Collaborative Learning Strategies Research Articles

PENGARUH PENERAPAN STRATEGI PEMBELAJARAN KOLABORATIF FISHBOWL TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA KELAS VII SMP NEGERI 6 RENGAT

Abstract. The research is motivated by the low ability of problem solving in student math SMP Negeri 6 Rengat, the activity of students in following the lesson is still relatively low. The us of fishbowl collaborative learning strategy is throught to be able overcome the problem solving ability of student math which is still low. The purpose of this research is to know the ability of problem solving of student mathematics by using fishbowl collaborative learning strategy. This type of research is experimental research. The research design used was randomized subjects posttest only control group design. The population in these villages is class VII. The class selected to be the experimental class is the class VIIA and the control class is the class VIIB. The data collection technique used in this research is the ability problem solving test in the form of essay. Data analysis techniques in this test use t test based on hypothesis test results obtained t count = -4,321 and t table = -2,010. Based on hypothesis test results t arithmetic < t table with the real level used is 0,05. Ho rejected. So, it can be concluded that the ability to solve mathematical problem with the application of fishbowl collaborative learning strategy is better than the ability to solve mathematical problems with the application of conventional learning strategies in the class VII SMP Negeri 6 Rengat. Keywords: Collaborative Learning Strategy Fishbowl, Problem Solving

Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016

This study reviewed the literature on mobile technology-supported collaborative learning from 2007 to 2016. Several issues, such as the distributions and research methods, learning devices and learning environments, participants, research issues, application domains, grouping methods and collaborative learning strategies, are addressed. In addition, the relationship between the learning strategies and measurement issues are investigated. The review found that the amount of research on mobile collaborative learning increased and the connection between new mobile technology and collaborative learning activities became tighter. College students received the greatest emphasis, but more focus should be put on junior and elementary school students. Few studies were conducted on teachers and adults. In the most recent five years, the research was focused on improving learners' performance in science, especially social science, and in natural scenarios outside of the classroom, but less emphasis was put on developing learners’ skills and higher order skills. There was little research focusing on different selection methods of group members and the teaching effects of grouping design. Most research adopted conceptualized collaborative learning strategies. Furthermore, some studies proposed that the collaborative learning activities conducted in mobile learning environments should be designed carefully to guide students to experience more effective collaborative constructivist learning. Based on the findings, in-depth discussion and suggestions for future studies are given.

MR Brain Image Edge Detection Guided with Distribution of Noise and Artifact

Magnetic resonance imaging (MRI) has revolutionized radiology in past four decades. MR image edge detection can identify anatomy boundaries and extract features for image analysis applications like segmentation and recognition of anatomy structures. Traditional MR image edge detection methods directly identify discontinuities in MR image domain without considering distribution of noise and aliasing artifact produced from MR scanner and reconstruction. It is difficult to suppress effects of noise and aliasing artifact during the edge detection process. In this project, a novel MR brain image edge detection method is proposed, which is based on parallel MRI reconstruction method. Distribution of noise and aliasing artifact is characterized by geometry factor map that also guides edge detection process for avoiding detection of noise and aliasing artifact. A collaborative learning strategy is applied on voting edges for producing the final edge detection. Experimental results show that the proposed method not only keep anatomy structure boundaries without missing edge components, but also avoid detection of noise and artifact with wrong edges.

Development and Validation of an Inventory to Evaluate Teaching Strategies for Promoting Higher-Order Thinking Skills in the Teaching of Islamic Education

The purpose of this study is to develop and assess the validity and reliability of an inventory on teaching strategies involved in promoting HOTs as well as to identify the most and the least popular teaching strategies used. The inventory is adapted from Gulistan et al. (2016). It is in the form of questionnaire distributed to a sample of 220 primary school teachers teaching Islamic education subject. The content validity is assessed by the experts and the construct validity is measured by Exploratory Factor Analysis. The reliability of the instrument is measured using internal consistence reliability, which is alpha coefficient reliability or Cronbach Alpha. Results of exploratory factor analysis suggested that 5 items need to be removed due to their non-dimensionality as they have more or less equal loadings on several factors. The instrument developed yielded high values of internal consistency as reflected by the Cronbach alpha values. Thus, the final draft of the instrument contains 26 items which are valid and reliable. Even though the validity and reliability of the instrument are within the acceptable range, more data need to be gathered using a bigger sample size, and further analysis using confirmatory factor analysis could be used to explore deeper into the psychometric characteristics of the items before the instrument can be finalized. Furthermore, the findings of the study indicated that the most popular strategy used among teachers teaching Islamic education was the strategy for acquiring knowledge which introduces students more on memorizing basic concepts, while the least used strategy was the higher cognitive skills teaching strategies such as problem solving, collaborative learning and inquiry strategies.

Effect of Ability Grouping in Reciprocal Teaching Technique of Collaborative Learning on Individual Achievements and Social Skills

This research focus on effects of ability grouping in reciprocal teaching technique of collaborative learning on individual achievements dan social skills. The results research showed that (1) there are differences in individual achievement significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous, and heterogeneous group in reciprocal teaching technique of collaborative learning, (2) there are differences in students social skills significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous, and heterogeneous group in reciprocal teaching technique of collaborative learning strategy. Based on the results of descriptive statistical analysis showed that individual achievements on high group of homogeneous turned out to mean the highest increase in the amount of 19.50, the second followed then a heterogeneous group with a mean increase of 15.00, the third then middle group of homogeneous with a mean increase of 13.50, and the lowest low group of homogeneous with a mean increase of 11.75; the social skills on high group of homogeneous showed mean the highest increase in the amount of 10.92, the second a heterogeneous group with a mean increase of 8.75, followed middle group of homogeneous with a mean increase of 8.55, and the lowest of the low group of homogeneous with a mean increase of 6.71.

Collaborative Learning in Authentic Environment Apps to Promote Preschool Basic Scientific Process Skills

This study was carried out to evaluate the effectiveness of mobile learning app based on collaborative learning in authentic environment (known as AKSES) and its impact on the preschool students’ basic scientific process skills competency namely; observation, classification and communication. In addition, the study also investigated competency patterns of the students’ skills. This study was a quantitative study which used two sets of instruments which looked into AKSES application and marking rubrics of the students’ basic scientific process skills. Based on quasi-experimental study, the duration of the study was seven weeks and six learning activities were implemented. Two rural preschools were selected based on quota sample selection and 25 students were in each controlled and treatment groups. Analysis of the survey data was carried out in the form of descriptive and inferential analysis involving Mann-Whitney U test. The Mann-Whitney U test analysis found significant differences in competency patterns of basic scientific process skills in both groups. Meanwhile, the competency patterns of basic scientific process skills indicated positive increase among all preschool students after the utilization of AKSES application in learning activities based on collaborative learning strategy in an authentic environment.

Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers

Speaking English with fluency is one of the most demanding challenges students and teachers face in many educational communities, and it has been claimed that fluency problems can derive from lack of practice during independent study. This research article reports on a mixed-methods study that analyzed the effects of using collaborative and self-directed learning strategies through speaking tasks aimed at developing oral fluency. This study was carried out with a group of 10 students with a pre-intermediate level (CEFR A2) in English at a Colombian university. Qualitative data from students’ reflections, compiled through a survey, and the teacher’s classroom observations was analyzed through the grounded theory approach. Quantitative analysis was aided by a protocol in which frequency counts of words and hesitations per minute for each speaking task were registered. The results suggest that fluency can be acquired collaboratively when learning from others and by making mistakes. Additionally, working collaboratively increases learners’ confidence not only because they feel they are not being judged but because they learn to see that their mistakes are not just theirs. Thus, collaboration is positively influenced by self-directed learning, in that it encourages students to make personal reflections on their weaknesses and strengths, thereby involving them in decision-making processes that identify what is not working properly and what they should do to succeed.

Interdependence as a Prerequisite for Outcome-based Learning: An Exploration

Interdependence is the most important feature of cooperative learning. Cooperative learning is a ‘learning together’ model that can be exploited in ESL classroom; yet it remains unexplored in the Indian context due to various factors. Lack of proper understanding of the concept of cooperative learning has been a main reason for its non-implementation in English classrooms. It differs from collaborative and traditional group learning strategies as well. Conceptually, it is not clear if the whole of English can be learnt through this method or some skills and micro-skills of a macro-skill of English can alone be tried. There are some institutional and cultural constraints that might prevent this method being tried out. This paper examines the feasibility of cooperative learning as the outcome of English curriculum.

3D virtual learning environments in education: a meta-review

The aim of this study is to investigate recent empirical research studies about 3D virtual learning environments. A total of 167 empirical studies that involve the use of 3D virtual worlds in education were examined by meta-review. Our findings show that the “Second Life” platform has been frequently used in studies. Among the reviewed papers, case study designs and quasi-experimental studies were more common. Sample sizes were below 100 for most studies. 3D virtual learning environments are mainly designed for learning support, simulation, and game. Language learning and science have been the most extensively studied topics. Collaborative and exploration-based learning strategies have been used most frequently in 3D virtual learning environments. Presence, satisfaction, communication skills, and engagement were examined as emotional and cognitive achievements.

Design of a teachers’ training workshop for improving technology integration skills

Educationists and researchers recommend integration of simulations in classrooms to promote student-centric constructivist learning. The simulations need to be carefully designed toward improvement ofconceptual understanding of students. In this paper, we report on a training workshop for teachers with the specific goal of imparting simulation integration skills for classroom teaching. In the workshop, we used SEQUEL, a freely downloadable circuit simulator, and focused on electronic circuits taught typically at the second-year undergraduate level. We applied education technology principles as well as constructivist alignment methods to design the workshop. In particular, collaborative learning strategies such as think-pair-share and peer instruction were covered specifically for the intended simulation integration. Furthermore, application of the flippedclassroom model in the context of circuit simulation was explained to the participants. We report on the workshop design in detail and report the impact of the training workshop on integration skills of the teachers. We found that teachers (N=15) perceived the workshop to be usefulin designing their aligned lesson plans. Teachers also reported their field study in which they found improved motivation of students to solve electronics circuit problems.

1-102 オンライン協働学習におけるストレス軽減方略をもとめて((10)e-ラーニング)

1-102 オンライン協働学習におけるストレス軽減方略をもとめて((10)e-ラーニング)

수학수업에서 공평성에 관한 한국과 미국 예비초등교사의 인식 비교 연구

이 연구는 공평한 수학 수업에 대하여 한국과 미국 예비초등교사들이 보는 관점을 밝히고자, 공평한 수학 수업, 교사의 역할, 공평성 관련한 주장 등에 대한 입장들을 비교하였다. 공동연구자 중 2명이 2015학년도 2학기에 담당한 강좌의 수강생을 대상으로 설문을 진행하였다. 이 연구 참여에 동의했던 한국 예비교사 51명과 미국 예비교사 33명의 응답을 분석 자료로 설정하였다. 설문 문항은 공평성의 관점에서 수학적 능력, 수업 상황, 학습 기회와 학습성취, 집단 구성, 도전적인 과제, 학생의 문화 등의 측면을 묻는 것이었다. 연구 결과에 따르면, 수학적 능력을 타고 난다는 생각, 동일한 기회 제공이 중요하다는 생각, 학습성취에 따라 동질 집단 구성을 해야한다는 생각 등과 같은 공평성의 추구에서 지양하고 있는 입장들이 나타났다. 이들은 한국 예비교사교육과 교육정책과 관련된 것으로서, 예비교사교육에서 공평한 수학수업 실천을 위한 쟁점에 대하여 논의가 요구되며 교육정책 설정에서 공평성 추구가 반영되어야 한다. This cross-national study examines the similarities and differences between Korean and U.S. pre-service teachers' views on equitable mathematics teaching. Pre-service teachers enrolled in mathematics education courses at the two sites (Korea, n=51; U.S., n=33) were administered a survey consisting of the following: (a) items about pre-service teachers' views on equity relative to mathematical ability, classroom policies and practices, and access to learning opportunities, (b) items about pre-service teachers' agreement in their views on recommended practices, and (c) items about participants' past learning experiences in an equitable learning environment as students. Similarities were found between the sites regarding the following: (a) advocating for equitable mathematics teaching, and (b) conceptualizing equitable teaching as a way to support the learning of less capable students. Differences were found with regard to nurturing growth mindsets in mathematics; positioning toward equal opportunities and outcomes in learning; and relating to grouping as collaborative learning strategies.

ROLE OF COOPERATIVE LEARNING IN ENHANCING STUDENTS’ WRITING SKILLS IN PAKISTANI COLLEGES: A REVIEW OF LITERATURE


 The current study examined the causes of poor writing skills of intermediate students in the public sector colleges of Pakistan. Besides, the study discusses the methods being used in these colleges and how those methods can be replaced by cooperative and collaborative learning techniques to enhance the writing skills of the students successfully and effectively. Research conducted so far in Pakistani context indicated that a large number of students in Pakistan fail due mainly to their poor writing skills as writing is being instructed through rote learning in teacher-centered classroom. To tackle this issue of students’ poor writing skills, the paradigm needs to be shifted from rote learning to cooperative learning. The paper purports to explore as to why pedagogues in Pakistan are employing rote learning and teacher centered approach for the instruction of writing skills. To explore this issue, the paper employed the technique of review of literature. The findings indicated that the lecturers employed the conventional methods to teach writing skills especially descriptive essay writing skills. The literature reviewed showed that large classes, maintaining discipline, compulsion to complete the course in time are the causes of lecturers’ sticking to such conventional methods. Besides, the current paper gives recommendations for the enhancement of writing skills which include encouragement of group work, face to face interaction and discussion as learning strategies. Finally, to attain this objective, the current study recommends the employment of cooperative and collaborative learning strategies for the improvement of intermediate students’ descriptive essay writing skills.

Quantum-behaved particle swarm optimization with collaborative attractors for nonlinear numerical problems

In this paper, an improved quantum-behaved particle swarm optimization (CL-QPSO), which adopts a new collaborative learning strategy to generate local attractors for particles, is proposed to solve nonlinear numerical problems. Local attractors, which directly determine the convergence behavior of particles, play an important role in quantum-behaved particle swarm optimization (QPSO). In order to get a promising and efficient local attractor for each particle, a collaborative learning strategy is introduced to generate local attractors in the proposed algorithm. Collaborative learning strategy consists of two operators, namely orthogonal operator and comparison operator. For each particle, orthogonal operator is used to discover the useful information that lies in its personal and global best positions, while comparison operator is used to enhance the particle’s ability of jumping out of local optima. By using a probability parameter, the two operators cooperate with each other to generate local attractors for particles. A comprehensive comparison of CL-QPSO with some state-of-the-art evolutionary algorithms on nonlinear numeric optimization functions demonstrates the effectiveness of the proposed algorithm.

Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study

Many teaching approaches have been tried to improve student attitudes and achievement in science and mathematics education. Achievement effects have been synthesized, but a systematic overview of attitude effects is missing. This study provides a meta analytic review based on 56 publications (1988–2014), reporting 65 independent experiments that investigated the effects of teaching approaches on student attitudes in primary or secondary science or mathematics education. Five types of teaching approaches were distinguished: inquiry-based, context-based, computer-based, collaborative learning strategies, and extra-curricular activities. Since many different attitude outcomes were distinguished and attitudes were assessed at different levels of granularity, we did separate analyses for specific and more global outcomes. Outcomes were not significantly different for different educational approaches. When taking all interventions together, significant effects were found for General Attitude (n = 60; d = 0.35), General Interest (n = 20; d = 0.22), and Career Interest in Science (n = 4; d = 0.40). The effects were significantly weaker for studies with older students. Analysis of achievement outcomes yielded a significant and large overall effect (n = 40; d = 0.78), again with no significant differences between teaching approaches. Although the positive effects might be partly due to novelty, the current findings do counter skepticism about the learning outcomes of interest-oriented teaching approaches.

Technology-Enhanced Practice Courses and Collaborative Learning in Distance Education

ABSTRACTThis article describes the use of a research-based teaching model using digital technology to enhance self-efficacy and group work practice skills in an undergraduate social work course. Our project focused on the development of group leadership interactional skill training for undergraduate social work students. We present pedagogical and theoretical approaches explaining a teaching model, which is designed to utilize digital technology and collaborative learning strategies in Interactive Video Connected (IVC) and traditional face-to-face classrooms. We explore how the teaching model impacts student perception of self-efficacy regarding group work practice skills.

Crowdsourcing Management Education Assessment

ABSTRACT Assessment is now at the center of the new business education zeitgeist. This focus is the direct result of feedback from the business community regarding the growing gap between their needs and graduates from many business schools. Recently this divide has fallen under even closer scrutiny because of increasing student debt and the growing controversy over return-on-investment. Today business leaders are looking for web-savvy, problem-solving graduates. To this end, AACSB and regional accrediting bodies are calling for the adoption of comprehensive collaborative learning strategies to better align graduates' skill sets with the real needs of business. Crowdsourcing, which is the process of connecting students and faculty with a broad-based group of both internal and external resources, is receiving increased attention throughout the assessment community. Within this context, crowdsourcing broadens the resource pool and thus provides for improved quality assurance in terms of meaning, quality, integrity, accountability and transparency. The proposed crowdsourcing-based quality assurance strategy is illustrated using sample data from a recent MBA program assessment. This article also outlines how the crowdsourcing can be used to enhance student learning outcomes via specific implementation strategies. Keywords: Assessment, Quality Assurance, Crowdsourcing, Business Education, Social Media INTRODUCTION Assessment can be defined as the process by which educational institutions measure learning outcomes against a set of specific goal and objectives. This process typically involves evaluating content coverage, learning modalities, program rigor and resource support. For the purposes of this paper, quality assurance is defined as a methodology for characterizing the effectiveness of a particular academic course or program. One promising approach for enhancing the assessment process is through the use of crowdsourcing (Howe, 2006). To that end, crowdsourcing via social media is beginning to see increased application throughout the higher education universe (O'Leary, 2015; Sharma, 2011; Solemon, 2014). Specifically, crowdsourcing can open up multiple options for adding new dimensions to learning and knowledge acquisition by allowing students to connect in both formal and informal learning settings. For example, it offers a forum for faculty and students to present their ideas and problem-solving abilities in front of an entire community, whereas these ideas are frequently lost in translation when transmitted through traditional institutional channels. Students must take ownership of their own learning in exchange for multiple modes of engagement in familiar online social venues. At the same time, students must accept communal responsibility and provide mentoring in a quid pro quo environment where payment is non-material. Empowered by proven techniques in social learning design and crowdsourcing, these new responsibilities promise more effective and efficient learning outcomes (Anderson, 2011). Crowdsourcing can enable students to hone their problem-solving skills by accessing a large pool of talent via the assessment process. This learning strategy is based on a collaborative and constructivist approach that enables students to more fully develop the skill sets needed to meet the evolving demands from the business community (Bruner, 2011; Thomas, 2012). The business community has embraced crowdsourcing as an important problem-solving vehicle for over a decade (Brown, 2014; Rogstabius, 2014). The challenge of student learning assurance represents a key success factor in the future of management education, particularly as business schools continue the transition to online and blended programs. The following three learning paradigms offer a foundational framework for enhancing the assessment process within this expanding cosmos: 1) Formative Assessment Model (FAM), 2) Personal Learning Environments (PLE), and 3) E-learning Quality Assurance (EQL). …

The Effect of Using Active Learning on the Performance Level of High Passing Technique in Volleyball for the Pupils of the Second Level of Basic Education

Learning is considered one of the most important aspects and attributes, that plays an important role in the progress of many peoples, as it has a positive and comprehensive influence in upbringing a new generation by modern and promoted scientific basics. The success of the educational process depends mainly on teaching and learning methods. Many calls have been launched in recent years recommends to follow the methods that stimulate and encourage the student to be more positive and interactive with what he/she learns. Active learning is a response to those variables that require reconsideration of the roles of both the learner and the teacher, which called for transferring the attention from the teacher to the learner and even making the learner the main axis in the educational process. The researcher used the active learning (exchange learning and collaborative learning strategies) to teach the high pass in volleyball to stimulate the learners to participate actively in learning and teaching processes themselves the two active learning strategies, which help raising the level of their performance of the high passing skill as the active learning is a modern method of teaching, which encourages the learner to actively participate in the educational process.

Dealing with uncertainty in the smart grid: A learning game approach

We model the smart grid as a decentralized and hierarchical network, made up of three categories of agents: suppliers, generators and captive consumers organized in microgrids. To optimize their decisions concerning prices and traded power, agents need to forecast the demand of the microgrids and the fluctuating renewable productions. The biases resulting from the decentralized learning could create imbalances between demand and supply leading to penalties for suppliers and for generators. We analytically determine prices that provide generators with a guarantee to avoid such penalties, transferring risk to the suppliers. Additionally, we prove that collaborative learning, through coalitions of suppliers among which information is shared, minimizes the sum of their average risk. Simulations run for a large sample of parameter combinations, using external and internal regret minimization, show that the convergence of collaborative learning strategies is clearly faster than that resulting from individual learning. Finally, we analyze the suppliers’ incentives to organize in a grand coalition versus multiple coalitions, and the tightness of the learning algorithm’s theoretical bounds.

A Case Study on Computer Supported Collaborative Learning in Spanish Schools

This article presents the main results from eight case studies carried out at different Spanish schools. Using a common protocol, the authors compared different cases of schools in which computer-supported collaborative learning experiences were carried out in order to identify what standard actions they had in common. In order to facilitate data collection and analysis, the authors opted for a mixed methodology, the instruments being interviews, observation, document analysis, a monitoring guide for the teachers and a semantic differential for the students. It was concluded that collaborative learning strategies favour students, since all of them benefit from constructing knowledge together, sharing responsibilities, taking ideas more in depth, having greater autonomy and control over their own learning, and helping each other in the process.