Collaborative Learning Theory Research Articles

SCIENCE AND MATH EDUCATORS AND THEIR STUDENTS’ PERCEPTIONS OF ONLINE TEACHING AND LEARNING: CASE OF THE LEBANESE UNIVERSITY

This study investigated the perceptions of science and math educators and their students at the Lebanese University related to online teaching and learning during the Covid-19 lockdown. For this purpose, two questionnaires were elaborated and validated based on two theoretical frameworks: The Community of inquiry for online learning environments and the Online collaborative learning theory. 35 educators (14 math and 21 science) and 245 students (109 math and 136 science) participated. Results showed that both science and math educators, with no significant difference between them, adjusted their courses for online teaching utilizing new resources shared with students. Online teaching allowed them to create an interactive community that encouraged students to explore concepts, construct explanations, apply and reflect on their learning. Both science and math students agreed that online learning enabled them to be more independent to explore new ideas and reflect on them with the instructor playing the role of a tutor rather than a knowledge transformer. The findings imply that online environment can allow active learning, and can provide the opportunity for students to acquire skills like, problem solving, critical thinking and collaboration. Further research is recommended related to critical thinking in online environment.

Virtually Authentic: Graduate Students’ Perspective Changes toward Authentic Learning while Collaborating in a Virtual World

This qualitative case study investigates graduate students’ perspective changes apropos their cross-national collaborative learning experience while participating in an online teaching and learning course jointly taught by graduate schools in the United States and Israel. The participants met virtually, on a weekly basis between November and December 2018, on a platform called Second Life, to design and participate in collaborative learning activities. On completion of the course, interviews were conducted with a small sample of student-participants regarding their experiences. During the design phase, participants’ dominant perceptions of their learning experiences were characterized by genuine “excitement” at the novelty of collaborating virtually with colleagues on the other side of the world. Their initial perceptions evolved during the participation phase to realization as learning communities emerged and students’ roles expanded beyond the scope of mere participants. In this study, the authors argue that participants’ construction of new knowledge resulted in authentic learning from the standpoints of social constructivism and online collaborative learning theory and further discuss the factors that enabled the participants’ authentic learning experience.

The Use of Personality Traits to Enhance Theory-driven Group Formation

Group formation is an important and challenging element for designing successful CSCL scenarios. Despite efforts from the scientific community in developing more effective algorithms to support group formation processes, we still face problems related to learners’ resistance and demotivation towards group work. In this sense, diverse studies highlight the importance of considering learners’ personality traits to form groups, since this factor can influence students’ performance and induce diverse actions and behaviors in group work. Therefore, this paper presents G-FusionPT (Group Formation USIng Ontology and Personality Trait), a group formation algorithm that support new learning roles, denominated Affective Collaborative Learning roles, based on relation between collaborative learning theories and students’ personality traits. The algorithm is based on a collaborative ontology to understand the learning theories (e.g., context, learning activities, group structure), and learners profile to understand learners’ needs (e.g., target/current knowledge/skill). To evaluate the algorithm, we used a 300 student simulated sample wit varying group size (three, five, and seven members), and compared G-FusionPT results to other group formation algorithms: G-Fusion (based specifically on collaborative learning theories) and Random (no strategy or criterion). The results demonstrated the effectiveness of G-FusionPT against G-Fusion and Random algorithms, as it generated the highest average percentage of learners in well-formed groups and lowest averagepercentage of learners in unfit groups.

Adult learners’ perception on the use of constructivist principles in teaching and learning in non-formal education centres in South Africa

ABSTRACT This article analyses the perceptions of adult learners towards the use of constructivist approach in teaching and learning in non-formal education (NFE) centres of KwaZulu-Natal, South Africa. The analysis is based on five principles of the constructivist theory of learning-interactive learning, collaborative learning, facilitating learning, authentic learning and learner-centred learning. The researcher used the mixed of stratified and purposive sampling methods to select six NFE centres and 12 (out of 200) learners who studied skills training and became self-employed. The data collection techniques were semi-structured interviews. From learners’ perceptions, the findings reveal that the use of the constructivist principles enhanced or influenced adult learners’ educational attainment in offering learners with experiences ranging from vocational skills to real-life problem-solving. Therefore, the researchers conclude that adult learners were motivated in learning new skills when facilitated using the constructivist approach. The practical and policy implication of the findings is that adult facilitators and managers of NFE programmes should take into consideration the constructivist approach of teaching and learning when designing the curriculum of non-formal education and training.

A Brief Theoretical View on PAD-based Instruction in English Language Learning Amongst Chinese College Students

This article gives a brief theoretical view on the implementation of PAD-based instruction in Chinese college students爷English language learning. The article first introduces the situation of English language learning in the present China, especially the learning amongst Chinese college students. And then it informs the readers of the rise of PAD-based instruction, including the three phases of PAD-based instruction in English language learning. Finally, the article focuses on a theoretical view on PAD-based instruction, including the view of the social constructivist theory, the view of the collaborative learning theory and the view of the sociocultural theory. A brief theoretical view on PAD-based instruction in the article will help readers understand how the theories are fundamentally employed to carry out the procedures of PAD-based instruction in English language learning amongst Chinese college students.

Developing a Participatory Platform for Teaching Cultural Heritage in Informal Learning Environments: The Case Study of Culture Gate

The purpose of this paper is to present the educational dimension of the Culture Gate platform and Culture Gate Collector application. Culture Gate is a multidisciplinary multipurpose online participatory platform for the management of cultural heritage digital content. A unique feature of the Culture Gate platform is that it enables any teacher or student to create, upload, share, and comment on a wide variety of cultural content ranging from theatre to music. The platform integrates several characteristics of well-known IT-ready educational theories, such as collaborative learning theory and constructivism theory. Furthermore, the platform possesses an application for smart devices (smartphone, tablet) known as Culture Gate Collector. Using this, students can collect content from formal and informal environments, edit it, and share their own cultural content that comes from the historical-cultural setting of the local community in which they live and operate. Culture Gate Collector can enhance mobile learning, as well as situated learning. This paper makes reference to the developmental philosophy behind Culture Gate and Culture Gate Collector, their educational and technical capabilities, and proposals for their optimal utilization in informal learning environments.

Designing Cross-Cultural Collaborative Online Learning Framework for Online Instructors

Online education has now become an integral part of the educational landscape in the United States and around the world, where it serves as the primary source of enrollment growth in higher education. The rising student population in online learning mandates instructors and instructional designers to be aware of the importance of cultural factors that influence students’ learning experiences and academic performance in the online environments. However, few empirical studies have examined instructors’ perspectives on instructional strategies that promote cross-cultural collaboration in online classrooms, specifically, instructional strategies that instructors use to promote educational success of diverse learners in online environments. Drawing on collaborative online learning theory, this study analyzed qualitative interview data and online activities of 40 online instructors from two universities. Results showed the following themes; (a) instructional strategies that facilitate cross-cultural collaborative online learning, (b) challenges of teaching diverse learners in online learning, and (c) designing cross-cultural collaborative online framework for instructors. Findings suggested that most instructors lacked the knowledge and skills in addressing the needs of diverse learners in the online learning environments regarding their ability to recognize students’ cultural differences and incorporate multicultural reading resources in course contents to meet the needs of diverse students. Thus, the need to design a framework will broaden instructors’ understanding and promote cross-cultural collaboration in online teaching to help meet the needs of diverse students in online learning environments.KEYWORDS: Cross-cultural collaborative learning, culturally diverse learners, collaborative learning activities, instructional strategies, Collaboration in online learning

The relationships between social participatory roles and cognitive engagement levels in online discussions

AbstractUnderstanding the relationship between social interaction patterns and cognitive engagement levels has critical implications on collaborative learning theory, pedagogy, and technology. This study used a multi‐method approach to examine the relationship between students' social participatory roles and cognitive engagement levels within asynchronous online discussions. Results showed that students' social participatory role was a critical indicator of cognitive engagement level. Socially active students made more cognitive contributions to knowledge inquiry and knowledge construction. But there were exceptions: after taking leadership roles (i.e., discussion designers and facilitators), some students moved from peripheral participation to active participation. Second, there was a progressive development process: individual students' deep‐level knowledge inquiry could trigger peer interaction, which could further advance group knowledge construction. Third, students had a tendency to keeping social‐cognitive engagement patterns throughout discussions. Based on the result, this study proposed implications for collaborative learning theory, pedagogy support, and tool development.

"Thinking Beyond My Own Interpretation:" Reflections on Collaborative and Cooperative Learning Theory in the Law School Curriculum

The multi-faceted teaching approach of collaborative learning includes a wide range of pedagogies from cooperative learning to collaborative writing. Cooperative learning and collaborative writing occupy opposite ends of a spectrum of teaching approaches that all share several premises: respect for students, the belief in the students' potential for academic success, the idea that learning is inherently social, and the understanding that learning is an active process. Both pedagogies share the goals of alleviating education related stress through small work-group settings, teaching group dynamics, and giving students the feedback they seek and desire. Further, both provide additional motivation to students who respond more positively to these assignments because they are predictable, manageable, and provide desirable evaluative feedback. Finally, studies demonstrate that these pedagogies, when compared with a competitive learning environment, produce higher levels of student achievement, increased development of student judgment, and more positive student attitudes toward learning. This article will explore why these pedagogies are not more readily adopted in legal education and propose guidelines for their use in law school writing assignments generally, and for first year legal analysis assignments in particular.

Flipping the classroom for information literacy instruction

This study examined the possibility of enabling personalised, collaborative information literacy (IL) instruction through a flipped class model. Two-stage interviews were conducted before and after a pilot project was given to participants, which was designed according to guiding principles of personalised learning and online collaborative learning (OCL) theory. The study used a qualitative framework to gauge learners’ perceptions regarding the effectiveness and feasibility of the design. Samples were taken from learners who had previously been involved in a flipped classroom. The data collected from the two-stage interviews were compared and further discussed in light of Giorgi’s (1999) understanding of learning through a phenomenological perspective. Five participants were involved in the study. For the first-stage interviews, the five participants all responded positively towards the prospectus of a flipped, personalised and collaborative IL instruction. For the second-stage interviews, three participants offered feedback regarding an interactive PowerPoint specifically designed for a flipped IL instruction, which had incorporated elements of personalisation and group activities. All three participants in the second stage interviews spoke favourably of the content of the interactive PowerPoint, but they also all exhibited a degree of hesitation when multiple options were presented to them. They were still expecting clear instructions instead of taking control of the process. This study discovered a gap between learners’ positivity towards a flipped, personalised and collaborative learning model, and the fact that learners are fundamentally accustomed to traditional learning paths. This implies there are hurdles to overcome before the flipped model can deliver results, especially when learners are expected to take more control over their own learning. Further research is needed to explore ways of altering learner mind sets in order to enable learners to embrace the full potential of flipped learning.

Social capital, relational learning, and performance of suppliers

PurposeThe relationship between buyers and suppliers over the years – social practices – facilitate the development of social capital (SC), and it contributes to the relationship performance (RP) for both parties. The purpose of this paper is to examine the mechanisms that transform SC into RP. By exercising the relationship learning (joint sense-making, information sharing, and knowledge integration), this paper proposes that SC will transform into RP.Design/methodology/approachQuantitative study was employed in this study. Questionnaires were distributed to first-tier supplier of Astra Group (Astra International) in Indonesia. In total, 211 questionnaires were used for data analysis in this study.FindingsThe results exhibit that cognitive and structural SC contribute to the development of relational SC. Further, relational SC was positively associated with joint sense-making, which then goes through information sharing, knowledge integration, and finally RP.Research limitations/implicationsThe cross-sectional data in a specific context (a firm) in Indonesia serve as a major limitation of this study. The development of SC and learning as a social process might not be captured well by using the current method – surveys. Furthermore, a major problem is caused by a one-sided survey that depends on the suppliers’ perceptions and judgments of relationship learning and performance.Practical implicationsThe results suggest that managers and other relationship actors would benefit from the competency to develop practices and activities with suppliers regarding developing trust. The trust development is facilitated by having common understanding and interactions regularly, either by participating in formal and/or informal activities with suppliers. Building consensus – joint sense-making, between buyers and suppliers are crucial practices in relationship learning before knowledge sharing and knowledge integration practices are in place. And finally, managers should actively integrate this knowledge in order to increase their RP.Originality/valueThis study empirically tests the supply chain practice view as a new theoretical perspective in the supply chain management literature. It also extends the utilization of social practices – SC – since it is crucial in a buyer-supplier relationship. It also presents that relationship learning is a mechanism that could transform SC into RP, and thus bridge the SC and collaborative learning theory. Finally, this study indicates that inside relational learning, there are sequences of joint sense-making-information sharing-knowledge integration, before it moves on to RP.

Flipping the classroom for information literacy instruction

This study examined the possibility of enabling personalised, collaborative information literacy (IL) instruction through a flipped class model. Two-stage interviews were conducted before and after a pilot project was given to participants, which was designed according to guiding principles of personalised learning and online collaborative learning (OCL) theory. The study used a qualitative framework to gauge learners’ perceptions regarding the effectiveness and feasibility of the design. Samples were taken from learners who had previously been involved in a flipped classroom. The data collected from the two-stage interviews were compared and further discussed in light of Giorgi’s (1999) understanding of learning through a phenomenological perspective. Five participants were involved in the study. For the first-stage interviews, the five participants all responded positively towards the prospectus of a flipped, personalised and collaborative IL instruction. For the second-stage interviews, three participants offered feedback regarding an interactive PowerPoint specifically designed for a flipped IL instruction, which had incorporated elements of personalisation and group activities. All three participants in the second stage interviews spoke favourably of the content of the interactive PowerPoint, but they also all exhibited a degree of hesitation when multiple options were presented to them. They were still expecting clear instructions instead of taking control of the process. This study discovered a gap between learners’ positivity towards a flipped, personalised and collaborative learning model, and the fact that learners are fundamentally accustomed to traditional learning paths. This implies there are hurdles to overcome before the flipped model can deliver results, especially when learners are expected to take more control over their own learning. Further research is needed to explore ways of altering learner mind sets in order to enable learners to embrace the full potential of flipped learning.

Design and Application of a Remote Electronic Communication Teaching System in a Network Environment

With the design and application of remote teaching system as the research target, this study uses the research methods of literature research method, website inves-tigation method and system development to make a detailed research on the theo-ry of remote collaborative learning and electronic communication technology. On the basis of web-based teaching platform of remote education, this study puts forward a long-remote collaborative teaching system of electronic communication along with the network environment, and designs the function modules of the system in detail, in which the communication effect of electronic communication technology on group members and teachers' creation of collaborative learning sit-uations are fully considered. Finally, the practicality and validity of the system are verified by the realization of the system, which provides a wider development space for the remote teaching system.

Professionals learning together with patients: An exploratory study of a collaborative learning Fellowship programme for healthcare improvement

ABSTRACTImproving the quality of healthcare involves collaboration between many different stakeholders. Collaborative learning theory suggests that teaching different professional groups alongside each other may enable them to develop skills in how to collaborate effectively, but there is little literature on how this works in practice. Further, though it is recognised that patients play a fundamental role in quality improvement, there are few examples of where they learn together with professionals. To contribute to addressing this gap, we review a collaborative fellowship in Northwest London, designed to build capacity to improve healthcare, which enabled patients and professionals to learn together. Using the lens of collaborative learning, we conducted an exploratory study of six cohorts of the year long programme (71 participants). Data were collected using open text responses from an online survey (n = 31) and semi-structured interviews (n = 34) and analysed using an inductive open coding approach. The collaborative design of the Fellowship, which included bringing multiple perspectives to discussions of real world problems, was valued by participants who reflected on the safe, egalitarian space created by the programme. Participants (healthcare professionals and patients) found this way of learning initially challenging yet ultimately productive. Despite the pedagogical and practical challenges of developing a collaborative programme, this study indicates that opening up previously restricted learning opportunities as widely as possible, to include patients and carers, is an effective mechanism to develop collaborative skills for quality improvement.

Patients and professionals learning together: an evaluation of an integrated change management fellowship programme for healthcare improvement

Improving the quality of healthcare involves collaboration between many different stakeholders to lead change. However, individuals are rarely taught to develop the skills to lead change effectively across professional boundaries. Collaborative learning theory suggests that teaching professionals alongside each other may enable them develop those skills, but there is little literature on how this works in practice. Additionally, though it is recognised that patients play a crucial role in improving healthcare, there are few examples of where they learn together alongside professionals. This study contributes to addressing this gap. Using the lens of collaborative learning, we report on a qualitative evaluation of an educational programme (the Collaboration for Leadership in Applied Health Research and Care (CLAHRC) Northwest London (NWL) Improvement Leader Fellowship) which is designed to build capacity to lead change through quality improvement methods in healthcare. This year long programme is a local case study as it enables patients/service users and healthcare professionals to learn together, as equals. Qualitative data were collected across six cohorts of the programme, through online evaluation forms and 34 semi-structured interviews with participants, data were analysed using a grounded theory approach. The overall finding was that the skills and capacity to lead change was valued and was enabled by the processes of learning together, discussing real world problems. The potential struggle Fellows faced to make sense of new concepts and work with new, unexpected methods and people within the Fellowship became a productive struggle, encouraging them to try new things, take a new perspective and step beyond their comfort zone. The integration of patients into the Fellowship appeared to enrich the experience for all fellows, with a clear exchange of learning with professionals and patients benefitting from the new perspectives brought into the group. The flattened hierarchy enabled a range of professions and patients to join as equal voices. This was achieved by faculty facilitation ensuring clear set ground rules and management to prevent one voice (patient or professional) from dominating the group. Fellows project's demonstrated a number of change outputs, from the implementation of patient booklet in mental health wards, to the increased use of co-production in a GP surgery.

Engaged scholarship

PurposeThe purpose of this paper is to introduce a multi-layered theoretical framework to enable engaged scholarship to develop as a practice in entrepreneurship and small business research. To do so, it illuminates the salient features of engaged scholarship, collaborative learning and actor-network theory (ANT).Design/methodology/approachThe paper follows a narrative or traditional literature review design. Specifically, it adopts a thematic approach for summarising and synthesising a body of literature on engaged scholarship, collaborative learning and ANT with the view to develop a new multi-layered theoretical framework.FindingsApplying the theory of engaged scholarship to pivot entrepreneurship/SME research provides scholars with an opportunity to unlock the theory vs practice paradox. Moreover, engaged scholarship offers valuable instructions for encouraging interactionism between entrepreneurship researchers and practitioners as well as reconcile their polarised views. Co-production and co-creation of knowledge addresses the concerns often raised by the practitioner community regarding the relevance and applicability of academic research to practice.Practical implicationsThe proposed multi-layered framework provides entrepreneurship researchers, and the practitioner community with a taxonomy to use to encourage a joint approach to research. Developing deep partnerships between academics and practitioners can produce outcomes that satisfy the twin imperatives of scholarship that can be of high quality as well as a value to society.Originality/valueThe paper advances the theory and practice of engaged scholarship in new ways that are not common in entrepreneurship/SME research. This enables engaged scholarship to develop as a practice in entrepreneurship and small firms’ research. Through applying the proposed multi-layered framework in research, academics can deliver fully developed solutions for practical problems. The framework is useful in the theory vs practice and entrepreneurship researchers vs practitioner debates.

Supporting the development of postgraduate academic writing skills in South African universities

The ability to write according to the conventions and forms of disciplinary academic writing is essential to success at university. Meeting the demands of quality academic writing is a challenge to the increasing number of English Second Language (ESL) students worldwide, from undergraduate to postgraduate level , who choose to study and publish in English. In particular, postgraduate students in South African universities struggle with the rigours of dissertation writing. Drawing on Lave and Wenger’s (1991) theory of collaborative learning in a community of practice (CoP), an exploratory, qualitative inquiry was undertaken to examine the support given by six selected South African higher education institutions (HEIs) to promote the development of academic writing skills among master’s and doctoral students. Data were gathered from a purposeful sample of 10 expert informants through interviews, email communication , and scrutiny of institutional websites. Findings deal with academic writing skills as the core competence necessary for full participation in the academic CoP; the nature of postgraduate student engagement with core members of the CoP, such as supervisors and language experts; and the availability and efficacy of a range of intra-organisational resources, including informal and formal peer interaction with those who have more expertise in writing, books, manuals, visual representations , and technological tools, to develop academic writing among postgraduate students. Based on the findings, recommendations are made for ways in which institutions can strengthen, enrich , and extend the CoP to support academic writing skills of ESL postgraduate students.

A model to analyse students\u2019 cooperative idea generation in conceptual design

In this article we focus on the co-creation of ideas. Through the use of concepts from collaborative learning and communication theory we suggest a model that will enable the cooperative nature of creative design tasks to emerge. Four objectives of the model are stated and elaborated on in the paper: that the model should be anchored in previous research; that it should allow for collaborative aspects of creative design to be accounted for; that it should address the mechanisms by which new ideas are generated, embraced and cultivated during actual design; and that it should have a firm theoretical grounding. The model is also exemplified by two test sessions where two student pairs perform a time-constrained design task. We hope that the model can play a role both as an educational tool to be used by students and a teacher in design education, but primarily as a model to analyse students’ cooperative idea generation in conceptual design.

Mentoring as the Core Element of New Teacher Induction in the USA: Policies and Practices

Abstract The paper focuses on mentoring as the key strategy of novice teacher induction in the USA. The study reviews current mentoring/induction policies and trends in the U.S. system of in-service teacher training and support. The findings suggest that the conceptual framework, standards and practices of new teacher mentoring in the United States conform to the dynamic trends in education and organizational management. The conceptual modification of teacher mentoring manifests itself in the development of comprehensive and sustained formal induction programs based on the theories of educational leadership, adult learning, social interaction and collaborative learning. Quality induction programs are context-based and involve multiple stakeholders (schools, school districts, local educational organizations and agencies, partner universities, state departments of education etc). Diverse forms of mentoring (one-to-one, peer, group, reciprocal, online and needs-driven mentoring, etc.) are extensively combined with other induction components offered to beginning teachers and mentors during the whole induction period. The induction components include: summer courses, orientation sessions, workshops, seminars, webinars, conferences, interviews, informal meetings and celebrations, district-based mentor training programs etc. The quantitative data obtained through the analysis of the U.S. national surveys and research reports provides ground for highlighting those mentoring and induction programs which have significantly decreased turnover rates among new teachers, contributed to their professional development and improved academic achievement in public schools by providing students with quality instruction.

Effective team formation in networked learning settings

Professional development can be achieved by interacting with the abundance of learning materials provided by Internet-based services and by collaborating with other learners. However, knowledge sources are scattered across the Internet, while suitable co-learners are hard to find. Learning professionals require strong self-direction powers to fully benefit from these resources. However, these are not readily available in all learners. Based on social-constructivist/connectivist collaborative learning theory and team formation theory, a model is presented for the effective formation of teams engaging in structured collaborative learning. The model describes the creation knowledge domain representations by centralising learning materials from various sources. It allows learners to define structured learning tasks and provides an answer to the question whether a particular learning task can be addressed sufficiently well in the knowledge domain. Based on team formation theory, it provides the means to form teams of mutual learners and peer-teachers based on bridgeable knowledge differences (an interpretation of Vygotsky's "zone of proximal development") and personality aspects. The model also allows recommending suitable learning materials to the teams. A selection of tools is presented to afford an implementation of the model. These consist of an implementation of the method of Latent Semantic Analysis, a validated learning team formation algorithm and the Big Five personality test. The model is subsequently tested. The results of this test indicate that representations of knowledge domains can be successfully created and that the fit of learning tasks to the learning materials in the domain can be assessed. An experiment with learners (n=64) shows that the implementation can successfully assess prior knowledge and that collaborations based on prior knowledge differences do lead to knowledge gains. Furthermore, learners highly appreciate the learning materials suggested. However, the evidence for a level of knowledge difference between learners at which learning becomes most effective is currently limited. The results are discussed, and conclusions and directions for future research are included.