Collaborative Teaching Strategies Research Articles

A Case Study of Secondary Schools in Kenya: Is Physics Achievement an Interplay of Attitudes and Strategy?

Secondary school students' achievement in Physics has been declining despite the pivotal role played by industrial development. Declining performance has been linked to various factors. The different strategies used in teaching Physics coupled with learners' attitudes have been reported to affect students' achievement in Physics. Based in Nyeri County, the study assessed the interplay between collaboration and attitude on secondary school students' achievement in Physics. The Solomon Four group quasi-experimental design was used. A sample of 173 form-four students in mixed-day secondary schools in Nyeri County participated in the study. The sample was obtained through purposive sampling to obtain a list of mixed-day secondary schools that offer the Physics subject at form four. Through random sampling, a list of four schools that participated in the study was obtained. The schools were randomly assigned to experimental and control groups. The research instruments consisted of the Physics Pre-test (PPT), the Physics Achievement Test (PAT) and the Students Attitude Questionnaire (SAQ). Kuder Richardson test was used to determine the reliability of the PPT and PAT. A reliability coefficient of 0.7 and 0.8 was obtained for the PPT and PAT, respectively. Cronbach alpha coefficient of 0.875 was obtained for the SAQ after the piloting of the instruments. Descriptive statistics (mean, standard deviation) and inferential statistics (t-test and ANOVA) were used in data analysis. The Statistical Package for Social Sciences (SPSS) version 22.0 was used for all statistical analyses. The hypothesis was tested at α=0.05 level of significance. The findings from the study showed that students had a positive attitude towards Physics and that the students' attitude towards Physics did not affect their achievement in Physics. The findings demystified the belief that the general attitude of students towards physics is negative. The study also revealed that the collaborative teaching strategy improved the students' achievement in physics for both HA and LA towards physics learners. The study recommended that teachers should expose students to Collaborative Strategy more frequently and teacher training programs to equip teachers with skills for collaboration. The findings of the current study are helpful to the curriculum developers in revising the curriculum towards learner-centredness by cooperating in collaborative activities towards achieving the purpose of the Competence Curriculum. Curriculum designing bodies may find the information useful during the in-servicing of teachers towards making the curriculum more learner-centred. Instructional material developers may find the information useful while developing materials that enhance learner activity, which will enhance positive attitudes towards physics and other subjects, especially in the science field. The findings of the study may be useful in curriculum reviews towards competency-based curriculum at the secondary school level through in-cooperation of collaborative tasks since collaboration is one of the core competencies to be achieved through the curriculum.

The effect of team teaching on Iranian ESP learners reading comprehension

This article defines team teaching as a teaching approach that utilizes the expertise and instructional capabilities of distinct educators to enrich the process of learning. Team teaching refers to an instructional strategy that involves the collaborative efforts of multiple teachers who jointly plan, deliver, and assess the learning experiences of a group of students. This approach integrates the diverse knowledge, skills, and perspectives of the participating educators to create a more comprehensive and engaging educational environment. This paper has examined the use of team teaching as a means of enhancing reading comprehension of English for specific purposes in Iranian context. A number of 100 intermediate-level ESP students in Iran participated in this study. They were divided to two groups, control group with 50 students and experimental group with 50 ones. Team teaching or collaborative teaching strategy was used for experimental group. For control group individual teaching or none collaborative teaching was employed. The data obtained from the study was given to SPSS software. Statistical procedure appropriate for this study was analysis of covariance (ANCOVA). The results of the study showed that in comparison with individual or none collaborative teaching, collaborative or team teaching has a better effect on Iranian ESP learners reading comprehension. It is also found that multilevel class has positive effect on learning language skills.

Exploring the Impact of Lesson Study as a Collaborative Teaching Strategy in Higher Education

Lesson study is a class-based & collaborative continuous teacher professional development strategy to optimize student learning services. The aim of this study was to determine the impact of lesson study on improving the quality of learning in higher education. This research is a mix method research, which was conducted for one semester. Learning is carried out in a hybrid way in the odd semester of the 2021/2022 academic year in six plant physiology classes using Problem-based Learning (PBL). The research subjects consisted of biology education students and undergraduate biology students at the Universitas Negeri Malang. The research instruments include chapter design, lesson design, lesson plans, lesson study observation sheets, essay tests on cognitive learning outcomes. Lesson study is carried out in three stages, namely plan, do, and see. The results showed that the learning designed and implemented with lesson study showed an improvement in each meeting. Improvements in learning can occur because educators and observers reflect on learning activities.

Research on the Application of Multidimensional Collaborative Landscape Design Course Teaching in Revolutionary Historical and Cultural Landscape Design--Taking Zhuhai as an Example

Abstract This study explores a multidimensional collaborative landscape design course, detailing its unique collaborative teaching framework within the context of Zhuhai’s transformative historical and cultural landscape. It employs a comprehensive set of metrics, including teaching objectives and methodologies, to assess the course’s effectiveness. The relevance of variations among elements was evaluated through statistical analyses, including T-tests, F-tests, and correlation studies. Further, the study examined participant satisfaction, visual appeal, and aesthetic impact of the “red cultural” landscape design. Results indicated that the average teaching evaluation scores surpassed 4 points, and satisfaction levels with the red cultural landscape design approached 80%, reflecting a beneficial influence on educational outcomes. This research contributes novel insights to the development of landscape evaluation systems in cultural tourism settings and offers theoretical advancements for implementing multidimensional collaborative teaching strategies in landscape design.

Effectiveness of Socio-Constructive Collaboration Strategy on Post-Covid Primary School Children’s Learning Outcome in National Values

This study adopted socio-constructive collaboration strategy to enhance pupils’ learning outcome (social and cognitive skills) in national values after resumption from the compulsory closure of school for 6months. Quasi-experimental design was employed. Three hypotheses were raised and tested at 0.05 level of significance. 480 Primary one pupils from four public primary schools assigned to experimental and control within two local governments across four states participated in the study. The research spanned 15weeks. Validated instruments; Primary Pupils’ Achievement Test in National Values (PPATNV) and the Primary Pupils’ Social Skills Rating Scale (PPSSRC) were used to measure outcomes. Additionally, a Socio-constructive Pedagogical Instructional Guide (ScPIG) steered the delivery of the teaching and learning activities during the experiment. The study employed a statistical technique called analysis of covariance (ANCOVA) combined with a post-hoc test, especially the Bronfenbrenner test to analyse the pupils’ learning outcome. The results revealed significant positive effects of the intervention on both social skills and cognitive abilities (p<0.05) of pupils. Interestingly, school location also influences social skills. Furthermore, the intervention demonstrably improved students’ national values performance (p<0.05). The study concludes that a socio-constructivist collaborative teaching strategy significantly enhances pupils learning outcomes in areas related to social skills and cognitive development (national values comprehension). These findings suggest the potential benefits of adopting such strategies in primary school education for fostering well-rounded development in young learners

Collaborative teaching strategies used to enhance learning of accounting concepts

Collaborative teaching strategies that teachers use to enhance learning of accounting concepts were explored in schools located in the Pinetown education district in South Africa. The study employed a qualitative case study within the interpretivist paradigm. A purposive sample of five Grade 10 Accounting teachers from five secondary schools was selected to participate in the study. Individual semi-structured interviews and focus group interviews were used to generate data that was analyzed through thematic analysis. The study found that accounting teachers emphasize the necessity of using diverse collaborative strategies to teach accounting concepts. A questioning approach to the teaching of accounting was used to ascertain learners’ experiences and prior knowledge. Infusing technology and group discussions were utilized to encourage learner involvement and participation in the teaching of accounting concepts. The study emphasizes the need for accounting teachers to strengthen learners’ understanding of concepts in Grade 10 by actively engaging them during the process of teaching and learning.

Participatory Approach in Teaching Reading Comprehension

English language became one of the most powerful languages in the world and one of the most commonly spoken languages, and the majority of global communities utilized it as a communication tool. To acquire these language learners should start with four skills: speaking, reading, writing, and listening.
 Reading is one of the greatest and most thorough methods to learn science and other fields. The researchers began investigating all potential alternatives in an effort to enhance reading comprehension, raise student engagement, and assist students in developing their reading comprehension abilities. They also looked at how reading content impacts understanding in order to improve comprehension and make reading more applicable to daily life. The goal of the study was to ascertain the impact of interactive reading on the development of reading comprehension and to create a framework that would aid students in conceptualizing the participatory approach to teach reading comprehension, which is based on participatory learning theory (PLA). This framework took the form of a collaborative teaching and learning strategy that included a forum, insight, interaction, and task.
 This paper studied a method of teaching -Participatory Teaching Approach- and apply it on teaching reading comprehension which is a part of the four skills. Based on participatory language teaching, the content of the material goes back to social contexts involving not only sociopolitical issues, but also students’ academic and personal goals.
 The study was conducted at middle -school in Tobruk. The sample consisted of (36) students, divided into two groups, with (18) students for each group, and the theory was applied into one of the two groups. Based on the questionnaire for both students and teachers and the results of the statistical analysis of the questionnaire. The result shows that; there are no statistically significant differences between the use of participatory learning in teaching reading comprehension and the achievement of the educational level of middle-school students in this school. Students in both groups have positive attitude towards the use of the traditional way and the PLA.
 And the explanation for that are both ways are effective in improving reading comprehension skill for middle-class students.

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.

Enhancing Collaborative English Speaking Skill Development for Primary Students of UK Academy Ba Ria: Strategies, Impact, And Future Directions

The research paper titled ” Enhancing collaborative English speaking skill development for Primary students of UK Academy Ba Ria: strategies, impact, and future directions” investigates the efficacy of collaborative teaching methods in enhancing English speaking skill among primary students. Rooted in the socio-cultural theory of Vygotsky (1978) and the cooperative learning model of Johnson and Johnson (1999), this study delves into the collaborative efforts between native and Vietnamese teachers in a bilingual educational setting. Through a mixed-methods approach involving classroom observations, teacher interviews, and student speaking assessments, the research underscores the pivotal role of collaborative teaching strategies in fostering a conducive environment for language skill development. The findings illuminate the positive impact of cooperative instruction on students’ speaking abilities, accentuating the importance of teacher collaboration and shared expertise. The study sheds light on the specific strategies employed by teachers, such as co-planning, team teaching, and interactive activities, which create a language-rich environment conducive to speaking skill enhancement. The collaborative approach fosters students’ engagement, active participation, and confidence in using spoken English. The implications of the research extend to curriculum design, teacher training, and educational policies, emphasizing the need for intercultural competencies and effective communication skill among educators. The study contributes to the body of knowledge in English language education and provides practical insights for enhancing language instruction and collaborative teaching practices in a bilingual primary school context.

Teaching English as a Third Language to Minority Adult Learners in Norwegian Secondary Schools

The aim of this study was to explore English teachers’ teaching techniques perceived as important when teaching English as a third language (L3) to minority adult students in secondary schools. Using a quantitative research approach, 95 teachers from two districts in the Viken county of Norway completed a 15-item questionnaire titled. Perceived Strategies for English Teaching Scale and an open-ended question about ways of teaching vocabulary for effective English teaching to support students learning in their classrooms. Descriptive statistics, ANOVA, and t-tests were used to analyse the data. The results showed that teaching vocabulary, reading, and grammar, among others, were strategies considered as important in teaching English. Reflecting on teachers challenging roles in teaching English as L3 to minority adult learners with varied English knowledge a collaborative teaching strategy was found to be very useful. The respondents also identified certain ways of teaching vocabulary to support students learning. Implication for further research is discussed. Keywords: Norway, English teaching, minority students, teaching strategies

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.

EFFECT OF COLLABORATIVE INSTRUCTIONAL STRATEGY ON ACADEMIC PERFORMANCE AND RETENTION AMONG SENIOR SECONDARY SCHOOL STUDENTS IN DUTSINMA EDUCATION ZONAL QUALITY ASSURANCE, KATSINA STATE, NIGERIA

This study investigated the effect of Collaborative Teaching Strategy on Academic performance and Retention among Senior Secondary school students in Dutsinma Education Zonal Quality Assurance, Katsina State, Nigeria. The study was guided by four objectives among which is, ‘to Determine the difference between academic performance of Biology students taught using Collaborative teaching strategy and those taught using chalk/talk method’, from which four research questions were generated, among which is, ‘What is the difference between the mean academic performance scores of biology students taught using Collaborative Teaching and those taught using Chalk/Talk method’? And four null Hypotheses were generated and analyzed, of the hypothesis is, ‘there is no significant difference between the mean academic performance scores of biology students taught using Collaborative Teaching and those taught using chalk/talk method’. A quasi-experimental research design using the pre-test, post-test, and post-post-test control group was adopted. The population of the study comprised 3,761 SS II students. Two intact classes containing 158 students (Experimental group = 81 and Control group = 77) were used in this study. A 30-item multiplechoice Biology Performance Test with reliability (Pearson Product Moment Correlation r= 0.720) was used to collect data. The treatment and data collection process lasted for eight weeks. The data collected were analyzed using mean, standard deviation, and independent ttests. The result of the findings shows that there is a significant difference in the academic performance of the experimental and control groups (p=0.000.05) and retention scores (p=0.32>0.05) of male and female students in the experimental group. It was therefore concluded that collaborative teaching strategies have a more significant effect on students’ performance in biology than the traditional chalk/talk method. On the basis of findings from the study, it was recommended among others that, teachers of biology should adopt the use of collaborative teaching strategy to improve academic performance and retention ability among students regardless of gender.

The Quest for Better Pedagogical and Boosting Learning Outcomes in Mathematics Education: The Enhanced Collaborative Strategy Paradigm

The study investigated the effects of enhanced collaborative teaching strategy on senior secondary school students’ learning outcomes in Mathematics in Ekiti State, Nigeria. The research determined the extent to which the application of teaching strategies enhanced better performance in and attitude of students to Mathematics. The study compared the outcomes of the effects of a teaching strategy on students with another set of students that were taught conventionally. The study adopted the quasi-experimental research design of the pre-test, post-test control group design. The population comprised all Senior Secondary Class II students in public secondary schools in Ekiti State. The sample consisted of 117 Senior Secondary School students purposively selected. Two null hypotheses were generated. The instruments used to collect data were Mathematics Performance Test (MPT) and Students’ Attitude Towards Mathematics Questionnaire (SATMQ). Hypotheses were tested at 0.05 level of significance and analysed using Analysis of Covariance (ANCOVA).The results of the study showed that there was significant difference between the pre-test and post-test mean scores of the students in the experimental group, while the pre-test and post-test mean scores of the control group showed less significant difference. It was found that there was significant difference in the post-test of the experimental and control group. The results showed that enhanced collaborative strategy improved students’ performance in Mathematics and changed students’ attitude towards Mathematics. Enhanced collaborative strategy was found to be highly effective in improving students’ behaviour during Mathematics classes. Based on the findings of the study, it was recommended that Mathematics teachers should encourage their students to work collaboratively. Teachers should be encouraged to use enhanced collaborative strategy during classroom interaction.

Cross-Cultural Distance Dialogues in Counselor Education: Collaborative Pedagogy

Researchers examined the experience of participating in Cross Cultural Distance Dialogues (CCDD) in facilitating Multicultural and Social Justice Counseling Competency (MSJCC) through an interpretive phenomenological analysis (IPA). With the high need to develop curriculum in counselor education programs that intentionally incorporate cultural competencies (Ratts et al., 2016), this study was conducted to explore an innovative pedological technique that further fosters MSJCC within master's level coursework. Four counseling students engaged in a structured dialogue across university campuses during their multicultural course were selected for participation in this study. After completing two rounds of interviews and a member check, the following themes were identified utilizing IPA methodology: (1) relational resistance, (2) negotiating dichotomy, (3) therapeutic space, (4) trust and, (5) cultural awakening. Findings highlight CCDD as an innovative collaborative teaching strategy that supports increased cultural awareness, competency development, and enhanced interpersonal skills and support.

Peer instruction versus conventional group work-based teaching in a laboratory exercise on respiratory physiology: a randomized study.

Collaborative teaching strategies such as peer instruction and conventional group work have previously been shown to enhance meaningful learning, but they have not previously been compared. In this present study, we compared the impact of solving quizzes with peer instruction and conventional group work on immediate learning in a laboratory exercise. A total of 186 second-year medical students were randomized to solve two quizzes by either a peer instruction strategy (n = 93) or conventional group work (n = 93) during a mandatory laboratory exercise on respiratory physiology, after which all students completed an individual test. There was no difference in total test scores between groups, but students randomized to peer instruction obtained the highest test scores in solving simple integrated questions. Conversely, students randomized to conventional group work provided the best evaluations of the overall assessment of the laboratory exercise. In conclusion, different collaborative teaching strategies implemented during a laboratory exercise appear to affect immediate learning and student satisfaction differently.

Use of computer supported collaborative learning in teaching and learning science in Nigeria

This study investigates the use of computer supported collaborative learning in teaching and learning science in Chemistry Teaching in Senior Secondary Schools in Obio/Akpor Local Government Area in Rivers State. Two research questions and two hypotheses were formulated to guide the research. The design adopted for this study is quasi experimental pre-test, post-test control group design. The population of the study was made up of all SSII chemistry students, using cluster sampling to select 40 students to form the sample size. The research instrument used was Balancing of Equations Performance Test (BEPT). Mean and standard deviation were used to answer the research questions. Analysis of Covariance (ANCOVA) was used to test the hypotheses. The findings among others indicated that students taught with computer supported collaborative learning teaching strategy performed better than the traditional method thereby eliminating student’s misconception on balancing of equations concept in chemistry. It was recommended among others that chemistry teachers should be encouraged to explore the application of computer supported collaborative learning strategy in their classroom instruction.

The Effectiveness of Collaborative Teaching and Learning and Engaging Students as Partners on English Language Teaching in Saudi Arabia

This paper looks at the effectiveness of Collaborative Teaching and Learning (CTL) strategies in increasing students’ satisfaction in their learning outcomes, experiences, and achievements. The main strategy addressed in this paper is engaging Students as Partners in the CTL. Student engagement correlates with positive learning experiences and outcomes for students. ‘Students as Partners’ principles and approaches are relevant to many aspects of enhancement and innovation in curriculum and pedagogy, particularly in Higher Education. While this may not be a novel or new idea in the West, many countries in Asia and the Middle East have yet to incorporate collaborative approaches in the classrooms. As such, this review hopes to shed light on the possibilities and advantages of engaging learners in aspects that in a traditional classroom, the role that only educators and teachers take on. This paper also explores the potential issues, challenges, and further work required in the application of CTL in an English as a Foreign Language (EFL) classroom in Saudi Arabia.

Collaborative Teaching Strategy and Learner Ability Interaction on Students’ Academic Achievement, in Physics in Nyeri County, Kenya

The study of the Physics subject continues to play a vital role in industrial development and economic revitalization. For instance, the Physics of the electronic chip has seen tremendous improvements in communication, entertainment, medicine and industry. However, secondary school students continue to achieve dismally. Different factors including the different strategies used in teaching Physics and learner factors have been reported to affect students’ achievement in Physics. Based in Nyeri County the study investigated the interactivity between strategies, learner abilities and academic achievement secondary school students in Physics. The Solomon Four group quasi experimental design was used. A sample of 173 form four students in four mixed day secondary schools in Nyeri County participated in the study. The sample was obtained through purposive sampling to obtain a list of mixed day secondary schools that offer the Physics subject at form four. Through random sampling a list of four schools that participated in the study was obtained. The schools were randomly assigned to experimental and control groups. The research instruments consisted of Physics Pre-test (PPT) and Physics Achievement Test (PAT). The Kuder Richardson test was used to determine the reliability of the PPT and PAT. A reliability coefficient of 0.7 and 0.8 was obtained for the PPT and PAT respectively. Descriptive statistics (mean, standard deviation) and inferential statistics (t-test and ANOVA) were used in data analysis. The Statistical Package for Social Sciences (SPSS) version 22.0 was used for statistical analysis. The hypothesis was tested at α=0.05 level of significance. The study established that Collaborative Teaching Strategy enhanced achievement of students of all abilities in Physics. The study recommended that teachers should expose students to Collaborative Strategy more frequently and teacher training programs to equip teachers with skills for collaboration. The findings of the current study are helpful to the curriculum developers in revising curriculum towards learner centeredness by in cooperating collaborative activities. Institute of Curriculum Development may find the information useful during in servicing of teachers towards making the curriculum more learner centered. The Instructional material developers may find the information useful while developing materials that enhance learner activity. The findings of the study may be useful to teachers while implementing the competence-based curriculum at secondary school level during and after transition stage.

تصور مقترح لمخطط استراتیجیات التدریس التشارکیة عبر المنصات التعلیمیة الرقمیة. A Proposed Outline of Collaborative Teaching Strategies via Digital Instructional Platforms

هدف البحث إلى وضع تصور مقترح لمخطط بعض استراتيجيات التدريس التشارکية لتوظيفها عبر المنصات التعليمية الرقمية، واعتمد البحث على فلسفة استراتيجيات التدريس التشارکية في صياغة مراحلها بصورة إجرائية، وأسفرت نتائجه عن بعض النماذج المقترحة لاستراتيجيات التدريس التشارکية، والتي تمثلت في استراتيجية المحاکاة الرقمية والتي تمر بمراحل ثلاث؛ والتي اعتمدت في مراحلها على تنظيم الموقف التعليمي وتجزئته في صورة أدوار عدة، يقوم المشارکون بالاختيار من بينها، واستراتيجية الدوائر الرقمية والتي تعتمد على فعالية المتعلم داخل مجموعته عند أداء المهام التعليمية التشارکية، والتي تألفت من ثلاث مراحل رئيسة، واستراتيجية تکامل الخبرات الرقمية والتي تحقق الهدف منها بالمتعلم الخبير الذي يرقى في أدواره من متعلم إلى معلم داخل مجموعته، والتي تمر بمراحل ثلاث، واستراتيجية المزج بين المشکلات الافتراضية والواقعية، والتي تألفت من أربع مراحل رئيسة، ونجاحها يعتمد على صياغة خبرات تعليمية تعبر عن مشکلات يعايشها المتعلم أو يتخيلها عبر المنصة التعليمية الرقمية، واستراتيجية الفرق التنافسية الافتراضية، والتي استهدفت التنافس الإيجابي بين المتعلمين ورغبتهم في مزيد من التعلم للانتقال من مستوى أکاديمي إلى مستوى أعلى بالنسبة لخبرات التعلم المکتسبة، وقد تألفت من أربع مراحل رئيسة، ويوصي البحث بضرورة إجراء المزيد من الدراسات والبحوث التطبيقية والنوعية، التي تؤکد فعالية هذه النماذج المقترحة لاستراتيجيات التدريس التشارکية. The present research aimed to develop a suggested proposal of collaborative teaching strategies outline to be employed through digital educational platforms. The research is based on the philosophy of collaborative teaching strategies in formulating their phases in a procedural manner. The results of the research demonstrated some proposed models of collaborative teaching strategies, which were represented in the digital simulation strategy, which passes through three phases. The strategy relied on organizing the educational situation and dividing it into several roles to be chosen by the participants for developing the phases. The strategy of digital circles which depends on the effectiveness of the learner within his group when performing the collaborative educational tasks consisted of three main phases. The strategy of integrating digital experiences that achieves the goal of including the expert learner who progresses his role from a learner to a teacher within his group; such strategy passes through three phases. The strategy of blending hypothetical and realistic problems, which consisted of four main phases, and its success depends on the formulation of educational experiences that express problems encountered or imagined by the learner in the digital educational platform. The strategy of virtual competitive teams, which targeted positive competition among learners and their desire for more learning to move from an academic level to a higher level in relation to the acquired learning experiences, and it is consisted of four main phases. The research recommended conducting more applied and qualitative research investigating the effectiveness of such suggested strategies of collaborative teaching.

TEACHING ENGLISH TO ADULT LEARNERS WITHIN EXTRACURRICULAR ACTIVITIES AT UNIVERSITY: BARRIERS AND MOTIVATION FACTORS

The article aims to conduct the experimental research of the adult learners’ readiness to learn English, investigate adult learners’ barriers to study English and develop the model of English teaching environment for adult learners within university extracurricular activity based on the collaborative teaching strategy. The hypothesis of the research is that motivation to study the English language among adult learners will be increased after the investigation of their learning barriers and work on their minimisation in the conditions of university extracurricular work within the collaborative learning strategy. In order to achieve the purpose of the research, a set of scientific methods was used: analysis, synthesis, complex analytical method, conceptual system method, factual method, descriptive method, questioning, testing, observing, interviewing and generalisation. Respondents were 52 adult learners (age range was from 40 to 55) who were the participants of the Ukraine-Norway project, who attended the course “English for Business”. The respondents were united into three age groups: 40-45 years; 45-50 years; 50-55 years. The majority of respondents (51%) showed a high level of a readiness to continue the English study process after completing the proposed course. The application of the suggested in the article model will minimise adult learners’ barriers to study English, increase the level of adult learners’ motivation to learn English, create a positive learning environment, engage adult learners into the English study process as active participants, promote collaboration and support within the peers.