Collaborative Learning Process Research Articles

Strengthening Urban Labs’ Democratic Aspirations: Nurturing a Listening Capacity to Engage With the Politics of Social Learning

Urban labs are arenas for fostering urban sustainable transitions, where different actors experiment and learn together how to create inclusive and sustainable cities. A key aspect of these processes is social learning, which is the collaborative learning process through which new understandings and practices emerge from the activities of urban labs. Social learning also includes the process through which these understandings and practices are further anchored and can transform the organizations participating in urban labs. Social learning is seen as key to tackling polarization and creating transformational capacity at different levels. This article explores how social learning can strengthen urban labs’ democratic ambitions. Building on the insights emerging from a collaborative learning process with civil servants within an urban lab, it highlights the need for ensuring plurality and challenging privilege in social learning. It also emphasizes the importance of nurturing a listening capacity within urban labs and municipal organizations.

Innovative 21st Century Learning Through PAKEM Learning Management

21st Century Learning is learning with a new paradigm that is oriented towards learning new literacy, namely human literacy, data and technology. More specifically, mastery of 21st century skills, namely life and career skills, innovation and learning skills, and information, media, and ICT skills. The characteristics of learning to practice these essential skills lead to an interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and learner-centered learning process, so that in its implementation educators can design activities by choosing learning methods/models that can accommodate all of these characteristics in a comprehensive manner. In line with PAKEM learning which originates from the concepts of student-centered learning and learning is fun, so that students have the motivation to always learn without orders and they don't have feelings of heaviness and fear. Thus, the aspect of fun is learning and motivating students to explore, actively create and experiment continuously in the learning process becomes a significant aspect in the PAKEM learning process. In learning management there are three learning steps. The three steps include: 1), planning of the PAKEM learning process. Planning of the PAKEM learning process can be done when educators design syllabus and lesson plans; 2), implementation of PAKEM learning. This implementation is the application of the lesson plan. This implementation consists of preliminary, core and closing PAKEM learning activities; and 3) PAKEM learning evaluation. The PAKEM learning evaluation/assessment stage is a follow-up in the PAKEM learning process activities. Mission/Purpose of PAKEM learning evaluation is an effort to identify and understand the level of success in the learning process. Thus, innovative learning in the 21st century creates human resources who are literate in information, data, and technology which are needed to face the competition in life and the job market in the current and future globalization era.

Influence of a Distributed Learning Environment on Learners’ Performance

Online high-quality teaching and learning behaviors can take place anytime and anywhere, which comprehensively breaks through isolation of physical space. Individual learning in distributed learning environment is an activity that is transformed from process of individual self-cognition to social cognition of the group. It attaches great importance to interactive behaviors in learning. By strengthening cooperative learning, learning motivation can be further stimulated and learning performance can be improved. A questionnaire about the influence of distributed learning environment on learners’ learning performance was designed. Influence of four components of distributed learning environment interaction on learners’ learning performance was measured, and the mediating effect of collaborative learning on the interaction between learners’ learning performance and distributed learning environment was analyzed. Results show systematic management support of self-knowledge, support of learners’ expression and support of self-reflection can significantly improve learning performance of learners. Collaborative learning plays a full mediating effect in the interaction between distributed learning environment and learning performance of learners. Grade is significant at 0.01 level for learning performance. Conclusions are of great significance to promote occurrence of effective learning behaviors in interactive process of collaborative learning from the perspective of distributed learning environment.

The benefits of peer correction in the context of virtual English classes

In this paper, we present a study in which we investigate the benefits of peer correction in the context of English virtual classes. Two teenage students from an English course named Freeenglish were the participants in this qualitative research. They participated in a collaborative methodology of peer correction tasks (ARAÚJO; Author 2, 2015; DILLENBOURGH, 1999; DONATO, 1994) proposed by their teacher. To do so, the participants had to correct each other's written text and share feedback as part of a task during their English virtual classes on the Google Meet platform. As a theoretical foundation, we used the sociocultural theory, collaborative learning and teaching processes and studies about peer correction. The results show that the peer correction methodology proved effective in virtual classroom environments. Students could use different technological resources to exchange information about their texts (files, chatrooms on the Google Meet platform, WhatsApp, mobile phones, etc.), which favored interaction between them. We also demonstrate, through data analysis, that students provided very suitable input to each other during the correction task to make the texts more correct. Besides the relevant correction, participants could also develop a variety of communication skills as they were very engaged in talking about themselves.

Integration of Adaptive Collaborative Learning Process in a Hybrid Learning Environment

Technology integration has been crucial in the practice of the learning process. The use of technology aims to find effective solutions to traditional learning problems. Despite the enormous efforts adopted, using e-learning systems was optional in many education systems. However, the COVID-19 health crisis has shown the importance of the transition to e-learning to ensure pedagogical continuity. According to several studies that have measured the impact of COVID-19 on education systems and the adopted solutions, blended learning represents an effective solution for combining the advantages of face-to-face and distance learning. But the implementation strategies regarding this mode of learning are still limited. For this purpose, we propose a hybrid learning model based on collaborative work through an intelligent assignment of learner roles. This approach aims to support adaptive learning via a hybrid learning environment. The proposed solution is based mainly on collaborative work as an active learning method, using the Naïve Bayes algorithm and Belbin theory. The usefulness of collaborative work is to keep the learning rhythm between face-to-face and distance learning and to encourage learners' engagement and motivation through this mode of learning. According to Belbin's theory, the results of this work propose an adequate role for each learner. This intelligent assignment leads the learner to live the learning situation and not undergo it.

Investigating Students' Satisfaction with Online Collaborative Learning During the COVID-19 Period: An Expectation-Confirmation Model.

The recent outbreak of COVID-19 posed discontinuous disruption to traditional learning modes worldwide. In order to keep social distance, online collaborative learning has become a necessity during the pandemic. However, our understanding of students' well-being and satisfaction with online collaborative learning is limited, especially during the COVID-19 period. Leveraging expectation confirmation theory, this study focuses on the triggers and inhibitors of students' cognitive load during online collaborative learning process and their subsequent satisfaction with the learning mode during the pandemic. We used a mixed-method approach in this study. We conducted a qualitative study with interview data and a quantitative study with surveys. The results indicate several psychological and cognitive antecedents of students' cognitive load during online collaborative learning. Findings also indicate that a high level of cognitive load will decrease students' perceived usefulness of the online learning platform and expectation confirmation, thus leading to a low level of satisfaction with online collaborative learning. This study can provide theoretical and practical implications for a better understanding of online student groups' satisfaction with online collaborative learning during the COVID-19 period.

Educating radical practitioners: A case study of regenerative design on a UK High Street

This paper analyses a live project collaboration between the Birmingham School of Architecture & Design and CoLab Dudley, a social innovation lab based on Dudley High Street. The project developed students’ sustainability competencies while contributing to social, environmental, and economic progression and regeneration of local communities, and explored regenerative futures for Dudley High Street 2030 through engaging students, academics, collaborators, and a wider network of local people in a two-way collaborative learning process. Using Tilbury and Mulà’s five principles of Education for Sustainable Development as a model, the collaboration was analysed to tease out how the work might impact the education of future practitioners. The research identifies a positive impact of real-life collaboration for students, academics, and collaborators in nurturing the conditions for radicality and reveals the conditions necessary for successful partnerships to develop. In going beyond technological solutions, the research reveals the potential of engaging students with real-world communities, participation, and future thinking to create radical practitioners ready to rise to the sustainability challenge

From Observation to Active Learning: A Collaborative Learning Approach for Object Oriented Programming Course

Abstract: Collaborative learning using Active Learning Strategies (ALS) and Information Communication Technology (ICT) tools in programming subjects facilitate the studentsinstructors into effective ways to make everyone engaged in Teaching Learning Process. In such learning, learners required to respond one another’s ideas. Teachers are the key players in collaborative learning process by launching the learning environment, accommodating student requirements and ensuring the classroom activities. In this study, benefits of ALS and ICT tool usages have been analyzed for the Object-Oriented Programming course offered to engineering undergraduates. The impacts are analyzed in terms of teaching methodology, practicing lab, pass percentage, course outcome attainment, internal and terminal test performances and course exit survey. The outcomes indicate that, ALS and ICT approach yields positive result in performance. Keywords: Collaborative Learning, Active Learning Strategies, Information and Communication Technology, Online Learning, Object Oriented Programming, Course Outcome, Pedagogy.

Visualization of computer-supported collaborative learning models in the context of multimodal data analysis

Deep learning evaluation is a new direction formed by the intersection of multiple domains, and the core issue is how to visualize collaborative learning models to motivate learners. Therefore, this paper realizes real-time knowledge sharing and facilitates learners' interaction through computer-supported collaborative learning (CSCL) technology. In this paper, we collect, label, and analyze data based on five modalities: brain, behavior, cognition, environment, and technology. In this paper, a computer-supported collaborative learning process analysis model is developed under the threshold of multimodal data analysis. The model is based on roles and CSCL for intelligent network collaboration. This paper designs and develops an interactive visualization tool to support online collaborative learning process analysis. In addition, this paper conducts a practical study in an online classroom. The results show that the model and the tool can be effectively used for online collaborative learning process analysis, and the test model results fit well. The entropy index of the test model took a value of about 0.85, and about less than 10% of the individuals were assigned to the wrong profile. During the test, the participation of participants gradually increased from 5% to about 25%, and the participation effect improved by about 80%. This indicates the strong applicability value of the computer-supported collaborative learning process analysis model under the multimodal data analysis perspective.

Breaking Hardware Boundaries of IoT Devices via Inverse Feature Completion

Privacy-preserving collaborative learning enables resource-constrained edge devices (e.g., Internet of Things (IoT) devices and smartphones) to build a knowledge-shared model while keeping individual data locally, achieving privacy preservation by designing an effective communication protocol. However, the learning paradigm raises high requirements for aligned input features of models, which is hard to realize in complicated IoT scenarios with various monitoring indicators. In this article, we propose a novel collaborative learning framework that is tolerant of IoT devices with unaligned feature spaces. Local bilevel optimizations for both model parameters and input features are performed iteratively in the training phase, in which the internal correlations of local sensor data provide additional guidance for the feature inference and completion. The scheme breaks hardware boundaries among various IoT devices in collaboration with the assistance of model inversion inference, which gains a new perspective on the utilization of model confidentiality and requires minimal modifications to the existing collaborative learning process. The framework achieves significant improvement compared with state-of-the-art methods, as we demonstrate through extensive simulations on real-world data sets.

The role of colaborative learning in the education for democratic citizenship (case of Georgia)

Secondary schools of Georgia continue to be dominated by teacher-oriented models, which are insufficient to raise citizens who are active, informed and responsible. The process of multifaceted development of each student requires the use student-oriented pedagogy that focuses on developing the competencies for their active participation. The data collected from target group (374 teachers) by questionnaires were processed by statistical software package R. More than 120 variables were used in the study. The correlation matrix with polychoric correlation coefficients was used to select the variables participating in the analysis. The research revealed a positive correlation between the systematic, purposeful and confident application of the practice of collaborative teaching approach and strategies by Georgian school teachers and the development of civic competencies in students. Particularly, collaborative teaching reinforces in students: (a) affiliation to school, their integration and perception of themselves as members of the school community; (b) acceptance of different groups and cultures, respect for and observance of different views; (c) reduction of racism, chauvinism, and religious intolerance and development of a tolerant attitude; and (d) autonomy and self-organization, formation of a positive attitude towards the learning process. The collaborative learning process promotes both the democratic culture of the school and the social and civic competency of the students.

Decentralized Collaborative Learning Framework for Next POI Recommendation

Next Point-of-Interest (POI) recommendation has become an indispensable functionality in Location-based Social Networks (LBSNs) due to its effectiveness in helping people decide the next POI to visit. However, accurate recommendation requires a vast amount of historical check-in data, thus threatening user privacy as the location-sensitive data needs to be handled by cloud servers. Although there have been several on-device frameworks for privacy-preserving POI recommendations, they are still resource intensive when it comes to storage and computation, and show limited robustness to the high sparsity of user-POI interactions. On this basis, we propose a novel d ecentralized c ollaborative l earning framework for POI r ecommendation (DCLR), which allows users to train their personalized models locally in a collaborative manner. DCLR significantly reduces the local models’ dependence on the cloud for training, and can be used to expand arbitrary centralized recommendation models. To counteract the sparsity of on-device user data when learning each local model, we design two self-supervision signals to pretrain the POI representations on the server with geographical and categorical correlations of POIs. To facilitate collaborative learning, we innovatively propose to incorporate knowledge from either geographically or semantically similar users into each local model with attentive aggregation and mutual information maximization. The collaborative learning process makes use of communications between devices while requiring only minor engagement from the central server for identifying user groups, and is compatible with common privacy preservation mechanisms like differential privacy. We evaluate DCLR with two real-world datasets, where the results show that DCLR outperforms state-of-the-art on-device frameworks and yields competitive results compared with centralized counterparts.

Making the invisible visible: Using a qualitative system dynamics model to map disparities in cumulative environmental stressors and children's neurodevelopment

BackgroundThe combined effects of multiple environmental toxicants and social stressor exposures are widely recognized as important public health problems, likely contributing to health inequities. However, US policy makers at state and federal levels typically focus on one stressor exposure at a time and have failed to develop comprehensive strategies to reduce multiple co-occurring exposures, mitigate cumulative risks and prevent harm. This research aimed to move from considering disparate environmental stressors in isolation to mapping the links between environmental, economic, social and health outcomes as a dynamic complex system using children's exposure to neurodevelopmental toxicants as an illustrative example. Such a model can be used to support a broad range of child developmental and environmental health policy stakeholders in improving their understanding of cumulative effects of multiple chemical, physical, biological and social environmental stressors as a complex system through a collaborative learning process. MethodsWe used system dynamics (SD) group model building to develop a qualitative causal theory linking multiple interacting streams of social stressors and environmental neurotoxicants impacting children's neurodevelopment. A 2 1/2-day interactive system dynamics workshop involving experts across multiple disciplines was convened to develop the model followed by qualitative survey on system insights. ResultsThe SD causal map covered seven interconnected themes: environmental exposures, social environment, health status, education, employment, housing and advocacy. Potential high leverage intervention points for reducing disparities in children's cumulative neurotoxicant exposures and effects were identified. Workshop participants developed deeper level of understanding about the complexity of cumulative environmental health risks, increased their agreement about underlying causes, and enhanced their capabilities for integrating diverse forms of knowledge about the complex multi-level problem of cumulative chemical and non-chemical exposures. ConclusionGroup model building using SD can lead to important insights to into the sociological, policy, and institutional mechanisms through which disparities in cumulative impacts are transmitted, resisted, and understood.

Case study about affect to children’s collaborative learning processes by utilizing interpersonal skills in collaborative learning based on the station lesson concept

Case study about affect to children’s collaborative learning processes by utilizing interpersonal skills in collaborative learning based on the station lesson concept

An M-MIAP Learning Model to Develop Engineering Competency of Pre-Engineering Students via Metaverse

This research aimed to develop an M-MIAP learning model via Metaverse to develop the engineering competencies of pre-engineering students, and to evaluate the appropriateness of the model. This research is divided into two phases. In the first phase, literature studies of various learning models were conducted to construct the matrix of Metaverse elements and engineering competency for the M-MIAP model. The second phase was the evaluation of the appropriateness of the developed M-MIAP model by various expert stakeholders in the fields of information technology, communication technology, Metaverse, and pre-engineering. It was found that the M-MIAP model consists of input, M-MIAP learning process, engineering competency, and feedback. This research uses Metaverse in the learning process to provide students with a new virtual dimension experience. This collaborative learning process also results in a deeper comprehension of the subject matter and increases educational opportunities for students. The assessment result was rated as “very good”, suggesting the suitability of the overall learning model. This indicates that the M-MIAP model can be utilized to cultivate engineering competencies in pre-engineering students, and to prepare for the impending transition to the digital era. It also supports the educational system in achieving the same level of enduring quality.

In search of the enabling factors for public services resilience: A multidisciplinary and configurational approach

This paper investigates public services’ (PSs) resilience during turbulent times, such as COVID-19, to contribute to relevant academic calls that aim at identifying which combination of factors might lead PSs to develop resilient approaches during crises, despite them suffering from intrinsic management and organizational flaws. Therefore, we adopt fuzzy set Qualitative Comparative Analysis on 19 resilient Italian PSs and we test for possible effective configurations of enabling factors emerging from a literature review of: Crisis Management, Resource-Based View, Organizational Theory, Stakeholder Theory, Digital Innovation Management, which typically the main PSs’ flaws are intercepted in. Our results show that the three configurations of enabling factors for resilience stem from human-based and continuous learning processes to be addressed through knowledge-based adaptive approaches. In this way, our research proves its usefulness by providing a set of insights to PSs’ practitioners on the need to invest in collaborative learning processes that, by combining specific enabling factors, might innovatively mitigate the typical PSs’ managerial and organizational flaws during crises.

Collaborative Concept Mapping: A Study of Group Work Satisfaction in Vocational Higher Education


 
 
 
 
 
 Collaboration is gaining traction in today's educational environment. Thus, teachers' primary concern is assisting students in experiencing group knowledge collaboration. As online education continues to grow in popularity, there is an increasing need to promote and understand collaborative learning processes. Its success is contingent upon implementing online collaborative learning strategies that foster critical thinking abilities while also providing meaningful collaborative learning opportunities. Collaborative concept mapping is one tool that could be used to foster student collaboration. Rather than creating and visualizing ideas individually, collaborative concept mapping involves two or more students working collaboratively to create one or more concept maps. In collaborative learning, interactions between learners are critical sources of idea generation. The purpose of this study is to examine students’ satisfaction with implementing the strategy in Second Language Reading class. The recent study advances our understanding of how to effectively use collaborative teaching tools in the classroom and improve student learning through group collaboration. The study's findings indicate that students demonstrated positive attitudes toward group collaboration, as evidenced by collaborative concept mapping. In addition, the collaborative learning processes embedded in concept mapping learning platforms support and facilitate reading comprehension achievement, resulting in successful foreign language learning for higher education students. The interaction in collaborative concept mapping, lacking in individual concept mapping, has facilitated individual and group knowledge building. As a result, implementing this strategy may benefit both group and individual learning. 
 
 
 
 
 

Collaborative online learning: implementation of vocational alignment in accordance with industry's needs

The current acceleration of digital transformation requires the adaptability of schools, teachers, students, and school partner institutions, namely the industry. The purpose of this study is to reveal the important components and indicators in the online collaborative learning process as part of a vocational alignment program. This study uses a qualitative case study approach. The research model uses the Miles Huberman interactive model. The participants of this research are productive teachers, alumni, and instructors from industry. This research was conducted in Yogyakarta. Data analysis was carried out with the help of Atlas.ti software version 9. The validity of the data was using source triangulation. The results of this study are that there are main components that must exist in collaborative on-line learning, namely pedagogical learning environments, instructions, digital tools, apply methods, and development of critical thinking. Recommendations for this study are given to all teachers who teach in vocational high schools and all instructors as partner schools to improve the quality of learning as technology develops. So that they can take advantage of technology in learning through online learning collaborations.

Open Research Tools for the Learning Technologies Innovation Lab

Orchestrating scientific work in educational research laboratories is demanding, especially when many interdisciplinary perspectives are involved. A monolithic approach does not suffice here. This paper describes an open-source architecture for an educational research laboratory. The presented system assists interdisciplinary scientists in implementing prototypes, evaluating new didactical approaches, researching collaborative learning processes, collecting learning analytics data, abstracting and automating experimental procedures, and securely monitoring progress within the lab, even in hybrid or remote setups. Due to both asynchronous and synchronous capabilities, the presented components make it easy to virtualize experiments, incorporate them in courses and lectures, and empower self-regulated but still monitorable learning processes.
 The ecosystem described originated in the context of collaborative educational Serious Games for interactive table-top displays but is implemented modular and scales well regarding concurrent experiments, connected clients, and other use cases like VR and smart environments.

Indigenous experiences of impact assessment and development projects: lessons from the Aashukan exchange

ABSTRACT How can Indigenous peoples and practitioners engage Impact Assessment as a collaborative learning process that enables communities to affect and influence the design of development projects and their management systems? How to create conversations between Indigenous peoples in order to craft a message/voice in relation to developers? This article summarizes lessons learned from ‘Aashukan’ an Indigenous exchange organized on James Bay Cree lands, Northern Québec, Canada in conjunction with the IAIA Conference in 2017. It presents the context, objectives, processes, and outcomes of this workshop in relation to the Impact Assessment community and discusses future directions.