Collaborative Learning Applications Research Articles

Collaborative Learning Integrated Pancasila Profile Based on Cultural Diversity to Improve Critical Thinking Ability

Critical thinking is the ability to analyze, interpret and evaluate information objectively and rationally needed in the 21st century to face future challenges through innovative approaches in order to take advantage of opportunities in the digital and global era. Critical thinking skills at the elementary school level are still low and need to be improved through collaborative learning according to the implementation of the independent curriculum. The profile of Pancasila students is the skills that Indonesian students must have based on the noble values of Pancasila. This study aims to test the application of collaborative learning integrated with the Pancasila student profile based on cultural diversity with the Project Based Learning learning method to improve critical thinking skills. This study uses quantitative research pre-experiment method of one group pretest-posttest design. The subjects of this study involved 18 grade 4 students who were divided into small groups and calculated using the N-Gain test. The N-Gain test is a measuring technique to determine the effectiveness of a treatment before and after learning. The results of this study found the overall average N-Gain results showed moderate criteria between 0.3≤g≤0.7 and quite effective at a percentage between 56-75. Another result of this study, by doing collaborative learning students can become peer tutors and innovate to complete projects given by teachers from the development of an independent curriculum integrated with the Pancasila learner profile. Therefore, collaborative learning integrated with the Pancasila learner profile is concluded to improve critical thinking skills.

A Human Factors and Systems-Thinking approach to Veterinary Patient Safety Education: Why, What, and How?

Preparing graduates to practice safely in today's increasingly complex veterinary workplaces is a key aim for veterinary educators. This requires embedding veterinary patient safety concepts into already full curricula. This teaching tip explores the benefits of incorporating human factors and systems-thinking principles into the design and delivery of veterinary patient safety education, showing how these can inform both what is taught and how. We explore what taking a human factors approach to veterinary patient safety education means, inviting educators to rethink not just curricular content but the whole approach to delivery. Advocating for the adoption of a systems-thinking-informed approach to curriculum design, we present a two-stage curriculum mapping process to support educators to embed core human factors principles as a way of thinking and doing for learners and faculty alike. Learning theories and educational design that align with human factors principles promote participatory methods and encourage collaborative experiential learning, critical thinking, and authentic application of knowledge and skills. Educators should explore opportunities presented by interprofessional education and workplace-based learning for practical application of these principles. Barriers to an integrated human factors-based patient safety curriculum include inconsistent terminology and understanding, significant faculty development requirements, and assessment challenges associated with existing regulatory and licensing requirements. Practical approaches to addressing these barriers are discussed. The recommendations outlined for the design and delivery of veterinary patient safety curricula will help ensure that institutions develop graduates that are effectively prepared for the complexity they will meet in the veterinary workplace, leading to improved patient safety and overall workplace well-being.

Integration of technology in collaborative learning: Strategies and impacts on modern education

The study in question explored the application of Collaborative Learning integrated with digital technologies in the contemporary educational context. The main objective was to analyze how this combination enhances the learning process by developing essential skills for the 21st century in students. The methodology adopted consisted of a literature review on Collaborative Learning and the use of educational technologies. The database consulted was Scielo Brasil. Theoretical models and case studies illustrating the practical implementation of this approach in educational settings were examined. The results indicated that Collaborative Learning, supported by technological resources, not only facilitates interaction and cooperation among students, but also enhances the acquisition of knowledge and skills. This is due to the fact that digital technologies provide diverse platforms for communication, exchange of ideas, and access to a vast array of educational resources. It is of paramount importance to incorporate technology into the educational process, emphasizing that this integration is essential to prepare students for the challenges of the future, promoting a more dynamic, interactive education aligned with the demands of the contemporary world.

EFL Teachers’ Views about The Application of Collaborative Learning at Addis Ababa Science and Technology University, Ethiopia

This study aims to investigate teachers’ views about the implementation of collaborative learning in English classes. Collaborative learning helps students to improve their English language performance. The data was collected through observation, questionnaires, and interview. The quantitative data were analyzed using percentage and frequency. Theme analysis technique was used to analyze the qualitative data. The result of the study indicated that most EFL teachers widely implement students’ collaborative learning, but the type of collaborative learning they are implementing is not collaborative group learning. Most of the teachers simply make their students to sit side by side to talk with each other as they do their individual assignments, and some teachers assign a task to groups. Then, one or two of the group members do the work and the other group members get equal credit. Although each of these is important in collaborative learning, they do not qualify collaborative learning rather traditional group learning. The data obtained from teachers’ interview revealed that teachers widely implement both informal and base group collaborative learning since most of the teachers allow their students to work collaborative from few minutes to a class period and most of the groups (‘Net works’) formed are with stable membership for the semester. In addition to this, some teachers were not playing their roles as they are expected. Teachers and other concerned bodies ought to deliver sorts of orientations to the students about the importance of collaborative learning to maximize their views before implementing collaborative learning.

대학 글로벌 서비스-러닝에서 협력적 학습코칭 사례

The purpose of this case study was to derive implications for the application of collaborative learning coaching in university Global Service-Learning(GS-L). Data were collected through self-evaluation surveys before and after class, and post-class reflection reports. They are analyzed through paired-sample t-tests and categorization focused on important events. The results are as follows. First, all factors of global community consciousness, multinational consciousness, and civic consciousness were found increased after GS-L activities, and civic consciousness increased statistically significantly. Second, all factors including understanding cultural differences, acceptance of cultural differences, and intention to participate in multi-cultural attitudes increased after the GS-L activity, and intention to participate was found increased statistically significantly. Third, the positive effects of the collaborative learning coaching were found in expanding understanding on other cultures, and increasing interest in global issues as well as participation in problem solving. Difficulties were found in reaching consensus and cooperation among stakeholders participating in GS-L, forming a team that takes into account dynamics within the group, and demonstrating effective leadership. This study is significant in that it proposes an instructor's collaborative learning coaching strategy as an effective teaching method for GS-L. The results of this study are expected to be used as evidence for the implementation of collaborative learning coaching by instructors as an effective learner-centered teaching method in university GS-L activities.

Using Word office365 as an Online Collaborative Learning Application for Developing EFL Writing Skill of Freshmen Students at The Faculty of Education

Using Word office365 as an Online Collaborative Learning Application for Developing EFL Writing Skill of Freshmen Students at The Faculty of Education

Collaborative learning and teaching performance of the Professional Schools of Mechanical and Electrical Engineering at the National Technological University of Lima Sur, 2023 [Aprendizaje colaborativo y desempeño docente de las Escuelas Profesionales de de Ingeniería Mecánica y Eléctrica de la Universidad Nacional Tecnológica de Lima Sur, 2023

The objective of the study was to determine if there is a significant correlation between collaborative learning and teaching performance. For this reason, research on collaborative learning was carried out to improve teaching performance in higher education. The type of research is applied, with the level of research being descriptive and correlational. The research was transversal; since the survey was carried out only once using the questionnaire and notes technique. The sample is simple random, 54 enrolled students, who constitute the study of Professional Schools of Mechanical and Electrical Engineering at the National Technological University of Lima Sur. It is shown that of the total number of respondents (the high level predominates), that is, represented by 61.11% (33) perceive collaborative learning, 38.89% (21) at the medium level. The average of those surveyed in the collaborative learning application is favorable. The most repeated value being 3 (favorable). More than 50% of the respondents are above 3.0370, that is, they have a favorable attitude. On average, the subjects are located at 3.0000 (favorable). Likewise, 1.14863 scale units deviate from the average. Finally, it is concluded that there is an adequate significant relationship between the variables, due to a moderate correlation of 00.548, that is, it is favorable.

Collaborative Learning Effect on Improving Students’ Creativity and Critical Thinking in the Independent Curriculum

Collaborative learning is a pedagogical approach that encourages students to actively engage in discussions and cooperative work within a classroom setting. The method of learning holds significant importance in the pursuit of educational objectives. The objective of this study is to assess the impact of collaborative approaches on enhancing students' creativity and critical thinking skills. The research employed a descriptive test, a data normality test, and multiple linear regression analysis as the chosen methodological approaches. The researchers employed a data collection method by administering a questionnaire to a sample of 48 students engaged in collaborative learning. The questionnaire was distributed via a Google form. The focus of this study is on collaborative learning (Ŷ) as the dependent variable, whereas the independent factors include creativity ability (X1) and critical thinking (X2). The findings of the data analysis were conducted using multiple linear regression tests. The present study employs descriptive quantitative research methodologies, utilising a data collection instrument consisting of a four-point Likert scale questionnaire. Then, the data analysis used is a linear regression test, statistical test and data normality test. From the results of multiple linear regression analysis that has been done, it is obtained that the variables of creativity (X1) and critical thinking (X2) have a linear effect on the application of collaborative learning (Ŷ). It is also seen that the most influential variable is creativity (X1), with a value of 77.9%. The determination value (R2 ) is 0.796, meaning that 79.6% of the increase in creativity and critical thinking is influenced by the application of collaborative learning. Through the ANOVA test, it is also known that all independent variables simultaneously affect the dependent variable and through the T value hypothesis test, it is proven that all independent variables have a significant effect on the dependent variable. So we conclude that there is an effect of the application of collaborative learning in increasing students' creativity and critical thinking in the independent curriculum, with the total effect of creativity of 77.9% and critical thinking of 27.1%.

Synergistic Integration of Blockchain and Machine Learning: A Path to a Decentralized Intelligent Future

The integration of blockchain and machine learning has emerged as a promising paradigm that can revolutionize various industries and applications. Blockchain’s decentralized and immutable nature, coupled with the analytical capabilities of machine learning, presents new opportunities for secure and transparent data sharing, collaborative model training, and intelligent decision-making. This research paper explores the concept of synergistic integration of blockchain and machine learning, providing an overview of the underlying technologies, related work, and existing frameworks. It proposes a novel Decentralized Intelli- gent Learning Network (DILN) framework that combines the strengths of both technologies to create a decentralized and efficient ecosystem for collaborative machine learning applications. The paper presents case studies in healthcare, finance, supply chain management, IoT, and academic research to showcase the potential impact of this integration. Furthermore, it discusses technical approaches, challenges, and ethical considerations to address in the deployment of decentralized intelligent systems. The research paper concludes by encourag- ing further research and development in the field to unlock the full potential of this transformative technology.

Collaborative Learning in Social Constructivism: Promoting English Learning in a Secondary Classroom in China

Social constructivism, a major theory of learning, emphasizes social interactions as crucial for children's learning. The zone of proximal development (ZPD) is the focal point for learning within this theory. Collaborative learning, viewed as a bridge for social interactions, is situated within social constructivism and the ZPD. While some argue for the misuse of the ZPD, proposing the intermental development zone (IDZ), this paper explores the application of collaborative learning in my English as a second language classroom. Collaborative learning promotes motivation and critical thinking, benefiting students by engaging them in group tasks and encouraging mutual support. However, two challenges, cultural barriers and group size, need to be addressed to effectively implement collaborative learning.

Modeling “Stag and Hare Hunting” Behaviors Using Interaction Data from an mCSCL Application for Grade 5 Mathematics

This study attempted to model the stag and hare hunting behaviors of students using their interaction data in a mobile computer-supported collaborative learning application for Grade 5 mathematics. Twenty-five male and 12 female Grade 5 students with an average age of 10.5 years participated in this study. Stag hunters are more likely to display personality dimensions characterized by Openness while students belonging to hare hunters display personality dimensions characterized by Extraversion and Neuroticism. Students who display personality dimensions characterized by Agreeableness and Conscientiousness may tend to be either hare or stag hunters, depending on the difficulty, types of arithmetic problems solved, and the amount of time spent solving arithmetic problems. Students engaged in a stag hunting behavior performed poorly in mathematics. Decision tree modeling and lag sequential analysis revealed that stag and hare hunting behaviors could be identified based on personality dimensions, types of arithmetic problems solved, difficulty level of problems solved, time spent solving problems, and problem-solving patterns. Future research and practical implications were also discussed.

Implementation of Collaborative Learning Based Onenvironmental Projects Building Solution of Students Learning Cracter for Covid-19 Pandemic Time in Padangsidimpuan City

This study aims to determine the implementation of environmental project-based collaborative learning as a solution to building student learning character. The Covid-19 pandemic period had a negative impact on the learning process of students with less awareness of students in studying at home and the use of the surrounding environment for learning media. Environmental project-based collaborative learning will build new enthusiasm and awareness in learning in the home environment. The research method used was experimental. Sampling was done bymethodrandom sampling. The problem in this study is that the character of student learning is reduced during the Covid-19 pandemic in Padangsidimpuan City. Learning challenges for students during the Covid-19 pandemic are by studying online. The results of character research and student awareness are very good with the application of environmental project-based collaborative learning. Student learning character improves after environmental project-based collaborative learning. There were changes in student learning during the Covid-19 pandemic after collaborative learning treatment. The conclusion is that collaborative learning based on environmental projects is very good to be used to develop the learning character of students during the Covid-19 pandemic in Padangsidimpuan City.
 Keywords: Collaborative learning; covid-19 pandemic; learning media

Metacognitive Thinking Ability and Mastery of Biology Concepts of Students in Regional Schools Coffee Plantations with Collaborative Learning

Indonesia is one of the largest coffee producing countries in the world which is ranked 4th after Brazil, Colombia, and Vietnam. One of the coffee producing areas in Indonesia is Jember Regency, East Java. However, unfortunately education in plantation areas is said to have a low quality of education where existing facilities, facilities and infrastructure are less supportive and generally still apply teacher-focused learning or conventional learning which causes learning outcomes to be suboptimal. Therefore, teachers are expected to create learning activities that can increase student activity. One of them is collaborative learning. The purpose of this study was to determine the influence of the application of collaborative learning sharing levels and jumping tasks on metacognitive thinking skills and mastery of biology concepts of students in coffee plantation area schools. Research methods using quasi-experiments, by determining the experimental class and control class. The research design used is pretest-posttest control group design. The application of collaborative learning level sharing and jumping tasks involves students in an active learning process, so as to improve students' metacognitive thinking skills and mastery of biological concepts. The results of research conducted at MA Al- Hidayah showed that collaborative learning sharing levels and jumping tasks can improve metacognitive thinking skills and mastery of biological concepts. The results of the ANCOVA test analysis of students' metacognitive thinking ability and mastery of biology concepts showed a significance value of 0.000 or < 0.05 H0 rejected Ha was accepted. So it can be interpreted that the application of collaborative learning sharing levels and jumping tasks has a significant effect on students' metacognitive thinking ability and understanding of biology concepts. Keywords: [Education, Collaborative Learning]

A First Application of Collaborative Learning In Particle Physics

Over the last ten years, the popularity of Machine Learning (ML) has grown exponentially in all scientific fields, including particle physics. The industry has also developed new powerful tools that, imported into academia, could revolutionise research. One recent industry development that has not yet come to the attention of the particle physics community is Collaborative Learning (CL), a framework that allows training the same ML model with different datasets. This work explores the potential of CL, testing the library Colearn with neutrino physics simulation. Colearn, developed by the British Cambridge-based firm Fetch.AI, enables decentralised machine learning tasks. Being a blockchain-mediated CL system, it allows multiple stakeholders to build a shared ML model without needing to rely on a central authority. A generic Liquid Argon Time-Projection Chamber (LArTPC) has been simulated and images produced by fictitious neutrino interactions have been used to produce several datasets. These datasets, called learners, participated successfully in training a Deep Learning (DL) Keras model using blockchain technologies in a decentralised way. This test explores the feasibility of training a single ML model using different simulation datasets coming from different research groups. In this work, we also discuss a framework that instead makes different ML models compete against each other on the same dataset. The final goal is then to train the most performant ML model across the entire scientific community for a given experiment, either using all of the datasets available or selecting the model which performs best among every model developed in the community.

Peningkatan Hasil Belajar Mahasiswa Melalui Pembelajaran Kolaboratif Berbasis Proyek pada Mata Kuliah Geografi Transpotasi dan Pariwisata

Project-based collaborative learning is an alternative to 21st century learning. This research aims to examine the application of project-based collaborative learning to improving student learning outcomes, especially in Tourism Geography material. This research is a classroom action research according to Kemmis & McTaggart Theory. Research data was collected through tests and observations. The research instruments were in the form of learning tools, evaluation of learning outcomes, and data collection instruments. The data collection instrument was in the form of question sheets to test student understanding and student activity observation sheets. Data processing techniques in this study were carried out using qualitative and quantitative data analysis. Data validity testing technique uses theoretical triangulation and data source triangulation. The results of this research show that project-based collaborative learning can improve student learning outcomes. These improvements include 1) increasing the criteria for student activity, 2) increasing the percentage of student activity, 3) increasing the lowest score, 4) increasing the highest score, 5) increasing the average score, 6) increasing the number of students who complete their studies, 7) decreasing the number students who have not finished studying, 8) the percentage of learning completeness increases, and 9) the learning completeness criteria increases. This increase in learning outcomes indicates that the project-based collaborative learning model can encourage students to master skills in collaborating and understanding lecture material compared to conventional learning models.

Cloud Computing based E-Learning System for Collaborative and Blended-Learning Environment

In recent years cloud computing technologies managed and changed the way applications are going to be developed and accessed in various E-learning platforms. Now days the use of collaborative and blended learning applications has been notably supported by cloud computing environment. Cloud computing provides a very low cost services to different academic institutions to access learning applications through mobile devices ,laptops and desk top computers. In this paper we present a solution that is based on cloud computing which is used for building a virtual environment both for teaching and learning. We present an interactive, modifying and monitoring educational or course contents. The environment and the design proposed can also be used as a platform for exploring and sharing new ideas as well as for designing integration of different pedagogical approaches for both teaching and learning.

Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa Melalui Pembelajaran Kalaboratif MURDER

This research aims to determine the improvement of students' conceptual understanding skills with MURDER collaborative learning and student responses to the application of MURDER collaborative learning. This research is a research experiment (quasi experimental design) with the design of non-equivalent control group design. The population is all students of grade VII SMP Negeri 1 Lalolae as much as 54 people. Sampling with a totally sampling technique obtained the VIIA class as the experimental class and the VIIB class as the control class. The hypothesis test indicates that at the level of the significance α = 0.05, the value of tcount = 3,863 > ttable = 2,022. That means that H0 rejected and H1 accepted. So it can be concluded that MURDER collaborative learning can improve students' understanding of mathematical concepts. based on the results of the student response questionnaire analysis, the percentage of the average score for student responses was 84.68% and was included in the very good category.

Choosing Collaborative Learning Options for Preparing Innovative Entrepreneurs

This paper focuses on comparing and choosing online and face-to-face collaborative learning applications for preparing students to innovative entrepreneurship. The main research question is: What are the pluses and minuses of programs with different time frames and combinations of online and face-to-face teamwork for facilitating innovative entrepreneurship and international scaling readiness? Learning concepts based on collaborative learning and improving the international networking readiness of students are presented. Estonian-Finnish business in virtual networks course, online teamwork experience of students that have participated in X-Culture global teams, intensive one semester face-to-face business development projects in the Starter programme and one-week course European and Global Horizons for Start-up Entrepreneurship in the Post-COVID World at the KEDGE Business School are compared. We analyse the pros and cons of these educational practices and give recommendations on how to customise these practices to intended learning outcomes depending on the international mobility possibilities of students. The paper explains how to align collaborative learning options to the entrepreneurial orientations of students, their readiness to launch a new venture and to international scalability potential of their innovative ideas. Limitations of intensive learning by doing programmes for team-based venture development and different ways of international student team creation for collaborative project work are explained. The recent COVID-19 crisis has expanded the need to apply online learning and hybrid learning for collaborative projects. Implications of limited international mobility of students during the pandemic on scalable business idea development are highlighted. The importance of networking knowledge for international entrepreneurship and the role of team projects for other entrepreneurs before starting students' own innovative ventures is explained. Learning in higher education should not be locked to closed e-learning platforms. Online learning can support international entrepreneurial collaboration. The paper also discusses changing trends of collaborative learning to facilitate innovation and green entrepreneurship for regenerative futures in the new normality during the COVID-19 pandemic.

COOPERATIVE LEARNING IN ONLINE CLASS TEACHING OF MATHEMATICS

The aim of the paper is to examine the opinion of teachers about the representation and limitations of the application of collaborative learning in online teaching of mathematics. The survey conducted on a sample selected from the population of primary school teachers in R. Serbia (N=116), and data were collected about cooperative learning in online mathematics classes. The results showed that the majority of teachers apply group work, and less often online teaching. They believe that it is possible to organize collaborative learning in online mathematics classes in lower grades, but that there are certain limitations in the realization of this way of teaching. A small number of them have realized such activities through online classes.

Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course

PurposeThe purpose of this research study is to explore simple collaborative technique for teaching mathematics and thus improving the problem solving skills of the students. Better pedagogic activities are required to motivate the students to perceive mathematics as a subject that stimulates problem-solving skills required for engineers.Design/methodology/approachThis paper presents a research study on the application of technology-supported collaborative learning in improving the problem-solving skills of first-year engineering students in a mathematics course. The experiment was conducted in a mathematics course “Engineering Calculus” with 286 first-year engineering students in two groups: experimental group (N = 60) and controlled group (N = 226). The academic performance of the students was measured and analyzed with statistical techniques.FindingsFrom the results obtained, it was found that the academic performance of the experimental group was better than the controlled group. Also, interest shown by the students in the topic that dealt with collaborative learning was more than in other topics taught using conventional teaching methods.Research limitations/implicationsThe teachers are required to find effective pedagogical activities to improve the problem-solving skills in mathematics. The research work proposes a collaborative method in mathematics for attaining higher cognitive level in an entry level engineering course. The limitation of this study lies in group formation techniques and the grading policy which deals only with individual assessment scores.Practical implicationsPractice of collaborative learning is made easy with simple technology. A clear strategy for the conduct of collaborative learning sessions has been presented. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.Social implicationsUsing technology in mathematics teaching may not be very easy for all teachers. Especially, for an undergraduate engineering fresher, mathematics may not be a very easy task. This work shall bridge the gap with simple technology-assisted collaborative learning. The teachers need not spend too much time and effort in learning technology for mathematics teaching. The effect of this learning is significant in terms of the performance and satisfaction evaluation.Originality/valueThis work presents a systematic implementation of collaborative learning that shall result in improved problem-solving skills and engaging learning sessions. The statistical analysis methods and the visualization of obtained results shall help in understanding the implications of the presented work. Practice of collaborative learning is made easy with simple technology. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.