Collaborative Learning Research Articles

Innovation and Teaching: Barriers and Opportunities

This study explores the role of professional learning communities (PLCs) in mitigating barriers to innovative instruction. Using a cross-sectional survey with selected and open-response items, data were collected from educators participating in either a cohort-based immersive PLC training or a regional network train-the-trainer model. Both groups agreed on the definition and implementation of innovative instructional strategies. External barriers identified include limited resources and students’ resistance to alternative learning methods, which may reflect internal barriers such as reduced teacher efficacy. While survey responses suggest that professional development in innovative teaching is perceived as beneficial, many educators do not view innovative strategies as integral to their practice. A significant difference emerged between the two groups regarding the perceived impact of PLCs, with the cohort reporting a greater influence on their instructional strategies than the regional network. Although PLCs fostered collaboration and peer learning, evidence of widespread implementation of innovative strategies in classroom practice was insufficient. These findings suggest that while PLCs raise awareness of innovative teaching methods, persistent barriers hinder their execution. The report concludes with a discussion of these results, their implications, and recommendations for future research to enhance the integration of innovative instruction.

Research on Messaging Applications as Mediators to Enhance Design Creativity in Industrial Design Students in China

Background and Aim: In globalization, creativity emerges as a pivotal factor in bolstering the competitiveness of nations and individuals. Therefore, fostering students' creativity becomes a crucial goal of education and a key driver for societal development and innovation. This study, with its potential to determine the factors that affect the design creativity of industrial design students through messaging applications, holds significant promise. The research framework includes variables such as design creativity (DC), knowledge sharing (KS), cooperative learning (CL), inspiration (IN), creative self-efficacy (CS), and the use of messaging applications (UMA). By exploring the influence of educational methods on creativity development through the analysis of students' creative generation process in messaging applications, we aim to provide new perspectives and tools that could profoundly impact creativity and educational research. Materials and Methods: In this research, we meticulously collected 467 valid questionnaires from colleges and universities in Sichuan Province, China, employing rigorous quantitative methods and questionnaire surveys. To ensure the utmost accuracy of the questionnaire data, we conducted a confirmatory factor analysis (CFA) to test the relationship between the observed variables and the potential variables. Subsequently, we employed the structural equation model (SEM) to test the research hypothesis comprehensively. Applying these two analytical techniques underscores the scientific rigor of our research methods and the robustness of our results. Result: The results of data analysis show that the use of message application, knowledge sharing, cooperative learning, inspiration, and creative self-efficacy significantly affect design creativity. Using message application as an intermediary variable improves industrial design students' knowledge-sharing and creative self-efficacy, thus enhancing their design creativity. However, the intermediary role of message application between inspiration, collaborative learning, and design creativity is not significant. This finding contrasts with the results of pilot tests, reflecting the differences in educational strategies implemented by different educators in influencing students' interaction and inspiration in collaborative learning. Conclusion: Studying the use of message applications to enhance creativity can promote educational equity and social interaction and stimulate interdisciplinary learning and collective wisdom. At the same time, cultivate students' innovative skills and lifelong learning and innovation ability. The research results provide educators with insights into how industrial design students can use new applications more effectively to improve their design creativity and confirm the effectiveness of students' creativity self-assessment. Therefore, in educational practice, the design creativity self-assessment scale can be used to evaluate students' design works. In addition, this study can be used as a reference for teaching and creativity research in other art disciplines.

Effect of Group Work on Students’ Performance in Mathematics at Elementary Level in District Larkana

This research investigates the effect of group work on students’ learning in mathematics at the elementary level in District Larkana. Given the concern over declining performance in mathematics, the study aims to enhance academic outcomes through cooperative learning strategies. A pre-test and post-test experimental design was implemented with fifty randomly selected sixth-grade students at a government girls' high school. Data were collected through structured questionnaires assessing knowledge, understanding, and application in alignment with Bloom's taxonomy. The findings revealed a significant positive effect of group work on student performance, evidenced by improved mean scores in understanding mathematical concepts and problem-solving abilities. For example, students’ post-test scores in the Application domain improved by 14.8%. These results support the hypothesis that collaborative learning methods can effectively enhance academic performance in mathematics. The study underscores the necessity of integrating group work into elementary education to foster student engagement and improve learning outcomes in mathematics. This study’s findings have practical implications for policymakers and curriculum designers aiming to enhance education quality through innovative teaching practices.

Influence of Self-Confidence on Saudi Primary Students' English Vocabulary Ability Through Differentiated Instruction Strategies

This study investigated the influence of self-confidence on Saudi primary students' English vocabulary ability through differentiated instruction strategies. The study took place in Al Jouf province during the 2023-2024 school year, with data collected through a survey questionnaire. The sample consisted of 60 primary school students. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyze the data. The results revealed a significant relationship between self-confidence, differentiated instruction strategies, and English vocabulary ability. Specifically, differentiated instruction strategies were found to mediate the relationship between self-confidence and vocabulary ability. Higher self-confidence levels encouraged students to adopt these strategies, thereby enhancing their vocabulary skills. Based on these findings, the study recommends that teachers implement differentiated instruction strategies, such as flexible grouping, collaborative learning, and brainstorming, to increase student engagement and interest in learning. Furthermore, it emphasizes the importance of fostering self-confidence in students, in alignment with self-efficacy theory, to support their vocabulary learning and academic growth.

CSSKL: Collaborative Specific-Shared Knowledge Learning framework for cross-city spatiotemporal forecasting in cellular networks

Forecasting the spatiotemporal distribution of mobile traffic is crucial for efficient cellular network management. Despite the superior performance of many deep learning studies, they remain inadequate for multi-city forecasting due to the neglect of geospatial effects in deep models. Specifically, spatial heterogeneity and geographical similarity suggest that distinct patterns exist within different urban regions, while shared patterns exist across different cities. To address this gap, this study proposes a Collaborative Specific-Shared Knowledge Learning (CSSKL) framework based on a meta-learning strategy for mobile traffic forecasting in two distinct cities. CSSKL consists of two key components: (1) a geographical learning module for capturing specific patterns using regional customization and (2) a geographical transfer strategy for capturing shared patterns using an attention mechanism. The effectiveness of CSSKL is validated through real-world mobile traffic datasets from two cities, namely Milan and Trentino, Italy. Experimental results demonstrate that CSSKL outperforms all baseline models, yielding a significant improvement in cross-city forecasting performance.

Research on Integrated Control Strategy for Highway Merging Bottlenecks Based on Collaborative Multi-Agent Reinforcement Learning

Research on Integrated Control Strategy for Highway Merging Bottlenecks Based on Collaborative Multi-Agent Reinforcement Learning

A multi-stream framework using spatial–temporal collaboration learning networks for violence and non-violence classification in complex video environments

A multi-stream framework using spatial–temporal collaboration learning networks for violence and non-violence classification in complex video environments

Workplace Learning and Collaborative Learning: Insights and Applications in Azerbaijan’s Education System

This article explores the significance of workplace learning and collaborative learning, focusing on their applications within Azerbaijan’s education system. By analyzing global best practices and local contexts, the article identifies key strategies to enhance the professional development of educators and students. Workplace learning is examined as a mechanism for continuous professional growth through structured and unstructured experiences in educational settings. Collaborative learning is discussed as a dynamic process that enhances critical thinking, teamwork, and adaptability among students and educators alike. Findings emphasize the integration of collaborative methodologies into workplace environments, fostering innovation and adaptability in educational practices. The article also highlights the challenges that hinder the full implementation of these methods, including cultural barriers, resource limitations, and policy gaps. Actionable solutions, such as infrastructure development, targeted training programs, and cultural shifts toward teamwork, are proposed. These insights aim to contribute to the ongoing educational reforms in Azerbaijan, providing a roadmap for fostering a more inclusive and effective learning ecosystem.

Teacher Scaffolding and Collaborative Learning in Public Speaking: Voices of Students

In spite of the prevalence of public speaking courses at tertiary level, it remains a challenge for many English as a Second language (ESL) learners. Collaborative learning strategies have been employed to support students in learning this skill. Various factors contribute to the success of collaborative learning in public speaking; however, the role teacher scaffolding has received limited research attention. As a response, this study examined undergraduate students in a Vietnamese university who took part in a 15-session public speaking course to investigate their perceptions of this issue. Drawing on semi-structured interviews and the process of theme analysis, findings indicated the role of teacher scaffolding and factors that influence its effectiveness in collaborative activities in a public speaking course from students’ perspective. The study also suggested pedagogical implications for enhancing the learning process.

Federated Learning: An Approach for Managing Data Privacy and Security in Collaborative Learning

Abstract: In the field of machine learning, federated learning (FL) has become a breakthrough paradigm, provided a decentralized method of training models while solving issues with data security, privacy, and scalability. This study offers a thorough analysis of FL, including an examination of its underlying theories, its varieties, and a comparison with more conventional machine learning techniques. We explore the drawbacks of conventional machine learning techniques, especially when sensitive and distributed data is involved. We also explain how FL addresses these drawbacks by leveraging collaborative learning across decentralized devices or servers. We also highlight the various fields in which FL finds application, including healthcare, industries, IoT, mobile devices, and education, demonstrating its potential to deliver tailored services and predictive analytics while maintaining data privacy. Furthermore, we address the main obstacles to FL adoption, such as costly communication, heterogeneous systems, statistical heterogeneity, and privacy concerns, and we suggest possible directions for future research to effectively overcome these obstacles. In order to facilitate future study and growth in this quickly developing discipline, this review attempts to shed light on the advances and challenges of FL.

Exploring Preparedness, Motivation, Communication Tools and Strategies for the Engagement of Facilitators in Interprofessional Education

Interprofessional education (IPE) case-based events aim to nurture effective communication and active engagement among students from diverse disciplines. Facilitators play a critical role in the success of these events, yet limited research explores how to best prepare and motivate facilitators to fully engage students. This study addresses this gap by examining structured facilitator preparedness, motivational factors, and communication tools that enhance student engagement. Seven facilitators with prior IPE experience participated in semi-structured interviews to share their perspectives on preparation, motivation, and effective communication strategies. The interviews, lasting 45 to 60 minutes, were guided by questions adapted from Dalhousie University's Interprofessional Facilitation Scale (IFS) and included standardized prompts for discussion. Transcriptions of the sessions were analyzed to identify actionable strategies for facilitator development. The results revealed that structured preparation materials, such as case study notes and facilitation guides, significantly enhanced facilitators’ confidence and readiness to lead sessions. Motivation was closely tied to facilitators’ commitment to creating interdisciplinary collaboration and improving student learning outcomes. Effective communication tools, including structured prompts and guided discussion frameworks, were found to support student engagement and meaningful group interactions.This study provides educational institutions with practical strategies for enhancing facilitator training and support, emphasizing the importance of tailored preparation, motivational reinforcement, and effective communication techniques. These findings contribute to the development of stronger interdisciplinary collaboration and enriched student learning experiences in IPE settings.

Teachers’ Collaborative Practices, Innovativeness and Creativity

This study examines the collaborative practices, innovativeness, and creativity of secondary teachers in the Schools Division of Iloilo, Philippines, during the 2023-2024 academic year, in the context of the Fourth Industrial Revolution’s demands for innovative approaches to teaching and learning. Grounded in Collaborative Learning Theory (Dillenbourg, 2010) and Social Constructivism (Vygotsky, 2010), the study explores how teachers’ profiles—such as educational attainment, length of service, position, school type, and congressional district—influence their collaboration, innovation, and creativity in educational settings. Utilizing a quantitative descriptive-correlational design, data were collected from 283 junior high school teachers through a validated questionnaire. Statistical tools such as chi-square tests were used to determine significant differences among demographic groups, while Pearson correlation was employed to assess relationships between collaborative practices, innovativeness, and creativity. Results indicate that teachers exhibit consistent collaborative practices regardless of their demographic or contextual factors, while significant differences in innovativeness are observed based on educational attainment (p < 0.05). However, creativity levels remain uniform across different classifications (p > 0.05). The findings reveal no significant relationships between collaborative practices and either innovativeness or creativity (p > 0.05). The study concludes that while secondary teachers in Iloilo demonstrate a willingness to collaborate and innovate, targeted professional development is necessary to enhance innovativeness and foster creativity effectively. Recommendations include developing professional development programs, promoting open feedback and collaboration, and providing equitable access to technological resources. Keywords: Teachers’ collaborative practices, innovativeness, creativity, Education 4.0, professional development, quantitative research, Philippines

Hybrid learning in higher education: Considerations for its implementation in course design

Hybrid learning, combining face-to-face and distance instruction through digital technologies, has gained greater prominence in higher education, noted for its flexibility and adaptability. This innovative model fosters student engagement by overcoming the limitations of the traditional classroom and promoting collaborative learning and autonomy. This article presents a methodological guide for planning hybrid environments with a student-centered approach supported by digital technologies. The method is based on a literature review, providing a conceptualization and characterization of hybrid learning. It also outlines a structured guide for a university course under the hybrid model, considering available physical and virtual conditions, the degree of possible hybridization, as well as the development of learning objectives, activity design, instructional material, assessment strategies, and chronogram. The results show the experience from a thematic unit of the course “pedagogical praxis in the university context” at the Universidad Nacional de Costa Rica, which exemplifies this planning by integrating face-to-face and virtual activities, and continuous and formative assessment. In conclusion, understanding the advantages and challenges of hybrid learning is key to developing effective methodologies focused on flexibility and personalization in higher education.

Education 4.0: Teachers’ Strategies, Needs, And Challenges

This study examines the evolving educational environment shaped by the Fourth Industrial Revolution, which necessitates innovative approaches to teaching and learning. The research focuses on the integration of technology in education and the corresponding competencies required by teachers to meet the demands of 21st-century learners. The study specifically investigates the strategies, needs, and challenges faced by secondary teachers in the Third Congressional District of Iloilo in transitioning towards Education 4.0. Grounded in the theoretical framework of Connectivism, the study employs a descriptive-correlational research design, utilizing a structured questionnaire to gather data from 296 respondents. Findings reveal that while teachers are eager to adopt Education 4.0 strategies, they face significant challenges, including limited access to resources, insufficient training, and varying levels of digital literacy among students. The study concludes with recommendations for enhanced professional development, improved access to technological resources, and the promotion of collaborative learning environments to better support teachers in this transition. These findings hold significant implications for stakeholders, including educational authorities, school administrators, and policymakers, in fostering a future-ready educational system. Keywords: Education 4.0, Fourth Industrial Revolution, Connectivism, digital literacy, teacher competencies, innovative teaching strategies, professional development, technological integration

Enhancing Learning Efficiency and Critical Thinking Skills of Vocational Nursing Students: A Hybrid Instructional Approach Based on Cooperative Learning and Project-Based Learning

The purpose of this study is to examine the design and implementation process of Project-Based Cooperative Learning (PBCL) teaching models. The research initially introduces the theoretical framework, encompassing cooperative learning theory, project-based learning theory, and the theory of PBCL. Subsequent sections elaborate on the construction of the PBCL teaching model, focusing on the design of teaching objectives, integrating cooperative and project-based learning, the provisioning of learning resources and support, and the establishment of evaluation and feedback mechanisms. Building upon this foundation, the study delineates the steps to implement PBCL teaching methods, including pre-class preparations, project initiation, collaborative learning and project implementation, project summarization and evaluation, and post-class extension. Finally, the study analyzes the strengths and limitations of this teaching approach. The strengths include deep learning experiences, enhanced collaborative abilities, and the cultivation of critical thinking skills. However, limitations are evident in the greater practical input and resource demands, inadequacies in the capabilities of some students, and deficiencies in assessment effectiveness.

Desafios Na Aprendizagem De Propedêutica Urológica

This qualitative study, employing thematic analysis of eighth-semester medical students' experiential reports, aimed to identify key challenges in learning urological propaedeutics. Thematic analysis of three reports revealed three convergent themes: integration of theory and practice, the importance of semiology, and challenges in physician-patient interaction. Divergent themes included a focus on specific technologies and detailed case presentations. Vygotsky’s sociocultural theory facilitated the analysis of facilitators (faculty supervision, peer interaction, technological resources) and barriers (lack of mediation, limited resources, passive learning). The study concludes that optimizing learning requires pedagogical strategies promoting the integration of theory and practice, active and collaborative learning, effective use of technology, and enhanced physician-patient communication to overcome identified barriers.

Analysis of faculty readiness for online teaching: assessing impact and adaptability in diverse educational contexts

In recent years, educators have encountered significant shifts in teaching methodologies driven by rapid technological advancements and evolving demands in higher education. This transition has prompted adaptations in teaching practices and digital approaches, resulting in a broader paradigm shift across institutions. This study explores faculty perceptions and attitudes toward emerging pedagogies, focusing on their preparedness for digital and hybrid learning environments and the dynamics of teacher-student collaborative learning in these contexts. The research examines how faculty readiness can enhance adaptation to modern educational demands beyond any specific event or period. Utilising the FROCT scale—measuring readiness through comfort with risk, identity disruption, teaching norms, and equity and tenure norms—this research, conducted among Spanish university teachers, that highlight significant shifts in readiness perceptions after 2 years of compulsory online education. Furthermore, the study identifies gender and age disparities in teachers’ perceptions of online education readiness. These findings contributing to a better understanding of teacher preparation and performance in the post-pandemic educational landscape, specifically in online and blended education, where cognitive, metacognitive, and emotional dimensions play integral roles in fostering socialisation online and collaborative learning between educators and students.

Analysis of the social-epistemological dimensions of a Clinical Teaching Unit and Small Private Online Course compared to a traditional clerkship Internal Medicine.

Clinical workplace learning is often suboptimal due to the dynamics of the clinical learning environment and several challenges encountered in clinical practice. At LUMC, clinical teachers introduced a novel blended learning program that included both the introduction of a Clinical Teaching Unit (CTU) and Small Private Online Course (SPOC). This study aimed to analyze the educational content and design of our educational interventions, by categorizing and comparing the dimensions of the learning program before and after the interventions. The novel blended learning program was integrated into a clerkship internal medicine, aiming to optimize clerks' clinical workplace learning. Therefore, a traditional inpatient ward was transformed into a CTU, featuring the introduction of learning activities that promoted multidisciplinary and interprofessional learning. It included an integrated SPOC, aiming to improve clinical reasoning skills, feedback and collaboration of the clerks. The authors analyzed the clerkships' content and design, by categorizing the social-epistemological dimensions of the teaching modes offered before (traditional clerkship) and after (including CTU and SPOC) the intervention. These dimensions consisted of individual versus group (collaborative), and objectivist versus constructive learning categories. The CTU model added eleven group activities to the clinical workplace, of which nine were characterized as constructivist-group activities. It also led to more active learning of the clerks, compared to the traditional clerkship. Analysis of the SPOC revealed 344 teaching modes in total, which included 113 objectivist-individual, 205 constructive-individual and 23 constructive-group activities. Compared to a traditional clerkship, the CTU with SPOC led to more constructivist and collaborative learning and a more diverse educational program. This study illustrates a methodology to address active and collaborative learning activities in an educational program, and offers tools to evaluate and redesign one's teaching program. The methods and models described can be applied to clinical environments in other areas of medicine.

Effectiveness of pulmonary function test as elective module among undergraduate medical students

Objectives: We selected pulmonary function test (PFT), a widely used investigation for diagnosis and monitoring of patients having respiratory complaints in Block I (preclinical) Physiology as an elective module since exposure of undergraduate medical students to PFT is inadequate in formal medical training. The elective module in medical curriculum was introduced by national medical commission (NMC) to provide ample opportunity to the students to opt for any course of their choice not covered by traditional syllabus. This will help them to enhance their knowledge, skill, lateral thinking, creativity, experiential learning, communication ability, team-based collaborative learning thus developing their personal and professional confidence in dealing with resource-limited unfavorable circumstances. Hence we introduced this elective to sensitize the future physicians about the importance of PFT, attract their interest in the subject of Physiology and motivate them to choose Physiology as a career preference. Materials and Methods: A quasi-experimental study was conducted in the Department of Physiology to create a time-bound activity schedule on the implementation of PFT as an elective module on 32 Phase III part I M.B.B.S students. We assessed the improvement in knowledge and skill by comparing pre-test and post-test results. We have used the Kirkpatrick evaluation model Level 1 to record the reaction of the students and Level 2 to evaluate their confidence regarding PFT after the course. Thematic analysis was performed on the perception and feedback of students and faculties. Results: We observed that all 32 participating students showed statistically significant (P < 0.0001) improvement in both knowledge gain and skill development. This course helped them increase their confidence to perform PFT independently on patients, interpreting reports, diagnosing various respiratory diseases and enabling them to apply this knowledge to manage the clinical cases in the hospital wards and in the emergency department. Thematic analysis of responses of students pointed out the strengths, weaknesses and suggestions for betterment of the module. The SWOT (Strengths, Weaknesses, Opportunities,Threats) analysis of the perception of faculties guided us to devise a modified framework for the implementation of the PFT module in the future. Conclusion: The elective module on PFT was implemented successfully in our institution with a positive impact on students, assisting them to progress from basic comprehension of the physiology of lung mechanics to independent interpretation of PFT reports to utilising PFT in clinical reasoning and decision-making.

The Data Heterogeneity Issue Regarding COVID-19 Lung Imaging in Federated Learning: An Experimental Study

Federated learning (FL) has emerged as a transformative framework for collaborative learning, offering robust model training across institutions while ensuring data privacy. In the context of making a COVID-19 diagnosis using lung imaging, FL enables institutions to collaboratively train a global model without sharing sensitive patient data. A central manager aggregates local model updates to compute global updates, ensuring secure and effective integration. The global model’s generalization capability is evaluated using centralized testing data before dissemination to participating nodes, where local assessments facilitate personalized adaptations tailored to diverse datasets. Addressing data heterogeneity, a critical challenge in medical imaging, is essential for improving both global performance and local personalization in FL systems. This study emphasizes the importance of recognizing real-world data variability before proposing solutions to tackle non-independent and non-identically distributed (non-IID) data. We investigate the impact of data heterogeneity on FL performance in COVID-19 lung imaging across seven distinct heterogeneity settings. By comprehensively evaluating models using generalization and personalization metrics, we highlight challenges and opportunities for optimizing FL frameworks. The findings provide valuable insights that can guide future research toward achieving a balance between global generalization and local adaptation, ultimately enhancing diagnostic accuracy and patient outcomes in COVID-19 lung imaging.