Development Of Collaborative Skills Research Articles

Collaborative Skills Training Using Digital Tools: A Systematic Literature Review

The development of information and communication technologies has changed our way of working, emphasizing the need for individuals to develop collaborative skills. The aim of the present systematic review was to examine the extent to which these skills can be developed through the use of digital tools. A search of seven electronic databases, following PRISMA guidelines, yielded 18 relevant peer-reviewed articles. Analysis of the literature revealed that digital tools have the potential to enhance collaborative skills. However, the effects vary considerably, depending on which tools, methods, and measures are used. It also revealed that studies were conducted mainly in the social sciences, mostly among students, and half of them focused on short interventions. Another finding was that little is known about the features of the digital tools that actually contribute to these effects. Work on how digital tools contribute to the development of collaborative skills is still in its infancy, and more research based on rigorous methods and measures is needed.

Interprofessional radiology: from training to collaborative practice

This article discusses the training and practice of professionals who work in Diagnostic Imaging in its various segments. The multidisciplinary team plays a key role in radiology, ensuring accuracy and safety in diagnostic and therapy methods. The teaching and interprofessional practice (IPE) inserted in this context, promote the development of collaborative skills among the various professionals who make up the multidisciplinary team in the area of Imagenology. This interdisciplinary approach is encouraged by the World Health Organization and recognized as paramount to improve the care provided to individuals, promoting a more integrated and patient-centered approach. The area of Radiology requires highly qualified professionals who perform in an integrated manner the various procedures associated with its complexities.

Bibliometric Analysis Toxicity Levels of MOBA Game Players Among Students and the General Public

Multiplayer Online Battle Arena (MOBA) games have become a global phenomenon in the gaming industry. This article aims to examine the evolution, impact, and social aspects of MOBA games. We analyzed various literature sources, including scientific journals, articles, and research reports relevant to the keyword "MOBA." In our analysis, we see the development of MOBA games from their beginnings as modified real-time strategy (RTS) games to become a very popular standalone game genre. We also investigated the influence of MOBA games on mental health, social behavior, and addiction rates among players. Abstract P-ISSN: 2302-8734 Abstract Additionally, we explore social aspects such as communication within teams, development of collaborative skills, and learning related to MOBA gaming. Our research results show that MOBA games have a significant impact on players, both positive and negative. In a positive aspect, this game can improve social skills, strategic thinking skills, and team coordination. http://jurnal.umt.ac.id/index.php/jt/index E-ISSN: 2581-0006 Multiplayer Online Battle Arena (MOBA) games have become a global phenomenon in the gaming industry. This article aims to examine the evolution, impact, and social aspects of MOBA games. We analyzed various literature sources, including scientific journals, articles, and research reports relevant to the keyword "MOBA." In our analysis, we see the development of MOBA games from their beginnings as modified real-time strategy (RTS) games to become a very popular standalone game genre. We also investigated the influence of MOBA games on mental health, social behavior, and addiction rates among players. Additionally, we explore social aspects such as communication within teams, development of collaborative skills, and learning related to MOBA gaming. Our research results show that MOBA games have a significant impact on players, both positive and negative. In a positive aspect, this game can improve social skills, strategic thinking skills, and team coordination. However, there is also a risk of high levels of addiction and mental health disorders associated with excessive use. This research provides in-depth insight into the MOBA gaming phenomenon and the importance of understanding social aspects and their impact. However, there is also a risk of high levels of addiction and mental health disorders associated with excessive use. This research provides in-depth insight into the MOBA gaming phenomenon and the importance of understanding social aspects and their impact.
 Keywords: Bibliometric, Online Games, MOBA, Toxicity, Student.

Taftisyul Kutub in Developing Student Skills in Junior High School

One of the frequent challenges Raudlatul Ulum Junio High School faces is the minimal attitude of care and compliance of students in doing the tasks received from teachers. As an educator, overcoming the existing challenges and implementing a decent solution to solve them is vital. The key is placed to hold a Taftisyul Kutub, where passing the Taftisyul Kutub examination is a prerequisite for following the written test. This research aims to examine in depth the implementation of the Taftisyul Pole and the skills that students generate from its performance. Qualitative research uses a participatory qualitative approach, where data collection techniques include observations, interviews, and documentation. Data is then analyzed based on data reduction components, data measurement, conclusion drawings, and verification to determine its validity using triangulation. The researchers' findings suggest that Taftisyul Polub is a strategy to reduce student disobedience. As for the skills acquired by students from the Taftisyul Kutub maintenance, that is, the development of collaborative skills, improved student understanding, the development of speaking and opinion skills, motivation, and student involvement.

Form of Social Emotional Guidance Method for Children with Intellectual Disability in Improving Social Skills at SLB Mutiara Hati Medan Tembung

This research is motivated by the condition of mentally retarded children, which needs to be discussed in the process of developing social skills. This research uses this type of research, which is qualitative research. Qualitative data is data in the form of words, sentences, gestures, facial expressions, charts, images and photos. The aim of this research is to determine the forms of social emotional guidance for mentally retarded children in improving social skills at SLB Mutiara Hati Medan Tembung and to find out the supporting and inhibiting factors in developing the social skills of mentally retarded children at SLB Mutiara Hati Medan Tembung. This writing uses a qualitative descriptive method which is useful for providing information, facts and data regarding the mentor's efforts in developing the social skills of mentally retarded children at SLB Pearl Hati Medan Tembung. The research results are (1) Guidance methods in developing the social skills of mentally retarded children (a) Methods for developing questioning skills. (b) Efforts to develop skills in establishing and maintaining friendships. (c) Methods for developing collaboration skills. (d) Methods for developing sharing skills. (e) Skills methods in religion. (2) Supporting and inhibiting factors in developing the social skills of mentally retarded children.

Experiential Learning Model for the Development of Collaborative Skills through Project Based Learning Practicum

To be able to improve student learning outcomes and to build a pleasant learning atmosphere, teachers need to design learning well, one way is to apply an experience-based learning model so that students can develop their collaboration skills which are one of the important skills and are needed in the 21st century. This study aims to analyze the implementation model of experiential learning in developing collaboration skills of Vocational High School students through practicum-based project-based learning. This study used a mixed methods approach. The informants in this study were 3 teachers and 22 students of vocational high school as respondents. The data obtained in this study were collected using interviews and questionnaires. The data analysis technique uses a Sequential Exploratory Design. The results of this study indicate that (1) teachers have implemented experience-based learning for students through project-based practicum; and (2) experience-based learning through project-based practicum makes teachers and students feel that this learning model plays an important role in developing student collaboration skills that can be implemented in everyday life.

Collaboration Skills in Educational Robotics: A Methodological Approach—Results from Two Case Studies in Primary Schools

This study proposes a methodological approach that allows educational robotics to be used in order to develop collaboration skills in educational settings. Educational robotics is a promising educational tool that has the potential to become a platform for the development of a range of skills. However, there is a scarce amount of empirical case studies that present detailed information on the way it is implemented within formal primary school education. On the other hand, even though collaboration skills are considered vital for future school graduates, it is rarely discussed as the main focus of educational robotics. Most commonly collaboration or teamwork skills are viewed as a byproduct of the robotics activities. This work views collaboration skills as the main outcome. The methodological approach that this work proposes has been implemented during a period of three years in one pilot and two case studies. This research measures the reflection of the robotics tasks paired with the methodological approach to the development of collaboration skills. In order to measure the development of collaboration skills, the ATC21STM framework was used. The results showed activation of the indicators that comprise collaboration skills. Additionally, observations, which were gathered during unsupervised and unrelated to educational robotics, non-context-driven social interactions, showed improvements in students’ social behavior.

Developing Early Graders' Collaborative Skills through Group-Work, Play-Based Pedagogy

This study aimed to develop early grade learners' collaborative skills through group work and play-based pedagogy because collaboration is among the twenty-first century's core skills needed among learners. Thus, its development among early-grade learners is paramount, if they are going to fit seamlessly into the twenty-first century. Participatory-action research, as a research design and professional development workshop, guided this study. Three public primary schools (n = 3) and nine teachers (n = 9), who were purposely sampled, constituted the sample for the study. The study was conducted in the Owerri Education Zone, and the data were captured by using semi-structured interviews and learners' performance-rating scales. Respondent validity was employed through member checking to ensure the validity and reliability of the research instrument. Thematic data analysis was used to determine the results and the indings of the study. It was discovered that teachers' knowledge of group work play-based pedagogy was inadequate, thus hampering the development of collaboration skills among early-grade learners. Professional development workshops were mounted to solve the problem through teachers' capacity to use group play-based pedagogy to develop collaborative skills. Among the proffered recommendations was continuous in-service teachers' professional development of current collaborative pedagogical practices that encourage the active participation of early-grade learners.

Applying Project-Based Learning (PBL) for Teaching Virtual Design Construction (VDC)

Learning-centered models, which rely on active methodologies such as Project-Based Learning (PBL), should be adopted in undergraduate programs to potentiate the development of collaboration skills within future industry professionals like civil engineers. Thus, this study reports the implementation of PBL in two successive Virtual Design and Construction (VDC) courses from an undergraduate civil engineering program: 1) VDC I, in which the VDC methodology implementation was applied theoretically in an already-built project, and 2) VDC II, in which the VDC methodology implementation was applied in a currently-under-construction project. The study's objective is to identify students' perceptions of PBL influence on their learning experience, degree of acquisition of generic competencies, and project development under the VDC methodology. To assess the PBL and VDC implementation, a survey was applied to measure students' perceptions of the three mentioned variables. Results show an increase in their perceptions about the benefits of implementing VDC and PBL for the generic competencies acquisition process by more than a third, compared to other studies which implemented Building Information Modelling (BIM) with PBL. This is due to the theoretical background of the VDC methodology in terms of collaboration, processes, and tools. Besides, VDC II students' perceptions of the generic competencies' development process, degree of learning, and project development improved by 6.13%, 7.15%, and 3.44%, respectively, compared to VDC I students' perceptions, which is owed to the natural interaction between students and stakeholders of the projects adopted.

ANALYSIS OF CRITICAL THINKING SKILLS AND COLLABORATION OF ELECTRONIC ENGINEERING EDUCATION STUDENTS IN ELECTRICAL MACHINERY COURSE

The development of the 21st century is directed at the specialization of certain abilities. This certainly influences the goals of Indonesia's national education, where graduates must be equipped with 21st-century skills. These 21st-century skills we can call the 4Cs, namely critical thinking (critical thinking), collaboration (collaboration), creativity (creativity), and communication (communication). The ability to collaborate and think critically needs to be applied in the learning process, including in the Electrical Machinery course. In the Electrical Machines course, lectures are conducted using an electric machine trainer. The use of this trainer is intended to create a student-centered learning atmosphere. To analyze students' critical thinking and collaboration skills in the electrical machine course, we conducted a series of studies related to this. The research method used is a quantitative research method with a one-shot case study research design. From the research, it was found that learning activities using an electric machine trainer were able to optimize students' critical thinking skills. This is because learning using a trainer is student-centered learning, where students play an active role in the learning process. Besides being able to optimize student collaboration skills because the learning process is carried out in groups. Discussion activities carried out in groups provide experiences for students to develop collaboration skills.

Teaching physics in real-life contexts: the Beirut explosion

Teaching physics in real-life contexts continues to be a challenge for teachers at different educational levels. In this article, three context-rich problems are proposed to be implemented in the classroom for higher education, using the explosion that occurred in Beirut as a case study. These problems require the search and analysis of real data, integrating technologies as tools to learn physics. In particular, the analysis of images, videos, maps and audio recordings is suggested. The proposed activities are designed to promote active learning of classical mechanics subjects and the development of collaborative skills. The results of each problem allow a discussion based on scientific evidence in the classroom.

Aprendizado interprofissional na graduação em Odontologia no contexto pandêmico de ensino remoto

This article aims to understand undergraduate dental students’ perception of the motivations and meanings of interprofessional learning in the pandemic period of remote teaching at a public university in the South of Brazil. This qualitative research used the theoretical-methodological perspective of phenomenology of perception. The researchers conducted interviews and a documentary analysis of the portfolios of students who attended a teaching activity with a focus on remote interprofessional education (IPE) in the pandemic period. The experience was marked by interactions between students-teachers-professionals mediated by the use of digital platforms, and provided opportunities of development of collaborative skills. Inequalities in access to internet services and to devices suitable for remote teaching, personal-familial situations related to experiencing a pandemic, and difficulties in creating bonds were the reported barriers. IPE in settings of the Brazilian National Health System was perceived by students as essential for the training of health professionals.

Utilizing a High-Fidelity COVID-19 Simulation to Develop Collaboration Skills Among Multispecialty Cohorts.

Nursing students rarely have the opportunity to witness nurse-to-nurse collaboration with nurses from differing specialties. Simulation can provide students with an opportunity to practice this important skill. In this simulation, students from a critical care course and students from a maternal/newborn course worked together to care for a pregnant client with COVID-19. The client's condition required expertise from both an obstetrical nurse and a critical care nurse. Although the design of the simulation was aimed at collaboration, various other important observations and teaching moments were uncovered during the implementation of the simulation.

Analysis of Distance Learning Activities to Teach Collaboration Ability of Undergraduate Students of Mathematics Education Study Program

<span lang="EN">Distance learning is learning that is carried out separately between students and educators, the learning carried out is designed using communication tools or learning management media to support learning. In the 21st century, there are abilities that must be mastered by someone called 21st Century Competencies, one of which is the ability to collaborate. The purpose of this study is to describe distance learning activities to teach student collaboration skills and describe the influence of learning activities on distance learning in developing collaboration skills. This </span><span lang="EN">type of research is descriptive qualitative with a literature review method equipped with field data. The results showed that there are several things that need to be considered in designing distance learning activities to teach students' collaboration skills, namely 1) dividing students into groups, 2) using media that supports students to provide responses, ideas, comments and so on in the form of video conference forums and <em>LMS</em>, 3) instructions on feedback activities, and 4) the culture built in learning activities. Indicators of collaboration ability are also obtained, namely 1) cooperation and interdependence to achieve common goals such as cooperation in groups, discussion, active contribution, and flexibility, 2) being responsible for the basis of learning and behavior of each such as being responsible for work and working productively, and 3) the implementation of a cohesive work activity such as being able to adapt, communicate well, and respect for others. In addition, there are advantages and disadvantages of this design of distance learning activities.</span>

Experiences with team-based learning in an introductory bachelor course on sustainability

ABSTRACT Team-based learning (TBL) is a structured form of collaborative learning that is particularly beneficial in courses where students are expected to understand a significant amount of information to answer complex questions. Here we evaluate the implementation of TBL in a second-year undergraduate sustainability course. The course introduces structured and quantitative approaches for analysing human impacts on the natural environment. It consists of four learning units each focusing on a specific environmental issue, such as climate change and habitat loss. Teams of 5–6 students are formed at the beginning of the course. Each learning unit starts with individual pre-class preparation followed by a readiness assurance process. The remainder of the learning unit consists of assignments that require students to apply what they learned to environmental problems. In the peer evaluation, the students assess team members on their contribution to the team activities. The exam pass rates have been consistently high (> 82%) since we implemented TBL in 2016. The students’ appreciation of TBL increased over time, with 90% of respondents rating the added educational value of TBL as satisfactory or better in 2019. Teachers value the active participation of the students. Students repeatedly mentioned that they highly appreciate the collaboration in a team, increased both engagement and motivation. TBL’s biggest challenge is the facilitation of the discussions during the application sessions and making sure that the discussions remain concise while maintaining sufficient depth. TBL is now also implemented in other courses with structural attention to the development of collaborative skills.

MEJORA DE LAS HABILIDADES EMPRENDEDORAS MEDIANTE LA EXPERIENCIA DE APRENDIZAJE CO-OPETITIVO: UN CASO DE ESTUDIO EN UNA UNIVERSIDAD ESPAÑOLA

Global competition and digital market forces imply opportunities and threats in an increasingly fast and competitive job market. In this context, motivated learning through collaboration or cooperation have been extensively studied to develop necessary skills to be competitive. However, in undergraduate teaching little attention has been given to learning through competition and co-opetition, which is more common in entrepreneurial education. This paper proposes and tests a new classroom methodology where undergraduate students in the course Microeconomics interact in teams playing out features of the four C’s of game-based learning in an entrepreneurial environment: cooperation, collaboration, competition and co-opetition. The pedagogical pilot-project, dubbed as “Micro-Challenge”, is a peer-based student challenge which has been implemented in face-to-face classes as well as in a hybrid classroom. A posterior analysis of survey data and academic results, using regression analysis, reveals that the development of collaborative skills and team-based skills depend on personal characteristics and expertise while there is no significant effect of academic performance. Moreover, women are more likely to improve team-working or collaborative skills through the proposed challenge than men and engagement in terms of induced learning effect is found to be higher for students who are already endowed with a high level of competitive or collaborative attitude.

Competências colaborativas em gerontologia: perspectivas de graduandos da saúde

Abstract: Introduction: The discussion about the curriculum of health area courses becomes relevant for the proposal of educational strategies that promote the development of collaborative skills. This situation will enable a change in the culture of health care, especially for the demands of the older adults. Objective: To assess the collaborative skills acquired by undergraduate students attending the Gerontology discipline. Method: This is a qualitative study, carried out with students from the Nursing, Medicine, and Nutrition courses of a public university, who took an optional course with an interprofessional focus in 2019. Data collection included the conduction of a focus group and the application of a semi structured interview. The data were analyzed using the Content Analysis technique. Results: Nine students were evaluated, and they reported the development of collaborative skills, such as teamwork, effective communication, and the planning of comprehensive care for the older adults. Conclusion: The individualized expressions of the students participating in this study make us believe that interprofessional learning qualifies as an opportunity to develop collaborative skills.

Comprehensive evaluation of medical students' teamwork skills

Background: Teamwork plays a pivotal role in patient care and safety promotion. "TeamSTEPPS Teamwork Attitudes Questionnaire" (T-TAQ) aims to the assessment of attitudes of care providers regarding teamwork when enrolled in a series of TeamSTEPPS-based scenarios; among them, cooperation in mass casualty scenarios, medical error simulations, and other virtual learning experiences. However, the use of T-TAQ could be expanded into the evaluation of medical students' collaboration capacity in a series of educational tasks such as the management of a simulated clinical scenario within the context of a university course. Aim: To prospectively explore teamwork performance of Greek medical students in simulated clinical scenarios in the undergraduate course of Ophthalmology. Methods: This is a prospective, descriptive study. All fifth-year medical students attending the undergraduate course of Ophthalmology were asked to form teams, each one had to select a simulated clinical ophthalmological scenario and present the outcomes of their project. Scenarios were case reports from patients that visited the outpatients’ service of the Department during the previous six months. Α custom Greek version of the T-TAQ containing 29 5-scale Likert-type items in five subscales (team structure, leadership, situation monitoring, mutual support and communication) was used to evaluate students’ attitudes on the overall procedure. T-TAQ scores were evaluated with gender, residence and other parameters. Results: 102 students participated in this project. Students presented average total T-TAQ score (3.48±0.99) with non-significant differences regarding gender (p=0.38) and residence (p=0.58). Non-significant differences were detected for all subscale scores, as well (all p>0.05). Significant correlation was detected between team project performance and team structure (R2=0.375, p=0.04), mutual support (R2=0.463, p=0.02), and total T-TAQ score (R2=0.349, p=0.05). Additionally, readiness to form teams showed significant correlation with total T-TAQ score (R2=0.512, p<0.01) and project performance (R2=0.444, p=0.01). However, non-significant correlation was identified between T-TAQ score and students’ final grades in the Ophthalmology course (R2=0.015, p=0.28). Conclusion: Greek medical students demonstrated average T-TAQ scores. Medical schools should also focus on the development of collaboration skills for their medical students and possibly enroll teamwork initiatives to their curricula.

Multiprofessional family health residency as a setting for education and interprofessional practices.

Objective:to know the experiences lived during the residency by graduates of a Multiprofessional Residency Program in Family Health that could contribute to the development of Interprofessional Education and/or Collaborative Practice.Method:a qualitative study with residents who entered a Multiprofessional Residency Program of a Brazilian public university in 2017, a period in which the theme of interprofessionality was implemented in the activities of the residency. Data was collected using an electronic form built from the theoretical framework of interprofessional education. Content analysis was used to process the data.Results:nine residents participated, distributed among the professions of Physical Education, Nursing, Nutrition, Dentistry, Psychology and Social Work, five of whom were female and with a mean age of 28.4. Two categories emerged: the Residency as a setting for learning from the other, and the Residency as a setting for understanding the role of the other. Interprofessional education and practice provided opportunities for the development of collaborative skills, enhancing teamwork and interprofessional work.Conclusion:the multiprofessional logic was evidenced in the resident’s practice; and the gradual insertion of activities such as case discussions, shared services and inter-sectoral actions aligned with the theoretical-methodological framework of interprofessionality favored an approach to interprofessional work.

A Visual Depiction of an Educational Robotics Framework Aimed to Foster the Development of Collaboration Skills

There is a constantly growing research interest for Educational Robotics and its effects to the development of student skills. Many researchers conclude and state that E.R develops and increases the collaboration skills of students, without presenting a specific strategy or a methodology that supports the whole process. In addition, the reports are not supported by measurable results or observations of elements that comprise the collaboration skills. This research focuses at the creation of the appropriate conditions, strategy and methodology in order for collaboration skills to find solid foundations for development. It is important to be stated that collaboration is not seen as the means to produce learning outcomes, but collaboration and collaboration skills are perceived to be the outcome of this approach. The aim of this article is to provide a visual depiction of our proposed approach.