Collaborative Learning Process Research Articles

Promoting the Emotional and Social Intelligence of Early Childhood by Improving Pre-Service Teacher Performance Through Collaborative Learning Process

Promoting the Emotional and Social Intelligence of Early Childhood by Improving Pre-Service Teacher Performance Through Collaborative Learning Process

Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies

AbstractAdaptive learning technologies are closely related to learners' self‐regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self‐regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self‐regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self‐regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self‐assessment, and help‐seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self‐regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self‐regulated learning research and development. Practitioner notesWhat is already known about this topic By providing personalized and learner‐centric adaptive learning environments (ADLEs), adaptive learning technology can support and foster self‐regulated learning (SRL) practices. It is possible to create a more student‐centred and effective learning environment by combining adaptive learning and collaborative learning. Socially shared regulatory activities can involve planning, monitoring, controlling and reflecting on a group's learning processes. What this paper adds Provides a systematic literature review of empirical evidence on ADLEs, SRL and socially shared regulation of learning (SSRL) in collaborative contexts. Summarizes the insights on (S)SRL through ADLEs in collaborative learning. Identifies challenges and opportunities for ADLEs to support (S)SRL in collaborative learning. Implications for practice and/or policy Learning analytics and educational technology researchers will be able to use the systematic review as a guide for future research. Learning analytics and educational technology practitioners will be able to use the systematic review as a summary of the field's current state.

Communication-Efficient Collaborative Regret Minimization in Multi-Armed Bandits

In this paper, we study the collaborative learning model, which concerns the tradeoff between parallelism and communication overhead in multi-agent multi-armed bandits. For regret minimization in multi-armed bandits, we present the first set of tradeoffs between the number of rounds of communication between the agents and the regret of the collaborative learning process.

Designing for collaborative learning in immersive virtual reality: a systematic literature review

Immersive learning technologies such as virtual reality have long been deemed as the next generation of digital learning environments. There is a limited number of studies addressing how immersive technologies can be designed, applied, and studied in collaborative learning settings. This paper presents a systematic review of empirical studies reporting on use of immersive virtual reality in collaborative learning within educational and professional learning settings. 11 studies have been grouped and coded in a textual narrative synthesis, outlining the pedagogical concepts behind the learning design, as well as the design of virtual reality environments and the collaborative learning activities in which the technology is employed. The results suggest that collaborative learning in virtual reality can currently be conceptualised as a shared experience in an immersive, virtually mediated space, where there is a shared goal/problem which learners must attend to collaboratively. This conceptualisation implies a need to design technologies, environments, and activities that support participation and social interaction, fostering collaborative learning processes. Based on the outlined conceptualisation, we present a series of recommendations for designing for collaborative learning in immersive virtual reality. The paper concludes that collaborative learning in virtual reality creates a practice- and reflection space, where learning is perceived as engaging, without the risk of interfering with actual practices. Current designs however struggle with usability, realism, and facilitating social interaction. The paper further identifies a need for future research into what happens within virtual reality, rather than only looking at post-virtual reality evaluations.

Learning within fiber-crafted algorithms: Posthumanist perspectives for capturing human-material collaboration

AbstractA key commitment of computer-supported collaborative learning research is to study how people learn in collaborative settings to guide development of methods for capture and design for learning. Computer-supported collaborative learning research has a tradition of studying how the physical world plays a part in collaborative learning. Within the field, a material turn is emerging that considers how digital and tangible technologies actively contribute to collaborative learning processes. Studying how tangible materials produce collaborative learning visibly and algorithmically is particularly important at a time when advanced algorithms are integrated into educational contexts in ways that are not always transparent. However, the needed methodologies for capturing how non-human agents take part in collaborative learning remains underdeveloped. The present study builds on current CSCL research that investigates materials in collaborative learning and introduces posthumanist perspectives with the aim to decenter humans methodologically and to probe empirically whether and how these perspectives contribute to empirical understanding of collaborative learning processes. Taking fiber crafts (e.g., weaving and fabric manipulation) as a context for computational learning, the present study conducted a posthumanist analysis of differences among human and non-human participants in collaboration using video data to investigate how middle school youths and fiber craft components performed algorithms over time. The findings show how both youths and craft materials actively contributed to the performance of algorithms. In weaving, algorithms became repeated youth-material movements one dimension at a time. In fabric manipulation, algorithms became a repeated confluence of component parts. Decentering humans through an analysis of differences among human and non-human introduced human-material collaboration as a productive unit of analysis for understanding how materials and people together contribute to producing what can be recognized as computational performance. The findings of this research contribute to ongoing conversations in CSCL research on how computational materials can be considered in collaborative learning and present a new approach to capture collaborative learning as physical expansion over time. The study has implications for future research on capturing collaborative computational learning and designing physical computational learning opportunities that show technology as evolving.

Collaborative Learning of Ph.D. Candidates in Design on Emerging Scenarios in Scientific Publication

The article describes a collaborative learning process aimed at introducing early stage researchers in design to a non-hegemonic approach to design knowledge production and publications. Four co-creation sessions has been held in the context of Prode project, engaging phd students in design to take in account emerging issues in scientific publishing. In specific an innovative Living publication lifecycle has been introduced (supporting an iterative model for publications) and the relative Living publications scenario (including Augmented publications; Collective authoring; Evolving publications; Publications reuse) has been used to discuss and disrupt traditional publication patterns and envision beyond the “article” format, new typologies of (not only textual) research products and new forms of dissemination, to meet the challenges of an impactful design education. The context of change of scientific publication and hypothesis underlying the paper have been discussed elsewhere (Lupo, 2022; Lupo, 2023). For the purpose of this article, the focus is the training of early stage researchers, in order to make them aware of the potentiality of plurality and diversity of design knowledge publication. The collaborative approach and tools adopted eased the empowering of the PhD students through brainstorms, role plays and hands-on tests.

Enhancing Student Engagement and Learning Outcomes through Interactive Approaches in College Vocal Music Instruction

This study investigates the enhancement of student engagement and learning outcomes in college vocal music instruction at Bozhou University, Anhui Province, China, through the implementation of interactive approaches. Recognizing the pivotal role of music education in shaping artistic and academic development, the research addresses the current challenges in student engagement and identifies the pressing need for innovative instructional strategies. The study employs a qualitative research design, conducting in-depth interviews with 25 undergraduate students to explore their perceptions of current vocal music instruction and the impact of interactive methodologies. Findings reveal diverse student perspectives on teaching methods, engagement levels, collaborative learning, technology integration, and assessment processes. The study highlights the potential of interactive elements, such as active learning strategies and technology-assisted instruction, to positively influence student engagement. Furthermore, it explores the implications of interactive approaches on learning outcomes, emphasizing holistic skill development and leveraging technology for effective learning facilitation. The discussion outlines practical implications for curriculum design, educator professional development, and the creation of a supportive learning environment. The findings contribute valuable insights to the ongoing discourse on effective music education strategies, providing a foundation for curriculum refinement and innovation in the evolving landscape of collegiate music education.

A collaborative privacy-preserving approach for passenger demand forecasting of autonomous taxis empowered by federated learning in smart cities

The concept of Autonomous Taxis (ATs) has witnessed a remarkable surge in popularity in recent years, paving the way toward future smart cities. However, accurately forecasting passenger demand for ATs remains a significant challenge. Traditional approaches for passenger demand forecasting often rely on centralized data collection and analysis, which can raise privacy concerns and incur high communication costs. To address these challenges, We propose a collaborative model using Federated Learning (FL) for passenger demand forecasting in smart city transportation systems. Our proposed approach enables ATs in different regions of the smart city to collaboratively learn and improve their demand forecasting models through FL while preserving the privacy of passenger data. We use several backpropagation neural networks as local models for collaborating to train the global model without directly sharing their data. The local model shares only the model updates with a global model that aggregates them, which is then sent back to local models to improve them. Our collaborative approach reduces privacy concerns and communication costs by facilitating learning from each other’s data without direct data sharing. We evaluate our approach using a real-world dataset of over 4500 taxis in Bangkok, Thailand. By utilizing MATLAB2022b, the proposed approach is compared with popular baseline methods and existing research on taxi demand forecasting systems. Results demonstrate that our proposed approach outperforms in passenger demand forecasting, surpassing existing methods in terms of model accuracy, privacy preservation, and performance metrics such as Root Mean Square Error (RMSE), Mean Absolute Error (MAE) and R-squared (R2\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$R^2$$\\end{document}). Furthermore, our approach exhibits improved performance over time through the collaborative learning process as more data becomes available.

Recommendations for successful involvement of patient partners in complex intervention research: a collaborative learning process

BackgroundPatient and public involvement in health-related research is a new discipline in Denmark. In 2021, a national conference titled 'Patient and Public Involvement in Complex Intervention Research' provided a forum for discussion between patient partners, researchers and clinicians on involving patients as partners in complex intervention research.MethodsWe aimed to describe specific challenges to and initiatives for patient partner involvement in order to develop recommendations for creating successful partnerships in complex intervention research. Through a collaborative learning process, 140 researchers identified the most important challenges for them in patient partner involvement and potential initiatives to improve such involvement. At a subsequent workshop, four patient partners identified the challenges and initiatives from their perspective as patient partners. They also gave feedback on the challenges and initiatives suggested by the researchers and helped shape three recommendations for practice. Three of the patient partners were involved in writing this paper.ResultsThe five most important challenges identified by researchers were time, recruitment, ethics, power and inequality. Between four and seven initiatives to overcome these challenges were suggested. The three most important challenges identified by patient partners were communication, when you get information that is hard to handle and recruitment. They suggested three to four initiatives for improvement. Patient partners confirmed the importance of all the researcher identified challenges when presented with them, they also provided additional comments on the researchers’ initiatives. This led to the formation of recommendations for involving patient partners.ConclusionsA collaborative learning process was shown to be a suitable method for patient partner involvement. Consistency was seen between the challenges and initiatives identified by researchers and patient partners. Based on these observations, three recommendations were developed: (1) create specific programmes that aim to involve all kind of patients (including but limited to vulnerable patients) as patient partners, (2) produce ethical guidelines for the involvement of patient partners, and (3) develop a national strategy for patient partner involvement. To build on these recommendations, a joint workshop with both researchers and patient partners is needed.

Perceptions of pre-service teachers while developing a virtual educational escape room (VEER) using online collaborative learning

In this study, we present the insights of pre-service teachers who developed a virtual educational escape room (VEER), using online collaborative learning only. The purpose of the study was to learn how online collaborative learning promotes meaningful learning in pre-service teachers. The research used qualitative paradigm. The students perceived the collaborative learning (CL) as meaningful for them for five main reasons: being active learners, being part of a learning group, the relevance of CL to their professional development, the importance of the product for them, and the feedback they received from pupils in school. The findings reveal that the students were satisfied with the collaborative learning process and were able to create a supportive community that promotes learning.

A Feasible Study of a Deep Learning Model Supporting Human–Machine Collaborative Learning of Object-Oriented Programming

Due to the development of deep learning technology, its application in education has received increasing attention from researchers. Intelligent agents based on deep learning technology can perform higher-order intellectual tasks than ever. However, the high deployment cost of deep learning models has hindered their widespread application in education. In addition, there needs to be more research on applying deep learning technology in education. In this study, we develop an intelligent agent using a Performer-based encoder-decoder neural model to classify object-oriented programming (OOP) errors in student code and generate hint feedback in natural language to help students correct the code. This study investigates the feasibility of deploying this agent in an educational setting to support the learning of OOP. This study first examines the low-speed inference problem of the deep learning model. A fast inference algorithm is proposed for the model, which achieves a speedup of eighty times. This study further explores integrating a human-machine collaborative learning process with the deep learning agent. Students were surveyed about their perceptions of the agent in supporting learning. Student responses are interpreted within the learning partnerships model (LPM) framework to show how the agent's technical automation and autonomy features support student-agent learning partnerships. Finally, implications and suggestions for educational application and research of deep learning technology are presented.

팀 협력 학습에서 무임승차 방지를 위한 어플리케이션 프로토타입 개발 연구

The purpose of this study is to develop a prototype application for preventing free-riding in team collaborative learning. Given the inevitable concerns among educators about free-riding in team collaborative learning, there is an urgent need for clear countermeasures. Existing collaborative applications for educational purposes have limitations, as they simply provide support for learners' activities during the learning process. Therefore, the objective of this study is to develop a prototype application that can monitor and provide assistance based on resolution strategies to prevent free-riding during collaborative learning processes. To achieve this, the study focused on deriving design principles based on the first-year research and proceeded to prototype development. Initial feedback and modifications were obtained through a first expert review, followed by a second expert review to finalize the application prototype. The study emphasizes the design focus on real-time monitoring, addressing the limitations of existing solutions for preventing free-riding. After validating the prototype's effectiveness in supporting learners, it is intended to serve as a basis for future research in the development of an actual application in subsequent studies.

Augmented Reality in A Sustainable Engineering Design Context: Understanding Students’ Collaboration and Negotiation Practices

This study reports on the use of augmented reality (AR) within the context of sustainable engineering design education. The objective of this study is to understand students’ collaboration and negotiation practices in a sustainable engineering design context using AR. The technology used in this study includes MERGE Cube (a physical cube that acts as a digital canvas for AR) and CoSpaces Edu (an online platform for students to build 3D creations and animate them with code). There have been 48 instances of student participation from upper elementary to middle school in four iterations of this study since February 2022. The research was conducted based on a design-based research methodology, and the data was collected through qualitative methods and analyzed using the intra-action analysis method. This study’s outcome revealed that interactions among participant dyads and with the technology shed light on distinct dynamics within collaborative sustainability-oriented learning and design processes. These diverse interactions collectively emphasize the multifaceted nature of collaborative design, where individual experiences, communication styles, and technological proficiency all play integral roles in shaping the collaborative process. In addition, the results of our research showed that the complexities inherent in negotiating ownership and collaboration dynamics are influenced by individual attitudes, timing of involvement, and previous experiences. Given the importance of collaboration in achieving sustainability-oriented goals, these findings are relevant to the field of sustainable engineering education, especially when working with younger children.

Formative Performance Assessment in the Process of Developing Translation Sub-competences

This research paper pertains to the method of student performance evaluation applied to the process of online collaborative learning. The model of evaluation is intended for the developing translation sub-competences and involves the analysis of the team members’ discourse in the process of negotiating meanings, in compliance with Gery Stahl’s claim that discourse constitutes interpretation (2004: 22). The devised individual assessment form encompasses the study of performance of collaborating team members in two dialogic spaces, the content space and the relational space of collaboration (Janssen and Bodemer 2013). The assessment procedure comprises the analysis of the students’ individual achievements as well as their contribution to the team expert knowledge building. The main goal of this research paper is to highlight the regulatory function of the formative performance assessment method for team learning and to indicate the interdependences between the collaborative learning, formative performance assessment as well as the communicative approach to learning, the latter constituting the theoretical framework for this research.

Modeling Synchronization for Detecting Collaborative Learning Process Using a Pedagogical Conversational Agent: Investigation Using Recurrent Indicators of Gaze, Language, and Facial Expression

AbstractConstructive interactions and knowledge integration activities are methods commonly used for learning; however, establishing successful coordination becomes a hurdle in computer-mediated collaborations. The development of systems to facilitate communication activities in such situations has been attempted, but models are still required for capturing learners’ interactions and detecting their quality. This study explored several types of verbal and nonverbal behaviors of learners that can be implemented while designing tutoring systems to effectively capture their interaction processes in scenarios where learners engage in collaborative learning mediated by a pedagogical conversational agent (PCA). This study focused on the degree of behavior recurrence of each speaker, which is considered suitable for observing levels of effectiveness. Specifically, this study focused on three indicators—gaze synchronization, language conformance, and emotional matching through facial expression—to establish a system-based index for measuring learners’ collaborative processes such as synchronization. This study experimentally examined the relationship between these indicators and the performance and process of collaborative learning among 44 learners while using PCA for facilitation. Subsequently, numerous dependent variables in the collaborative learning process were predicted using the three proposed indicators. However, no significant correlation was established between learning performance and the indicators used. These findings show that the recurrence of indicators is useful for estimating the collaborative learning process and that these indicators can be used in the development of learning support systems to trace learners’ achievements in successful interactions.

Collaborative Learning in General Graphs With Limited Memorization: Complexity, Learnability, and Reliability

We consider a <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$K$</tex-math> </inline-formula> -armed bandit problem in general graphs where agents are arbitrarily connected and each of them has limited memorizing capabilities and communication bandwidth. The goal is to let each of the agents eventually learn the best arm. Although recent studies show the power of collaboration among the agents in improving the efficacy of learning, it is assumed in these studies that the communication graph should be complete or well-structured, whereas such an assumption is not always valid in practice. Furthermore, limited memorization and communication bandwidth also restrict the collaborations of the agents, since the agents memorize and communicate very few experiences. Additionally, an agent may be corrupted to share falsified experiences to its peers, while the resource limit in terms of memorization and communication may considerably restrict the reliability of the learning process. To address the above issues, we propose a three-staged collaborative learning algorithm. In each step, the agents share their latest experiences with each other through light-weight random walks in a general communication graph, and then make decisions on which arms to pull according to the recommendations received from their peers. The agents finally update their adoptions (i.e., preferences to the arms) based on the reward obtained by pulling the arms. Our theoretical analysis shows that, when there are a sufficient number of agents participating in the collaborative learning process, all the agents eventually learn the best arm with high probability, even with limited memorizing capabilities and light-weight communications. We also reveal in our theoretical analysis the upper bound on the number of corrupted agents our algorithm can tolerate. The efficacy of our proposed three-staged collaborative learning algorithm is finally verified by extensive experiments on both synthetic and real datasets.

Does the sharing of leadership increase the coherence of a school's instructional framework?

PurposeExisting research suggests that organizational learning, jointly implemented by principals and teachers may reduce agency risks and improve school management effectiveness. However, research investigating how this process occurs is lacking. The relationship between school leaders promoting the involvement of teachers in school-wide processes focused on instructional improvement and the coherence characterizing a school's instructional program remains unclear.Design/methodology/approachThe authors identified shared instructional leadership and instructional coherence, as two key variables describing the process of organizational learning and the outcome of agency risk reduction. The authors employed hierarchical linear modeling to test the hypothesis that shared leaderships positively predicts differences among schools in instructional coherence.FindingsBased on a sample of 113 public high schools selected from a U.S. Midwestern state, the results confirm the hypothesis.Research limitations/implicationsThis study uses the existing theoretical and empirical findings to interpret the potential relationship between shared leadership and instructional coherence, and validates it through empirical data analysis. The findings expand the understanding of the shared leadership theory. Although the design of this study is strictly based on theoretical and empirical findings, and part of the purpose of the research is to find the reasons why shared leadership seems to be insignificant in some countries and regions, readers should still note that the sample source is American schools. The findings of this study are worth examining with different samples in future studies.Practical implicationsSince the direct relationship between shared leadership and student standardized test scores has been difficult to measure, and in some countries even negative, there is debate about the need for shared leadership. The difficulty of measurement is caused by the diversity of leadership subjects and the complexity of leadership tasks. This study finds out the direct object of shared leadership and the process of exerting its effects, which will expand the understanding of the positive meaning of shared leadership. This will help different countries and regions better identify and play the role of shared leadership.Originality/valueBased on the combination of organizational learning theory, agency theory and shared leadership theory, the study modeled the process of collaborative organizational learning among principals and teachers. The study employed instructional coherence as a form of structured organizational learning that is a prerequisite for improvement in common measures of student learning such as standardized test scores. Do so provide practical guidance for educators seeking improvement through organizational learning.

Exploring teacher learning through a hybrid cross-cultural lesson study in China and the United States

PurposeThis study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach.Design/methodology/approachThis cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to linear functions/equations by addressing a commonly concerned student learning difficulty. The data collected were lesson plans, videos of RLs, cross-culture sharing meetings and post-lesson study teacher interviews. A cultural-history activity theory (CHAT) perspective (Engeström, 2001) was used as a theoretical and analytical framework, and contradictions were viewed as driving forces of teachers' learning. The data were analyzed to identify contradictions and consequent teachers' learning by resolving these contradictions.FindingsThe results revealed four contradictions occurring during the hybrid cross-cultural LS that are related to the preferred teaching approach, culturally relevant tasks, making sense of the specific topic and enactment of the RL. By addressing these contradictions, the participating teachers perceived their learning in cultural beliefs, pedagogical practice and organization of the lesson.Research limitations/implicationsThis study details teachers' collaborative learning processes through hybrid cross-cultural LS and provides implications for effectively conducting cross-cultural LS. However, how the potential learning opportunity revealed from this case could be actualized at a larger scale in different cultures and the actual impact on local practices by adapting effective practices from another culture are important questions to be investigated further.Originality/valueThis study expands teacher learning through cross-cultural LS by focusing on contradictions cross-culturally as driving forces.

Development and validation of a questionnaire on problem-based learning to evaluate facilitation by the tutor and the student group

Background The study objective was to develop and validate a questionnaire to capture facilitation activities in PBL by the tutor and the group with reference to a theoretical model of teaching quality. Methods We developed 19 items assigned to six factors to evaluate collaborative learning processes in relation to facilitation by the tutor and the student PBL group. We analysed construct and criterion validity in 419 undergraduate medical students in 152 online PBL groups. Results Construct validity was confirmed based on factor dimensionality in line with the theoretical assumptions as well as satisfactory internal reliabilities and intraclass correlation coefficients. Criterion validity was supported by the correlation of a) tutor facilitation activities with the success of group self-facilitation and b) facilitation activities with learning gain and satisfaction in the PBL sessions. Discussion The questionnaire provides a more comprehensive understanding of collaborative learning processes in PBL and the interplay between facilitation activities by the tutor and the group.

The change agent teaching model: Educating entrepreneurial leaders to help solve grand societal challenges

Higher education is increasingly expected to educate change agents who can help with solving grand societal challenges. Social and sustainable entrepreneurship (SSE) education and social and sustainable leadership (SSL) education provide promising directions to develop the education that prepares these students for their future roles. However, both educations are part of different research streams and have their respective pedagogical approaches. In this systematic literature review, we identify the differences and similarities between SSE and SSL education. We used the teaching model framework to map systematically the elements of the teaching and learning process. Our results show that the different streams share the aim of educating change agents in authentic, collaborative learning processes that are experiential in nature and challenge students to create value for others. However, SSE education focuses more on creating societal value, whereas SSL education captures the personal development of students. Based on the review, we present an overarching teaching model for educating change agents. Our teaching model can guide practitioners to design change agent education. It illustrates the urgency to change pedagogies fundamentally and how students, staff, and teaching infrastructures should be approached using such pedagogies to realize impactful change agent education.