Collaborative Learning Experiences Research Articles

Improving Students’ Collaborative Learning Experiences within a Game-Based Augmented Reality Learning Environment

In today’s post-COVID 19 world, the need to re-establish and strengthen collaborative activities is crucial in improving their learning experiences, and technology has become more prevalent as an enabler and a necessity to support this. Therefore there is a need for the development of student learning approaches that can capture their learning experiences and bridge the gap between formal learning and a more authentic, collaborative approach towards learning. Research has suggested that the use of emerging technologies such as Augmented Reality (AR) have been conducive in promoting better understanding of complex and difficult content in classes and offer learners the rich and engaging learning experience of visualizing course content, but have not yet been fully evaluated for their effectiveness in improving the learning experiences of students. As such, this study sought to design a game-based AR environment that investigated students’ attitudes and perceptions of using game-based AR, within a Team-Based Learning (TBL) class structure in their learning process, and its impact on student learning experiences. 56 Undergraduate level students participated in this mixed method research study and in this game-based AR learning environment. Data was collected on their attitudes and triangulated to obtain the study’s results. Findings showed that students were motivated to learn more, that the learning environment improved their collaboration, and were positive to having such learning experiences in their future courses, and a game-based AR learning framework, GALE, was presented. Such findings have important implications for the use of augmented reality as an instructional tool in 21st century learning environments.

Enhancing Solid Waste Management Education: Understanding Engineering Students’ Preferences for Teaching and Learning Methods

Solid waste management stands as a crucial pillar of sustainable development, addressing global concerns about waste generation and its ecological impacts. To equip future engineers with the requisite knowledge and skills, effective educational strategies are essential. This study explores the preferences of engineering students for teaching and learning methods within the context of solid waste management education. Through a comprehensive descriptive analysis, data was gathered from 51 participants using a structured questionnaire. The findings reveal a strong inclination towards active learning approaches, such as hands-on activities and real-life case studies, indicating a preference for practical and experiential learning. Moreover, students expressed positive attitudes towards the integration of technology and online resources, emphasizing the importance of engaging and interactive digital tools. The study underscores students’ desire for a student-centered environment by valuing their feedback and suggestions in educational design. Additionally, students displayed a preference for engaging and interesting teaching methods that enhance their motivation to learn. Collaborative learning experiences, particularly through group assignments, were also favored. These insights provide educators and institutions with valuable guidance for refining instructional strategies, enhancing curriculum design, and creating engaging and effective learning environments tailored to students’ preferences.

Collaborative Learning Among Health Care Organizations to Improve Quality and Advance Racial Equity.

The study examined stakeholder experiences of a statewide learning collaborative, sponsored and led by Blue Cross Blue Shield of Massachusetts (BCBSMA) and facilitated by the Institute for Healthcare Improvement (IHI) to reduce racial and ethnic disparities in quality of care. Interviews of key stakeholders (n=44) were analyzed to assess experiences of collaborative learning and interventions to reduce racial and ethnic disparities in quality of care. The interviews included BCBSMA, IHI, provider groups, and external experts. Breast cancer screening, colorectal cancer screening, hypertension management, and diabetes management were focal areas for reducing disparities. Collaborative learning methods involved expert coaching, group meetings, and sharing of best practices. Interventions tested included pharmacist-led medication management, strategies to improve the collection of race, ethnicity, and language (REaL) data, transportation access improvement, and community health worker approaches. Stakeholder experiences highlighted three themes: (1) the learning collaborative enabled the testing of interventions by provider groups, (2) infrastructure and pilot funding were foundational investments, but groups needed more resources than they initially anticipated, and (3) expertise in quality improvement and health equity were critical for the testing of interventions and groups anticipated needing this expertise into the future. BCBSMA's learning collaborative and intervention funding supported contracted providers in enhancing REaL data collection, implementing equity-focused interventions on a small scale, and evaluating their feasibility and impact. The collaborative facilitated learning among groups on innovative approaches for reducing racial disparities in quality. Concerns about sustainability underscore the importance of expertise for implementing initiatives to reduce racial and ethnic disparities.

Python Learning Platform on the Web Service Side

In the dynamic and ever-evolving realm of computer technology, online learning has emerged as a prominent and transformative trend. This paper embarks on an exploration into the nuanced development of a sophisticated web service-side Python learning platform, with a pronounced focus on enriching the online facets of Python course studies. Proposed is a web service-side Python learning and sharing platform that prioritizes cost-effectiveness and user-friendliness. This platform not only addresses the real-time progress monitoring and tailored learning task needs but also facilitates diverse resource sharing, embracing images, audio, video, and animations. The platform encompasses a spectrum of innovative functionalities, ranging from seamless Python learning resource uploads to the streamlined downloading of courses, culminating in an interactive space for vibrant community discussions. These meticulously designed features are strategically positioned to not only elevate the efficiency of the learning process but also to adeptly navigate and alleviate administrative complexities. As the demand for flexible and accessible education continues to surge, this platform stands as a beacon, offering learners a comprehensive and user-friendly environment. It strives to empower individuals to seamlessly engage with intricate Python programming concepts, fostering collaborative learning experiences within a dynamic and supportive online community.

Collaborative experiential learning in social work practice placements

ABSTRACT Social work students on practice learning placement undertake a range of learning activities and are expected to reflect independently on their strengths and areas for development within an intervention to develop their knowledge and skills. This is often supplemented by reflective discussion in social work student supervision. Nevertheless, supervision is undertaken in a private space, so has rarely been subject to scrutiny. The uniqueness of this study is founded in two core differences. This is one of the first research studies to include both supervision participants’ perspectives and one of the first that observed social work student supervision, giving it a unique data perspective that enriched the significance of the findings. The methodology for this thesis was firmly rooted in a Narrative Inquiry, which enabled the use of a range of data collection methods which were thematically analyzed to identify two core themes of diligence and collaboration. A model is presented that develops the principle of experiential learning, applying the importance of diligent preparation for and collaborative participation within social work student supervision by both practice educator and student to enhance the development of students’ knowledge and skills.

Flipping the Script in the New Normal: Investigating the Efficacy of Flip Learning for English Language Learning in University Settings

This research aims to illustrate the capacity of flipped learning to revitalize the classroom atmosphere and promote increased levels of student engagement and enthusiasm within the contemporary post-pandemic educational setting. Employing a mixed-methods approach, it includes surveys and interviews with 100 students from Indonesian universities. The study aims to uncover the benefits and challenges of implementing flip learning in non-English department English classrooms and explore how students perceive this approach. The intervention involved delivering pre-recorded lectures and activities for students to complete before class, followed by in-person activities and discussions to reinforce learning. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data underwent thematic analysis. The results indicate that implementing flip learning for non-English department students at the university level offers several benefits, including enhanced student engagement and motivation, improved short-term learning outcomes, increased student-teacher interaction, more opportunities for problem-solving practice, collaborative learning experiences, and flexible learning pace. However, challenges like increased workload, group activities, limited technology access, and teacher adaptation to new teaching methods may arise. Despite these challenges, the benefits of flip learning outweigh the drawbacks, making it a viable approach for non-English department university students studying English. These findings lay the groundwork for future research to address workload management, effective collaboration, technology accessibility, teacher support, long-term learning assessment, and implementing flipped learning in diverse educational contexts.

Beyond Expectations: Navigating the Gap Between Anticipated and Realized Collaborative Learning in Higher Education in Nepal

Collaborative learning is an effective approach in higher education to enhance students’ critical-thinking, problem-solving, and self-regulation skills. However, its implementation remains limited in many Nepalese institutions. In this context, this study aimed to explore the experiences of M.Ed. students of Department of English Education, University, T.U. focusing the gap between anticipated and realized collaborative learning experiences. The qualitative survey design was used for the study and questionnaire were data collection tool. A google form was circulated to 40 Master’s level students via email and the data were thematically analyzed. The findings reveal that while students recognize the potential benefits of collaborative learning, they rarely get the opportunity to participate in such activities during the course cycle. When they do get the chance, they enjoy the opportunities. They advocated for a collaborative learning environment, focusing on preparing students for their future careers as teachers, and seeking equal opportunities for all participants.

Improving autonomy support: a collaborative learning experience

The ACESO project, which was part of the Autonomy support in health national experimentation, brought together 21 partners from Ile-de-France. Among these partners, 14 had practices similar to autonomy support. Partners’ presupposition was that experimenting a cooperative approach would encourage the empowerment of participants, improve their autonomy support and put into place the conditions necessary for the empowerment of people who would be supported. To help participants to meet this goal, the project leader took on a role as third party whose function was to facilitate the cooperative approach by proposing a framework and a method. The study aimed to report the effects of this approach on the participants’ practices as well as to identify the process for achieving this. The participants’ learning enabled them to align themselves with the good practice guidelines collectively constructed within the project. With the project leader’s support, they initiated a transformative learning process that allowed them to develop their reflexivity and empowerment. These transformations had repercussions on their teams and structures, through a halo effect. The halo effect varied, in each partner structure, according to the participation and involvement of the project referent and the other members of the structure, in particular managers. This study has highlighted the value of a cooperative approach to facilitate the learning necessary for sustainable practices transformations and the improvement partners autonomy supports. This resulted in gains in autonomy for the autonomy support practitioners and the people they supported.

Diversity and Inclusion in Mental Health: A Collaborative Online International Learning Experience.

Graduate students in a psychiatric mental health nurse practitioner program in the United States and undergraduate students in a first-year English course, Writing and Rhetoric, at a university in Ecuador participated in a Collaborative Online International Learning (COIL) experience in Fall Semester 2021. The purpose of the COIL experience was to develop global perspectives and cultural competencies regarding diversity and inclusion in mental health. The objectives of the COIL experience were to identify and discuss changes in thinking in four areas: eugenics and cultural bias, cultural bias in research, culture and mental illness, and institutional and care policies. Groups of students created educational posters about diversity and inclusion in mental health that were presented at a virtual mini conference to which other students and faculty at the participating universities were invited.

Tools and Techniques for Promoting Collaborative Learning in a Virtual Model-Flipped Classroom

This thematic paper explores the use of tools and techniques to foster collaborative learning in a virtual model flipped classroom. With the increasing popularity of online and blended learning environments, it is essential to identify effective strategies that promote collaboration among students. The paper discusses various tools and techniques that facilitate communication, interaction, and cooperation, ultimately enhancing the collaborative learning experience in a virtual model flipped classroom.

Critical Factors for Enhancing Students’ Collaborative Learning Experiences in a Project-based Connectivism Learning Environment

The advent of technology has led to a significant challenge in redesigning today’s learning environment, as much technology is under-utilized in many classrooms, and educators still lack the confidence and proper theoretical frameworks to redesign their classes efficiently. The objective of this study was to design a project-based connectivism learning environment that transforms the traditional teacher-centered class environment into more student-centered learning approaches to enhance their collaborative learning experiences. Students were engaged in developing a group project and constructivism learning activities to complete their projects collaboratively. A mixed-method research design using four data collection instruments (survey, open-ended questions, interviews and online posts) was deployed on 300 participating students in a Malaysian university to investigate the critical factors for improving students’ learning experiences within this learning environment. The Exploratory Factor Analysis performed yielded four factors, 1) Group Dynamics and Experiences, 2) Motivation, 3) Use of Technologies, and 4) Real-World Relevance. The findings demonstrated that students improved their collaborative skills, technology was better optimized, and Connectivism Learning effectively enhanced the student learning process. The resulting Multimedia-based Connectivism Learning Framework (MCLF) was successfully aligned with four shifts in the Malaysia Blueprint for Higher Education and may serve as a practical guideline for redesigning classrooms for 21st-century education.

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.