Principles Of Collaborative Learning Research Articles

COLLABORATIVE APPROACH IN TEACHING TECHNICAL SCIENCES

In the ever-changing landscape of technical education, the collaborative approach has emerged as a dynamic paradigm, redefining the way technical sciences are taught and learned. This article delves into the core principles of collaborative learning, highlighting its transformative impact on students, educators, and the future workforce.The collaborative approach fosters a sense of community within classrooms, encouraging active participation, shared knowledge, and cooperative problem-solving. By emphasizing interdependence and individual accountability, collaborative learning equips students with essential skills such as critical thinking, teamwork, and effective communication. Unlike traditional methods, this approach prepares students for the collaborative demands of real-world workplaces, ensuring they not only possess technicalknowledge but also excel in diverse, cooperative teams.This article explores practical strategies for implementing collaborative teaching in technical classrooms, addressing challenges and providing best practices. Real-life success stories from educational institutions underscore the efficacy of collaborative methods, showcasing remarkable outcomes and transformed learning environments.Looking to the future, the article anticipates exciting trends such as virtual reality technologies and global collaborations, enhancing the collaborative learning experience. Ultimately, collaborative teaching in technical sciences emerges as a cornerstone for nurturing a generation of innovative, technically proficient professionals capable of addressing the challenges of our rapidly advancing world.

The Development of Islamic Religious Education and Character Materials Online Based in Elementary Schools

Purpose: The purpose of the study is to find and develop teaching materials for improving the outcomes of student learning in the subjects of Islamic Religious Education and Moral Character (PAdB) in Elementary Schools (SD). Theoretical reference: The study utilizes the research and development (RnD) method as its theoretical framework. This method encompasses various research stages, including result examination, product development, testing, and iterative refinement. The study aligns with contemporary educational theories emphasizing the use of innovative teaching materials and online-based resources to enhance student engagement and understanding. Method: The research employs the RnD method to design and validate new teaching materials. The process involves multiple stages, starting with result analysis, leading to the creation of online-based teaching materials for the PAdB subjects in elementary schools. These materials are rigorously tested and refined based on feedback and identified weaknesses. Results and Conclusion: The following research findings have been identified: 1) students are actively involved in variations and innovations of online-based teaching materials in PAdB subjects in elementary schools in order to deliver intriguing experiences for students; 2) it is straightforward to access online-based teaching materials; 3) it is simple to understand and study material products in online-based teaching thoroughly; 4) providing learning opportunities for students through collaborative principles and the development of online-based PAdB learning material in elementary schools. Implications of research: The study's implications are far-reaching. It highlights the effectiveness of online-based teaching materials in improving student outcomes in PAdB subjects. This finding has practical implications for educators and curriculum designers, emphasizing the importance of integrating digital resources into elementary school education. Additionally, the collaborative learning approach introduced through online materials opens new avenues for enhancing student engagement. Originality/value: This research contributes to the field of education by presenting an innovative approach to teaching materials development and implementation. The use of online-based resources, combined with collaborative learning principles, is a novel and valuable strategy for improving student performance in PAdB subjects. This study's originality lies in its innovative pedagogical approach and its potential to transform elementary school education positively.

COLLABORATIVE LEARNING IN TEACHING ENGLISH AT A TECHNICAL UNIVERSITY

The study is devoted to the problems of one of the modern humanistic directions of pedagogical science - collaborative learning. This methodology is based on the thesis that knowledge is a social artifact, it is established and maintained by communities of knowledgeable people in dialogue. The continuous life process of learning involves belonging to different knowledge communities and mastering new conventions. The article highlights the experience of implementing the principles of collaborative learning in English classes at a technical university. The author substantiates and motivates the 60 Научное мнение № 1-2 (2023) expediency of using this technology as a means of optimising the learning process in the conditions of professionally-oriented communication when teaching monological utterance to students of technical specialties.

Implementation of SIUUL for Developing English Speech SkillsImplementation of SIUUL for Developing English Speech Skills

out in english speech training for students of the english language education study program to developing english speech skills. Using a qualitative descriptive research method. Data collection is based on observation, interviews and documentation. The results of the study found that in speech training for english students at Panca Sakti University, Bekasi. They had implemented the SIUUL model well according to the stages and provisions of the method. Based on the use of the SIUUL method in developing english speech skills, it can be concluded that this methods quite effective in helping students developing their english speech skills. The SIUUL method promotes interactive and collaborative learning principles, so as to increase participant motivation and participation in the learning process. However, as is the case with other learning methods in developing english speech skills depends of factors such as the level of motivation of the students, the quality of the instructor’s teaching and the availability or adequate resources and technological support. Therefore, it is important for students of the SIUUL method to pay attention these factors in order to maximize learning potential and achieve the desired results.

Implementation of Principles of Collaborative Learning in the English Language Classroom in a Nonlinguistic University

Implementation of Principles of Collaborative Learning in the English Language Classroom in a Nonlinguistic University

Confronting the Challenges of Anatomy Education in a Competency-Based Medical Curriculum During Normal and Unprecedented Times (COVID-19 Pandemic): Pedagogical Framework Development and Implementation.

BackgroundAnatomy is considered to be one of the keystones of undergraduate medical education. However, recently, there has been drastic reduction, both in gross anatomy teaching hours and its context. Additionally, a decrease in the number of trained anatomists and an increase in the costs associated with procuring human cadavers have been noted, causing a diminution of cadaveric dissections in anatomy education.ObjectiveTo address these challenges, there is an ardent need for a pedagogical framework such that anatomy education can be disseminated through active learning principles, within a fixed time frame, using a small team of anatomists and a small number of cadaveric specimens (for live on-site sessions) as well as collaborative learning principles. The latter is particularly important when anatomy education is delivered through distance learning, as is the case currently during the COVID-19 pandemic.MethodsHere, we have blueprinted a pedagogical framework blending the instructional design models of Gagne’s 9 events of instruction with Peyton’s 4-step approach. The framework’s applicability was validated through the delivery of anatomical concepts, using an exemplar from the structure-function course Head and Neck during the normal and COVID-19–mandated lockdown periods, employing the archetype of Frey syndrome. Preliminary evaluation of the framework was pursued using student feedback and end-of-course feedback responses. The efficiency of the framework in knowledge transfer was also appraised.ResultsThe blueprinted instructional plan designed to implement the pedagogical framework was successfully executed in the dissemination of anatomy education, employing a limited number of cadaveric specimens (during normal times) and a social media application (SMA)–integrated “interactome” strategy (during the COVID-19 lockdown). Students’ response to the framework was positive. However, reluctance was expressed by a majority of the faculty in adopting the framework for anatomy education. To address this aspect, a strategy has been designed using Mento’s 12-step change management model. The long-term benefits for any medical school to adopt the blended pedagogical framework have also been explicated by applying Bourdieu’s Theory of Practice. Additionally, through the design of an SMA interactome model, the framework’s applicability to the delivery of anatomy education and content during the ongoing COVID-19 pandemic was realized.ConclusionsIn conclusion, the study effectively tackles some of the contemporary key challenges associated with the delivery of anatomy content in medical education during normal and unprecedented times.

МЕТОДИЧНІ АСПЕКТИ ФОРМУВАННЯ ГОТОВНОСТІ БАКАЛАВРІВ З КІБЕРБЕЗПЕКИ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ЗАСОБАМИ КОЛАБОРАТИВНОГО НАВЧАННЯ В УМОВАХ ОСВІТНЬО-ЦИФРОВОГО СЕРЕДОВИЩА

The article outlines the methodological aspects of forming the readiness of bachelors in cybersecurity for professional activities by means of collaborative learning in an educational and digital environment that can increase the level of their professional training. The readiness of a bachelor in cybersecurity for professional activity is outlined, which in essence is a selective and predictable activity of a bachelor in cybersecurity at the stage of its preparation for professional activity and arises from the moment of determining the purpose of activity on the basis of perceived needs and motives, personality plan, guidelines and models for future action. It is proved that the readiness of a bachelor in cybersecurity for professional activity can be formed by means of collaborative learning in an educational and digital environment. That is, the readiness of the bachelor of cybersecurity for professional activities, we can understand essentially selective and predictable activity of the bachelor of cybersecurity in the preparation for the profession and arises from the moment of determining the purpose of activities based on perceived needs and motives, personality plan, guidelines and models for future action. The structure of virtual modeling in the online laboratory for bachelors in cybersecurity in the educational-digital environment is determined, which consists of three interfaces: the interface of the higher education applicant, the interface of the teacher and the interface of the administrator. It is noted that it is important in the collaborative training of bachelors in cybersecurity that the environment in which they interact should be based on democracy, equality and autonomy, with this rule training will be at a high level and as a result will be successful. The organization of collaborative training of bachelors in cybersecurity in an educational and digital environment should be based on the principles of social contact. It was found out that the main principles of collaborative learning in mobile applications for bachelors in cybersecurity in the educational-digital environment included the systematic establishment of social contacts during the training of bachelors in cybersecurity, development of communication, building relationships between bachelors in cybersecurity in educational digital environment on democracy and autonomy, changing the role of participants in the educational process in time depending on the nature and nature of the problem and psychological comfort.

Creative Pedagogy and Praxis with Social Media: Applications in and Out of the Qualitative Research Classroom

Research methods courses can provide essential opportunities for graduate students to develop themselves as researchers. This article offers insights into the application of creative pedagogy and praxis for a graduate-level qualitative research methods class. Students learned and applied the innovative research method—gender audit as process and method—to understand the gendered nature of University social media accounts. Applying principles of collaborative learning and hands-on practice, students gained confidence in themselves as researchers while examining a contemporary issue affecting higher education institutions.

Effectiveness of team-based learning with high fidelity simulation in an undergraduate pediatric course for nurses

Background: Team-based learning (TBL) is a flipped class teaching technique based on principles of collaborative learning. It improves academic test performance in students. Increased satisfaction with learning tasks and enhancement in critical thinking skills is also observed with TBL in nursing education. Aim: The aim of this study was to compare the effects of “conventional TBL” (CTBL) and “TBL combined with high fidelity simulation” on student's attitude and test performance. Methods: The study was conducted in College of Nursing, Jeddah, following Institutional Review Board approval. The study had a two-group posttest only experimental design. Undergraduate nursing students enrolled in the pediatric nursing course were randomly allocated to two groups. Students in Group 1 and Group 2 were taught selected course topics with “CTBL” and “TBL combined with high fidelity simulation” respectively. They filled a questionnaire (comprising of 5-point Likert scale) measuring their attitude toward TBL after completion of the course. They also undertook a test comprising of the same items and the test scores between the two groups were compared. Results: A significant difference (P < 0.001) in test scores the two groups of students was assessed. The difference in mean score of responses between Group 1 and Group 2 was also significant. Conclusion: Test scores of students who covered learning content with TBL combined with high fidelity simulation had better test scores in cognitive test items. A more positive attitude toward TBL was noted in students completing learning tasks with high fidelity simulation in the application phase.

Student Perceptions on Collaborative Writing in a Project-based Course

The traditional view that writing is an individual activity often translates into the teaching of it as an individual task. Rarely do students engage in extensive dialogue with their peers when writing. However, much writing in the workplace takes place in collaboration with others. Although, on the surface, many authors may not seem to write with others collaboratively, the truth is that they engage in intensive intrapersonal community affected by interpersonal communication. They also communicate with them through incorporating ideas from other authors and by following requirements set by publishers and teachers. Collectively, these entail that writing instruction at college be tailored towards students' current and future needs. In addition, the collection of student perceptions of such an instructional design is necessary for curriculum designers and teachers to better cater to student needs. It is also useful to identify student perceptions related to gender in gender-segregated learning environments commonly encountered in Arab nations. Motivated by these factors, this study investigated sixty-four first-year Emirati university students' (thirty-one males & thirty-three females) views on collaborative writing in a Project Based Learning (PBL) class on a gender segregated campus. Quantitative and qualitative data were collected using a survey and a discourse completion task. Results revealed that the students believed that collaborative project writing was compatible with the Emirati culture. As well, their overall satisfaction with their collaborative writing experience was positive. They were particularly happy that it contributed to general skills that included the use of technology and critical thinking skills. They were also positive about its effects on their English language and teamwork skills. Promotion of active learning and innovation was also agreed upon as a positive attribute of collaborative project writing. Results also showed that the female students were overall more content with their experience, with particularly positive opinions about its effects on English and teamwork skills. Results are discussed, and recommendations are made to enhance learning environments compatible with the principles of collaborative learning.

Undergraduate Social Work Students’ Perceptions of a Team-Based Learning Approach to Exploring Adult Development

ABSTRACTSocial work educators are challenged to adopt innovative instructional methods and pedagogies to prepare students to meet the contemporary needs of diverse client populations. A team-based learning (TBL) approach is a pedagogical strategy that utilizes cooperative and collaborative learning principles to inspire academic, professional, and interpersonal growth for students. This study explores perspectives of 93 undergraduate social work students regarding the benefits and challenges of using a TBL approach to research adult development. Despite identifying several benefits of this method, including in-depth learning and enhanced relationships, students also experienced significant challenges to working in teams.

Adaptive Governance of Cape Mountain Zebra, Can It Work?

Adaptive governance and network governance theory provide a useful conceptual framework to guide the conservation of threatened species in complex multi-actor, multijurisdictional social ecological systems. We use principles from this theory to assess strengths and weaknesses in (1) national legislation, and (2) the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) Regulations applicable to the conservation of the Cape mountain zebra (Equus zebra zebra) (CMZ) in South Africa. A legislated conservation tool, Biodiversity Management Plans for Species (BMP-S), establishes a collaborative network of role players and facilitates the important principles of collaborative learning and adaptation. Effective governance of this network is critical to success, but challenging because of a mandate gap and limited capacity in government to provide essential network-level competencies. National regulations governing human use of CMZ (Threatened or Protected Species (TOPS) Regulations) accords with the principles of (1) being developed in consultation with stakeholders and (2) open to revision and adaptation. CITES Regulations also provide adequately for adaptation. Poor alignment of regulations between different regulatory authorities in South Africa and limited capacity for implementation of regulations seriously constrain learning and adaptation.

Ensino Baseado em Casos Aliado à Aprendizagem Online em Disciplina de Comunicação Científica

Ways of organization of learning activities based on Computer-Supported Collaborative Learning have been discussed since the beginning of the 80s. With that in mind, educators should be encouraged to use computers in innovative ways to help students gain experience in collaboration and develop critical thinking and argument skills. This paper addresses a didactic activity based on computer-supported collaborative learning principles. We investigate the dynamics of interactions among undergraduate chemistry students within the groups focusing on skills of active learning conversation described in the Collaborative Learning Model. In a virtual learning environment named eduqui.info 37 students divided into 17 doubles and 1 trio solved 4 investigative case studies related to environmental pollution caused by plastic and oil, replacement of aviation gasoline by ethanol and replacement of trans fat found in foods. The messages posted on eduqui.info Forum by 2 doubles were analyzed for the identification of the students’ collaboration. The major sub-skills related to Collaborative Learning Model found in the students’ messages were Inform, Argue and Request. It is possible to conclude that activities like the one addressed in this study can be effectively used to develop critical thinking and argument skills in undergraduate chemistry students.

The Effectiveness of PBL Problems from Students and Tutors Perspectives

Background: PBL problems are used as a starting point to students in attaining learning objectives. Students are expected to discuss the problems according the principles of collaborative learning, constructive learning, contextual learning, and self-directed learning. A continuous monitoring, evaluating, and improving the PBL problems should be done systematically. Nevertheless, the problems are lacking monitoring and evaluation. The aim of this study is to evaluate the effectiveness of PBL problem by providing an evaluation tool. The evaluation involved students and tutors.Method: A survey by using questionnaire based on six factors of an effective PBL problem was conducted to obtain students and tutors perception towards the effectiveness of 6 PBL problems used in tutorial session. The questionnaire for each scenario distributed to four randomly selected group tutorials (total samples per scenario is 40 students and four tutors). The perceptions were then analysed by using descriptive statistic. Four open ended questions included in the questionnaire were used to get better understanding and explanation of quantitative result.Results: A total of 198 (82.5% response rate) students and 23 (95% response rate) tutors filled the questionnaire. Students and tutors gave their score for the overall quality of each PBL problems. Some differences among students and tutors in rating the overall quality on each problem were found. The strength and the weakness of each problem were also obtained from students’ and tutors’ rate for the six factors in the questionnaire. Each group of participants had their own concern regarding the most important factor for an effective PBL problem.Conclusion: The result of this evaluation could reflect the effectiveness of PBL problems in achieving students’ learning objectives from different viewpoints: students and tutors. This valuable information can be used by problem designers and their institutions to monitor and improve the quality of PBL problems continuously.

Teacher-student Collaboration: Institute of Economics and Finance Kazan Federal University Approach

Language learning has always been looked upon as a process of close teacher-students collaboration and cooperation bearing its main idea of gaining communicative competence. Roles of teachers in language acquisition were always clear but changing times require adjustment to gradually altering students’ needs and expectations. The main aim of the paper is to find out to which extent the principles of collaborative learning are used at EFL classes at the Institute of Economics and Finance, Kazan Federal University, the attitude students have to collaborative practices and to prove that collaborative environment brings proficiency in language learning and establishes modeling of real-life situations among non-native speakers. In addition, the article reveals the role that teachers should preferably play atEFL lessons and the scenario they should develop basing on students’ needs analysis which allows them to build a required synergy. The results gained by the authors rest on the survey carried out among English learning students at the Institute of Economics and Finance, Kazan Federal University.

Integrative review of blogging: implications for nursing education.

This integrative review explores the question, "What is known about blogging as a pedagogical tool in nursing education?" The qualitative methods of this review are based in social constructivism and collaborative learning principles. Results of a literature search that used inclusion and exclusion criteria identified 15 articles, five of which were related to nursing. Deductive analysis was focused on capturing data under three broad themes that reflect collaborative learning principles with respect to blogging and microblogging. These themes include (a) learning occurs through dialogue and collaboration, (b) learning involves challenging opportunities that stimulate learner engagement, and (c) learning is a social process. Analysis indicates that blogging has the potential to enhance knowledge acquisition, provide stimulating learning opportunities, and recognize the social aspects of learning. However, further research is needed to fully understand the development, implementation, and evaluation of blogging on student knowledge acquisition in nursing education.

Primary children's management of themselves and others in collaborative group work: ‘Sometimes it takes patience …’

We focus on children's approaches to managing group work in classrooms where collaborative learning principles are explicit. Small groups of 8–10 year olds worked on collaborative science activities using an interactive whiteboard. Insubsequent interviews, they spoke of learning to ‘be patient’ and ‘wait’, for multiple social and technical reasons. Conclusions are drawn about how children's dialogue during and after lessons constitutes and develops their collective capacities to deal with frustrations and problems arising for themselves and others. Attention to children's thinking and language about managing group work should promote their future success in collaborative learning.

‘It is a case of changing your thought processes, the way you actually teach’: implementing a complex professional learning agenda in Scottish physical education

Background: It has been proposed that twenty-first century physical education needs to be reorientated and restructured to meet the lifelong learning needs of pupils from diverse socio-cultural, emotional, and developmental backgrounds. It follows that quality physical education (PE) Continuing Professional Development (CPD) opportunities for practising professionals are needed to support these aims. In Scotland, professional and policy-making groups have specifically called for at least 120 minutes of quality physical education to be delivered each week by appropriately trained staff. Purpose: This paper highlights three phases of PE CPD beginning in 2001 that have been structured to include teaching professionals working in Scottish primary schools. We illustrate how collaborative learning communities emerged through the PE CPD. While emphasising the merits of collaborative learning principles, we also describe how these learning communities operated as complex educational systems. We specifically discuss how these communities were linked in a ‘nested’ relationship with local schools and local authorities. We also discuss how learning communities self-organised and innovated in relation to the instigation of ‘turbulent’ practices and knowledges. Findings: The study follows ten practitioners who participated in Basic Moves PE CPD programmes over the past 10 years in Scotland. During the initial phase (2001–2004), the participants were enthused about the reflective and collaborative learning model that was used in regular workshops and courses. These members felt that this approach to PE CPD improved on traditional one-day and generic courses. In Basic Moves PE CPD courses, administrators provoked critical and even uncomfortable discussions in order to challenge teachers' pre-existing views of physical education. Consequently, the group organised and emerged as a ‘community of practice’. Many of the study participants continued to work together and even became Basic Moves PE CPD instructors themselves. However, as the programme increased in popularity and expanded to a national level in 2004, the PE CPD followed an ‘empty vessel’ model, whereby new participants were given course material over a short duration in a few centralised workshops. Feedback suggested that this ‘top down’ approach would not facilitate the emergence of learning communities, as many of those involved in local PE delivery became isolated and felt marginalised in their practice. Subsequent discussions led to the development of learning communities that were supported in local communities by former and current participants. These ‘tutor networks’ reflected the complex relationships that existed between pupils, teachers, headteachers, PE specialists, local authority managers and policy makers. Conclusion: Our analysis suggests that the PE practitioners in our study worked alongside a range of educational stakeholders within a broader ‘nested system’ that was constantly evolving and changing. Accordingly, we argue that contemporary PE CPD must challenge practitioners to become critical and innovative learners in the context of dynamic learning communities. This version of PE CPD requires sustained support at the local level and directly involves PE practitioners, their peers, and local authority leadership in the planning and operational phases.

The Learning Principles Adopted by the Ida Institute

The Ida Institute, a nonprofit educational institute, has developed a set of active and collaborative learning principles that represent a paradigm shift in audiology education designed to foster a better understanding of the human dynamics associated with hearing loss. The Institute emphasizes active listening, active engagement, and reflection through the use of ethnographic videos, mirror exercises, and reflective journaling. Active learning is achieved through unique problem-based approaches, role-playing, case studies, interactive work, and discussions. The methods used by the institute are grounded in active and collaborative learning principles that have been shown to improve student outcomes in learning research. The innovative application of these methods to audiology education allows students to contextualize knowledge—creating lifelong adaptive learners who understand the frameworks for the human dynamics of hearing loss, patient interactions, and the clinical encounter. Institute-developed tools also help audiologists reflect on their own patterns of behavior and facilitate desired changes in their clinical routines.

Interaction in distance education and online learning: using evidence and theory to improve practice

In a recent meta-analysis of distance and online learning, Bernard et al. (2009) quantitatively verified the importance of three types of interaction: among students, between the instructor and students, and between students and course content. In this paper we explore these findings further, discuss methodological issues in research and suggest how these results may foster instructional improvement. We highlight several evidence-based approaches that may be useful in the next generation of distance and online learning. These include principles and applications stemming from the theories of self-regulation and multimedia learning, research-based motivational principles and collaborative learning principles. We also discuss the pedagogical challenges inherent in distance and online learning that need to be considered in instructional design and software development.