Collaborative Learning Outcomes Research Articles

The utility of an interprofessional education framework and its impacts upon perceived readiness of graduates for collaborative practice. A multimethod evaluation using the context, input, process, product (CIPP) model

BackgroundFrameworks in higher education can support strategic curriculum change in complex systems. The impact of these frameworks in achieving their stated purpose is less known. An interprofessional education (IPE) framework and related multi-activity curriculum designed to develop health profession graduates with the requisite skills for collaborative care, was introduced in a large university, across eleven health professions. ObjectiveTo determine the utility of an interprofessional framework and impact upon perceived work readiness for collaborative practice. MethodA multimethod design using the context, input, process, product (CIPP) evaluation model was selected taking a social constructivist theoretical stance. Data collection included staffing allocation to IPE, curriculum audit, and reflections from representatives of all health professions courses offered at the institution. Data was analyzed using framework analysis. ParticipantsInterviews or focus groups were undertaken with academic Faculty (n = 13), recent graduates (n = 24) and clinical supervisors/employers of recent graduates (n = 17). ResultsThe framework assisted the systematic implementation of interprofessional curriculum across the different health courses at the university. Collaborative work-ready learning outcomes were identified in graduates where targeted curriculum had been implemented across all four domains of the framework. Gaps identified in framework implementation were consistent with gaps identified in graduate knowledge and skills related to collaborative practice. The combination of formal university-based IPE and informal workplace learning as part of clinical placements contributed to achieving the desired learning outcomes. ConclusionsThese findings offer insights into the use of shared frameworks to drive specific learning activities related to collaborative practice.

The Interaction Effect of Group Formation and Individual Preparation on Computer Support Collaborative Engineering Design: An Exploratory Study

Collaboration, as one of the most essential skill sets for engineering students, remains challenging for both engineering educators and student engineers. This study explores the role of pedagogical support individual preparation before collaboration on engineering students’ collaborative learning outcome as well as the process. A total of 36 dyads engineering students from a university engineering class participated in the study, divided into 2 group formations: homogeneous group (two similarly experienced student engineers) and heterogeneous group (one experienced student engineer and one less experienced student engineer). All dyads completed two engineering design tasks in two conditions: immediate collaboration (control condition) and individual preparation before collaboration (experimental condition) in a face-to-face (F2F) computer-supported collaborative learning (CSCL) context. The results indicated the interaction effect of individual preparation and group formation on students’ collaborative knowledge co-construction. The homogeneous group formation produced higher quality knowledge co-construction and design solutions when there was an individual preparation before collaboration than immediate collaboration. Meanwhile, the heterogeneous group formation produced lower quality knowledge co-construction and design solutions when there was an individual preparation before collaboration than immediate collaboration. These findings expand the current understanding of individual preparation before collaboration and provide insights for the design of computer-supported collaborative learning in classrooms.

Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics

AbstractSocially shared regulation contributes to the success of collaborative learning. However, the assessment of socially shared regulation of learning (SSRL) faces several challenges in the effort to increase the understanding of collaborative learning and support outcomes due to the unobservability of the related cognitive and emotional processes. The recent development of trace‐based assessment has enabled innovative opportunities to overcome the problem. Despite the potential of a trace‐based approach to study SSRL, there remains a paucity of evidence on how trace‐based evidence could be captured and utilised to assess and promote SSRL. This study aims to investigate the assessment of electrodermal activities (EDA) data to understand and support SSRL in collaborative learning, hence enhancing learning outcomes. The data collection involves secondary school students (N = 94) working collaboratively in groups through five science lessons. A multimodal data set of EDA and video data were examined to assess the relationship among shared arousals and interactions for SSRL. The results of this study inform the patterns among students' physiological activities and their SSRL interactions to provide trace‐based evidence for an adaptive and maladaptive pattern of collaborative learning. Furthermore, our findings provide evidence about how trace‐based data could be utilised to predict learning outcomes in collaborative learning. Practitioner notesWhat is already known about this topic Socially shared regulation has been recognised as an essential aspect of collaborative learning success. It is challenging to make the processes of learning regulation ‘visible’ to better understand and support student learning, especially in dynamic collaborative settings. Multimodal learning analytics are showing promise for being a powerful tool to reveal new insights into the temporal and sequential aspects of regulation in collaborative learning. What this paper adds Utilising multimodal big data analytics to reveal the regulatory patterns of shared physiological arousal events (SPAEs) and regulatory activities in collaborative learning. Providing evidence of using multimodal data including physiological signals to indicate trigger events in socially shared regulation. Examining the differences of regulatory patterns between successful and less successful collaborative learning sessions. Demonstrating the potential use of artificial intelligence (AI) techniques to predict collaborative learning success by examining regulatory patterns. Implications for practice and/or policy Our findings offer insights into how students regulate their learning during collaborative learning, which can be used to design adaptive supports that can foster students' learning regulation. This study could encourage researchers and practitioners to consider the methodological development incorporating advanced techniques such as AI machine learning for capturing, processing and analysing multimodal data to examine and support learning regulation.

Exploring online lesson study as a vehicle for teacher collaborative professional learning

PurposeThis paper presents emerging findings from an ongoing research project which aimed to explore online lesson study (OLS) as a vehicle for teacher collaborative professional learning.Design/methodology/approachTwo parallel OLS cycles with two OLS teams were facilitated by the author using Zoom and Google Drive as digital collaborative tools. Each OLS team comprised three primary teachers who taught in three different schools, with both teams' research lessons taking cross-curricular science, technology, engineering and maths (STEM) focus. In order to explore the influence of OLS on teachers' collaborative professional learning outcomes in STEM, a qualitative case study approach was adopted, with data drawn and thematically analysed from OLS meeting transcripts, semi-structured interviews with teachers and the author's reflective diary. Boundary crossing is used as a theoretical lens to ascertain the potential of OLS as a vehicle for teacher collaborative professional learning.FindingsFindings suggest that OLS facilitated collaborative learning and positively contributed to teacher participants' co-construction of knowledge in relation to STEM teaching approaches.Originality/valueThe study described in this paper represents the first OLS conducted in the Irish context and also represents the first inter-school lesson study (LS) conducted in the Irish primary context.

컴퓨터 기반 협력학습에서 사회적으로 공유된 조절을 지원하는 시각화 도구 및 학습성과 분석

Objectives The purpose of our study is to examine the effect of socially shared regulated learning on the team collaborative learning process and outcomes of adult learners through the tool that supports socially shared regulated learning in the CSCL environments. Methods In study 1, we used design principle of SSRL(Socially-Shared Regulated Learning) and 3C framework to analyze the characteristics of visualization tools that support SSRL in the CSCL environments. In addition, In study 2, we examined the relationship between the tool supporting socially shared regulated learning and the team collaborative learning process and outcomes through 19 graduates students in the CSCL environments. Results First, among the visualization tools, We verified that the Mural was the most useful in supporting socially shared regulated learning. Second, the experimental groups that were provided the socially shared regulated learning tool had a qualitative interaction between learners compared to the control groups. Third, the experimental groups derived better learning performance than the control groups. Finally, although it was insignificant, we found that the experimental group positively perceived the socially shared regulated learning compared to the control groups in the result of the posthoc analysis. Conclusions This study provides theoretical and practical implications for the functional role of socially shared regulated learning and visualization tools to promote collaborative learning in the CSCL environments. We also suggest the research limitations and directions for further research.

Evaluation of a Collaborative Online International Learning (COIL): A food product analysis and development project

ABSTRACT Collaborative Online International Learning (COIL) has gained popularity due to its effectiveness in bringing cross-cultural awareness to the learning environment and providing college students a rich international experience while at their home university. This new educational approach uses digital technology to link university courses together from around the world to build students’ cross-cultural competence. Forty-four students enrolled in a Global Nutrition Class at a university in California, and 14 students in a Culinary Innovation course at a university in Ecuador, participated in a 15-week COIL project. Over the course of the semester, students worked in groups to complete a food product analysis project. After the course, students completed a questionnaire that assessed their cultural competence, collaborative learning outcomes, outcomes related to nutrition or culinary innovation, and overall course satisfaction. Results revealed that there were significant pre to post changes in cultural competency among study participants. Additionally, 91% of study participants reported that they were highly satisfied with the COIL project. Eighty percent of students said that collaborative learning through COIL helped them achieve good academic performance. Gender, ethnicity, and university location were not significant factors associated with learning outcomes. In conclusion, the COIL project positively contributed to student learning outcomes.

Individuals in a group: Metacognitive and regulatory predictors of learning achievement in collaborative learning

Self-regulated learning theory acknowledges the importance of an individual's metacognitive monitoring and group-level regulation for learning achievement in collaborative learning. However, very few studies have empirically investigated the interplay of these factors. This study aimed to investigate how groups' metacognitive interactions, group-level regulation, and individuals' metacognitive monitoring accuracy together predict students' learning achievement. Thirty groups of secondary school students (n = 94) attended a five-week physics course involving four 90-min lessons. Each lesson included a collaborative learning session in which the students solved physics problems in groups of three. After each session, the students filled out a quiz that evaluated their learning of the core concepts related to each lesson. The students' collaborative learning was video-recorded using 360-degree cameras. First, the groups' metacognitive interaction, co-regulation (CoRL), and socially shared regulation (SSRL) during collaborative learning were coded from the video data. Second, the students' metacognitive monitoring accuracy was determined in relation to quizzes presented at the end of each collaborative session. Each student's learning achievement was assessed at the end of the course with an individual written exam. Bayesian multilevel models were used to analyze the nested data. The results showed that the frequency of metacognitive interaction was positively related to learning achievement. However, the relation between CoRL and learning achievement was moderated by monitoring accuracy and metacognitive interaction. The relation between CoRL and achievement was positive when coupled with a high frequency of metacognitive interactions but negative under a low frequency of metacognitive interactions. In addition, in line with theory, the students with lower monitoring accuracy achieved higher learning when CoRL was frequent in a group. Due to the low occurrence of SSRL, its relation with learning achievement could not be analyzed. No reliable evidence for the relation between monitoring accuracy and learning achievement was found. The results highlighted the complex interplay of individual-and group-level factors related to collaborative learning outcomes.

Developing green process innovation through network action learning

Green process innovation is itself a complex process and beneficially involves inter‐organizational collaboration across disciplinary, industry and university‐industry boundaries with many opportunities for network action learning. We investigate how green process innovation yields actionable knowledge when co‐directed, co‐developed and co‐deployed in a network of organizations. We undertook two case studies focused on innovation at the water‐energy nexus. With the use of action learning research, we describe and reflect on the actions undertaken by the network to co‐generate learning from green process innovation. We demonstrate how this inter‐organizational learning is grounded in shared experiences, subjected to critical questioning and supported by (and generating) actionable knowledge. Our paper links the green process innovation process with technical and collaborative learning outcomes, achieved through network action learning. Of managerial relevance are two forms of actionable knowledge: that towards solving engineering puzzles and that addressing the problem of collaboration and learning in networks.

Creative collaboration in the cloud

This article details online education design at an Australian university undergraduate music program. The author reviews the rapid development of online learning activities relating to music performance in response to the COVID-19 pandemic enforced lockdown. The lockdown imposed serious challenges for music educators, the overarching one being how to engage students via a screen rather than in a rehearsal room. As the unit designer/assessor, the author utilized specific cloud-based audio software networking tools that are accessible to students (Audiomovers, Splice Studio) to devise learning activities that encouraged creative interactive learning. The author details the advantages and disadvantages of each learning activity. As a substitute for face-to-face interaction, online learning has substantial limitations in relation to music education. Student engagement with accessible online audio tools can enhance skills and knowledge development and interactive learning, thus maximizing student satisfaction and collaborative learning outcomes.

Knowledge-building and metacognition matter: Detecting differences between high- and low-performance groups in computer-supported collaborative learning

ABSTRACT Computer-supported collaborative learning (CSCL) has been widely adopted in the field of education. However, most studies focus on collaborative learning outcomes rather than collaborative learning processes. It is still unclear why some groups fail in CSCL. Therefore, this study extracted four process variables, namely, knowledge-building, metacognitive patterns, emotional status, and participation, to investigate the differences between high- and low-performance groups. In total, 81 undergraduate students participated in this study for one month. The results indicated that there were significant differences in knowledge-building and metacognitive patterns between the high- and low-performance groups. The high-performance groups built more knowledge and engaged in more diverse metacognitive transitions than the low-performance groups. However, no differences in emotional status or participation were found between the two groups. The results and implications are discussed in depth.

Learning teamwork through a computer game: for the sake of performance or collaborative learning?

Our study examined using a computer-based learning game as a tool to facilitate teaching and learning teamwork skills. The game was applied to an undergraduate level human resource management course at a business school in Finland. We focused on students’ experiences and key learning outcomes of collaborative learning of teamwork skills through the game, and our analysis highlighted two key features of learning outcomes. First, the computer-based learning game promoted students’ self-reflection and evaluation of their individual team roles. Second, although the game taught students the importance of continuous information sharing in teamwork, their evaluation of team outcomes was performance driven; students predominantly took team efficiency as a sign of good teamwork. This case revealed the benefits and challenges of using computer-based learning games as a pedagogical tool. We identified what is required from lecturers and students for the game to be successful, and how team values other than performance could be learned through the game.

Identifying perceptions and themed learning outcomes between pharmacy and dentistry students through interprofessional education and collaboration in the dental clinic

BackgroundThe educational value of interprofessional education (IPE) experiences inside a dental clinic are largely unexplored. Increasing research suggests that pharmacists, as medication experts, may positively impact dental care in collaborative settings and dentists, as oral health experts, may provide insightful knowledge and understanding to pharmacists. The purpose of this project was therefore to investigate perceptions and associated learning outcomes of a dental clinic-based IPE experience between pharmacy and dentistry students. Educational activity and settingA total of eight pharmacy students and eight dentistry students were paired for this activity. Students were oriented to project procedures and then arranged to meet for one patient visit to the dental clinic. Paired students collaboratively conducted a patient assessment inside the dental clinic with a real patient and discussed any follow-up required. Following this activity, student perceptions were measured using a cross-sectional survey. FindingsOverall, student perceptions were greatly positive, but students suggested more than one clinic encounter would be ideal for increasing the impact of learning. The primary collaborative learning outcome identified as part of this activity was role clarification. SummaryFindings support further development of IPE between pharmacy and dentistry students within a dental clinic but call for the redesign of the activity using a longitudinal approach.

A mandatory contribution-based collaborative gaming approach to enhancing students’ collaborative learning outcomes in Science museums

ABSTRACT In the past decades, collaborative game-based learning has been used to facilitate students’ learning in authentic learning contexts. Although several previous studies have reported the potential of this approach for students’ learning performance and motivation, unequal participation could negatively influence the learning effectiveness of collaborative learning. To this end, this study developed a mandatory contribution-based collaborative gaming approach (MCCG) to enhance the competencies for conducting practical solutions related to environmental issues during a cross-field learning activity between a school and a museum. MCCG and a conventional collaborative gaming approach (CCG) were implemented to investigate the effects of individual contributions on collaborative learning. Both individual learning achievements and collaborative learning outcomes were assessed. The results showed that game-based collaboration supports can support competency-based education to enhance students’ competencies, such as problem-solving and critical thinking competencies. Those students who learned with the mandatory contribution approach had better collaborative learning outcomes.

Temporal analysis of multimodal data to predict collaborative learning outcomes

AbstractThe analysis of multiple data streams is a long‐standing practice within educational research. Both multimodal data analysis and temporal analysis have been applied successfully, but in the area of collaborative learning, very few studies have investigated specific advantages of multiple modalities versus a single modality, especially combined with temporal analysis. In this paper, we investigate how both the use of multimodal data and moving from averages and counts to temporal aspects in a collaborative setting provides a better prediction of learning gains. To address these questions, we analyze multimodal data collected from 25 9–11‐year‐old dyads using a fractions intelligent tutoring system. Assessing the relation of dual gaze, tutor log, audio and dialog data to students' learning gains, we find that a combination of modalities, especially those at a smaller time scale, such as gaze and audio, provides a more accurate prediction of learning gains than models with a single modality. Our work contributes to the understanding of how analyzing multimodal data in temporal manner provides additional information around the collaborative learning process.

Do two heads think better than one?

Introduction: This study examines how 13 bachelor students on Faculty of Medicine and Health Sciences experience collaborative learning on campus at NTNU. My purpose was to find out how students reflect upon collaborative learning face to face on Campus, especially according to learning outcome. The findings are based on empirical data. I investigate how they handle collaborative learning, problems they meet and choices they make while collaborating. My findings will be presented in five different main themes. 
 Method: I analyzed three focus group interviews with 13 students using SDI-model and Nvivo12. I focused on the student’s descriptions and reflections of collaborative learning and learning outcome. 
 Results: The students have a lot of reflections about collaborative learning in akademia. The analysis resulted in five different themes named ‘the teacher’s role’, ‘the role of friction’, ‘the role of being prepared’, ‘consciousness’ and ‘meaning making’. 
 Conclusion: The study implies that to achieve desired effect of learning from collaborative learning the universities should continue to encourage active learning strategies. Especially important to succeed is the teacher’s role in scaffolding, the role of friction and the role of being prepared. The role of consciousness and meaning-making is also important in constructing and creating knowledge. 
 This presentation main message is to show the role of collaborative learning on Campus according to why universities should continue to focus on a change in practice which include active learning strategies to succeed teaching.

Optimizing High-risk Infant Follow-up in Nonresearch-based Paradigms: The New England Follow-up Network.

To establish the first regional quality improvement collaborative solely dedicated to follow-through care of high-risk infants after Neonatal intensive care unit (NICU) discharge and to characterize extremely low birth weight (ELBW) follow-up in New England. Eleven of 14 follow-up programs in New England partnered with the Vermont Oxford Network (VON) ELBW project for an initial data collection project. We collected information about the health status and developmental outcomes of infants born ≤1,000 g or younger than 28 weeks 2014-2016 at the 18-24 months corrected for gestational age (CGA) follow-up visit. VON collected and compiled the data. Of 993 eligible infants, 516 (52.0%) had follow-up visits. The rehospitalization rate was 33.9%, mostly respiratory illness. Ninety-six children (19.3%) had weight less than 10th percentile and 44 (8.9%) had weight less than third percentile at 18-24 months. Only 170 (61.4%) children had recommended hearing screening after NICU discharge. Forty-six (9.1%) had cerebral palsy; 81 of the 441 infants that completed all 3 sections of the Bayley Scales of Infant Development, third edition (18.4%) had any composite score less than 70. Over half of the social and demographic data were missing. Most quality initiatives in neonatology stop at NICU discharge. This first project by the New England Follow-up Network showed a low rate for clinical follow-up. It demonstrated many opportunities to improve postdischarge follow-through specific to NICU-based care. Future projects will aim to improve the quality of follow-through services through collaborative learning, data sharing, and comparative outcomes.

How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?

The wide expansion of digital technologies in higher education has introduced the need for an examination of the added value of various technological tools for quality teaching and active individual and collaborative learning. The current study explored whether and how the pedagogical design of an academic course, which developed a variety of digital literacy competencies, supported students in regulating collaborative technology-enhanced learning and helped them cope with the sense of psychological ownership over collaborative learning outcomes. In addition, we examined how these issues were expressed in cognitive, emotional and social aspects of students' perceived learning (Caspi & Blau, 2011). During four semesters, we conducted a qualitative analysis on reflective learning diaries, written by 78 graduate students studying education (N = 1870 codes). The bottom-up analysis focused on learning processes that enabled the development of various digital literacies conceptualized by the Digital Literacy Framework (DLF; Eshet-Alkalai, 2012): photo-visual, information, reproduction, branching, social-emotional, and real-time thinking skills. Furthermore, findings highlighted the importance of self-regulation and learning new technologies as an integral part of digital literacies. In addition, social-emotional statements expressed the development of effective communication and collaboration that enable students to cope with a sense of ownership over learning outcomes, and present different levels of teamwork: sharing, cooperation, and collaboration. Qualitative coding provided a more granulated perspective on perceived learning by differentiating between positive and negative aspects of emotional and social retrospection during the learning process. The findings contribute to educational theory by extending DLF and by providing new insights to the literature on students' perceived learning. We discuss the implications for instructional design and adoption of innovative pedagogy in higher education.

Improving software requirements reasoning by novices: a story‐based approach

Requirements elicitation is one of the essential steps towards software design and construction. Business analysts and stakeholders often face challenges in gathering or conveying key software requirements. There are many methods and tools designed by researchers and practitioners but with the persistent development of new technologies, there is a need to make requirements gathering and design-rationale process more efficient and adaptable. Storytelling is an emerging concept and researchers are witnessing its effectiveness in education, community building, information system, and requirement elicitation. Objectives of this study are to devise a method for requirements elicitation and improving design-rationales using story-based techniques and evaluate the effectiveness of the proposed activity. To answer the research objectives, the authors have conducted open-ended interviews to get feedback on the proposed method; the authors have case requirement from a running project to map how this method can be useful; and performed empirical evaluation of the proposed card-based activity. The estimated regression model, in our study, has shown that participants' perception about the simplicity/easiness and the joy of playing the game has an eventual positive effect on requirements elicitation through enhancing user's desire to play the game, which in turn increases the collaborative learning outcomes of the game.

Peningkatan Aktifitas Kolaboratif Dan Hasil Belajar. Siswa Melalui Guided Discovery Learning Berbantuan Puzzel

Nowadays, the government is promoting the Individual Learning Activity Sheet (UKBM) for the student in mathematics learning. UKBM provides opportunities for students to study independently and provides the chance for students to complete assignments (UKBM) differently for each student in one class. The aim of this study was to increase collaborative activity skills and student’s learning outcomes through puzzle-assisted Guided Discovery Learning learning models. This study was a classroom. action research within two cycles consisting of the planning stage, implementation stage, observation stage, and reflection stage. The instruments used were observation sheets and test sheets. The teaching material is UKBM. The results of a guided discovery learning study assisted by puzzles with UKBM teaching materials there is an increase in student’s collaborative abilities and learning outcomes. Keywords: Guided Discovery Learning, Collaborative Ability, Learning Outcomes, Media Puzzle

Pendidikan seksual berbasis collaborative learning bagi pendidik sebaya di sekolah

Evaluation of collaborative learning for peer educators of sexual education with Kirkpatrick methodPurposeThis research aimed to evaluate the collaborative learning outcomes of the application of Kirkpatrick method for peer educators on sexual education in schools. MethodThis research was a quantitative study with a quasi-experimental design. Educators/peer tutors from two schools were grouped into two groups, namely the intervention group and the control group. ResultsResults of the study describes the Kirkpatrick evaluation on collaborative learning methods in peer educators in schools, namely: 1) The majority of participants were satisfied with the results of the intervention group training; 2) there was an increase in knowledge and skills in the control group and intervention during the pretest and posttest; 3) increased knowledge and skills of collaborative learning participants with better training than in the control group; and 4) the intervention group could conduct collaborative learning as a result of the training given. ConclusionThrough the training methods of collaborative learning, the knowledge and skills of participants increased significantly compared to the control group, and participants could apply the training about sexual education in schools while doing health education and distributing brochures on sexual education.