Collaborative Learning Approach Research Articles

Multi-agent deep reinforcement learning with enhanced collaboration for distribution network voltage control

Due to the increasing high penetration of Photovoltaic (PV), it brings great challenge for voltage control issue of distribution network. To address this problem, this paper presents an improved collaborative Multi-Agent Reinforcement Learning (MARL) approach for proactive voltage control, aimed at mitigating voltage violations and minimizing power losses. The self-attention mechanism is embedded into the multi-agent soft actor-critic (MASAC) algorithm to enhance the collaboration of multi-agent system, which can well improve the learning efficiency to ensure the voltage safety of Distribution Network. In addition, the proposed learning approach is implemented on IEEE 33-bus, 141-bus and 322-bus systems, and the simulation results reveal that the proposed approach can control the voltage into safety domain as well as reduce power losses.

An IoMT-based Federated Learning Survey in Smart Transportation

Abstract: Internet of Medical Things (IoMT) is a technology that encompasses medical devices, wearable sensors, and applications connected to the Internet. In road accidents, it plays a crucial role in enhancing emergency response and reducing the impact of accidents on victims. Smart Transportation uses this technology to improve the efficiency and safety of transportation systems. The current Artificial Intelligence applications lack transparency and interpretability which is of utmost importance in critical transportation scenarios, such as autonomous vehicles, air traffic control systems, and traffic management systems. Explainable Artificial Intelligence (XAI) provides a clear, transparent explanation and actions. Traditional Machine Learning techniques have enabled Intelligent Transportation systems by performing centralized vehicular data training at the server where data sharing is needed, thus introducing privacy issues. To reduce transmission overhead and achieve privacy, a collaborative and distributed machine learning approach called Federated Learning (FL) is used. Here only model updates are transmitted instead of the entire dataset. This paper provides a comprehensive survey on the prediction of traffic using Machine Learning, Deep Learning, and FL. Among these, FL can predict traffic accurately without compromising privacy. We first present the overview of XAI and FL in the introduction. Then, we discuss the basic concepts of FL and its related work, the FL-IoMT framework, and motivations for using FL in transportation. Subsequently, we discuss the applications of using FL in transportation and open-source projects. Finally, we highlight several research challenges and their possible directions in FL

Development of learning video comparison using Palembang jumputan context to determine students' mathematical reasoning

The importance of learning videos on comparison materials in the context of Palembang jumputan fabric as a starting point for learning so that students have good mathematical reasoning ability. The purpose of this research is to produce a learning video on comparison using the context of Palembang jumputan fabric that is valid and practical and to determine the potential effect of using a learning video on comparison using the context of Palembang jumputan fabric on students' mathematical reasoning ability. This research uses the Pendidikan Matematika Realistik Indonesia (PMRI) and collaborative learning approaches. This type of research is a design research type of development study. The subjects of this study were 37 seventh-grade students at Srijaya Negara Junior High School, Palembang. The data collection techniques were observation, tests, and interviews, which were analyzed descriptively. This research produced a learning video on comparison material using the context of Palembang jumputan fabric that was valid and practical, and the potential effect of using learning videos on students' mathematical reasoning skills was classified as good, with an average value of 67.52. Using learning videos on comparison materials in the context of Palembang jumputan fabrics makes students' mathematical reasoning skills classified as good.

Promising Practices for Leadership Development: Exploring a Collaborative Professional Learning and Coaching Program

<p>Given the substantial impact school leaders have on school improvement, the imperative for continuous professional learning for leaders is evident. In this two-year action research study, researchers collaborated with a school division, forming a research-practice partnership, to design and explore a collaborative professional learning and coaching program. The primary objective of this program was to align with local leadership standards and foster leadership development. The central research question was: How does implementation of a collaborative professional learning and coaching program contribute to leadership development? Data were collected from district and school leaders and included pre and post surveys, interviews, and focus groups. The findings of this study indicate that district leadership practices show promising potential in fostering inservice opportunities for leadership development. These practices include the following: (a) ensure programs are sustained with a consistent focus, (b) utilize collaborative learning approaches, (c) assess growth through reflection and feedback, and (d) use action research to support continual improvement. This study aims to provide valuable insights to school districts and researchers regarding the implementation of sustained and job-embedded professional development for school leaders, with a specific focus on leadership development.</p>

Blended Snowballing Discussion Technique and Collaborative Learning Pedagogy in EFL Speaking

The objective of this qualitative case study is to investigate BSD issues, solutions, and collaborative learning approaches in EFL courses. As part of a case study, researchers examined the design and gathered information through open-ended interviews, documents, digital recorders, forum group discussions (FGD), and pertinent literature. All the gathered data were examined through exploration. Accordingly, the FGD forum was used to its fullest potential during the data analysis process for cross-checking, validation, verification, and confirmation. Teachers used pre-teaching (planning), cooperation (observing, supporting, and consolidating), reflection, and evaluations to achieve their goals. In this way, teachers encounter issues such as (1) choosing topics based on what students already know, (2) lack of group cohesion, (3) distinction between group and individual assessment, (4) lack of constructive interdependence, (5) variety of learning styles, and (6) inactivity. More research will be required in the future, as the study only examined a limited sample of people. There are recommendations for future experimental language lab classes. Blended EFL classes typically require the construction of an EFL curriculum through collaboration and technology, based on spontaneous speech activities, to ensure students' preparation before and after their participation.

The Development of an Opioid Misuse Training Program for Physical Therapists: A Learning Community Approach.

Musculoskeletal pain and opioid misuse frequently co-occur. The US Preventive Services Task Force calls for all health care providers to be trained to screen for misuse and/or opioid use disorder. The purpose of this study was to develop and implement an opioid misuse training program that could be used by physical therapists. Thirteen practicing physical therapists were invited to participate in a curriculum development project. Using the Curriculum Framework, a collaborative learning approach was used to develop an opioid misuse training program and training manual for physical therapists. Four training sessions were provided virtually every 2 weeks. Topics included an introduction to the opioid crisis, screening, assessing, and communicating with patients and with the health care team about opioid misuse. Each didactic session was followed by a participant feedback session where participants provided recommendations on improving the training content and their impressions on the barriers and facilitators to incorporating the training into practice. A companion training manual was created and sent to participants for comment. Participants were asked over email to describe whether and how they incorporated training materials into clinical practice during the training curriculum. All participants attended sessions 1-3. Twelve (92.3%) attended the fourth session. Based on the participants' feedback, training sessions were edited, and a companion training manual was finalized and distributed to each participant. After the fourth session, 9 participants (69.2%) reported using what they learned in the training. During the participant feedback sessions, participants regarded the training as important. Some participants expressed barriers to discussing opioids with patients and concerns about whether the training was within physical therapists' scope of practice. An iteratively developed training program for physical therapists to address opioid misuse was acceptable, feasible, and provided immediate practice change by most participants.

The Implementation of Collaborative Strategy in Teaching Students’ Speaking Skill

Effective communication relies heavily on one's speaking ability, which is crucial not only in one's native language but also foreign languages, especially challenging during the secondary school years. This study aimed to improve students' speaking comprehension through a collaborative learning approach. Using qualitative research methods, data were collected through questionnaires from eleventh grade students of SMAN 2 Muara Bungo in the 2023/2024 academic year. The sample consisted of one class, namely class XI IPA, which consisted of 36 students from a total population of 90 students. The findings demonstrate the efficacy of collaborative strategies in improving speaking comprehension, fostering students' confidence in articulating ideas during the learning process. Collaborative learning facilitates the production of more argument components, leading to a higher level of discourse. In addition, it enhances students' cognitive ability to remember, understand, apply and analyze information. Therefore, collaborative learning emerges as a promising classroom strategy to improve students' speaking comprehension. However, various challenges and variables affect students' success in utilizing collaborative strategies for English language learning.

Preparedness and training needs of a regional public mental health service to support people with intellectual disability.

To explore the preparedness and training needs of a regional public mental health workforce to support people with intellectual disability and mental ill health. Staff from a regional public mental health service in Victoria, Australia. A mixed-methods design comprised a survey, interviews and a focus group to collect data about staff attitudes, confidence, education and professional development regarding supporting people with intellectual disability and mental ill health. Descriptive and thematic analyses were used. Data from 31 survey respondents, seven interviews and one focus group were analysed. Survey descriptive analyses showed participants believed treating people with intellectual disability was part of their role but reported areas of low confidence along with insufficient education and training in intellectual disability mental health. Thematic analyses from interviews showed that underpinning confidence, education and training were the themes (1) need for flexibility, such as having more time and (2) solutions but with challenges, such as limited opportunity to upskill and availability of experts. A need for collaborative problem-solving where staff share skills and information to work towards person-centred solutions was a key theme from the focus group analysis. Professional development in intellectual disability mental health is required for the regional public mental health workforce but needs to account for the challenges experienced and reflect how teams function. Exploration of described preparedness offered a possible learning approach informed by workforce members. Collaborative learning approaches to supporting people with intellectual disability and mental ill health are suggested.

An Innovative Collaborative Approach to University Training for Learner-Teachers

This paper reports on the experimentation of a collaborative learning approach in university training for a Master's degree in “Pedagogical and Multimedia Engineering”. It is carried out with learner-teachers training in Instructional Design. The approach adopted focuses on the complexity of the collaborative situation, and is based on three andragogical models: shared cognition, self-directed learning and transformative learning. The aim of this study is twofold. On the one hand, to assess the relevance of a totally collaborative approach that fully integrates students into their learning. On the other hand, to design a collaborative model in the form of a grid that can be used to assess the collaborative potential of a learning situation. The indicators evoked by the collaborative groups in relation to each component of the model they developed reflect their level of appropriation of the model, and the impact of the approach on the development of skills for analyzing and designing learning situations.

UAV-Ground Visual Tracking: A Unified Dataset and Collaborative Learning Approach

UAV-Ground Visual Tracking: A Unified Dataset and Collaborative Learning Approach

The synergistic evolution of supply-demand composite system for airport green development: A case study in Guangzhou Baiyun International Airport, China.

Given the pressing requirements for sustainable development in civil aviation, conducting a synergistic evolution analysis of the supply and demand aspects in the airport green development holds great significance. This analysis helps achieve sustainable airport development and facilitates the green transformation of civil aviation development. Taking a collaborative learning approach and utilizing historical data from Guangzhou Baiyun International Airport spanning 2008 to 2019, the supply-demand composite system for airport green development was deconstructed into two subsystems-demand and supply-and relevant evaluation index systems were established in this paper. A screening and optimization model of supply and demand synergy indicators for airport green development was constructed, and it was solved using a simulated annealing genetic algorithm. The Haken model was constructed to analyze the synergistic evolutionary relationship of the composite system of supply and demand for green airport development in two stages. The results indicate a shift in the order parameter of the co-evolution of the supply-demand composite system at Guangzhou Baiyun International Airport, moving from the demand subsystem in the first stage (2008-2015) to the supply subsystem in the second stage (2016-2019). The co-evolution of the airport supply-demand composite system has entered a new stage, but has not reached a high level of synergy. The study not only contributes theoretically by explaining the interaction mechanism between supply and demand for airport green development, but also offers targeted suggestions for achieving high-quality synergistic evolution of supply and demand for airport green development.

Unlocking Value Co-Creation in Entrepreneurial Ecosystems: The Vital Role of Institutions

The entrepreneurial ecosystem is quite complicated because of the presence of numerous stakeholders and the inclusion of multicultural and social elements in diverse communities. The role of entrepreneurship education in developing entrepreneurial skills and aptitude has evolved. The collaboration between universities, companies, and organizations in the collaborative online international learning (COIL) approach plays an important role in the entrepreneurial ecosystem to enhance value co-creation. To extend the limited literature on value creation through entrepreneurship education among stakeholders and analyze the entrepreneurial ecosystem from a micro perspective, this study investigated why companies and organizations support universities at the individual, organizational, and institutional levels to foster entrepreneurial ecosystems. Following a global career course using the COIL approach, semi-structured interviews were conducted in person or via Zoom with four representatives of the Embassy of Canada to Japan, Ernst & Young, and Manulife from April to May 2022. The modified grounded theory approach was used to analyze the responses from three institutions. The results showed that students were provided with the opportunity to solve actual issues that the three institutions faced and the students’ perspectives were considered to identify and develop high-quality proposals at the individual, organizational, and institutional levels. The institutional philosophy, organizational engagement and development, and personal development of the representatives of these institutions effectively create values within universities while also forming entrepreneurial ecosystems at Japanese and Canadian companies, organizations, and universities to help build the next generation of leaders. This study has important implications through its contribution to society and the development of an entrepreneurial ecosystem in collaboration with the academic, industrial, and public sectors.

Cognitive learning about forests: the key role of environmental attitude

ABSTRACT For young people, schools are platforms for learning and strengthening competencies about nature preservation; despite being faced with the same learning opportunities, learning outcomes are very heterogeneous. We were interested in environmental knowledge gains and retention after participation in a student-centred learning programme, and in environmental attitudes’ role in knowledge acquisition. 261 students participated in a 90-minute programme about the forest ecosystem and related sustainability topics. Our 8-station in-classroom module relied on a collaborative, hands-on, and autonomy-supportive learning approach. We measured knowledge three times: before the programme (pre-test), right after programme completion (post-test), and six weeks after programme completion to test long-term performance (retention test), using the Rasch model. Knowledge scores increased in the post-test and decreased in the retention test but remained significantly above pre-test scores. Environmental attitude had a considerable effect on knowledge scores of each test time, though effects on pre- and retention scores were larger. This indicates that students with positive attitudes knew more before the programme and retained more knowledge over time. Interestingly, the retention scores of those with the most positive attitudes exceeded their post-programme scores, which suggests further immersion into the topic, rendering attitude a probable and promising lever for long-term knowledge acquisition.

Enhancing the well-being of early childhood education practitioners working in resource-constrained contexts

Background: The recent migration of early childhood care and education function brought with it many changes that affect the workplace well-being of practitioners and centre managers, yet little research has reported on the voices and experiences of those working on the ground.Aim: To find out the current state of well-being of practitioners working in resource-constrained contexts to help us theorise how might they take action to improve it.Setting: Early childhood care and education centres in rural and township areas in six different provinces.Methods: The first author conducted 10 semi-structured focus group interviews with 80 practitioners recruited by collaborating researchers at various universities. All ethical protocols were adhered to. The focus groups were audio-taped, transcribed and thematically analysed independently by the two authors before reaching consensus.Results: Two themes were identified: (1) participants experienced negative emotions arising from both internal and systemic aspects that were affecting their well-being. (2) Several factors promoted the well-being of practitioners despite their difficult circumstances.Conclusion: Based on the findings, it appears that close collaboration among practitioners within centres and, with other external stakeholders, was an important factor for enhanced well-being. Drawing from action learning theory, we suggest how practitioners can collaborate to sustain their well-being while addressing the challenges they face.Contribution: This collaborative action learning approach can be applied not only by ECCE centres, but to any organisation wishing to improve the well-being and practice of their members.

Facilitating Mathematical Argumentation by Gamification: A Gamified Mobile Collaborative Learning Approach for Math Courses

Facilitating Mathematical Argumentation by Gamification: A Gamified Mobile Collaborative Learning Approach for Math Courses

Comparison of the Effects of E-learning Blended with Collaborative Learning and Lecture-Based Teaching Approaches on Academic Self-Efficacy among Undergraduate Nursing Students: A Quasi-Experimental Study.

Applying new technologies in teaching has led to the phenomenon of blended learning (BL), which is currently flourishing as a specific requirement for higher self-efficacy and success in increasingly complex healthcare environments. Although various forms of novel education are on the rise worldwide, the effects of electronic learning (EL), combined with collaborative learning (CL) and lecture-based teaching (LBT) approaches, have not yet been validated on academic self-efficacy among undergraduate nursing students. Utilizing a pre-/post-test comparison-group design, this quasi-experimental study was conducted on 70 undergraduate nursing students of Urmia University of Medical Sciences, Urmia, Iran, selected by the census sampling technique in 2020. The eligible participants were allocated to intervention groups, viz., the EL+LBT group (n=34) and the EL+CL group (n=36). A learning management system (LMS) was used for both intervention groups along with the LBT approach, and then 10 steps were integrated into the CL approach during 14 sessions, lasting 150 minutes. Afterward, a demographic information form and the College Academic Self-Efficacy Scale (CASES) were administered to collect the data. The data were analyzed using descriptive statistics, Chi-square test, independent-samples t-test, and analysis of covariance (ANCOVA). No significant difference was observed in the CASE scores between the students were taught using the EL+LBT (113.76±16.98) and the EL+CL approaches (107.66±16.70) before the interventions (P=0.136). However, the CL+EL approaches resulted in the highest changes in the CASE scores at the pre- (107.66±16.70) and post-test (119.08±25.49) stages (P=0.019). Moreover, the female students attending the CL+EL classrooms experienced significantly positive differences in their CASE scores (127.12±30.34), compared to the males (112.65±19.30) (P=0.011). Blending the EL and CL approaches significantly promoted CASE among the undergraduate nursing students in this study by providing sufficient collaboration, essential educational equipment, and better technical support.

Implementation Of Steam Model To Increase Student Engagement Through Lesson Study

Lesson Study is conducted to improve students' understanding through collaborative learning approach. The purpose of this study is to apply the STEAM model in improving students' understanding at SDN 4 Jerowaru. This research methodology uses qualitative methods. The techniques used to collect data in this study were adjusted to the type of data taken, namely (1) observation, (2) rubrics, (3) tests, and (4) documentation, taking pictures by researchers to strengthen the data obtained in learning activities. The data analysis technique used in this research is qualitative descriptive technique. The results of this study In cycle I of the learning process activities or at the do stage showed that students still did not look active and their creative thinking skills were still not very significant, so a reflection was carried out by the model teacher to plan the plan process in cycle II, several improvements were made by changing the methods used and learning materials. Furthermore, at the do stage of cycle II, student activities have looked very active, collaboration between groups has been active, besides that students' creative thinking skills have increased significantly.

Pedagogical interventions to support student belonging and employability in large cohorts: four case studies.

Employability is not just about focusing on workplace experience but about developing social and cultural capital through students’ learning. Pedagogies are central to that development (Pegg, 2012). Pedagogies that encourage collective activity, networking and the building of a sense of belonging whilst preparing students for the reality of the workplace are valuable. This paper outlines four course case study examples of pedagogies that separately strengthen qualities and skills that enhance students’ employability. The curricular and pedagogic practices of each are examined, and significant themes from each are then synthesised. Together they demonstrate how thoughtful course design and inclusive pedagogic approaches support the development of students’ professional identity and the building of their employability skills. The common themes focused on self-directed, student-centred, authentic learning, encouraging students i) to work with industry and communities to build early professional networks, ii) engage in connected learning where the curriculum and its supporting activities and pedagogy facilitate collaborative learning, iii) develop confidence, sense of belonging and professional identities through using inclusive collaborative learning approaches. In addition, six practical pedagogic principles (i-vi) are identified for course teams to utilise. These include i) focus on inclusive practice, ii) building students’ professional identity, iii) developing students’ belonging, iv) deep critical thinking v) the demystification of the workplace through the activities selected vi) students leading their own learning. This paper concludes by suggesting a series of reflective questions (mapped to each principle) for educational developers to consider as they design future learning activities which foster employability skills.

The Role of the Civic University in Facilitating Inclusive and Transformative Pedagogical Approaches to the Sustainable Development Goals: A Systematic Literature Review

Facing rising financial pressure due to economic stagnation and lacklustre engagement from policy-makers, higher education institutions (HEIs) and local communities are placing increasing emphasis on cooperative efforts between universities and communities to co-create positive societal change in the face of the triple planetary crisis. Based on the PRISMA method, this systematic literature review seeks to contribute to the academic knowledge on Sustainable Development Goals (SDG) governance at the local level by unpacking the contribution of HEI-community cooperative approaches to transformative learning and action for sustainability. In order to successfully incorporate communities’ priorities in the local-level integration of the SDGs, it is crucial that these new collaborative initiatives foster transformative learning approaches to Education for Sustainable Development (ESD) in an equitable, intersubjective, and inductive manner. The findings present the various strategies used to build long-term, impactful, and resilient learning skills for sustainable development for all ESD stakeholders at the local level, including communities, HEIs, and city authorities. This review proposes these interventions as tools for better local governance towards the integration of the SDGs into HEIs and communities, specifically through SDG4 Quality Education.

DIGITAL LITERACY WITH EFL STUDENTS: DISCOVERING BANTEN’S STUDENTS' PERCEPTION ABOUT INTEGRATING DIGITAL TECHNOLOGIES IN COLLABORATIVE LEARNING

This research aims to investigates Bantenese students' perceptions of integrating digital technologies in collaborative learning. A descriptive qualitative approach was engaged, employing questionnaires as the primary means of data collection. Subsequently, the data underwent a comprehensive analysis involving data reduction, presentation, and the formulation of conclusions. The research revealed that the integration of technology in collaborative learning, from the viewpoint of Bantenese’ students, offers substantial support and benefits to both educators and learners. It provides convenient access to comprehensive information from various reputable sources, thereby reducing the time needed for assignments. Nonetheless, a drawback associated with the incorporation of technology in education is the risk of fostering passivity in students, as they may opt for immediate solutions through artificial intelligence or turn to assignment service websites, raising concerns about their authenticity and data security. This research also underscores the necessity for additional exploration into the difficulties encountered by students in Banten when engaging in collaborative learning approaches that incorporate technology.