Type Of Collaborative Learning Research Articles

EFL Teachers’ Views about The Application of Collaborative Learning at Addis Ababa Science and Technology University, Ethiopia

This study aims to investigate teachers’ views about the implementation of collaborative learning in English classes. Collaborative learning helps students to improve their English language performance. The data was collected through observation, questionnaires, and interview. The quantitative data were analyzed using percentage and frequency. Theme analysis technique was used to analyze the qualitative data. The result of the study indicated that most EFL teachers widely implement students’ collaborative learning, but the type of collaborative learning they are implementing is not collaborative group learning. Most of the teachers simply make their students to sit side by side to talk with each other as they do their individual assignments, and some teachers assign a task to groups. Then, one or two of the group members do the work and the other group members get equal credit. Although each of these is important in collaborative learning, they do not qualify collaborative learning rather traditional group learning. The data obtained from teachers’ interview revealed that teachers widely implement both informal and base group collaborative learning since most of the teachers allow their students to work collaborative from few minutes to a class period and most of the groups (‘Net works’) formed are with stable membership for the semester. In addition to this, some teachers were not playing their roles as they are expected. Teachers and other concerned bodies ought to deliver sorts of orientations to the students about the importance of collaborative learning to maximize their views before implementing collaborative learning.

Взгляды студентов университетов на применение совместного обучения на занятиях по коммуникативным навыкам владения английским языком

The main purpose of the study is to investigate students’ views about the implementation of collaborative learning in English classes. Collaborative learning helps students to improve their English language performance. To achieve this objective, observation and questionnaires were employed. The quantitative data were analyzed using percentage and frequency. Theme analysis technique was used to analyze the qualitative data. The result of the study indicated that most students’ applied collaborative learning, but the type of collaborative learning they are applying is not collaborative learning. Most of the teachers simply make their students to sit side by side to talk with each other as they do their individual assignments, and some teachers assign a task to groups. Then, one or two of the group members do the work and the other group members get equal credit. Although each of these is important in collaborative learning, they do not qualify collaborative learning rather traditional group learning. In addition to this, some students were not playing their roles as they are expected. Teachers and other concerned bodies ought to deliver sorts of orientations to the students about the importance of collaborative learning to maximize students’ views before implementing collaborative learning.

IMPLEMENTATION LEARNING MODEL COOPERATIVE COURSE REVIEW HORAY (CRH) WITH TALKING STICK TO STUDENT LEARNING OUTCOMES

<p>Education is one aspect thatxplays a very important role in development. One important part of the education system is the teaching and learning process in schools. Thexpurpose of this study was to determine the increase in student learning outcomes to the learningxmodel Course Review Horay (CRH withxTalking Stick at SMP Negeri 2 Batang Anai. The research method used is the experimental method (quasi experiment). The subjects of this study were students of class VIII.3 as the experimental class who were treated with thexlearning model Course ReviewxHoray (CRH) with Talking Stick, and students of class VIII.5 as the class that used the conventional control model. The data analysis technique used is the t-test. Based on the research that has been done, the learning outcomes of students who apply the learning model Course Review Horay (CRH) with Talking Stick with the traditional model are t count = 2.454 > ttable = 2.024. Data on student learning outcomes using Cooperative Learning Type Course ReviewxHoray with Talking Stick with the application of the traditional model obtained tcount = 2.454 > ttable = 2.024. In conclusion, thexapplication of Course Review Horay with the type of collaborative learning with TalkingxStick has a significant effectxon the learning outcomes of class VIII IPA students of SMP Negeri 2 Batang Anai</p>

The implementation of peer teaching for motivating students to study at university (on the example of teaching a foreign language)

The article highlights a type of learning “Peer Teaching” as a tool for students’ motivation to study at universities. The peculiarities of using this type of collaborative learning as well as advantages and disadvantages of its implementation in the Ukrainian educational environment are revealed in the article. Peer Teaching along with formal traditional education and other approaches in informal education is defined as a strategic way of information transaction in the society in order to motivate students to self-development and self-improvement. Peer Teaching implies collaborative learning, namely a group work, without any interference of a teacher that is more common for cooperative learning. Among the principles of its realization in the educational process the following ones have been distinguished: integrity, complexity, availability, progression, equality, activity, priority of human rights and responsibility. The author recommends for more effective Peer Teaching to conduct workshops and trainings as well as other forms and teaching methods that will be more informal and will be able to create natural and comfortable environment as well as to have all the necessary equipment and trained tutors. It is offered in the article to divide Peer Teaching into learning within a group; learning at the faculty level; interdisciplinary learning both at the inter-faculty and inter-university levels. The results of the experiment have shown the necessity of the realization of Peer Teaching for the integration of the national system of education into the world educational and scientific environment as well as the implementation of the European experience of organization of the educational process at universities and for humanization and democratization of learning.

Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involving a great deal of intervention by the teacher to plan and orchestrate group interactions. Collaborative Learning, on the other hand, presupposes some degree of learner autonomy－that groups can work effectively toward shared goals and monitor their own progress. This paper takes the view that the distinction between Cooperative and Collaborative Learning is a useful one and that both approaches can play valuable roles in fostering autonomous interaction. It argues that while Collaborative Learning formations may be the ultimate goal for teachers wishing to develop learner autonomy, Cooperative Learning is a valuable means for modeling the skills and abilities to help students get there. The discussion begins with an overview of the two approaches, focusing on their implementation in the Japanese educational context. It then presents seven highly structured Cooperative Learning activities and shows how they can be modified and extended over time to encourage more autonomous interaction.

Profil Berpikir Kritis Siswa dalam Menyelesaikan Soal Fungsi Komposisi melalui Model Pembelajaran Kolaboratif

Critical thinking is one of the high-level thinking. Mathematics learning in globalization era usually uses critical thinking in solving problems. Mathematics is always thought as the difficult one to be learnt. This research will describe students critical thinking profile in solving the function of compositions through collaborative learning. This reseach can be used as the reference for teachers to recognize students critical thinking profile in their class, and also it can be used to motivate students to enhance their critical thinking ability. The critical thinking criterias are focus, reason, inference, situation, and overview. That criterias include eleven indicators. The type of collaborative learning in this research is Learning Together (LT). This research is descriptive with qualitative approach. The data were collected by documentation, observation, test, and interview. The subjects of this research are six students who are two high-achiever students, two medium-achiever students, and two low-achiever students from one of senior high school at Jember. High-achiever students can achieve all criterias of critical thinking and they dominate the role in learning and teaching activity. The medium-achiever students only fulfill focus in the first and second indicator, reason in the second, and inference, situation, clarity, and overview in the second indicator and also can join in the collaborative learning. While, the low-achiever students can only look to other students without get engaged actively in collaborative learning and only achieve focus in the first and second indicators of situation.

Freshmen and Third Grade Students Perceptions on Their Soft Skills Acquirement in The Use of Collaborative Learning in English Classroom

It is said that soft skills are needed to have a successful life and career for students and can be trained in classroom by conducting collaborative learning. Then, polytechnic students have collaboration learning in their English classroom activity which is useful for their soft skills achivements. However, the students which have different level can have different perceptions on it. This research tries to compare students’ perceptions on their soft skills acquirement in the use of collaborative learning in English classroom in a state polytechnic. The first group is the freshmen, meanwhile the second group is the third grade students of Diploma 3. The study employs a qualitative research design, which is a case study. The data are gained from questionnaire, then observation and interviews are used to triangulate the data. The findings show that the freshmen perceive that they acquire soft skills in 90.9%, meanwhile the third graders are in 84.9%. This concludes that freshmen soft skills acquirement is higher than the third graders. It is recommended that collaborative learning method should be continued to develop the students’ soft skills, and the type of collaborative learning should be more appropriate for different grades of students.

Examining different types of collaborative learning in a complex computer-based environment: A cognitive load approach

This study compared the effects of two collaborative learning strategies (Open-ended and Task-based) with an individualized learning strategy on individual learning in a computer-based environment. The experiment sought ecological validity by conducting it under real teaching and homework conditions. Ninety-four students from grade 9 participated in a webpage design task. Cognitive load theory was used to predict that the collaborative approaches would outperform the individualized approach due to reduced cognitive load. This hypothesis was confirmed by performance scores and cognitive load only in the case of the Open-ended collaborative learning condition. Evidence was also found that the Open-ended collaborative learning condition outperformed the Task-based collaborative one. It was concluded that in collaborative learning a more Open-ended task design together with moderate independent sub-task requirements leads to more effective learning.

Combining Efforts to Encourage Student Research in Collaborative Quantitative Fields

As technology and science advance, the boundary between the disciplines begins to blur, emphasizing that it is now, more than ever, a requirement to have a solid background in multiple fields to fully understand emerging scientific advances. As faculty, we need to equip our undergraduate students not only with an introduction to these modern concepts, but also with the ability to apply them in future careers. In order to address this need, we have begun collaborating with faculty outside our individual fields to help educate students in the classroom and aid in our research projects. Specifically, we have combined undergraduate research students from both biology and mathematics departments to work together on projects requiring input from both perspectives. Students work side by side performing experiments, analyzing data, and teaching each other pertinent background information. Students benefit from this research since they encounter real-world data sets whose analysis requires knowledge beyond the typical textbook examples. In addition to performing experiments, students participate in journal clubs to stimulate discussion of experiments and to improve data analysis skills. This type of collaborative learning can also be applied to small classroom settings.