Digital Collaborative Learning Research Articles

Competence Development Needs of Health Sciences Teacher Candidates and the Factors Connected to Those Needs

Health science teacher candidates should acquire skills for professional development during their education as teachers, both to ensure their professional competence and improve the quality of learning. This study aimed to identify the competence levels and competence development needs of health science teacher candidates, and the factors associated with those needs. The research applied cross-sectional design and was conducted in winter 2018–2019 in Finland. The Health and Social Care Educator’s Competence instrument and the Educators’ Professional Development instrument were used to collect data. Teacher candidates evaluated their competence as good into all areas of competence. Candidates’ level of need to develop pedagogical competence related to their level of competence in leadership and management, subject and curriculum, and digital collaborative learning. Candidates with a higher level of collaboration and societal competence needed less development to manage challenging situations in teaching. Candidates with more work experience as an educator needed less competence development in managing challenging situations and leadership support. Based on the results, micro level competence should be developed from the start of health science teaching studies, and the latter stages of their studies should develop their macro level competence.

Collaborative Digital Learning as a Virtual Learning Environment on Mathematics

Collaborative digital learning (CDL) has been a trend since the 4.0 era and has grown in popularity in the aftermath of the COVID-19 outbreak. This study is a literature review that aims to examine the existing literature on CDL and virtual learning environments (VLEs), with a specific focus on their application in mathematics classes. The data was collected by compiling all published articles from the past five years and then analyzing the information to draw conclusions. Content analysis approaches were utilized for descriptive and thematic data analysis. The findings of this study indicate that the use of computer-based learning (CBL) as a VLE has been successfully adopted and is quite useful in remote learning, particularly during the COVID-19 pandemic. Based on these findings, it is recommended to develop a CBL VLE to assess its impact on mathematics education in schools, especially on metacognitive abilities in problem-solving.

Digital Collaborative Learning in Higher Education: A Systematic Review

Digital Collaborative Learning in Higher Education: A Systematic Review

Social media proficiency, digital information accessibility and information sharing behaviors among library and information science students

Background of the study: Students proficiency in using academic resources is a topic of interest, particularly in social media utilisation, digital information literacy, and online information sharing practices. Purpose: The study investigated the social media proficiency, digital information accessibility and information sharing behaviours among library and information science students, university of Maiduguri, Borno State Method: The study was guided by 3 research objectives and 2 hypotheses. The study consisted 742 undergraduate students, out of which 649 responded to the questionnaire dispersed through online survey. Mean scores and standard deviations were used for descriptive analysis and inferences were made with regression analysis. Findings: Students demonstrated moderate digital literacy skills for academic activities, with average competencies in locating and evaluating quality online sources and leveraging digital tools, (x̅w = 3.01, Std. 1.489); and that social media usage among the students is moderately frequent (x̅w= 2.97, Std.= 1.48); while collaborative digital learning behaviours are moderately high among the LIS students (x̅w = 3.68, Std. = 1.435). Conclusion: Individual student engaged in online collaboration and communication via social media for educational purposes, but still have deficiencies in certain abilities such as evaluating online authenticity, and effectively managing distractions.

Systematic literature review as a digital collaborative research-like learning activity: a case study

Within the higher education sector, the principle of student-active and research-based education are established in strategy documents and action plans, but at the same time there is an ongoing debate about what is meant by research-based learning and how it can be applied in practical teaching contexts. The aim of this empirical study is to explore inclusion of research elements in higher education. The study introduces the concept of using systematic literature review (SLR) and digital collaboration as a learning method, and addresses how to succeed with digital collaborative systematic literature review as a research-like learning activity in higher education. An exploratory multiple case design is used, with participatory observation technique and thematic analysis. A practical contribution of this study is an example of how SLR is well-suited to do collective research-like learning activities. The main contribution is that the higher education teacher needs integrated knowledge, including research competence in addition to the traditional link between professional, didactic and technological competence. A model for research-like learning is proposed, which illustrates the need for research knowledge in relation to the technological pedagogical content knowledge.

Efektivitas Digital Collaborative Learning Terhadap Kemampuan Leadership Mahasiswa Sarjana Terapan Akuntansi

Leadership is the most essential ability of accounting graduates needed by the labour market. This study aims to examine the effectiveness of digital collaborative learning on the leadership abilities of undergraduate students of applied accounting. The research design uses a quasi-experimental with a quantitative approach. The research was conducted at the Bachelor of Applied Accounting Study Program, Faculty of Economics, Yogyakarta State University in the odd semester of the 2022/2023 academic year. The research sample consisted of an experimental class and a control class of 35 students. An online questionnaire based on a Likert scale with five alternative answers was used to collect data. To ensure that the data met the requirements for analysis, the normality and homogeneity tests of variance were performed. The data was described using quantitative descriptive statistical analysis, and the hypothesis was tested using an independent sample t test. The results of the study show that there are significant differences in the effectiveness of digital collaborative learning on the leadership abilities of undergraduate students of applied accounting. This means that providing digital collaborative learning treatment has a significant impact on improving the leadership abilities of undergraduate accounting students. This means that if lecturer want to improve the leadership skills of their students, they can apply digital collaborative learning to their learning. Further research has the opportunity to examine the effectiveness of different digital collaborative learning media on leadership abilities.

Measuring and Activating iSTEM Key Principles among Student Teachers in STEM

Graduates with a STEM profile are in great demand, yet the outflow from these fields of study is highly insufficient. This is partly due to the fragmented way STEM learning content is taught in secondary education. Although the problem can be mitigated with the use of integrated STEM education (i.e., iSTEM), teachers are often unfamiliar with this type of education. To support teachers in implementing high-quality iSTEM education, a digital collaborative learning environment called “CODEM for iSTEM” was created. This study examined to what extent student teachers were immersed in six key principles of iSTEM education through cooperative design of iSTEM learning tools in multidisciplinary teams, namely “problem-centered learning”, “integration of different STEM disciplines”, “modeling”, “inquiry-based learning”, “design-based learning”, and “cooperative learning”.

VPBL: Developing a Facilitated Remote Approach to Problem Based Learning

A classroom based Problem Based Learning (PBL) activity was adapted to run as a remote activity during the COVID-19 pandemic using an approach described as virtual Problem Based Learning (vPBL). vPBL is based on (i) identification of a suitable learning platform that supports collaborative working in a way that mimics the classroom based activity and provides additional flexibility for teams to work together, and (ii) adaptation of the problem structure to provide additional time for students to work together and additional facilitated support where needed. Student performance and self-reported levels of transferrable skills development in the vPBL activity were as good as they were in the PBL version of the same activity. Furthermore, the transition to vPBL appears to have no negative impact on student learning and development. Although there was evidence to suggest students in the vPBL cohort collaborate between sessions to a similar extent as their colleagues who learnt primarily through interactive online lectures, there was evidence of greater use of some collaborative digital learning tools (audio and video chat and desktop and file sharing) in the vPBL cohort.

Curious about theatre: finding the human connection in a digital learning project collaboration with Curious Monkey Theatre Company for applied theatre university students

ABSTRACT This article uses a theory of recognition and empathy to examine how human connection online is developed in digital applied theatre practice and pedagogy. Theatre activities and university teaching were challenged during the pandemic 2020. Here, the work of Curious Monkey Theatre Company and a collaborative digital learning project for university students, Curious About Theatre, show responsive adaptations. Artistic Director Amy Golding describes the online performance and creative activities with community groups. The author’s strategies designed to substitute in-person embodied student learning in community-based practice outline how an applied theatre lecturer taught in a virtual classroom through technology-enhanced learning (TEL).

Relationship between Academic Achievement and Interest Factors Based on Collaborative Learning Approach among Form Six Economics Students

Economic literacy is an essential piece of an individual’s daily life regardless of background. An acquaintance of economic literacy empowers individuals to decide rationally in the face of economic issues that impact the lives of communities and nations in a dynamic atmosphere. Malaysia has been in the third phase in executing the Malaysia Education Development Plan (2013-2025). Thus, the Ministry of Education Malaysia took a visionary step by advancing a virtual learning platform called Google Classroom or known as Digital Educational Learning Initiative Malaysia (DELIMa), at the school level. This approach satisfies the learning needs and wants of Generation Z students. An active learning climate such as a collaborative approach boosts the learning process positively. Nevertheless, the economic achievements and interests of the students identified were not promising. Interest and achievement factors are closely interrelated. Accordingly, this study attempted to identify the perception of students’ interest in economic learning and the relationship between interest factors and economic students’ achievement based on a collaborative learning approach. This survey study was conducted on 207 Form Six economics students in Malacca, Malaysia. The research instruments involved in collecting data were questionnaires and student achievement tests. The outcomes of the Pearson correlation analysis revealed no significant relationship between interest and achievement factors among economics students. Contextually, this approach could support economics students gain access to and manage learning content more easily. The researcher proposes that this learning by the Google Classroom-assisted digital platform approach be continued in the future to facilitate students to access learning content. The conclusions of this study confirmed that futuristic pedagogical methods such as cybersecurity, gamification and heutagogy would complement the landscape of the learning environment in Malaysia in the future. Thus, added studies on other factors that support the efficacy of the implementation of digital collaborative learning approaches should be developed. Keywords: Academic Achievement; Interest; Google Classroom; Online Learning; Economics Education. DOI: 10.7176/JEP/13-1-01 Publication date: January 31 st 2022

Social, health care and rehabilitation educators' competence in professional education-Empirical testing of a model.

The social and health care educator's role in educating future professionals need to be stronger emphasised and deserves international recognition. The purpose of this study was to develop and test an empirical model of social and health care educators' competence in higher and professional education. The presented research employed a cross-sectional study design. Data were collected using HeSoEduCo-instrument from 28 educational institutions in Finland. The model was empirically tested with confirmatory factor analysis through Structural Equation Modelling that applied the Full Imputation Maximum Likelihood estimator. A total of 422 social and health care educators participated in the study. The empirical model of social and health care educators including eight competence areas: leadership and management, collaboration and societal, evidence-based practice, subject and curriculum, mentoring students in professional competence development, student-centred pedagogy, digital collaborative learning, and cultural and linguistic diversity. All of the connections between concepts of the empirical model were found to be statistically significant. There were strong connections between most of the identified competence concepts; however, two weak connections were found, namely, the link between competence in evidence-based practice and competence in subject and curriculum, along with the link between competence in digital collaborative learning and competence in student-centred pedagogy. The presented empirical model can help stakeholders identify which areas of social and health care educators' curricula should be further developed. The model is also relevant for improving continuous education, allowing educators to assess their competence levels and evaluating educators' performance at the organisational level.

Characteristics of pedagogical change in integrating digital collaborative learning and their sustainability in a school culture: e‐CSAMR framework

AbstractCollaborative learning is perceived as an important component of Information Communication Technologies (ICT) integration in schools. The purpose of this study was to examine an initiative of the Ministry of Education that promoted intra‐school and inter‐school digital collaborative learning projects. The participants were 159 district ICT leaders, who designed 37 digital collaborative projects containing 73 learning activities to promote inter‐school student interactions. The study was conducted within the qualitative research paradigm through analysis of digital collaborative learning activities. Additionally, the participants were required to share their experiences regarding digital collaboration through an open‐ended online questionnaire. The thematic analysis revealed all four levels of the SAMR model, rating pedagogical changes during technological integration; the most common were the model's two middle levels: Augmentation and Modification. Moreover, we explored the degree of teamwork (information sharing, cooperation, or collaboration), complexity of collaboration (intra‐school vs. inter‐school) and sustainability of collaborative learning within the school culture. Most of the activities reflected the cooperation level of teamwork, while in the highest level—collaboration was less common. Surprisingly, complexity of collaboration and its sustainability in school culture were negatively interconnected. Regarding the extent of collaboration, some activities were categorized as “Islands of innovation,” the majority were comprehensive and conducted on the organizational level, while only few involved the wider community‐parents or other stakeholders. Based on the bottom‐up analysis of pedagogical changes in digital collaboration activities, we suggested a comprehensive e‐CSAMR framework. The implications for educational theory and practice are discussed.

Health and Social Care Educators’ Competence in Digital Collaborative Learning: A Cross-Sectional Survey

The ongoing change from traditional pedagogy to digital collaborative learning requires a new mode of teaching, learning, and educators’ responsibilities. For competence in digitally mediated teaching, educators need understanding of how to provide appropriate digital environment to learn collectively and individually. The aim of this study was to describe and explore health and social care educators’ perceptions of their current level of competence in digital collaborative learning and identify distinct educators’ profiles. Data were collected via cross-sectional survey from educators in 21 universities of applied science and eight vocational colleges in Finland using an instrument covering two subdimensions: educators’ competence in fostering construction of knowledge in digital collaborative learning, and supporting students in individualized collaborative learning. The data were analyzed by statistical methods. Three significantly differing clusters of educators’ profiles were identified, and a significant association between type of current work organization and their self-reported competence in digital collaborative learning was found. The vocational college educators rated their competence in fostering construction of knowledge in digital collaborative learning as significantly lower than higher education educators. There were also remarkable differences in competence in supporting students’ individual collaborative learning. To provide such support, sufficient competence in teaching in digital learning environment is essential, and our study highlights clear needs to enhance this competence.

A Literature Review on the Foundations and Potentials of Digital Teaching Scenarios for Interprofessional Health Care Education.

The health care system is increasingly complex and specialized, but it presents the actors involved with the challenge of working together in interprofessional teams. One way to meet this challenge is through interprofessional training approaches, where representatives of different professions learn together with learners of other professions. This article contributes to the question of how interprofessional teaching in health care education can be designed with a low threshold by using digital media. We focus on learning with digital learning platforms and learning with videos. Based on existing empirical findings, these approaches are discussed in terms of their potential and limitations for interprofessional teaching. In particular, we examine how these approaches influence the core competence domains of interprofessional collaborative practice. Digital collaborative learning platforms are suitable for teaching interprofessional competences, since they enable social and professional exchange among learners of different professions. Videos are suitable for imparting medical declarative and procedural knowledge. Based on these considerations, the use of videos in combination with interaction possibilities is presented as a didactic approach that can combine the aspect of knowledge transfer with the possibility of interprofessional computer-based collaboration.

Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators' leadership experience, students' collaboration skills, and sustainability

AbstractThe purpose of this study was to examine the influence of online collaborative learning experiences on students' digital collaboration skills and on the sustainability of e‐collaboration in schools' culture—comparing individualistic versus collectivistic cultures. In addition, we explored how the leadership experience of schools' ICT coordinators was predicted by their sense of professionalism and cognitive, emotional and social aspects of perceived learning (PL), while leading the collaborative projects. The participants were ICT coordinators from 513 Israeli schools; 214 of whom were Hebrew‐speakers, and 299 Arabic‐speakers. The participants were asked to complete an online questionnaire, which included multiple‐choice and open‐ended questions. The results showed significant differences between a variety of the coordinator‐related variables as a function of learning culture (more individualistic vs.more collectivistic). Coordinators' leadership experience was a powerful predictor of students' digital collaboration skills, but did not predict the sustainability of e‐collaboration. Coordinators' emotional PL predicted the sustainability of collaboration in both schools with more individualistic and with more collectivistic learning cultures. The implications of the findings for educational theory and practise are discussed.

Development and testing of an instrument (HeSoEduCo) for health and social care educators' competence in professional education

BackgroundHealth and social care education is highly important for preparing future professionals for their future roles in sustainable health and social care. However, previous studies have emphasized that health and social care educators' competence is complex and poorly defined. Thus, there is a clear need for a psychometrically validated instrument to enable clarification and assessment of the required skills. ObjectiveTo develop and psychometrically validate an instrument (the HeSoEduCo) for assessing health and social care educators' competence in higher and professional education. DesignCross-sectional study. MethodsA HeSoEduCo instrument, with items inviting 1–4 Likert scale responses, was developed, based on one systematic review and one qualitative study, then validated in terms of face, content and construct validity and internal consistency (Cronbach's alpha values). All health and social care educators based in all 21 universities of applied sciences in Finland and seven vocational colleges were subsequently invited to participate in a large-scale application of the instrument in fall 2018. In total, responses of 390 of these educators are analyzed here.Results: The face and content validity of 71 newly developed items were assessed by experts in two evaluation rounds. The final content validity showed high scores for the instrument's relevance and clarity. Confirmatory factor analysis (to test construct validity) yielded eight factors (43-items remaining), defining the following competence areas of educators: evidence-based practice, digital collaborative learning, student-centered pedagogy, collaboration & societal, leadership & management, cultural & linguistic diversity, mentoring student into professional competence development and subject & curriculum. Cronbach's alpha values for the factors ranged from 0.70 to 0.89. ConclusionThe instrument can be used to obtain self-evaluations of educators' competence when assessing their general competence levels and help human resources departments and managers to identify suitable continuous education programs for their staff.

Digital collaborative learning in nursing education: a systematic review.

The aim of this systematic review was to evaluate the effectiveness of educational interventions in digital collaborative learning implemented in nursing education. A systematic literature review of randomised controlled trials (RCTs) was carried out in accordance with Joanna Briggs Institute (JBI) and Centre for Reviews and Dissemination guidelines and the PRISMA statement. CINAHL (EBSCO), ERIC, MEDLINE (Ovid) and Scopus databases were used to identify original peer-reviewed RCT studies published between 2003 and 2018. The 'hits' were systematically screened by title, abstract and full text by two authors acting independently. The quality of the selected original studies was evaluated using the quality assessment criteria of the JBI and Cochrane collaboration's tool for assessing risk of bias in randomised trials. The studies were analysed by narrative synthesis. Five peer-reviewed RCT studies were included in the review. All participants in these studies (647 in total) were nursing students exposed to educational interventions in various nursing programme courses. The reviewed studies indicated that digital collaborative learning increased students' knowledge and nursing skills. The results show that collaborative learning in digital learning environments enhanced nursing students' interaction and collaborative skills, problem-solving skills, satisfaction and motivation for learning. Collaborative learning in digital learning environments has encouraging effects in enhancing nursing students' knowledge, competence, satisfaction and problem-solving skills. Moreover, evidence-based digital collaborative learning is becoming increasingly effective in nursing education, as available tools and teachers' abilities to use them are improving and providing new learning activities to boost students' learning outcomes in higher education. Thus, its systematic use in digital collaborative learning environments in various nursing courses is recommended.

Effects of a digital educational intervention on collaborative learning in nursing education: A quasi-experimental study

Collaborative digital learning is becoming increasingly popular in higher education. However, the use of collaborative digital learning does risk placing too big a responsibility on the learner and reducing face-to-face interaction with the educator. The aim of this quasi-experimental study was to evaluate the effects of a digital educational intervention on collaborative learning in nursing education. The intervention group ( n = 87) studied using a collaborative digital learning environment and the control group ( n = 38) studied in the traditional classroom setting. There were no significant differences between the groups in terms of student satisfaction. However, the students' satisfaction of studying decreased in the intervention group after completion of the course. In the intervention group students had higher satisfaction in the area of promoting collaborative group work and received statistically significant higher grades in the final course evaluation. This study emphasizes that collaborative digital learning can be an effective approach in nursing education in terms of learning outcomes. It also shows that more study is needed on the role of the teacher in collaborative digital nursing education.

Implementasi Model Belajar Kolaboratif Kelas Digital di Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Collaboration has become a 21st century trend. The community's need to think and work together on issues of significant concern has increased, shifting the emphasis from individual efforts to group work, from independence to society. This review tries to provide a clear concept of collaborative learning, keeping in mind the main elements in a collaborative setting and looks at the benefits of following cooperative learning. Collaboration is a philosophy of interaction and personal lifestyle in which individuals are responsible for their actions, including learning and respecting the abilities and contributions of their peers. The concept of CL, grouping and pairs of students to achieve learning goals, has been widely researched and recommended; the term CL refers to teaching methods in which students at various levels work together in small groups to achieve common goals. The students are responsible for each other who learns and themselves. Thus, the success of one student helps other students become successful. Rapid technological developments have changed the way of learning in learning classrooms. At present teachers have used technology to help them face the challenges posed by existing changes and developments. The development of digital collaborative learning opens up careful planning and mature feasibility studies so that its application and development are able to answer various problems in learning, education, the world of work, and science. With the implementation of the collaborative learning model the digital class has the advantage of improving thinking skills, communication, collaboration and the use of digital-based technology as a learning tool.

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