Collaborative Learning Practices Research Articles

Early Career Teachers’ Sense of Professional Agency in the Classroom and Associations With Their Perception of Transformational Leadership Vision and School Size

This study explores the relationship between early career teachers’ sense of professional agency in the classroom, their perceptions of principals’ transformational leadership vision, and school size. The survey data were collected from 779 primary and junior secondary school teachers with a maximum of 5 years of teaching experience in China. The data were analyzed using structural equation modeling in the Mplus statistical package. The results show that teachers possess a relatively high sense of professional agency and report that their principals exhibit a rather high ability to sustain shared transformational vision. The results also suggest that teachers’ sense of professional agency is positively correlated with their perceptions of transformational vision. Moreover, the results revealed that teachers’ sense of professional agency in terms of collaborative learning and transformative practice is significantly higher in small schools than in large schools. The results indicate the importance of transformational vision to facilitate teachers’ professional agency.

Exploring students’ beliefs about web-based collaborative learning and their practices: a qualitative case study of university English-as-a-foreign-language readers

This semester-long qualitative case study, spanning 4 months, focused on an English reading course in which 20 university English-as-a-foreign-language readers were instructed to engage in web-based collaborative learning outside of class. The study drew on data resources including interviews with students, field notes on their web-based collaborative learning practices, and students’ written reflections. A thematic analysis of the data sources shows that the positivity of student readers’ beliefs about web-based collaborative learning (i.e., about web-based collaborative platforms and reading activities) changed over time but ultimately became stably positive. The change was found to be related to the interactions between their beliefs about web-based collaborative platforms and their beliefs about reading activities over time. The students’ beliefs about web-based collaborative learning were also found to be sensitive to factors regarding the students’ learning over time, including their prior learning experiences and their ongoing learning experiences. In the process, the students’ web-based collaborative learning practices were primarily driven by their positive beliefs and constrained by their negative beliefs although additional factors emerged over time from their learning process and intervened in the relationship between their beliefs and their learning. The implications of these findings on how to best engage students in web-based learning are discussed.

Collaboration and Ethics in Distance Learning Design

Ethical education practices require that all students have access to quality learning resources, necessary learning supports, diverse learning strategies, and deep learning opportunities. When it comes to learning strategies and opportunities, collaborative learning practices foster deep learning through socio-cultural interactions, asserting that individual learning is limited compared to what can be learned as a community. Education systems have an ethical obligation to ensure that what is advocated for in curricula can be achieved and will be supported. Although K–12 curricula are typically rooted in collaborative approaches, many asynchronous secondary online learning courses continue to be associated with individual learning approaches. This research used insights gleaned from 35 survey responses and 18 semi-structured interviews with secondary asynchronous distance learning teachers to analyze how collaborative learning is actualized and examine barriers to its implementation. Collaborative online learning opportunities were increasingly prevalent when communities outside of the school were leveraged for experiential learning and when students were paced as a cohort. The data indicated that an increase in collaborative learning was not likely to occur unless the learning ecosystem valued online learning as equitably as face-to-face learning in terms of investment in research-based pedagogy, student support, teacher support, and teaching and learning resources. Until such time, distance learning students will be disadvantaged concerning building collaborative competence that can lead to deeper learning opportunities.

Detecting non-verbal speech and gaze behaviours with multimodal data and computer vision to interpret effective collaborative learning interactions

AbstractCollaboration is argued to be an important skill, not only in schools and higher education contexts but also in the workspace and other aspects of life. However, simply asking students to work together as a group on a task does not guarantee success in collaboration. Effective collaborative learning requires meaningful interactions among individuals in a group. Recent advances in multimodal data collection tools and AI provide unique opportunities to analyze, model and support these interactions. This study proposes an original method to identify group interactions in real-world collaborative learning activities and investigates the variations in interactions of groups with different collaborative learning outcomes. The study was conducted in a 10-week long post-graduate course involving 34 students with data collected from groups’ weekly collaborative learning interactions lasting ~ 60 min per session. The results showed that groups with different levels of shared understanding exhibit significant differences in time spent and maximum duration of referring and following behaviours. Further analysis using process mining techniques revealed that groups with different outcomes exhibit different patterns of group interactions. A loop between students’ referring and following behaviours and resource management behaviours was identified in groups with better collaborative learning outcomes. The study indicates that the nonverbal behaviours studied here, which can be auto-detected with advanced computer vision techniques and multimodal data, have the potential to distinguish groups with different collaborative learning outcomes. Insights generated can also support the practice of collaborative learning for learners and educators. Further research should explore the cross-context validity of the proposed distinctions and explore the approach’s potential to be developed as a real-world, real-time support system for collaborative learning.

A44Simulated placement preparation: physiotherapy student acceptability of a multi-level simulated placement preparation week

Practice based learning (PBL) remains a universal mandatory experience for physiotherapy students. Challenges of placement capacity were heightened by the impact of COVID 19 as well as growing demand in response to the NHS long term plan/interim people plan for growth in AHP workforce. These challenges provided opportunity to rapidly progress sustainable PBL capacity utilizing simulation as replacement and enhancement of PBL. Having established simulation as placement replacement within the Faculty of Health & Wellbeing at University of Winchester [1], the simulated placement preparation (SPP) project aimed to explore the acceptability of simulation as preparatory enhancement of PBL, delivering a week of multilevel peer assisted simulated PBL; two primary objectives of reducing demand on capacity and optimizing students’ success in PBL through preparatory simulated activities. Simulation and learning focused on the development of digital capabilities in recognition of the Topol review that reflected the requirements of NHS workforce to be digitally capable [2]. Additionally, the KNOWSBEST study [3] recommended digital capability and simulation within PBL, thus simulated activities were designed to promote core digital capabilities including training and simulation in remote consultations and presenting simulated scenarios accessed via electronic patient records. Collaborative learning in practice (CLiP) model of supervision was used to promote peer assisted learning with learning outcomes focused on communication and MDT domains of the common placement assessment form (CPAF), familiarization with digital technologies and orientation and management of scenarios in high acuity environments and enhancement of digital capabilities. The SPP week utilized mixed modality and fidelity simulated activities including ‘real play’ remote consultations, simulated patients, manikins/ventilators and virtual simulations. Students completed faculty developed questionnaires pre and post SPP relating to self-assessed communication and telehealth capability and specific clinical competence in musculoskeletal and cardiorespiratory physiotherapy. A convenience sample of students participated in focus group interviews following subsequent completion of PBL to explore their perceived impact of SPP on subsequent PBL. Thematic analysis was used to analyse focus group interviews and pre-post anaylsis conducted using repeated measures ANOVA. Results demonstrated increased capabilities in teleconsultation and appreciation of digital technologies potential. Students reported enhancement of in person and remote communication as well as clinical capabilities in high acuity environments. Students reported the SPP week as an acceptable means of replacing one week of PBL, enhancing the preparedness for clinical environments and sustainably increasing placement capacity by providing 4440 hours of simulated PBL. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

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.

Node Multi-Attribute Network Community Healthcare Detection Based on Graphical Matrix Factorization

The significance of community structure in complex networks, such as social, biological, and online networks, has been widely recognized. Detecting communities in social media networks typically relies on two sources of information: the network’s topological structure and node attributes. Incorporating rich node content attribute information poses both flexibility and challenges for community detection. Traditional approaches either focus on mining one information source or linearly combining results from both sources, which fails to effectively fuse the information. This paper introduces a practical collaborative learning approach that explores the multi-dimensional attribute characteristics of nodes to facilitate community division. By leveraging graphical matrix decomposition, the proposed algorithm, CDGMF, improves the effectiveness and robustness of community detection. Experimental results demonstrate the method’s ability to effectively utilize node attribute information for guiding community detection, resulting in higher-quality community divisions.

Student nurses as a future general practice nursing workforce. Implementing collaborative learning in practice: implications for placement learning and patient access. A mixed methods study

BackgroundThere is a global shortage of nurses, with particularly acute shortfall in General Practice Nursing in the United Kingdom estimated at as high as 50% vacancy rate by 2031 by some sources. There has previously been reluctance for General Practices to host student nurses on placement, but it has become imperative to increase placement capacity if practices are to be able to recruit a future workforce. Collaborative Learning in Practice is a means of organising placement learning for student nurses using a coaching model, that allows for leadership development, peer support and earlier engagement in patient care, and increases placement capacity.MethodsThis was a mixed methods study using qualitative data from focus groups to evaluate the implementation of Collaborative Learning in Practice, and routinely collected audit data on numbers of clinic appointments to investigate the potential impact an increased capacity of student nurses might have on patient access to services. The aims of this study were: to implement and evaluate Collaborative Learning in Practice in General Practice Nursing settings; to explore issues of interprofessional learning; to explore patient access to services related to increased student nurse capacity.ResultsOur qualitative data indicated the following themes as important to students and staff: Peer Support; Interprofessional Learning; and the Importance of ‘own clinics’ for students to see patients. The audit data indicated that having students leading their own clinics increased the clinic numbers available by approximately 20% compared to when students were not in placement.ConclusionsThis study shows that student nurses increased clinic capacity and improved access for patients. Students valued their placement, felt that they were more ‘part of the team’ than in other placements and consequently had a greater sense of belonging. This was multifaceted, coming in part from the welcoming practice staff, in part from the opportunities for peer support engendered by the collaborative learning in practice model, and in part from the interprofessional learning opportunities available. General Practice Nursing placements for students are important for future workforce recruitment and can help meet Quality and Outcomes Framework targets for General Practices.

Collaborate like expert designers: An exploratory study of the role of individual preparation activity on students' collaborative learning

Collaboration skill is one of the most critical skill sets for engineers-to-be while university engineering students have challenges engaging in productive collaborative learning practices. This study examined the effect of individual preparation before collaboration on students' collaborative learning outcomes and processes. A total of 82 engineering undergraduates (41 pairs) participated in the study and collaborated under two conditions: immediate collaboration and individual preparation before collaboration. A mixed-method approach was applied in this study. Students' online-design solutions and verbal discussions were collected for both collaborative learning outcomes and process analyses. Students produced higher quality design solutions with individual preparation before collaboration than immediate collaboration. There were different engineering design behavioral patterns under the two conditions, indicating different ways to define the design problem, generate solutions, and analyze and evaluate solutions. The findings and discussion provide insights for innovating pedagogical design to promote collaborative learning efficiency in real-world university classrooms.

A Case Study: Innovative Teaching-Learning Practices towards OBE

Abstract: Outcome-Based Education (OBE) is a new norm in the education sector. At our institute, we have implemented many new practices for the teaching-learning process. These practices ensure the active engagement of students during the COVID-19 pandemic situation. We introduce learning flexibility, Collaborative learning, and skill-based practices to achieve OBE. In this paper, we have shared our experience of innovative Teaching-Learning practices towards OBE. We hope that our case study will help fellow academicians and researchers to implement new teaching-learning practices. Keywords:Outcome-based Education; innovative educational practices; digital transformation; Learnercentric approach; KSA.

Assessing the Impact of Collaborative Learning Practices on Competency Development in Entrepreneurship Program: A Study of Higher Education Students in Delhi NCR Region of India

Higher education aims to inculcate teamwork and leadership, the two primary management skills that empower students to achieve competency. Despite the fact that students gain domain knowledge through higher education, many organisations report that freshmen have a severe lack of collaborative skills. These skills are essential for today’s graduates to compete in the world of tomorrow. Collaborative learning is a set of strategies that help the students achieve management skills in an effective way, leading to deeper learning. It increases the critical thinking level, communication, leadership, and employability skills, as well as responsibility, and prepares the students for real-life social and economic environments. As collaborative learning practises are so important, this study focuses on assessing the impact they have on competency development, specifically in entrepreneurship programs. A qualitative and quantitative survey has been administered to 536 students pursuing higher education in management in India’s Delhi and the NCR region. A questionnaire has been prepared with 20 questions, comprising 15 closed-ended and 5 open-ended questions. With the results obtained from the survey, it is clear that the collaborative learning practise has a positive relationship with the entrepreneurship programme and competence development among students. The result proved that collaborative learning does benefit the students more in developing competency than individual learning through cultivating essential skills such as communication, teamwork, critical thinking, and responsibility.

What is an "ArchintorTM?" A paradigm shift in teaching, facilitation, and learning: The impact of different types of coursework expectations on classroom network structures.

Hypothetically, a student could attend a class, listen to lectures, and pass the class without knowing or interacting with other students. What happens to the network when the classroom expectations change? For example, there is a coursework expectation that students exchange contact information, or the instructor uses collaborative learning practices. Or what if the principal investigator (PI) of a scientific team goes on a sabbatical? This study uses the framework of classrooms because of their relatability across science. We asked how do different instructor coursework expectations change network structures within a classroom or other learning environments? A social network survey was administered at the start and end of the semester (pre- and post-test) in six university sociology classrooms to explore how expectations impacted the communication and learning networks. We found practical changes in course expectations impact the communication and learning networks, suggesting that instructors, facilitators, and others could be the archintorTM (architect+instructor+facilitator) of the network. Understanding that expectations can impact a network's structure marks a paradigm shift in educational assessment approaches. If the archintorTM has identified the "optimal" network structure, then their task is to design expectations that result in specific interactions that ultimately improve student achievement and success. This work provides recommendations for classroom archintorsTM to create the most impactful classroom networks. Future research should extend beyond education and classroom networks and identify the best or desired networks in other areas like public policy, urban planning, and more. If these "optimal" networks were identified, an archintorTM could design a social network to solve wicked problems, manage a crisis, and create social change.

Advocating Community Economic Resilience Framework in Kemadang Food Barn, Gunungkidul, Yogyakarta: Accentuating the Social Capital Perspective

Agriculture is claimed as Indonesia’s strategic pillar sector. The existence of a community-based enterprise with a traditional business model is often seen as a weakness, while social capital is a strength to thrive. However, a well-managed conventional business model can become one of the foundations of a sustainable livelihood. This community service program wass carried out with the Artha Mandiri Group, which is domiciled in Kemadang Village, Gunungkidul, Special Region of Yogyakarta. This program aimed to increase the economic resilience of group members by empowering and growing business capabilities with their social capital as their fundamental strength. The empowerment method used in this program was Participatory Action Learning and Action Research (PALAR), which is considered an effective tool for strategically transforming paradigms. This method focused on a balance between progressive, collaborative practice accompanied by an action research foundation. The 6-month program has resulted in collaborative business competency learning practice for group members, emphasizing different processing methods to produce business line diversification. This group made flour from land-owned rice paddy harvests with the same quality as commercially produced. This achievement can also have an impact on business cost efficiency.

SPIES Training Model to Improve Teacher’s Competence in 21st Century Learning

The SPIES training model in Collaborative Learning materials serves as a tool to improve teacher competency in 21st-century learning. This training syntax helps teachers understand Collaborative Learning concepts and practices. This study aims to produce a more collaborative training syntax called the SPIES training model and improve teacher teaching competence. This type of research is development research. This R&D applies the Borg and Gall model, which is integrated with the Dick and Carrey training model. Data was collected by distributing questionnaires, in-depth interviews, pre-test, and post-tests. The subjects of this study were 15 teachers from three private schools. Experts who validate the design and materials ensure the training model and material feasibility. The data analysis included testing the validity and reliability of the instruments used. The normality distribution test and paired t-test were carried out to examine the effect of training. The results of this study are that the SPIES training model has been validated by experts with a feasibility level of 88.24% (very feasible). The material feasibility check percentage is 91.67% (very possible). The t-test results show that the post-test is different from the pre-test. The SPIES training model is effective for increasing teacher competency in 21st-century learning. It was concluded that the SPIES training model is feasible for improving teacher competency.

The effect of collaborative activities on tertiary-level EFL students’ learner autonomy in the Turkish context

Abstract This quasi-experimental study investigates the effects of collaborative activities on tertiary-level EFL students’ learner autonomy in Turkey. To achieve this aim, both quantitative and qualitative data were collected with the help of a learner autonomy questionnaire, index cards filled out by the students, the instructor’s journal, and an interview with the instructor of the experimental group. Two groups of 40 students in total from the preparatory program of a central Anatolian university were appointed as experimental and control groups. The results of the quantitative data analysis revealed that, after the implementation of collaborative activities in three consecutive weeks, there was a statistically significant difference between the groups in terms of their autonomy level; the students in the experimental group scored higher than those in the control group, which implies that they showed more autonomous skills in areas such as motivation, curiosity to learn, risk-taking, problem solving and decision making skills to improve learning. The results of the qualitative data analysis revealed that collaborative activities employed in this study (e.g., problem-solving activity, role-play, games) allowed participants to learn from each other, and gain a sense of responsibility. The overall results suggested that collaborative learning practices could be implemented to help EFL students increase their learner autonomy level. Additionally, curriculum and assessment methods of educational institutions might be revised to include more collaborative activities.

Cybergogy paradigms for technology-infused learning in higher education 4.0: a critical analysis from global perspective

PurposeUnprecedented progressions in the sector of Information and Communication Technologies (ICTs) have led to the trendsetting of Education 4.0 paradigms. A byproduct of breakthroughs in Education 4.0 is the “Cybergogy” paradigm that particularly stimulates learning and builds competencies in a virtual environment for the new era. Toward that, the objective of this review paper is to explore how cyber-physical learning is being adopted within cybergogy paradigms with its current state-of-the-art, traits, design models, applications and difficulties in Higher Education Institutions (HEIs) around the globe.Design/methodology/approachA narrative review of literature has been conducted in which major electronic bibliographic databases are targeted for study selection. Seven themes have emerged from the literature search that descript the resourcefulness, inventiveness and challenges of cyber-technology in transferring learning and interaction in and outside HEI boundary walls.FindingsGrounded on the findings, it is valuable to mention that cybergogy media facilitates an array of options for collaboration, information gathering, intellectual discussions, the convenience of access, etc. among higher education learners. Consisting of interconnected technology, distinctive intricate digital systems and physical elements working together, the trend has implementation efforts of a smart learning institution for providing engaged learning and advanced skills training. However, there are certain implementation risks and consequences that must be considered thoughtfully.Practical implicationsThis review can be used as an effective guide in designing cyber-technology-mediated teaching instruction and strategies for supporting collaborations and inventive learning in higher academia. Future researchers interested in exploring cyber-physical blends and media usage in education will also be facilitated with this review.Originality/valueThis literature review is unique because it details significant practices of collaborative learning for the twenty-first century through cybergogy in Higher Education 4.0 that was not examined previously.

Contextual antecedents for team learning in professional service firms

PurposeThe purpose of this study is to identify contextual antecedents for team learning in professional service firms.Design/methodology/approachStructural equation modelling was applied to establish reliability and validity and to measure the size of relationships. Evidence was drawn from an empirical sample of 210 consultants in the Nordic professional service industry.FindingsThe findings of this study reveal and strongly support that two important contextual antecedent factors that facilitate for team learning in professional service firms are market orientation and leader support for collaborative learning practices. The effect of leader support on team learning is also mediated by a market orientation.Originality/valueThere is a paucity of knowledge on contextual factors that contribute to team learning. This study provides insight of theoretical and practical value.

Informal collaborative learning (ICL) – student perspectives on the role of informal collaborative learning ICL in higher education

ABSTRACT The Covid 19 pandemic requires critical re-evaluation of the way Higher Education can help students maximise their learning to adjust and adapt to a new reality. This requires a holistic approach which extends beyond consideration of student learning in formal settings to understanding the role informal learning can play. Whilst research exists on informal independent learning, less focus has been placed on how students collaborate informally as part of their learning process. In this study interviews with HE students in Spain and the UK offer insight into variable but beneficial informal collaborative learning (ICL) practices. The value attributed to ICL emphasises its potential contribution to the current educational landscape and the merit of recognising it as a distinct concept. Further, uneven access and the role of learner maturity signal the potential for universities to enhance learning and increase access by playing an active a role in developing ICL skills and personal networks.

Using video enhanced mobile observation for peer-feedback in teacher education

Mobile tools are integrated into teacher education settings to provide contextualized, connected, and collaborative teacher learning practices. In this case study, the video-enhanced observation (VEO) app was used in a science methods course to facilitate preservice teachers’ reciprocal peer-teaching of inquiry-based lesson study. This research examined preservice teachers’ perceptions on the challenges and affordances of using video enhanced mobile observation with peer-teaching feedback. Results from the technology acceptance model (TAM) revealed moderate levels of perceived ease of use, usefulness, and intention to use the VEO app. Further analysis of the open-ended questions and semi-structured interviews revealed self-reflection, feedback, and inquiry-based teaching support as emerging themes for the app integration. This research offers recommendations for implementing video enhanced mobile observation as a promising formative and performative-based assessment strategy within peer-feedback contexts in teacher education programs.

Influence of Students’-Staff Interactions on Academic Delinquency amongst Undergraduate Students in Public Universities in Kiambu and Nairobi Counties-Kenya

Academic delinquency has manifested itself in practices through practices such as: ‘sex for grades,’ sneaking unacceptable materials into examination rooms popularly known as ‘mwakenya’, plagiarism of assignments among other delinquent practices which have greatly affected the quality of university education in Kenya. So, this study sought to answer the research question: what is the influence of students’-staff interactions on academic delinquency amongst undergraduate students in public universities in Kiambu and Nairobi Counties in Kenya? The study adopted both quantitative and qualitative approaches targeting 40 Deans, 12 heads of departments, 120,000 undergraduate students, 2 counsellors, 2 registrars and 2 examination coordinators from Kenyatta University and Jomo Kenyatta University of Agriculture and Technology. Using stratified, multistage and purposive sampling criteria, a total of 414 respondents were sampled to participate in the study. For ethical purposes, the two universities were coded as X and Y in the analysis of data. Questionnaires and structured interview guide with open-ended test items were used to collect data from the students and deans, heads of departments, counselors, registrars and exam coordinators respectively. The study found that students’ interactions with members of staff during lecturers, Class work, sport and social functions was found to influence engagement in academic delinquency amongst students, as supported by more than 60% of respondents from both university X and Y. The study recommends a collaborative teaching and learning practice, where parents, staff and other stakeholder are engaged in ensuring proper ethics are instilled to all earners in universities.