Implementation Of Collaborative Learning Research Articles

A Systematic Review: How the Implementation of Collaborative Learning in Chemistry?

This research aims to determine what chemical materials are commonly used in collaborative learning and what methods/modes/approaches are used in collaborative learning in chemistry classes. The research method used is a systematic literature review (SLR) by analysing relevant research results from the Google Scholar and ERIC databases of 20 articles based on their suitability with the research theme within the last eight years (2016-2023). Through the SLR method, articles are reviewed systematically by following the steps that have been determined. The results of this systematic literature review (SLR) chemical material commonly used in collaborative learning is basic chemistry at the senior high school and university level, then the models/methods/approaches used in collaborative learning are inquiry-based collaborative learning, flipped classroom, and game-based collaborative learning.

Sustaining collaborative learning in a rurally located university classroom in South Africa: Conducive conditions and possible threats

This study investigated how collaborative learning, as a teaching and learning approach, can be enhanced to promote pre-service teachers' participation in university classrooms in rural areas of South Africa. The study aimed to identify the conducive conditions that support collaborative learning, as well as the threats that may hinder the implementation of collaborative learning in rural classrooms. Asset-based community development served as the theoretical framework for this study. A transformative paradigm was adopted, employing a participatory research design to bring together individuals with relevant experiences and opinions. The study involved fifteen participants, including five lecturers with more than five years of experience, five third-year students, and five fourth-year students from a selected university. Data was collected through focused group discussions and interviews. Thematic analysis was used to analyse the data. The findings of the study revealed that connecting activities to assessment, proper planning, linking content to students' lives, and establishing a positive classroom culture were conducive conditions for collaborative learning. On the other hand, language barriers, unconducive classroom infrastructure, and lack of infrastructure were identified as factors that could hinder the implementation of collaborative learning in this study. The study recommends the creation of favourable conditions, such as aligning activities with assessments and effective planning, to promote collaborative learning among pre-service teachers in rural university classrooms in South Africa.

EFL Teachers’ Views about The Application of Collaborative Learning at Addis Ababa Science and Technology University, Ethiopia

This study aims to investigate teachers’ views about the implementation of collaborative learning in English classes. Collaborative learning helps students to improve their English language performance. The data was collected through observation, questionnaires, and interview. The quantitative data were analyzed using percentage and frequency. Theme analysis technique was used to analyze the qualitative data. The result of the study indicated that most EFL teachers widely implement students’ collaborative learning, but the type of collaborative learning they are implementing is not collaborative group learning. Most of the teachers simply make their students to sit side by side to talk with each other as they do their individual assignments, and some teachers assign a task to groups. Then, one or two of the group members do the work and the other group members get equal credit. Although each of these is important in collaborative learning, they do not qualify collaborative learning rather traditional group learning. The data obtained from teachers’ interview revealed that teachers widely implement both informal and base group collaborative learning since most of the teachers allow their students to work collaborative from few minutes to a class period and most of the groups (‘Net works’) formed are with stable membership for the semester. In addition to this, some teachers were not playing their roles as they are expected. Teachers and other concerned bodies ought to deliver sorts of orientations to the students about the importance of collaborative learning to maximize their views before implementing collaborative learning.

Penerapan Model Collaborative Learning Untuk Meningkatkan Critical Thinking Skill Pada Siswa Sekolah Dasar

Collaborative learning is learning that involves students by forming small groups that work together to solve problems that aim to encourage students to play an active role and be able to think critically during learning. The characteristics of the collaborative learning model are considered to be able to train students' stimulus so that it can train and improve students' critical thinking skills. Collaborative learning is expected to be able to improve thinking skills and high thinking skills, especially critical thinking skills. Based on the results of the articles we have reviewed, it shows that collaborative learning that is applied can significantly provide benefits in improving thinking skills. However, there are some challenges that must be addressed such as time management of collaborative learning implementation and ensuring that all students get the same opportunity as other students.

Взгляды студентов университетов на применение совместного обучения на занятиях по коммуникативным навыкам владения английским языком

The main purpose of the study is to investigate students’ views about the implementation of collaborative learning in English classes. Collaborative learning helps students to improve their English language performance. To achieve this objective, observation and questionnaires were employed. The quantitative data were analyzed using percentage and frequency. Theme analysis technique was used to analyze the qualitative data. The result of the study indicated that most students’ applied collaborative learning, but the type of collaborative learning they are applying is not collaborative learning. Most of the teachers simply make their students to sit side by side to talk with each other as they do their individual assignments, and some teachers assign a task to groups. Then, one or two of the group members do the work and the other group members get equal credit. Although each of these is important in collaborative learning, they do not qualify collaborative learning rather traditional group learning. In addition to this, some students were not playing their roles as they are expected. Teachers and other concerned bodies ought to deliver sorts of orientations to the students about the importance of collaborative learning to maximize students’ views before implementing collaborative learning.

Collaborative Learning in Engineering Design Education: A Systematic Literature Review

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This article presents a comprehensive overview of characteristics of educational designs of collaborative engineering design activities found in literature and how these characteristics mediate students’ collaboration. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Background:</i> Engineers have to solve complex problems that require collaboration. In education, various collaborative engineering design activities have been implemented to prepare students for these professional practices. According to cultural historical activity theory (CHAT), educational activities can be described in terms of interrelated elements, i.e., subject, object, tools, rules, division of labor, and community, that influence learning outcomes. A key issue is how these elements mediate students’ collaborative efforts and how they contribute to learning. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Research Questions:</i> 1) How is collaborative learning implemented in engineering design education? 2) How do the elements of CHAT and their interrelations mediate collaborative learning? and 3) What is the evidence that the implementation of collaborative learning contributed to the achievement of desired learning outcomes? <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Methodology:</i> A systematic literature review following preferred reporting items for systematic review and meta-analyses protocols guidelines was conducted, including 111 articles published between 2011 and 2021. CHAT was used as analytical framework. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Findings:</i> Collaborative learning was implemented in engineering design activities to develop technical as well as nontechnical skills. For the CHAT elements, it was found that establishing a common object, rules for collaboration, and division of labor are essential for effective collaboration and can be enhanced through digital technologies (tools) and support from a community, for example, educators. Finally, results showed that there is evidence that described implementations contribute to learning. However, this evidence needs to be interpreted with care, due to methodological issues in some included articles.

Student nurses as a future general practice nursing workforce. Implementing collaborative learning in practice: implications for placement learning and patient access. A mixed methods study

BackgroundThere is a global shortage of nurses, with particularly acute shortfall in General Practice Nursing in the United Kingdom estimated at as high as 50% vacancy rate by 2031 by some sources. There has previously been reluctance for General Practices to host student nurses on placement, but it has become imperative to increase placement capacity if practices are to be able to recruit a future workforce. Collaborative Learning in Practice is a means of organising placement learning for student nurses using a coaching model, that allows for leadership development, peer support and earlier engagement in patient care, and increases placement capacity.MethodsThis was a mixed methods study using qualitative data from focus groups to evaluate the implementation of Collaborative Learning in Practice, and routinely collected audit data on numbers of clinic appointments to investigate the potential impact an increased capacity of student nurses might have on patient access to services. The aims of this study were: to implement and evaluate Collaborative Learning in Practice in General Practice Nursing settings; to explore issues of interprofessional learning; to explore patient access to services related to increased student nurse capacity.ResultsOur qualitative data indicated the following themes as important to students and staff: Peer Support; Interprofessional Learning; and the Importance of ‘own clinics’ for students to see patients. The audit data indicated that having students leading their own clinics increased the clinic numbers available by approximately 20% compared to when students were not in placement.ConclusionsThis study shows that student nurses increased clinic capacity and improved access for patients. Students valued their placement, felt that they were more ‘part of the team’ than in other placements and consequently had a greater sense of belonging. This was multifaceted, coming in part from the welcoming practice staff, in part from the opportunities for peer support engendered by the collaborative learning in practice model, and in part from the interprofessional learning opportunities available. General Practice Nursing placements for students are important for future workforce recruitment and can help meet Quality and Outcomes Framework targets for General Practices.

Exploring the Full Potential of Collaborative Learning and E-Learning Environments in Universities: A Systematic Review

This systematic review examines the challenges and potential solutions to improve the implementation of collaborative learning and e-learning environments in universities. The article analyzes 200 relevant articles published between 2014-2022 using a qualitative approach to identify themes and sub-themes related to collaborative learning and e-learning environments. The study reveals various learning methods employed, including MOOC (Massive Open Online Course), digital mind maps, and tripartite learning, but also highlights challenges such as lack of digital infrastructure, low-quality internet networks, and inadequate practical tools. The research emphasizes the need for effective leadership and management in vocational institutions and recommends further research on curriculum development, learning evaluation methods, lecturer performance assessment, and improving digital infrastructure and educator training. Collaboration with industry and other training institutions is also suggested to improve students' employability and entrepreneurship skills.

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.

Implementation of Collaborative Learning Based Onenvironmental Projects Building Solution of Students Learning Cracter for Covid-19 Pandemic Time in Padangsidimpuan City

This study aims to determine the implementation of environmental project-based collaborative learning as a solution to building student learning character. The Covid-19 pandemic period had a negative impact on the learning process of students with less awareness of students in studying at home and the use of the surrounding environment for learning media. Environmental project-based collaborative learning will build new enthusiasm and awareness in learning in the home environment. The research method used was experimental. Sampling was done bymethodrandom sampling. The problem in this study is that the character of student learning is reduced during the Covid-19 pandemic in Padangsidimpuan City. Learning challenges for students during the Covid-19 pandemic are by studying online. The results of character research and student awareness are very good with the application of environmental project-based collaborative learning. Student learning character improves after environmental project-based collaborative learning. There were changes in student learning during the Covid-19 pandemic after collaborative learning treatment. The conclusion is that collaborative learning based on environmental projects is very good to be used to develop the learning character of students during the Covid-19 pandemic in Padangsidimpuan City.&#x0D; Keywords: Collaborative learning; covid-19 pandemic; learning media

Developing Selected Components of Translator Competence through the Analysis of Discourse Moves

One of the ways in which to augment the development of translator competence in courses delivered as part of university-level programmes in Translation Studies is the implementation of collaborative learning, as it has been promoted by D. Kiraly (2015), K. Klimkowski (2015), or G. Massey (2017). The work mode which seems to best support the development of translator competences through telecollaboration are team translation projects (cf. D. Kiraly &amp; S. Hofmann 2016). However, Online Intercultural Exchanges (OIEs), which were initially introduced to develop foreign language learners’ intercultural communication competence, can also – when adequately geared towards that end – be implemented to foster other components of translator competence. This paper reports on research into what behavioural and cognitive components of the language and culture component of students’ translator competence can be identified for further development through the analysis of discourse moves in TS students’ online communication.

ESL Learners’ Perception on Twitter, Online Forum, and Blog for Collaborative Learning

Social Media sites can be used by learners, as a platform for information gathering and interaction during collaborative learning activities. However, there is little research on tertiary learners’ experience in using social media for collaborative learning. Positive experiences while using social media applications may contribute to better learning outcomes. Thus, this study aims to investigate ESL learners’ experience and perception of using Twitter, online forum, and blog for collaborative learning. The study employs a quantitative data collection method involving seventy-seven ESL learners from an intact class at a public university. An online questionnaire survey was used to gather the learners’ experiences and perceptions. It referred to the Technology Acceptance Model (TAM) regarding its perceived usefulness and perceived ease of use. Overall, the results showed learners had a positive experience while using the three social media platforms. Blog was also considered the most useful and easy to use for collaborative learning. More insights and information for the implementation of collaborative learning while using social media can promote active learning that fits the current generation in live with the demand for the Industrial Revolution 4.0.

Aprendizaje colaborativo en entornos virtuales

The research developed is a bibliographical review whose purpose was to analyze the research on collaborativelearning in virtual environments in higher education. The objective of the research is to present a documentarystudy and explain the main research related to the implementation of collaborative learning in virtuality. To developthe research, 25 research articles were consulted on the subject, through the Dialnet, Eric, Scopus, Redalyc, Scielo,Proquest, EBSCOhost databases. The result shows that collaborative learning is favorable and an opportunity forhigher level students to acquire abilities, skills and abilities that favor their comprehensive development and thiswill be evidenced in their academic and professional performance.

Investigating the Tertiary Level Students’ Practice of Collaborative Learning in English Language Classrooms, and Its Implications at Public Universities and at Arabic Institutions

The benefits of Collaborative Learning have been emphasized in the ELT literature; however, its positive implications have remained few and far between at the higher educational institutions in Bangladesh. CLT has been introduced in Bangladesh; however, the majority of Public Universities and Madrasa Systems conspicuously lack trained ELT professionals who are aware of collaborative learning. Thus, the practical use of CLT in classrooms still remains a myth let alone the implementation of collaborative learning. The current study sought to identify the impact of collaborative learning on students’ performance rate in their presentation test results, and to identity their overall perspectival response rates to (CL). The study analyzed three hundred and ten responses relating to their experience of studying in collaboration with their fellow classmates during the preparatory stages of knowledge production and gathering information that involved gathering ideas and having discussions on social media (i.e. Facebook) towards the accomplishment of their project assignments. Then, the study compares students’ previous presentation test results derived from presentations conducted in the pre-collaborative stage to the test results derived from the post-collaborative stage. Finally, the study ran several statistical tests, and found that students responded positively to collaborative learning, and they made significant improvements in the post-collaborative test.

Analisis Penerapan Collaborative Learning dalam Pembelajaran pada Siswa Sekolah Dasar

This research analyzes the implementation of collaborative learning in elementary school students' learning. The literature review method was used as the primary approach. The analysis results indicate that collaborative learning has significant benefits, including improved critical thinking skills, social skills, teamwork abilities, and student motivation. However, challenges such as time management, task allocation, and teacher support need to be addressed. This study recommends providing training and guidance for educators, adequate resources and facilities, curriculum adjustments, and cooperation between teachers, students, and parents to support collaborative learning

Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course

PurposeThe purpose of this research study is to explore simple collaborative technique for teaching mathematics and thus improving the problem solving skills of the students. Better pedagogic activities are required to motivate the students to perceive mathematics as a subject that stimulates problem-solving skills required for engineers.Design/methodology/approachThis paper presents a research study on the application of technology-supported collaborative learning in improving the problem-solving skills of first-year engineering students in a mathematics course. The experiment was conducted in a mathematics course “Engineering Calculus” with 286 first-year engineering students in two groups: experimental group (N = 60) and controlled group (N = 226). The academic performance of the students was measured and analyzed with statistical techniques.FindingsFrom the results obtained, it was found that the academic performance of the experimental group was better than the controlled group. Also, interest shown by the students in the topic that dealt with collaborative learning was more than in other topics taught using conventional teaching methods.Research limitations/implicationsThe teachers are required to find effective pedagogical activities to improve the problem-solving skills in mathematics. The research work proposes a collaborative method in mathematics for attaining higher cognitive level in an entry level engineering course. The limitation of this study lies in group formation techniques and the grading policy which deals only with individual assessment scores.Practical implicationsPractice of collaborative learning is made easy with simple technology. A clear strategy for the conduct of collaborative learning sessions has been presented. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.Social implicationsUsing technology in mathematics teaching may not be very easy for all teachers. Especially, for an undergraduate engineering fresher, mathematics may not be a very easy task. This work shall bridge the gap with simple technology-assisted collaborative learning. The teachers need not spend too much time and effort in learning technology for mathematics teaching. The effect of this learning is significant in terms of the performance and satisfaction evaluation.Originality/valueThis work presents a systematic implementation of collaborative learning that shall result in improved problem-solving skills and engaging learning sessions. The statistical analysis methods and the visualization of obtained results shall help in understanding the implications of the presented work. Practice of collaborative learning is made easy with simple technology. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.

PENERAPAN COLLABORATIVE LEARNING ALAM SEKOLAH INKLUSI DI SMP DIPONEGORO BATU

The purpose of this study was to determine the implementation of collaborative learning given by teachers to children with special needs in inclusive schools at the junior high school level.The research method used is descriptive with a qualitative approach, while data collection uses observation, interviews, and documentation techniques for three teachers at SMP Diponegoro Batu.The results of the study indicate that the application of Collaborative learning given to children with special needs has been implemented quite well. This good implementation can be seen from the existence of special supervisor teachers from schools, the acceptance of students from various disabilities, and cooperation between classroom teachers and special supervisors. This collaboration makes the achievement of learning objectives in a class where there are normal students and students with special needs

Building EFL Learners’ Confidence and Belief System through Collaborative Learning: The Power of Topics of Interest

This paper discusses how tasks and activities in collaborative EFL learning promote learners’ confidence and belief system to perform better in their productive skills of English especially ‘speaking’. It is generally believed that learners’ lack of confidence is the main constraint when ‘speaking’ becomes the objective of an EFL lesson in addition to their lack of vocabulary and knowledge of grammar rules. Furthermore, belief system that they share as EFL learners plays crucial roles in shaping all the elements that contribute to success in EFL learning. This paper reveals (1) how tasks and activities developed by teachers at some universities in South Sulawesi build EFL learners’ confidence in speaking, and (2) how those teachers involved direct the EFL learners’ belief system to optimize the grab of English as a foreign language, the language that is believed to assist them realize their expectation to gain at least one of the widely offered scholarships, and (3) How topics of interest enhance learners’ participation in classroom that leads to success in language learning. Taking 124 students and 4 teachers from 4 universities comprising 4 classes as participants, and by utilizing several instruments such as questionnaire, interview, classroom observation and stimulated-recall, this pure qualitative study claims that teachers’ role in practicing their pre-developed activities along with the implementation of collaborative learning has greatly assisted the learners to develop stronger self- confidence and strengthen their belief system about their capability in EFL learning, especially speaking. It is also revealed that topic of interest is an essential teaching aspect which raises the awareness of the learners about the power of their metacognitive strategies in learning a second language.

Faithfulness and fidelity across identities and contexts for SOTL in the global South

Issue 5.2 of SOTL in the South features four peer-reviewed articles, one reflective piece and one book review. The peer-reviewed articles include two articles about broader concerns related to the scholarship of teaching and learning in higher education, namely the discursive and negotiated work of producing SoTL work and the importance of considering diverse worldviews regarding research ethics. In addition, there are two detailed accounts of instances of SoTL, one from Lesotho, addressing the challenges facing students from rural contexts, and the other from South Africa, investigating the implementation of collaborative learning in a fourth-year social work classroom. The issue concludes with a reflection on an action-oriented workshop held in Aotearoa New Zealand aimed at increasing the number of Māori and Pasifika academics, and a review of The Bloomsbury Handbook of the Internationalization of Higher Education in the Global South.

Promoting The Students Speaking Skill By Implementing Collaborative Learning Method In Teaching Speaking Skill

This research was aimed at knowing the implementation of Collaborative Learning promotes students’ speaking skill at the second semester English Education Department Muhammadiyah University of Makassar. This research applied a quasi-experimental design; the non-equivalent control group design. The sample was taken by using purposive random sampling technique. The total number of samples was 38 students of two classes consisting of class II G was experimental class and II C was the control class. There was speaking test as the instrument. The statistical result analysis of SPSS 25 showed that in accuracy sig 2-tailed = 0.000 is less than 0.05 and in fluency sig 2-tailed = 0.000 is less than 0.05. This result rejects the first null hypothesis which states that there is no significant difference between the mean score of pretests and posttest of the students’ speaking skills. This research concluded that the use of Collaborative Learning in teaching speaking promote the students’ speaking skills in terms of accuracy and fluency.