Collaborative Learning Teams Research Articles

The perceptions of task cohesion in collaborative learning teams

Team cohesion is critical in driving successful outcomes for teams in collaborative learning settings. It shapes team behaviour, fostering shared perceptions, group synchrony and a common goal-oriented approach. This affinity becomes evident in dynamic interactions, offering insights into team behaviour through interaction data analysis. Interpreting interaction data proves complex, hampering our understanding and insights into shared team perceptions and task cohesion development. This paper used temporal motif analysis to examine the changes in team members’ cohesive perceptions and behaviours, including task cohesion, performance outcomes, engagement and group synchrony. Trace data from an online work-integrated learning environment captured learning behaviours, while responses to a questionnaire at different stages of a study program captured task cohesion and cohesive perceptions. The findings reveal teams with strong task cohesion and high performance tend to share similar cohesive perceptions driven by interdependent interactions. Conversely, teams with different cohesion perceptions have lower interaction interdependence and poorer performance. Through analysing team interaction data, this study uncovered key insights to promote positive adjustments aligning team perceptions, enhancing collaborative learning and offering support for improved performance, engagement and synchrony among teams, ultimately benefiting learning outcomes and the cultivation of skills and competencies.

From learning optimization to learner flourishing: Reimagining AI in Education at the Institute for Student‐AI Teaming (iSAT)

AbstractThe Institute for Student‐AI Teaming (iSAT) addresses the foundational question: how to promote deep conceptual learning via rich socio‐collaborative learning experiences for all students?—a question that is ripe for AI‐based facilitation and has the potential to transform classrooms. We advance research in speech, computer vision, human‐agent teaming, computer‐supported collaborative learning, expansive co‐design, and the science of broadening participation to design and study next generation AI technologies (called AI Partners) embedded in student collaborative learning teams in coordination with teachers. Our institute ascribes to theoretical perspectives that aim to create a normative environment of widespread engagement through responsible design of technology, curriculum, and pedagogy in partnership with K–12 educators, racially diverse students, parents, and other community members.

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.

Indigenising systematic reviews with a collaborative model of 'training the trainers'.

Developing a workforce with the skills to produce and make judicious use of evidence for policy and practice decisions requires trainers who can tailor evidence and training to policy and practice priorities. To describe how a collaborative learning model adapted a systematic review course to suit Indian nurse educators and research scholars in the conduct and use of systematic reviews. A collaborative learning team of academics and research scholars brought together expertise in nursing education in India, and evidence synthesis in India and the UK. Participants found the course was highly beneficial, enhanced independent and critical thinking, and instilled them with the confidence and skills to deliver such courses to Indian researchers, nurses and other healthcare professionals. Contextualising materials and methods to participants' experiences made learning more relatable. The use of adult learning approaches enabled participants to apply the same approaches when leading training in their own institutions and underpinned long-term sustainable working relationships between facilitators and learners, leading to new studies and new resources to support evidence-informed decision-making. An educational intervention on 'indigenising systematic reviews' with online collaborative learning can produce improvements in the knowledge and skills of participants. Advantages of this educational approach include its flexibility, active involvement of participants and sustainable partnership building. The principles and methods used could be replicated in any setting to train trainers.

컴퓨터 기반 협력학습에서 사회적으로 공유된 조절을 지원하는 시각화 도구 및 학습성과 분석

Objectives The purpose of our study is to examine the effect of socially shared regulated learning on the team collaborative learning process and outcomes of adult learners through the tool that supports socially shared regulated learning in the CSCL environments. Methods In study 1, we used design principle of SSRL(Socially-Shared Regulated Learning) and 3C framework to analyze the characteristics of visualization tools that support SSRL in the CSCL environments. In addition, In study 2, we examined the relationship between the tool supporting socially shared regulated learning and the team collaborative learning process and outcomes through 19 graduates students in the CSCL environments. Results First, among the visualization tools, We verified that the Mural was the most useful in supporting socially shared regulated learning. Second, the experimental groups that were provided the socially shared regulated learning tool had a qualitative interaction between learners compared to the control groups. Third, the experimental groups derived better learning performance than the control groups. Finally, although it was insignificant, we found that the experimental group positively perceived the socially shared regulated learning compared to the control groups in the result of the posthoc analysis. Conclusions This study provides theoretical and practical implications for the functional role of socially shared regulated learning and visualization tools to promote collaborative learning in the CSCL environments. We also suggest the research limitations and directions for further research.

Second Year Medical Students Perceive In‐person Pathophysiology and Pharmacology Case‐Based Sessions Promote Learning More Effectively than Zoom

IntroductionCollaborative small‐group case‐based learning (CBL) is essential to active learning and facilitates team building, communication skills, team‐based decision making, and complex problem solving. Evidence showing extensive pathophysiology and pharmacology CBL learning value in preclinical students was derived in the setting of in‐person CBL, but little is known about best practices for virtual zoom CBL. Due to the COVID‐19 pandemic, schools shifted CBL rapidly to virtual modalities, providing an opportunity to study outcomes related to conducting second year medical school (M2) systems pathophysiology and pharmacology CBL by zoom or other virtual learning platforms. At the UCF College of Medicine, we compared M2 cohorts who experienced CBL virtually vs in‐person to evaluate their perceptions of various learning themes. Our objective is to share the outcomes of a survey sent to learners who had experienced both types of CBL as well as to report end‐of‐module evaluation data for cohorts with CBL conducted in‐person versus virtually.MethodsStudents (N=42) who had completed their preclinical education using both zoom and in‐person CBL, volunteered to answer Likert survey items related to the following themes: Learning‐Critical thinking (L‐T), Collaborative‐team learning (Coll‐T), Engagement‐Motivation (E‐M), and Empathy (Emp) for zoom vs in‐person cases. Responses to general end‐of‐module general survey items on CBL (N=116) from an in‐person cohort were compared to responses from a zoom only CBL cohort (N=123) to obtain perceptions from an entire class. Survey items were presented using a Likert scale and the percent affirmative to survey questions was reported for end‐of‐module items. The Likert anchor was as follows: 5:Strongly agree, 4:Mostly agree, 3:Neutral, 2:Mostly disagree, 1:Strongly disagree. Module data percent affirmative combined responses 4 & 5.ResultsData are represented as mean Likert + SD for zoom (Z) vs in‐person (IP), respectively, for the themes: L‐T (Z:3.1+0.6 vs IP:4.3+0.6), Coll‐T (Z:3.0+0.7 vs IP:4.3+0.6), E‐M (Z: 3.2+0.7 vs IP:4.2+0.7), Emp (Z:2.0+0.9 vs IP:3.3+1.2). Results showed zoom CBL was ranked lower than in‐person CBL for all categories; significance was determined by paired t‐tests (p<0.01). Module data comparing a Z cohort with a previous IP cohort showed, reported as % affirmative for Z vs IP, the following by theme: Coll‐L (Z:69% vs IP:75%), L‐T(Z:80% vs IP:84%), preparation for CBL (Z:96% vs IP:88%). When given the option to work as a small group or individual on CBL, 16% of the Z cohort elected group work whereas 69% of the IP cohort elected collaborative work over individual completion.ConclusionThe data show students, when specifically asked to compare 2 methods of CBL on a survey, perceive the in‐person CBL promoted more collaborative team learning, thinking, engagement, and empathy than zoom CBL. At the end of modules, a majority in both cohorts generally agreed that either zoom or in‐person CBL promoted learning, but the in‐person cohort tended to rate their CBL learning experience more highly. After working in‐person, but not by zoom, students were more likely to elect collaborative learning when it was optional, suggesting that the in‐person interactions changed attitudes and behavior about collaborative learning. Given an additional goal of small group CBL is to develop team skills, this finding suggests in‐person CBL has some specific benefits.

Transition to Remote Instruction Using Hybrid Just-in-Time Teaching, Collaborative Learning, and Specifications Grading for Organic Chemistry 2

Just-in-Time Teaching, collaborative learning, and specifications grading were used for Organic Chemistry 2 during the switch to remote instruction caused by the COVID-19 pandemic during Spring 2020. Relatively minor adjustments to the face-to-face instructional plan enabled remote instruction and assessment of all planned learning objectives to continue with students demonstrating mastery of 98% of the essential learning objectives and 57% of the additional learning objectives both before and after the transition to remote instruction. Most components of the course were delivered asynchronously through the course learning management system. Office hours, mastery quiz retakes, and review of quiz solutions occurred via Zoom because of the necessary two-way communication during these activities. Most collaborative learning teams chose to work synchronously as well, though one group reported success communicating via text messaging. Learning assessment and survey responses indicate that students felt supported in their learning, met the course learning objectives, and did not engage in measurable academic dishonesty.

Using Home Language as a Pedagogical Resource: Working Collaboratively with Ontario Educators to Support English Language Learners in the Classroom

Coherent policies to address the implications of linguistic diversity for instruction are lacking at all levels of schooling in Canada (Cummins, 2014; Volante et al., 2020). Many English language learners (ELLs)—often refugees or those of lower socioeconomic status—experience academic difficulties (Volante et al., 2017). Teachers report low self-efficacy and a lack of preparedness to meet the professional challenges of continually rising numbers of ELLs in their classrooms (Faez, 2012). Numerous studies demonstrate that students who have the opportunity to maintain and develop their Home Language (L1) at school outperform their peers in English-only programs, achieve better academic outcomes, and experience lower drop-out rates (Baker, 2011; Genesee et al., 2006; Thomas & Collier, 2002). This is because the academic language and literacy skills that students acquire in their L1 readily transfer to English (Cummins, 2017). Additionally, when L1 is validated as a valuable resource for learning, students experience an affirmation of self that contributes to positive identity formation. By joining forces with educators in collaborative professional learning teams, this study connects what we know (an extensive knowledge base that argues that the use of students’ L1 is essential to their success) and what we do (instructional practice that predominantly excludes students’ L1) in the classroom. It asks: in what ways and to what extent can collaborative professional development assist educators in providing more equitable educational opportunities for English language learners in Ontario schools?

Team working in foreign language learning through a challenge-based virtual higher education environment

The article focuses on the concept definition and criteria establishment for optimizing of team working project activity of students in the process of foreign language learning in non-linguistic specialties through a Challenge-Based virtual higher education environment. Under modern global labor market demand the graduate’s ability to team project activity is seen as an indispensable employability skill resulting from formative interdisciplinary training of a competitive professional via higher educational practice courses. Due to theoretical and empirical analysis of the methodological provisions of A Challenge-Based Learning the following optimizing criteria were systematized: 1) personality-oriented, including psychological and competence levels of readiness of teachers and students to shift from traditional lecturer-instructor to facilitator interaction, on the one hand, and improving the quality of the regulatory mechanism of student’s reflection, on the other hand, due to productive changes in the motivation sphere, cognitive development, communicative competence formation, group dynamics and team cohesion modifiers; 2) content-operational, that is a holistic methodological complex for defining the project proposal, research planning, time management, implementation and peer-to-peer assessment, collaborative resolution of conflicts of interest, progress monitoring, qualitative evaluation and reflection; 3) formative-diagnostic, embodied not only in a final product presentation, implementation and sharing, but in reflexive axiological diagnostics of team interaction progress. The author’s views on the competence approach to team project working as potentially optimizing the development of cognitive, axiological, linguistic and communicative activities of students are presented. A Challenge-Based Learning is exemplified as a collaborative team learning experience to reinforce brainstorming, research skills and intellectual communication in the process of foreign language learning in non-linguistic specialties via virtual higher education environment.

Collaborative Learning Teams to Longitudinally Teach and Assess Teamwork Behaviors and Attitudes

Objective. To create and assess the effectiveness of a model of continuous development of teamwork skills (CDTS), which used a longitudinal peer feedback process across multiple courses that incorporated collaborative team learning. Methods. Pharmacy students participated in collaborative learning teams across the first three years of the doctor of pharmacy (PharmD) curriculum, with team membership changing annually. Self, peer, and team evaluations were completed using the Comprehensive Assessment of Team Member Effectiveness (CATME) Smarter Teamwork system at four time points each year (three formative assessments and one summative assessment). Faculty members used peer and team evaluations to identify when additional coaching on teamwork behaviors, attitudes, and norms was needed. Results. Self, peer, and team evaluations of 261 unique learning teams were conducted between fall 2015 and spring 2018. The majority of students and teams performed highly on teamwork behaviors and attitudes. Individual students and teams were identified for additional development on teamwork behaviors and attitudes as follows: for the 2015-2016 academic year, 5 (2%) individual students and 8 (20%) teams; for the 2016-2017 academic year, 15 (3%) individual students and 19 (22%) teams; and for the 2017-2018 academic year: 15 (2%) individual students and 24 (18%) teams. Conclusion. The CDTS model, which incorporates formative and summative assessments, identified individual students and teams that met the teamwork standards established by the college as well as those students and teams that needed additional coaching to achieve the teamwork learning outcome.

Impact of Team Formation Method on Student Team Performance Across Multiple Courses Incorporating Team-based Learning

Objective. To assess the impact of forming student learning teams based on problem solving styles on team performance and student perceptions of team quality. Methods. This was a prospective observational study involving students in the first year of a Doctor of Pharmacy degree program. Collaborative learning teams (balanced, implementer, optimizer, and random assignment) were created based on students' results on the Basadur Creative Problem Solving Profile Inventory. The teams remained in place across all courses for the first academic year, and those courses that incorporated team-based learning (TBL) were included in the study. Team performance was assessed by administering team readiness assurance tests. The quality of team interactions was assessed using the team satisfaction domain in the Comprehensive Assessment of Team Member Effectiveness (CATME) Smarter Teamwork system and the Team Performance Scale. Results. Each of the 237 first-year pharmacy students enrolled was assigned to one of 41 teams. All teams participated in the study. A significant difference in team performance was observed in the Principles of Patient Centered Care course but not in any of the other courses. No significant differences were found in quality of team interactions. Conclusion. Neither team performance, nor team satisfaction, nor quality of team interactions was impacted by the method of team formation that was used. Given the existing evidence and the results of this study, team formation process, regardless of method used, may have negligible influence on the performance of collaborative learning teams in courses taught using TBL.

The Comparison of Trust in Virtual and Face-To-Face Collaborative Learning Teams

The study investigates the effect of delivery types of (virtual and face-to-face) collaborative learning environments on the development of trust among group members in a graduate course. For this aim, a quasi-experimental, non-equivalent group comparison was used. It comprised a total of 64 participants – 21 in the face-to-face group, and 43 in the virtual group. Study participants were comprised of students registered in a course entitled ‘Web-based Education: Principles of Design and Implementation’ in the spring semester as part of either a virtual or traditional face-to-face graduate program in Information Systems at an institute of higher education in Turkey in 2010. Trust levels were measured at two different occasions, namely in the beginning and end of the semester, for both study groups. The participants completed a web-based course material design project as a collaborative group activity. The results indicate that trust increases over time among virtual participants, but declines among face-to-face participants. While levels of trust among virtual course participants are lower than those of face-to-face course participants in the beginning of the semester, trust levels of virtual participants surpass those of face-to-face participants by the end of the semester. This study demonstrates that trust can develop in virtual learning environments. The initial level of trust should be taken into consideration by instructors or managers before forming groups.

Collaborative Learning Team Formation Considering Team Roles: An Evolutionary Approach based on Adaptive Crossover, Mutation and Simulated Annealing

Collaborative Learning Team Formation Considering Team Roles: An Evolutionary Approach based on Adaptive Crossover, Mutation and Simulated Annealing

Development of a Blended Online and Offline Learning Model with Think-Pair-Share Collaborative Learning and Student Teams Achievement Division Competition

Object-oriented analysis and design courses have been considered as the primary paradigms in computer science and information technology curricula, and are traditionally taught face-to-face (F2F). However, the teaching content only comes from the teacher, which may lead to difficulties in following the deep object orientation concept. In this study, a combination of collaborative and blended teaching is presented. In the initial stage, interviews and questionnaires were employed to collect data from experts based on the Delphi research technique, and from this the initial learning model was developed. This initial model was then evaluated by nine experts and the results were used to adjust the learning model. The final model consisted of four main procedures; namely the: 1) preparation stage; 2) introduction; 3) blended on and offline teaching procedure; 4) summary and learning achievement evaluation. Application of the learning model to a sample group resulted in significantly higher learning achievements.

Development of a blended online and offline learning model with think-pair-share collaborative learning and student team's achievement division competition

Development of a blended online and offline learning model with think-pair-share collaborative learning and student team's achievement division competition

Relationship among Collective Self-Esteem and Collaborative Learning Attitude and Team Achievement in a College Classroom

Relationship among Collective Self-Esteem and Collaborative Learning Attitude and Team Achievement in a College Classroom

Effective team formation in networked learning settings

Professional development can be achieved by interacting with the abundance of learning materials provided by Internet-based services and by collaborating with other learners. However, knowledge sources are scattered across the Internet, while suitable co-learners are hard to find. Learning professionals require strong self-direction powers to fully benefit from these resources. However, these are not readily available in all learners. Based on social-constructivist/connectivist collaborative learning theory and team formation theory, a model is presented for the effective formation of teams engaging in structured collaborative learning. The model describes the creation knowledge domain representations by centralising learning materials from various sources. It allows learners to define structured learning tasks and provides an answer to the question whether a particular learning task can be addressed sufficiently well in the knowledge domain. Based on team formation theory, it provides the means to form teams of mutual learners and peer-teachers based on bridgeable knowledge differences (an interpretation of Vygotsky's "zone of proximal development") and personality aspects. The model also allows recommending suitable learning materials to the teams. A selection of tools is presented to afford an implementation of the model. These consist of an implementation of the method of Latent Semantic Analysis, a validated learning team formation algorithm and the Big Five personality test. The model is subsequently tested. The results of this test indicate that representations of knowledge domains can be successfully created and that the fit of learning tasks to the learning materials in the domain can be assessed. An experiment with learners (n=64) shows that the implementation can successfully assess prior knowledge and that collaborations based on prior knowledge differences do lead to knowledge gains. Furthermore, learners highly appreciate the learning materials suggested. However, the evidence for a level of knowledge difference between learners at which learning becomes most effective is currently limited. The results are discussed, and conclusions and directions for future research are included.

EFFECTIVE IMPLEMENTATION OF CONTEMPORARY PRINCIPLES ON LEARNING AND TEACHING A FUNDAMENTAL FIRST-YEAR ENGINEERING COURSE

Statics is the most fundamental component of Engineering Mechanics, and it is usually delivered in the first year in a common core course for engineering programs. The delivery of this key unit to the fresh first-year engineering students is very challenging and thus teaching pedagogies, strategies and methods should be further developed in response to the challenges in this important course which critically facilitates the transition of the students from high school to university and establishes their foundation knowledge on Engineering Mechanics. This paper reports the effective implementation of contemporary learning and teaching principles in a first-year core engineering course-Statics. The learning and teaching activities designed in this course include independent learning and collaborative learning, problem and project-based team work and peer learning, and progressive assessments. Effective teaching pedagogies, strategies and methodologies are developed on the basis of these educational principles to engage and motivate the first-year engineering students at most. The proposed methodologies are demonstrated effective in engaging a medium to large size class and the results of formal course surveys demonstrate the efficiency of these methods.

A pilot study of team learning on in-patient rounds.

Medical trainees often do not receive structured teaching during in-patient rounds. To assess whether the addition of a collaborative team learning technique would improve the learning experience on a general medicine in-patient team. Eight learners participated in this pilot study. Learning teams consisted of internal medicine residents and third-year medical students on a general medicine in-patient rotation. The experimental curriculum covered four common topics: cardiac stress testing; syncope; pneumonia; and valvular heart disease. Sessions had the following format: (1) each learner answered five self-assessment questions using an immediate feedback technique; (2) learners were divided into groups of two or three to discuss their answers; (3) the teaching doctor led a discussion to clarify and summarise, and also distributed a handout delineating key learning points. Control sessions consisted of the usual teaching rounds. Learners were e-mailed a daily online survey asking them to rate the rounds and handouts on a Likert scale. Medical trainees often do not receive structured teaching during in-patient rounds All of the learners rated the collaborative team learning intervention as either 'excellent' or 'very good'. Learners also indicated that they found the take-away handout valuable, and positive responses were also noted in the survey comments. A novel collaborative team learning technique resulted in high ratings of teaching rounds by medical residents and medical students. Learners found the sessions engaging, high yield, and educationally valuable. This interactive discussion-based teaching method could be used to enhance the learning experience during teaching rounds on medical, surgical and subspecialty services.

Designing an Instructional Model for Smart Technology—Enhanced Team-Based Learning

본 연구의 목적은 스마트 테크놀로지를 활용한 팀 기반 학습(Smart technology-enhanced Team-Based Learning, S-TBL) 모형 설계를 위한 디자인 원칙과 S-TBL의 개요, 절차 및 활동을 개념화하는 것이다. 이를 위 해 기존의 팀 기반 학습(Team-Based Learning, TBL) 모형을 기반으로 모바일 테크놀로지, 협력학습, 문제해결학 습과 다양한 평가 모형들을 종합한 학습 모형을 설계하였다. 기존의 TBL 모형을 기반으로 스마트 테크놀로지 학 습 환경에서 적용 가능한 학습 모형을 설계함에 있어 1) 학습 자원, 평가 도구, 문제해결상황과 문제해결과정을 통 합하는 총체적인 학습 환경을 제공하고, 2) 팀 구성원 간 및 교수자와 학습자 간 협력과 커뮤니케이션을 증대시킬 수 있는 환경 개발에 중점을 두었다. 이러한 S-TBL 모형은 1) 개별 학습과 협력적인 팀 학습을 통합하고, 2) 개념학습과 문제 해결 및 비판적 사고력 신장을 위한 학습을 통합하며, 3) 개별 평가와 그룹 평가를 통합하고, 4) 자기주 도적 학습과 강의식 설명 학습을 통합하고, 5) 개인적 성찰과 산출물의 공유를 통합할 수 있도록 설계되었다.