Collaborative Classroom Research Articles

Enhancing Learners’ Writing Performance through Blog-Assisted Language Learning

ABSTRACT-The present study aims at investigating how Blog-Assisted Language Learning (BALL) can enhance EFL tertiary learners’ writing performance covering complexity, accuracy, and fluency through collaborative action research while at the same time it seeks to discover new knowledge that can inform the implementation of BALL in a writing class. This study employed Collaborative Classroom Action Research conducted in one cycle in one consecutive semester intended to make improvement in the teaching and learning of writing using BALL. There were 30 students of a university level majoring in English Education Department who joined Advanced Essay Writing Class in this study. The data were collected through interview, open-ended questionnaire followed by in-depth interview, and writing test. The findings showed that EFL learners improve their writing performance and they become more active in online class condition with two atmospheres: collaboration and competition among the learners. 
 Keywords: BALL, EFL Learners, writing performance, action research.

IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE EXAMPLE NON EXAMPLE UNTUK MENINGKATKAN PEMAHAMAN DAN KETERAMPILAN KOOPERATIF SISWA KELAS VII SMP PADA MATERI HIMPUNAN

This study aims to (1) improve the understanding of 7 th grade students on set material, (2) describe the cooperative skills of students after following the cooperative learning model type Example Non Example. This research is a collaborative classroom action research. Participants in this classroom action research are 16 class 7 th SMPN 2 Socah Bangkalan Madura. The stages of classroom action research in this study refer to Bachman's Spiral model (in Mertler, 2014: 19). The stages in this classroom action research consist of: Plan, Action, Observation, and Reflection. The learning model applied in this study is the cooperative learning model type Example Non Example. The focus of the material in this study is the set material of Mathematics subjects. The implementation of this classroom action research consists of two cycles. The application of cooperative learning model type Example Non Example gives results that: (1) the average student understanding in the first cycle reaches 68.8%. While the understanding of students in the second cycle reached 82.5%. Students' cooperative skills in this study consist of skills: (a) appreciating contributions, (b) being in groups, (c) listening, and (d) asking. After following the implementation of the Example Non Example cooperative learning model, the cooperative skills of students in the first cycle reached 73% (good). Whereas in the second cycle, students' cooperative skills reached 91% (very good)

Upaya Meningkatkan Perhatian Anak Melalui Metode Bercerita dengan Media Boneka Tangan pada Anak Kelompok B TK Nurul Ibadah Kota Jambi

This study aims to increase the attention of children during the learning of storytelling activities through the method of telling stories with hand puppet media. The reason for the selection of hand puppet media is because it has a unique shape, patterns and motifs that attract children's attention. This study is a collaborative classroom action research using the Kemmis and Taggart Model in 1990. The subjects in this study were the Group B children of Nurul Ibadah Kindergarten 2015/2016 Academic Year, totaling 15 children consisting of 9 men and 6 women. The method of data collection is done by observation and documentation. The instrument used was an observation sheet. The data analysis technique used is quantitative descriptive. Children's attention when learning storytelling activities can be increased through the method of telling stories with hand puppet media with steps (1) the teacher conditions the child, (2) the teacher tells the story title to be read, (3) the teacher introduces the puppet according to the characters in the story ( 4) the teacher tells the contents of the story, (5) at the end of the teacher gives a question to the child to know the child's memory and understanding of the story being read. Children's attention increases every cycle. In pre-action the attention of children with the criteria of good attention was only 13.33% (2 children). After the action in Cycle I increased to 60% (9 children), and in Cycle II the attention of children increased again to 93.33% (14 children).

How to Make Use of Facebook to Write Descriptive Texts?

This study involved the junior high school students and focused on the use of Facebook through process-genre based approach to help the students solve problems related to idea development and organization in writing descriptive texts. This study used collaborative classroom action research consisting of two cycles. The findings show that the use of Facebook equipped with the descriptive scaffold through process-genre based approach could improve their skills in writing descriptive texts. The publishing on wall application also improved the student’ motivation. The scores of the students’ writing products in terms of content, organization, vocabulary, grammar and mechanics improved significantly from preliminary study to Cycle 1 and from Cycle 1 to Cycle 2. It is recommended that Facebook can be used to teach other kinds of text types and on different grades and levels of education.

ADAPTASI MODEL PEMBELAJARAN MAKE A MATCH DENGAN TALKING STICK UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VIII SMP NEGERI 15 DUMAI

This study aims to improve their learning achievement after using the adaptation of the learning model to make a match and talking stick in a Social Sciences subject at SMP Negeri 15 Dumai. This research is collaborative classroom action research with stages of planning, action, observation, and reflection. This research was conducted at SMP Negeri 15 Dumai with research subjects of class VIII students with a total of 26 students. The results showed that the adaptation of the learning model make a match and talking stick was able to increase the average student learning, indicated by the fact that in the first cycle the implementation of learning reached 78.08 and in Cycle II it was achieved. 87.31 increase student learning activeness, indicated by the fact that in Cycle I 60.23%, and in cycle II 94.32% and improve student learning achievement, indicated by the fact that in the pre-cycle the percentage of students who attained mastery level was 34, 62% (9 students) and students who did not reach the mastery level were 65.38% (17 students); in the first cycle the percentage of students who reached the mastery level was 73.08% (19 students) and students who did not reach the mastery level were 26.92% (7 students); in Cycle II the percentage of students who reached the mastery level was 88.46% (23 students) and students who did not reach the mastery level were 11.54% (3 students). Based on the results of the study, it can be concluded that the adaptation of the learning model make a match and talking stick is able to improve the learning achievement of social subjects in class VIII students at SMP Negeri 15 Dumai.

Designing Cross-Cultural Collaborative Online Learning Framework for Online Instructors

Online education has now become an integral part of the educational landscape in the United States and around the world, where it serves as the primary source of enrollment growth in higher education. The rising student population in online learning mandates instructors and instructional designers to be aware of the importance of cultural factors that influence students’ learning experiences and academic performance in the online environments. However, few empirical studies have examined instructors’ perspectives on instructional strategies that promote cross-cultural collaboration in online classrooms, specifically, instructional strategies that instructors use to promote educational success of diverse learners in online environments. Drawing on collaborative online learning theory, this study analyzed qualitative interview data and online activities of 40 online instructors from two universities. Results showed the following themes; (a) instructional strategies that facilitate cross-cultural collaborative online learning, (b) challenges of teaching diverse learners in online learning, and (c) designing cross-cultural collaborative online framework for instructors. Findings suggested that most instructors lacked the knowledge and skills in addressing the needs of diverse learners in the online learning environments regarding their ability to recognize students’ cultural differences and incorporate multicultural reading resources in course contents to meet the needs of diverse students. Thus, the need to design a framework will broaden instructors’ understanding and promote cross-cultural collaboration in online teaching to help meet the needs of diverse students in online learning environments.KEYWORDS: Cross-cultural collaborative learning, culturally diverse learners, collaborative learning activities, instructional strategies, Collaboration in online learning

Twelve tips for developing and implementing curriculum in dedicated ‘collaborative classrooms’

Many health professional schools may be investing time and resources on dedicated educational spaces intended to promote collaborative learning. Alone, innovative physical space or technologies are not sufficient to ensure success in this. Lesson plans informed by collaborative praxis, individual motivation, faculty development, learner feedback, and team interactions also play a necessary and substantial role. We have used faculty observations, quantitative and qualitative student evaluation data, and the existing educational literature to provide twelve tips on leveraging curricular content, activity setup, physical space, learner behavior, and faculty facilitation to make the most of collaborative learning spaces.

What, how, Who: Developing Mathematical Discourse

A collaborative classroom, an open-ended problem, and a what-how-who structure can build students' reasoning skills and allow teachers to recognize all classroom contributions.

Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games

Aim/Purpose: The current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games. Background: Teachers seem unable to leverage the potential of ICT to present students with a rich learning environment. ICT integration is usually at a relatively simple and concrete level without changing the traditional teacher-student paradigm. Methodology: The study is both quantitative and qualitative. Participants were 63 active teachers studying in the M.Ed. program at a teacher education college. The teachers responded to a series of pre- and post-questionnaires and wrote a concluding reflection. Contribution: Teaching based on creating digital games, combined with teacher-class collaboration, is a viable and real alternative of constructivist teaching, adapted to different learners. Findings: The SEM path analysis showed that it was only after the intervention that the lower the teachers’ resistance to changing teaching patterns, the higher their intrinsic motivation to learn an innovative pedagogical-technological program and likewise the sense of mastery of 21st-century skills, resulting in a positive attitude towards classroom collaboration. The qualitative findings reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers’ perception of the learners. Recommendations for Practitioners: Teacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for Researchers: Future studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment. Impact on Society: Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future Research: A larger study with a greater number of participants, including a control group, should be conducted.

Playification of the curriculum: Learnings from collaborative classroom research

Playification of the curriculum: Learnings from collaborative classroom research

MENINGKATKAN KEMAMPUAN MENGENAL WARNA MELALUI METODE EKSPERIMEN PADA ANAK USIA 3-4 TAHUN DI TK ARNI PUYUNG

This study purpos, to improve the ability to recognize color through experimental methods in children age 3-4 years in TK ARNI Puyung. With the experimental method of direct involvement of children so that children gain direct experience in the learning process. This type of research is a collaborative classroom action research. Collaborative classroom action research that is researchers collaborating with class teachers in conducting research. This study uses a class action research model and points to the implementation process proposed by Miles and Huberman. The subjects in this study were children aged 3-4 years consisting of 8 girls and 6 boys. Data collection methods used are observation sheets (check list). The data analysis technique is done quantitatively. The results showed that the ability to recognize colors can be improved by the experimental method. As for the learning process, children are given the opportunity to experiment with colors that are simple and attractive to children. The results of the study increased gradually, this can be seen from the observational data on the Actions, Cycle I and Cycle II. The average percentage acquisition in before action is 49.41%, increased in Cycle I with a percentage of 63.69% and increased to 83.68% in Cycle II.

Teaching Analytical Instrumental Analysis to Undergraduates in Specialized Degree Programs with Heterogeneous Prior Knowledge: Reflections on Inquiry Based Lecture Activities

An adjunct faculty member and graduate instructional assistant (GIA) introduced inquiry-based activities into a 20-student undergraduate analytical instrumental analysis (AIA) lecture course, and reflect on their teaching assumptions, practices and experiences. The increased need for interdisciplinary scientific programs now has an AIA course serving multiple Bachelor of Science degrees in environmental sciences, forensic sciences, molecular biology, and secondary science education. However, we learned degree specialization also introduces into a course, student populations possessing heterogeneous prior knowledge, making an instructor’s rendering of student prerequisite skills a greater challenge. Guided by a pretest assessment, instructional activities were modified or developed by the authors and aimed at enhancing student engagement and motivation to mitigate prior knowledge gaps, improve analytical problem-solving skills, and facilitate a deeper understanding of modern instrumentation design and function. Detailed activity rationale and descriptions are presented. Activities included using readily available Internet bioinformatics and database tools for analytical problem-solving; demonstrating principles of electronic hardware and software design and integration; and creating interdisciplinary scientific narratives using biological, environmental, and industrial molecular exemplars. Our teaching reflections reference weekly post-lecture instructor/GIA discussions, strategic student questioning, collaborative classroom activity observations, and formative assessments. We propose continual instructional reflection is essential for a course serving multiple specialized degrees programs in a scientific field and facilitates preparation for students entering the workforce or graduate school. Further, our observations suggest inquiry-based, real-world activities relevant to modern instrumentation and its applications, assisted students in resolving heterogeneous prior knowledge gaps.

Teaching Analytical Instrumental Analysis to Undergraduates in Specialized Degree Programs with Heterogeneous Prior Knowledge: Reflections on Inquiry Based Lecture Activities

An adjunct faculty member and graduate instructional assistant (GIA) introduced inquiry-based activities into a 20-student undergraduate analytical instrumental analysis (AIA) lecture course, and reflect on their teaching assumptions, practices and experiences. The increased need for interdisciplinary scientific programs now has an AIA course serving multiple Bachelor of Science degrees in environmental sciences, forensic sciences, molecular biology, and secondary science education. However, we learned degree specialization also introduces into a course, student populations possessing heterogeneous prior knowledge, making an instructor’s rendering of student prerequisite skills a greater challenge. Guided by a pretest assessment, instructional activities were modified or developed by the authors and aimed at enhancing student engagement and motivation to mitigate prior knowledge gaps, improve analytical problem-solving skills, and facilitate a deeper understanding of modern instrumentation design and function. Detailed activity rationale and descriptions are presented. Activities included using readily available Internet bioinformatics and database tools for analytical problem-solving; demonstrating principles of electronic hardware and software design and integration; and creating interdisciplinary scientific narratives using biological, environmental, and industrial molecular exemplars. Our teaching reflections reference weekly post-lecture instructor/GIA discussions, strategic student questioning, collaborative classroom activity observations, and formative assessments. We propose continual instructional reflection is essential for a course serving multiple specialized degrees programs in a scientific field and facilitates preparation for students entering the workforce or graduate school. Further, our observations suggest inquiry-based, real-world activities relevant to modern instrumentation and its applications, assisted students in resolving heterogeneous prior knowledge gaps.

Peningkatan Keterampilan Berbicara Menggunakan Metode Sosiodrama

This study aimed at improving speaking skill of 5th grade students of Kramat 4 elementary school using sociodrama method. This type of research is a collaborative classroom action research. This research was conducted in Kramat 4 elementary school with the subjects of the research were all students of grade V of Kramat 4 elementary school, amounting 34 students, consist of 14 male students and 20 female students. In this study, researchers used an action research design developed by Kemmis and Taggart with a spiral model. The data collection methods used were tests, observations, and documentation. The data analysis technique in this research was quantitative descriptive statistic by finding mean. The result of the research showed that learning of speaking skill by using sociodrama method can improve the speaking skill of 5th grade students of Kramat 4 elementary school. The speaking skill increased in cycle I was 7.38, from initial condition 60,35 increased to 67,73. In the second cycle increased by 16.17, from the initial condition 60.35 increased to 76.52.

Smartphones or laptops in the collaborative classroom? A study of video-based learning in higher education

ABSTRACTThis paper explores how the use of smartphones vs. laptops influences students’ engagement, behaviour and experience watching academic videos in a collaborative classroom. Experiments were run in authentic teaching sessions with a total of 483 first-year higher education students. The methodology applied is a quasi-experimental design with post-test-only, being the independent variable, the device used to visualise the academic videos. Results indicate that the use of laptops has provided better results in terms of student’s engagement with the videos, their collaborative behaviour and satisfaction with the device. Hence, the findings of this research suggest that the type of mobile device used in activities that consider the use of videos in a collaborative class need to be carefully chosen to maximise the student’s comfortability – and in consequence, their engagement with the video-based learning activity and their positive behaviour and experience within the collaborative context.

Student and Facilitator Experiences With a Student-Led, Collaborative Occupational Therapy Classroom

Abstract Date Presented 4/19/2018 This study explored student and facilitator experiences with a collaborative learning model used to enhance understanding of the value of occupations. Results show benefits of this model for emerging independence and professional identity and the ability to logically present occupation as a means to an end. Primary Author and Speaker: Elaina DaLomba Additional Authors and Speakers: Brittany Morgan, Rachel Holochuk, Kassy Kozel, Julie Millhouse

Scaffolding learner autonomy in a wiki‐supported knowledge building community and its implications for mindset change

AbstractPrior research has revealed resistance against wiki collaboration in higher education classrooms. Compared with small‐group projects, whole‐class knowledge building (KB) on a wiki is difficult, given students’ lack of similar experiences, which requires scaffolding intersubjectivity and transfer of responsibility. This paper focuses on the second cycle of a design‐based research study to develop learner autonomy in wiki‐supported KB. A learner autonomy framework guided the re‐design of the instructional theory with content from the relevant literature. The theory was implemented in an undergraduate design course to validate and refine the theory. We analyzed the data from observations, wiki content, interviews with the expert instructor and two other instructors and a focus‐group interview with students. We found that the KB principles helped students understand KB; and the self‐regulation and meta‐cognition strategies increased motivation and confidence in KB. From the success of this case, we propose that scaffolding learner autonomy for a wiki‐supported KB calls for a change in students’ learning mindsets and requires careful instructional design to support the cognitive, behavioral and affective aspects of change to reduce resistance. Practitioner NotesWhat is already known about this topic Knowledge building (KB) should be practiced to enhance students’ competency in innovating and improving ideas collaboratively for societal progress. Wiki‐supported whole‐class KB is more difficult than wiki‐supported small‐group projects owing to students’ lack of experience in KB. What this paper adds An instructional theory designed to foster learner autonomy in KB on a class wiki. Success in fostering KB on a class wiki validates the instructional methods and suggests refinements to help students understand KB and increase their motivation and confidence in doing so. Implications for practice and/or policy Autonomy in KB requires scaffolding in the behavioral, cognitive and affective aspects. Although wiki‐supported KB challenges students who have a teacher‐centered mindset of learning or have been immersed in a culture of competition, it brings an opportunity to change students’ mindset to favor co‐constructed learning and create a culture of sharing in the process of adopting it.

Implementation Of Direct Learning Model In Group To Improve Mathematics Achievement In Fifth Grade Students At Sdn 06 Perawang Barat In Academic Year 2012/2013

Teacher has a very important role in creating an exciting and enjoyable learning environment in math lessons.Learning atmosphere is not exciting and fun for students usually to create learning activities that are less harmonious.As in SD 06 Perawang Barat is still low learning achievement of mathematics students, especially VD class with the number of students 32 people.Based on the mathematical repetition value of grade VD students contained in table 1 can be concluded that most students have not reached the established KKM that is 60 in 2012/2013
 Another effort that teachers do is to provide practice questions (PR). Then the teacher also repeats the material that the students have not understood. But the effort made by the teacher has not achieved the expected result; low student learning achievement to mathematics is a material for researchers, that the need for mathematics learning that can improve the results of learning mathematics.
 The formulation of the problem in this study is whether the application of direct learning model in groups can improve student achievement on the subject matter of the fractional matter in the VD SDN 06 Perawang Barat class in the even semester of the academic year 2012/2013?
 The form of this research is collaborative classroom action research, in collaborative classroom action research involving teachers, principals, and outsiders in one team simultaneously, with the aim of improving learning outcomes, the development of theory and teacher performance improvement. This team relationship is a partnership, meaning that the position of team members with each other is the same that aims to think about the issues to be studied in classroom action research. In this case the researcher serves as a teacher. Action will be done is in order to improve the results of teaching mathematics at class VD SDN 06 in Perawang Barat.
 The data in this study were collected with observation sheet and mathematics learning result test. Observations were made to the activities of the students and teachers during the learning process for each meeting by filling out the observation sheets that have been filled in by observing the observation sheets of each teacher and student behavior on the observation sheet. While data is about mathematics learning result collected through daily test (UH1) and daily test (UH2) which contains problem based on indicator that will be achieved based on lattice test result of learning.
 The data obtained in this research is then analyzed through descriptive analysis.Descriptive data analysis aims to describe data about student learning outcomes on subject matter using in problem solving.
 Based on the results of research and discussion concluded that the application of direct learning model in groups can improve student learning achievement at VD SDN 06 in Perawang Barat class on the subject matter using fractions in problem solving.
 
 

PENERAPAN STRATEGI QUESTIONS STUDENTS HAVE (QSH) DALAM PEMBELAJARAN LANGSUNG UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS X1 SMA NEGERI 2 BANGKO KABUPATEN ROKAN HILIR

Students' success in learning math is largely determined by the achievement of the learning process and requires the participation of students in writing. This study aims to improve students' mathematics learning outcomes of grade X SMA public 2 Bangko Semester Odd Year 2016/2017 on the subject matter of Equation and Quadratic Inequality by implementing QSH strategy in direct learning. This research includes collaborative classroom action research. Implementation of the research conducted in SMA public 2 Bangko Rokan Hilir Regency in the odd semester of the academic year 2016/2017. The research subjects of class X2 students as many as 26 people. This study consists of two cycles based on Arikunto (2010). Technique of data collection using observation sheet and test result of learning. Data analysis technique with descriptive statistical analysis. Implementation of QSH strategy in direct learning can improve mathematics learning outcomes of students of class X SMA public 2 Bangko academic year 2016/2017, especially on the subject matter of equations and quadratic inequalities.

Learning linkages: Integrating data streams of multiple modalities and timescales

AbstractIncreasingly, student work is being conducted on computers and online, producing vast amounts of learning‐related data. The educational analytics fields have produced many insights about learning based solely on tutoring systems' automatically logged data, or “log data.” But log data leave out important contextual information about the learning experience. For example, a student working at a computer might be working independently with few outside influences. Alternatively, he or she might be in a lively classroom, with other students around, talking and offering suggestions. Tools that capture these other experiences have potential to augment and complement log data. However, the collection of rich, multimodal data streams and the increased complexity and heterogeneity in the resulting data pose many challenges to researchers. Here, we present two empirical studies that take advantage of multimodal data sources to enrich our understanding of student learning. We leverage and extend quantitative models of student learning to incorporate insights derived jointly from data collected in multiple modalities (log data, video, and high‐fidelity audio) and contexts (individual vs. collaborative classroom learning). We discuss the unique benefits of multimodal data and present methods that take advantage of such benefits while easing the burden on researchers' time and effort.