Collaborative Learning Skills Research Articles

Prolonged contact does not reshape locals' attitudes toward migrants in wartime settings

AbstractDespite record numbers of internally displaced persons (IDPs) globally, we know little about the causal effects of intergroup contact between migrants and locals in active conflict settings. We conduct a randomized controlled trial of a vocational skills‐training program implemented by Mercy Corps that enrolled 2597 locals and migrants in near equal numbers in Kandahar, Afghanistan, where IDPs face daily prejudice and discrimination. Courses lasting up to 6 months emphasized collaborative learning and soft skills development. We surveyed participants at endline and followed up 8 months later. While the program provided the most sustained duration of intergroup contact (360–720 h) experimentally evaluated to date, we find no evidence of reported behavioral or attitudinal change by locals (N = 1276) toward migrants generally, regardless of classroom demographics or course duration. Our findings suggest that prolonged contact through vocational training programs is insufficient to improve relations in conflict settings.

Sustainable community development through peer-to-peer learning in the online and in-person classroom

Purpose Prior research suggests that collaboration is key to sustainable community development and environmental management, and peer-to-peer learning (P2PL) may facilitate community building and collaborative learning skills. This study aims to examine the effect of P2PL on the enhancement of environmental management and sustainable development skills, community building and social capital (i.e. connectedness) and understanding of course learning objectives. Design/methodology/approach Quantitative and qualitative longitudinal survey data was collected in a sustainable development focused course offered at a large American public university that uses P2PL to explicitly facilitate community building and collaborative skills. Safety precautions and changing locational course offerings due to the COVID-19 pandemic in years 2020, 2021 and 2022 provided an opportunity to evaluate the impact of P2PL on these skills during both virtual and in-person formats. Additionally, this study compared in-course student evaluations with students taking other sustainable development-related courses with collaborative learning aspects to understand the wider effectiveness of this course structure. Findings This study finds that course format (virtual vs in-person) overall made no difference in either connectedness or conceptual understandings, and that students in both formats felt more connected to others than students taking other courses with P2PL. Scaffolding P2PL and supplemental peer support can yield improved connectedness and learning among students taking environmental coursework. Originality/value Sustainable development requires group collaboration and partnership building skills. Issues are consistently raised about the challenges to teaching these skills in higher education. The students and instructors in this research study identify P2PL strategies to address these challenges for in-person and virtual classroom settings.

Problem-Based Learning – An Overview

ABSTRACT The main objective of Problem-Based Learning (PBL) is to develop problem-solving skills, collaborative learning skills, self-directed learning skills, communication skills, deeper learning skills, lifelong learning skills, and better retention in the students to equip them better in their professional careers. Unlike the traditional curriculum which is mainly based on didactic lectures, PBL is based on a group of students working on a problem and solving it. PBL is a promising teaching and learning tool that can be adopted in all fields, especially in Medical and Dental curricula.

Investigating the conception of collaborative learning (CL) and student engagement in the acquisition of practical skills (SEPSA) among prospective physical education and sports students.

The study aims to explore the association between collaborative learning and practical skills acquisition (SEPSA) among 310 students from second-year, third-year, and fourth-year (First stage of higher education) from the Institute of Arts, Culture, and Sports- Abai Kazakh National Pedagogical University. The data was collected using the time-lag approach at three intervals; 3rd week, 7th week, and 14th week. The mediation analysis suggests that collaborative learning (CL) has a positive mediating association with self-efficacy, and student engagement in practical skills acquisition (SEPSA). Additionally, collaborative learning (CL) has a positive mediating association with value-benefits, and practical skills acquisition (SEPSA). Furthermore, Collaborative learning (CL) has a positive significant association with practical skills acquisition (SEPSA). Our findings highlight the important potential of CL for increasing SEPSA. The finding of the study has implications for higher education teachers, students, administrators, and policymakers for developing more effective teaching and learning approaches using the concept of sharing and discussion with a specific focus on students' engagement.

Why include Case-based Learning in the medical curriculum? – A review

Introduction: Clinical teaching is an irreplaceable component of medical education. It takes place through many teaching–learning methodologies in various settings such as the bedside, classrooms, and the community. Case-based Learning is a method which had been devised to fill the gaps seen in bedside teaching where learning is mostly opportunistic. CBL evolves around pre-selected typical cases from an existing collection through small-group discussions.Method: The objective of the study was to identify the positive features of CBL in clinical education. A narrative review was done to search articles on PubMed and Google Scholar between 2018 and 2023. The search terms were ‘case-based learning’ ‘clinical education’ and ‘medical curriculum’.Results: The narrative review identified articles (n=14) relevant to our study. Case-based learning and discussion were seen as an effective and acceptable learning tool by medical students. It helped them to gain clinical reasoning skills which are critical in clinical decision-making and management. Exposure to case-based learning scenarios, allowed them to relate basic sciences to clinical sciences. Students were able to recollect the concepts that they had learnt by correlating them with case scenarios in a stress-free environment enhancing their critical thinking abilities. It promoted collaborative learning skills among students.Conclusion: CBL was perceived as a good learning tool by students. It is possible to combine CBL with other traditional clinical teaching methods such as bedside teaching. The case-based learning approach promotes recapitulating the basic concepts learned, relating them to a clinical scenario that results in the consolidation of the concepts.

Green and academic literacies: embedding sustainability into learning development practice

Education for Sustainable Development (ESD), an internationally understood educational concept, ‘equips learners across all disciplines with the knowledge, skills, attributes and values required to pursue sustainable visions of the future’ (Advanced HE, n.d.). The potential for learning development (LD) to contribute IN this endeavour by embedding green literacy into LD practice while supporting students to develop their academic literacies is a longstanding professional interest of the author. There is broad agreement that effective ESD necessitates supporting students to develop self-reflection, systematic thinking, problem solving and collaborative learning skills, some of the key competencies that LD seeks to foster. This mini keynote briefly presented the nature, scope, and purpose of the author’s work in embedding ESD within their LD practice. It aimed to provoke a discussion about the potential of LD to contribute to the ESD agenda within higher education by, for example, participating in departmental, faculty or institution-wide Climate Themed Learning events or by integrating ESD into regular LD practice. It also aimed to encourage information and ideas exchange, and a consideration about the formation of an ALDinHE Education for Sustainable Development Community of Practice.

The AI4Citizen pilot: Pipelining AI-based technologies to support school-work alternation programmes

The School-Work Alternation (SWA) programme was developed (under a European Commission call) to bridge the gaps and establish a well-tuned partnership between education and the job market. This work details the development of the AI4Citizen pilot, an AI software suite designed to support the SWA programme. The AI4Citizen pilot, developed within the H2020 AI4EU project, offers AI tools to automate and enhance the current SWA process. At the same time, the AI4Citizen pilot offers novel tools to support the complex problem of allocating student teams to internship programs, promoting collaborative learning and teamwork skills acquisition. Notably, the AI4Citizen pilot corresponds to a pipeline of AI tools, integrating existing and novel technologies. Our exhaustive empirical analysis confirms that the AI4Citizen pilot can alleviate the difficulties of current processes in the SWA, and therefore it is ready for real-world deployment.

Examining the effects of student-centered flipped classroom in physiology education

BackgroundThe flipped classroom approach has gained increasing popularity in medical education. Physiology is a basic medical course that studies the phenomena and laws of human life activities, and is a crucial link course connecting preclinical courses and clinical courses. However, there is a paucity of data showing the effectiveness of the flipped classroom model for the entirety of physiology course in medical undergraduate students.Method131 sophomore students with clinical medicine major at Harbin Medical University were recruited and they were randomly allocated into two groups: the control group which was subjected to traditional lecture teaching (n = 69), and the experimental group which was subjected to flipped classroom teaching (n = 62). To assess the effect of flipped teaching, the usual performance and final exam scores were used to evaluate the physiology learning effectiveness of students. The correlation between the usual performance and final exam scores by Pearson method was also conducted in the two teaching groups. After course completion, an anonymous questionnaire survey was conducted among the subjects of flipped classroom group to assess students’ opinion regarding the flipped classroom teaching.ResultsOur results showed that the usual performance and final exam scores of students in the flipped classroom were both significantly higher than that in the traditional teaching class (P < 0.05). Moreover, our results also showed that the usual performance of students was significantly correlated with the final exam scores in the flipped classroom (r = 0.3945, P < 0.01), but not in the traditional teaching group (r = 0.1522, P = 0.2119). The results of questionnaire survey showed that 77.58% of the students believed flipped classroom teaching improved their knowledge acquisition. 70%~86% of students perceived that flipped classroom enhanced their learning abilities, including self-study ability, collaborative learning and problem-solving skills, and clinical thinking ability. In addition, about 60% of students acknowledged the teaching design and teaching environment, more students’ engagement and presentation of group learning in the flipped classroom.ConclusionThe flipped classroom teaching significantly improved students’ learning effectiveness in physiology course, as indicated by final exam score and usual performance. It also promoted higher-order ability-set acquisition and allowed a rationalized formative evaluation system.

Case study about affect to children’s collaborative learning processes by utilizing interpersonal skills in collaborative learning based on the station lesson concept

Case study about affect to children’s collaborative learning processes by utilizing interpersonal skills in collaborative learning based on the station lesson concept

The Concept And Role Of The Student Centered Learning Model In Adolescent Akhlaq Education

One of the extrinsic causes of moral decadence in adolescents is the failure of teachers to teach akidah Akhlaq material. Where the lessons of Akidah Akhlaq fail to be lived and practiced in daily life by students. The learning model is a contributing factor to successes and failures in teaching. This paper aims to describe the role of the Student Centered Learning learning model in adolescent moral education towards the material of Akhlak akidah in madrasahs. The research carried out is qualitative research with literature studies. The researchers found that SCL patterns in Akidah Akhlaq learning influenced teachers' success in teaching. The application of SCL for learners provides hands-on experience in learning. Akidah Akhlaq's learning becomes more meaningful. If you have found concrete meaning in learning, it will facilitate the steps towards the process of passion and practice in life. Through the characteristics of active, constructive, collaborative, enthusiastic, dialogical, contextual, reflective, multisensory, and high-order learning skills training provides satisfactory learning outcomes. The education of akhlaq teenagers in this age is something very important considering how difficult the morals of today's teenagers are. The SCL method can be applied to support the success of moral education in adolescents.

Teaching and Learning Methods for Promoting Sustainability in Tourism Education

Teaching and learning methods play an important role in promoting sustainability in tourism education. However, previous studies mainly focus on sustainability in tourism. This qualitative survey provides an overview of how sustainable development and tourism education are taught and learned in higher education institutions. It aims to support the selection of teaching and learning approaches and methods for educating sustainability-driven tourism at universities. The materials were selected based on keywords in tourism education. The study describes 32 articles published in peer-reviewed scientific journals from 2000 to 2022. The content of the articles was analyzed in detail using qualitative content analysis. Collaborative and interdisciplinary learning and case study teaching, alongside problem-based learning and experiential learning (outdoor learning), were utilized in 10 and 6 articles, respectively. Developing collaborative and interdisciplinary learning skills, developing systems thinking skills, developing experiential learning skills, and developing techniques for increasing environmental awareness were the key points of teaching and learning methods to promote sustainability in tourism education. Behavioral Change Wheel (BCW) in tourism should be implemented in school education to reach sustainable development goals and to support sustainable development.

Psychological Effects of Repetitive Transcranial Magnetic Stimulation on Individuals With Methamphetamine Use Disorder: A Systematic Review and Meta-Analysis.

To evaluate the effects of rTMS on drug craving, depression, anxiety, sleep, and cognitive function in methamphetamine (MA) dependent individuals. Randomized controlled trials (RCTs) of rTMS interventions for MA-dependent patients were searched through PubMed, Embase, Cochrane Library, Web of Science, Chinese National Knowledge Infrastructure (CNKI), Wanfang database, Chongqing Vipers (VIP) and China Biomedical Literature Database (CBLD). The included literature was statistically processed using Revman 5.4, and STATA 16.0 for sensitivity and bias analysis. A total of 13 papers were included, and the results of the meta-analysis showed that rTMS was effective in reducing craving scores (SMD = -1.53, 95%CI:-2.08 ∼ -0.98, p < 0.00001), improving depression (SMD = -0.32, 95%CI:-0.58 ∼ -0.07, p = 0.01) and sleep scores (WMD = -1.26, 95%CI:-2.26 ∼ -0.27, p = 0.01), but had no effect on anxiety scores (SMD = -0.42, 95%CI:-0.88 ∼ 0.03, p = 0.07); in terms of cognitive function, there were improvements in the international shopping list task (ISL), Groton maze learning task (GML) and continuous paired association learning task (CPAL), except for no effect on the social emotional cognition task (SEC) and two back task (TWOB). Subgroup analysis showed significant differences in the effects of different intervention period on craving in MA-dependent individuals. rTMS was effective in reducing MA dependent individuals' cravings, alleviating depressive symptoms, improving sleep quality and language learning, collaborative learning and executive skills. Due to the small sample size of this study, a large number of RCTs are needed to validate this.

Synergizing Learning Resources and Online Experience: The Pivotal Role of Digital Lecturing Skill in Higher Education

Objective - This article aims to examine the relationship between learning resources toward online learning experiences. This is an attempt to examine the impact of personal persistence, collaborative learning, and digital lecture skills on e-satisfaction as well as on learning engagement Methodology/Technique - This article has collected and analysed perceptual responses from 106 students of selected private universities in Nigeria. Data were collected with a purposive sampling approach. The data was calculated by using the Smart PLS application. The second-order construction was applied to the research model and hypothesizes testing. Findings – The results showed that learning engagement was strongly influenced by e-satisfaction and indirectly by collaborative learning. Collaborative learning is influenced by personal persistence directly and digital teaching skills Novelty - This article has found empirical facts of digital lecturing skills as an influential institutional resource that influences other resources – such as grit as a personal resource and collaborative learning as a social resource. Type of Paper: Empirical JEL Classification: M12, M15 Keywords: Engagement, Satisfaction, Digital Lecturing Skill Reference to this paper should be made as follows: Saputra, N; Onyemaechi, U; Sutanto, H. (2022). Synergizing Learning Resources and Online Experience: The Pivotal Role of Digital Lecturing Skill in Higher Education, J. Mgt. Mkt. Review, 7(2), 54 – 65. https://doi.org/10.35609/jmmr.2022.7.2(1)

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

The Evaluation of Active Learning Classrooms: Impact of Spatial Factors on Students’ Learning Experience and Learning Engagement

Previous studies have investigated the spatial attributes of Active Learning Classrooms (ALCs) and their impact on students’ learning experiences and learning engagement independently; however, a holistic investigation of the relationship between these attributes and students’ learning engagement has not been conducted. This study explored how the spatial attributes of ALCs affect students’ learning experiences and learning engagement. An empirical questionnaire was administered to freshmen taking English classes in four different types of ALCs at one university, and 224 valid questionnaires were analyzed. This study provides design insight for future learning environments in ALCs by linking two Likert scales: one rating spatial attributes in ALCs that influence learning experiences, and the other rating students’ learning engagement in ALCs. The results revealed that the spatial attributes of ALCs significantly affected the learning experience, specifically instructional interaction, furniture perception, learning support, and physical environment. Among them, instructional interactions and physical environment are the most critical in promoting student learning engagement. The survey findings can help architects design more flexible and sustainable learning environments in the future, supporting university students in developing active and collaborative learning skills, as well as providing better references and beneficial insights for future education for sustainable development.

Combining virtual and in-place field crews to model pollinator species shift in the Greater Yellowstone Ecosystem

Insect pollinators (bees and butterflies) face global challenges as climate change impacts species occurrence (or extinction) within managed and protected areas. While species decline is predicted for invertebrate species, especially in sensitive ecosystems such as high alpine systems, little is known about species responses to climate change. This study seeks to understand the impact of climate change on pollinators in high elevation ecosystems, specifically within Yellowstone and Grand Teton National Parks. These parks are connected protected areas in the United States that act as a large reservoir for conserving species, including pollinators. Students performing research amidst the COVID-19 pandemic were divided into two virtual teams (bug team and climate team) to assess historic climate data, natural history collections and plant/pollinator data from Yellowstone and Grand Teton National Parks. Each team was tasked with addressing the larger question of climate change impacts on pollinators within protected areas while also gaining interpersonal, collaborative learning skills through their experience. This paper highlights two case studies tied to pollinator decline. The first assesses citizen science and natural history collection databases to predict and field test species occurrence within the parks. The second identifies suitable habitats for species occurrence locations. Lastly, this paper emphasizes the learning outcomes students had from virtual and hybrid field settings and offers suggestions for applications towards field-based research efforts.

Comparison of primary four students’ perceptions towards self-directed learning and collaborative learning with technology in their English writing lessons

The purpose of this study is to examine Primary school students’ perceptions towards self-directed learning (SDL) and Collaborative learning (CL) with and without the integration of Information and Communication Technologies (ICT) in English writing lessons in Singapore. There were 408 students participated in this study voluntarily. The results showed that the participants’ perceptions for SDL and CL were positive in both control and ICT-enhanced experimental groups, with means ranged from 3.73 to 3.90 out of a 5-point Likert scale. Both groups’ perceptions for SDL with technology and CL with technology were consistent lower than without technology, ranged from 2.98 to 3.72. MANCOVA was used to compare the difference in perceptions between the control and the experimental groups. The results showed that there were significant differences between the two groups in the perceptions of SDL with technology and CL with technology. The experimental group used a variety of technology tools, such as tablets, online writing assistant tools and online notice boards to facilitate their narrative writings during the 5-week intervention. They have opportunities to develop self-direct learning skills through the online writing assistant tool, they practiced collaborative learning skills through sharing their narratives and providing constructive peer feedback on online notice boards. The results indicated that students in the ICT-enhanced experimental group perceived significantly more positive perceptions towards both SDL with technology and CL with technology. As the Covid-19 pandemic continues to sweep across the world, learning activities conducted in this study could be applicable to blended or online English lessons to facilitate the development of students’ Self-directed learning and Collaborative learning skills through the ICT-enhanced learning activities. Some recommendations will be discussed in the paper.

Understanding the mediating effect of learning approach between learning factors and higher order thinking skills in collaborative inquiry-based learning

Understanding the mediating effect of learning approach between learning factors and higher order thinking skills in collaborative inquiry-based learning

Collaborative Learning and Communication Skills in Virtual Environments in Times of Pandemic

The coronavirus continues to ravage the world; humanity has had a preview of many changes in all areas; one of them was in education where most countries, under pressure from the pandemic, were forced to move to a distance education model where direct interaction is not possible and didactic methodologies must be innovated to achieve the development of university student competencies. In this study, the concepts are presented and collaborative learning is analyzed in relation to communicative skills as important aspects for the achievement of competencies, the development of the student in the virtual communication process and the social relationships that generate new ways of learning.

Outcome-based student assessment enhances academic performance in basic medical laboratory course

Basic medical laboratory courses (BMLCs) play an important role in medical educational courses helping the student acquire three important skills of surgical operating, collaborative learning, and problem solving. The outcome-based student assessment (OBSA) is a learning evaluation method that establishes specific evaluation points based on performance of students in three aspects: surgical operating, collaborative learning, and problem solving in the BMLC curriculum practices. The purpose of the present randomized controlled trial study is to explore the efficiency of OBSA program in BMLCs. The 233 students attending BMLCs were randomly divided into 2 groups, 118 in the OBSA group and 115 in the control group. We conducted multiple-choice examination questions (MCQs) test and two questionnaires with the method of two-sample t test for statistics. The results of MCQs in total eight BMLC blocks showed that the academic performance of the OBSA group was significantly better than that of the control group (P < 0.05). In addition, the average scores of direct observation of procedural skills (DOPS) and mini-experimental evaluation exercise in OBSA group were significantly higher than those in control group (P < 0.05). The majority of the medical students preferred the OBSA and considered OBSA could effectively improve their surgical operating skills (83.9%), collaborative learning skills (92.1%), and problem-solving skills (91.1%). From the above, OBSA is an effective evaluation method for the implementation of the BMLC curriculum.