Collaborative Learning Experiences Research Articles

Socialization and training on the use of digital media and digital applications for teracher personality branding in the challenges of Generation Z Era Society 5.0 in Tembung Village, Deli Regency Serdang Province of North Sumatra.

This research aims to provide training on the use of digital media and digital applications in developing teacher personality branding in the challenges of generation Z. Generation Z, as a generation that grows up in the digital era, has different preferences and needs in terms of learning and interactions with teachers. This study uses a qualitative approach involving participants consisting of teachers who have attended training on the use of digital media and digital applications. Data was collected through in-depth interviews and participatory observation. The results showed that this training had a positive impact on developing effective teracher personality branding for generation Z. Teachers who participated in the training experienced increased knowledge and skills in using digital media and digital applications relevant to the needs of generation Z. They were able to create interesting and relevant content, build strong relationships with students, and utilize social media platforms to expand the reach and influence of teachers. In addition, this training also increases teachers' understanding of the characteristics of Generation Z, including their preferences in learning, communication styles, and use of technology. Trained teachers can harness the power of digital media and digital applications to create more interactive, collaborative and relevant learning experiences for generation Z.

Pemanfataan Aplikasi Canva Sebagai Media Pembelajaran Masa Kini dalam Kurikulum Merdeka

The era of digitalization is growing rapidly, including in the field of education. Educators and students need technology or platforms that support distance learning activities and still have good interaction, so that classes remain not bored or fun and productive. One platform that can answer these challenges is the Canva application. Canva has one of the special services or programs designed for education, namely Canva for Education. This service is designed for educators and students to continue to get a creative, innovative, collaborative and fun learning experience in line with the independent curriculum.The method used in this study is a development research method with a descriptive quantitative approach. This study aims to describe the use of the Canva for Education application by educators as a creative, innovative and collaborative learning medium for students in the current era

New Examination Approach for Real-World Creativity and Problem-Solving Skills in Mathematics

This paper presents a new and innovative examination method designed to foster creativity, problem-solving, and collaboration in mathematics education. Traditional assessment practices often focus on rote memorization and fail to engage students in the exploration of mathematical concepts and connect the content to real-world problems. In contrast, the proposed examination approach requires students to invent and solve their own mathematical tasks based on their personal interests and experiences. By actively engaging with mathematical concepts and relationships, students deepen their understanding while developing essential skills such as communication, self-assessment, and peer feedback. Anonymized peer correction is also introduced as a means of minimizing bias and promoting objectivity and a wider understanding. The study investigates student perceptions of the examination based on their experiences regarding its effects on creativity and problem-solving skills. The findings suggest that the new way of examining may not only enhance students’ mathematical understanding and problem-solving abilities but also foster a collaborative learning environment that encourages communication and peer support. The paper concludes that the adoption of this new method has the potential to transform traditional assessment practices and promote more engaged, creative, and collaborative learning experiences for students in a wide range of subjects.

Virtual Learning and Assessment in Rheumatology Fellowship Training: Objective Structured Clinical Examination Revisited.

With the onset of the COVID-19 pandemic, an annual multi-institutional face-to-face rheumatology objective structured clinical examination (ROSCE) was transformed into a virtual format. The educational goals of the virtual ROSCE (vROSCE) were to reproduce the educational value of the previous in-person ROSCE, providing a valuable formative assessment of rheumatology training activities encompassing the 6 Accreditation Council for Graduate Medical Education (ACGME) core competencies for fellows-in-training (FITs). This article describes the novel design, feasibility, and stakeholder value of a vROSCE. Through an established collaboration of 5 rheumatology fellowship training programs, in February 2021, a vROSCE was created and conducted using a Zoom platform. Station development included learning objectives, FIT instructions, faculty proctor instructions, and a checklist by which to provide structured formative feedback. An anonymous, optional web-based survey was sent to FIT participants to evaluate the experience. Twenty-three rheumatology FITs from 5 institutions successfully rotated through 6 stations in the vROSCE. Immediate feedback was given to each FIT using standardized rubrics structured around ACGME core competencies. A total of 65% of FITs (15 of 23) responded to the survey, and 93% of survey respondents agreed or strongly agreed that the vROSCE was a helpful educational activity and identified individualized opportunities for improvement. A vROSCE is an innovative, feasible, valuable, and well-received educational technology tool. The vROSCE enriched rheumatology FITs' education and offered collaborative learning experiences across institutions.

Learning to Integrate Technology in Early Math Classrooms: An Empowering Collaborative Learning Experience

Learning to Integrate Technology in Early Math Classrooms: An Empowering Collaborative Learning Experience

Mathematics teachers’ perceptions and challenges in using blended learning for optimum mathematics delivery in the post COVID - 19 classrooms

The study examined mathematics teachers’ perceptions and challenges in using blended learning for optimum mathematics delivery in the post Covid-19 classrooms in Anambra State, Nigeria. Descriptive survey design was adopted. Two research questions and one hypothesis guided the study. The population for the study was 89 mathematics teachers in Awka Education zone of Anambra State. The population was made up of 54 mathematics teachers in urban areas and 35 mathematics teachers in rural areas. A 20-item “Questionnaire for Mathematics Teachers’ Perceptions and Challenges in using Blended Learning for Optimum Mathematics Delivery (QMTPCBLOMD)” was validated by three experts and rated on four Likert scales. Cronbach Alpha was used to establish the reliability co-efficient of the instrument. The Cronbach Alpha reliability co-efficient was estimated at 0.84. Research questions were answered using mean and standard deviation, while the hypothesis was tested using z-test at 0.05 level of significance. The findings of the study showed that both urban and rural mathematics teachers perceived blended learning as the learning process that provides forum for interactive learning, promotes e-learning, fosters collaborative learning experience, incorporates both personalized and group learning, helps to share mathematics information and ideas globally and promotes student-centred learning. Challenges in using blended learning include lack of ICT compliance, low level of interest in mathematics, time factor, low speed connectivity and poor funding of secondary education. There was no significant difference between the mean response of perceptions of urban and rural mathematics teachers in using blended learning for optimum mathematics delivery in the post COVID-19 classrooms. It was recommended among others that both mathematics teachers and students should be ICT compliant and adequate time should be given for teaching of mathematics. Then capacity building workshop on blended learning should be organized for both mathematics teachers and students and government should fund secondary education adequately.

MoveMore: A model for interprofessional collaboration with nursing and physical therapy students in a community based walking class for people with stroke

Interprofessional education (IPE) opportunities that engage students with members of the community who have a chronic condition, like stroke, provide collaborative learning experiences. The purpose of this paper is to describe an IPE activity called MoveMore and its preliminary student learning outcomes. MoveMore is a community, evidence-based walking class, which engages physical therapy and nursing students together with participants with chronic stroke. Each session lasts 12 weeks with outcome measurements taken at weeks 1 and 12 and High Intensity Gait Training (HIGT) implemented during weeks 2–11. MoveMore occurred three times during 2022 and is scheduled to occur three times in 2023. Implementation of a community walking class for people with chronic stroke can be successfully implemented and sustained over time providing benefits to student learning as well as participants. Models of IPE provide the opportunity for other educational institutions to implement similar projects.

Correction to: Emotional contagion in collaborative virtual reality learning experiences: an eSports approach

Correction to: Emotional contagion in collaborative virtual reality learning experiences: an eSports approach

Voices of special need students at public higher learning institutions: a wishlist to ponder

The global movement towards inclusive and equitable education has gained significant momentum in recent years. This study delves into the aspirations and challenges of special needs students in Malaysian public universities, aiming to provide insights into their expectations and experiences. Through qualitative research methods, via semi-structured online interviews and thematic analysis, this study uncovers several key themes. First, the study highlights concern regarding inadequate infrastructure and facilities within higher education institutions. Participants emphasized the need for infrastructure that caters to diverse disabilities, revealing a gap between policy and implementation. Secondly, equitable treatment emerged as a paramount concern. Special needs students desire fair and respectful treatment from peers, lecturers, and employers. Thirdly, the need for greater awareness and understanding of special needs students’ unique needs and capabilities is emphasized. Fourthly, participants highlighted the importance of robust support systems, including academic assistance and counselling services. Fifthly, fostering empathy among peers, family, and special needs students themselves is critical. E-learning is proposed as an intervention to support inclusivity of the special needs students at higher learning institution. E-learning provides equitable access to educational resources- it contributes to equal treatment by offering standardized interfaces and incorporating universal design principles, raises awareness through disability awareness modules and asynchronous communication, fosters greater understanding among peers and educators, integrates virtual support services, ensures tailored guidance for special needs students, and creates opportunities for collaborative learning experiences. Clear and enforced policies are crucial to safeguard the rights of special needs students and can facilitate policy dissemination and enforcement by serving as a centralized platform for communication.

Transforming Medical Education and Training

In the ever-evolving field of medicine, it is crucial for medical education and training to keep pace with advancements in healthcare. Innovative approaches to medical education are essential to equip future healthcare professionals with the knowledge, skills, and competencies required to navigate complex medical landscapes. As we strive for excellence in healthcare delivery, it is time to embrace new paradigms in medical education and training that leverage technology, interdisciplinary collaboration, and learner-centered approaches.
 One promising avenue for innovation in medical education is the integration of technology. The digital era has revolutionized how we access information and interact with the world, and medical education should be no exception. Virtual reality (VR), augmented reality (AR), and simulation-based training can provide immersive learning experiences, allowing students to practice complex procedures and develop clinical skills in a safe and controlled environment. Online platforms and mobile applications can enhance self-directed learning, offer interactive modules, and facilitate global collaboration among medical students and professionals. By harnessing the power of technology, medical education can transcend geographical boundaries, promote lifelong learning, and foster a culture of innovation.
 Furthermore, interdisciplinary collaboration has become increasingly crucial in modern healthcare, and medical education should reflect this reality. Collaborative learning experiences that bring together students from various healthcare disciplines, such as medicine, nursing, pharmacy, and allied health professions, can promote a holistic understanding of patient care and enhance teamwork and communication skills. Interprofessional education (IPE) initiatives can create opportunities for shared learning, breaking down professional silos and fostering a collaborative healthcare ecosystem. By embracing interdisciplinary approaches, medical education can prepare future healthcare professionals to work effectively in multidisciplinary teams, ultimately leading to improved patient outcomes and healthcare delivery.
 Lastly, learner-centered approaches that prioritize individualized learning and active engagement can revolutionize medical education. Traditional didactic lectures are giving way to interactive and problem-based learning methods that encourage critical thinking, clinical reasoning, and application of knowledge. Small group discussions, case-based learning, and flipped classrooms are examples of learner-centered approaches that encourage active participation and foster deeper understanding. Additionally, incorporating reflective practice, mentorship programs, and real-world clinical experiences can enhance the professional and personal development of medical students, promoting empathy, resilience, and ethical decision-making.
 In conclusion, embracing innovative approaches to medical education and training is imperative to ensure that healthcare professionals of tomorrow are well-equipped to meet the challenges of a rapidly evolving healthcare landscape. By leveraging technology, fostering interdisciplinary collaboration, and adopting learner-centered approaches, we can revolutionize medical education and create a generation of healthcare professionals who are adaptable, skilled, and committed to providing patient-centered care. As we navigate the future of healthcare, let us embrace innovation and continuously strive to enhance medical education to shape a healthier and brighter future for all.

The role of collaborative inquiry in Iranian EFL teachers’ reflective teaching: the case of teaching experience

ABSTRACT Teachers’ collaborative inquiry is a process of learning through which teams of teachers evaluate and analyze their teaching practice, and reflective practice contributes to teachers’ professionalism. The present descriptive survey study aimed to investigate the role of collaborative inquiry in Iranian EFL teachers’ reflective teaching and whether teaching experience (novice and experienced teachers) affects collaborative inquiry and reflective teaching. For this purpose, 185 Iranian female and male language institute EFL teachers were randomly selected and responded to the survey instruments. The data were collected by the Survey of Reflective Practice and Collaborative Inquiry Survey and were analyzed by multivariate analysis of variance and Pearson correlation. The findings demonstrated a significant positive correlation between pedagogical reflection and collaborative inquiry and a significant negative correlation between critical reflection and collaborative inquiry. Furthermore, novice teachers obtained higher scores in pedagogical reflection whilst their experienced counterparts were more critically reflective. The present study findings contribute to further uncovering the links between reflective teaching practices and collaborative inquiry of EFL teachers. Therefore, school principals can design collaborative learning experiences, especially for novice teachers, to foster reflection. Furthermore, teachers should regard collaboration as a self-growth opportunity and help their colleagues develop and improve their teaching practices.

Teaching Data Science through Storytelling: Improving Undergraduate Data Literacy

This study proposes and evaluates the OCEL.AI (Open Collaborative Experiential Learning. AI) paradigm that aims at broadening participation in data science education and enhancing undergraduate students’ data literacy. The core of the paradigm is the “Tell Stories” approach. This approach applies the 5W+1H (Who, What, When, Where, Why, and How) conceptual schema of stories as a transdisciplinary language for data science education for STEM and non-STEM majors. Accordingly, this study reported findings from the OCEL.AI project that implemented and evaluated the paradigm. A field experiment, in addition to classroom observations, was conducted to compare the learning outcomes of students in data science competence, appreciation, career motivation, life-long willingness to learn, and self-efficacy in data science between the treatment group and the control group. The results showed that the OCEL.AI paradigm improved undergraduates’ data science competence and career motivation despite majors or gender.

Emotional Contagion in Collaborative Virtual Reality Learning Experiences: An eSports Approach

Emotional contagion is an intriguing subject in many academic fields, and it is also relevant in collaborative learning where learners share a physical or virtual space. We aimed at exploring the possibilities of motivating, fascinating, and experiential elements of virtual reality (VR) in a collaborative learning context, with a focus on emotional contagion. We adopted the eSports mode as a competency development strategy in collaborative learning, using VR to evaluate emotional contagion that is invoked between the presenters and spectators. For this purpose, we created a VR application (HHVR) that allows freshmen students to learn about the premises and academic life at a university. We then divided 43 adult participants into presenters (N = 9) and spectators (N = 34); the presenters experienced the HHVR application first-hand, whereas the spectators watched the experience through a monitor. We used a questionnaire and semi-structured interviews to measure what feelings of being — existential feelings that affect the way we react to the world — the participants experienced. The collected data were analyzed by Principal Component Analysis and qualitative data coding and the results revealed emotional contagion; the spectators who followed the presenters on a monitor showed similar emotional engagement with the presenters who used the application. In conclusion, the proposed eSports mode can be a useful pedagogical technique in the context of collaborative learning with VR, as it engages emotionally both the presenters and spectators. These findings can be helpful for designing emotionally engaging collaborative learning experiences with VR and for conducting group-based UX evaluations of VR applications.

Online Collaborative Learning: The Good, the Bad, and the Purported in Thesis Writing

The discourse on online collaborative learning in thesis writing has received less attention despite numerous studies which explored learning in the online milieu. Hence, this study aimed to fathom the Online Collaborative Learning (OCL) experiences in undergraduate thesis writing of Bachelor of Arts in Communication and English Language students in a prime state university in the Cordillera Administrative Region, Philippines. Notably, this study focused on undergraduate students’ benefits, challenges, and suggestions. Employing qualitative phenomenological research, the data were gathered through semi-structured one-on-one in-depth interviews. They were analyzed following the phases of thematic analysis by Braun and Clarke (2006). Ergo, the following themes were generated. First, the benefits included joint responsibility, which envelopes (a) a divided workload and (b) shared ideas and flexible communication. Second, the challenges were composed of external problems that bracket (a) work and school demands, (b) vague instructions, and (c) limited access and member performance issues which involve background knowledge, low quality outputs, and a lack of participation. Finally, the suggestions were engagement particularly recognizing responsibility, group dynamics, and guidance. Based on the findings, recommendations are suggested for future research directions.

A Case Study on The Implementation of Collaborative Learning in The Malaysian Lower Secondary Classroom Mallika

Collaborative learning is a highly effective approach that can yield numerous benefits for students, such as enhanced learning outcomes, improved communication skills, increased motivation, and better preparation for the demands of the workplace. The study aims to investigate the effectiveness of collaborative learning in the classroom and the factors that affect students’ participation in collaborative learning activities in Malaysian secondary school. Data were collected using qualitative methods, including group observation and semi-structured interviews. The results indicated that most students had positive perceptions towards collaborative learning in the classroom and agreed that collaborative learning helps them in the achievement of learning goals if certain criteria were met. These included the role of the teacher and the role of the group members. The role of the teacher was perceived as crucial in providing direction and guidance for the collaborative activities to ensure successful learning outcomes. Participants felt that better outcomes would also result from collaborative learning if the group could choose its own members. Reasons that hindered students’ active participation or caused reluctance towards collaborative learning were their own self-image and perceptions of their own ability. Personality clashes, lack of cooperation among group members and unclear instructions or lack of guidance from the teacher were also stated as obstacles towards a successful collaborative learning experience.

Integrating COIL in teacher training: An estimation of learners´ motivational attitudes

Collaborative Online International Learning experiences have gained popularity and presence in the last years, but the motivational impact they have on future Primary Education teachers in the field of teacher training education is to be researched. We present a quantitative study that tries to estimate the level of motivation of teacher training students that are in the trilingual degree in the Basque Country. This study examines the level of confidence, attention, satisfaction and relevance of learners in higher education according to Keller’s ARCS model of motivation. It compares the results obtained between learners that have taken part in the Collaborative Online International Learning project, from now on COIL, and those that did not have the opportunity to take part in the virtual exchange and that had to develop the project in the traditional way. It also reflects the opinions they have regarding the general satisfaction of the project. The study involved 43 students from the UPV/EHU (University of the Basque Country) and students from Masaryk University. The data was collected through a validated questionnaire IMMS created in Google Forms. Key findings include that this faculty driven intervention that in all the dimensions, except Satisfaction, show significance results. Therefore, it is confirmed that the dimensions of Attention, Relevance, Confidence, as well as the overall score of the instrument (Global IMMS), show significant differences between the two groups analyzed. The exceptionality of the Satisfaction dimension is very close to the rejection zone of the null hypothesis. This helps us to underline the positive value of the implementation of virtual exchanges and it is therefore concluded that the greater motivation, the higher the degree of positive attitudes towards taking part in virtual exchanges. These results allow decisions to be taken with regard to implementing these experiences in the initial training of teachers, since the data that has been collected has direct implications for global learning engagement level and as an effective pedagogical approach to prepare all students to cope with the requirements that a 21st century society has.

Live Learning Games: Insights from the application of a collaborative hybrid game environment for staff training

The Live Learning Game was designed as a ludic learning environment in the GamesLab at Hamburg University of Applied Sciences and prototyped for use in safety training. The system combines physical and digital game elements to create a collaborative learning experience. This paper evaluates and presents the findings from several application runs. The results suggest that the hybrid game application has at least a stimulating effect on the participants’ motivation to learn and that content in particular can be well remembered due to the fun of playing and the positive team experience. In this context, it is important to link in a meaningful way the design of the game space, the narrative framework and, above all, the gameplay with the teaching content.

Learning by linking the Canadian Evaluation Society's student case competition within a graduate evaluation course

AbstractThere are many ways to intertwine theoretical and applied learning to nurture the competencies required to conduct evaluation. Experiential learning opportunities remain a priority for many evaluation educators who are helping learners apply foundational skills and knowledge to practice. Evaluators develop their professional expertise in diverse venues, including through experience, through professional learning, or, as we highlight in this chapter, in graduate school. Incorporating experiential learning from a professional association into a formal graduate course requires a willingness to blend university course expectations and activities with collaborative learning experiences. Using reflective dialogue and poetry enacted through dialogic analysis and reflection, we examine enduring perceptions and learning activated from student participation in the Canadian Evaluation Society's national evaluation case competition as part of evaluation education situated within a formal university graduate course. Weaving five voices representing learners, case study coach, and course instructor, we discuss how the evaluation competition was used to deepen understanding and develop evaluator competencies.

Blended matters: Nurturing critical thinking

The Organization for Economic Cooperation and Development (OECD) Learning Framework-2030 presents critical thinking as one of the transformative competencies for incorporation into the curriculum. Critical thinking refers to one’s ability to distinguish relevant information from irrelevant information, relate ideas, infer and justify whether a particular assumption is acceptable or unacceptable. This article argues that blended learning provides a concrete and meaningful context for enhancing learners’ critical thinking. Through collaboration, blended learning makes it possible to control, observe interactions, regulate tasks, and mediate in the acquisition of new knowledge. This form of collaboration creates a student-centered learning environment. Such a shift prompts to examine three objectives: (1) comprehend the creation of a blended learning environment. (2) discuss the characteristics of collaborative blended learning. (3) examine the role of collaboration in developing critical thinking among learners. To achieve the purpose of implementing a blended learning strategy in the classroom, the classroom teacher must create collaborative and participative learning experiences. Blended learning brings collaborative experience to develop higher-order thinking skills such as critical thinking.

Challenge-Based Learning in Dental Education.

Challenge-based learning (CBL) is a novel learning framework for a collaborative and multidisciplinary learning experience. It allows students, teachers, stakeholders, researchers, families, and society to work together to identify and solve real-world challenges. CBL helps students develop a deeper knowledge of the subjects they are studying. The concepts of CBL originate from a variety of educational theories and approaches, such as problem-based learning and inquiry-based learning. The precursor to the CBL framework is problem-based learning. However, unlike in problem-based learning and other approaches, students formulate the challenges they will address in CBL. Furthermore, students need to create a solution resulting in concrete action. CBL takes into account the social impact of an idea rather than just the corporate benefits. Therefore, it can help students expand the scope and depth of learning, encourage teamwork capabilities, and raise their awareness about considering quality and ethics in decision-making. CBL is implemented in universities, schools, and institutions worldwide and its use is well-recognized in science, engineering, and medicine, but it has not been translated into dentistry. The aim of this paper is to describe the concept of inclusion, principles and design, implementation, and supervision of the CBL framework in a dental course for the adaption of this learning framework to dental education.