Social Collaborative Learning Research Articles

Perspectivas contemporáneas sobre los procesos de aprendizaje necesarios en el siglo XXI

This article offers a rigorous analysis of the perspectives on the learning processes required in current contexts. It addresses a wide variety of research and proposals that emphasize the knowledge and practices necessary for those who guide educational processes, with the aim of satisfying the demands and characteristics of modern societies, based on a narrative review of the literature. In this sense, six types of learning stand out: situated learning, extended learning, networked and collaborative social learning, visible learning, research learning, deep learning and future-focused learning. Furthermore, the work presents concrete alternatives to promote these approaches to learning in the school environment.

Institutional support for building resilience within rural communities characterised by multifunctional land use

Rural landscapes around the world are increasingly transitioning towards multifunctional land uses that mix traditional agricultural production with amenity consumption and environmental protection. Better understanding is needed about how to promote resilience of rural communities in areas of increasingly contested land use. This research examined changes in land use in the rural hinterland of the Noosa Biosphere Reserve in sub-tropical Australia. Data collection included an online survey of Noosa hinterland landholders and a series of workshops in the Biosphere’s rural communities, featuring interactive digital mapping to address geospatial land use classification and data gaps. Our study found the area had transitioned to multifunctional land uses of agriculture with lifestyle residents interested in sustainable land management, niche agricultural, and consumptive eco- and health-based tourism livelihoods. We also identified an ongoing need for support for collaborative social learning consistent with UNESCO Biosphere Reserves’ mandate as learning hubs. The study’s findings indicate that complementary local government planning policy plays a role in providing institutional support for resilient rural communities in multifunctional settings.

Correlational of Collaborative Learning on Students’ Social Interaction: A Meta-Analysis Study

<span lang="EN-US">Collaborative learning allows student’ interaction to the cognitive construction system. Social interaction in the learning system includes elements of the environment, technology, and learning methods that are implemented in the learning process. The aims of this study are: 1) to analyze correlation of collaborative learning and students' social interactions in teaching learning process and 2) to analyze whether there was bias publication or not in the meta-analysis of relevant research publications. The method used in this research is meta-analysis. The research was conducted by browsing the Scopus database on relevant research with the limitation of the keywords "collaborative learning" "social interaction" "correlation studies" for publication results between 2015-2022. The data collected were 89 articles but the relevant ones were 12 articles with correlational studies. Data analysis used Effect Size test by JASP to answer the hypothesis about the relationship between collaborative learning and social interaction to determine whether there is bias publication. The results of analysis that used Random Effect model showed that there was a significant positive correlation between collaborative social learning and students' social interaction (z=3.379; p<0.005). The results of calculations regard to Rank Correlation showed that Kendall's value is 0.061 which showed the large correlation coefficient between effect size and variance where p-value of 0.841 is greater than the value of 0.05 which indicated that the publication sample data does not indicate bias publication. The results of this study indicate that collaborative learning in the direct social activities in the learning community. Meanwhile, indirect learning expands access to do discussion, publication capabilities, and reflection on various discoveries. </span>

Bamboo Woven Websites for Elementary School Students through Social Collaborative Learning Approach

The effectiveness of cultural recognition through a collaborative social approach adopting the role of technology in preserving culture to elementary school students is undeniable. Hence, this study aimed to develop a bamboo woven educational website using the same approach. This study applied an explanatory research design approach. Quantitative data regarding website development and evaluation of website trials were detailed. This was to determine the accuracy of the website in terms of its development and implementation for users. 39 students, who are close to the bamboo woven culture in the Jepang regency of Kudus, Central Java, Indonesia, were used as the subjects. The instruments involved for data collection were observation, documentation, and questionnaires. The questionnaire validation was carried out by four experts. Meanwhile, the data analysis adopted descriptive statistics to determine the analysis of student needs and responses to the bamboo woven education website. The implementation of the bamboo woven educational website resulted in 87.5% of the respondents acknowledged the ease of use, 81.25% believed that that website enhanced the understanding of the knowledge of cultural concepts within the community, 81% determined that the features used were according to children's needs, 78% considered that fun learning methods were utilised, and 67% verified the sustainable use of the website. Bamboo woven education websites can be used to form skills-based teaching curricula. The displayed information on bamboo woven education websites give impact on sustainable development in facing sustainable cultural and economic challenges.

Comparative Analysis of Educational Approaches: Unveiling Strengths across Attributes

Design plays a pivotal role in the successful development of any interactive learning environment (ILE). Furthermore, in the realm of technology-enhanced learning (TEL), the design process necessitates contributions from a wide array of expertise areas. Therefore, individuals engaged in tool development must directly confront the design challenge from multiple standpoints. This article aims to present a comprehensive analysis of current research that centers on the utilization of various approaches as a means of enhancing technology-driven learning environments. The objective is to investigate how much of its instructional promise is genuinely put into practical implementation. The review exclusively considers empirical studies that have been published in peer-reviewed scholarly journals, focusing specifically on the application of diverse approaches as educational environments. Over the past ten years, the methodology of design-based research has proven its potential in both the research and design aspects of technology-enhanced learning environments (TELEs). This article delineates and characterizes design-based research, outlining its significance in the development of technology-enhanced learning environments (TELEs). It also introduces principles for the integration of design-based research into TELEs, and deliberates on the forthcoming challenges associated with this approach. The introduction of technology-enhanced learning (TEL) techniques has transformed the allocation of the most crucial resource in the education system: the time of educators and learners. Although new technology holds the promise of increased personalization and efficiency, the impact on staff time must be meticulously analyzed. Without careful consideration, TEL methods might escalate expenses without proportionate advantages. The paper evaluates various methods of comparing teaching time costs between TEL and traditional approaches. The conclusion suggests that cost-benefit modeling conducted within the institution provides the most accurate means of comprehending how educators can leverage technology to attain the level of efficiency that renders personalization economically viable. Options explored include Interactive Online Courses, Virtual Reality Classrooms, Gamified Learning Platforms, Personalized Learning AI, and Collaborative Social Learning. Assessment criteria encompass Learning Effectiveness, Engagement, Adaptability, Skill Transfer, Cost, Accessibility, User Experience, and Data Privacy. The examination serves as a foundation for establishing prerequisites tailored to a forward-looking cost-benefit framework. The process commences with strategic decisions aimed at realizing the advantages of Technology-Enhanced Learning (TEL). These decisions, in turn, inform the identification of probable essential expenditures, thus delineating the inherent "benefits-oriented cost model." A key benefit of this approach is that it empowers innovators to strategically plan and comprehend the dynamic between anticipated educational gains and potential teaching expenses.

The Effect of Reflection Through Educational Blogging on Students’ Learning Performance

Aim/Purpose: Despite the growing interest in reflection, there is an issue regarding how to fortify the linkages between a learning experience and the reflection activity that follows it, as experience on its own is not the key to learning. In addition, studies have also shown that students are not able to transfer the newly acquired knowledge through experience into a new situation. Besides that, it is revealed that students have a generally poor learning performance in computer-supported courses. This can be attributed to the difficulty in comprehending lessons. These problems then bring to the fore the question of what specific elements are needed to turn experience into learning and enable educators to enhance students’ learning performance through reflection activities. Therefore, this study was undertaken to design the reflection environment through educational blogging and examine its effect on students’ learning performance in a computer-supported course; that is, an Authoring System course. Background: Incorporating reflection as an integral part of the curriculum and learning process can be challenging. It involves dedicating time and effort to foster a reflective culture. Therefore, a reflective blogging environment needs to be designed by incorporating structured and interactive reflective thinking activities. This learning environment should also be able to integrate theoretical and practical aspects while encouraging active engagement in social collaborative learning to build knowledge and comprehension in learning computer-supported courses. Furthermore, leveraging blogging technology by embedding it with effective pedagogy is also necessary to nurture students, and is critical in knowledge acquisition. Methodology: A one-group pre-test post-test type of research design was adopted, using quantitative data of students’ learning performance. A purposive sampling technique was employed to select a sample of 18 postgraduate students enrolled in the Authoring System course in the Faculty of Education. The reflection through the educational blogging environment was designed according to the ICCEE (Identify, Choose, Create, Engage, and Evaluate) instructional design model. The learning performance test was analysed using inferential statistics, specifically, the Wilcoxon ranked test, effect size, and power analysis. Contribution: This study highlights that reflection through blogging remains relevant for learning among postgraduate students when its pedagogical design is carefully planned to align with learning and teaching goals. Leveraging the advantages of blogs as student-centred learning environments can encourage discussion and debate-like activities, which, in turn, positively affects students’ overall learning performance. The design of the reflective learning environment also gives us an understanding of how the reflection approach can be better conducted to improve students’ learning performance. Findings: The reflection through the educational blogging environment was successfully designed based on the five in-depth steps of the ICCEE instructional design model. The learning performance indicates that there was a statistically significant difference between the pre-test and post-test scores. Thus, it can be concluded that reflection through blogging, which acted as an intervention, had a significant influence on students’ performance in learning in the Authoring System course. Recommendations for Practitioners: Given the technical nature of this study, instructors, especially those teaching online, must exhibit greater creativity in bridging the gap between theory and real-world applications to enhance students’ cognitive engagement with the learning materials. As technical learning is frequently associated with poorer cognitive learning outcomes, it is crucial for instructors to bridge the gap between theory and practical applications to achieve better results. Recommendation for Researchers: Researchers can ensure that students perceive learning and teaching as constructivist activities by leveraging the advantages of blogs as student-centred learning environments and minimising the presence of instructionalist activities. This approach encourages discussion and debate-like activities, which, in turn, positively enhances students’ overall learning performance. Impact on Society: This study highlights that educational blogging remains significant for postgraduate students when its pedagogical design is carefully planned to align with learning and teaching goals. Future Research: Future work is necessary to validate the findings, particularly concerning different computer-supported courses, with larger and more diverse samples. Additionally, the learning performance pathways can be analysed via data mining using qualitative data to provide valuable insights into patterns related to the types of feedback that foster the growth of specific levels of reflective thinking skills. Linking students’ performance with other probable learning processes/outcomes, such as learning styles, interaction posts, demographic details, and response time, can provide a better understanding of the computer-supported competencies among students from a summative approach.

Collaboration on Art Educators’ Perceptions of Required Professional Learning

In this action research study, we investigate the impact that social collaborative professional learning activities have on art educators’ perceptions of required professional development on art assessment. The study was conducted in the context of a district-wide professional development program and evaluated through a performance-based assessment professional learning activity, which was done in both a collaborative and one-on-one format. The findings indicate that participant-led professional learning supports visual arts teachers’ engagement in and understanding of professional development content. Reflective dialogue, networking opportunities, and collaborative cultures were key factors contributing to the outcomes of this study. In addition to outlining the study, we discuss other considerations for future research and implications for professional development for art teachers.

Medical education in the midst of the COVID-19 pandemic: The challenge of collaborative learning in three european countries

IntroductionCOVID19 keeps being a challenge, not only facing the outbreak and the treatment of the cases, but also in the education sector. Most learning centres and high schools in the world are closed to avoid further outbreaks, as well as institutes for psychotherapy throughout the world.ObjectivesTo gain a better knowledge and understanding about alternatives identified in the scope of psychiatric trainee training, through the support provided by digital resources.MethodsSystematic review on PubMed and Uptodate databases since declaration of the COVID-19 pandemic in March 2020 was performed using the keywords: Distance Education, Pandemia, COVID-19, Medical Residency. Discussing online-learning.ResultsThe described European countries (Germany, Spain, United Kingdom) used different strategies to maintain the e-learning. Practical undergraduate education was replaced in countries like Spain by “problem-based learning” tasks, clarifying and commenting case reports or videos through working groups. The increase of the resources from teachers and trainers wasn´t taken in account for the preparation of the digital program. Social inequities for the digital access for groups of students or clients were also claimed.ConclusionsEach of the described countries adopted different strategies regarding continuing training of residents, their assessment and their certification. Covid-19 should set down a trend of social collaborative learning as part of resident training and asset hybrid or even digital methods for the mental health training.

Adapting Research, Management, and Governance to Confront Socioecological Uncertainties in Novel Ecosystems

Wildland research, management, and policy in western democracies have long relied on concepts of equilibrium: succession, sustained yield, stable age or species compositions, fire return intervals, and historical range of variability critically depend on equilibrium assumptions. Not surprisingly, these largely static concepts form the basis for societal expectations, dominant management paradigms, and environmental legislation. Knowledge generation has also assumed high levels of stasis, concentrating on correlational patterns with the expectation that these patterns would be reliably transferrable. Changes in climate, the introduction of large numbers of exotic organisms, and anthropogenic land conversion are leading to unprecedented changes in disturbance regimes and landscape composition. Importantly, these changes are largely non-reversable; once introduced exotic species are seldom eradicated, climates will continue to warm for the foreseeable future, and many types of land conversion cannot be easily undone. Due to their effects on extant infrastructure and expectations for ecosystem services, these changes are, and will be, viewed by western societies as overwhelmingly negative. The continued acceleration of change will generate increasingly novel systems for which the transferability of correlational relationships will prove unreliable. Our abilities to predict system trajectories will therefore necessarily decrease. In this environment, top-down, expert dominated approaches to environmental decision making are unlikely to produce results that meet broader societal expectations. To be successful we need to embrace a more inclusive paradigm of collaborative governance and multiple forms of knowledge for adapting to constant change, including indigenous epistemological systems. By increasing public and stakeholder participation, we can encourage collaborative social learning allowing all parties to more fully understand the complexities and tradeoffs associated with wildland management and the technical limits of models that seek to quantify those tradeoffs. System novelty will necessarily make forecasting more dependent on predictive modeling and will require better models. Data collection should therefore be strongly influenced by model input requirements and validation; research will need to focus on fundamental and causal relationships to a much greater degree than is done currently.

Measuring behavioral social learning in a conservation context: Chilean fishing communities

AbstractIn the sustainability and conservation sciences, “social learning” is defined as a group process which depends on trust and social capital and tends to boost conservation outcomes. We term this “collaborative social learning.” Meanwhile, the behavioral sciences define social learning as the individual use of socially acquired information and seek to explain how individuals employ social learning as part of adaptive behavior. We term this “behavioral social learning.” However, the influence of behavioral social learning on ecological outcomes is poorly understood. We conducted a study of behavioral social learning among fishers in seven communities in Chile's Region V to probe its connections with ecological outcomes and collaborative social learning. We develop and employ a novel behavioral measure of individual social learning in a simple fishing game in which fishers may pay a portion of their game earnings to observe and learn from other fishers in the game. We explore the internal and external validity of the instrument. The self‐consistency of game play, learning, and participant reflections reveals strong internal validity of the learning game. Additionally, game behavior is correlated with factors such as migration history, and the perceived availability of peers from whom to learn, suggesting the method also holds external validity. We then test whether factors associated with collaborative social learning, such as social capital, are related to social learning behavior as measured by the experiment. Interestingly, many correlates of ‘collaborative social learning’ are not strongly correlated with ‘behavioral social learning’ in our sample. We argue that this disconnect can help improve our understanding of the emergence of community‐based conservation and positive ecological outcomes as well as ‘collaborative social learning’ itself. Finally, we provide guidance on how behavioral measures of social learning could benefit community‐based natural resource management and conservation.

Relationships Between Carl Rogers’ Person-Centered Education and the Community of Inquiry Framework: A Preliminary Exploration

The research reported in this paper explored links between the work of Carl Rogers on person-centered education and the Community of Inquiry (CoI) framework which posits a model of supports for social collaborative learning. Findings suggest significant links between the Rogerian constructs of level of regard and empathy and the CoI concept of teaching presence. The findings suggest avenues for future research and practical ways for enhancing teaching presence in online courses.

Social Collaborative Mutual Learning for Item Recommendation

Recommender Systems (RSs) provide users with item choices based on their preferences reflected in past interactions and become important tools to alleviate the information overload problem for users. However, in real-world scenarios, the user–item interaction matrix is generally sparse, leading to the poor performance of recommendation methods. To cope with this problem, social information is introduced into these methods in several ways, such as regularization, ensemble, and sampling. However, these strategies to use social information have their limitations. The regularization and ensemble strategies may suffer from the over-smoothing problem, while the sampling-based strategy may be affected by the overfitting problem. To overcome the limitations of the previous efforts, a novel social recommendation model, namely, Social Collaborative Mutual Learning (SCML), is proposed in this article. SCML combines the item-based CF model with the social CF model by two well-designed mutual regularization strategies. The embedding-level mutual regularization forces the user representations in two models to be close, and the output-level mutual regularization matches the distributions of the predictions in two models. Extensive experiments on three public datasets show that SCML significantly outperforms the baseline methods and the proposed mutual regularization strategies can embrace the advantages of the item-based CF model and the social CF model to improve the recommendation performance.

Learning in The World Café: an empirical evaluation

PurposeThis study aims to evaluate The World Café (TWC) method as a social collaborative learning environment. TWC is a widely used large-scale intervention for such things as organizational change and development or community development programs.Design/methodology/approachThree World Cafés were organized as part of a university research project on promoting sustainability-oriented innovation in the logistics sector. A total of 18 participants representing public and commercial organizations were interviewed on their experiences.FindingsLearning processes are linked to social and cognitive aspects that TWC intervention effectively structures.Practical implicationsIf a World Café is implemented according to the basic principles, it can be an effective environment for organizing non-formal learning in organizations.Originality/valueAlthough the gray literature on World Cafés is full of anecdotal evidence about its effectiveness, there is a dearth of empirical research underpinning the claims.

Learning through practice? Learning from the REDD+ demonstration project, Kalimantan Forests and Climate Partnership (KFCP) in Indonesia

Despite a growing recognition of the importance of social learning in governing and managing land use, the understanding and practice of learning has received limited attention from researchers. In global environmental programs and projects aimed at supporting sustainable land use in developing countries, learning is often promoted but without explicit learning goals. The focus may be on capacity building and community participation, and on testing policy tools, rather than on collaborative social learning. In this study, we looked behind the rhetoric of learning in the Kalimantan Forests and Climate Partnership (KFCP), a large demonstration project for Reducing Emissions from Deforestation and Forest Degradation (REDD+) in Indonesia. The novelty of such mechanisms, linked to international forest carbon outcomes, means that learning lessons provides a rationale for REDD+ pilot activities. We used a qualitative approach to examine the nature and type of learning that occurred in the KFCP. While the stated project aims were to support policy experimentation and apply learning, the project design was highly technical, and project decision-making did not explicitly encourage joint problem solving. Despite the project’s shortcomings, we identified that learning did occur by the end of the project in ways that were different to the initial goals. Our findings suggest that flexibility and openness in project design and implementation can enable different local actors to define shared learning agendas in ways that are meaningful for them. Designing and implementing environmental projects, and learning goals within them, should attend to the needs and aspirations of those who will have to live with their long-term consequences. Learning should be integrated into international environmental programs and projects at all levels, including for policy and funding bodies, rather than focusing on local capacity building and similar project ‘benefits’. Interviewees’ eagerness to learn suggests that building approaches to social learning into program design has the potential to yield opportunities for learning beyond REDD+ to other forms of policy experimentation and governance innovations.

A Review on the Classification of Students' Interaction in Online Social Collaborative Problem-based Learning Environment: How Can We Enhance the Students' Online Interaction?

Purpose: The interaction between students during online learning is a growing concern of researchers today. Following the principle of educational psychology, a collaborative learning approach incorporates online learning activities to encourage active interaction and to cultivate problem-solving abilities via students’ discussion. This study aims to identify the classification of students’ interaction in the online social collaborative problem-based learning environment and the strategies to enhance online interaction. Methodology: The literature search was performed using the following electronic databases: Elsevier (ScienceDirect), Springer, Google Scholar, IEEE Xplore, SAGE, Emerald Insight, Taylor and Francis, ERIC and Scopus and Wiley Online Library for all papers published between 1989 and 2019. The initial search yielded 129 published articles. After screening and eligibility assessment, 28 articles were included in the review. Main Findings: The types of interaction among students included learner-learner, learner-instructor, learner-content, learner-interface, and learner-self. Less common types of interaction included learner-instruction, learner-environment, and learner-tool. Most researchers focused only on student-student interaction, especially studies between 2017 to 2019. As for improvement strategies, some papers focused on specific learner’s interaction whereas others only outlined the general strategy without specifying the type of learner’s interaction. Applications: Interaction is an important element of online learning. Activities involved in the active interaction among students such as sharing of ideas, discussion, negotiation, and opinion exchanges can improve their knowledge and thinking skills. As the student-centred approach in improving learning experience is gaining popularity, findings from this study can be incorporated into today’s education system to enhance students’ interaction during online learning. Novelty/Originality: The results from this study will contribute to the existing literature on the types of interactions during online learning and strategies to improve students’ interaction. We hope that this study enhances the understanding of the various stakeholders on the importance of effective interaction among students in the online learning environment towards the development of the thinking skills of our students.

Describing proof on hybrid model of ICT and collaborative learning

This paper analysis document to explore tendencies of implementing of ICT in social media and collaborative learning which was explained in the previous paper with an experiment using the study of algebra data set. After analysing the hybrid model, this paper explains the analysis of that novel approach has another remarkable role as a developer and source of innovation. A proposed model that has been suggested to form a starting point for the next ICT education.

Utilizing Concept Map of the Social Presence Characteristics in Social Collaborative Learning Environment for Nurturing Engineering Students’ Knowledge Construction Levels

Utilizing Concept Map of the Social Presence Characteristics in Social Collaborative Learning Environment for Nurturing Engineering Students’ Knowledge Construction Levels

An evaluation of the learning effectiveness of a formulated ideal social collaborative mobile learning environment application towards cognitive level in biology

The purpose of this research was to evaluate mobile learning app, namely iMLearning as a Formulated Ideal Social Collaborative Mobile Learning Environment (FISCOMOLE) with an aim of improving students' cognitive level based on higher order thinking skills and lower order thinking skills towards biology concept. Feasibility, functionality and usability design of the app together with its environment and content of the app were testified as well. A quasi-experimental research design of the non-randomised control group, pre-test post-test with two control-group design model was used. Three high schools with a class of 40 Form Four (year 10) students in each class, which were assigned by class to be the two control groups, and one experimental group. The results showed that the FISCOMOLE that incorporated in iMLearning app is more helpful to the students in improving LOTS towards biology concept rather than HOTS either between different approaches or among its own approach.

When and how does learning satisfy? Working collaboratively online with a clear purpose

Social-media platforms have become increasingly popular and important in daily life, and their use may affect students' learning satisfaction. The aim of this study was to determine whether social media enhance or detract from students' learning satisfaction by analysing the relationships between learners' social media usage behaviour, purpose in using social media, collaborative learning, and learning satisfaction. The research question was as follows: do social media enhance students' learning satisfaction? A questionnaire survey was administered to 204 university students. Social media usage behaviour (β = .128, p < .05) and academic purpose (β = .667, p < .001) were found to be directly, significantly, and positively related to collaborative learning (β = .763, p < .001), which in turn had a significant and direct positive effect on students' learning satisfaction (R2 = .582). The roles of social-media behaviour, purpose in using social media, and collaborative learning towards satisfaction were discussed.

Factors of students' performance based on cognitive level in a mobile learning environment

The purpose of this follow-up research is to explore factors that affecting students' performance in Biology based on lower order thinking skill (LOTS) and higher order thinking skill (HOTS) when Formulated Ideal Social Collaborative Mobile Learning Environment (FISCOMOLE) which is incorporated via iMLearning app was adopted in the lesson. This qualitative research study focused on ten students from one boarding school. Data were collected through student focus group interviews and then triangulate with observation on user behaviour by using the screen recorder app. Five specific main themes with sub-themes emerged from the interview data. It is professed that the integration should be accompanied with the presence of immediate instructions with appropriate facilitation by provocation, argumentation and guidance on interaction either by face to face or via online with teacher. Furthermore, its effect could be enhanced by visualisation through video or simulation.