Student Collaborative Learning Research Articles

The scaffolding role of native speaker mentors in an online community of foreign language learners

ABSTRACT Providing foreign language students with opportunities to engage in meaningful and purposeful communication and culturally authentic interaction with peers and native speakers is critical to successful second language acquisition and the development of intercultural competence . This paper describes research that investigated how selected native speaker mentors supported foreign language university students as they completed authentic collaborative tasks in an online community of learners. Intermediate and advanced level students of Italian at an Australian university collaborated with each other and with their assigned mentors through online resources provided in the course website. Data were collected and analysed through multi-data sources including online interactions, forum posts and individual and focus group interviews with mentors and students. Findings suggest that native speaker mentors actively supported students’ learning and provided effective scaffolding across a number of domains. The paper concludes with specific recommendations to guide mentors and language educators in the process of assisting student collaborative learning.

Development of a student intervarsity interprofessional healthcare team challenge to promote collaboration and teamwork

This curricular report describes the development and evaluation of an intervarsity competition entitled the All-Ireland Interprofessional Healthcare Challenge (AIPEC). Students from eight universities across the Republic of Ireland and Northern Ireland take part in this extracurricular event on an annual basis. In this manuscript, we report on the development of the case and on the findings of a student evaluation of the event following the 2022 event using the Assessment of the Interprofessional Team Collaboration Scale for Students (AITCS-II student version). Of the 34 students who participated in AIPEC 2022, responses were obtained from 24 (70.6 % response rate). Student feedback was overwhelmingly positive including positive agreement in all four AITCS-II subscales (partnership, coordination, cooperation and teamworking). Free text comments further endorse the event as a positive, collaborative student learning opportunity. In conclusion, our experience has shown the AIPEC to be a beneficial learning experience for students, with clear benefits in developing clinical knowledge and attitudes towards collaborative practice and teamworking.

A comprehensive study to facilitate Student Space platform with collaborative learning

The Student Space Virtual Study Groups Platform is a groundbreaking solution designed to transform collaborative learning for students, addressing challenges in forming and sustaining study groups. This online platform integrates advanced technology to create a user-friendly environment, featuring an intuitive interface, dynamic group formation with smart algorithms, real-time collaboration through video conferencing and document editing, centralized resource sharing, and smart scheduling tools. Student Space aims to overcome the limitations of traditional study groups, offering an inclusive and adaptable virtual space for students to connect, collaborate, and excel academically. Anticipated impacts include improved academic performance and the creation of a vibrant academic community. Ongoing enhancements, such as integration with Learning Management Systems, a mobile app for on-the-go collaboration, and improved AI-driven matching algorithms, are planned for the future.

From learning optimization to learner flourishing: Reimagining AI in Education at the Institute for Student‐AI Teaming (iSAT)

AbstractThe Institute for Student‐AI Teaming (iSAT) addresses the foundational question: how to promote deep conceptual learning via rich socio‐collaborative learning experiences for all students?—a question that is ripe for AI‐based facilitation and has the potential to transform classrooms. We advance research in speech, computer vision, human‐agent teaming, computer‐supported collaborative learning, expansive co‐design, and the science of broadening participation to design and study next generation AI technologies (called AI Partners) embedded in student collaborative learning teams in coordination with teachers. Our institute ascribes to theoretical perspectives that aim to create a normative environment of widespread engagement through responsible design of technology, curriculum, and pedagogy in partnership with K–12 educators, racially diverse students, parents, and other community members.

Analysis of the relationship between students’ argumentation and chemical representational ability: a case study of hybrid learning oriented in the environmental chemistry course

Abstract Engaging students in collaborative learning fosters the expression of ideas, deepens understanding, and hones argumentation skills. Argumentation is pivotal, and instructors should facilitate opportunities for its practice. In the study on an environmental chemistry course, class conversations were recorded to analyze students’ contributions to online learning. Participants shared opinions, raised objections, and built on others’ answers. The instructor played a crucial role in harmonizing collaboration and guiding comprehensive argumentation. The study found claims and data as the most basic and common elements of argumentation. However, more complex components like rebuttal and backing warrants often need instructor intervention. While claims and data typically relied on one form of representation, such as macroscopic or symbolic, warrants demanded multiple dimensions, predominantly symbolic and submicroscopic. Toulmin’s arguments and Mahaffy’s tetrahedral ability of chemical representation were used for analysis. The findings highlighted that argumentation skills and chemical representation are intertwined, with certain argumentative components calling for specific representational dimensions. Collaborative online learning, thus, can enhance student participation and multifaceted skill development.

Digital Competencies in Collaborative Learning of Students in a Public University in Lima

Recently, traditional education is experiencing a digital transformation shift, caused by the Covid-19 pandemic. This process generates in students the need to strengthen digital competences through the practice of collaborative learning. The objective of the research was to determine the impact of digital competences on the collaborative learning of students at a public university in Lima. The study was a basic, causal correlational, non-experimental, cross-sectional design. The population was 1,150 undergraduate students from the School of Education of a public university in Lima and the sample consisted of 289 students. The descriptive results showed that digital competences are at a middle level (44.3%) while cooperative learning is at a regular level (36.3%). Finally, it is concluded that digital competences have a significant influence on collaborative learning, with Nagelkerke’s R2 value (0.704) demonstrating that the proposed model explains this influence.

How Augmented Reality (AR) Can Help and Hinder Collaborative Learning: A Study of AR in Electromagnetism Education.

Learning physics is often difficult for students because concepts such as electricity, magnetism and sound, cannot be seen with the naked eye. Emerging technologies such as Augmented Reality (AR) can transform education by making challenging concepts visible and accessible to novices. We present a Hololens-based augmented reality system where collaborators learn about the invisible electromagnetism phenomena involved in audio speakers, and we measure the benefits of AR technology through quantitative and qualitative methods. Specifically, we measure learning (knowledge gains and transfer) and collaborative knowledge exchange behaviors. Our results indicate that, while AR generally provides a novelty effect, specific educational AR visualizations can be both beneficial and detrimental to learning they helped students to learn spatial content and structural relationships, but hindered their understanding of kinesthetic content. Furthermore, AR facilitated learning in collaborations by providing representational common ground, which improved communication and peer teaching. We discuss these effects, as well as identify factors that have positive impact (e.g., co-located representations, easier access to resources, better grounding) or negative impact (e.g., tunnel vision, overlooking kinesthetic feedback) on student collaborative learning with augmented reality applications.

OLDER STUDENTS’ PERCEPTIONS OF ODL STUDIES: CAN IT EXPLAIN THEIR PERFORMANCE? A CASE OF BOTSWANA

Students’ perceptions about course quality and rigor play an important role in determining their approaches and level of commitment when taking a post-graduate course through ODL. This study finds that some older students at Botswana Open University (BOU) generally have negative perceptions about the quality and rigor of ODL courses and that these perceptions influence their approaches to their studies. The study finds that these approaches have a correlation with the student's performance and if unchecked may result in poor performance and extreme instances, learner attrition. These perceptions may be a result of inadequate knowledge about ODL and the time and resources required to succeed in this field. The study recommends that detailed inductions for new students be made part of ODL programs to dispel the myth and misconceptions that students may have about ODL, as far as quality and rigor are concerned. Appropriate instructional approaches that make use of collaborative learning techniques would also provide the necessary time management skills as well as improve students’ morale. Actively engaging students in collaborative learning would help with feelings of helplessness, isolation, and overwhelm that sometimes overpower students who are learning at a distance.

The Use of ICT to Encourage Student’s Engagement with Collaborative Learning

This study aims to investigate the impact of ICT application on student's collaborative learning. The chosen college is Uqlat Al Soqur College of Arts and Sciences, which is a branch of Qassim University. The sample for this study was the students of the third level. (26) students who majored in the English language for the academic year 2015/2016. The most important hypotheses of this study are that the use of ICT results in better language performance and enriches students’ vocabulary. Three tools used for data collection were a student questionnaire, pre and post-tests. The pre-test was given to measure the actual level, while the post-test was given to check the progress made by the students after they learnt with ICT (projector, smart board and computer) for one academic term. Some English teachers from different Universities in Saudi Arabia were interviewed. The data was analyzed by using a variety of statistical methods, including the statistical package for the social sciences (SPSS), to process the study data. The findings revealed the vital role that ICT play in supporting collaborative learning. Finally, there are some recommendations and suggestions for further research.

Digital and Collaborative Tools Integration in Teaching: A Basis for Training Implementation

One of the areas affected by this 2019 Novel Corona is education. Educators had stopped the conduct of face to face classes since it had been instantly cancelled wherein obliging many schools to immediately convert to different teaching modalities had been adopted. Integration of digital and collaborative tools in the delivery mode of teaching is needed in order to engage students in active learning. This study aimed to conduct a training needs assessment among the ISPSC Educators to assess their level of knowledge along digital and collaborative tools in the delivery mode of teaching as a basis for training implementation. Respondents include ISPSC Educators of Ilocos Sur Polytechnic State College. Data were collected, tallied and analyzed. The weighted mean was computed to analyze and interpret the training needs assessment among Educators. Findings suggested that this study enabled the ISPSC Educators to leverage their technology skills prioritizing the use and integration of digital and collaborative tools to engage students in active learning. The level of knowledge based on the training needs assessment resulted in a weighted mean of 1.72 interpreted as “No Knowledge” which means ISPSC educators must undergo training on different digital and collaborative tools integrating it in their mode of teaching delivery. The study findings are useful to ISPSC Educators intending to integrate the digital and collaborative tools in their teaching mode of delivery to better maintain the engagement of students in collaborative learning. Keyword : Digital and collaborative tools, integration, teaching delivery, training implementation.

An exploratory study of instructors' perceptions on inclusion of culturally responsive pedagogy in online education

The rapid growth of diverse learners in online learning has made it imperative for online instructors to incorporate multicultural resource curricula and instructional activities. This research aimed to explore online instructors' perceptions of culturally responsive pedagogy in online education; examine how instructors integrate culturally responsive pedagogy strategies in the online learning environment; and explore the challenges in facilitating cross‐cultural collaborative learning for students from different cultural backgrounds. Data were collected following a qualitative multi‐site case study method with five academic disciplines (Education, Social Sciences, Engineering, Physical Sciences and Health Sciences) in 12 colleges and universities in the United States of America. In all, 60 in‐depth and semi‐structured interviews with instructors (26 females and 34 males) were obtained and analysed following a constant comparative analysis approach. Results reflected that the instructors used cross‐cultural interactions to facilitate students' engagement and incorporated culturally responsive teaching. Besides, the findings revealed that most of the instructors integrated diverse and internationalized learning content to support diverse students and addressed the impact of multicultural education in online learning. It was, however, noted, that instructors in the physical science disciplines struggled to incorporate culturally diverse contents in their online classes. The findings of this study foster discourse on how best instructors could be aided to engage diverse students online more meaningfully. Practitioner notesWhat is already known about this topic Since studies of this nature are mostly undertaken in teaching and learning environments that are diverse in terms of student populations, both students and instructors are exposed to cultural differences in teaching and learning in multicultural/diverse online learning environments. Studies on multicultural/diverse online learning environments abound and have been undertaken for several years but the emphasis has mainly been to explore issues from the perspectives of students. Most online instructors assume that online learning provides equal opportunities to all students regardless of their cultural backgrounds and cultural differences; hence, instructors have mostly not been able to recognize cultural implications for students' learning to design inclusive instructional strategies to meet the learning needs of diverse students in online education. What this paper adds This study, unlike earlier ones with a similar focus, explored online instructors' perceptions of culturally responsive pedagogy (CRP), specifically with regards to the design, preparation and integration of multicultural learning contents and resources in online education. This study employed Scott et al.'s (2015) culturally responsive computing theory as a lens to connect students' prior learning experiences, knowledge, interests, strengths and weaknesses as a way to draw instructors' attention to how best diverse students can be aided to be innovative and succeed in the face of cross‐cultural challenges they face studying online. The study also contributes to the instructors' understanding of culturally responsive pedagogical principles in online spaces that recognize global identities and cultural experiences to meet the needs of diverse students in an online learning environment. Implications for practice and/or policy Instructors must develop online courses with the focus to bridge students' geographical and cultural backgrounds so that students will have the opportunity to share and connect with peers in online classrooms for effective collaboration and communication. Institutions that offer online education must make concerted efforts to provide continuous professional development opportunities for instructors of online courses on impacts of culture/diversity in the online classroom, and strategies for creating conducive online learning environments that value cultural differences, and social/educational experiences in ways that support students' learning. Institutions and stakeholders, through policy initiatives, should make frantic efforts to afford instructors with comprehensive knowledge and understanding of CRP in online learning to avoid the assumption that students in online courses share similar learning characteristics and bring to the online learning the same experiences and cultural backgrounds.

Factors Promoting Critical Thinking among Students at the Tertiary Level

The present study sought to explore the factors promoting critical thinking among the students at the tertiary level in Loralai. The objectives of the study were to identify the factors promoting critical thinking among male and female students at the tertiary level in Loralai. Male teachers and female teachers at the tertiary level comprise the population of the study. The number of tertiary-level teachers was 100. Out of the total population, 40 teachers were randomly selected from the tertiary level. In order to collect data from the respondents, a close-ended questionnaire containing 14 items based on the Likert scale was developed with the consultation of the superior in the objective of the subject. The majority of the respondents often use problem-based learning activities to promote critical thinking. More of the participants often ask the right questions to help foster students' critical thinking skills. Most of the subjects often promote collaborative learning for students' critical thinking. Half of the teachers often focus on projects. Most of the answerers often prefer writing assignments focusing on reflection and reasoning. For an understanding of the teaching practices used by the teachers, the sample size can be increased so that more accurate findings can be achieved. Teaching strategies promoting critical thinking abilities should be applied in the teaching-learning process to get maximum benefits.

Exploring Communicative Language Teaching to Enhance Grammatical Knowledge among Secondary School Students in Bangladesh

Communicative Language Teaching (CLT) involves students in real-life interaction in order to improve their communicative competence. There are a lot of controversy about whether grammatical knowledge can be gained by CLT in the English learning process. This qualitative case study goals to attain the perspective and attitudes of students and explore the implementation of CLT in Bangladeshi Secondary School. Moreover, researcher aims to reach the gap which is emerged by the controversy. It attempted to find out the contribution of CLT in improving grammar knowledge among Secondary School Students in Bangladesh. Researcher investigated two research questions and examined two research objectives. Data was collected through semi-structured interview and an essay writing task from Dr. Khastagir Government Girls’ High School, Bangladesh. The finding of study indicates efficient and feasible CLT activities are explored in the textbook which engaged students in collaborative learning and meaningful interaction. Students have a certain perspective and an assured outlook towards CLT based classroom and they have a knowledgeable linguistic competence in writing. Besides, in acquiring communicative skills, fluency and accuracy were not attained equally among the students. Besides, students were aware of both in grammar knowledge and meaningful interaction but faced few obstacle in speaking. Accuracy activities of CLT facilitate to enhance grammar knowledge but a little lack was explored from the findings. To say, this study provides an insight on positive perspective of students towards communicative classroom settings.

Running Head: Using Computers to Teach Science Can Computer Technology Improve the Quality of Science Education at Urban Universities?


 
 
 Research has shown that technology can be a powerful educational tool in facilitating a constructivist approach to teaching science. Research also shows that academic support for students and faculty development activities are positively linked to supporting science teaching and learning. However, despite the availability of these resources at many urban universities, instructors rarely engage students in collaborative learning. This article uses a case study to describe both the challenges and results of implementing a constructivist model of instruction at a mid-size urban college. The article demonstrates the successful implementation of an online interactive course management system and Supplemental Instruction in large classrooms, with the caveat that such practices require extensive training for instructors, staff and students to be feasible. At Lehman College of the City University of New York, both Title V grant and college administrative support has enabled the creation of a model of collaborative engagement that has successfully fostered partnership among instructors, students and staff in constructivist learning and active use of computer technology at an urban college.
 
 

Impact of a virtual environment on the learning effectiveness, motivation, cognitive load, and group self-efficacy of elementary school students in collaborative learning

Impact of a virtual environment on the learning effectiveness, motivation, cognitive load, and group self-efficacy of elementary school students in collaborative learning

Fostering Students Collaborative Learning through Innovative Integrated Assessments in a Laboratory Setting

Educational experiences that are active, contextual, integrated, engaging, and student‐owned leads to deeper learning. In integrated medical curricula across the globe the impetus is on integration, collaboration and peer learning that involves students working in small groups to discuss concepts or find solutions to problems. Collaborative learning commonly occurs in the labs (anatomy, histology & pathology) where students learn /dissect/taught in teams. In spite of these learning experiences, the implicit objectives of a course are evident to students from the nature of its examinations. As assessment drives learning, can this type of learning be assessed in the labs?Presently, practical examinations are conducted in the lab are mainly discipline‐centered or even when integrated, knowledge is tested using pins and/or tags to indicate specific structures on dissections, prosection, radiological and bony landmarks. However, paucity of time & venues, reports of in‐consistency in marking free text responses, testing solely knowledge recall delayed or lack of feedback are some of the many drawbacks of the spotter examination.1 Hence addressing these issues through educational interventions is important for proper implementation of the integrated curriculum.In line with the best evidence based medical education (BEME),2 integrated team assessments in labs use the principles of constructive, collaborative and contextual approach that enable students in knowledge acquisition through assessments. It is a feasible and a novel method of testing the application of interdisciplinary knowledge using the available institutional resources (cadavers, radiological, pathological and histological images) within the lab setting using a modified TBL approach.3 It addresses (a) integration, (b) format of assessment (team & individual) (c) knowledge, application and analytical aspect of student learning and (d) feedback (immediate, self and peer feedback) (Fig 1). In addition, confronted with authentic cases around a cadaver exposes the students to a professionally relevant context and gives a simulated bed‐side environment as in wards.As we climb up the integration ladder, it is important as medical educators to make translational contribution by showing how educational evidence of constructivist learning theory can be brought into educational practice through assessments. It augments authenticity, motivation and lays foundation for collaborative learning for pre‐clinical medical students. Inuwa IM, Rawahy AM, Taranikanti V, Habbal O. (2011). Anatomy ‘steeplechase’ online‐ necessity sometimes is the catalyst for innovation. Anat Sci Educ, 4(2):115‐8. Harden RM, Grant J, Buckley G et al. (2000). Best evidence medical education. Adv Health Sci Educ Theory Pract, 5:71–90. Barremkala M, Taylor TAH, Taranikanti V. (2020). Team Assessment in Laboratory Setting: A Novel Approach Using Cadavers to Assess Collaborative Learning in the Gross Anatomy Lab. Med Science Educator 30:21‐22.

Assessing problem of student’s low participation in collaborative learning in English classroom the case of second year English major students at Hawassa University

The purpose of this study was to assess problems of students collaborative learning in English classroom of second year English Major students at Hawassa University. The paper contains five (5) chapters. To conduct the study, the researcher took18 students and 4 teachers with simple random sampling technique and purposive sampling technique respectively to get relevant or specific information. To find out the required information the researcher prepared interview, classroom observations , open ended and close ended questionnaire and distributed them for the desired sample. After collecting the data, the researcher organized it through quantitative and qualitative methods by using descriptive statements and table percentages respectively. Finally, according to findings, like lack of previous experience or background knowledge and low interest of the students in collaborative discussion was taken as a conclusion part, whereas providing or initiation for the learners on how the collaborative discussion benefits them, arranging tutorial programs for learners to involving as they try to speak English outside of the class and establishing English language clubs to improve the students’ communication skill were recommended by the researcher.

Design of Educational Social Media as Collaborative Learning in post Pandemic

Research on the design of educational social media as collaborative learning in post pandemic is a response to the conditions and impacts from occurred on education in Indonesia after covid-19. Based on data from the Ministry of Education and Culture Indonesian in April 2020, the Analysis of the Quick Survey of Learning From Home in Covid-19 Prevention Period, stated that the number of students who carried out interactive learning online with their teacher was less than 40% and the majority of students learned by doing questions from the teacher and learning independently from textbooks. The ideal teacher competence in online learning is a teacher who can implement video conferencing and can create online teaching materials. The pandemic came suddenly and the readiness of teachers and students in online learning is a factor in the effectiveness of teaching and learning activities in Indonesia. This educational social media design is purpose to facilitate teachers and students in collaborative learning that can be carried out by all teachers and students in Indonesia. This research produces output of educational social media design in the form of data flow diagram and interactive flow of application. The research method used is a combination of literature study and field study in order to obtain effective social media references for education category.
 The results of the research are in the form of data flow diagrams and interactive flow which can describe the concept of educational social media before being implemented into applications. Data flow diagrams are used for database design and database relationship on application data requirements, while interactive flow is the initial stage in making user interfaces application. So with the results of this research, a prototype of educational social media applications can be drawn as collaborative learning.

Taller Apoyándonos en el Aprendizaje Colaborativo en los Estudiantes de la Universidad Nacional de San Antonio Abad del Cusco

In this paper, the collaborative learning of students of cycles IX and X of the accounting faculty of the national university of San Antonio Abad del Cusco is explored, showing that although it is true, it is quite applied in the development of the subjects, it is not carried out in an adequate way and therefore it does not fulfill the task of achieving the active participation of the students where all are nourished by the knowledge of all. A quantitative study and the development of workshops are proposed to guide the correct application of collaborative learning with the permanent monitoring of teachers

Taller Apoyándonos en el Aprendizaje Colaborativo en los Estudiantes de la Universidad Nacional de San Antonio Abad del Cusco

In this paper, the collaborative learning of students of cycles IX and X of the accounting faculty of the national university of San Antonio Abad del Cusco is explored, showing that although it is true, it is quite applied in the development of the subjects, it is not carried out in an adequate way and therefore it does not fulfill the task of achieving the active participation of the students where all are nourished by the knowledge of all. A quantitative study and the development of workshops are proposed to guide the correct application of collaborative learning with the permanent monitoring of teachers