Foster Collaborative Learning Research Articles

Enhancing interprofessional education readiness in undergraduate dental students: a scenario-based peer learning programme.

Interprofessional Education (IPE) is an educational approach that brings together students from different healthcare professions to foster collaborative learning and teamwork. Before integrating IPE into the curriculum of health preprofessional students, it is necessary to increase their readiness for IPE. Dentistry increasingly values interprofessional collaboration and teamwork for enhanced patient care and healthcare team competencies, an emphasis also echoed by recent dental education authorities. The aim of this quasi-experimental research was to assess the influence of Scenario Based Learning Peer Learning (SBPL) programme, which involved scenarios necessitating interprofessional communication, on the readiness for IPE among a cohort of undergraduate dental students studying within the framework of the European Higher Education Area (EHEA). This study investigates undergraduate dental students' readiness for IPE and the influence of SBPL programme on their readiness. Participants (n = 25) from 18 EHEA countries completed the Readiness for Interprofessional Learning Scale(RIPLS) before and after SBPL programme, held at the 70th European Dental Students' Association (EDSA)meeting. Data were analyzed using the Wilcoxon Signed Rank Test (p = 0.05). After the SBPT programme, there was a statistically significant increase (p < 0.05) in the mean of the total scale, teamwork and collaboration, roles and responsibilities and professional identity subscale. In general, SBPL programme showed a constructive effect on interprofessional readiness. Although there was no statistically significant increase only in items 9,12,18 of the 19 items of the RIPLS, there was an increase in the averages in all except item 12. Our research emphasizes the importance of diverse perspectives and IPE in the realm of dental education. Within the limits of this study, it showcases the efficacy of a brief half-day SBPL programme with interprofessional scenarios in enhancing participants' readiness. The programme notably enhanced dental students' readiness in grasping crucial aspects of IPE: teamwork and collaboration, professional identity, and roles and responsibilities. However, this study does not delve into the potential impact of a comprehensive, long-term curriculum integrating IPE principles. This gap underscores the need for further exploration into the sustained influence of IPE on the interprofessional skills of dental school graduates.

Reading together, learning together: The impact of literature circles on student engagement in reading

This study aims to provide educators with evidence-based insights that can inform instructional practices and ultimately enhance students' overall reading experiences. The implementation of literature circles as an instructional strategy has garnered significant attention within educational research, particularly in the domain of promoting student engagement in reading. This study uses a mixed-methods research design that combines both quantitative and qualitative approaches. This approach allows for a comprehensive exploration of the impact of literature circles on student engagement in reading while capturing both numerical trends and nuanced insights. The findings of this research illuminate the transformative potential of literature circles as a pedagogical strategy that positively influenced students’ engagement and enthusiasm. The researcher leverages the insights gleaned from this study to design and implement literature circles that foster collaborative learning, engagement, and intrinsic motivation. In conclusion, this study underscores the value of literature circles as a tool for educators aiming to create compelling and motivating reading experiences. By embracing the collaborative essence of literature circles and harnessing the potential of role assignments, the educators can guide students on a journey of exploration, discovery, and ownership within the realm of literature.

Innovative Strategies for Fostering Student Engagement and Collaborative Learning among Extended Curriculum Programme Students

Massification in higher education has made the satisfaction of students’ needs unattainable among university lecturers. In contrast, the use of innovative strategies for collaborative learning enhances student engagement in the heterogeneous student context. Moreover, this paper aims to explore strategies for fostering student engagement through collaborative learning among first-year students at the University of Venda. To answer the research question of whether innovative learning designs in teaching and learning can foster students’ engagement and collaborative learning, subsequently, this paper employed a mixed-methods approach to gauge the effectiveness of different teaching strategies on student outcomes. Significantly, the purposive sampling approach was used to sample a group of 200 students in the Extended Curriculum Programme (ECP). The researchers used participant observation and narrative inquiry as data collection instruments in this paper. Furthermore, the students in their respective groups were assigned topics from the English and Biology modules to use their talents to demonstrate their understanding of certain complex concepts in these modules. The non-surprising findings of this paper elucidated that collaborative learning expedites students’ mastery of key concepts and subject content through the integration of talents. The module lecturers introduced students to these innovative designs to ensure collaborative learning and effective student engagement. The key findings articulated that these aspects, namely role-playing exercises, group projects, peer-to-peer learning, use of talents, peer feedback, and so forth, have the potential to improve student performance and academic success. The implication of this study is that students learn to work together, delegate responsibilities, improve participation, and communicate effectively to attain a common goal. Using these strategies, lecturers promote collaboration among students and foster a more engaging and interactive learning experience. This paper further recommends the integration of students’ talents as an effective strategy to foster student engagement and collaborative learning to track and monitor at-risk students at an early stage.

3D open educational resources and emergent pedagogy in university training in health sciences. The affordances and pedagogies of creativity

Introduction: UNESCO defines Open Educational Resources (OER) as freely accessible and adaptable educational materials, whose integration in education, especially in post-pandemic times and in the digital era, has been limited, despite the efforts of institutions such as the Facultad de Estudios Superiores Zaragoza to promote their use in hybrid and flexible teaching modalities. This study analyzes the transformation of higher education in the context of the COVID-19 pandemic, focusing on the integration and impact of Open Educational Resources (OER) and Information and Communication Technologies (ICT). Methods: A literature review and analysis of current educational practices in universities was conducted, with special attention to the adoption of OER and the use of hybrid and digital teaching methodologies. Results: The results indicate that, despite the accessibility and adaptability of OER, their adoption in university education has not been extensive, mainly attributed to lack of knowledge about their use and potential. The pandemic has accelerated the need to adapt pedagogical strategies, highlighting the importance of interaction and collaboration in learning. Maker pedagogy and 3D printing are identified as valuable tools to improve understanding and practical skills, especially in the health sciences. Conclusion: The study concludes that post-pandemic education requires an adaptive, interactive and technologically integrated approach, promoting continuous learning and adaptation to changing cultural and cognitive practices. It underscores the need to democratize design and manufacturing technologies and to foster collaborative and participatory learning communities through OER.

Sustainable innovations by design thinking: An experiential learning course implemented by students

How to promote sustainable practices and practical learning at universities? The course Design Thinking Challenges at the University of Graz, initiated by students, incorporated student-centered pedagogies like experimental learning and critical reflection. The goal was to empower students to address sustainability issues, foster collaborative learning, and develop problem-solving skills. The article offers a personal perspective on the experience of implementing the course, and shares achievements, challenges, and recommendations.

Importance of Inclusive Education in General Medicine Through the Perception of Medical Trainees: A Thematic Analysis.

Background General medical education plays a pivotal role in ensuring holistic care in the context of rapidly aging populations. Japan's demographic trends underscore the significance of general medicine in elevating community care standards. Understanding and catering to the aspirations, perceptions, and ideals of medical students and residents can significantly augment the effectiveness of general medicine education. This research aimed to explore the perspectives of medical students on the ideal tenets of general medicine education in rural Japan. Method A qualitative approach was employed, focusing on medical students and residents with a keen interest in general medicine, all of whom underwent training at a rural-based Japanese hospital. Through semi-structured interviews, insightful data were garnered and subsequently subjected to a comprehensive thematic analysis. Results The thematic analysis unearthed three core themes: commitment of educators in valuing learner diversity, promotion and understanding of general medicine, and inclusivity and diversity in educational institutions. The first highlighted the centrality of educators' sincerity, emphasizing the importance of genuine, sustained interactions that foster mutual respect and collaborative learning. The second theme underscored the need to elucidate the intrinsic value and modern-day relevance of general medicine, emphasizing its deep roots in community-based practices and its continuity with long-standing medical traditions. The third theme spotlighted the crucial role of comprehensive medical education in fostering enriching dialogues, embracing varied learning experiences, and capitalizing on the distinctive strengths of educational institutions. Conclusion These findings underscore the pivotal shift required in pedagogical approaches to comprehensive medical education. A genuine collaborative educator-learner relationship, the reframing of general medicine's significance rooted in community welfare, and a strong emphasis on inclusivity and dialogue form the cornerstones of these insights. This study provides a touchstone for restructuring educational strategies, aiming for a more integrated, genuine, and encompassing framework that is particularly vital for the effective propagation of general medicine in regions such as Japan.

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.

Self-Regulated Learning of Nursing Students: A Cross-Sectional Study

The nursing degree programme requires the students to be resilient due to the high learning burden of theoretical courses and clinical attachment requirements. The ability of the students to self-regulate their learning has been postulated for success. In this study, we aim to investigate the self-regulated learning level of nursing students at one public institution and identify the self-regulation aspects that warrant a remediation plan to be developed. A cross-sectional survey was conducted online. Active status students in one public institution’s Bachelor of Nursing programme were invited to participate in this study. The invitation was distributed online via social media and email, where they are required to self-administer the Motivated Strategies for Learning Questionnaire (MSLQ) through Google Forms. Thereafter, responses from 63 students with a response rate of 64.3% were received. Most respondents are female (76.2%), Malay (74.6%), in year 4 of their bachelor’s study (33.3%), and in the lower household income category (69.8%). Most self-regulation aspects of the students have been found to be at a satisfactory level except for specific learning strategies. Participants’ characteristics such as gender, ethnicity, study cohort, and academic achievement were determined to have a significant association with a small aspect of self-regulation. Interestingly, household income is the primary factor significantly associated with almost all self-regulation aspects. Being in the lower-income category was predominantly associated with higher motivation domains. In contrast, being in the middle-income category was predominantly associated with better learning strategies and resources. Comparatively, this study indicates that nursing students achieved the highest level in 8 of 15 self-regulation aspects than other learner populations in Malaysia. Learning strategies which exercise higher autonomy and resource management are warranted. This recommended various approaches which foster active and collaborative learning to be implemented for the students to improve their self-regulation skills. Students, especially from the highest income bracket, are the most critical and thus require attention from educators.

Technology-Assisted Reading Instruction for English Language Learners: A Methodological Review

Purpose By methodologically reviewing the literature on Technology-Assisted Reading Instruction (TARI) for English Language Learners (ELLs) in K-12 settings, this study aims to advance the knowledge of TARI research and guide future research directions. Design/Approach/Methods This study examines 32 peer-reviewed journal articles published between 2000 and 2020. Each article was analyzed for research objectives, reading skills, learner demographics and contexts, theoretical frameworks, research designs, and outcomes. Findings A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments, but limited attention to learners’ literacy practices and interactive engagement in digital contexts. Additionally, there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs’ reading progression and a continued emphasis on developing traditional literacy over multimodal literacy. TARI can enhance reading motivation, foster collaborative learning, provide scaffolding, improve reading performance, and expand semiotic resources. Originality/Value As one of the first comprehensive methodological reviews of TARI, this study elucidates ELL reading education in the era of multiliteracy. Results have implications for technology-mediated education, which expanded rapidly during the COVID-19 pandemic.

Designing an Interactive Web-Based Social Media Platform for College Students

Abstract: Effective communication is vital in any institution, particularly in universities, where students and academic personnel must work together toward academic and personal development. However, miscommunications and misunderstandings can arise due to gaps in communication between professors and students, as well as a lack of awareness of non-teaching staff. In addition, many important announcements and notices go unnoticed by students, as they are not consolidated in one location. To address these issues, we have developed a student-centered social media platform designed to foster collaborative learning and academic engagement. Our platform provides a single location for students to access important announcements, event details, program information, and more. It also offers interactive features such as discussion forums, group projects, and peer-to-peer messaging, allowing students to connect with their peers and academic personnel more easily.

Critical Friends Group for English Language Teachers’ Professional Development

This article entitled 'Critical Friends Group (CFG) for English Language Teachers’ Professional Development' aims to investigate teachers’ perceptions towards CFG for English language teachers’ professional development. This is a qualitative research method based on narrative inquiry. The data was collected from five English language teachers teaching in five different government schools by using semi-structured interview. The participants were selected by using judgmental non- random sampling procedures. The findings showed that teachers perceived CFG as one of the plausible means of their professional development. It helped them to foster collaborative and critical learning in them because they were involved in observation, reading and discussion of various burning issues of English language teaching and learning. It also indicated that teachers perceived CFG as the best platform for enhancing the personal, social and professional development. It has enhanced the professionalism on the part of teachers cultivating the sense of mutual trust and understanding between and among the colleagues.

Using social annotations to support collaborative learning in a Life Sciences module

&#x0D; &#x0D; &#x0D; We used an online social annotation platform for Life Sciences undergraduates to develop self- efficacy in their own learning and to leverage on collaborative learning while annotating in groups. In particular, we were interested in supporting students in a large-class setting as they learn to read research articles as a means of integrating concepts with critical thinking. Students were tasked to post annotations based on their reading of two research articles. A graded quiz based on each article was administered after each reading. We used content analysis to analyse students’ annotations based on the ICAP framework as a proxy measure of cognitive engagement. Students actively participated in the assignment, with most annotations classified as constructive and interactive. However, the percentage of interactive annotations was low, suggesting that students do not perceive the need for interaction to understand the research article. The interactive annotations were further examined for quality of writing using the SOLO taxonomy. The quality of interactive annotations were high, with majority of the annotations at the “Relational” level. We propose that the use of social annotations provided a student-centered environment for individual learning, but scaffolds could be incorporated to foster interactions and collaborative learning among students.&#x0D; &#x0D; &#x0D;

Use of a digital texting platform to foster collaborative learning in Trainees and Early Career Neonatologists.

Use of a digital texting platform to foster collaborative learning in Trainees and Early Career Neonatologists.

Pedagogical Approaches and Learning Activities, Content, and Resources Used in the Design of Massive Open Online Courses (MOOCs) in the Health Sciences: Protocol for a Scoping Review.

BackgroundDeveloping online, widely accessible educational courses, such as Massive Open Online Courses (MOOCs), offer novel opportunities to advancing academic research and the educational system in resource-constrained countries. Despite much literature on the use of design-related features and principles of different pedagogical approaches when developing MOOCs, there are reports of inconsistency between the pedagogical approach and the learning activities, content, or resources in MOOCs.ObjectiveWe present a protocol for a scoping review aiming to systematically identify and synthesize literature on the pedagogical approaches used, and the learning activities, content, and resources used to facilitate social interaction and collaboration among postgraduate learners in MOOCs across the health sciences.MethodsWe will follow a 6-step procedure for scoping reviews to conduct a search of published and gray literature in the following databases: Medline via Ovid, ERIC, SCOPUS, Web of Science, and PsychINFO. Two reviewers will screen titles, abstracts, and relevant full texts independently to determine eligibility for inclusion. The team will extract data using a predefined charting form and synthesize results in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews checklist.ResultsThe scoping review is currently ongoing. As of March 2022, we have performed initial data searches and screened titles and abstracts of the studies we found but revised the search string owing to inaccurate results. We aim to start analyzing the data in June 2022 and expect to complete the scoping review by February 2023.ConclusionsWith the results of this review, we hope to report on the use of pedagogical approaches and what learning activities, content, and resources foster social and collaborative learning processes, and to further elucidate how practitioners and academics can harvest our findings to bridge the gap between pedagogics and learning activities in the instructional design of MOOCs for postgraduate students in the health sciences.International Registered Report Identifier (IRRID)DERR1-10.2196/35878

Large-scale, design-based research facilitating iterative change in Irish schools – the Trinity Access approach

ABSTRACT Trinity Access (TA) is a post-primary initiative, in the authors’ university, that offers programmes for students, teachers and schools in areas of socio-economic disadvantage. The aims of the programme include helping students develop the knowledge, networks and skills needed to make informed decisions about future educational opportunities, and supporting teachers and schools to foster collaborative and reflective learning environments, which help students develop the academic capital they need to attain their aspirations. This is achieved by delivering programmes for students and professional development for teachers, embedded in an iterative cycle of data collection/analysis and feedback. A distinguishing feature of TA is its long-term commitment to its partner schools (20 years in some cases). This sustained engagement enables the depth and breadth of longitudinal research described herein. The research follows an observational study design within an overarching design-based research methodology. Data are collected annually from consenting students, teachers and management in 20 schools, enabling the researchers to establish students’ levels of exposure/non-exposure to the intervention and to identify correlations between exposure and behaviours/aspirations. The goal of this paper is to provide an overview of the research design and methodology, illustrating its potential to deliver insights into practices that may alleviate educational inequalities.

Online Clinical Learning Boon or Bane? Undergraduate Students’ Perspective

Introduction: E-learning is use of electronic tech-nology as a teaching-learning method to foster self-directed and collaborative learning.

Learning in immersed collaborative virtual environments: design and implementation

ABSTRACT Immersive virtual environments hold unexplored potential to scaffold and stimulate learning in multiple ways for the purpose of increasing potential learning gains. Yet, the number of implementations in educational settings remains very limited. One reason for limited implementation of immersive virtual environment applications may be a lack of recommendations for their effective design. Building on an extensive theoretical framework, this paper provides such recommendations, specific to immersive educational settings. The recommendations are divided into strategies to optimize cognitive load, foster collaborative learning, leverage platform-specific affordances, mitigate platform-specific limitations and to obtain additional benefits. We illustrate the implementation of these recommendations using a novel collaborative virtual reality environment shown to yield learning gains in two prior studies. Moreover, we detail how a non-invasive and cost-effective feature of automated performance analysis can monitor learning gains in collaborative virtual reality environments. The recommendations based on the example of a collaborative virtual reality environment pave the way for more such implementations to maximize benefits for learners and educators alike.

Gamified Mobile Collaborative Location-Based Language Learning

As design-based research, this study describes the development and analysis of two location-based augmented reality (AR) serious learning games (SLG) for French second language (FL2) learning. Explorez and VdeUVic are collaborative quest-based SLGs. At different locations on campus, players interact with characters that give them quests including clues or options to further the storyline. These interactions take place in the form of either written text, or audio and video recordings, encouraging students to develop language skills both written and oral. Students choose their own learning path and advance at their own pace. Three cohorts of FL2 university students play-tested the games, with 58 of the 77 students choosing to participate in the study. The design-based research framework for the development of the game iterations and subsequent testing was an iterative process with each stage producing output that became input for the next stage. The evaluation of the AR language tools was implemented by means of a mixed-method case study, collecting data of both a qualitative and quantitative nature, through pre and post-play questionnaires, interviews, and video recordings of student gameplay interactions for analysis. Informed by situated cognition, one of the goals was to provide a contextual and immersive learning experience. Additionally, this research drew on sociocultural theory and the social nature of language learning, emphasizing learner interactions as a principal learning force. This research examined the learners’ perceptions of their learning experience, as well as the ways in which students collaborated to complete the tasks. Employing a situative approach framework informed by social regulation and content processing, student learning patterns were examined. Distinct types of learner interactions amongst teams during gameplay were shown. Patterns in the emergence of learners’ high-level co-regulation during collaborative learning are indicated in the findings. Key elements for the development and implementation of location-based serious games to foster collaborative learning are highlighted.

Traditional and Indigenous Fruits and Vegetables for Food System Transformation.

ABSTRACTFruit and vegetable consumption is recommended in numerous food-based dietary guidelines and forms a key recommendation in many international statements related to healthy diets. There are thousands of fruit and vegetable species from which to choose, but despite this abundance from nature, populations in most countries neither produce nor consume the recommended daily amounts of fruits and vegetables. There is enormous potential to better incorporate the wealth of diverse fruit and vegetable species and varieties into food systems. Known and preserved by indigenous communities, these hidden food treasures can foster collaborative research and learning. This perspective from the Task Force on Traditional and Indigenous Food Systems and Nutrition of the International Union of Nutritional Sciences (IUNS) highlights 5 key actions that can be taken by individuals, communities, and nations to reshape dialogue about traditional and indigenous fruits and vegetables to benefit people and planetary ecosystems.

Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa

Massive Open Online Courses (MOOCs) are online courses that are open to anyone with Internet access. Pioneered in North America, they were developed for contexts with broader access to technology and wider access to the Internet. As globally networked learning environments (GNLEs), MOOCs foster collaborative communities and learning in ways not conceived as feasible until recently. The affordances of MOOCs, such as the ability to access learning beyond one’s immediacy, exemplify their benefits for open and distance learning, especially in developing countries that continue to consume rather than produce online courses. However, the globality of MOOCs and their delivery mode pose a challenge of contextualising learning content to the local needs of educational institutions or individual students that choose to use the courses. This theoretical paper used a desk-research approach by revising literature to investigate and propose ways of contextualising MOOCs to the African higher education setting. It applied the principles of reuse and repurposing learning content, while suggesting the use of mobile learning as a technological delivery solution that is relevant to the local context. The paper also suggests a framework for inter-institutional collaboration for higher education institutions to guide future efforts in the creation and sharing of credit-bearing MOOCs.