Aspects Of Collaborative Learning Research Articles

Older Adults' Collaborative Learning Dynamics When Exploring Feature-Rich Software

Collaborative learning has been suggested as a promising approach to help older adults learn new technology, however, its effectiveness has been understudied in the context of feature-rich applications. We conducted an observational study with the aim of identifying aspects of collaborative learning, including characteristics of collaborative partners, that impact older adults' exploratory learning behaviour in feature-rich software. We recruited 22 participants (6 younger adults and 16 older adults) who formed 5 same-age and 6 mixed-age dyads. These dyads worked together remotely to explore a feature-rich application, which was new to them. We classified dyadic interactions into four different collaboration dynamics characterized by distinct attributes. We discovered that effective communication and the ability to navigate the software independently enabled a successful collaboration dynamic that empowered learners. We showed that trust between partners enabled effective communication and we observed that the existing relationship between partners strongly impacted their communication patterns. The more complicated study tasks required participants to validate the correctness of their work and this validation was particularly difficult for some novice older adults who did not benefit from transfer learning and struggled with navigation issues.

Sustainable community development through peer-to-peer learning in the online and in-person classroom

Purpose Prior research suggests that collaboration is key to sustainable community development and environmental management, and peer-to-peer learning (P2PL) may facilitate community building and collaborative learning skills. This study aims to examine the effect of P2PL on the enhancement of environmental management and sustainable development skills, community building and social capital (i.e. connectedness) and understanding of course learning objectives. Design/methodology/approach Quantitative and qualitative longitudinal survey data was collected in a sustainable development focused course offered at a large American public university that uses P2PL to explicitly facilitate community building and collaborative skills. Safety precautions and changing locational course offerings due to the COVID-19 pandemic in years 2020, 2021 and 2022 provided an opportunity to evaluate the impact of P2PL on these skills during both virtual and in-person formats. Additionally, this study compared in-course student evaluations with students taking other sustainable development-related courses with collaborative learning aspects to understand the wider effectiveness of this course structure. Findings This study finds that course format (virtual vs in-person) overall made no difference in either connectedness or conceptual understandings, and that students in both formats felt more connected to others than students taking other courses with P2PL. Scaffolding P2PL and supplemental peer support can yield improved connectedness and learning among students taking environmental coursework. Originality/value Sustainable development requires group collaboration and partnership building skills. Issues are consistently raised about the challenges to teaching these skills in higher education. The students and instructors in this research study identify P2PL strategies to address these challenges for in-person and virtual classroom settings.

EXAMPLES OF INNOVATIVE METHODS OF TEACHING COMPUTER GRAPHICS SUBJECTS (RESULTS AND DISCUSSION)

This article presents examples, results, and discussion of innovative methods for teaching computer graphics topics. The article examines teaching methods in the field of computer graphics and offers reflections on their innovative approaches. The article begins with the importance of virtual developments in the teaching of computer graphics subjects. Virtual technologies, such as Virtual Reality (VR) and Augmented Reality (AR), allow providing interactive and immersive ways to study computer graphics. Examples show results and discussions of VR in teaching for different fields. In the next part, the article reviews the available techniques of interactive teaching. For example, in interactive graphic design classes, students participate in the creation process of computer graphics programs and work with them to solve basic problems in programming and creation. This method helps you get results according to the schedule and guided counseling during the student creation process. In the next part of the article, innovative aspects of collaborative learning are presented. Examples show how to develop computer graphics projects collaboratively and ensure better learning outcomes through pooled resources. In doing so, students can use them to manage their work, enjoy it, and evaluate their work. In the last part of the article, attention is paid to the presentation of innovative methods of distance education in the field of computer graphics. Distance learning enables students to learn through video conferencing, webinars, and online platforms. This method is a modern way of learning computer graphics and allows students to learn with a constant volunteer.

Digital Intercultural Education: A Comparative Study of Self-Access Learning Experiences

Objectives: Two sets of intercultural learning resources incorporating Global Englishes learning content were developed for self-access use in the higher education context. The resources were investigated in terms of student learning experiences across two contexts in Japan: an English language major program and a nonlanguage major program. The aim was to develop an understanding of student learning experiences to inform practical implications for self-access learning in these areas. Method: The educational resources were investigated in a qualitative content analysis of reflective writing and supporting survey data from 30 students across the two university programs to understand how (and if) they supported student learning as well as how the resources and form of learning were perceived by the students. Results: Resources in both universities led to similar learning outcomes, showing that self-access resources can support intercultural and Global Englishes learning. A longer time requirement was necessitated by one set of resources, which was criticised by students. Students also indicated a preference for collaborative learning aspects. Conclusions: This pedagogically focused article contributes to the discussion around digital resources for intercultural and Global Englishes learning. Short-form resources integrating these areas may be more effective for self-access learning than resources requiring multiweek commitments in both language and nonlanguage major programs. Aspects of collaborative learning in self-access engagement appealed to students. Implication for Theory and/or Practice: Carefully designed short resources based on the conceptual framework and on recommendations outlined in this article may lead to effective self-access student learning, particularly in resources involving collaborative work.

Insights of Collaborative Learning Approach from Social-Psychology Perspective: A Systematic Review

Collaborative learning (CL) is a learning approach that emphasizes activities that are focused on the students. Interdependence, social behavior, cognitive development, and social psychology views may all be used to explain its effectiveness. The systematic review's purpose is to investigate effective influencing elements on CL insight from a social psychology perspective. The research was evaluated using a qualitative technique and then thematically analyzed. The findings break down the success of CL interactions into three categories: social cognition, social conduct, and connections. The social-psychological aspects of collaborative learning, according to our research, have also become an important component included in curricular practices. As a consequence, starting with pre-service and building on it with teacher professional development would be better. We suggest that in the twenty-first century, collaboration, rather than rivalry, is a power to survive, and vice versa.

Socio-cultural acquisition of English language through games to the primary level learners of tribal community in Maruthamalai region

Language acquisition is the most successful part in second language learning. Though there are various methods and theories for language learning, most of them does not emphasize on collaborative learning with the society. Primary language (L1) is acquired by the learners with this collaborative method of learning. A child acquires the language by observing the society and interacting with the members of the society day by day. This is not happening in a second language classroom (L2) where learning is happening with a set of rules and formula. Theoretical aspects of the second Language are acquired but practical implication of the rules in their speaking is not acquired. Socio-cultural theory of language acquisition emphasizes the importance of social and collaborative aspects of learning where the cultural and social setup of the language classroom is modified with relevance to the second language that helps in making the language learning naturally. This paper is an experimental study on implementing Socio-cultural theory of language acquisition to the primary learners of tribal community in Maruthamalai region using games that helps in catalysing the Second language acquisition.

A Critical Review of Selected Literature on Learner-centered Interactions in Online Learning

Interactivity, a fundamental aspect of traditional face-to-face teaching, is a central concern in the design planning and organization of technology mediated instructional settings and online learning, because it is crucial in knowledge acquisition and the development of cognitive skills, and is intrinsic to effective instructional practice and individual discovery. The present paper aims to critically review a set of recent representative empirical studies during the period 2010-2019 focusing on the pedagogical expediency of learner-centered interaction in online learning contexts, to identify which aspects of collaborative learning could successfully be integrated within a structured learning management system environment to safeguard high-quality online learning. Searches for the identification of relevant empirical studies were conducted via Science Direct, EdITLib, IRRODL, SpringerLink, IEEE Xplore Digital Library and Scopus using keywords such as learner interactions, online learning, virtual learning environments, student success, e-learner satisfaction and online education. The search yielded 22 key studies focusing on learner-centered types of online interaction in relation to their contribution to student success and satisfaction in virtual learning environments. Our presentation of relevant research is based on five key types of interactive relationships identified in the field of distance education and culminates in a discussion of potential implications for a successful online learning experience and learner satisfaction.

Critiquing Collaborative Language Learning: A Qualitative Study of Teachers’ Perceptions

Collaborative language learning, followed as a language teaching and learning methodology in many countries, is often critiqued with mixed arguments. To some, while keeping in view its social aspect where learners work on common projects intending to partake in collective decision making and intellectual engagement, collaborative language learning is more productive than the traditional way of teaching and learning a second/foreign language. To others, because of different requirements for its successful implementation, collaborative language learning becomes a difficult practice where the cost exceeds the benefits. To know the problems and prospects of collaborative language learning, in the present study, data were collected through semi-structured interviews from teachers of both public and private sector schools of district Mardan. Through purposive sampling, data were collected from 40 teachers (20 each from public and private sector schools). The findings reveal that besides many positive aspects, there are some negative aspects of collaborative learning where the prominent one is the loss of an individual's authority and creativity, promotion of totalitarian approach, and overlooking of the shy students. It can be a useful tool for language education provided some requirements including teacher training, availability of proper space, and classroom size, etc. are tackled properly.

Психологические аспекты обучения в сотрудничестве в информационной среде

Психологические аспекты обучения в сотрудничестве в информационной среде

Bibliometric Study of Scientific Production on the Term Collaborative Learning in Web of Science

Currently, more and more teachers decide to follow active teaching methods, leaving behind traditional teaching methods. Among the most used pedagogical methods in the educational field is the collaborative learning. The general objective of the present investigation is to know the performance and academic development of the term "collaborative learning" in the documents collected in the Web of Science database. The research method developed was based on a bibliometric study, identifying academic performance and conceptual development, through a co-word analysis. Particularly, we have pursued four main objectives: (a) To determine the degree of performance of documents collected from collaborative learning; (b) to identify the scientific development of so-called collaborative learning; (c) to analyze the most incidental aspects of collaborative learning; and (d) to value the most representative authors who are experts in the use of collaborative learning. The total number of manuscripts studied is 3295. The results show the manuscripts are written mainly in English by researchers who belong from the United States. The main area of knowledge is Education Educational Research. As a conclusion, it can be said that the collaborative learning pedagogical method is at a turning point in the scientific field. Its scientific evolution, focused on its principles in the students themselves, has extended to other branches. At present, studies are oriented towards technological resources, co-regulation, and the academic achievements of students. Furthermore, in the coming years the terms innovation, design, patterns, collaboration, and communication will probably be the new lines of study in this scientific field.

‘One girl had a different idea’: children’s perspectives on learning and teaching models in the traditional classroom

ABSTRACTThis paper explores learning from the perspective of primary pupils in Egypt. The article explores models of learning and teaching and how pupils respond to traditional models and to changes within those. Qualitative data was collected from 57 interviews with 81 primary pupils in Alexandria, Egypt. Our research approach was interpretivist and our method was individual interview and observation. Teachers had introduced for the first time the practice of group and/or pair-work in the English language classroom. Following this change, pupils described their learning as benefiting from: peer support; exercising self-direction; participating more actively; and enjoyment of collaborative work. These findings accord with the research literature on collaborative learning. We conclude that even in traditional sites of learning, children appreciate aspects of collaborative learning.

Students’ willingness to practice collaborative learning

ABSTRACTThe study presented here sought to determine how student teachers’ personal characteristics, attitudes, knowledge, experience and skills for using collaborative learning influence their willingness to use this demanding pedagogy in their classes. A structural equation modeling (SEM) analysis model based on data from questionnaires emphasized the direct effect of experience on attitudes and skills, but showed no such effect on knowledge. There was no difference in research variables based on gender, age and degree in respondents’ willingness to integrate collaborative learning. One major conclusion of the study is that teacher education programs should include a study of the theoretical and strategic aspects of collaborative learning, as well as active experience with this pedagogy.

Immersive Learning: Using a Web-Based Learning Tool in a PhD Course to Enhance the Learning Experience

Aim/Purpose: Teaching and learning is no longer the same and the paradigm shift has not settled yet. Information technology (IT) and its worldwide use impacts student learning methods and associated pedagogical models. Background: In this study we frame immersive learning as a method that we believe can be designed by pedagogical models such as experiential, constructivist, and collaborative elements. We also present a peer-to-peer interactive web based learning tool, designed and implemented in-house with immersive learning features. Methodology: We conducted an exploratory research with a Ph.D course on “pedagogical methods” where 9 doctoral students were tasked to follow the peer-to-peer 3 phase process in their learning. Contribution: We found the peer-to-peer does favor experiential, constructivist, collaborative learning, which contributes into the use of immersive learning as an important learning style for the future. Findings: This study investigated different ways to measure students’ collaboration, constructivism through their peer evaluation scores and performance in an immersive learning environment by taking the roles of teacher, evaluator, and learner. Recommendations for Practitioners: An in-depth understanding of immersive learning methods allows the application of Experiential Immersive Learning (EIL) in various disciplines of professional training, which can increase performance and engagement. Recommendation for Researchers: It is necessary and advantageous for a researcher to view in-depth the process of students’ learning, to have the ability to quantify, analyze each individual’s contribution, and to observe via Information Technology the collaborative aspects of learning. Impact on Society: By observing an effective methodology in learning, this allows us to understand how knowledge is created throughout different disciplines. Future Research: Further studies should be made to adjust and polish our understanding of the peer-to-peer tool in order to gain a deeper understanding of customized learning.

Quantitative approach to collaborative learning: performance prediction, individual assessment, and group composition

The benefits of collaborative learning, although widely reported, lack the quantitative rigor and detailed insight into the dynamics of interactions within the group, while individual contributions and their impacts on group members and their collaborative work remain hidden behind joint group assessment. To bridge this gap we intend to address three important aspects of collaborative learning focused on quantitative evaluation and prediction of group performance. First, we use machine learning techniques to predict group performance based on the data of member interactions and thereby identify whether, and to what extent, the group’s performance is driven by specific patterns of learning and interaction. Specifically, we explore the application of Extreme Learning Machine and Classification and Regression Trees to assess the predictability of group academic performance from live interaction data. Second, we propose a comparative model to unscramble individual student performances within the group. These performances are then used further in a generative mixture model of group grading as an explicit combination of isolated individual student grade expectations and compared against the actual group performances to define what we coined as collaboration synergy - directly measuring the improvements of collaborative learning. Finally the impact of group composition of gender and skills on learning performance and collaboration synergy is evaluated. The analysis indicates a high level of predictability of group performance based solely on the style and mechanics of collaboration and quantitatively supports the claim that heterogeneous groups with the diversity of skills and genders benefit more from collaborative learning than homogeneous groups.

Narrativas de Práticas Pedagógicas de Professoras que Ensinam Matemática na Educação Infantil

Este artigo identifica a produção, o reconhecimento e a ressignificação de conhecimentos metodológicos e matemáticos que se revelaram nas narrativas orais e escritas de professoras da Educação Infantil, quando reunidas em um grupo de estudo colaborativo sobre a Educação Matemática na infância. Trata-se de uma pesquisa de cunho qualitativo que, pela análise de conteúdo, evidenciou indícios de desenvolvimento profissional manifestados pelas participantes do grupo em processo de formação continuada. Identificaram-se, a partir das narrativas, as abordagens metodológicas redimensionadas pelas professoras no processo de formação no grupo; os conhecimentos matemáticos possíveis de trabalhar a partir de jogos; e os aspectos da aprendizagem colaborativa que ocorreu no grupo. Em síntese, destaca-se que as narrativas reflexivas produzidas pelas professoras se revelaram como um elemento de reflexão e formação docente, pois puderam tomar mais consciência de sua própria prática, refletir, avaliar e aprimorar seu trabalho pedagógico.

Analysis of the Relationship between a Learning Group and a Teacher at a Sciences Workshop of the Elementary School

This paper aims to investigate the dynamics of a learning group in a science workshop. The group selected for the research consisted of four students of the last years of elementary school I, 9 to 10 years old children. The data were collected by the teacher, upon recording the video lessons, at a public school in the municipality of Londrina-Parana/Brazil. The theoretical basis used for the analysis and interpretation of the data is psychotherapy guidance, particularly the Theory of the Link Pichon-Riviere. Among the main findings, it is highlighted the link set between the group and the teacher, which contributed to a more stable organization among the members, including with the acceptance of a student who felt excluded. The contributions refer to the discussion of some relevant aspects of collaborative learning in order to promote and support the educational process through learning group in the classroom.

Learning objects for collaborative learning in engineering programmes

The importance of collaborative learning for engineering students to succeed in their programmes and in their professional careers is widely recognised. Many undergraduate engineering programmes include a variety of activities such as team projects and other collaborative activities to help students learn from each other. A number of researchers have worked on developing suitable technologies, such as specialised wikis, to support collaborative learning. Most of these tools are designed to be general-purpose, rather than being focused on specific items of knowledge. Along a different line, the approach of learning objects has focused on knowledge-related issues, ignoring collaborative-learning aspects. The goal of the work reported in this paper is to present an innovative model of learning objects that, while retaining the focus of a given learning object on a specific knowledge item, integrates collaborative learning into it. As we will see, the approach enables the instructor to scaffold the students’ ...

Playful Talk: Negotiating Opportunities to Learn in Collaborative Groups

This case study examines the role of playful talk in negotiating the “how” of collaborative group work in a 6th-grade science classroom. Here we develop and test a Vygotsky-derived hypothesis that postulates playful talk as a mechanism for identity exploration and group status negotiation. Our findings indicate that students utilized the playful talk genre as a means to (a) position themselves and others as more or less competent within the group in order to create or foreclose opportunities to learn, (b) maintain and strengthen bonds that were developing within the group toward the goal of achieving higher levels of coordination and opportunities to learn, and (c) pivot toward a self-selected identity aimed sometimes at affecting one’s status within the group. Taken together, these 3 playful talk functions allowed the group to manage tensions that arose as a result of periods of low coordination and to open opportunities to learn for lower status group members. This study contributes to researchers’ understanding of affective aspects of collaborative learning, which are theorized as foundational to success in such endeavors.

Perceived Sociability and Social Presence in a Collaborative Serious Game

Collaborative serious games have proven to have the potential to support joint knowledge construction, and there is a growing interest in applying such games to promote high-level learning. However, most of the existing studies have focused on the effects of functional, task-specific support while ignoring the social aspects of collaborative learning. This study is one aim to fill in the knowledge gap in order to understand how learners experience educational games as a means of social interaction and collaboration. The findings indicated that the game environment facilitated and supported players’ socio-emotional processes by eliciting students’ social presence and sociability. This has been further shown to play an important role in the emergence of social interaction and collaborative learning. These results can be applied in the design of collaborative educational games that support social aspects of collaborative learning.

Learners at the Wheel

In recent years, there has been an increase in the number of programming environments which are freely available for use by novice programmers, particularly children and young people. What is interesting about these environments is the level of sophistication that they offer in terms of their development and support features, but also the motivating and engaging contexts that they provide, where programming is a means to a creative end rather than an end in itself. Furthermore, these environments can no longer be considered independent of their broader context of use, where the social and collaborative aspects of learning play a crucial role. This article considers five such environments: Scratch, Alice, Looking Glass, Greenfoot and Flip, examining their characteristics, and investigating the opportunities they might offer to educators and learners alike. It suggests that their learner centredness plays an important role in their appropriation and use. By looking at changes in the development of such languages and environments, the article considers the implications for both research and for education, particularly in light of the current computational thinking agenda.