Collaborative Learning Strategies Research Articles

Design Strategies for Collaborative Learning in Tangible Tabletops: Positive Interdependence and Reflective Pauses

Abstract This mixed methods study examined the impact of two design strategies on interactional processes in a collaborative tangible-tabletop land-use planning simulation. Twenty pairs of fifth grade children used the simulation to create a world they would want to live in. To investigate the impact of positive interdependence half the pairs were assigned one of two roles, each with an associated set of tangible ‘land-use’ stamp tools. All pairs were given access to pause and reflect tools. Quantitative results showed that children in the positive interdependence condition gave more one-way explanations to their partners than control pairs. They also had fewer but longer instances of bilaterally resolved conflict. Qualitative findings indicated the importance of pause and reflect tools for provoking explanations and resolving conflict. This study has revealed important considerations for the instantiation of positive interdependence and reflective pauses in collaborative tabletop learning systems, showing both quantitative and qualitative differences in the interactional processes that result from these design strategies. CCS CONCEPTS. Human-centered computing → Empirical studies in collaborative and social computing.

The Influence of Online Project Collaborative Learning and Achievement Motivation on Problem-Solving Ability

<p style="text-align:justify">The aim of this study is to find out the influence of online project collaborative learning and achievement motivation on problem-solving ability in the area of citizenship. This study uses a quasi-experimental design. The total of study subjects is 71 students of higher education; consist of 36 students as the experimental group and 35 students as the control group. Data of problem-solving ability is obtained by using an essay test, while data of achievement motivation is obtained by using a questionnaire. Data analysis is done with ANOVA (Analysis of Variance). The study results show that online based-project collaborative learning strategy has a positive influence on civic problem-solving ability. There is a difference in civic problem-solving ability between students with high achievement motivation and students with low achievement motivation. Online project collaborative learning strategy and achievement motivation interact in influencing the civic problem-solving ability of students. It is recommended that further study corroborate this finding by testing again the effectiveness of using online-based project collaborative strategy in the aspect of problem-solving in a similar field of study.</p>

Comparing the Effect of Lecture and Cooperative Learning Teaching Strategies in Signals & Systems Course

Cooperative learning teaching strategies structures students into groups which every member has their own role and task for the group to attain. Therefore, this learning strategies involve all the students in the class and can increase students’ engagement during the class. The aim of this study is to investigate the performance of the students by comparing lecture and cooperative learning teaching strategies. The study was conducted from September to December 2018 on 23 students who enrolled in Signals & Systems course. The course has four Course Learning Outcomes (CLO). Lecture was conducted during delivering content of CLO1 whilst Jigsaw and Teams-Games-Tournaments were introduced in delivering content of CLO2-CLO4. The performance of the CLO was measured based on quiz, test and final examination. The result between CLO 1 and CLO2-4 was compared with students in 2017 which were experienced lecture and collaborative learning strategies only. In addition, CLOs performance was compared with other sections in 2018. Overall performance students who had experienced cooperative learning strategy is better compared to lecture learning strategies. In conclusion, cooperative learning strategies can be conducted in delivering theoretical course to improve the self-regulated learning among the students.

Exploring teachers’ inclusive education strategies in rural Indonesian primary schools

ABSTRACT Background Indonesia’s implementation of inclusive education continues to help support students’ development of academic abilities and social skills. However, it also poses challenges for several parties involved in the administration of inclusive education in rural areas: in particular, teachers from general education backgrounds. Purpose This study aimed to investigate teachers’ teaching strategies in inclusive education in a sample of public primary schools in rural Indonesia, in order to better understand the strategies used and the teachers’ perspectives on inclusive education. Methods Participants were 40 classroom teachers from 10 public primary schools in rural Indonesia. The participants taught students from grades 2 to 6 (student ages 8 to 12) and had at least one student with special educational needs and disabilities (SEND) in their class. Observations were conducted to determine the extent to which teachers used differentiation, collaborative learning and inclusive classroom management strategies. After the observations, short interviews were conducted with the teachers in order to explore their perceptions of inclusive education. Data were analysed qualitatively. Findings Analysis of observation data showed that only a small number of teachers used teaching strategies that were considered effective inclusive strategies, such as differentiation and collaborative learning. The interview findings indicated that most of the teachers did not feel confident in using inclusive strategies, due to factors including limited knowledge of strategies, and class size. Conclusions This small-scale study suggests that the implementation of inclusive education remains at an early stage and is challenging in some parts of Indonesia. It highlights that sustaining and advancing teacher education is crucial: through professional development, teachers can be enabled to increase their competence and knowledge of inclusive education strategies, ultimately benefiting all students in the classroom.

Implementation of Blended Learning Approach for Improving Anatomy Lectures of Phase I MBBS Students - Learner Satisfaction Survey.

PurposeThe application of blended learning approach improves student engagement, active learning and achievement of higher order analytical thinking. Despite that there is still no clear proof that use of computer assisted learning is better than traditional teaching in human anatomy. In this study, a model of collaborative learning strategy is applied, using both online and face-to-face instruction delivery, for the Phase I medical students. The study aimed to innovate a model of blended learning in delivery of gross anatomy lectures and determine the effectiveness of this strategy in comparison to traditional classroom teaching by student’s perception analysis.MethodsStudents were provided with PowerPoint lectures, clinical video of patient cases, and lecture summary handouts before the interactive face-to-face lecture session. Learner satisfaction survey was done to validate the student’s perception.ResultsThe students’ participation in the survey was 90.4%, with the mean of students’ responses on the survey scale was 4.10 ± 0.94 (standard deviation). Highest agreement was 83.1% on the effectiveness of online resources. Students gave minimum agreement of 54.9% about the time allotted for the online materials. Thematic analysis of the perception of student feedback provided with many positive outcomes for this approach.ConclusionWe propose that blended learning is a process that helps in enhancing student involvement and participation, motivation for self-directed learning and promotes deeper learning of educational outcomes.

Crowdsourcing in Nursing Education: A Possibility of Creating a Personalized Online Learning Environment for Student Nurses in the Post-COVID Era

The widespread COVID-19 pandemic has not only posed a major health threat in Taiwan but also has challenged the nursing pedagogy. Both academia and the education industry are calling for a radical change of nursing pedagogy. Under such a call, the present study investigates an online collaborative knowledge co-construction mechanism—Crowdsourcing Collaborative Learning Strategy (CCLS)—to help student nurses acquire and practice functional knowledge on clinical operations targeted to the Objective Structured Clinical Examination (OSCE) at anytime and anywhere via the internet service. A t-test on the pre-and-post test between the control and experimental group explained the effectiveness of the CCLS online platform. Two questionnaires were used to explore students’ perception of the effectiveness and the usefulness of the CCLS online platform. The findings suggested the CCLS online platform can help students to revisit their clinical performance via the recorded videos, facilitate student nurses’ self-reflection on their performance, and help student nurses to minimize the academic-practice gap. Participants in this study scored the CCLS online platform as helpful and easy to use during the learning process.

To Use or not Use Collaborative Learning Techniques in Teleconference Teaching? A Case Study from the Hellenic Open University

The purpose of the small-scale qualitative research study was to examine the use and perceived value of integrating collaborative learning techniques at teleconferences at the School of Humanities of the Hellenic Open University (HOU). Qualitative semi-structure interviews with tutors from the School of Humanities at the HOU were conducted in order for the research plan to be fundamentally heuristic and generate original results. Purposeful sampling was chosen for the data collection process, cross-sectional organization for the data classification and thematic analysis for the data analysis. The results of the present research study indicate the parameters need to be taken into account in order for the tutors to use collaborative learning techniques at teleconference teaching at HOU. Adequate teleconference platform, tutors’ training on distance collaborative learning and group dynamics, and a common understanding regarding distance learning and group dynamics in e-learning environments are some of the most significant findings derived from this research study. The role of students, as well as the role of the distance-learning provider, in integrating and adopting distance collaborative learning strategies is also highlighted by the results.

Engagement and Satisfaction: Mixed-Method Analysis of Blended Learning in the Sciences

Recent advancements in technology and increased globalization due to the internet have led to the development and popularization of asynchronous teaching formats. One of these is blended learning (BL), which combines online and physically in-person learning. While it is widely agreed that BL formats lead to measurable increases in student performance, little is understood about the relationship between student satisfaction and improved performance. We conducted an analysis of student and instructor feedback collected from surveys and interviews from four science courses converted from physically co-located to BL formats at a Canadian university. We specifically probed students’ experiences of BL, and student satisfaction in the blended format. We find that emotional engagement is a broadly applicable predictor of student satisfaction and success in BL courses. Specifically, we recommend instructors maintain personal connection with students, use collaborative active learning strategies, and emphasize alignment of learning activities with learning objectives. These may enhance the student experience and minimize challenges that have become characteristic of asynchronous teaching formats.

Collaborative Learning as A Strategy to Improve the English Reading Comprehension of Indonesian Learners in The Agribusiness Department at Muhammadiyah University of Parepare

This research sheds some light on collaborative learning to increase the agribusiness students' reading ability at the Muhammadiyah University of Parepare. It tries to find answers to two questions. First, to what extent does the collaborative learning strategy improve the students reading comprehension in the ESP course at UMPAR? Second, what are the students' perceptions of collaborative learning strategies in teaching reading comprehension at UMPAR? To answer these questions, the researcher adopted a Quasi-Experimental design by using the experimental and control group. The data were collected through a reading test and a questionnaire. The research findings indicated that using a collaborative learning strategy improved the students' reading comprehension at agribusiness students at UMPAR. The t-test result of the Pre-test was -1.25 and 2.50 in the Post-test. The Post-test result was more significant than the t-table (2.50>2.023). It indicated that H0 was rejected and H1 was accepted. The results of the study also revealed that a collaborative learning strategy improves the students' ability in teaching Reading Comprehension.

Collaborative Problem-Solving Strategies and Cognitive Style: The Impact and Interaction on Students' Mathematical Reasoning Abilities

This study aims at identifying the effect of collaborative problem solving (CPS) learning strategies on students' mathematical reasoning abilities with different cognitive styles, namely field-dependent (FD) and field-independent (FD). This study is a quasi-experimental study with a 2x2 factorial design. A total of 103 students of SMPN 3 Mesuji, Indonesia as research subjects. Mathematical reasoning ability data were obtained from essay tests and cognitive style data were obtained from the GEFT test. Data analysis used two-way analysis of variance (ANOVA) test. The results of this study are: 1) there were significant differences in mathematical reasoning abilities between students who received collaborative problem solving and direct instruction learning strategies, 2) there were significant differences in mathematical reasoning abilities between students who had field dependent and field independent cognitive styles, 3) there was no significant interaction between different learning strategies (collaborative problem solving and direct instruction) and cognitive styles (field dependent and field independent) on mathematical reasoning abilities.

Impact of Collaborative Learning Strategies on Social Maturity of Secondary School Students

The purpose of this research was to study the impact of collaborative learning strategies on social maturity and its various dimensions viz. personal adequacy, interpersonal adequacy, and social adequacy, of secondary school students. The study was quasiexperimental and used matched pairs pre-test post-test research design. A Higher Secondary School in Educational Zone Hiranagar of District Kathua was chosen for the intervention. The study was conducted on sixty-six students of two sections of class 9th. Two sections were randomly assigned to collaborative and traditional learning conditions. Four methods of collaborative learning viz. Think-Pair-Share, Numbered Heads Together, Jigsaw, and Fish-Bowl were used for a period of over five weeks. The results were analyzed using mean, standard deviation and a critical ratio (CR). The results of the study showed that this approach was successful in increasing personal adequacy, interpersonal adequacy, social adequacy and overall social maturity of secondary school students.

Enhancing Student Learning and Engagement in the Course on Computer Networks

The course on Computer Networks plays a significant role in the professional development of students graduating from various programmes such as Computer Science and Engineering, Information Technology and Master of Computer Applications. Graduating Engineers with exclusive skills in administering and managing computer networks are highly demanded in the job market. The knowledge on computer networks is tested in many of the entrance examinations towards admission in Post Graduate programmes like Graduate Aptitude Test in Engineering (GATE), Tamil Nadu Common Entrance Examination (TANCET) etc., The course also provides the necessary foundation for certification exams like Cisco Certified Networking Associate (CCNA). Having realized the importance of the Computer Networks in placements, higher studies and international certifications, the instructional design has been evolved with the appropriate selection of active learning and collaborative learning strategies. The paper presents a detailed impact analysis of the instructional design in improving the attainment of learning outcomes, student engagement and satisfaction. The experimental study has been carried out in a student group of 130 members from the undergraduate programme on Information Technology at Thiagarajar College of Engineering, Madurai in the academic year 2020-21. A wide variety of network simulation tools, programming assignments have been included in the instructional design to promote hands on experience. Exclusive assessment items with customized rubrics are used for promoting technical, personal and interpersonal skills. The blend of instructor led and inquiry based teaching learning practices have shown significant improvement in the grades of continuous assessment test.

استخدام بیئات التعلّم الافتراضی القائمة على دمج التعلّم (التعاونی/التشارکی) والأسلوب المعرفی لتنمیة المهارات التطبیقیة لدى تلامیذ المرحلة المتوسطة بدولة الکویت

المستخلص هدف البحث إلى التحقق من فاعلية استخدام بيئات التعلم الافتراضي القائمة على دمج التعلم التعاوني والتشارکي والأسلوب المعرفي على تنمية المهارات التطبيقية في مادة الکهرباء لدى تلاميذ المرحلة المتوسطة بالکويت، واستخدم البحث المنهج الوصفي التحليلي، والمنهج شبه التجريبي. وتکون مجتمع البحث من جميع تلاميذ الصف السابع المتوسط بالکويت، واقتصرت عينة البحث على عينة عشوائية من طلاب الصف السابع المتوسط بدولة الکويت وعددهم (80) تلميذا، تم تقسيمهم إلى تلاميذ (مستقلين عن/معتمدين على المجال الإدراکي)، في أربع مجموعات تجريبية قوام کل مجموعة (20) تلميذا، مجموعتين تجريبيتين ذات الأسلوب المعرفي المستقل عن المجال الإدراکي ومجموعتين تجريبيتين ذات الأسلوب المعرفي المعتمد على المجال الإدراکي، درسوا من خلال بيئتي التعلم الافتراضي (التعاونية/التشارکية). وأظهرت نتائج البحث ما يلى: وجد فرق ذو دلالة إحصائية عند مستوى (0.05 ≥ α) في التحصيل لاختبار الجانب المعرفي للمهارات التطبيقية في مادة الکهرباء يرجع إلى الأثر الأساسي لاختلاف استراتيجية التعلم (التعاوني/التشارکي) لصالح استراتيجية التعلم التشارکي. کما وجد فرق ذو دلالة إحصائية عند مستوى (0.05 ≥ α) في التحصيل لاختبار الجانب المعرفي للمهارات التطبيقية في مادة الکهرباء يرجع إلى الأثر الأساسي لاختلاف الأسلوب المعرفي (مستقلين عن/معتمدين على المجال الإدراکي) لصالح الأسلوب المعرفي المستقلين عن المجال الإدراکي. ووجد کذلک فرق ذو دلالة إحصائية عند مستوى (0.05 ≥ α) في التحصيل لاختبار الجانب المعرفي للمهارات التطبيقية في مادة الکهرباء يرجع إلى الأثر الأساسي للدمج بين استراتيجية التعلم (التعاوني/التشارکي) والأسلوب المعرفي (مستقلين عن/معتمدين على المجال الإدراکي). کما وجد فرق ذو دلالة إحصائية عند مستوى (0.05 ≥ α) بين متوسطات درجات تلاميذ المرحلة المتوسطة على بطاقة ملاحظة الجانب الأدائي للمهارات التطبيقية يرجع إلى الأثر الأساسي لاختلاف استراتيجية التعلم (التعاوني/التشارکي) لصالح استراتيجية التعلم التشارکي. ووجد أيضا فرق ذو دلالة إحصائية عند مستوى (0.05 ≥ α) بين متوسطات درجات تلاميذ المرحلة المتوسطة على بطاقة ملاحظة الجانب الأدائي للمهارات التطبيقية يرجع إلى الأثر الأساسي لاختلاف الأسلوب المعرفي لصالح الأسلوب المعرفي المستقلين عن المجال الإدراکي. وأظهرت النتائج أيضا وجود فرق ذو دلالة إحصائية عند مستوى (0.05 ≥ α) بين متوسطات درجات تلاميذ المرحلة المتوسطة على بطاقة ملاحظة الجانب الأدائي للمهارات التطبيقية يرجع إلى الأثر الأساسي للدمج بين استراتيجية التعلم (التعاوني/التشارکي) والأسلوب المعرفي (مستقلين عن/معتمدين على المجال الإدراکي). وخلصت الدراسة في ضوء نتائجها بتقديم مجموعة من المقترحات والتوصيات. Abstract This research aimed at investigating the effectiveness of using virtual learning environments (VLEs) based on the integration of cooperative and collaborative learning strategies and the cognitive style on developing practical skills in “Electricity” subject among intermediate students in the State of Kuwait. The research implemented the descriptive analytical and the semi-experimental research methods. The sample consisted of (80) students randomly divided into four experimental groups of (20) students each; two experimental groups of the cognitive-independent approach and two experimental groups of the cognitive-based approach which studied through two distinctive virtual learning environments (cooperative/collaborative). The findings of this research disclosed the existence of a statistically significant difference at (α ≤ 0.05) between the mean scores of intermediate students in the post-application of the cognitive aspect test of the practical skills which is due to the fundamental impact of the different types of the learning strategies (cooperative/collaborative) in favor of the collaborative learning strategy. Also, there was a statistically significant difference at (α ≤ 0.05) between the mean scores of intermediate students in the post-application of the cognitive aspect test of the practical skills which is due to the fundamental impact of the different types of the cognitive approaches (cognitive-independent/cognitive-based) in favor of the cognitive-independent method. Additionally, the results indicated that there was a statistically significant difference at (α ≤ 0.05) between the mean scores of intermediate students in the post-application of the cognitive aspect test of the practical skills which is due to the fundamental impact of the interaction between the type of learning strategy (cooperative/collaborative) and the cognitive approach (cognitive-independent/cognitive-based). Moreover, the findings of this study also asserted that there was a statistically significant difference at (α ≤ 0.05) between the mean scores of intermediate students in the post-application of performance notecard of the practical skills which is due to the fundamental impact of the different types of the learning strategies (cooperative/collaborative) in favor of the collaborative learning strategy. Also, there was a statistically significant difference at (α ≤ 0.05) between the mean scores of intermediate students in the post-application of performance notecard of the practical skills which is due to the fundamental impact of the different types of cognitive approaches (cognitive-independent/cognitive-based) in favor of the cognitive-independent method. In addition, there was a statistically significant difference at (α ≤ 0.05) between the mean scores of intermediate students in the post-application of performance notecard of the practical skills which is due to the fundamental impact of the interaction between the type of the learning strategy (cooperative/collaborative) being implemented and the type of the cognitive approach (cognitive-independent/cognitive-based) being used. In light of the study’s findings, the researchers concluded by presenting a set of recommendations.

Enhanced learning strategies of undergraduate medical students with a structured case presentation format.

BACKGROUND:Improvement of the learning in undergraduate bedside teaching needs to be promoted through innovative interventions. Changes in the structured format (SF) for bedside case discussion may help students improve their learning experience and gain insights into collaborative self-directed learning. The aim of the present study was to encourage collaborative and self-directed learning strategies by MBBS undergraduate students through a new case presentation format structured for this purpose.MATERIALS AND METHODS:This was an interventional study carried out in the year 2010–2011. A new SF for bedside cases presentation was developed. A comparison with the traditional format was done by holding one session in each format. Uniformity of topic and teaching style was ensured by having the sessions on pulmonary medicine cases with the same teacher. The student perspective of the educational process was analyzed using evaluation pro forma, Likert scale, and narratives.RESULTS:Ninety final year and prefinal year MBBS students participated in this study. There was significantly higher participation in history taking (50.7%) and clinical examination (60%) in the SF. A higher statistically significant number of clinical possibilities were considered in the SF (85.3% vs. 66.6%). Similarly, significantly higher number of students indulged in self-directed learning and referred to learning resources in the SF. The SF provided students an active role (96.9%), encouraged access to resources (93.9%), and control of learning (75.7%). The additional interactive session was productive (90.9%), discussions were streamlined (66.6%), and the role of a teacher was considered important (75.7%).CONCLUSION:The SF generated higher participation in the aspects of history taking, clinical examination, and consideration of differential diagnoses. It led to a perceived improvement in self-directed and collaborative learning among students.

The effect of interaction between knowledge map and collaborative learning strategies on teachers’ learning performance and self-efficacy of group learning

ABSTRACT In this study, an integrated collaborative learning and knowledge map approach was developed for online teacher professional development. An online teacher education environment based on that approach was constructed. To investigate the interaction between the knowledge map and collaborative learning strategies on teachers’ learning performance and self-efficacy of group learning, a 2 × 2 experiment was acted out. The study subjects were 179 in-service teachers from primary schools in China. The participants were divided into four groups to learn theories and cases of educational research methods using different online learning strategies (individual learning or collaborative learning) and knowledge map strategies (using a knowledge map or not). The results revealed two notable findings. First, both the knowledge map and collaborative learning strategies were significantly conducive to enhance the teachers’ learning performance. Second, the interaction between the two kinds of strategies showed that the knowledge map strategy was potential to promote the self-efficacy of group learning among teachers who used the collaborative learning strategy. Thus, we conclude that the collaborative construction of group knowledge map could be an effective approach to promote teachers’ knowledge construction and provide visual interaction support for teachers’ online professional development.

Spillover of Early Extubation Practices From the Pediatric Heart Network Collaborative Learning Study.

The Pediatric Heart Network Collaborative Learning Study used collaborative learning strategies to implement a clinical practice guideline that increased rates of early extubation after infant repair of tetralogy of Fallot and coarctation of the aorta. We assessed early extubation rates for infants undergoing cardiac surgeries not targeted by the clinical practice guideline to determine whether changes in extubation practices spilled over to care of other infants. Observational analyses of site's local Society of Thoracic Surgeons Congenital Heart Surgery Database and Pediatric Cardiac Critical Care Consortium Registry. Four Pediatric Heart Network Collaborative Learning Study active-site hospitals. Infants undergoing ventricular septal defect repair, atrioventricular septal defect repair, or superior cavopulmonary anastomosis (lower complexity), and arterial switch operation or isolated aortopulmonary shunt (higher complexity). None. Aggregate outcomes were compared between the 12 month pre-clinical practice guideline and 12 months after study completion (Follow Up). In infants undergoing lower complexity surgeries, early extubation increased during Follow Up compared with Pre-Clinical Practice Guideline (30.2% vs 18.8%, p = 0.006), and hours to initial postoperative extubation decreased. We observed variation in these outcomes by surgery type, with only ventricular septal defect repair associated with a significant increase in early extubation during Follow Up compared with Pre-Clinical Practice Guideline (47% vs 26%, p = 0.006). Variation by study site was also seen, with only one hospital showing an increase in early extubation. In patients undergoing higher complexity surgeries, there was no difference in early extubation or hours to initial extubation between the study eras. We observed spillover of extubation practices promoted by the Collaborative Learning Study clinical practice guideline to lower complexity operations not included in the original study that was sustainable 1 year after study completion, though this effect differed across sites and operation subtypes. No changes in postoperative extubation outcomes following higher complexity surgeries were seen. The significant variation in outcomes by site suggests that center-specific factors may have influenced spillover of clinical practice guideline practices.

To assign or not to assign? Role Taking in Higher Education.

The study here presented focus on Role Taking, a collaborative learning strategy considered as effective to support learning and participation. It’s aims at exploring students’ perceptions about the efficacy of having a role assigned compared to having chosen a role. As such, it was adopted in a university course about “Knowledge Technologies”, held during the third year of the undergraduate course for Social and Cultural Educators. 42 voluntary students (M=4; F=38; average age 22) took part into the activities. Divided in groups, students worked around topics concerning educational potentials or issues relating to ICTs. During the activities, students covered a specific role: Some of them choose the role, some others had the role assigned from the teacher. Data analysis shows that, in students’ opinion, an assigned role is more effective in terms of quality of learning, social dynamics and satisfaction with the experience. DOI: 10.30557/QW000026

Deficit in Propriety? Cooperative Learning and Group Self-evaluation in Higher Education

The aim of the article is to unveil how the application of the collaborative learning strategy in higher education (HE) setting combines self-assessment of group activities with peer-to-group and teacher evaluation. The results reveal that the groups’ self-evaluation is considerably more positively than evaluation by the teacher or peers. The antecedents of these results are likely embedded in 1) the cultural context with dominant individual values; 2) impact of business study as discipline, and: 3) challenges in implementing a collaborative learning strategy in the HE sector.

Using gender responsive collaborative learning strategy to improve students achievement and attitude towards learning science in virtual and hands-on laboratory environment

One way of ensuring gender equality in science education is by mainstreaming gender components into the pedagogical delivery of science instruction. Thus, the researchers in this study designed a Gender Responsive Collaborative Learning Strategy (GR-CLS) based on Universal Design for Learning (UDL) principles. The effectiveness of this instructional paradigm on students’ achievement and attitude was determined in a mixed factorial quasi-experimental research design study conducted in a virtual and hands-on laboratory learning environment. Multistage sampling technique was used to select a total sample of 218 secondary school students from same sex and mixed sex schools. The six hypotheses formulated in the study were tested using Means and Analysis of Covariance (ANCOVA). Empirical findings revealed a significant difference in the mean achievement and attitude scores of both male and female students who were exposed to GR-CLS under virtual and hands-on laboratory environment respectively compared to those who were not exposed to GR-CLS. These results indicate that GR-CLS is an effective pedagogical strategy for improving students’ achievement and attitude regardless of gender. Nevertheless, it was discovered that GR-CLS leads to a significant improvement in the achievement of students from same sex schools over mixed sex schools. The study, therefore, recommends the adoption of GR-CLS by science teachers in the planning and implementation of science lessons to create equal opportunities for both male and female students to benefit maximally from learning activities carried out in the laboratory.

Patient-centered communication: Collaborative learning and communication strategies for patient and healthcare providers in the new normal of COVID-19.

152 Background: Data from the National Cancer Institute’s Surveillance, Epidemiology & End Results (SEER) program estimates in 2020 over 1.8 million new cancer diagnoses will occur. SEER data also indicates that over 15.5 million patients/survivors are currently living with a cancer diagnosis in the United States. Amid COVID-19, transitioning care beyond the clinic to minimize exposure for patients and healthcare providers is essential. Now more than ever, new and evolving ways to communicate openly and effectively are crucial for patients and their healthcare team. Methods: March-May 2020 the Raymond Foundation hosted nationwide virtual focus groups and town halls for cancer patients, survivors, and caregivers to gain a better understanding of how COVID-19 is affecting their cancer care, communication with their healthcare team, and shared decision-making. Primary goals included reaching patients in rural, urban, and community oncology settings to gain perspective from diverse populations. Results: 489 patients, survivors, and caregivers (54% female, 46% male) provided the following insights: 89% reported communication with their healthcare team had deteriorated since the pandemic; 94% indicated the need for increased communication with their healthcare team; 42% had a general knowledge of telehealth while 58% had little to no knowledge; 98% indicated they would like to learn more about telehealth options and would try this advanced class of service if offered by their healthcare team; 64% reported they were not able to accurately communicate treatment adverse effects leading to increased suffering; 96% reported increased isolation and fear of the unknown care landscape. Conclusions: Cancer patients realize the importance of patient-centered communication to facilitate a personalized dialogue to actively participate in their care. Empowering patients with the skills they require to comprehensively perceive telemedicine, virtual care, and remote monitoring will help minimize patient risk and provide an opportunity for patients to engage with their healthcare team throughout the care continuum. Implementing strategies to skillfully serve patients via telemedicine and teleconferencing may be the new normal as we virtually revive the classic house call.