Role Of Collaborative Learning Research Articles

Collaborative Optimization of Learning Team Formation Based on Multidimensional Characteristics and Constraints Modeling: A Team Leader-Centered Approach via E-CARGO

With the massive popularization of e-learning, collaborative learning via learning teams has become indispensable to enhancing the learning efficiency and learning quality of overall learners. The team leader usually plays a key role in collaborative learning. However, the existing research ignores the key characteristics of learners and constraints relevant to e-learners when identifying appropriate team leaders and compatible members. A novel collaborative optimization approach to learning team formation is proposed based on a refined learner model and the environments—classes, agents, roles, groups, and objects (E-CARGO) model. With the proposed approach, a learner is modeled by combining 5-D characteristics (i.e., cognitive ability, leadership, sociability, learning style, and personality) and three types of constraints (e.g., conflicts, genders, and the number of members), and an assessment mechanism is designed to measure the comprehensive abilities of learners for identifying an ideal team leader and selecting the team members for a team. By innovatively introducing the role-based collaboration theory and E-CARGO model, the leader-centered learning team formation problem is formalized as a collaborative optimization problem. The mathematical model and the constraint relations are established for this problem, which is solved based on the IBM CPLEX package. Finally, a case study and experiments demonstrate that the proposed approach is efficient and feasible, in favor of improving the satisfaction degree of learners.

How do students'roles in collaborative learning affect collaborative problem-solving competency? A systematic review of research

Collaborative problem-solving (CPS) has significantly affected people's working patterns and lifestyles and has become a critical competency in economies and society. CPS competency is widely recognised as an essential skill in the 21st century and has been extensively considered in teaching and learning practices. Although various factors influencing CPS have been identified, the effect of group work on students’ CPS competency is still to be determined. In this study, we systematically reviewed the published literature from 2013 to 2022 and explored the association between students’ roles in group work and the development of CPS in the learning process. We analysed 36 relevant empirical studies using the developed framework. The factors influencing group dynamics and performance, including students’ backgrounds, subjects, collaborative learning modes, role types, and CPS dimensions, were coded and analysed. We found that a student's role (scripted vs. emergent) was fluid and subject to change during group work, contributing to CPS development (social vs. cognitive process skills). We also found that this effect was conditioned/mediated by student characteristics, learning contexts, and teacher support. Teachers can, therefore, promote students’ CPS development by monitoring the roles performed throughout group tasks and providing guidance specific to students’ roles in their learning.

Effectiveness of Online Collaborative Learning in Gamified Environments

Online education, supported by emerging technologies, such as the Internet, big data, and industrial intelligence, is becoming a growing trend. Gamified learning is gaining popularity within educational environments. Educational games serve as the medium for this type of learning and as tools to support learning. They create real-world situations for students to solve tasks, effectively cultivating problem-solving, critical thinking, and creativity skills. In gamified teaching, collaborative learning helps players in completing game tasks by focusing on cooperation and learning essential knowledge or skills. This study selected 300 students from Harbin University of Science and Technology as research subjects. A single-factor, two-level between-subjects design was used to examine the influence of online collaborative learning (independent variable) on flow experience, intrinsic motivation, and academic performance (dependent variables). The participants were divided into an experimental group (two-player collaborative game group, N = 150) and a control group (single-player game group, N = 150). After completing their assigned tasks, the participants independently completed questionnaires and tests. Data were then analyzed using SPSS 25.0 software. Results show that there is no significant difference in prior knowledge between the two groups. However, notable differences are found in flow experience, intrinsic motivation, and academic performance. The experimental group demonstrates significantly better academic performance than the control group, indicating the effectiveness of collaborative learning within gamified learning. Flow experience has a partial mediating role in collaborative learning, whereas intrinsic motivation has a full mediating role. These findings have critical implications for understanding the impact mechanism of collaborative learning on academic performance in gamified learning, promoting the effective utilization of educational games, and accelerating the exploration and application of gamified learning models.

The role of collaborative learning in resilience in healthcare—a thematic qualitative meta-synthesis of resilience narratives

BackgroundTo provide high quality services in increasingly complex, constantly changing circumstances, healthcare organizations worldwide need a high level of resilience, to adapt and respond to challenges and changes at all system levels. For healthcare organizations to strengthen their resilience, a significant level of continuous learning is required. Given the interdependence required amongst healthcare professionals and stakeholders when providing healthcare, this learning needs to be collaborative, as a prerequisite to operationalizing resilience in healthcare. As particular elements of collaborative working, and learning are likely to promote resilience, there is a need to explore the underlying collaborative learning mechanisms and how and why collaborations occur during adaptations and responses. The aim of this study is to describe collaborative learning processes in relation to resilient healthcare based on an investigation of narratives developed from studies representing diverse healthcare contexts and levels.MethodsThe method used to develop understanding of collaborative learning across diverse healthcare contexts and levels was to first conduct a narrative inquiry of a comprehensive dataset of published health services research studies. This resulted in 14 narratives (70 pages), synthesised from a total of 40 published articles and 6 PhD synopses. The narratives where then analysed using a thematic meta-synthesis approach.ResultsThe results show that, across levels and contexts, healthcare professionals collaborate to respond and adapt to change, maintain processes and functions, and improve quality and safety. This collaboration comprises activities and interactions such as exchanging information, coordinating, negotiating, and aligning needs and developing buffers. The learning activities embedded in these collaborations are both activities of daily work, such as discussions, prioritizing and delegation of tasks, and intentional educational activities such as seminars or simulation activities.ConclusionsBased on these findings, we propose that the enactment of resilience in healthcare is dependent on these collaborations and learning processes, across different levels and contexts. A systems perspective of resilience demands collaboration and learning within and across all system levels. Creating space for reflection and awareness through activities of everyday work, could support individual, team and organizational learning.

Assessing negotiation skill and its development in an online collaborative simulation game: A social network analysis study

AbstractSimulation games are widely used to teach negotiation skills in political science education. However, existing studies focus on the impact of simulation games on students' knowledge gains and affective changes and largely ignore skill assessment and development in the gaming environment. This study aimed to understand the process of student groups practicing negotiation skills in a collaborative simulation game through social network analysis (SNA). We proposed a conceptual framework to assess negotiation skills by identifying different negotiation skillsets based on participatory roles in collaborative learning, investigated the skill development through the change of the skillsets over time, and examined the relationship between the negotiation skillsets and achievement. The results showed that the majority of student groups practiced more complex negotiation skillsets towards the end of the game, and the complexity of skillsets was positively related to the negotiation outcomes in the simulation game. The study demonstrated the possibilities of using SNA as an analytical tool to measure negotiation skills and explore dynamic skill development in a collaborative simulation game. It has also shown the potential of integrating SNA in a collaborative gaming environment for automated analysis of a large volume of data concerning interactions.Practitioner notesWhat is already known about this topic Simulation games are widely used to teach negotiation skills in political science education to improve the connection between theoretical knowledge and skill practice. Existing studies focus on the impact of simulation games on learners' knowledge gains and affective changes but ignore the skill assessment and development in the gaming environment, especially in the collaborative simulated gaming environment. What this paper adds The study investigated the process of student groups practicing negotiation skills in a collaborative simulation game through Social Network Analysis (SNA). We proposed a novel conceptual framework to measure negotiation skills by identifying different negotiation skillsets through connecting them to learners' participatory roles that emerged during the collaborative gameplay. The study demonstrated learners' dynamic and evolutionary process of practicing negotiation skills in the game. The results showed that there was a positive relationship between the complexity of negotiation skillsets and negotiation outcomes in the game. Implications for practice and/or policy The study demonstrates the possibilities of using SNA as an analytical tool to measure negotiation skills and explore dynamic skill development in a collaborative gaming environment. The results can guide teachers to identify risky game moves and students in need and provide personalized feedback to help improve students' negotiation skills. The findings can help teachers optimize the game design to ensure students' equal and active participation in the game. The study highlights the potential of integrating SNA in collaborative gaming environments for automated analysis of a large volume of data concerning interactions.

The Role of Collaborative Learning on Learning Engagement: An Empirical Facts from Nigeria

This study aims to examine the influence of various learning resources in personal, social, and institutional contexts on online learning experiences, especially in the Covid-19 pandemic era. This was an attempt to examine the impact of personal persistence, collaborative learning, and digital lecture skills on electronic satisfaction as well as on learning engagement. This study was based on cross-sectional survey which spread online questionnaire to the students of selected higher education in Nigeria. The sampling method was convenience - a non-probabilistic approach. This study successfully involved 106 students from three private universities in Nigeria (80%) - Caritas University, Gregory University, and Madonna University. The respondents were equally distributed into male (51%) and female (49%). Most of them has age below than 26-year-old (80%). They are mostly in first and second semester (92%) in regular program (79%) at 200 level (23%0, 300 level (25%) and graduated (23%).The research model was constructed by five variables, such as: Learning Engagement (LENG), e-Satisfaction (ESAT), Personal Perseverance (GRIT), Collaborative Learning (COLE), and Digital Lecturing Skill (DLEC). Those variables are described into second order constructs which each variable is reflected into its dimensions and each dimension was measured by its items or indicators. All variables were measured by instruments adapted from previous studies Keywords: Learning Engagement, Collaborative Learning, E-Satisfaction

Predicting and Reading Together: the Role of Collaborative Learning in Facilitating Reading Comprehension

Predicting and Reading Together: the Role of Collaborative Learning in Facilitating Reading Comprehension

Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward?

Online peer feedback plays a critical role in collaborative learning. This process improves learning and helps both giver and receiver develop and refine their metacognitive knowledge. A deeper examination of the feedback types, specificity, and affective nature is needed to understand its impact on collaborative knowledge improvement. A mixed-method study was conducted to examine how online peer feedback supported collaborative knowledge improvement in a computer-supported collaborative learning (CSCL) environment. How the different types of formative peer feedback, the specificity and affective nature of the peer comments supported pre-service teachers' in improving their TEL design were examined. The results showed that the peer feedback supported pre-service teachers in improving the quality of TEL design measured by the TPACK framework. It was found that feedback that raised concerns about the work and suggestive feedback facilitated the further improvement of the work. Elaborated feedback rather than verification feedback with short responses also affected the responses to the feedback. The implications on how online peer feedback support collaborative knowledge improvement are discussed.

The Role of Collaborative Learning in the Online Education

Collaboration or teamwork is indispensable in today’s workplace. The continual and increasingly rapid change in the external environment requires professionals equipped with unique skill sets to work together and solve problems collaboratively. It is the higher education institution’s responsibility to prepare students for the necessary skills expected by the employers. Collaborative learning is an active learning approach that two or more students team up toward common goals. The knowledge and product are created through the active, social, and engaging process. Students develop communication, interpersonal, metacognitive thinking, and problemsolving skills, as well as their understanding of the diverse perspectives for real-world profession-related situations. Furthermore, working in a team could reduce student’s feelings of isolation in the online learning environment. As such more and more online programs incorporate collaborative learning into their curricula. In this paper, the benefits, challenges, and solutions to challenges in collaborative learning are presented and discussed.

Social Media for Knowledge Sharing and Translation on Justice, Equity, Diversity, and Inclusion - Implementation and Assessment of Our First Campaign

Social media (SoMe) has enabled more collaboration, participation, and reach of JEDI (Justice, Equity, Diversity, and Inclusion) initiatives globally. For Radiation Oncologists (ROs), SoMe has an established role in collaborative learning beyond traditional borders. By measuring publicly available data from a JEDI SoMe initiative, we aimed to gauge impact and tailor future SoMe endeavors for better knowledge sharing and translation within Radiation Oncology (RO) and our broader community.

Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms

Technology-enhanced collaborative inquiry learning has gained a firm position in curricula across disciplines and educational settings and has become particularly pervasive in science classrooms. However, understanding of the teacher’s role in this context is limited. This study addresses the real-time shifts in focus and distribution of teachers’ guidance and support of different student groups during in-person computer-supported collaborative inquiry learning in science classrooms. Teachers’ self-perceptions of their guidance and affect were supplemented with students’ self-reported affect. A mixed-methods approach using video analyses and questionnaire data revealed differences between teacher guidance and support associated with teacher perceptions and group outcomes. Groups’ prior science competence was not found to have an effect on teacher guidance and support, rather the teachers guided the groups they perceived as motivated and willing to collaborate. Teacher affect was compounded by student affect, suggesting that consideration of the reciprocal perceptions of teachers and students is necessary in order to understand the teachers’ role in collaborative learning.

How role-taking in a group-work setting affects the relationship between the amount of collaboration and germane cognitive load

This research investigates how learning groups affect student learning from two perspectives: first, the amount of group work students do, and second, the role that they take within the group. It is not clear from the current research how a student’s role in collaborative learning affects his/her development of critical thinking and the construction of knowledge. The present study looks into whether the positive relationships found between collaboration and germane cognitive load are affected by a learner’s role within the group. Using cognitive load theory, this study analyzed survey responses from a group of university students (n = 1399) who engaged in collaborative study groups when taking online classes in South Korea. While it was found that the amount of collaboration a student engaged in positively affected levels of germane load and that their level of contribution negatively moderated that relationship. In other words, while more group work is beneficial, students who contribute less to the group have greater gains from higher levels of collaboration than students who take a more active role.

Collaborative concept mapping with reciprocal kit-build: a practical use in linear algebra course

The design of interactions among peers plays a key role in collaborative learning. Various strategies have been applied to assist learners in collaborating and creating a continuous effort to construct and maintain shared knowledge, such as utilizing a concept map as a representational tool during discourse. Some previous studies have revealed its positive effect on both the learning achievements and the attitudes of the students. A strategy for improving the quality of explanation of the students during collaborative concept mapping is to enable them to externalize their thinking in their private spaces beforehand. However, students may face difficulties when they need to integrate their individual propositions with the group concept map. This study employs the reciprocal kit-build (RKB) approach to help students externalize their ideas, understand and clarify their partners’ perspectives, integrating with their comprehension, hoping they can construct a high-quality collaborative product. The study is conducted in a linear algebra class in an Indonesian university. The effect of the RKB as learning activities on the group outcomes is evaluated. How students change their propositions, from the individual to the collaborative phase, following the visualization of the difference map provided by the RKB system is also presented. Perceptions of the students during these activities are examined to measure the effectiveness of the approach from the viewpoints of the participants. The findings convey that the RKB is promising for learning in a collaborative context despite some limitations in the practical classroom experimental settings.

Core and activity-specific functional participatory roles in collaborative science learning

Prior research on the significance of roles in collaborative learning has explored their impact when they are pre-assigned to group members. In this article, it is argued that focusing on assigned roles downplays the spontaneous, emergent, and interactional nature of roles in small task groups and that this focus has limited the development of generalizable frameworks aimed at understanding the impact of roles in and across collaborative learning settings. A case is built for the importance of focusing on the functional participatory roles enacted during collaborative learning and for conceptualising these roles as emergent, dynamic, and evolving in situ (first claim). Further, a flexible conceptual framework for the analysis and understanding of such roles across diverse collaborative science-learning activities is proposed, based on the assumption that during collaborative learning, both core and activity-specific roles are enacted (second claim). The core roles resemble each other across activities as they associate closely with the nature of the science discipline itself, whereas the activity-specific roles vary across activities as their emergence is dependent on the affordances, demands, and characteristics of the particular activity and environment. Data from three diverse science-learning environments, including four totally or partly student-led collaborative science activities, were scrutinized to establish the degree of empirical support for this assumption and, thereby, the conceptual usefulness of the proposed framework. The contributions of the framework for future research of collaborative science learning are discussed.

Do two heads think better than one?

Introduction: This study examines how 13 bachelor students on Faculty of Medicine and Health Sciences experience collaborative learning on campus at NTNU. My purpose was to find out how students reflect upon collaborative learning face to face on Campus, especially according to learning outcome. The findings are based on empirical data. I investigate how they handle collaborative learning, problems they meet and choices they make while collaborating. My findings will be presented in five different main themes. 
 Method: I analyzed three focus group interviews with 13 students using SDI-model and Nvivo12. I focused on the student’s descriptions and reflections of collaborative learning and learning outcome. 
 Results: The students have a lot of reflections about collaborative learning in akademia. The analysis resulted in five different themes named ‘the teacher’s role’, ‘the role of friction’, ‘the role of being prepared’, ‘consciousness’ and ‘meaning making’. 
 Conclusion: The study implies that to achieve desired effect of learning from collaborative learning the universities should continue to encourage active learning strategies. Especially important to succeed is the teacher’s role in scaffolding, the role of friction and the role of being prepared. The role of consciousness and meaning-making is also important in constructing and creating knowledge. 
 This presentation main message is to show the role of collaborative learning on Campus according to why universities should continue to focus on a change in practice which include active learning strategies to succeed teaching.

Learning in embodied activity framework: a sociocultural framework for embodied cognition

This paper proposes the Learning in Embodied Activity Framework (LEAF) which aims to synthesize across individual and sociocultural theories of learning to provide a more robust account of how the body plays a role in collaborative learning, particularly when students are learning about a collective phenomenon where coordination between and across students is important to their learning. To demonstrate the uses and limits of LEAF, we apply it to data from several iterations of the Science through Technology Enhanced Play (STEP) project. This project involved first and second-grade students using an embodied, mixed-reality simulation to learn about the particulate nature of matter. We use data from this project to demonstrate the ways in which students’ embodied actions serve as a resource in understanding their embodied activity both individually and collectively. We demonstrate how both dimensions provide insight into student cognition and learning. Supported by this analysis, we present LEAF as a useful tool to help researchers, designers, and instructors thoughtfully design collective activities.

Variation in esophageal anastomosis technique-the role of collaborative learning.

Centralization of care has improved outcomes in esophagogastric (EG) cancer surgery. However, specialist surgical centers often work within clinical silos, with little transfer of knowledge and experience. Although variation exists in multiple dimensions of perioperative care, the differences in operative technique are rarely studied. An esophageal anastomosis workshop was held to identify areas of common and differing practice within the operative technique. Surgeons showed videos of their anastomosis technique by open and minimally invasive surgery. Each video was followed by a discussion. Surgeons from 10 different EG cancer centers attended. Eight key technical differences and learning points were identified and discussed: the optimum diameter of the gastric conduit; avoiding ischemia in the gastric conduit; minimizing esophageal trauma; the use of an esophageal mucosal collar; omental wrapping; intraoperative leak testing; ideal diameter of the circular stapler and the growing use of linear stapled anastomoses. The workshop received positive feedback from participants and on 2 years follow-up, 40% stated that they believed that the learning of tips and techniques during the workshop has contributed to lowering their anastomotic leak rate. Many differences exist in surgical technique. The reasons for, and crucially the significance of, these differences must be discussed and examined. Workshops provide a forum for peer-to-peer collaborative learning to reflect on one's own practice and improve surgical technique. These changes can, in turn, generate incremental improvements in patient care and postoperative outcomes.

Collaborative Learning and Learner Autonomy: Beliefs, Practices and Prospects in Pakistani Engineering Universities

Learner autonomy in language classrooms received researchers' attention quite recently. The research intends to explore the prospects of promoting autonomy in Pakistani learners through collaborative tasks. The sample consists of 16 teachers working in public sector Engineering universities of Punjab. A qualitative approach and interpretive paradigm were selected for the present study. The role of collaborative learning in developing autonomy in learners is explored through gathering teachers' beliefs using semi-structured interviews and observing their practices in the classrooms. A constructivist's lens was employed in collecting and analyzing data. The findings show that teachers believe that collaborative learning is inculcating independence, responsibility, confidence, motivation, skills, and positive interdependence which are required for autonomy promotion. They also believe that collaborative tasks, famous among Pakistani learners and few teachers, can be utilized as the right medium in autonomy development. However, class-observations do not depict a promising situation. Teachers are found inclined towards traditional teaching pedagogy, and collaborative tasks are found lacking true spirit.

Is it Relevant? The Role of Off-task Talk in Collaborative Learning

We adopt a sociocultural approach to examine the characteristics and roles of the off-task talk (OTT) of three graduate students engaged in a collaborative learning task. Our focus is on three OTT episodes during three out-of-classroom meetings to discuss an academic article in preparation for a graded classroom presentation. In order to obtain an insider perspective on these episodes, each of the three students independently analyzed each OTT episode in terms of its characteristics, roles, and effects on the participants’ contributions and relationships. The results showed that the OTT episodes were short and infrequent; had an academic flavor to them; weaved smoothly on and off task; and played various social, affective, and cognitive roles in collaborative learning. We argue that definitions that emphasize the content, rather than the functions, of OTT are misleading and that a sociocultural theory perspective allows a more positive view of OTT as a socio-affective action within a larger cognitive activity. We close by outlining some of the limitations of the study and a call for further research on OTT in collaborative learning.

The role of collaborative learning on training and development practices within the Australian Men’s Shed movement: a study of five Men’s Sheds

This study examines the role and impact of collaborative learning on training and development practices in Australian Men’s Sheds. We use a case study approach, underpinned by Peters and Armstrong’s theoretical framework of collaborative learning in adult education, to investigate five Men’s Sheds. Semi-structured interviews were carried out with five Men’s Shed co-ordinators, and five focus groups with a total of 61 members. In this study, vocational education and training is extended in a way to bridge the gap between work and retirement for many men in Australia. Three main themes emerged: the importance of training and development [beyond the workplace] for an individual response to member participation; a shared learning experience between men who teach and men who learn in the Sheds; and the collaborative learning that impacts on the learning of individual and groups. We discuss the urgent need for Shed co-ordinators to develop guidelines for training and development policies and use collaborative learning practices within the Sheds. The key message of the paper is that collaborative learning is critical to ensure effective training and development of men in Men’s Sheds. We also highlight the implications of poor training and development practices for Shed growth, legal compliance and member participation and men’s well-being. The findings will be of interest to other countries dealing with populations of retired men and others seeking membership in Sheds.