Collaborative Learning Activities Research Articles

Interprofessional qualification of prenatal care in the context of primary health care

action-research comprising a prenatal care qualification course with 65 primary health care professionals. Collaborative learning activities were conducted in synchronous and asynchronous meetings. the reflexive thematic analysis of participants' experiences, views and perceptions on the meanings of the intervention revealed three categories: quality of prenatal care: conceptions and meanings; collaborative learning: strategy to overcome linear and isolated care; the need to evolve from acting locally to thinking globally. the analysis of the interprofessional educational intervention for the qualification of prenatal care in the context of primary health care showed that constructivist, participatory and interprofessional approaches are relevant and pertinent to broaden theoretical perceptions and give new meanings to the work process at different settings of the health network.

Qualificação interprofissional da atenção pré-natal no contexto da atenção primária à saúde

Abstract This study aims to describe and analyze an interprofessional educational intervention for the qualification of prenatal care in the context of primary health care. Method: action-research comprising a prenatal care qualification course with 65 primary health care professionals. Collaborative learning activities were conducted in synchronous and asynchronous meetings. Results: the reflexive thematic analysis of participants’ experiences, views and perceptions on the meanings of the intervention revealed three categories: quality of prenatal care: conceptions and meanings; collaborative learning: strategy to overcome linear and isolated care; the need to evolve from acting locally to thinking globally. Conclusion: the analysis of the interprofessional educational intervention for the qualification of prenatal care in the context of primary health care showed that constructivist, participatory and interprofessional approaches are relevant and pertinent to broaden theoretical perceptions and give new meanings to the work process at different settings of the health network.

Collaborative Weblog-Based (CWB) Project Approach in Developing Language Learners’ Writing Performance

Advancements in educational technology have kept teaching and learning undisrupted during unprecedented times. Individual and collaborative web-based learning activities have addressed language teachers’ dilemma on how to approach teaching and learning remotely. Weblogging characterised by online journals has been considered to address students’ difficulty in mastering writing as a productive skill. In this study, the effectiveness of a collaborative weblog-based (CWB) project approach was explored. Utilising a quasi-experimental design, 56 English pre-service teachers enrolled in a state university were purposively selected to be the study participants. The validated pre-post-test questionnaire, course syllabus, lesson exemplars, and scoring rubric were used to gather the needed data on students’ writing skills. Results of the paired t-test revealed a significant increase in the three aspects: organisation, elaboration and grammar, usage and mechanics. The CWB project approach is an alternative way to improve students’ writing performance. It is recommended that CWB project may be used by teachers handling writing courses and other related disciplines to address writing proficiency.

CM-CASL: Comparison-based performance modeling of software systems via collaborative active and semisupervised learning

Configuration tuning for large software systems is generally challenging due to the complex configuration space and expensive performance evaluation. Most existing approaches follow a two-phase process, first learning a regression-based performance prediction model on available samples and then searching for the configurations with satisfactory performance using the learned model. Such regression-based models often suffer from the scarcity of samples due to the enormous time and resources required to run a large software system with a specific configuration. Moreover, previous studies have shown that even a highly accurate regression-based model may fail to discern the relative merit between two configurations, whereas performance comparison is actually one fundamental strategy for configuration tuning. To address these issues, this paper proposes CM-CASL, a Comparison-based performance Modeling approach for software systems via Collaborative Active and Semisupervised Learning. CM-CASL learns a classification model that compares the performance of two given configurations, and enhances the samples through a collaborative labeling process by both human experts and classifiers using an integration of active and semisupervised learning. Experimental results demonstrate that CM-CASL outperforms two state-of-the-art performance modeling approaches in terms of both classification accuracy and rank accuracy, and thus provides a better performance model for the subsequent work of configuration tuning.

Online Collaborative Activities during Covid-19: Students’ Perception

This study investigates the advantages and disadvantages of online collaborative learning activities as perceived by the English Department students at Hebron University, Palestine. A 34-item questionnaire was used to collect this data. The participants of the study consisted of 61 students at Hebron University. The researchers tried to illustrate the advantages and disadvantages of online collaborative activities and tried to give solutions for the challenges students may face. The results indicate that the students in general express positive attitudes towards the online collaborative activities, as they develop several areas for them. The results also show that the students face several problems in this experience, although they support and try to suggest some solutions to them.

Collaborative Learning: A Design Challenge for Teachers

This study, focused on collaborative learning approaches, aims to contribute to our understanding of whether and how teachers propose these kinds of activities in their daily practice. Particularly, this study aims to explore teachers’ behaviour when designing such activities for their learners with respect to different learning settings (i.e., face-to-face and/or blended settings vs. fully online settings). With reference to fully online settings, the Emergency Remote Teaching that took place during the COVID-19 outbreak is used as a reference case. The results of a self-reported survey of Italian teachers (N = 268) are presented. Our conclusions indicate that Italian teachers do propose collaborative learning activities to some extent in face-to-face and/or blended settings as well as in fully online settings, with statistically significant differences both in reference to the approaches adopted and to the (technological) tools used. Nonetheless, the data also indicate that teachers’ design decisions are not always in line with recommendations widely proposed by the collaborative learning research community.

Entrepreneurial Education Model Based on Interactive Technology and Cognitive Psychology

In order to encourage college students to innovate and start businesses in order to alleviate the increasingly serious employment pressure, all sectors of society attach great importance to the cultivation of College Students’ entrepreneurial ability. However, due to the lack of social presence awareness of learners, the interaction willingness of entrepreneurship education model is low, and the teaching effect is not strong. This article takes “learner interaction” as the core, takes the design of collaborative problem-solving learning activities as the starting point, and selects four influencing factors of the importance of learners in the interactive network, including point centrality, intermediary centrality, proximity centrality, and the object of interaction, from the macro, meso, and micro levels of cohesion of the interactive network. Based on the level of social presence, the core content of the interaction model of information perception, emotional experience and feedback exchange is determined according to social presence, and an interaction model to improve students’ social presence in online learning is constructed. The example verification shows that this method can significantly improve the learning participation of entrepreneurship education learners, and the on-the-spot manifestation of learners’ social practice is more significant.

Reflection and peer assessment to promote self-directed learning in higher education

Reflection and peer assessment as pedagogical approaches were implemented through a group project in this study aimed to transform students into reflective and self-directed learners thereby enhancing their competence and learning achievements. To support students’ learning progress and evaluate their learning outcomes, formative and summative assessments were conducted halfway through and at the end of the project, respectively, under the guidance of the course instructor. Self-reflection as a systematic reviewing process during the formative assessment enabled students to critically evaluate their own learning behavior and identify intrinsic learning needs, while team members were encouraged to provide constructive feedback to peers which could play a crucial role in improving their overall learning experiences. In contrast, the summative assessment exercise allowed students to grade their peers within each group considering pre-assigned criteria as guided by the course instructor. The summative assessment indicated contrasting performance among the two participating groups, which could be attributed to their differences in active engagement, peer interactions, and collaborative learning during the project that eventually influenced the group's performance. Though both teams were comparable in terms of competence, effective collaboration and organization among group members supplemented the learning process and turn their performance distinct. However, in some cases, the realization of learning needs was not transformed into necessary actions, which was eventually reflected in the group performance. Overall, this study demonstrated that reflection and peer assessment practice are conducive to the development of critical thinking and self-directed learning among students, which can augment their learning experiences at the university level. Keywords: Self-directed learning, active learning, reflective practices, formative assessment, contructivism, transformative learning theory.

การศึกษาผลจัดกิจกรรมการเรียนรู้วิชาดาราศาสตร์และอวกาศของนักเรียนระดับประถมศึกษาโดยใช้การเรียนรู้แบบร่วมมือ

This research used collaborative learning management model in organizing astronomy learning activities to develop learning outcomes and teamwork for primary school. There were two objectives of the study as. 1) To study the results of cooperative learning activities in astronomy, in knowledge and self-evaluation on the astronomy activity., 2) To compare the learning achievement before and after organizing collaborative learning activities. The samples in this study were grade 4–6 students of the Demonstration School. The Instrument in dependent study was learning activities in astronomy at the elementary level that used collaborative learning. The collected data were. 1) The characteristic of working as teamwork. The result yielded that the students who were receiving collaborative learning by the self-assessment survey they had teamwork skills. The overall score was 91.93/125. The average score was 3.57. The standard deviation was 1.08 which was very high level. Most of the students 32.64% reported they moderately work as team meanwhile 27.73% of them regularly work as team. For the remaining, 24% of them. Sometimes work as team 11.64% and 4% of them rarely and never work as team respectively. 2) Fourty multiple choices learning achievement test were administrated measured before and after the experiment or a single group, measured 2 times. The data were analyzed by T-tests dependent. The research results found that students who received collaborative learning get higher academic achievement, which significantly higher than the pre-test at .05 level, statistical of (t = 14.36).

Япон хэлний сургалтанд хамтран суралцахуйн аргыг ашиглах асуудалд

The most difficult thing to improve for the typical Japanese learner (student) is their reading comprehension skills. In this research, we are focusing on the methodology behind improving our students’ reading comprehension skills in Japanese. Therefore, we aimed to apply Collaborative (peer) learning activities to improve the typical student who is learning Japanese and overall classroom effectiveness. In this research, we used methods of both quantitative research as well as quality research. For example, we exercised methods of quality research such as observation, documentation, experimentation, and surveying. And for quantitative research methods, we used statistical analysis methods based on the SPSS program. So far, using the Japanese researcher, Tateoka’s, “Collaborative (Peer) Learning Model,” we have seen positive results, such as, our students becoming more interested and active in the readings. For those reasons, we believe Tateoka’s “Collaborative Learning Model” should be used continuously to better our students’ reading comprehension skills.

Passive Participation in Collaborative Online Learning Activities: A Scoping Review of Research in Formal School Learning Settings

This scoping review summarizes studies on passive participation in collaborative online learning activities that used computer-mediated communication tools in school settings. A total of 42 articles spanning about 20 years were explored. ERIC and three main journal indexes from Web of Science were used to locate articles. For each year searched, there were only one to five studies that investigated passive participation, indicating that not many researchers have examined this topic in general. Most studies used mixed methods and were conducted in higher education settings in asynchronous online discussions. Three terms have been used to discuss the notion of passive participation: lurking for read-only behavior, legitimate peripheral participation for low contribution, and free riding for no contribution. Studies on passive participation have mainly explored four topical areas: motivational factors and reasons, participation types and behavioral patterns, effect on learning outcomes, and pedagogical strategies for de-lurking. Most studies have investigated passive participation as one of the behavior patterns among various types of participation. A few studies have solely examined read-only behaviors. The notion of passive participation varies among researchers and should therefore be redefined. Overall, there have been few studies on the topic of passive participation and those that have been conducted reveal some inconsistencies in their findings, indicating the topic requires further investigation. Future studies on this topic are urgently needed due to the forced shift to online courses precipitated by the pandemic. While instructors are also responsible for supporting their learners in this unprecedented context, researchers should investigate ways to help instructors better understand passive participants and encourage active learner participation in collaborative online learning space.

Contribution of Academia Colleague as a Clinical Model to the Professional Development of Pre-Service Teachers

The current study aimed to investigate the contribution of Academia Colleague as a clinical model to the professional development of pre-service teachers. An interview consisting of 8 questions, a questionnaire consisting of 24 paragraphs, as well as a measurement of teaching tendencies, which consisted of 4 domains and 35 paragraphs, were the major instruments used in the study. The qualitative research method was employed to address, analyze, and interpret the concerned phenomenon (domain of the research) within its natural context. This was done in tandem with the descriptive analytical approach of a sample of 13 pre-service teachers who constituted the study community. Results of the study showed that the incorporation of the proposed clinical model contributed to the professional development of the participants and promoted numerous positive aspects, including active participation, collaborative learning, personal and collective responsibility, procedural research (applied research), clinical-critical thinking, and socio-emotional learning (SEL). The program also promoted positive tendencies towards the teaching profession at large. The results also showed no statistically significant relationship between the teaching tendencies and the participants’ grade point average (GPA).

Exploration of a group assessment model to foster student teachers’ critical thinking

Though peer assessment has been widely recognized as an effective teaching approach to develop learners’ critical thinking, pedagogical strategies and analysis of students’ peer assessment at the group level but not individual level are underexplored. Group assessment is emphasized in this study by focusing on assessing peer-group work. In the context of 40 student teachers participating in online group assessment activities, this study revealed critical thinking patterns and their correlation with group performances by content analysis and epistemic network analysis (ENA). The results showed that participants’ critical thinking in group assessment activities mainly stayed at the level of understand. The high-score groups’ critical thinking had more connections between understand and evaluate, while the low-score groups’ critical thinking had more connections between recognize and understand, and understand and analyse. In addition, the high- and low-score groups showed different characteristics of critical thinking at different stages and different tasks of group assessment activity. Diversified and developmental critical thinking patterns could be found in the high-score groups, while the low-score groups tended to maintain single and fixed critical thinking patterns. Finally, the discussion and suggestions of intervention for critical thinking development of high- and low-score groups are provided to help design and implement online collaborative learning activities and group assessment activities in the future.

Pengembangan e-modul interaktif IPA dasar sebagai media pembelajaran

The Covid-19 pandemic has changed many dimensions of people's lives, including the world of education. Education during the Covid-19 pandemic is carried out remotely to prevent wider transmission. The use of technology for distance learning plays an important role in achieving effective and collaborative learning activities. This study aims to produce a valid and practical learning media in the form of a Basic Science MI/SD e-module to be used during distance learning with the Canva application. The research method used is development research that adapts the ADDIE model. The data collection instruments used were observation sheets, product validation sheets for Basic Science MI/SD e-modules, and student response sheets for the practicality of Basic Science MI/SD e-modules. The results showed that the Basic Science MI/SD e-module was valid, feasible, and practical to use during distance learning activities

Investigating Student Development of Intercultural Communication Competence through Collaborative Online International Learning

This dissertation is a qualitative case study detailing the intercultural communication competence (ICC) development of seven Chinese foreign language learners who participated in Collaborative Online International Learning (COIL) activities at a regional U.S. university with a group of native Chinese speakers. Multiple qualitative data sources - including semi-structured interviews, observations, questionnaires, and reflection journals - were collected over two years. Drawing on sociocultural and transformative learning theories, this study disclosed four findings that practitioners and researchers can build upon to promote language development and intercultural learning in foreign language coursework through virtual exchange.

Using an avatar-based digital collaboration platform to foster ethical education for university students

When teaching business ethics, teachers often design collaborative learning activities that allow students to practice ethical decision-making skills with their peers. However, conventional asynchronous learning platforms do not provide real-time communication or collaborative learning functions, making it difficult for teachers to provide students with opportunities for continuous reflection on ethical decision-making and meet teaching objectives. The avatars-based digital collaboration platform addresses these limitations. The Gather Town platform allows students to engage in real-time interaction and ethical decision-making training missions with their peers in a virtual learning environment. In this study, 37 students from a local university were recruited for the experimental group and used the Gather Town platform, while 35 students in the control group used a different conventional asynchronous learning platform. Compared to the control group, the experimental group showed significantly higher levels of learning motivation, ethical decision-making, and significantly higher scores on post-tests. Through analysis of student performance and feedback, the authors found that the use of the Gather Town platform for synchronous collaborative learning missions that included peer discussions and continuous revision of mind map worksheets was effective in practicing ethical decision-making and improving learning outcomes.

Idea Improvement and Socially Shared Regulation Matter in Cross-Cultural Online Collaborative Learning

Cross-cultural collaborative learning has been paid more and more attention in recent years. To promote productive cross-cultural collaborative learning, idea generation and improvement, and socially shared regulation is crucial. The study aimed to identify the differences in idea generation and improvement as well as socially shared regulation between high- and low-performance groups in cross-cultural online collaborative learning. In this study, 24 culturally diverse university students composed of eight groups conducted cross-cultural online collaborative learning to solve problems collaboratively. Epistemic network analysis and lag sequential analysis methods were employed to analyze data quantitatively and qualitatively. The results revealed that different strategies shape different learning performances. High-performance groups adopted more cognitive, social, and regulation processes than low-performance groups. The results extend the existing literature by indicating that idea elaboration, refining or building on ideas, and appraisal is strongly connected to new ideas. In addition, transitions from monitoring and controlling to adapting metacognition in collaborative learning activities are the main difference in socially shared regulation between high-performance and low-performance groups. This study shed light on how to engage culturally diverse students to generate and improve ideas as well as jointly regulate collaborative learning.

Technological Acceptance Model for Social Media Networking in e-Learning in Higher Educational Institutes

Twitter and Facebook are popular among college educators. The use of social media in schools of higher learning has also been the subject of study. The use of social media has opened up new avenues of contact, collaboration, and participation between students and teachers. Accepting students and educators who make use of technological tools to do so requires insight into the factors that shape their propensity to do so. Using the Technology Acceptance Model (TAM) framework, which highlights perceived ease of use, perceived usefulness, and behavioral intention to use new technologies, this paper investigates the extent to which Nigerians are adopting social networking media for e-learning. Quantitative studies made use of surveys. Teachers and students from four different Nigerian schools participated in this survey. The suggested model factors were predicted using structural equation modeling (SEM). Intentions to utilize social media for e-learning by students and faculty at Nigerian institutions were shown to be impacted by these factors: perceived ease of use and perceived utility. The research is limited in that it does not offer any insight into interactive factors such interaction with research group members and peers, interaction with supervisors or lecturers, engagement, or active collaborative learning.

Collaborative Active Learning Based on Improved Capsule Networks for Hyperspectral Image Classification

Collaborative Active Learning Based on Improved Capsule Networks for Hyperspectral Image Classification

Using Mobile Dual Eye-Tracking to Capture Cycles of Collaboration and Cooperation in Co-located Dyads

The goal of this paper is to bring new insights to the study of social learning processes by designing measures of collaboration using high-frequency sensor data. More specifically, we are interested in understanding the interplay between moments of collaboration and cooperation, which is an understudied area of research. We collected a multimodal dataset during a collaborative learning activity typical of makerspaces: learning how to program a robot. Pairs of participants were introduced to computational thinking concepts using a block-based environment. Mobile eye-trackers, physiological wristbands, and motion sensors captured their behavior and social interactions. In this paper, we analyze the eye-tracking data to capture participants’ tendency to synchronize their visual attention. This paper provides three contributions: (1) we use an emerging methodology (mobile dual eye-tracking) to capture joint visual attention in a co-located setting and replicate findings that show how levels of joint visual attention are positively correlated with collaboration quality; (2) we qualitatively analyzed the co-occurrence of verbal activity and joint visual attention in low and high performing groups to better understand moments of collaboration and cooperation; (3) inspired by the qualitative observations and theories of collaborative learning, we designed a new quantitative measure that captures cycles of collaborative and cooperative work. Compared to simple measures of joint visual attention, we found it to increase correlation coefficients with learning and collaboration scores. We discuss those results and describe how advances in analyzing sensor data can contribute to theories of collaboration. We conclude with implications for capturing students’ interactions in co-located spaces using Multimodal Learning Analytics (MMLA).