Collaborative Learning Approach Research Articles

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.

Online Collaborative Learning Approach for Malay Language Learning and Its Impact on Students’ Achievement/ Pendekatan Pembelajaran Kolaboratif dalam Talian bagi Pembelajaran Bahasa Melayu dan Kesannya ke atas Pencapaian Pelajar

This study was conducted to examine the effect of an online collaborative learning approach on the achievement of Malay language learners. The design of this study is primarily quantitative in nature, characterized as a pre-experimental study involving a group of participants who underwent pre- and post-tests. The data collection process spanned four weeks, during which a total of 30 students were selected as the study's sample using purposive sampling technique. Data was collected through various instruments, including online collaborative-based learning activities, questionnaires, and pre- and post-tests assessing students' achievements in Malay Language writing. The data were analyzed using descriptive analysis, a normality test, paired sample t-test, and Pearson correlation test, and the analysis was performed using SPSS Version 24.0 software. The findings of the study revealed that students' perceptions of online collaborative learning in Malay language subjects were rated as 'good' (mean = 53.70). Additionally, the study identified a significant difference between the post-test scores and the pre-test scores (t = -16.669, df = 29, p < 0.05). Furthermore, the study found a positive relationship between students' perceptions and their test performance (r = 0.182, n = 30, p = .335). In conclusion, this study establishes that the online collaborative learning approach has a positive impact on the achievement of Malay language learners.

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.

Analisis Permasalahan Belajar Matematika Siswa SD Negeri Cikampek Kota

Mathematics learning in SD Negeri Cikampek Kota faces several complex issues, including irrelevant curriculum, low teaching quality, low student interest and motivation, and limited resources. To address these problems, integrated actions from various stakeholders are needed. Recommended actions include refining a more relevant and integrative mathematics curriculum, enhancing teaching quality through teacher training and mentoring, utilizing technology in learning, boosting student motivation, involving parents and the community, and developing collaborative learning approaches. By implementing these strategies holistically and sustainably, it is hoped that the understanding and achievement of mathematics among students in SD Negeri Cikampek Kota can be improved. Ongoing evaluation and feedback are also necessary to ensure the success of improvement efforts. Thus, mathematics learning in SD Negeri Cikampek Kota is expected to become more effective and competitive, in line with national education goals.

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.

Integrating Collaborative Learning and Advanced Technology in Industry 5.0: A Systematic Mapping Study and Taxonomy

Learning evolves through human interactions and adapting to technological advancements. The fourth industrial revolution elevated the importance of machines in improving competitiveness, efficiency, and product quality. However, this emphasis on technology overshadowed the human-centric perspective. In contrast, Industry 5 aims to foster collaboration between humans, robots, and digital systems. Our study utilized systematic mapping to explore collaboration in I5. Specifically, we investigated how collaborative learning occurs in industrial workplaces. The main objective was to identify prevalent collaborative learning techniques, technologies, challenges, and data types in I5 environments. The results reveal various collaborative learning approaches, highlighting their potential to improve productivity, innovation, and worker participation in I5. The study uncovers significant trends, such as the increasing reliance on digital platforms and Artificial Intelligence (AI)-driven tools, which facilitate collaborative learning while posing unique challenges. Our taxonomy provides a structured framework for understanding these dynamics, serving as a valuable guide for practitioners and researchers. The findings underscore the necessity for adaptive learning strategies and the integration of advanced technologies to promote effective collaboration in industrial settings. This research contributes to the theoretical understanding of collaborative learning in I5 and offers practical insights for its implementation, thereby supporting the evolution of industry practices in this new technological era.

Building soft skills through a role-play based approach for Requirements Engineering remote education

Teaching Requirements Engineering requires adopting pedagogical techniques to develop students' technical skills for identifying users' needs and designing software solutions. Additionally, since requirements engineering involves group work, students must cultivate social skills such as communication, empathy, and conflict resolution. In remote learning scenarios, developing these skills becomes more challenging due to limited interaction. To address these needs, this paper proposes adapting a project-based collaborative learning approach for remote education that combines Role-Play and Send-a-Problem learning techniques. In this approach, students collaborate on software projects in teams, assuming two roles: customers and software developers. We evaluated this approach during two cycles of Action Research, conducted remotely in two disciplines of a Software Engineering undergraduate course involving advanced and beginner students, respectively. In the advanced students' class, we observed that the methodology enhanced communication skills, analytical reasoning, conflict resolution, and empathy. To validate these results, we conducted a new study with beginning students, achieving positive outcomes despite the need for more support in team communication. As our primary contribution, we provide guidelines for implementing this collaborative learning approach online.

Structured collaborative sparse dictionary learning for monitoring of multimode processes

In this paper, a novel structured collaborative sparse dictionary learning approach is proposed to improve the monitoring performance of discriminative dictionary learning for multimode processes. The mode discriminability and data reconstruction are first balanced by decomposing the dictionary coefficients into between- and within-class parts and introducing a within-class self-expression regularization term. A weight vector of between-class coefficients is subsequently exploited for accurate mode identification of data that falls into the overlapping regions between different class distributions. Moreover, in order to pinpoint the fault variables, a scalable fault isolation method is developed which imposes a constraint of statistical control limit and introduces the ℓ1/ℓ2,0-structured sparsity regularization terms. The mode identification capability of the proposed method is proved theoretically by Theorems 1 and 2, and a lower-bound magnitude is provided by Theorem 3 for fault isolation. Finally, extensive experiments conducted in the numerical and industrial process demonstrate that our proposed method outperforms some state-of-the-art methods.

Collaborative Learning In The Perception Of Mathematical Competencies Of Students In An Educational Institution – Morropón, 2023

The collaborative learning approach sought to determine its influence on the perception of mathematical competencies of students in an educational institution – Morropón, 2023. The research was framed in a quantitative approach of experimental type and quasi-experimental design with a control and experimental group, being the population students of the secondary level of regular basic education. To collect the information, the questionnaire was applied to a non-probabilistic and intentional sample of 14 students for the control group and 14 students for the experimental group. The instrument developed to collect the data showed a reliability of 0.945 using the coefficient by Cronbach's alpha and a validity of 0.921 using Aiken's V of the expert opinion. The results obtained showed that 100% of the students showed a high perception of mathematical competencies with a Student's T significance of 0.000 (p < 0.05) lower than the parameter, in favor of the experimental group. In this way, confirming that the collaborative learning program influences the perception of mathematical competencies, and in each dimension of the problem variable, on the contrary, the control group 0.00% of students has high achievement.

A Peer-to-Peer Collaborative Learning Approach for the Implementation of Evidence-Informed Interventions to Improve HIV-Related Health Outcomes.

The nationwide scale-up of evidence-based and evidence-informed interventions has been widely recognized as a crucial step in ending the HIV epidemic. Although the successful delivery of interventions may involve intensive expert training, technical assistance (TA), and dedicated funding, most organizations attempt to replicate interventions without access to focused expert guidance. Thus, there is a grave need for initiatives that meaningfully address HIV health disparities while addressing these inherent limitations. Here, the Health Resources and Services Administration HIV/AIDS Bureau (HRSA HAB) initiative Using Evidence-Informed Interventions to Improve HIV Health Outcomes among People Living with HIV (E2i) piloted an alternative approach to implementation that de-emphasized expert training to naturalistically simulate the experience of future HIV service organizations with limited access to TA. The E2i approach combined the HAB-adapted Institute for Healthcare Improvement's Breakthrough Series Collaborative Learning Model with HRSA HAB's Implementation Science Framework, to create an innovative multi-tiered system of peer-to-peer learning that was piloted across 11 evidence-informed interventions at 25 Ryan White HIV/AIDS Program sites. Four key types of peer-to-peer learning exchanges (i.e., intervention, site, staff role, and organization specific) took place at biannual peer learning sessions, while quarterly intervention cohort calls and E2i monthly calls with site staff occurred during the action periods between learning sessions. Peer-to-peer learning fostered both experiential learning and community building and allowed site staff to formulate robust site-specific action plans for rapid cycle testing between learning sessions. Strategies that increase the effectiveness of interventions while decreasing TA could provide a blueprint for the rapid uptake and integration of HIV interventions nationwide.

Development of learning video rotation using Palembang tanjak context to determine students’ mathematical reasoning

This research is essential as a starting point in using learning videos on rotation material assisted by the Palembang tanjak context so that students' mathematical reasoning abilities are good. This research aims to produce a learning video on rotation material using the Palembang tanjak context that is valid and practical, as well as to determine the potential effect of using videos on rotation material using the Palembang tanjak context on students' mathematical reasoning ability. PMRI and collaborative learning approaches were also used in this research. This type of research is a design research type of development studies. The subjects of this study involved 28 students of class IX.A. Data collection techniques were observation, tests, and interviews. The data analysis technique is descriptive. This research resulted in a learning video on rotation material using the context of Palembang tanjak, which was developed to be valid and practical and potentially affected students' mathematical reasoning ability with an average of 67.625. Learning videos on rotation material can be used to train students' mathematical reasoning skills within the Palembang Tanjak context.