Collaborative Learning Environment Research Articles

Inclusive Pedagogy: Systematic Review on Exploring Stakeholder Engagement in Multigrade Classroom Teaching

Multigrade education, characterized by the instruction of students from different grade levels in the same classroom, has garnered significant attention in educational research due to its prevalence in diverse global contexts. This comprehensive literature review offers a nuanced exploration of multigrade education, synthesizing empirical research, theoretical frameworks, and practical insights to provide a holistic understanding of its complexities and implications. The review begins by delineating the global landscape of multigrade classrooms, examining their prevalence, significance, and diverse manifestations across various regions and socio-economic contexts. It delves into the positive aspects of multigrade education, such as fostering collaborative learning environments, maximizing resource utilization, and addressing educational inequalities, while also addressing the negative effects of inadequate support, including teacher burnout and limited access to resources. Central to the literature review is the examination of stakeholder engagement in multigrade education, with a focus on the roles of educators, policymakers, parents, and communities in supporting effective teaching and learning practices. Through an interdisciplinary lens, the review analyzes strategies to maximize stakeholder support, including investments in professional development for teachers, equitable allocation of resources, community involvement, and policy advocacy. Furthermore, it explores culturally-appropriate interventions and collaborative teaching practices to address the unique challenges faced by multigrade educators and students across diverse cultural landscapes and socio-economic environments. By offering actionable recommendations grounded in empirical evidence and best practices, the literature review aims to inform policy, practice, and future research directions in multigrade education, ultimately advocating for inclusive learning environments where every student can thrive and succeed, irrespective of their grade level or school size.

Theoretical and methodological foundations of humanisation education in universities (on the example of teaching chemistry)

Relevance. The relevance of the study lies in the fact that education cannot be limited only to mastering knowledge and professional skills in the chosen field and narrow specialisation. The existing foundations of graduate training aimed at deepening practice in one professional field are not enough. In such conditions, education should ensure that the students receive knowledge and skills that will give them a sense of satisfaction with learning. Purpose. The purpose of the study is to consider the theoretical and methodological foundations of humanisation education in higher educational institutions on the example of teaching chemistry. Methodology. The methodological framework encompassed several approaches to exploring this subject, including didactic, humanistic, general pedagogical, and pedagogical experiment methodologies. Results. The study on the theoretical and methodological foundations of humanisation education in universities, focusing on teaching chemistry, identified key outcomes. Firstly, the adoption of student-centric teaching methods, facilitated by the transition of teachers into organisers of the educational process, has enhanced student engagement and independent learning. Secondly, the expansion of educational content to include interdisciplinary perspectives alongside specialised subjects has provided students with a more comprehensive understanding of chemistry in real-world contexts. Lastly, the shift in attitudes and relationships between faculty and students has fostered a more supportive and collaborative learning environment. Conclusions. In conclusion, the findings underscore the importance of humanisation in higher education, particularly in the field of teaching chemistry. By prioritising student engagement, interdisciplinary learning, and supportive relationships, universities can create a more enriching educational experience. However, the implementation of humanisation strategies may encounter challenges, including the need for faculty adaptation and resource allocation. Nevertheless, the practical significance of these strategies in enhancing the quality of education in universities cannot be overstated, highlighting the importance of their effective implementation and continued exploration. Keywords: humanisation; universities; theoretical and methodological foundations; teaching chemistry; students; educational technologies

Theme editorial: What should be the role of tourism education social structures to create and support collaborative learning environments and the tourism sector?

Theme editorial: What should be the role of tourism education social structures to create and support collaborative learning environments and the tourism sector?

Exploring the linkages between social media use, self-esteem, and academic performance among nursing students in Saudi Arabia: A descriptive correlational study.

The prevalence of social media influence in education makes it necessary to investigate how it might affect nursing students' academic achievement and sense of self. To our knowledge, the associations between academic performance, self-esteem, and social media usage among nursing students from Saudi Arabia remain understudied. This study aimed to examine the relationships between academic performance, self-esteem, and the utilization of social media platforms by Saudi Arabian nursing students. This descriptive correlational study employed a convenience sample of 220 nursing students (response rate 95.2%). An online survey with questions about demographics, students' academic performance, social media usage, and self-esteem was used for data collection from 1 March to May 2023. Pearson correlation coefficients, independent t-tests, Analysis of Variance, and hierarchical regression were used for data analysis. Social media use had an average score of 3.60 ± 0.66, self-esteem was 2.13 ± 0.27, and academic performance was 3.95 ± 0.58. The students' academic performance related positively to the utilization of social media platforms (r = 0.210, p <0.01). There were statistically positive correlations between academic purpose and social motives domains of utilizing social media and academic performance (r = 0.304, p <0.01; r = 0.208, p <0.01) respectively. The amount of time students spent on social media was not related to their self-esteem (r = 0.047, p >0.05). The students' self-esteem was unrelated to their academic achievement (r = 0.059, p >0.05). Utilizing social media channels can assist nursing students in improving their academic achievement. Therefore, nursing educators and decision-makers in nursing education have the opportunity to establish collaborative learning environments by integrating social media. This approach aims to improve communication, enhance the learning experience, and ultimately improve the academic achievements of nursing students.

KEY SUCCESS FACTORS OF SCHOOL LEADERSHIPS IN IMPLEMENTING PROFESSIONAL LEARNING COMMUNITY: A SYSTEMATIC LITERATURE REVIEW

&lt;p&gt;The study systematically reviews the literature to understand the key success factors for school leadership in fostering PLCs and the most effective leadership style for this endeavor. Through a detailed analysis, it identifies key success factors such as visionary leadership, shared values, effective communication, collaborative decision-making, and strategic problem-solving. The study also emphasized the transformative, facilitative, distributed, democratic, and situational leadership styles conducive to PLC success.. These elements are essential for creating a collaborative learning environment that promotes professional growth, innovation, and improved student outcomes. The study acknowledges limitations including the scope of literature and challenges in directly correlating leadership styles with PLC success. Future research directions include exploring the long-term impact of leadership on PLCs, cross-contextual comparisons, empirical validations of theoretical frameworks, and the role of digital technologies in PLC enhancement.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;

Computer-Based Technology on Writing Performance: A Systematic Literature Review

This systematic literature review delves into the transformative effects of computer-based technology on writing performance, with a specific focus on studies conducted between 2017 and 2023. The review scrutinizes the impact of a diverse array of technologies, ranging from popular platforms like TikTok, Twitter, and Instagram to specialized tools such as Grammarly, Digital Storytelling, and Kahoot. By synthesizing findings from these studies, the review elucidates the multifaceted ways in which technology influences students' writing proficiency. Key findings underscore the nuanced impacts of these technologies, revealing their significant roles in fostering motivation, enhancing language skills, promoting engagement, and facilitating collaborative learning environments. Notably, Grammarly emerges as a prominent tool widely utilized to address grammatical, spelling, and punctuation errors, thereby aiding in the refinement of writing quality. Meanwhile, platforms like Instagram are recognized for nurturing creativity, Twitter for facilitating personalized learning experiences, and Kahoot for fostering active engagement through interactive quizzes and games. By illuminating the diverse dimensions of technology's transformative role in writing performance, this review offers valuable insights for educators, policymakers, and researchers alike. It underscores the importance of leveraging technology as a strategic tool to enhance students' writing skills and foster a dynamic and enriching learning experience. Moreover, it highlights the need for continued exploration and adaptation of innovative technological solutions to meet the evolving needs of modern education.

Does constructivism learning approach lead to developing creative thinking skills? The mediating role of online collaborative learning environments

Does constructivism learning approach lead to developing creative thinking skills? The mediating role of online collaborative learning environments

Problems Encountered by Senior High School Teachers During In-Person Learning Modality

Implementing the K12 program in the Philippines introduced senior high school, bringing about significant changes in the education system, especially after the COVID-19 pandemic. This reform aimed to align the Philippine educational system with international standards, enhance the quality of education, and prepare students for higher education. This study investigated the challenges senior high school teachers face during in-person learning in a specific school in Victoria City for the Academic Year 2022-2023. Data for this descriptive study was collected from 72 teachers using a self-made questionnaire that passed the rigorous validity and reliability test. The following areas were considered to have many problems: workload, teaching and learning resources, training and support, curriculum implementation, and student attitude. The results showed a significant difference in workload when grouped according to sex. For track handled student attitude has a significant difference, for length of service student attitude has a significant difference. For track-handled student attitude, there is a considerable difference. For length of service, student attitude has a significant difference. The result of the study calls for targeted interventions such as streamlining administrative tasks, specialized training programs, positive reinforcement initiatives, increased funding for resources, mentorship programs, and age-specific professional development, aiming to alleviate burdens, enhance teaching effectiveness, and foster a collaborative learning environment for sustainable improvements in senior high school education. Keywords: Education, problems encountered, Senior High School, in-person learning modality

Is a Seat at the Table Enough? Engaging Teachers and Students in Dataset Specification for ML in Education

Despite the promises of ML in education, its adoption in the classroom has surfaced numerous issues regarding fairness, accountability, and transparency, as well as concerns about data privacy and student consent. A root cause of these issues is the lack of understanding of the complex dynamics of education, including teacher-student interactions, collaborative learning, and classroom environments. To overcome these challenges and fully utilize the potential of ML in education, software practitioners need to work closely with educators and students to fully understand the context of the data (the backbone of ML applications) and collaboratively define the ML data specifications. To gain a deeper understanding of such a collaborative process, we conduct ten co-design sessions with ML software practitioners, educators, and students. In the sessions, teachers and students work with ML engineers, UX designers, and legal practitioners to define dataset characteristics for a given ML application. We find that stakeholders contextualize data based on their domain and procedural knowledge, proactively design data requirements to mitigate downstream harms and data reliability concerns, and exhibit role-based collaborative strategies and contribution patterns. Further, we find that beyond a seat at the table, meaningful stakeholder participation in ML requires structured supports: defined processes for continuous iteration and co-evaluation, shared contextual data quality standards, and information scaffolds for both technical and non-technical stakeholders to traverse expertise boundaries.

Dialogues across time and space in a video-based collaborative learning environment

In this study, we investigate how pre-service teachers’ group dialogues emerged and intersected across time and space as students collaboratively constructed a video-based mind map to prepare for oral exams in a pedagogy course. The study was conducted as part of a design-based research project investigating the ways that video-based mind maps can support learning as both a collaborative activity and a classroom resource. We applied interaction analysis methods to recordings taken during the production of the mind map as well as the videos made by students within the mind map itself to analyze synchronous and asynchronous dialogues among group members as they viewed, recorded, and uploaded videos. The findings offer an in-depth understanding of how collaboration occurs in different space-time configurations within and across groups as mediated by video resources. We discuss how these findings contribute to computer-supported collaborative learning (CSCL) research on the ways collaboration can emerge across different levels of activity as well as the pedagogical implications for introducing video-based dialogues into the classroom.

Cultivating a higher level of student agency in collective discussion: teacher strategies to navigate student scientific uncertainty to develop a trajectory of sensemaking

ABSTRACT In a traditional lecturing environment, students possess limited agency in accepting or rejecting information provided by teachers. A higher level of student agency involves opportunities and actively identifying uncertainties and collaborating with peers to deepen understanding within the classroom community. Teachers play a crucial role in guiding students through sensemaking by addressing uncertainties and assisting in solution development. Student uncertainty is recognized as a pedagogical resource, engaging them in sensemaking and enhancing agency levels. This study analyzed 28 whole-class discussions led by seven science teachers, identifying three phases: problematization, coherence negotiation, and new understanding enactment. The teachers employed eight strategies leveraging student scientific uncertainty as pedagogical resources within three sequential methods: eliciting awareness of uncertainty (e.g., creating hybrid, ambiguous, and problem-solving spaces), seeking a coherent understanding (e.g., connecting students' lived experiences to empirical data for coherence, juxtaposing different interpretations to build consensus, and weaving together student ideas for coherence), and demonstrating new understanding (e.g., transference, translation). By embracing uncertainty, students become agents of sensemaking, contributing to a collaborative learning environment.

Predictors of Parental Home Involvement in Low-Income Families in Tanzania

Understanding factors influencing parents' involvement in education activities is essential in tailoring strategies to encourage and maximize their participation. This study assessed predictors of parental home involvement in low-income families in four regions of Northern Tanzania. The questionnaires assessed 1176 parents of grade two children from 55 primary schools invited to teacher-parent meetings. The hierarchical multiple regression analyses showed that parents' perception of general school invitation, specific teacher invitation, specific child invitation, parents' knowledge and skills, parents' level of education, and marriage conditions were the strongest predictors of parental home involvement. However, parents' past school experience (valence) did not predict their present involvement at home. This study underscores the pivotal role of teachers and schools in instigating and fostering parental involvement at home. Teachers can create a collaborative learning environment beyond the classroom by implementing activities designed to arouse parents' interest and stimulate their desire to participate actively in their children's learning. The study recommends the interconnectedness of the educational ecosystem, where the efforts of schools and teachers serve as catalysts for meaningful parental involvement at home.

Mentoring Models to Support Transition to Practice Programs: One Size Does Not Fit All.

One-on-one mentoring is not a fit for all transition to practice programs because of the need to recruit large numbers of mentors several times a year and the cost associated with supporting many mentor/mentee relationships. A group mentoring model is sustainable because it can foster a collaborative learning environment and emphasize knowledge sharing, skill acquisition, and emotional support within the group dynamic. Models can be replicated and applied in any setting. [J Contin Educ Nurs. 2024;55(4):161-164.].

Cross-Cultural Perspectives on Online Collaborative Learning in Germany

Purpose: The aim of the study was to investigate the cross-cultural perspectives on online collaborative learning in Germany.&#x0D; Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.&#x0D; Findings: In Germany, online collaborative learning prioritizes structured environments and asynchronous communication to accommodate diverse schedules. Emphasis is placed on clear communication, punctuality, and achieving consensus through respectful dialogue. Educators stress the development of intercultural competence alongside disciplinary knowledge for effective cross-cultural engagement.&#x0D; Unique Contribution to Theory, Practice and Policy: Hofstede's cultural dimensions theory, social identity theory &amp; communities of practice theory may be used to anchor future studies on the cross-cultural perspectives on online collaborative learning in Germany. Establish professional development programs that offer continuous training and support for educators to enhance their cultural competence and pedagogical skills in facilitating online collaborative learning. Advocate for the integration of cross-cultural competency standards into teacher education programs and accreditation requirements to ensure that educators are adequately prepared to address the needs of culturally diverse student populations in online collaborative learning environments.

Online learning and community engagement: Strategies for promoting inclusivity and collaboration in education

In recent years, the proliferation of online learning platforms has transformed the landscape of education, offering unprecedented opportunities for access and flexibility. However, as online learning continues to evolve, ensuring inclusivity and fostering collaboration within virtual communities remains a critical challenge. This review explores strategies aimed at promoting inclusivity and collaboration in online education settings. Firstly, it delves into the significance of creating a supportive online learning environment conducive to diversity. This involves implementing inclusive practices such as accessible course materials, accommodating diverse learning styles, and fostering a culture of respect and empathy among participants. Additionally, leveraging technology to facilitate real-time communication and interaction among learners from diverse backgrounds enhances inclusivity by breaking down geographical and cultural barriers. Secondly, the review examines the pivotal role of community engagement in fostering collaboration and mutual support among online learners. Establishing virtual communities where participants can engage in meaningful discussions, share resources, and collaborate on projects cultivates a sense of belonging and collective ownership of the learning process. Moreover, integrating collaborative learning activities such as group projects and peer reviews promotes active engagement and facilitates the exchange of diverse perspectives. Furthermore, the review highlights the importance of instructor involvement in fostering inclusive and collaborative online learning environments. Educators play a crucial role in designing inclusive curriculum, facilitating meaningful discussions, and providing constructive feedback that acknowledges diverse perspectives. Moreover, equipping instructors with training and resources to effectively manage online communities fosters a supportive learning environment conducive to collaboration and inclusivity. Promoting inclusivity and collaboration in online learning requires a multifaceted approach encompassing inclusive design, community engagement, and instructor support. By implementing these strategies, educators can create enriching online learning experiences that empower learners from diverse backgrounds to thrive and succeed.

Innovative teaching methodologies in the era of artificial intelligence: A review of inclusive educational practices

Artificial intelligence (AI) is revolutionizing the field of education, offering new opportunities to enhance learning experiences and promote inclusive educational practices. This review explores the impact of AI on teaching methodologies and its role in creating inclusive learning environments. By examining current research and practices, this review highlights the potential of AI to address diverse learning needs and promote equity in education.The review begins by discussing the role of AI in personalized learning, where AI algorithms analyze student data to provide tailored instruction and feedback. This approach allows educators to cater to individual learning styles and preferences, ensuring that all students have access to high-quality education. Additionally, AI-driven adaptive learning systems can identify and address learning gaps, providing targeted interventions to support students who may be struggling. Furthermore, the review explores the use of AI in facilitating collaborative learning environments, where students work together on projects and tasks. AI technologies can enhance collaboration by providing tools for communication, coordination, and knowledge sharing. This approach promotes inclusivity by allowing students to contribute their unique perspectives and skills to group projects. The review also discusses the potential of AI in promoting accessibility and inclusivity for students with disabilities. AI-powered assistive technologies can provide additional support and accommodations, allowing students with disabilities to fully participate in educational activities. Additionally, AI-driven captioning and translation tools can improve accessibility for students who are deaf or hard of hearing, as well as those who speak languages other than the primary language of instruction. Overall, this review highlights the transformative potential of AI in education and its ability to promote inclusive educational practices. By leveraging AI technologies, educators can create more personalized, collaborative, and accessible learning environments, ensuring that all students have the opportunity to succeed.

A review of AI-driven pedagogical strategies for equitable access to science education

Access to quality science education is essential for equitable development and advancement in society. However, disparities in access to science education persist, particularly among marginalized and underserved populations. Artificial intelligence (AI) offers innovative solutions to address these disparities by enhancing pedagogical strategies that promote equitable access to science education. This review examines AI-driven pedagogical strategies aimed at improving equitable access to science education. The review explores how AI technologies, such as machine learning, natural language processing, and computer vision, can be leveraged to personalize learning experiences, provide real-time feedback, and enhance engagement among students from diverse backgrounds.AI-driven personalized learning platforms can adapt to individual learning styles and pace, ensuring that each student receives tailored instruction. These platforms can also provide additional support to students facing learning challenges, thus promoting inclusivity and equity in science education. Furthermore, AI-driven assessment tools can provide educators with insights into student performance and comprehension, enabling them to identify areas for improvement and provide targeted interventions. Additionally, AI can facilitate collaborative learning environments, allowing students to work together irrespective of their physical location, thus breaking down geographical barriers to access. However, the implementation of AI-driven pedagogical strategies raises ethical considerations, such as data privacy and algorithmic bias, which must be carefully addressed to ensure equitable access to science education for all students. In conclusion, AI-driven pedagogical strategies have the potential to revolutionize science education by enhancing personalized learning, providing real-time feedback, and fostering inclusive learning environments. However, careful consideration must be given to the ethical implications of AI implementation to ensure that these technologies are used responsibly and equitably.

Read, write, retreat: a collaborative reflection on shared writing retreat experiences among PhD candidates

ABSTRACT As PhD candidates of geography and planning, we engage in a collaborative autoethnography to reflect on our experiences during a writing retreat. We explore the significance of material and immaterial spaces of the retreat and how these spaces impacted our academic writing. We emphasise the value of a collaborative and supportive learning environment that challenges the productivity-driven, neoliberal narrative imbued in academic writing. Drawing on our personal reflections of the retreat, we illustrate how writing retreats foster a “space” of support, facilitate academic writing competence, and expose participants to new avenues of learning. Using a grounded theory approach, we draw on Donna Haraway’s situated knowledges as well as and Dooren Massey’s theorisation on space, to examine our individual reflections and collectively discuss the intricate relationship between solitude and productivity in academic writing. Our findings delve into diverse experiences of material space (physical) and immaterial space (psychological and imaginative), as well as the negotiation of solitude-togetherness and speed-slowness interface within the retreat context. We argue for rethinking the notion of a retreat, envisioning it as a space that challenges the norms of academic productivity and fosters a more caring and interconnected approach to scholarly writing.

Investigating the Role of Interactive Activities in Enhancing Pre-Intermediate English Grammar Learning: A Qualitative Inquiry at Universitas Klabat

This research aims to analyze Investigating the Role of Interactive Activities in Enhancing Pre-Intermediate English Grammar Learning: A Qualitative Inquiry at Klabat University. The type of research is descriptive qualitative. Data collection techniques using observation, interviews and documentation. Data analysis techniques using data reduction, data display and conclusions. research results The qualitative inquiry conducted at Klabat University delves into the significant role of interactive activities in bolstering pre-intermediate English grammar learning. Through meticulous observation and analysis, it becomes evident that interactive activities not only engage learners actively in the learning process but also facilitate a deeper understanding and retention of grammatical concepts. By fostering collaborative learning environments and promoting meaningful interactions, these activities cater to diverse learning styles and encourage students to actively participate in their own language acquisition journey. Thus, integrating interactive activities into English grammar instruction proves instrumental in enhancing the overall learning experience and proficiency levels of pre-intermediate learners at Klabat University.

Exploring Teachers’ Perceptions of EFL Students’ Engagement in Collaborative Learning: Implementation Issues and Suggestions

The evolving landscape of collaborative learning in English education for the last two decades has witnessed a notable research surge in diverse contexts. Nevertheless, empirical evidence suggests a noticeable dearth of attention or very limited emphasis, particularly within the setting of Arabic-native speaking countries on exploring English teachers’ perceptions concerning students' engagement in collaborative learning. Therefore, this study aims to identify teachers’ perceptions of EFL students’ engagement in collaborative learning with a special reference to implementation issues and solutions to address the challenges. The descriptive survey design was employed to attain the study objectives. A sample of (45) EFL teachers chosen following the convenient sampling method answered a closed-item questionnaire and did an interview. The results revealed that EFL teachers highly perceived implementing collaborative learning among university students in EFL classrooms. Also, the respondents’ teaching experiences did not impact their perceptions of implementing collaborative learning in EFL classrooms. In addition, gender did not play any role in affecting the respondents’ answers to implementing collaborative learning in EFL classrooms. Finally, the analysis of interview contents showed that the problems that teachers face in implementing collaborative learning include diverse language proficiency, cultural differences, impartial participation, personal conflicts, limited class time, access to resources, and lack of professional development. Additionally, the participants suggested differentiated teaching, encouraged participation, efficient time management, language skill grouping, and EFL-specific teacher training to make a collaborative learning environment effective.