Collaborative Learning Activities Research Articles

The visual online tools for collaborative learning and icebreaker activities

Problem statement. The study is aimed to explore how have transformed the traditional approaches of collaborative learning under the influence of new digital environment? And what are the ways of introducing online group activities, precisely icebreakers? Methodology . Authors choose Miro and Mural as the visual platforms for group work activities that enable users to collaborate and customize workspace to better suit their needs. They compared and tested both platforms across six categories: pricing, interface, templates, integrations, customization, collaboration. Results . Authors reach the conclusion that Miro has a significantly larger selection of templates, integrations and apps to choose from. The user interface has a design consistency that ties UI elements together with distinguishable and predictable actions and creates a great user experience overall. Mural offers more facilitation features, which undoubtedly also makes it a powerful tool. But if the price of the tool is also of great importance, Mural might be the right choice. Moreover, there have been considered the approaches of how to organize icebreaker games during the virtual meeting or workshop in Miro and Mural. Authors suggest several exercises: create own character, questions from a bucket, puzzle, world map, five common things, two lies - one truth, take a photo of the desk. Conclusion. Online-whiteboards like Miro and Mural effectively support warm-ups and collaborative visualization in the online environment and allow to achieve higher level of participation than in face-to-face communication.

원격수업에서 능동적 협력적 학습활동, 학습몰입이 대학생 소통, 융합, 창의 역량에 미치는 영향

In this study, in order to improve the quality of extended online course implementation, online course performance was identified as the core competency of the learner, and detailed factors affecting it were identified. In order to achieve the purpose of this study, online course performance was set as the learner's core competency(communication, covergence, creativity), and the influence of active & collaborative learning activities and learning flow was analyzed. For this purpose, correlation analysis and multiple regression analysis of the study variables were performed. As a result, it was confirmed that both active & collaborative learning activities and learning flow affect core competencies. In active & collaborative learning activities, higher-order thinking and learning study activities, and in learning flow, cognitive flow and behavioral flow were affecting core competencies. Based on this, a teaching-learning strategy for effective online course was presented.

Research on the Influence of Socially Regulated Learning on Online Collaborative Knowledge Building in the Post COVID-19 Period

Online teaching has become an important initiative to maintain normal educational order in the post COVID-19 period. However, learners face multiple challenges in the online learning process, which cannot be successfully carried out without the support of socially regulated learning (SoRL). This study designed SoRL intervention strategies from the perspective of shared metacognitive scripts. A total of 77 undergraduate students participated in this study and were randomly assigned into experimental and control groups. The students in the experimental group received an SoRL intervention, and the students in the control group learned with the traditional online collaborative learning approach. The results showed that there was variability in the supply of SoRL intervention scripts and the actual selection status of the learners. The regulation foci activated in this study were time management, content monitoring, and atmosphere activation. Atmosphere activation drove collaborative learning activities to continue. Time management and content monitoring drove collaborative knowledge building (CKB) to a deeper level. This study is of great significance in revealing the impact mechanism of SoRL on CKB.

Improving the quality of learning through strengthening the lesson study community based on "Competition exploration"

Key Performance Indicators no. 7 provide direction for the application of problem-solving learning methods, and recommend implementing project-based group learning (team-based projects). Implementation of collaborative learning activities can be carried out through the Lesson Study for Learning Community method. Collaboratively, all existing LS teams carry out planning, observation, and reflection. This activity was aimed to analyze the improvement of the quality of collaborative learning in lesson study communities in Muhammadiyah schools throughout Central Java based on "Competition Exploration". Implementation of activities in the field begins with Lesson Study workshops, learning models, writing scientific articles and IPR. In order to strengthen the article writing skills for teachers of the Lesson Study Team at Muhammadiyah schools throughout Central Java, this community service activity was followed up with a safari in 6 residencies in Central Java. The activity emphasizes assisting in writing scientific articles and submitting IPRs. From this assistance, 40 scientific articles and 40 HKI proposals, 40 lesson designs, and learning videos were produced. The community service team has produced 1 scientific article in the field of service, and 18 news articles in the mass media. Thus, this activity was successfully implemented and there was an increase in the quality of collaborative learning in the lesson study community.

ESL Learners’ Perception on Twitter, Online Forum, and Blog for Collaborative Learning

Social Media sites can be used by learners, as a platform for information gathering and interaction during collaborative learning activities. However, there is little research on tertiary learners’ experience in using social media for collaborative learning. Positive experiences while using social media applications may contribute to better learning outcomes. Thus, this study aims to investigate ESL learners’ experience and perception of using Twitter, online forum, and blog for collaborative learning. The study employs a quantitative data collection method involving seventy-seven ESL learners from an intact class at a public university. An online questionnaire survey was used to gather the learners’ experiences and perceptions. It referred to the Technology Acceptance Model (TAM) regarding its perceived usefulness and perceived ease of use. Overall, the results showed learners had a positive experience while using the three social media platforms. Blog was also considered the most useful and easy to use for collaborative learning. More insights and information for the implementation of collaborative learning while using social media can promote active learning that fits the current generation in live with the demand for the Industrial Revolution 4.0.

How EFL Teachers’ Pedagogical Content Knowledge (PCK) Grows Through Collaborative Learning: A Review Based on The Interconnected Model of Professional Growth (IMPG)

Since Shulman (1986b) argued that pedagogical content knowledge (PCK) should be a significant indicator of teacher knowledge for quality teaching, PCK has received enormous attention from researchers in the teacher education field. Nevertheless, little empirical and theoretical attention has been given to English as a Foreign Language (EFL) teachers’ PCK growth in teachers’ collaborative learning activities (Li et al., 2021). In practice, collaborative learning groups for EFL teachers are often adopted as an effective teacher learning activity as it always integrates observations and discussions of real EFL teaching practices such as English teaching pedagogies and subject matters, for example. However, how EFL teachers’ collaborative learning promotes their PCK growth is less explored by empirical or theoretical studies and some teacher professional growth models. Therefore, this review will mainly discuss via existing literature how EFL teachers could increase their PCK in collaborative learning based on one particular teacher professional growth model, called the Interconnected Model of Professional Growth (IMPG) summarized by Clarke and Hollingsworth (2002). Since IMPG only generally summarizes teachers’ professional growth, this article aims to specifically elaborate the various trajectories of EFL teachers’ PCK growth. The significant role of three essential factors, namely, EFL teachers’ initiatives to learn/share, reciprocal mindset, and reflective dialogues in EFL teachers’ PCK development are stated in the paper. Several recommendations are made to EFL teachers, EFL teacher trainers, and EFL education programs.

CollabABILITY Cards: Supporting Researchers and Educators to Co-Design Computer-Supported Collaborative Learning Activities for Deaf Children

Implementing Collaborative Learning (CL) activities to support the education of children is something that must be carefully designed to achieve the desired goals since just having a group of children working on the same activity does not guarantee proper collaboration. It is something that goes from defining the profile of the students to structuring the collaboration according to the learning objectives, the number of children per group, roles defined, and shared resources among others. Designing Computer-Supported Collaborative Learning (CSCL) activities may be even harder to achieve when collaboration is trying to be accomplished by children with some kind of disability due to differences in the way they communicate or understand the world around them, which is why in this study we decided to focus on designing CSCL activities for deaf children. Since there is not a clear path in the literature to achieve effective collaboration among deaf learners, we propose four stages to be followed through a set of 27 cards that were designed to guide designers/developers and educators through the process of co-designing such activities. The cards were implemented in such a way that they were easy to follow along with, with templates that allowed designers of the CL activity to register all the information related to it. Digital and printed versions of the cards were evaluated by researchers and educators with satisfactory results and a prototype for mobile devices was developed and tested by children through individual and collaborative learning activities.

Effect of different teaching/learning approaches using virtual patients on student’s situational interest and cognitive load: a comparative study

BackgroundVirtual Patients (VPs) have been receiving considerable attention in medical education as an authentic learning and teaching approach. The study aimed to evaluate the effect of using different approaches of conduction of virtual patients (VPs) on students’ cognitive load and situational interest.MethodsThe study is an experimental study. Two different cohorts have participated during the academic year 2019/2020 and 2020/2021. The first cohort (Group 1) was exposed to a lecture followed by an independent VPs session, and the second cohort (Group 2) was exposed to a collaborative VPs session. The situational interest and Cognitive load were compared between the two groups. All sessions are about one topic related to maxillofacial trauma.ResultsFindings showed that there was no significant difference between the median score of the situational interest at repeated time points during the Collaborative VPs (Group 2). However, in group 1, there was a significant difference between the median score of situational interest at repeated time points during independent VPs where the lowest score was found to be at the end of the session. Also, results showed that the collaborative VPs (Group 2) showed a high median score of situational interest than both lecture and independent VPs (Group 1). Furthermore, the study showed that there is no significant difference in the intrinsic cognitive load among the three sessions. However, the extraneous cognitive load was low in collaborative VPs (Group 2) than in both lecture and independent VPs sessions (Group 1).ConclusionThe use of VPs in a collaborative interactive learning activity is more effective than its use as an independent learning activity in enhancing students’ situational interest and reducing cognitive load. However, giving independent VPs after the lecture with the same topic is considered a limitation of the study as this can affect the situational interest of the students by filling their gab of knowledge.

Analysing mobile learning designs: A framework for transforming learning post-COVID

Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. Implications for practice or policy: Provide technological and pedagogical scaffolds to students. Learning designs should focus upon enabling elements of learner agency and creativity. To develop learning solutions to real world problems utilise a design-based research approach. Create authentic collaborative learning activities and tasks. Integrate mobile learning affordances in the design of the course and curriculum.

Counting Tents: Pedagogical Reflections on Faculty–Student Collaboration in a Real-World Project on Homelessness

This teaching note describes the design and implementation of an undergraduate research team project to conduct a tent census. Previous studies highlight the importance of real-world research as a part of sociology curriculum. Tents, as a visible sign of homelessness, represent one such contemporary social problem. Our undergraduate research team documented and geolocated tents in the city of Seattle between 2019 and 2020. This project integrated elements of active learning, collaborative learning, and problem-based learning. The strengths of our student research team were experiential learning, greater awareness and engagement in homelessness, and development of research and problem-solving skills. We offer some generalizable “lessons learned” from our assessment of the successes and challenges of a unique tent census project for student learning and engagement. This article concludes with the challenges of these kinds of real-world projects as well as recommendations for future faculty–student collaborations on important sociological issues.

Peningkatan Kualitas Pembelajaran Guru Bahasa Inggris MTs Sabilurrrasyad NW Barabali Lombok Tengah Melalui Lesson Study For Community Learning (LSLC)

The implementation of workshops and practice for the implementation of Lesson Study for Community Learning (LSLC) was held at MTs Sabilurrrasyad NW Barabali, Central Lombok. The purpose of this community service activity was to equip teachers at the school with the knowledge and practice of planning, implementing and evaluating interactive learning through LSLC. The outcome of this activity was the development of teachers’ pedagogical competence in implementing LSCL. Through this activity, it is hoped that these teachers can apply LSLC in their daily teaching and learning practices that are more accommodating to both teachers and students. The target audience for this workshop was the teachers of MTs Sabilurrrasyad NW Barabali, Central Lombok. The reason for the urgency of conducting this activity is that teachers in the target area lack training in developing teaching skills. They do not update their pedagogical skills. To accommodate the learning needs of andragogy, this workshop was conducted using the LSCL-style collaborative learning activity model, such as dialogue, problem solving, demonstration, problem analysis exercises without criticism, reflection and question and answer. Results of the training activity show that the workshop participants felt that they underwent substantial improvement in their pedagogical competence. They therefore expect that similar types of community services would be continued in the future, focusing on improving their professionalism. The participants revealed that they had learned much from the workshop of how to learn from others without criticism and unproductive arguments.

Dialogic approach to the analysis of the meaning-making process in a blended setting

This paper analyses meaning-making processes in a blended setting—face-to-face interaction and web forum—purposely created for collaborative learning activity. The analysis focuses on one pair out of 14 dyads. The dyad comprises two female students aged 17 and 18 who attended a Brazilian third-year state secondary school. We envisioned intertextuality in a seamless thematic flux using a single theme—about everyday problems in the culture—by two different problem-solving tasks. Task#1 required discussing two polemic reports published in an online newspaper: one in favour of using digital technologies in class, the other against it. Task#2 involved perspective-taking, where students should imagine the school in 20 years. Afterwards, the pair participated in an episodic interview focusing on their participation in both tasks. The interactions were video recorded. To map the meaning-making processes, we applied the dialogic thematic analysis looking for centripetal and centrifugal forces. A semantic map was drawn and discussed. Altogether, the paired and grouped collaborative activities in blended learning promoted authorial production. Our dyad achieved reflective meta-analysis when they compared their viewpoints with the perspective of their colleagues by using justifications and explanations grounded in their production, generating reflexivity and agency in dialogue.

The role of web-based flipped learning in EFL learners' critical thinking and learner engagement.

The flipped learning approach with the use of social media as an emerging technology has changed the quality of learning in English as a Foreign Language (EFL) educational contexts. This review probed the effect of the web-based flipped learning approach on learners' engagement and critical thinking. The earlier studies revealed the significance of social media in developing learner engagement and critical thinking. Studies indicated that the provision of opportunities for more cooperative and collaborative learning activities, and high-quality interaction through the use of social media can be influential in developing learners' engagement. Moreover, social media platforms can provide a context for feedback, and various types of challenging tasks that can improve EFL learners' critical thinking. However, this review implicated that social media in flipped learning approach may be beneficial for instructors, learners, teacher educators, curriculum designers, educational policy-makers, and advisors to be aware of this valuable learner-centered approach.

Information and Communication TechnologY in English Language Teaching: Some Opportunities and Challenges

The integration of Information and Communication Technologies (ICTs) in education has brought dramatic modifications in the paradigms and methods practiced, particularly in the developed countries. In recent years, the exploitation of ICTs in teaching and learning of different subjects is being expanded in the developing countries too. This study has made an attempt to explore the opportunities and challenges of using ICTs in English language teaching (ELT) in school education in the developing country Nepal. The English language teachers and the students learning English from two different schools were the informants in the study, and interview and focus group discussion (FGD) were used as the research methods. The study concluded that ICTs were useful for the teachers and students in their teaching and learning activities for accessing learning resources, preparing and presenting their lesson and for conducting collaborative learning activities. However, it was found that the teachers and students were not satisfied with their utilization of ICTs in teaching and learning of English. Access to ICT tools, and the skills needed to use ICTs were the main problems for them in the integration of ICTs in English language teaching and learning. Therefore, these constraints need to be minimized to improve the integration of ICTs in ELT.

The effects of group awareness tools on student engagement with peer feedback in online collaborative writing environments

ABSTRACT Although the potential of group awareness (GA) tools on triggering student engagement has been recognized in literature, little is known about the effects of GA tools on student engagement with peer feedback in the context of online collaborative language learning. This quasi-experimental study with 86 college students explored how GA tools influenced student engagement with peer feedback in an authentic learning environment. The results showed that GA tools had positive effects on students’ behavioral engagement. The analysis of dynamic engagement progression across three rounds of peer assessment revealed that GA tools helped stimulate and sustain students’ continuous cognitive engagement in providing both surface-level and meaning-level feedback. However, GA tools had limited effects on triggering cognitive engagement in incorporating peer feedback into revisions, especially at the late stage of the learning activity. Additionally, the students supported by GA tools demonstrated higher emotional engagement than those without access to GA information but the difference was not statistically significant. Findings of this study provide important insights on using GA tools to enhance student engagement with online peer feedback in collaborative language learning activities.

Student Engagement Mechanism of Online Learning: The Effect of Service Quality on Learning Management System

Since typical classrooms do not include discussions, collaborative learning, or interactive learning activities, engagement is a major challenge in distant learning. Online learning satisfaction levels should be measured as evaluation material for future implementation. Although online learning has many advantages, a high dropout rate remains a significant challenge. This study investigates how higher education students' engagement and satisfaction with online learning are enhanced by information, system, and service aspects. The research design was quantitative research, and we used a questionnaire to collect data. The questionnaire was designed on a five-rating interval scale. The sampling technique was simple random sampling. The target minimum sample was counted using the Slovin method, and 206 undergraduate students taking online courses were surveyed online. The model was tested using structural equation modeling partial least squares (SEM PLS). This method is useful for investigating the relationship between constructs. The model was tested with the application of the SmartPLS program. The results revealed a positive and significant effect of system quality, information quality, service quality to student engagements, and their impact on student satisfaction, both direct and indirect. This study answers the literature gap and verifies the importance of online learning quality factors on students’ satisfaction and engagement. These results are expected to help to improve online learning in higher education settings, specifically on students' engagement and satisfaction, leading to perseverance and success.

The Contribution of Vygotsky’s Sociocultural Theory in Mediating L2 Knowledge Co-Construction

Vygotsky’s Socio-Cultural Theory (SCT) emphasizes the role of meaningful human interaction as playing an effective role in language learning, especially in L2 development. The aim of this paper is to synthesize the main concepts of SCT and to show how it may help to enhance L2 learning practices. A critical review of Vygotsky’s Socio-Cultural Theory suggests that human mental performance is basically a process arranged by concepts, social objects, and activities. Learning is, then, seen as an interactive process, representing the learner’s final output in practical community. Applying the Socio-Cultural Theory in practice can be the more suitable approach to provide an all-encompassing framework in which L2 learners can be engaged in various collaborative learning activities for L2 language learning. L2 learners' interaction with various language activities seems to have instructional implications on their cognitive progress and consequently, this can reflect positively on their L2 language performance, leading to meaningful and constructivist L2 learning experience. The critical overview of the SCT in this paper recommends encouraging the use of collaborative techniques that integrate both instructors and L2 learners with the socio-cultural norms that can help exploit the full potential for a successful L2 learning experience.

E-anatomy Kit: An Innovative and Hybrid Tool for Gross Anatomy of Respiratory System Digital Practical

The COVID-19 pandemic significantly affects medical education in anatomy. The new learning environment has lost face-to-face contact, cadaveric dissection and access to anatomy museum which are perceived as the signature methods in anatomy education. E-anatomy kit is a non-conventional teaching modality innovated as an alternative to the gross practical session. The e-anatomy kit was designed to improve the virtual practical experience for first year medical students of the Faculty of Medicine, Universiti Teknologi MARA, Malaysia. E-anatomy kit consists of: (a) pre-recorded cadaveric demonstration, (b) 3D4Medical Complete Anatomy app, (c) interactive diagram labelling, (d) schematic diagram, and (e) mnemonic. From educational perspective, the e-anatomy kit is in line with the active learning approach and collaborative learning; its instructional design follows the principles of the Cognitive Load Theory. This article describes the components and systematic approach of e-anatomy kit as a new method for teaching gross anatomy of respiratory system during virtual practical, which is useful for anatomy educators.

Language learners’ emotion regulation and enjoyment in an online collaborative writing program

Collaborative learning in online contexts is emotionally challenging for language learners. To achieve successful learning outcomes, language learners need to regulate their emotions and sustain positive emotions during the collaborative learning process. This study investigated language learners’ emotion regulation and enjoyment, the most extensively researched positive emotion in foreign language learning, in an online collaborative English learning environment. In the study, we collected data by surveying 336 Chinese students majoring in English who collaboratively completed a series of English language writing tasks in 108 online groups facilitated by a social media app (WeChat). Principal component analysis revealed two primary types of emotion regulation: peer regulation and group regulation. The analysis also revealed one factor underpinning enjoyment: enjoyment of online collaboration. Correlation analysis showed medium and positive relationships between peer regulation, group regulation, and enjoyment of online collaboration. Structural equation modeling analysis further found that group regulation exerted a medium-sized direct effect on enjoyment of online collaboration. Peer regulation affected enjoyment of online collaboration moderately and indirectly via group regulation. The theoretical and pedagogical implications of the findings can help to optimize face-to-face and online collaborative language learning activities.

A study on the use of collaborative learning to enhance mathematical understanding among elementary students

This study investigated the use of collaborative learning to enhance mathematical understanding among elementary students. This study will give an overview on the usage of collaborative learning in mathematical teaching and learning as an interactive and interesting alternative approach that helps in enhancing mathematical understanding of learners. Mathematics may be regards as hard and difficult subject by most learners as they tend to be learning this subject in more traditional approach. This study focuses on the objective to study the interactions of the students during the collaborative learning activities, to investigate students’ perception and attitude towards collaborative learning as well as the effectiveness of collaborative learning in enhancing student’s mathematical understanding. This study employed the qualitative approach by combining the Communication Study Framework by Sfard and Kieren (2001) and The Pirie-Kieren Theory (1992,1991). The data collected from selective respondents were analysed through the recorded videos of the mathematics lessons on selected sub-topic. From the data, the respondents indicated active interactions during the tasks, and it also indicated that by having collaborative learning, respondents have positive perceptions and attitudes based on their active participations during the group discussions. From the data as well, the respondents’ portrayed appropriate level of mathematical understanding based on the selected topic.