plan: A principles-focused evaluation

BackgroundRecovery Colleges are mental health-oriented education programs that are rooted in principles of peer support and co-production. Co-production, in this context, involves people with lived experience of mental health and addiction challenges and people with other forms of expertise (e.g., mental health professionals, administrators, and researchers) collaborating on the design and actualization of programs and initiatives. Despite co-production being a central feature of Recovery Colleges, very few Recovery College evaluations appear to be co-produced. In addition, there is a lack of research that evaluates the quality of the co-production processes in developing evaluations. The Recovery College at the Centre for Addiction and Mental Health, called the Collaborative Learning College, established an Evaluation Subcommittee with the goal of co-designing and implementing an evaluation plan for the program. In response to the dearth of literature on co-producing Recovery College evaluations and the quality of such collaborative processes, the Evaluation Subcommittee conducted a principles-focused evaluation to assess the quality of their process of co-producing an evaluation plan.MethodsAll members of the Evaluation Subcommittee collaboratively developed and agreed on three principles that they felt were most important in their co-production process. Using a self-narrative approach, each member then produced a reflection on the importance of the principles, the degree to which the committee adhered to them, and the impact. Finally, members engaged in collaborative thematic analysis and co-wrote this manuscript.ResultsThe results of this study outline member’s purposes for joining the Evaluation Subcommittee, the strengths and challenges related to embodying the collaborative principles, and the associated impacts.ConclusionsThe findings demonstrate the value of co-producing health education evaluations with people with lived experience and highlight important lessons learned through the Evaluation Subcommittee’s collaborative process, specifically related to mitigating the impacts of power imbalances. These lessons can be valuable for others to consider in their co-production processes.

NAVIGATING THE DIGITAL MAZE: INNOVATIVE STRATEGIES AND HURDLES IN ONLINE GRAMMAR INSTRUCTION

This study investigates innovative strategies and challenges in online grammar instruction within the English Language Education Department at IAIN Parepare, Indonesia. As digital learning becomes increasingly integrated into higher education, the research focuses on the experiences of 40 students and 5 online grammar instructors. Through a mixed-methods approach, incorporating surveys of all 40 students and in-depth interviews with the 5 tutors, this study investigates the adaptation of traditional grammar teaching methods to digital platforms. Key findings reveal that interactive tools, gamification, and personalized learning paths significantly enhance student engagement and comprehension in online grammar lessons. However, challenges such as varying levels of digital literacy among students, maintaining consistent motivation in virtual environments, and the limitations of asynchronous communication emerge as significant hurdles. The study concludes by proposing a tailored framework for effective online grammar instruction at IAIN Parepare, emphasizing the integration of culturally relevant multimedia resources, collaborative learning activities, and adaptive assessment techniques. These insights contribute to the growing body of knowledge on digital pedagogy in Indonesian higher education and offer practical implications for educators navigating the complexities of online language instruction in similar institutional settings.

The role of blended learning in improving medical students’ academic performance: evidence from Pakistan

ObjectiveThe study examines the role of blended learning in improving medical students’ academic performance through self-regulatory learning and technological competence and identifies the moderating role of perceived institutional support in the relationships between self-regulatory learning, perceived teacher credibility, technological competencies, and academic performance.MethodsThe study was based on behavioral learning theory as a theoretical framework, and an adapted questionnaire was used to collect the data. In total, 275 medical students participated in the study, and the data was analyzed using structural equation modeling techniques with SmartPLS.ResultsThe results indicate that self-regulatory learning significantly affects student academic performance and mediates the role of teachers’ credibility and technological competencies. Furthermore, perceived institutional support is a significant moderator in the relationship between self-regulated learning, technological competencies, and teacher credibility.ConclusionThe study highlights the importance of self-regulated learning in students’ academic achievement. Moreover, it suggests that educational institutions should advance teachers’ competence and encourage collaborative learning to enhance students’ learning, motivation, and academic performance.

Humanistic Pedagogy: Approaches to Enhancing Individual Development in Modern Education

Humanistic pedagogy offers an alternative educational framework that focuses on the holistic development of students, emphasizing autonomy, emotional well-being, and personalized learning. This study explores the impact of humanistic approaches in modern educational settings through qualitative research conducted in three institutions, involving 30 educators and 150 students. Data were collected through semi-structured interviews, classroom observations, and document analysis. The results demonstrate that students exposed to humanistic pedagogy exhibit higher levels of self-directed learning, emotional engagement, and empathy. Teachers, acting as facilitators, foster a collaborative learning environment that promotes individual growth. However, challenges in balancing humanistic flexibility with standardized curricula were noted. This study highlights the need for systemic educational reforms to fully integrate humanistic pedagogical principles, especially in digital and hybrid learning environments. The findings contribute to the discourse on humanistic pedagogy by offering a comprehensive framework for enhancing student development through personalized, reflective, and empathetic teaching practices.

Cooperative, Collaborative Learning Enhances Students’ Ability to Improve Their Oral Communication in an English Classroom

This study examines the effectiveness of cooperative and collaborative learning methodologies in enhancing oral English communication skills, particularly in real-life situations within the classroom. It focuses on the practical benefits of these approaches in developing L2 learners' oral proficiency through mutual support and interaction. Conducted with 49 11th-grade students from a public high school, the research involved an educational intervention that applied cooperative and collaborative strategies, such as role-plays, discussions, debates, and group projects. These activities provided students with diverse language inputs and communicative strategies suited to their English level. Besides, data collection included an observation checklist before and after the intervention, as well as a survey that analyzed students’ collaborative experiences, the challenges they faced, and strategies to overcome language-speaking barriers. The study found that both cooperative and collaborative learning fostered active participation, peer interaction, and authentic communication, which are vital for improving L2 oral proficiency. In conclusion, the research highlights the value of these methodologies in creating opportunities for students to engage in real-life communication, strengthening their oral skills, and empowering them to communicate more effectively in English.

Evaluating the effectiveness of flipped learning in an upper-division undergraduate electrical engineering course

This paper explores the implementation and effectiveness of flipped learning methodology, in an upper-division undergraduate electrical engineering course at a public research university. Given the limited research on flipped learning practices in engineering education, this study highlights the potential of flipped learning while addressing its implementation challenges. The objective of this study is to compare the learning outcomes between flipped and traditional classrooms taught between 2006 and 2023, using a quasi-experimental design. Additionally, student perceptions and their performance in various assessments are investigated for the Fall 2023 modified flipped classroom. Students’ feedback garnered at the end of the semester was combined with their grades to evaluate learning outcomes and perceptions of the flipped learning approach. The findings revealed an increase in the grades for the flipped classroom. The Fall 2023 students’ feedback indicated a preference for collaborative and active learning methods while revealing a reluctance to engage with pre-recorded videos, posing a major challenge in implementing flipped learning. The paper offers implications for future flipped courses, including methods to incentivize students to watch the pre-recorded videos and mitigate uneven learning outcomes in collaborative learning environments. Furthermore, it was observed that not all students prefer the flipped learning format. Hence, integrating mini-lectures may cater to students who prefer the traditional approach while maintaining the benefits of flipped learning.

Artificial intelligence: A huge augmentation in nursing curriculum

Artificial intelligence (AI) is increasingly integrated into nursing education and healthcare, emphasizing its significance, applications, benefits, and challenges. AI in nursing curricula focuses on equipping students with essential skills to deliver safe and effective patient care in a rapidly evolving healthcare environment. Applications include AI-driven clinical decision support systems, simulations, virtual patients, and exploration of AI ethics. These tools enhance critical thinking, decision-making, and data analysis in healthcare contexts.This review summarizes AI's role in clinical practice, covering disease diagnosis, treatment planning, patient engagement, and ethical considerations while highlighting the need for human expertise in AI adoption.: 1. To enhances understanding of AI’s significance in Nursing Education; 2. To explore the impact of applying AI in nursing Education. 3. To promote AI usage in Nursing Institutions.This review analyzed AI's integration into healthcare and nursing education using indexed literature from PubMed, Scopus, and EMBASE. Key issues include data privacy, algorithm transparency, and biases, requiring responsible AI implementation. Effective strategies include curriculum design, faculty training, hands-on practice, industry collaboration, and continuous learning. Research highlights AI's role in improving diagnosis, treatment planning, personalized medicine, mental health support, and patient education while enhancing accuracy, reducing costs, and minimizing errors. Scholars have explored virtual simulations, faculty and student perspectives, AI competencies, and ethical concerns. Academic journals, conferences, and credible online sources provide valuable insights into AI's impact on nursing education and student outcomes.: In conclusion, integrating AI into nursing education is a developing field with great potential to enhance learning and prepare nurses for AI-driven healthcare. Research covers topics like virtual simulations, AI competencies, ethical concerns, and stakeholder perspectives. Key resources include academic journals, conferences, and online databases.AI supports disease diagnosis, personalized treatment, and clinical decision-making, aiming to improve patient care rather than just automating tasks. However, challenges like data privacy, bias, and the need for human expertise must be addressed.By tackling these challenges and promoting responsible AI use, nurse educators can equip future nurses with the skills needed for the evolving healthcare landscape.

Effectiveness of Taboo Word Game on Augmenting Business Vocabulary Competency Through Reflective Action Research

Teaching vocabulary in English as a Second Language contexts sparks ongoing debate, especially regarding whether to employ explicit methods or rely on implicit approaches like providing meanings and examples. One of the promising solution is language games, offering students a non-traditional and engaging way to apply their language skills. This study investigates the effectiveness of the Taboo Word Game as a tool in enhancing the business vocabulary of 23 private college students in Malaysia. It is significant because not only does it leverage an engaging, interactive approach to language learning, but it also encourages students to think creatively and expand their lexical range. The data were collected using Action Research via pre-post tests, students’ reflective journals, and researchers’ reflections, analyzing quantitative and qualitative findings. Results show that the Taboo Word Game significantly improves students’ vocabulary competence. Students’ reflections on the other hand, revealed several key themes, including Taboo Word Game’s positive impact on vocabulary acquisition, its promotion of collaborative learning, the enjoyment it brings to the learning process, and the development of English communication skills. The implication for vocabulary instruction, even at the college level, is clear. Incorporating games into the curriculum is an excellent way to meet student’s educational needs while also catering to their preferences. This study underscores the potential of language games like the Taboo Word Game as a valuable tool in English as a Second Language, making learning more engaging and effective.

AI-enhanced collaborative story writing in the EFL classroom

Artificial intelligence (AI) is opening up new possibilities for educators to explore innovative solutions to classroom challenges. While the benefits of AI in enhancing individual learning are well established, its potential in collaborative learning environments remains underexplored. This paper reports on the first cycle of a design-based research project that involved the development of Collabowrite, a collaborative story-writing application designed for compulsory English-as-a-foreign-language (EFL) classes at a Japanese university. During a 14-week semester, 52 students engaged with the application in 160 separate usage instances, using AI features such as grammar checks, virtual group members, artwork generation, and story narration. The grammar checks were evaluated for accuracy at 90.4% across 894 instances, with students adhering to elements of AI-provided guidance 91.4% of the time. Students rated their enjoyment of the activities at an average of 4.63 out of 5. Pre- and post-intervention surveys involving 27 participants indicated significant positive shifts in perceptions toward English writing, collaborative work, and the role of technology in language learning. Reflexive thematic analysis of qualitative data generated three salient themes that capture the diverse experiences of participants. These findings suggest the need to revisit sociocultural learning theories to incorporate AI into classroom dynamics. This initial research cycle led to the formulation of six design principles for integrating AI-enhanced collaborative writing tools into EFL classrooms. Future cycles will further evaluate the efficacy of Collabowrite as an educational tool and its impact on students’ foreign language writing abilities.

An Experimental Study on the Impact of Collaborative and Active Learning on Vocational Students' Learning Achievement and Self-Motivation

The study examines a blended instructional approach combining collaborative and active learning to improve vocational students' learning achievement and self-motivation. An experimental design was utilized, dividing vocational students into control and experiment groups. The experiment group participated in a one-month collaborative and active learning intervention, while the control group received traditional instruction. The experiment group achieved significant gains in academic achievement, with pre-test and post-test means rising from 79.63 to 86.15 (t=19.72, p<0.05) and self-motivation scores increasing from 37.82 to 42.74 (t=19.71, p<0.05). In contrast, the control group exhibited lower post-test scores in both academic achievement (mean=80.16, t=3.67, p<0.05) and self-motivation (mean=38.4, t=5.31, p<0.05). These results indicate that integrating collaborative and active learning strategies significantly impacts learning achievement and self-motivation in vocational education. This suggests that this instructional approach is highly effective in improving student outcomes.

Evaluating the Effectiveness of Collaborative Strategic Reading on EFL Female University Students' Reading Comprehension

This study aimed to evaluate the feasibility and effectiveness of Collaborative Strategic Reading (CSR) in improving reading comprehension among second-year female English as a Foreign Language university students. A mixed-methods approach was employed, involving quantitative pretest and posttest assessments and qualitative feedback from students and teachers. The study included 61 participants divided into three groups, with each group undergoing CSR sessions over eight weeks. Pretest and posttest scores were analyzed using paired-sample t-tests and regression analysis to determine the statistical significance of the changes in participants’ reading comprehension. This study found that CSR significantly contributed to reading comprehension. Additionally, the regression analysis showed that CSR intervention significantly predicted posttest scores, confirming the substantial positive impact of CSR on reading comprehension. The findings from the semi-structured interviews revealed that most students found the CSR sessions to be useful and enjoyed working in groups. Teachers reported significant improvements in students' reading skills and engagement with enhanced classroom dynamics. However, challenges such as resource allocation and the need for continuous teacher training were also identified. Thus, CSR is an effective and feasible instructional strategy for enhancing reading comprehension among English as a Foreign Language students. The findings of the current study highlight CSR's potential to improve academic performance and foster a collaborative learning environment, as well as have implications for reading instruction and learning. Further research is recommended to explore the long-term effects of CSR and its applicability in different educational settings.

Penerapan Pendekatan Sistem Terbuka ( Open System Approach ) dalam Meningkatkan Kualitas Pembelajaran di Era Digital

This research explores the application of an Open Systems Approach to improve the quality of learning in the digital era. The background of the research is based on the significant transformation in education due to the advancement of digital technology, which presents challenges in effective technology integration and equitable access. The research method used is library research, analysing literature related to the Open System Approach and learning quality in the digital era. The findings show three important aspects of implementing the Open Systems Approach: first, Collaborative Project-Based Learning (PBPK). Second, the flexibility of learning methods. Third, digital portfolio-based evaluation that facilitates documentation of work, encourages self-reflection, and enables more personalised feedback. The findings suggest that the Open Systems Approach, through the implementation of these strategies, can effectively improve the quality of learning in the digital era.

Engaging Preservice Secondary Science Teachers in TeachLivETM to Support English Learners in Developing and Communicating Science Ideas: An Innovation Guided by a Trifocal Approach

To meet the needs of English learners (ELs) and the call of the Next Generation Science Standards to engage all students in communicating science ideas, a collaboration between science, second language acquisition, and disciplinary literacy teacher educators resulted in a trifocal approach within a reformed science teacher education program. The purpose of this study is to explore how TeachLivETM, a mixed-reality simulation technology, was used to prepare preservice teachers (PSTs) to support ELs in communicating science ideas through questioning. Findings from transcribed lessons, coaching sessions, and PST self-reports show that TeachLivETM provided opportunities to practice questioning and reflect on challenges, and was a collaborative learning context. The significance for secondary science teacher education and inservice teacher professional development is presented.