Collaborative Learning Situations Research Articles

Challenges of Preparing Students for International Entrepreneurship in the era of Artificial Intelligence

International entrepreneurship competencies in the era of rapidly developing artificial intelligence focus more than earlier on stepping out of one’s comfort zone, asking the right questions, assessing the reliability of information sources, and developing cross-cultural teamwork readiness. The purpose of this research is to prepare students for collaborative learning situations where generative artificial intelligence tools have become widely available. The main research question is: What are the challenges in different types of entrepreneurial team-based action learning projects in the context of artificial intelligence? Learning concepts based on collaborative learning and improving the international networking readiness of students are presented. Practical implications of time zone differences, trust building and conflict management in international teams are analysed based on the experience of X-Culture projects. We compare the opportunities and challenges of applying generative artificial intelligence such as ChatGPT-4, Microsoft Co-pilot and Google Gemini Advanced when developing learners’ own international business ideas to learning from international teamwork to assist foreign start-ups in entering new markets. Gaps in skills to apply human collaboration for critically assessing artificial intelligence summary answers and identifying possible hallucinations when comparing new potential foreign markets were revealed. Artificial intelligence applications can be used to form global student teams based on the similarity of entrepreneurial self-development visions of team members. Still, experimenting with prompts in these applications can also enhance readiness to compare the pros and cons of different international entrepreneurship concepts and intelligent questioning skills for coaching and consulting. Students can chat with AI in a role-playing manner that helps them understand how to manage cultural differences in international entrepreneurship teams. Online action learning driven by tasks of start-ups is an essential tool in the entrepreneurial learning approach that prepares students to understand the value and limitations of generative artificial intelligence tools for international entrepreneurship. This paper contributes to understanding the challenges in action learning of students for international entrepreneurship and ways to overcome these challenges in the era when generative artificial intelligence tools are changing learning and international entrepreneurship practices.

Personality‐sensitive pedagogies: A study of small group interactive behaviours among 9‐ to 10‐year‐olds

AbstractThe learning and social development benefits associated with pupils collaborating in small groups have been well documented over recent decades; however, research exploring personality as a mediating factor in small group learning is sparse. In this study we identified pupils who self‐reported low levels of extraversion and/or high levels of neuroticism (tendency to worry) as personality traits and observed them working in small group collaborative learning situations. Using mixed methods social network analysis as a way of understanding group interactions, we combined a degree centrality measure and a novel concept of ‘provocatory participation’ with a qualitative analysis of group interactions. Data integration facilitated in‐depth interpretations of relationships between personality and pupil interactions. Findings suggest that low levels of extraversion and/or high levels of neuroticism can be, but are not always, associated with lower levels of participation and that a range of other factors, notably the personality traits of all pupils in a small group, affect participation. These findings are used to suggest ways that teachers could employ more personality‐sensitive pedagogies, particularly with respect to small group activities.

Teaching in a collaborative mathematic learning activity with and without a social robot

AbstractThere is a growing interest in whether social robots, which are embodied and exhibit human-like behaviour, can be used for teaching and learning. Still, very few studies focus on the teacher’s role. This study focuses on how a teacher acted in a learning-by-teaching activity with 20 children. In this small-scale field experiment, the teacher’s interactions and teaching actions were observed when the teacher scaffolded a learning activity where children played a collaborative digital mathematics game to strengthen their mathematical reasoning and conceptual understanding of arithmetic. When playing, the children were acting as tutors for a tutee, according to the learning-by-teaching principle. In one scenario, the tutee was a younger child; in the other, the tutee was a social robot. Twenty 30-minute game-playing sessions are observed, video-recorded, and transcribed. The study explores the teacher’s interactions and teaching actions in the two scenarios and discusses the results from the perspective of the teacher’s role, social norms, and teacher digital competence. The interaction and thematic analyses show similarities and characteristic differences in the teacher’s interaction patterns in the two scenarios. The teaching actions are similar on a structural level and differ regarding the types and distribution of teaching actions. In the child-child scenario, the teacher directs most teaching actions to both players, and the actions are didactic (mathematical) scaffolding. In contrast, in the child-robot scenario, the teacher only addresses the tutor, and the scaffolding is socially oriented. Implications for a teaching practice involving social robots as learning companions are discussed regarding teachers’ presence and participation, types of social robot knowledge that go beyond digital competence, and new challenges introduced by using social robots as learning companions in the classroom. The study contributes new insights into the teacher’s role and actions when teaching with a social robot in a collaborative learning situation, which is relevant for educational research and teaching practice.

Enhancing Professional Development for Teachers' Digital Literacy in the Age of Technological Advancement

This research investigates the complicated relationship between improving teachers' digital literacy and successful technology management within educational reform frameworks. The study, which addresses the growing demand for digital competence among educators, is situated against the background of fast technological innovation that is altering educational landscapes throughout the world. It is argued that existing professional development approaches need to match with the requisite digital skills, to assist teachers to successfully integrate technology in classrooms. As such, this study aims to uncover effective professional development practices that may substantially improve teachers' digital literacy in a variety of educational contexts. Using a systematic literature review (SLR) analysis, the research examines peer-reviewed papers from the Web of Science database from 2018 to 2024, with an emphasis on digital literacy and technological integration. The initial search included 130 publications, which were filtered down from a list of criteria to 35 relevant research. To synthesis the current literature, the study used content analysis methods after SLR to highlight the key themes as findings. Key results show that immersive and continuing professional development programs targeted to particular contexts considerably increase teachers' digital literacy abilities. The study emphasizes the relevance of adaptive learning frameworks that include real-time feedback and collaborative learning situations for developing digital capabilities. According to the report, educational authorities and institutions should prioritize investment in strong, scalable professional development infrastructures that support educators' long-term digital literacy upgrading.

A human-centric approach to countering disinformation

Throughout all European countries, disinformation, the prevalence of false narratives and the rise of online radicalism are recognized as profound instances of “dysfunctional communication” driving contemporary societies toward populist polarization and conflict. As traditional guardians of knowledge authority and epistemic commons, the news media takes a bold stance in combatting disinformation, even though the profession is facing significant challenges in terms of business and trust production.
 How should journalism education respond to the increasing epistemic uncertainties and develop the essential skills and capacities for digital information verification, while fostering the commitment for ethical communication and serving the public good?
 This paper discusses the development and teaching of contemporary journalistic professionalism as a social process sustained via different digital mediums and contextualized within real-world events. Using the example of the pilot study, it suggests that within contemporary journalism education, there is a growing requirement to cultivate a collaborative ethos among journalists and sources, starting within the university setting. The experience gained from the source verification class, tested with Lithuanian journalism students in a collaborative learning situation, reveals fact-checking practices that anticipate the development of epistemic capacities and self-efficacy, crucial for resilient journalistic professionalism.

Assessment of Higher-order Thinking Skills in Conversation Situation

Assessment of students’ higher-order thinking skills is a key issue in education, and data-driven multimodal learning analytics is the way forward. Mining the essential content of collaborative conversations is the key to the assessment of higher-order thinking skills, and the integration of learning situations is crucial. In this paper, we provide digital collaborative learning situations through a virtual simulation platform. Based on the conversation data, decision-making behaviour data and environmental data generated in the collaborative learning process, a set of data-driven higher-order thinking skills identification methods integrating situation and conversation are designed. The method includes four steps: situation identification and modelling, text extraction, situational semantic analysis, and semantic flow-based modelling. Compared with traditional methods such as questionnaires and interviews, the ability identification driven by conversation data realizes the direct representation of higher-order thinking skills, which has real-time performance and higher reliability. What’s more, integrating situational information into the learning analysis model improves the accuracy of ability identification results from the pragmatic level.

Enhancing collaborative learning in psychoeducation through social network analysis

Abstract Social network opens up a practical new path for psychoeducation and, with the help of a multimedia mobile terminal’s network, text sentiment analysis for students’ mental health problem revelation and constructing corresponding psychoeducation model. Based on the above viewpoint, this paper proposes a semi-supervised learning method for sentiment analysis using graphs. Specifically, a graph-based semi-supervised learning classifier is constructed using the “Weibo-Weibo” relationship graph. At the same time, social network and text similarity relationships are combined. A link between annotated and unannotated texts was established, and an optimization algorithm was used to solve the model, revealing the psychological problems of students under the emotional texts of social networks, thus constructing a corresponding “four-in-one” mental health education model, which enhances the collaborative learning of students and the four major organizations in psychoeducation. The accuracy, accuracy, recall, and F1 value are outperformed by the model in this paper by 2.44%, 2.11%, 1.45%, and 2.34%, respectively. The eight questions designed around the three dimensions of collaborative learning situation, learning effectiveness, and four-in-one teaching model were highly rated by students. The four-in-one teaching model that utilizes social network sentiment analysis effectively enhances students’ collaborative learning and improves their ability to solve psychoeducation’s difficulties.

팀 협력 학습에서 무임승차 원인과 해결책 탐색

The purpose of this study is to systematically analyze the causes of free-riding in team collaborative learning situations and explore practical solutions for various causes of free-riding. Data on the experiences of 270 students from universities in the Seoul metropolitan area who have undergone collaborative classes were collected regarding their experiences of free-riding. The data were reviewed through expert Focus Group Interviews (FGIs) to discuss and derive final solutions. The results indicated that it is important for instructors to detect free-riders early on and provide appropriate scaffolding tailored to the attitudes and characteristics of identified free-riders. In the proposed solutions, emphasis was placed not only on improving positive perceptions of collaboration during and after the collaboration process but also on maintaining team morale. Additionally, the study aimed to establish solutions through scaffolding based on factors related to early detection of potential causes and prevention of free-riding. It is hoped that the results of this study will serve as a helpful resource for instructors leading team collaborative learning in dealing with free-riders.

Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations

Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations

학습공동체 참여자의 학습태도, 자기주도학습능력, 학습몰입, 문제해결능력 간의 관계 분석

This study explored the relationship between learning attitude, self-directed learning ability, learning flow, and problem-solving ability of students who participated in the learning community program. For this purpose, a survey was conducted with students who participated in the learning community. The study results are as follows. First, learning attitude and self-directed learning ability were found to have a significant effect on learning flow. Second, learning attitude and self-directed learning ability were found to have a significant effect on problem solving. Third, as a result of analyzing the mediating effect of learning flow in the effect of learning attitude and self-directed learning ability on problem-solving ability, it was found to have a partial mediating effect. It can be seen that in collaborative learning situations, students maintain a positive learning attitude to achieve their learning goals and have a positive effect on learning outcomes through learning flow experiences.

Collaborative learning with block-based programming: investigating human-centered artificial intelligence in education

ABSTRACT In this article, we investigate human-centered artificial intelligence (HCAI) in an educational context where pupils used block-based programming in small groups to solve tasks given by the teacher. We used a design-based research approach in which we, together with the teachers, created a maker space for explorative science learning and organised teaching interventions wherein the pupils met online three hours a week for 16 weeks for an entire school year. Due to COVID-19, data were collected through Zoom, with collaborative learning situations captured through screen sharing and online communication using webcams. We employed three data analysis techniques: interaction analysis, visual artifact analysis, and thematic analysis. We developed an analytical framework for integration using thematic coding that combined concepts from computer-supported collaborative learning (CSCL) and domain-oriented design environments. We report the following findings: 1) Three types of rules between design units were identified with visual artifact analysis: latent, generic, and domain-specific rules; 2) two types of CSCL artifacts (technology and discussions) were intertwined and developed in parallel, along with a computer-based scaffolding scenario that offloads domain-specific scaffolding from humans to computers.

Fostering Peer Learning With a Game-Theoretical Approach in a Blended Learning Environment

This study proposes a mechanism and an instructional design in order to foster well-organized peer learning based on game theory (PD_PL). The proposed mechanism uses prisoner’s dilemma (PD), the most widely known example of game theory in a dynamically blended and collaborative learning environment. PD_PL maps the strategy and payoff concepts found in PD onto a peer learning (PL) atmosphere. As is the case in PD, any greater effort made by both participants in PD_PL results in increased learning improvement. PD_PL was run in several sessions consisting of four separate university courses with 142 computer engineering students. We gave a pretest and a posttest before and after the PD_PL sessions, respectively. Then, we used paired Hotelling’s T-Square function to analyze the pretests and posttests and investigate the impacts of PD_PL and the proposed instructional design on students’ learning improvement. We had some missing data because some students were absent from some of the PD_PL sessions. As a requirement of paired Hotelling’s T-Square function, we applied the mean value, median value, k-nearest neighbor (KNN), and fuzzy k-mean clustering (FKM) methods in order to deal with the problem of imputing missing data. The results of paired Hotelling’s T-Square indicate that PD_PL is a successful mechanism for encouraging the active participation of students in the PL process. Further analysis shows that PD_PL had sometimes even enhanced learning by up to 127.69%. We also observed that the senior students used PD_PL more successfully than the first-year students. The results of our subjective evaluation showed that the majority of the respondents found PD_PL to be an attractive and efficient tool for learning enhancement. Anyone interested in instructional designing for PL environments will find this study interesting. The mechanism could also be run in a learning management system (LMS) to prepare an effective situation of collaborative learning situation.

Socioemotional interactions in collaborative learning: An analysis from the perspective of semiotic cultural psychology

Research into socioemotional interactions in collaborative learning situations has focused on their positive or negative effects. Emphasis has also been placed on how affective aspects contribute to cognitive ones. The present work shows this type of interactions from the perspective of intersubjectivity in the framework of cultural semiotic psychology. Using naturalistic observation in a collaborative learning situation, the results show moments of intersubjectivity based on negotiation and transformation of meanings. Finally, five interrelated dimensions in collaborative learning according to the perspective of semiotic cultural psychology are discussed, these being affectivity-cognition, interactions, disquieting experience and tensión, transformation of meanings and new interactions.

Grounding and knowledge elaboration across cultural and geographical contexts: An exploratory case study

Abstract In this paper, we investigate the processes by which groups of primary and secondary school students from two Francophone contexts (Guadeloupe and Quebec) try to establish what has been mutually understood (grounding processes) with respect to shared tasks in geography and in literature. We identify the dynamic interplay of meaning-making in dialogue, the knowledge-building processes, and the types of contributions that are made. Analysed data include two videoconference interaction sequences (4 and 13 min) concerning Geothermal Energy and Traditional Folktales, with students at different educational levels. Findings show that interactive confrontation of alternative contexts, that differ in terms of geology (the way that geothermal energy is made) and the status of folktales (oral and written traditions) can lead to misunderstandings due to the overgeneralization of one context to another. Overcoming misunderstandings by grounding leads to the co-elaboration of knowledge on the object of study, the students own context, and the context that they are confronted with. The study emphasizes the importance of interaction strategies that support or inhibit further discussion to deepen reasoning, resolve potential conflict, and reach common knowledge. We discuss implications for the design of productive intercultural collaborative learning situations.

How does monitoring set the stage for adaptive regulation or maladaptive behavior in collaborative learning?

In collaborative learning situations, monitoring is needed to maintain common progress toward shared goals. The present study aimed to analyze group-level monitoring events, as well as groups’ reactions to these events, to identify instances of adaptive regulation and maladaptive behavior. Three dimensions of monitoring events were qualitatively coded from video data: the monitoring target, valence, and phase, which provided insight into identifying critical moments during the collaborative process when regulation is needed. By looking at what kind of monitoring the groups engaged in, and how the groups progressed after the need for regulation arose, different types of adaptive regulation and maladaptive behavior were distinguished. In addition, group-level physiological state transitions in the heart rate were explored to see whether changes in regulation (adaptive regulation and maladaptive behavior) were reflected in the state transitions. Nine groups of three students each participated in a collaborative exam for an advanced high school physics course, during which video and heart rate data were collected. The results showed that on-track sequences were the most common, followed by adaptive sequences. The temporality of these sequences was examined, and four categories of group progress are described with case examples. A correlation analysis showed that physiological state transitions were positively correlated with on-track sequences. The opportunities and limitations of using three dimensions of monitoring and heart-rate based physiological state transitions to study adaptive regulation are discussed.

THE ROLE OF THE TUTOR AND STUDENTS IN THE PROCESS OF PROBLEM-BASED LEARNING (PBL)

Problem-based learning (PBL) is the effective method for promoting student competencies in self-directed and collaborative learning, critical thinking, self-reflection and tackling novel situations. PBL develops clinical thinking and stimulates students to acquire knowledge through self-searching and analysis of medical information. Students take more active role trying to solve a practical problem. It becomes especially important at present time due to the transition of the educational process in the credit system. This article analyzes the results of a survey of students who study using the PBL method and describes the psychological and pedagogical aspects of the tutor's work as a coordinator in the process of problem-based learning, and provides practical recommendations for the work of the tutor in this role. It also describes the actions of the tutor when working in groups with different dynamics, which is the main task of PBL. The recommendations given in the article resulting from the study and analysis of studies and publications in the field of education and based on their extensive experience training in the methodology of PBL at the Astana Medical University (Nur-Sultan, Kazakhstan) and the Medical University of Karaganda (Karaganda, Kazakhstan). The paper also describes current practical approaches to teaching medical curricula in small groups with an emphasis on student-centered learning.

Reciprocal Learning in the Partnership Project: From Knowing to Doing in Comparative Research Models

ABSTRACTThe aim of this paper is to describe an international project aimed at building a knowledge base between Canada and China and beyond for cross-cultural educational understanding and harmonious relationships. The overall purpose of this work is to move beyond cross-cultural comparison and competition to collaborative reciprocity. Reciprocal learning is the guiding term for the Canada–China Partnership Project. The term is relatively commonplace and its deceptive simplicity veils important research and public discourse consequences. The Partnership Project, though not explicitly comparative in nature, draws heavily on the literature of comparative education, particularly with respect to methodology and understandings of Chinese and Canadian education. We describe four comparative education approaches which we think of as models of reciprocal learning across cultures. In the following remarks, we unpack these ideas of reciprocal learning as they apply to collaborative studies of Chinese and Canadian education. The models are assessed for their potential to generate collaborative teaching and learning situations with associated reciprocal learning.

Knowledge co-construction activities and task-related monitoring in scripted collaborative learning

This study explores teacher education students' knowledge co-construction activities, task-related monitoring and script use in collaborative learning situations. The specific aims are to investigate how students engage in knowledge co-construction activities and to compare task-related monitoring and script use in groups with active and passive knowledge co-construction. The participants of this study were five small groups of teacher education students (N = 19); collaborative learning in these groups was supported with a designed script for regulation of learning over a six-weeks environmental science course. The data was collected by videotaping the groups' face-to-face interaction, and analysed by focusing on verbalised knowledge co-construction activities, task-related monitoring and script use. The results show that there were differences in the quantity and quality of knowledge co-construction activities, task-related monitoring and script use between the groups. Compared to groups with more passive knowledge co-construction, the group with more active knowledge co-construction also showed more task-related monitoring, particularly monitoring of content understanding, and more thorough use of the script for supporting their learning. Based on the findings, it was concluded that qualitative differences between groups in collaborative learning extend from differences in knowledge co-construction activities to differences in monitoring processes and the use of script.

Creatıng Infographics Based on the Bridge21 Model for Team-based and Technology-mediated Learning

Aim/Purpose: The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background: As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning model. Methodology: This study was carried out using an educational design perspective by conducting three main cycles comprised of three micro cycles: analysis and exploration; design and construction; evaluation and reflection. The process and the scaffolding were developed and enhanced from cycle to cycle based on both qualitative and quantitative methods by using the infographic design rubric and researcher observations acquired during implementation. Respectively, twenty-three, twenty-four, and twenty-four secondary school students participated in the infographic creation process cycles. Contribution: This research proposes an extensive step-by-step process model for creating infographics as a method of visualization for learning. It is particularly relevant for working with complex information, in that it enables collaborative knowledge construction and sharing of condensed knowledge. Findings: Creating infographics can be an effective method for collaborative learning situations by enabling knowledge construction, visualization and sharing. The Bridge21 activity model constituted the spine of the infographic creation process. The content generation, draft generation, and visual and digital design generation components of the infographic design model matched with the investigate, plan and create phases of the Bridge21 activity model respectively. Improvements on infographic design results from cycle to cycle suggest that the revisions on the process model succeeded in their aims. The rise in each category was found to be significant, but the advance in visual design generation was particularly large. Recommendations for Practitioners: The effectiveness of the creation process and the quality of the results can be boosted by using relevant activities based on learner prior knowledge and skills. While infographic creation can lead to a focus on visual elements, the importance of wording must be emphasized. Being a multidimensional process, groups need guidance to ensure effective collaboration. Recommendation for Researchers: The proposed collaborative infographic creation process could be structured and evaluated for online learning environments, which will improve interaction and achievement by enhancing collaborative knowledge creation. Impact on Society: In order to be knowledge constructors, innovative designers, creative communicators and global collaborators, learners need to be surrounded by adequate learning environments. The infographic creation process offers them a multidimensional learning situation. They must understand the problem, find an effective way to collect information, investigate their data, develop creative and innovative perspectives for visual design and be comfortable for using digital creation tools. Future Research: The infographic creation process could be investigated in terms of required learner prior knowledge and skills, and could be enhanced by developing pre-practices and scaffolding.

“That’s going to be the hardest thing for me”: tensions experienced by quiet students during collaborative learning situations

ABSTRACTCollaborative learning (CL) has become increasingly prevalent throughout all disciplines in higher education, but these types of situations may prove challenging for quiet students who may prefer more independent learning. This study used a series of interviews with and reflections from 10 quiet students while they were undergoing CL to better understand their thoughts, feelings and perceptions in regard to their own learning. This study found four themes: (1) experiencing negative emotions, (2) performing sociality, (3) feeling reluctant to share and (4) situations and structures for successful learning. This study found that quiet students experienced several communication tensions during CL situations, including tensions between speaking and silence, engaging and disengaging and belonging and isolation. This study suggests that managing the tensions underlying group communication may be particularly challenging for quiet students, an area which may require further attention from educators wishing to use CL techniques in the higher education classroom.