Collaborative Teaching Approach Research Articles

The Role of Religious Education in Dealing with the Issue of Radicalization among Students

Radicalization has become a serious threat in the world of education, especially among students who are in the developing stage of self-identity search, where curiosity and emotional instability make them vulnerable to the influence of radical ideology. Religious education, in this context, plays a central role in shaping students' character by instilling values of moderation, tolerance, and respect for diversity. This study aims to explore the role of religious education in preventing radicalization, using a descriptive qualitative method with data collection techniques through in-depth observation and interviews involving teachers, students, principals, and parents. The focus of the research is on the implementation of religious moderation values in schools as an effort to build students' critical attitudes towards extremist ideologies. The results of the study show that inclusive, interactive, and collaborative teaching approaches in religious education, both in the classroom and by involving the external community, play an important role in fostering tolerant characters and being able to reject radical narratives. The study highlights the importance of collaboration between schools and families, as well as the need for digital literacy education to strengthen students' resilience to exposure to extremist content on social media. The implications of this study include the need to integrate materials relevant to actual issues in the religious education curriculum, as well as the development of community-based educational programs that involve families and communities as additional bulwarks of protection for students.

Analysis of Effectiveness of Collaborative Pedagogy Practices

This study analyzes the effectiveness of collaborative teaching and learning strategies to enhance student's educational experience and learning results. Collaborative pedagogy converts the traditional teacher-centered paradigm into a more participatory, student-centered approach, promoting active participation via group work, debates, and collective problem-solving. This study examines existing literature, case studies, and empirical evidence to evaluate the impact of collaborative approaches on student accomplishment, motivation, and the development of fundamental abilities such as critical thinking, communication, and cooperation. The study found that collaborative teaching and learning approaches are essential for strengthening comprehension, increasing information retention, and cultivating superior social skills. The benefits of peer learning, active engagement, and instructor facilitation are highlighted in cultivating a dynamic classroom atmosphere. The study underscores other problems linked to implementing collaborative pedagogy, including resource constraints, dominant teacher-centered cultural norms, and substantial class sizes, especially in poor countries such as Nepal. The acceptance of collaborative pedagogy in Nepal is increasing owing to continuing educational reforms and curricular modifications; nonetheless, many obstacles hinder its extensive implementation. The document emphasizes the need for augmented teacher training, greater infrastructural support, and customized teaching methodologies to use the benefits of collaborative learning properly. The results demonstrate that, when properly implemented, collaborative teaching-learning methodology may substantially improve educational quality and prepare students to confront real-world difficulties.

Navigating self-regulated online teaching: Educators’ response to the COVID-19 pandemic

Amidst the unprecedented challenges brought on by the COVID-19 pandemic, the landscape of education has undergone profound transformations. One of the most notable shifts has been the rapid transition to online teaching methodologies. This transition has highlighted the critical role of teachers in self-regulating their instructional approaches while actively engaging in the realm of online learning. In this study, we delve into this dynamic environment, closely examining the practices of different age groups of educators: 177 teachers aged 20-30, 217 teachers aged 31-40, 68 teachers aged 41-50, and 15 teachers aged 51 and above. Our research takes a comprehensive approach, organizing the investigation into three distinct phases, each comprising six essential elements. Through this structured analysis, intriguing patterns emerge, particularly within the Performance and Appraisal Phase, where notable disparities among age groups within the Self-regulated Teaching Model become evident. In response to the multifaceted challenges posed by online teaching, our study proposes a compelling solution. We advocate for a strategic alignment of instructors from diverse age groups to collaboratively guide online courses. By harnessing the collective strengths and perspectives of educators across generations, this collaborative pedagogical approach has the potential to significantly enhance the efficacy of online teaching endeavors.

Interdisciplinary teaching squares enhance reflection and collegiality: A collaborative pedagogical approach

AimTo explore the experiences of interdisciplinary Higher Educational Academics within Nursing, Midwifery, Pharmacy and Biomedical Science in the use of teaching squares as a formative, collaborative pedagogical tool to promote reflection. BackgroundOne approach to enhancing academic teaching practice involves the provision of feedback to individual academics. This approach can be challenging for the reviewer, hence other less intimidating approaches are popular. One such approach is the teaching square. In this approach typically 4 other teaching staff are involved in observing their peers’ teaching methods (synchronous or asynchronous) and then engaging in a cycle of personal reflection. Reflection on teaching practices of their peers can provide opportunity to improve their own teaching. Typically teaching squares involve participants from the same academic discipline, however, in this study participants from related yet different disciplines were purposely connected and the benefits of this approach assessed. DesignA qualitative descriptive design was used to explore the participants’ experiences of undertaking interdisciplinary teaching squares through online questionnaires and focus group feedback opportunities. MethodsThis study was undertaken between August 2022 to June 2023 at an Australian university. Sixteen academic staff members from Nursing, Midwifery, Pharmacy & Pharmaceutical science and Biological science expressed an interest in the project. Five participants elected not to continue citing time pressures and 11 staff members participated in the project. Participation involved completing the teaching square experience and a subsequent focus group that were held to explore their experiences of undertaking a teaching square. The demographic survey data were presented and the focus group interviews were recorded, transcribed and analysed thematically. ResultsTriangulation of the findings resulted in the identification of four main themes: Teaching squares for professional networks; Perceptions of Safety; Stepping in and out of a reflective cycle; and Time Constraints vs. Time Value. ConclusionsThe study aimed to explore the effectiveness of teaching squares in encouraging academic reflection on teaching and fostering a collaborative teaching culture within interdisciplinary higher education academics. An unexpected finding was the value and promotion of interdisciplinarity professional relationships and networks. The findings from this research project offer valuable insights into the benefits of adopting teaching squares in health education and contributes to evidence-based pedagogical practices.

Challenges of ICT Teachers in Integrating Digital Literacy Post-COVID-19 Curriculum Revisions in Thailand’s English Teacher Education Programs

After the curriculum reforms from 2021 to 2023, public universities in Thailand have been adapting to integrate ICT and digital literacy into their teaching. This research explores the changes experienced by ICT teachers when integrating digital literacy with student teachers in English teacher education programs after the pandemic. During COVID-19, online learning was mandatory, necessitating significant adjustments. This study also investigates the challenges associated with these changes. The participants were six teachers from six public universities with firsthand experience with the revised curriculum from 2021 to 2023. Semi-structured interviews were used as the research instrument. The interview data were grouped into themes according to the degree of change and challenges encountered by the teachers. The findings showed four levels of changes due to the curriculum reforms: changing course names, descriptions, topics, and assessments. Along with these changes, the teachers faced several challenges: selecting appropriate ICT resources, insufficient digital literacy knowledge, the need for pedagogical adjustments, insufficient training and support, infrastructure limitations, and time constraints. The study suggests that universities should offer ongoing professional development to help teachers keep up with the changing digital literacy landscape. Additionally, institutional infrastructure and support need improvement. Teacher education programs should incorporate comprehensive training on using ICT in teaching, emphasizing practical applications. Future research should study the effectiveness of professional development models in enhancing teachers’ ICT skills and their ability to integrate technology into their teaching. It should also identify the impact of collaborative teaching approaches on ICT integration in teacher education programs.

Generative Algorithms for Art and Architecture: A Collaborative Teaching Approach

Generative Algorithms for Art and Architecture: A Collaborative Teaching Approach

Bridging the gap: sustainable development goals as catalysts for change in accounting education and society

PurposeThe purpose of this paper is to argue for a transformative shift towards an inclusive and socially responsible framework in accounting education. Integrating the United Nations Sustainable Development Goals (SDGs) into accounting curricula can help accountants contribute positively towards the goals’ aim. This represents not merely an educational reform but a call to action to forge a path that empowers accounting students to be technically proficient and socially conscious graduates who act as change agents working towards the public interest.Design/methodology/approachThis study challenges the technical focus of accounting, conceptualising it as a multidimensional technical, social and moral practice, transcending traditional boundaries to address complex societal issues. This paper is primarily discursive, using autoethnography through presenting vignettes written by four female accounting educators across three geographical regions. These first-person narratives foster a sense of interconnectedness and shared responsibility within the accounting community, reflecting a collective commitment to integrating SDGs into accounting education. By sharing personal experiences, the authors invite readers to engage in reflective pedagogy and contribute to shaping a better world through accounting education.FindingsThe transformative potential of purposefully incorporating SDGs into accounting education is not just a theoretical concept. The vignettes in this study provide concrete evidence of how this integration can shape future accountants into socially conscious professionals driven by ethics, equity and environmental responsibility. Our collective reflection underscores the importance of collaboration and continuous learning in aligning accounting education with the SDGs, offering a hopeful vision for the future of this field.Originality/valueThis study builds on existing literature to encourage communication, curriculum development, collaborative teaching approaches, experiential learning opportunities, ongoing evaluation and community dialogue on reshaping accounting education by giving a rare insight into what and how people teach and from what broader motivations. It offers a practical roadmap for educators to integrate SDGs into their teaching.

Postcolonial Entry Points into Networked Learning

It would be overly simplistic to assume that these collaborative pedagogical approaches function uniformly across diverse student cohorts. Postcolonial theory can provide a framework to systematically investigate dynamics that potentially generate differentiated experiences or outcomes within networked learning spaces. This research delves into the pervasive influence of Western-centric discourse within online postgraduate education, shedding light on its dual impact of colonising both knowledge and identities. While networked learning promises a collaborative and inclusive educational paradigm, it becomes evident that the dominance of Western cultural norms acts as a powerful agent of colonisation, silencing non-Western perspectives and erasing their voices in the digital realm. This perpetuates historical colonial power imbalances, thus extending colonial legacies into the landscape of networked learning. The study unearths three critical entry points to this discourse, each of which amplifies the nuanced challenges posed by colonial dynamics in networked learning. First, it elucidates the reinforcement of dominant discourses, revealing how networked learning, when devoid of critical oversight, risks sustaining Western-centric narratives and structures, thereby overshadowing subaltern perspectives. This phenomenon mirrors the experiences of participants and exacerbates colonial knowledge hierarchies. Secondly, the research uncovers the marginalisation of subaltern voices within networked learning. Power imbalances within the network, if left unaddressed, can compel subaltern participants to conform to dominant discourse, leading to unequal engagement. These circumstances closely resemble the experiences reported by participants, highlighting the perils of marginalisation and the need for redress. Thirdly, the study illuminates the unsettling imbalance in knowledge sharing, reflecting the concerns raised by participants. Networked learning may inadvertently exhibit knowledge-sharing disparities, with subaltern voices contributing disproportionately while dominant discourses remain unchallenged. This dynamic impedes the network's potential to facilitate a diverse and enriched exchange of knowledge. The research underscores the pressing importance of explicitly addressing these challenges in networked learning practices. Failure to do so risks the unintentional perpetuation of colonial discourses, hindering the transformative potential of networked learning. By acknowledging these postcolonial entry points and enacting measures to rectify them, networked learning can overcome exclusionary dynamics and more effectively challenge and dismantle colonial legacies, thereby advancing a more inclusive, equitable educational landscape for all stakeholders and providing a comprehensive solution to the complex issue at hand.

Pedagogy and Museum Design: Exploring Student Research at the Blackwater Draw Museum

ABSTRACT This article explores collaborative pedagogical approaches to museum exhibit design through a partnership between an anthropology class and the Blackwater Draw Museum at Eastern New Mexico University. This collaboration brought together faculty, staff, undergraduate, and graduate students to showcase the regionally relevant issues of water overuse and the conservation of the Ogallala Aquifer. Students employed anthropological research methods to develop a mini-exhibit in the Blackwater Draw Museum that incorporated data collected from the Portales and Clovis communities concerning water usage patterns of the past and present. Ultimately, this case study seeks to build a bridge between pedagogy and museum studies, showcasing opportunities for collaboration between the social sciences and regional heritage institutions.

Barcamps or unconferences as an emerging paradigm in medical education: Insights from a pilot and feasibility mixed methods study.

Medical education is experiencing a paradigm shift towards more interactive and collaborative pedagogical approaches. Barcamps, also known as unconferences, offer an interactive, participant-driven learning approach. This study aims to evaluate the feasibility of using barcamps as an educational model in medical education. Furthermore, the possibility of establishing barcamps in medical education as a pedagogical tool is discussed. The study integrates two evaluations to achieve a multifaceted understanding: a pilot study conducted in 2022 and a subsequent feasibility study in 2023. Participation in the barcamps and their evaluations was voluntary. We combined quantitative data, primarily from post-event evaluations, and qualitative data from open-ended survey questions. These methods were designed to capture a broad range of participant experiences and perceptions. The pilot study in 2022 included 11 participants and produced a response rate for the evaluations. The feasibility study in 2023 had 34 participants but a lower evaluation response rate of 53%. Both barcamps were generally positively evaluated by the participants, indicating a high level of satisfaction and perceived value. Regarding the active participation of participants, the wide range of presented topics highlights the adaptability and flexibility of the barcamp model. Attendees at the pilot mentioned a significantly higher previous experience with barcamps. The study suggests that barcamps are generally well received as an interactive and collaborative educational tool in medical education, reflected by high participant evaluation scores. The wide range of topics presented and discussed indicates that barcamps can accommodate diverse educational needs and interests. However, the study also identified areas for improvement, most notably in the structure of topic plans and the overall learning environment. Finally, the principals for barcamps might adapt to other educational methods by adding more interaction, choice, collaboration, communication, critical thinking, creativity, and caring to the learning process.

A STRATEGY OF ADOPTING COLLABORATIVE TEACHING IN MATHEMATICS FOR HIGHER EDUCATION

Research has established collaborative teaching method as a means for educators to deliver instruction to students by performing collaborative practices among themselves or in the collaboration with industry experts. By collaboratively sharing their knowledge to students and applying different teaching techniques, students gain the benefits by learning from different educators and the industry expert. The collaborative teaching is a form of twenty-first century teaching method that benefits to both students and educators. However, there is still lack of research conducted that focuses on the full strategies to implement collaborative teaching in online distance learning (ODL) and face to face modes. Hence, this study aims to provide comprehensive strategies for adopting collaborative teaching in Mathematics subject for higher education in both ODL and face to face sessions. A qualitative technique was used to document the strategies of implementing collaborative teaching approach in class and to obtain feedback from educators and students regarding the implementation of collaborative teaching. The findings revealed that there were three phases adopted; pre collaborative teaching phase, collaborative teaching phase and post collaborative teaching phase. The effectiveness of the sessions depends on the planning in the pre collaborative teaching phase. It was shown that most students and educators had a positive impact on the collaborative teaching approach. This study can act as a reference for other educators to implement collaborative teaching strategies in their subject matter. In addition, it helps educators to have a better understanding of educators’ and students’ perceptions of adopting collaborative teaching.

An examination of teacher collaboration in professional learning communities and collaborative teaching practices

The present study aims to examine the influence of teacher collaboration within professional learning communities (PLCs) and collaborative teaching practices on both the professional growth and academic achievement of students. The study employed a mixed-methods research design that incorporated both qualitative and quantitative research methodologies. This research comprises both survey responses and interview transcripts obtained from K-12 educators who are currently engaged in Professional Learning Communities (PLCs) or collaborative teaching methodologies. The findings of this study have the potential to enhance the existing literature on teacher collaboration and furnish educators, policymakers, and researchers with valuable perspectives to steer optimal strategies for promoting effective teacher collaboration in Professional Learning Communities (PLCs) and collaborative teaching approaches. The objective of the research is to investigate the influence of teacher collaboration within Professional Learning Communities (PLCs) and collaborative teaching practices on the development of professional skills and academic achievements of students. The results of this study underscore the importance of recognizing the advantageous effects that collaborative teaching methodologies can have on the academic achievements of students. This necessitates the provision of adequate time for collaborative activities, encouraging supportive leadership within educational institutions, and allocating sufficient resources for collaboration.

Re-Narrating Radical Cities over Time and through Space: Imagining Urban Activism through Critical Pedagogical Practices

Radical cities have historically been hotbeds of transformative paradigms, political changes, activism, and social movements, and have given rise to visionary ideas, utopian projects, revolutionary ideologies, and debates. These cities have served as incubators for innovative ideas, idealistic projects, revolutionary philosophies, and lively debates. The streets, squares, and public spaces of radical cities have been the backdrop for protests, uprisings, and social movements that have had both local and global significance. This research project aims to explore and reimagine radical cities and urban activism using a variety of visual and collaborative pedagogical approaches. This project will study and categorize these cities through comparative case studies from different regions, including North America, and Latin America, and beyond, in order to better understand and interpret pivotal societal transitions.

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

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

An innovative and collaborative teaching approach to delivering mental health capabilities in the UK Foundation Programme Curriculum 2021.

About 45% of foundation doctors in the UK now have a placement in psychiatry. However, the current UK Foundation Programme Curriculum states that all foundation doctors need to demonstrate basic mental health-related capabilities. To address this we developed a novel teaching approach to cover these new capabilities using principles of team-based learning (TBL). This can be delivered to all foundation doctors both face to face and online using case scenarios and in no more than 4 hours over the 2-year foundation programme. The approach can be easily be replicated, but collaboration between mental health and acute trusts is essential for delivery.

IMPLEMENTATION INTERACTIVE AND COLLABORATIVE ONLINE LEARNING ENGLISH FOR FOREIGN LANGUAGE MOODLE-BASED

Moodle virtual learning transformed the implementation of online English education. This Learning Management System (LMS) was the most accepted in Higher Education in Indonesia. The qualitative study investigates and determines the integration of Moodle features on interactive and collaborative English teaching approaches. Case studies practice various qualitative research approaches for 43 language lecturers as the respondent. Illustrative case studies assisted essentially in obtaining the unknown common and providing pedagogical members with a specific language regarding the subject in the problem. The result exposed the opportunity to implement an interactive and collaborative teaching approach in the English language educational process. The availability of Moodle features is concerned with the activities and resources main feature in Moodle. The interactive Moodle feature involved assignments, lessons, quizzes, and surveys. English language learners who engage in interactive online learning experiences are compelled to participate in their education. Involving them in the English language online education process is critical to their achievement. In the meantime, Collaborative Moodle features involved chat, forum, glossary, and wiki. These fundamental features were revealed to help English lecturers establish the learner-centered English pedagogy mode as course designers. Integrating collaborative activities into online courses improves performance outcomes for English language learners. The Moodle virtual English online pedagogy would be the proper system to accommodate and facilitate education in Higher Education. English lecturers as course designers and instructors needed to be aware of the improvement of virtual media and made enhancement English language learners

Location Matters: Using Online Writing Tutorials to Enhance Knowledge Production

Students enrolled in asynchronous online courses explore much of the subject matter through computer-mediated discussion. In this context, students must often negotiate complex factors such as the course content, the assignment goals, their audience, disciplinary expectations, and the writing process. Writing Centres offer students support services to help them succeed in these text-heavy courses. Typically, students come to Writing Centres in person for help with their critical reading and writing assignments; however, increasingly, tutors are asked to participate in online settings to assist student learning. A question associated with online tutoring practices is whether students improve their writing skills when they are given the opportunity to get feedback from a tutor and from peers. How can a cooperative, collaborative pedagogical approach to computer-mediated tutoring support students and improve teaching? This paper examines a pedagogical exploration where one tutor interacted asynchronously with students by posting weekly writing activities. Students were asked to respond individually and collaboratively to each activity. I argue that when a tutor in an online course provides feedback, the collaboration creates a new online ecology of reflection and collaboration that may benefit students in their growth as writers. This exploration can be a useful writing pedagogy that can assist instructors by making stronger connections between students’ writing knowledge and writing practices.

Challenges of Pre-service Teachers’ Classroom Participation in a Rurally Located University in South Africa

Despite the enriched curriculum and pedagogical practices that expose everyone enrolled to be trained as professional teachers to teaching skills, the number of incompetent teachers produced by many higher learning institutions is still increasing. There is an outcry from the general public in South Africa. In order to gain insight into this concern, this study examined the challenges of pre-service teachers’ classroom participation in a rurally located university in South Africa. A qualitative research design of a case study approach was employed to collect data from ten years 3 and 4 pre-service teachers and five lecturers. A semi-structured and focus group discussion (FGD) was organised to collect data on a thematic analysis. The findings revealed that lack of preparation from both lecturer and student, the use of teacher-centred approach, difficulty in understanding English language, teaching workload, large classes, student background and tribalism are major challenges limiting pre-service teachers’ classroom participation in a rurally located university in South Africa. Pertinent recommendations were made, including student-centred and collaborative teaching and learning approaches that could encourage students to participate actively in classroom activities. This would also catalyse the pre-service teachers' involvement in the teaching and learning process.
 
 Received: 21 June 2022 / Accepted: 29 August 2022 / Published: 2 September 2022

Exploring Current Practices and Opportunities for Collaborative Teaching between University and Industry

Exploring current practices of collaborative teaching between university and industry could potentially provide evidence-based opportunities in collaborative teaching. Planning, implementing and evaluating phases of collaborative teaching were designed and developed in support of theory and model of collaborative teaching. The design and development of these phases had led to the formation of a hands-on framework of delivery model for collaborative teaching between university and industry. It demonstrated the need for an effective collaborative teaching approach in higher education. This involved an equivalent expertise between university and industry in order to simultaneously achieve the course learning outcomes.

Uncertainty and unrest: A collaborative pedagogical response to pandemics, protests, and policy

ABSTRACT This article presents the pedagogical, observational, and empirical findings from a social equity centered team-taught course that served as an effective learning approach for both students and faculty during a time of great uncertainty and unrest in 2020. The article begins by describing the context for why this course was offered, outlining the need to use a collaborative teaching approach that centers social equity and interdisciplinary expertise when issues such as a global pandemic and racial injustice arise. The authors then describe the methodology and findings associated with surveying students and faculty members who were engaged with the course and share four themes that emerged from the research. The authors conclude by sharing lessons learned, recommendations, and a call to action to scholars and practitioners to use a collaborative pedagogical approach that centers social equity and interdisciplinary expertise when addressing complex and timely issues in public administration.