Collaborative Learning Technologies Research Articles

Preparing Future Computer Science Teachers Through using Innovative Technologies

This article presents theoretical and practical information and recommendations on the use of innovative technologies in the training of future computer science teachers, in particular Collaborative Learning technology in teaching the science of programming basics, and the development of students’ digital and software-technological competencies. new approaches and issues are discussed.

Digital Competence and Science Education in Bulgarian Secondary School: Curriculum Analysis

Digital competence has been identified as a key competence in European education policy. In Bulgarian education, it is developed both directly through subjects aimed specifically at it, and indirectly through training in all other subjects. The aim of the study is to elucidate the presence of elements related to the digital competence in the educational documents defining the curriculum of natural science education. As a result of the analysis, it was found that for science education, digital technologies are to be applied as a means of accessing information and mainly the skills of searching, analysing and presenting information and data are to be developed. There is a lack of specific focus on assessing the authenticity of digital content, which is particularly important for health and environmental education. The possibilities of technologies for collaborative learning, their importance for the development of individuals and society, for the development of science and the importance of science for the development of digital technologies are also underestimated.

Integrating Collaborative Learning and Advanced Technology in Industry 5.0: A Systematic Mapping Study and Taxonomy

Learning evolves through human interactions and adapting to technological advancements. The fourth industrial revolution elevated the importance of machines in improving competitiveness, efficiency, and product quality. However, this emphasis on technology overshadowed the human-centric perspective. In contrast, Industry 5 aims to foster collaboration between humans, robots, and digital systems. Our study utilized systematic mapping to explore collaboration in I5. Specifically, we investigated how collaborative learning occurs in industrial workplaces. The main objective was to identify prevalent collaborative learning techniques, technologies, challenges, and data types in I5 environments. The results reveal various collaborative learning approaches, highlighting their potential to improve productivity, innovation, and worker participation in I5. The study uncovers significant trends, such as the increasing reliance on digital platforms and Artificial Intelligence (AI)-driven tools, which facilitate collaborative learning while posing unique challenges. Our taxonomy provides a structured framework for understanding these dynamics, serving as a valuable guide for practitioners and researchers. The findings underscore the necessity for adaptive learning strategies and the integration of advanced technologies to promote effective collaboration in industrial settings. This research contributes to the theoretical understanding of collaborative learning in I5 and offers practical insights for its implementation, thereby supporting the evolution of industry practices in this new technological era.

METHODS FORORGANIZATION OFCONTEXTUALTRAININGOFFUTUREGEOGRAPHYTEACHERS

The study examines the issues of improving future geography teachers’ professional training through contextual learning; it emphasizes the practicality of conceptual changes in terms of the transition from post-industrial to information society and forced distance interaction. The purpose of the article is to study the features and determine the crucial principles, approaches, stages and technologies of organizing contextual learning for future geography teachers as an organic part of their professional training. Several research methods were used to achieve the goal, including the method of comparative, substantive and reflective analysis of primary sources, advanced domestic and foreign experience, modelling, systematization and concretization of known approaches in the organization of contextual learning of future geography teachers. As a result of the review of scientific literature, the presence of two concepts of contextual learning, which are used in foreign and domestic educational practice, has been revealed. The first model of Contextual Teaching and Learning proposes the involvement of students in the learning process using real, personally meaningful situations and contexts that reflect the application of knowledge and skills in everyday life. The second is A. Verbytskyi’s model of Symbolic-Contextual Learning focusing on the assimilation of the professional context by future specialists and presuming the introduction of study material to the scope of future professional activity. It has been pointed out that both models emphasize the importance of the context in the assimilation of effective knowledge and the formation of competence in their application in practice. While the Symbolic-Contextual Learning model is mostly focused on preparing for the future professional activity of a specialist with a higher education level, the Contextual Teaching and Learning one covers a wider application of contexts in the study process of educational institutions of various levels. The content and essence of subject and social contexts for future geography teachers and the ways of their creation in the process of bachelor’s professional training have been revealed. The principles and approaches which the technology of contextual learning in the higher pedagogical school is based on have been clarified; the stages (educational activities of the academic type, quasi-professional and study-professional activities), the leading models of contextual learning (semiotic, imitative and social ones), methods, forms and techniques that are most appropriate at each of the stages have been described. The educational and professional training program for bachelors in the speciality 014.07 Secondary education (Geography) at the Kryvyi Rih State Pedagogical University has been analysed; its meaningfulness, efficiency and effectiveness in achieving the program learning outcomes planned by the Standard have been emphasised. It has been claimed that the method of contextual learning is based on student-centred and competency-based approaches and includes: the problem-searching nature of students’ educational activities, the use of collaborative learning technologies, ICT and digital technologies, the involvement of external stakeholders, the creation of emotional and moral situations, and the introduction of practice-oriented and interdisciplinary approaches, reflective and analytical assessment. It has been concluded that the integration of traditional and innovative approaches, and the introduction of contextual learning will allow future geography teachers not only to deeper learn the theoretical aspects of geographical and pedagogical sciences but also to skilfully apply them in real life and professional situation.

«Обучение в сотрудничестве» как технология профориентационной работы со школьниками на базе педагогического университета

The aim of the study is to assess the nature of the impact of the work formats used as a part of the collaborative learning technology aimed at creating conditions for the pre-professional training of schoolchildren at a pedagogical university. Based on a quantitative and qualitative analysis of the survey data of the participants of the School for Young Teachers, the paper specifies the influence of the used variants of interaction for different ages on the formation of a positive emotional response and attitude of schoolchildren to the field of pedagogical activity under consideration as an individual professional and educational priority. The scientific novelty of the study lies in clarifying the importance of using the collaborative learning technology as a strategy of polysubject communication and activity in solving the problems of career guidance work with schoolchildren in the format of the School for Young Teachers, namely, in differentiating high school students’ emotional attitude to the proposed options for the interaction with peers, students and teachers, aimed at introducing them to the system of knowledge, skills, related to the choice of profession in the field of pedagogy. As a result, it has been shown that the collaborative learning technology has a significant potential in the organisation of career guidance work with students on the basis of institutions of higher professional education, associated with pronounced social and psychological benefits and a general positive perception by schoolchildren focused on the choice of pedagogical activity.

Exploring the Relationship between Participant Role and Collaborative Quality in Online Collaborative Discussions

The exploration of the role concept has become an important perspective for analyzing and promoting computer-supported collaborative learning (CSCL). Understanding the relationships between individual participation roles and collaborative performance is of great significance to the research of collaborative learning theory, pedagogy and technology. However, few empirical studies investigated the individual participation roles in collaborative discussions and the impact of participation role configuration on group performance. Based on the interactive content of learners in collaborative discussions, this research uses machine learning methods to automatically identify learners’ participating roles. Through cluster analysis, five different roles are identified: leader, problem solver, coordinator, marginal learners and learners with difficulties. Furthermore, this research explores the relationships between individual participation roles and group collaboration quality. The results show that groups with different collaboration performances have different role compositions, and the roles of leader, problem solver and coordinator have significant positive effects on collaboration performance. Learners with difficulties have a negative impact on collaboration performance. Combining the research results with the discussion content of the learners, this research conducted an in-depth discussion and analysis of the characteristics of each role, and proposed implications for teaching guidance and researchers.

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

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

Exploring Students’ Continuance Intention Toward Digital Visual Collaborative Learning Technology in Design Thinking

Visualization influences the collaborative design process and design thinking (DT) education outcomes. Accordingly, digital visual collaborative learning (DVCL) technology has great potential to facilitate students’ remote collaborative design experiences. This study investigates the fitness of DVCL for DT learning activities and the factors influencing students’ continued use of the technology with a model integrating technology acceptance model (TAM) and design task-technology fit (DTTF). The research findings demonstrate that the perceived usefulness of the technology is the primary direct factor influencing the continuance intention toward the technology. In addition, the DTTF mediated by perceived usefulness and ease of use significantly affected the intention to continue using the technology. The visual characteristics of the technology influenced the DTTF in the collaborative design environment. This study highlights visualization as a critical feature of collaborative learning in DT education and provides implications from both theoretical and practical perspectives.

SoK: Secure Aggregation Based on Cryptographic Schemes for Federated Learning

Secure aggregation consists of computing the sum of data collected from multiple sources without disclosing these individual inputs. Secure aggregation has been found useful for various applications ranging from electronic voting to smart grid measurements. Recently, federated learning emerged as a new collaborative machine learning technology to train machine learning models. In this work, we study the suitability of secure aggregation based on cryptographic schemes to federated learning. We first provide a formal definition of the problem and suggest a systematic categorization of existing solutions. We further investigate the specific challenges raised by federated learning and analyze the recent dedicated secure aggregation solutions based on cryptographic schemes. We finally share some takeaway messages that would help a secure design of federated learning and identify open research directions in this topic. Based on the takeaway messages, we propose an improved definition of secure aggregation that better fits federated learning.

SPECIFICITY OF PERSONALLY ORIENTED FOREIGN LANGUAGE LEARNING

The formation of a new education system based on the results that will be used by the student in the future. The change in approaches, methods and vectors caused by technical progress and the formation of a renewed pedagogical mentality allows for the wide use of person-oriented education, paying attention to the student's freedom of learning. This method is based on the definition of individuality, self-evaluation of each person as an individual. The theoretical scientific method was used for the research.Within the framework of the researched approach, the orientation of the pedagogical process is determined by personal characteristics and cognitive abilities, interests and preferences, needs and experiences of students. The task of this approach is to create a learning environment that is conducive to learning and promotes a high level of learning motivation and success of all students. The educational process should be personally meaningful, only in this case it stimulates the student's personal and intellectual development.This approach makes it possible to introduce active forms of learning into the educational process, which contribute to the development of students' creative abilities, thinking, and the ability to adapt in a rapidly changing modern society. Emphasis is placed on group and pair work, which "displace" frontal forms of work. Collaborative learning technologies, the project method, etc. are the most appropriate learning technologies. The personally-oriented approach is gradually entering the practice of teaching foreign languages. It attracts the teacher with the possibility of a creative approach to learning, the use of interactive, problem and project tasks. It is also interesting for a student, because he gets a real opportunity to cooperate with the teacher, jointly create a lesson, use educational materials and topics for discussion chosen by him, take responsibility for the form of learning, and most importantly, for the final result – what he directly learned for this lesson or series of lessons; where and how he can apply new knowledge and skills in life, actually using the foreign language being studied.It should be taken into account that among students there may be students with different personality types. In particular, there are those who are difficult to call to a conversation among a large number of people – Introverts. But there are others – extroverts who constantly want to talk, are offended if they are not asked and shouted from their place. Learning a foreign language with the first type should be started with written tasks, so that such a person can realize himself outside of a stressful situation, gradually expanding his opportunities. The second type should be given the opportunity for joint active activities. There should be people of both types in the groups in order to involve all students in the language activity. However, it is very difficult to implement such activities in large groups. In the end, this will lead to the fact that a certain part of the group will participate in training, while the rest will remain passively attending classes, receiving grades, but, most likely, there will be practically no foreign language knowledge left after the course. A personal-oriented approach in combination with a communicative orientation can give excellent results in the process of learning foreign languages. It is most effective in groups with heterogeneous training.

Collaborative Learning Technologies in Teaching Preschool Twins

This paper focuses on applying collaborative learning technologies in teaching preschool twins and reveals the role of collaborative learning in the formation of twins’ self-awareness. At the ascertaining stage of the experiment, 100 twins of preschool age took part. At the formative stage of the experiment, 16 preschoolers took part. At the formative stage of the experiment, an empirical assessment was carried out based on empirical indicators of the process and result of joint task performance by twins before and after participation in the formative experiment. An empirical study of the peculiarities of intrapair interaction in collaborative activities of preschool twins has shown effects that are a consequence of the twin situation. The use of collaborative learning in the psychological and pedagogical support of preschool twins has allowed obtaining positive results expressed in an increase in self-esteem, motivation for cooperation, and a decrease in aggressiveness and rivalry in a pair of twins.

Resource-Constrained Federated Edge Learning With Heterogeneous Data: Formulation and Analysis

Efficient collaboration between collaborative machine learning and wireless communication technology, forming a Federated Edge Learning (FEEL), has spawned a series of next-generation intelligent applications. However, due to the openness of network connections, the FEEL framework generally involves hundreds of remote devices (or clients), resulting in expensive communication costs, which is not friendly to resource-constrained FEEL. To address this issue, we propose a distributed approximate Newton-type algorithm with fast convergence speed to alleviate the problem of FEEL resource (in terms of communication resources) constraints. Specifically, the proposed algorithm is improved based on distributed L-BFGS algorithm and allows each client to approximate the high-cost Hessian matrix by computing the low-cost Fisher matrix in a distributed manner to find a “better” descent direction, thereby speeding up convergence. Second, we prove that the proposed algorithm has linear convergence in strongly convex and non-convex cases and analyze its computational and communication complexity. Similarly, due to the heterogeneity of the connected remote devices, FEEL faces the challenge of heterogeneous data and non-IID (Independent and Identically Distributed) data. To this end, we design a simple but elegant training scheme, namely FedOVA (Federated One-vs-All), to solve the heterogeneous statistical challenge brought by heterogeneous data. In this way, FedOVA first decomposes a multi-class classification problem into more straightforward binary classification problems and then combines their respective outputs using ensemble learning. In particular, the scheme can be well integrated with our communication efficient algorithm to serve FEEL. Numerical results verify the effectiveness and superiority of the proposed algorithm.

Advantages of cooperative methods in teaching professionally-oriented foreign languages to students of technical universities

The major cause of the given study is the urgent necessity to develop effective information and communication technologies to employ in teaching professionally-oriented foreign language to students of technical universities. The digital transformation in teaching practices makes both educators and theorists search for new teaching methods and technologies. Collaborative learning or leaning in cooperation is an advanced educational approach that aims to facilitate students learning. This study is focused on describing theoretical foundations, analyzing practical application, and examining advantages of collaborative learning technologies in comparison with traditional ones. The paper defines the concept, main principles, and implementation stages of this method, as well as advantages and potential of collaborative learning. We have revealed that collaborative learning greatly contributes to an increase of the language proficiency level and to the development of professional communicative competence in foreign languages. The study was carried out using a wide array of theoretical methods, including investigation, description, review and analysis of literature in the field of teaching foreign languages to students of technical universities. The findings of our study might be useful for both education theorists and practitioners who are interested in cooperative methods and their usage as classroom activities. To further our research, we intend to analyze the use of collaborative learning technology, expand its possibilities and enhance the efficiency of its application in teaching foreign languages at technical universities.

APPLICATION OF COLLABARATIVE LEARNING TECHNOLOGY IN THE DEVELOPMENT OF CREATIVE ABILITIES OF PUPILS IN BIOLOGY LESSONS

This article describes the concept, specifics, benefits of collaborative learning technology, the technological process of group work and pupils’ thinking. The purpose of the article is to study the use of collaborative learning technology for the development of pupils' creativity in biology lessons. The main methods of the study are the analysis of the works of domestic and foreign scientists, scientific literature for group work aimed at developing the creative abilities of pupils. In the course of writing the article are studied and explained the processes of collaborative learning technology, the specifics of the organization of group work, the basic ideas of joint training, the thinking abilities of people, the process of creative thinking, the types of group work used in biology classes.In addition to solving cognitive and creative goals, collaborative learning provides for solving psychological and social problems, a culture of communication is formed during the task. The main idea of collaborative learning technology is to create conditions for active learning activities of pupils in different learning situations.

The Basic Principles of Training Future Teachers to Work With Younger Students With Experience of Traumatic Effects

The article shows that the unstable situation in the world leads to possible armed conflicts, affecting primarily children, experiencing various traumatic consequences. Such a situation arises in post-conflict regions and creates a need for teachers who possess the necessary competencies when teaching children with experience of traumatic effects. The purpose of the article is to study the state and trends in the development of psychological and pedagogical issues related to the use of collaborative learning technologies to form the psychological culture of future teachers in order to further work with children with experience of traumatic effects. It is shown that the analysis of the formation and development of the problems of group psychological corrective work is grounded on the basic principles identified by representatives of various directions. The authors propose to build the training of future teachers on the basis of a model of joint thinking for the subsequent organization of teachers’ interaction with children who have experience of traumatic effects. The authors analyzed the basic principles of group psychologically corrective work from the point of view of the possibilities of organizing joint thinking. The basic principles of the organization of training of future teachers were highlighted, their meaningful characteristics for the purposes of organizing joint thinking were given. A comparison of the principles of group psychological corrective work and the principles of the organization of joint thinking of future teachers is carried out. Their correlation and the importance of using joint thinking in organizing the training of future teachers and for conducting psychologically corrective work with children are shown.

Factors Influencing the Acceptance of Mobile Collaborative Learning for the Continuous Professional Development of Teachers

The COVID-19 epidemic has not only triggered a worldwide health catastrophe, it has also affected learning processes all over the world. While COVID-19 was in its initial wave of transmission, educational systems around the world witnessed bitter experiences in the form of the closure of institutes or a shift to distance (or online) learning techniques. The delivery of quality education was affected the most where the educational system was already weak due to the unavailability of effective teachers’ professional development programs and the lack of the integration of technology. This study extends the conventional continuous professional development (CPD) model of in-service teachers adopted in the province of Sindh, Pakistan. The extensions are based on the integration of mobile technology and support for collaborative learning and ongoing assistance, which are missed in the current traditional model. To assess the acceptance and use of the app, an Mobile collaborative learning (MCL) based CPD acceptance framework is designed by combining chosen components from a generally recognized Unified theory of acceptance and use of technology (UTAUT2) and other well-recognized acceptance models for the acceptance and use of the technology. In the context of CPD, a total of 14 constructs have been selected which include performance expectancy; effort expectancy; facilitating conditions; hedonic motivation; mobility; knowledge acquisition; content and information quality; on-the-job support; reward; behavioral intention; engagement; interactivity with peer & experts; self-management and collaborative learning. Based on these constructs; a total of 13 hypotheses were developed with 55 measurement items. A total of 494 teachers participated in a two-week training session using the designed app. Based on the activity, a questionnaire was designed and distributed among the participants using WhatsApp groups during the academic year of 2021–2022. Out of 494 participants; 472 participants correctly filled in the questionnaires, which were selected for analysis. The data was analyzed using IBM SPSS version 21; and, for Structural Equation Modeling (SEM) analysis, IBM AMOS version 21 was used. According to the results, all thirteen hypotheses were found statistically significant showing the positive impact on the acceptance and use of the CPD app. The results of this study promote teachers’ and experts’ engagement and participation in CPD activities which not only improve the knowledge and skills of the learners but also impact their long-term professional development and success. This research may help the teachers’ training and related institutions to make better choices and develop a mobile collaborative learning system for school-based teacher support and training programs. As a basis, this study may also be used in other provinces of Pakistan and beyond to make it a CPD standard.

GeoForge: investigating integrated virtual reality and personalized websites for collaboration in middle school science

Purpose This paper aims to describe the design and user testing of GeoForge, a multiple-player digital learning experience for middle school that leverages virtual reality (VR) and individualized websites for learning concepts in planetary science. This paper investigates how specific instructional design choices and features of the technology fostered collaborative behaviors. Design/methodology/approach GeoForge was implemented in 3 middle school classrooms with a total of 220 students. Learners used GeoForge in class in groups of 3–4 to learn about planetary science. A mixed-methods approach examined collaboration using classroom observations, teacher interviews, student surveys and student artifacts. Using Jeong and Hmelo-Silver’s (2016) seven affordances of technology for collaborative learning, this paper identifies ways in which features of GeoForge supported collaborative behaviors. Findings Instructional design which combined VR and the digital science journal (DSJ) helped foster collaboration. Some collaborative behaviors were especially notable in classrooms that did not regularly practice these skills. Segmenting tasks in the DSJ, clarifying instructions to articulate ideas, showing other group members’ responses onscreen and enabling multiuser VR environments contributed to collaborative behaviors and a satisfying learning experience as observed and documented through multiple methods. Originality/value GeoForge successfully integrated VR and personalized websites in a classroom planetary science lesson, an approach which balanced instructional design and logistical challenges while creating opportunities for collaboration.

Development of the Emotional Stability Seen as a Personal Leadership Quality Using the Acmeological Approach in the Master’s Students

<p style="text-align:justify">The purpose of this study was to identify how the leadership training programme based on the acmeological approach for the Master’s students influences the students’ emotional stability and how that programme was perceived by graduates. The study used both qualitative and quantitative methods to yield data. The dimensions of emotional stability such as behavioural self-awareness, communication and conflict management, emotional and behavioural self-efficacy, adaptability, and self-programming of a positive mental attitude were used as variables in the study. Three qualitative and quantitative tools were used in the study. Those were the adapted and modified Emotional Stability Scale in the leadership context, the focus group interview, and the Linguistic Inquiry and Word Count software. The IBM SPSS Statistics (25.0.0.1) was used to compute the yielded data. The study found that the train-the-trainer leadership programme entitled “Crisis-driven Leadership” based on the acmeological approach fostered a statistically significant improvement in the Master’s students’ emotional stability. Moreover, the graduates perceived the programme positively and could more or less accurately explain how it enhanced their experience. The study upgraded the concept of leadership training by focusing on the development of the students’ emotional stability. The latter was trained using the combination of the age psychology and cross-disciplinary games (gamified activities, simulations), online and offline personality-development-purpose learning, a project method, collaborative learning technologies. It increased substantially the effectiveness of both development of the students’ emotional stability and leadership training. The study has brought a new psychological perspective to developing emotional stability in the students aged 20-22.</p>

Using Google Docs to Enhance Students’ Collaborative Translation and Engagement

Aim/Purpose: This study investigated the integration of Google Docs in facilitating undergraduate students’ interactional collaboration in an online translation course. The study also explored the engagement patterns that emerge when students use Google Docs and evaluated their experience of using this platform in collaborative translation. Background: Integration of technology in specialized English translation classes has become crucial to empower students with the required skills in the labor market. However, students might perceive specialized translation as a tedious and difficult process and become reluctant to engage in translation classes. Few studies have investigated students’ performance and engagement aspects in online collaborative translation contexts. Methodology: This study employed a mixed-method approach. Multiple sources of data were collected from translation tests, an engagement questionnaire, semi-structured interviews, and students’ interactions on the online platforms. Ninety-three students majoring in business administration were purposefully assigned into a control group and two experimental groups. Throughout six weeks, students in the first experimental group collaborated on translation assignments via discussion forum boards on a Learning Management System (LMS), whereas students in the second experimental group used Google Docs to complete three translation assignments. Control group students completed the same assignments individually. Contribution: This study contributes to the previous body of knowledge in the field of collaborative learning, translation, and educational technology by exploring the effectiveness of using Google Docs in improving students’ collaboration and engagement in a specialized translation course. Findings: One-way ANOVA for the translation post-tests showed a statistically significant improvement in the overall translation performance and translation subskills of the experimental group who used Google Docs compared to the control group and the experimental group who interacted through discussion forums. Descriptive statistics of the engagement questionnaire revealed a significant statistical increase in the Google Docs group’s behavioral, cognitive, and affective engagement. Content analysis of the qualitative data showed that students engaged behaviorally by giving and receiving feedback both at the global and local levels and cognitively through questioning, giving constructive comments, and justifying arguments. Students also engaged effectively and expressed positive feelings when collaborating online. Moreover, students reported the usefulness of using Google Docs in the collaborative translation process and expressed their satisfaction and confidence. Recommendations for Practitioners: Practitioners should use collaborative technological tools to upgrade translators’ skills and increase students’ engagement. Recommendation for Researchers: It is recommended that researchers compare students’ engagement in different learning modalities and explore the relationship between students’ translation competence and their engagement level. Impact on Society: The society of specialized translation will be improved by implementing innovative pedagogical techniques in teaching and training translators. This research can raise awareness of the importance of online tools in exchanging learning experiences inside and outside the academic contexts. Future Research: Future studies should explore the impact of implementing web/computer-based tools in the collaborative translation of different genres and various languages.

Collaborative Mobile Learning with Smartphones in Higher Education

<p class="0abstract">The advantages of mobile learning and the possibility of universal access to educational materials have a downside in the form of a possible lack of communication between the student, his/her teachers, and course mates. In this context, collaborative teaching methods can be applied to support learners in solving educational challenges. The objective of this work was to analyze the effectiveness of collaborative approaches in mobile learning. The research methods included two stages: an experiment on the introduction of collaborative mobile learning into the educational process and an online sociological survey. The use of the questionnaire method resulted from the need to collect quantitative data and analyze the effectiveness of training by determining the shares of respondents with positive and negative opinions toward m-learning. The examination was conducted in 2020 among 190 undergraduate sociology students studying at three universities of the Russian Federation (Moscow State Pedagogical University, M.K. Ammosov North-Eastern Federal University, and Tyumen State University), as well as among 76 undergraduate students of the direction "Education" studying at Abai Kazakh National Pedagogical University. The main practical result of this experiment was the introduction of mobile technologies in the previously used e-learning models and learning management systems of the considered educational institutions. The collaborative mobile environment was based on the principles of communication and cooperation of users, mutual learning, and teacher coordination of students' actions. The study confirmed that collaborative mobile learning could be flexibly transited from blended to distance learning models and vice versa. The analysis of the survey outcomes proved the validity of eight proposed hypotheses, both in terms of mobile learning impact on the quality of education and the influence of the collaborative environment on the development of students' competencies. The practical significance of research findings is in the fact that they allow the effective implementation of collaborative mobile learning technologies to form students' professional competencies.</p>