Collaborative Teaching Research Articles

Human and artificial intelligence collaboration for socially shared regulation in learning

AbstractArtificial intelligence (AI) has generated a plethora of new opportunities, potential and challenges for understanding and supporting learning. In this paper, we position human and AI collaboration for socially shared regulation (SSRL) in learning. Particularly, this paper reflects on the intersection of human and AI collaboration in SSRL research, which presents an exciting prospect for advancing our understanding and support of learning regulation. Our aim is to operationalize this human‐AI collaboration by introducing a novel trigger concept and a hybrid human‐AI shared regulation in learning (HASRL) model. Through empirical examples that present AI affordances for SSRL research, we demonstrate how humans and AI can synergistically work together to improve learning regulation. We argue that the integration of human and AI strengths via hybrid intelligence is critical to unlocking a new era in learning sciences research. Our proposed frameworks present an opportunity for empirical evidence and innovative designs that articulate the potential for human‐AI collaboration in facilitating effective SSRL in teaching and learning.Practitioner notesWhat is already known about this topicFor collaborative learning to succeed, socially shared regulation has been acknowledged as a key factor.Artificial intelligence (AI) is a powerful and potentially disruptive technology that can reveal new insights to support learning.It is questionable whether traditional theories of how people learn are useful in the age of AI.What this paper addsIntroduces a trigger concept and a hybrid Human‐AI Shared Regulation in Learning (HASRL) model to offer insights into how the human‐AI collaboration could occur to operationalize SSRL research.Demonstrates the potential use of AI to advance research and practice on socially shared regulation of learning.Provides clear suggestions for future human‐AI collaboration in learning and teaching aiming at enhancing human learning and regulatory skills.Implications for practice and/or policyEducational technology developers could utilize our proposed framework to better align technological and theoretical aspects for their design of adaptive support that can facilitate students' socially shared regulation of learning.Researchers and practitioners could benefit from methodological development incorporating human‐AI collaboration for capturing, processing and analysing multimodal data to examine and support learning regulation.

Team Teaching in Higher Education: Personalities, Leadership Styles, and Preferences

Objective: This study aims to find out more about a) certain personality types, leadership styles, and teaching philosophies of those who have participated in team teaching, as well as b) their preferences for team teaching. These preliminary results ought to be helpful to faculty who may be asked to consider team teaching with a colleague(s), and results may help academic administrators assign and match faculty to team teach courses in their program offerings.Background: Given that few faculty have had the opportunity to team teach relative to the numerous courses they offer solo, there is a lack of focus, faculty development opportunities, and research on this subject. This does not, however, diminish the value of this method of delivering courses in higher education. Faculty may explore collaborative teaching in a number of ways, such as inviting a colleague to provide a one-time guest lecture, distributing assignments according to the collaborators' specialized knowledge, or working together on every part of the course.Methods: Using previously developed Myers-Briggs personality type finders and leadership style research tools, the participants' leadership and personality types were identified (Malak et al., 2022). People's experiences with teaching and preferences for leading vs. following were mapped using both qualitative (self-report) and quantitative (survey) approaches.Results: Sixty-three percent of the respondents identified as utilizing either servant leadership or coaching/mentoring. The majority of "E" type personalities like to "Lead," especially in a team-teaching atmosphere, according to this study's findings. The traditional team-teaching method was adopted by 49% of the participants, while 26% used cooperative learning, 11% used integrated learning, 9% used parallel learning, and the remaining 6% used monitoring learning. It is important to highlight that more than 60% of the subjects who had "E" qualities had backgrounds in nursing, public health, health administration, or health care.Conclusions: In summary, the faculty survey data reveal an overall profile of the faculty who have team taught in higher education as an extrovert with a penchant for judging; who prefers to lead rather than follow; uses a coaching/mentoring or servant leadership style; and prefers high level cooperation with a colleague(s) in the full range of teaching/learning activities.

Collaboration: Exploring the path of novice teachers' growth in teaching and research activities

For novice teachers, collaborative teaching and research activities are an important way to enhance their professionalism and realize their aspirations as teachers. In diverse collaborative teaching and research activities such as teacher-apprentice systems and group listening and evaluation, teachers are able to find their own breakthroughs in imitation, practice and reflection, shaking off the pain of identity change in a short time and moving towards the goal of teacher excellence. However, existing collaborative teaching and research activities are generally characterized by formalism, lack of teacher initiative and utilitarian outcomes, which hinder the development of novice teachers. Therefore, based on the above background, this paper proposes an effective path for novice teachers to achieve growth in collaborative teaching and research activities from two dimensions: extrapolation and endogenization, with the aim of using teachers' endogenous motivation as the source and efficient and diverse collaborative teaching and research activities as a scaffold to help novice teachers achieve growth and transformation.

Collaborative Τeaching as a Social form of Organizing Teaching in Primary Education: Views and Attitudes of Greek Teachers

The purpose of this study is to investigate the views and attitudes of active Greek teachers in Primary Education on the implementation of Collaborative Teaching (CT) as a social form of teaching organization regarding the way of cooperation and organization of relationships between students during the teaching and learning process. More specifically, it seeks to investigate whether the application of CT ensures students’ active participation in the learning and teaching process, creates friendly relationships between group members, improves students’ social skills, limits individuality and engages students’ self-expression, and improves students’ academic performance compared to traditional teaching where they work individually. The research sample consisted of two hundred and ten Greek teachers. A structured questionnaire was used to conduct the research and collect data. The main findings of the research are summarized as follows: (i) A fairly high percentage of teachers state that the implementation of CT ensures the active participation of students in the learning and teaching process, creates friendly relationships between group members and improves students’ social skills; (ii) A high percentage of teachers state that the implementation of CT improves students’ academic performance compared to traditional teaching where they work individually.

Collaborative Teaching Between Special Education Teachers and Mainstream Teachers in Inclusive Education

Collaborative Teaching Between Special Education Teachers and Mainstream Teachers in Inclusive Education

Collaborative teaching as a possibility to make the teaching of written portuguese as second language viable to the deaf

The objective of the research was to understand how the working model of collaborative teaching can help and make possible the teaching of written Portuguese as L2, corroborating the teaching and learning process of the Deaf. Considering that the Deaf student has the right to have a bilingual education and that he lives in a listening society, he will need the Portuguese language as an alternative for communication, therefore, we believe that collaborative teaching is important to guarantee the elimination of communication barriers and pedagogical. As this is a bibliographical research, primary and secondary sources were used, the main authors being scholars on education for the deaf and official documents. We found that when developing a collaborative teaching practice in the education of the deaf, the tendency is that the acquisition of the Portuguese language in the written modality can have better results, especially when it is associated with sign language.

Promising Practices for a Better Tomorrow: A Qualitative Study of Successful Practices in Senior High School Education

This qualitative research study aimed to explore and understand successful approaches used in senior high school education. The study included 12 participants, consisting of 6 teachers and 6 students, who were selected based on their experiences and perspectives related to successful approaches in senior high school education. The study utilized semi-structured interviews for data collection and qualitative content analysis for data analysis. The research revealed four main themes: Collaborative Teaching and Learning, Holistic Support for Students, Innovative Teaching and Learning Approaches, and Emphasis on Student Assessment and Evaluation. These findings provide insights into the experiences and perspectives of teachers and students regarding successful approaches in senior high school education. The study underscores the importance of collaborative teaching and learning, providing holistic support for students, incorporating innovative teaching and learning approaches, and emphasizing student assessment and evaluation to achieve success in senior high school education. These findings have implications for policy and practice in senior high school education and contribute to the ongoing discussion on providing quality education for all students. This study highlights the need for continuous efforts to improve senior high school education and emphasizes the importance of considering the perspectives and experiences of teachers and students in these efforts.

Constructing teacher identity in teacher collaboration: What does it mean to be a teacher of culturally and linguistically diverse English learners?

Research calls for practice-based inquiry where language teachers conduct exploratory action research to transform their pedagogical practices to impact student achievement. This study builds on the research in practitioner inquiry, teacher collaboration, and teacher identity to investigate how a seventh-grade English Language Arts (ELA) teacher (Heather) constructed her identity as she collaborated with an ESL teacher (Amanda) to plan for and teach ESL students in a collaboratively taught ELA classroom. Our qualitative inquiry included data gathered from two collaborative cycles with three semi-structured interviews, two collaborative planning sessions, fieldnotes of the collaborative teaching sessions, and two reflective journals authored by the ELA teacher. The findings illustrate that Heather constructed her teacher identity as a novice teacher with surface-level understandings of ESL students and a limited knowledge about how to plan for the ESL students in her classroom. Collaboration did not disrupt her deficit student perspectives nor did this partnership pave the way for Heather’s renewed understandings about how to teach ESL students in the ELA classroom. Collaboration, instead, provided Heather access to Amanda, whom Heather positioned as an experienced content teacher who could make the content accessible to ESL students.

Enhancing Post-Pandemic EFL Education by Leveraging Immersive, NLP-Driven, AI-based Tools That Promote Collaboration and Interactivity within an Educational Approach

This paper aims to improve post-pandemic English as a Foreign Language (EFL) education by leveraging immersive, NLP-driven, AI-based tools that promote collaboration and interactivity in teaching. It is because the COVID-19 pandemic has significantly disrupted conventional language education, leading to a shift towards online instruction and requiring new language learning strategies. The study used a mixedmethods approach integrating quantitative and qualitative data collection and processing strategies to examine the effectiveness of collaborative and interactive AI-powered natural language processing (NLP) applications on EFL instruction in a post-pandemic online teaching environment. To collect data, teachers, and students at the University of Abomey-Calavi (UAC) in Benin were surveyed, interviewed, and observed during online language learning sessions. The data was analysed using both descriptive and inferential statistical methods. The study used questionnaire surveys to analyze the quantitative data and the thematic (content) analysis method to identify significant trends and themes in the qualitative data collected through semi-structured interviews and online class observations. The results revealed the advantages and disadvantages of using AI-supported collaborative and interactive language learning in EFL instruction, the learning methodologies and assessment approaches used in AI-supported online collaborative learning, the role of technology in supporting lifelong learning, and the impact of ICT teacher training on the integration of AI-supported online collaborative learning in EFL instruction. The outcomes provide new insights into the impact of AI-assisted collaborative and interactive language learning on EFL instruction and its implications for EFL teachers and students in the post-COVID-19 era.

The Solfeggio and Ear Training Course in the Context of Innovative Teaching

From the perspective of reforming the teaching of music courses and deepening the construction of solfeggio and ear training courses, this article proposes an innovative teaching method on the web platform and a collaborative teaching method and suggests reforms to the teaching process and evaluation methods of the course.

CoDerainNet: Collaborative Deraining Network for Drone-View Object Detection in Rainy Weather Conditions

Benefiting from the advances in object detection in remote sensing, detecting objects in images captured by drones has achieved promising performance in recent years. However, drone-view object detection in rainy weather conditions (Rainy DroneDet) remains a challenge, as small-sized objects blurred by rain streaks offer a little valuable information for robust detection. In this paper, we propose a Collaborative Deraining Network called “CoDerainNet”, which simultaneously and interactively trains a deraining subnetwork and a droneDet subnetwork to improve the accuracy of Rainy DroneDet. Furthermore, we propose a Collaborative Teaching paradigm called “ColTeaching”, which leverages rain-free features extracted by the Deraining Subnetwork and teaches the DroneDet Subnetwork such features, to remove rain-specific interference in features for DroneDet. Due to the lack of an existing dataset for Rainy DroneDet, we built three drone datasets, including two synthetic datasets, namely RainVisdrone and RainUAVDT, and one real drone dataset, called RainDrone. Extensive experiment results on the three rainy datasets show that CoDerainNet can significantly reduce the computational costs of state-of-the-art (SOTA) object detectors while maintaining detection performance comparable to these SOTA models.

Learning technology as contested terrain: Insights from teaching academics and learning designers in Australian higher education

Learning and teaching is no longer the exclusive domain of teaching academics and is increasingly reliant on third-space professionals, in particular learning designers. The sharing of the design of the learning and teaching space is underlined by the increasing collaboration between teaching academics and learning designers. This qualitative study explores how these two key stakeholders understand learning technology, which is critical to shaping the teaching and learning process in contemporary higher education. Foucauldian discourse and power were employed as the theoretical lens to analyse semi-structured interviews with 12 teaching academics and 5 learning designers at a large Australian university. Although learning designers and teaching academics share a mutual interest in improving the learning and teaching process, the findings also revealed five discourses where practice was contested: centralisation, surveillance, institutional homogenisation, responsibility, and efficiency. This article calls for a new focus on the collaborative aspect of the learning design and teaching process that is constantly (re)negotiated between these two main stakeholders. Implications for practice or policy: Teaching academics and learning designers should develop practices that recognise the collaborative nature of learning technology in higher education. Universities should develop practices and policies that reduce tensions within the five identified discourses of learning technology to ensure a more collaborative teaching academic-learning designer relationship.

Improving Senior Secondary School Students' Academic Performance in Mathematics Through Collaborative Teaching Method in Anambra State, Nigeria

Improving Senior Secondary School Students' Academic Performance in Mathematics Through Collaborative Teaching Method in Anambra State, Nigeria

Ecosystem “Distant”: Teacher-student dyad

The paper describes the analysis of the teacher’s role as a guarantor of maintaining the quality of the educational process in a higher educational institution in a distance learning format. The author provides a detailed description of the Distant ecosystem, its positive and negative sides. The basis of the research is the collaborative method of teaching. The author considers learning features with the help of distance technologies, both from the view of a student and from the teacher’s one. The study interpreted a lecturer’s personality as a conductor of collaborative and motivating roles. Particular attention the author paid to the collaborative teaching method, which turned out being the most effective in distance learning. This method heads to maximum interaction between the considered dyad of communicants in the educational process. The results of the study allow to determine the major factors affecting the quality of the educational process with the use of distance technologies. Also, the research defined the key third-party elements to either hinder to achieve the maximum quality of education during distance learning.

The Symbiotic Relationship Between Reading and Music: A Natural Pedagogical Collaboration

Reading and music instruction can form a symbiotic relationship to positively impact lower-elementary literacy and increase student engagement. In this action research study, cross-curricular instruction between reading and music at the 2nd grade elementary level was taught by both the reading and music teacher. This study employed reading, rhythm, rhyme, instrumentation, writing, physical movement, and song to benefit students’ phonemic awareness while reading. Developmental Reading Assessments (DRAs) were used to measure student growth from the start of the study to its conclusion. These DRAs were used as pre- and posttests and were bookended around instruction using reading, rhythm, rhyme, instrumentation, writing, physical movement, and song in the regular and music classrooms. This type of cross-curricular instruction between reading and music reinforced learning in both classroom settings. Results revealed that co-planning reading and music instruction have a positive impact on fluency, comprehension, and student engagement, but that DRAs are not the most accurate tools to measure phonemic awareness.

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.

To what extent does virtual learning promote the implementation of responsible management education? A study of management educators

This paper aims to explore the extent to which virtual learning fosters the implementation of responsible management education (RME) in public business schools in Egypt. We conducted semi-structured interviews with 27 management educators working at three public business schools in Egypt. Thematic analysis was undertaken on the collected data resulting in four major themes. The findings reveal that management educators perceive difficulty in implementing responsible management education in the context of virtual learning due to the following four factors: employing a student-centred learning approach, inability to use collaborative teaching pedagogies in virtual learning, lack of academic freedom, and poor info-structure characterising the Egyptian context. The present study is the pioneering works to empirically investigate the relationship between the shift towards virtual learning and the implementation of responsible management education, particularly in non-Western contexts.

"A Widely Applicable Model": Teaching Sarah Manguso's The Two Kinds of Decay Across Institutions.

Many of those teaching at the intersection of medicine and the humanities are siloed within institutional spaces. This essay recounts the teaching of Sarah Manguso's The Two Kinds of Decay to students across different academic contexts and considers what we can learn when we put classrooms in conversation with each other. This essay argues for the value of texts like Manguso's, which explicitly hold the narrating subject and form of illness narrative up for critical examination. The authors call for more collaborative teaching, which has special resonance in the health humanities, where conversations already depend on bridging disciplines and listening to the stories others can tell.

Influence of Students’-Staff Interactions on Academic Delinquency amongst Undergraduate Students in Public Universities in Kiambu and Nairobi Counties-Kenya

Academic delinquency has manifested itself in practices through practices such as: ‘sex for grades,’ sneaking unacceptable materials into examination rooms popularly known as ‘mwakenya’, plagiarism of assignments among other delinquent practices which have greatly affected the quality of university education in Kenya. So, this study sought to answer the research question: what is the influence of students’-staff interactions on academic delinquency amongst undergraduate students in public universities in Kiambu and Nairobi Counties in Kenya? The study adopted both quantitative and qualitative approaches targeting 40 Deans, 12 heads of departments, 120,000 undergraduate students, 2 counsellors, 2 registrars and 2 examination coordinators from Kenyatta University and Jomo Kenyatta University of Agriculture and Technology. Using stratified, multistage and purposive sampling criteria, a total of 414 respondents were sampled to participate in the study. For ethical purposes, the two universities were coded as X and Y in the analysis of data. Questionnaires and structured interview guide with open-ended test items were used to collect data from the students and deans, heads of departments, counselors, registrars and exam coordinators respectively. The study found that students’ interactions with members of staff during lecturers, Class work, sport and social functions was found to influence engagement in academic delinquency amongst students, as supported by more than 60% of respondents from both university X and Y. The study recommends a collaborative teaching and learning practice, where parents, staff and other stakeholder are engaged in ensuring proper ethics are instilled to all earners in universities.

Reconciliation and Diversity for Educators: The Medicine Wheel, Bloom's Taxonomy, and CanMEDS Competencies.

Reconciliation and Diversity for Educators: The Medicine Wheel, Bloom's Taxonomy, and CanMEDS Competencies.