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Journal articles on the topic 'Collaborative group study'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Lailiyah, Malikhatul, and Karlina Karadila Yustisia. "Collaborative Concept Mapping: A Study of Group Work Satisfaction in Vocational Higher Education." Journal of Vocational Education Studies 5, no. 2 (2022): 312–21. http://dx.doi.org/10.12928/joves.v5i2.6181.

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      Collaboration is gaining traction in today's educational environment. Thus, teachers' primary concern is assisting students in experiencing group knowledge collaboration. As online education continues to grow in popularity, there is an increasing need to promote and understand collaborative learning processes. Its success is contingent upon implementing online collaborative learning strategies that foster critical thinking abilities while also providing meaningful collaborative learning opportunities. Collaborative concept mapping is one tool that coul

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Fine, S. L. "Collaborative Ocular Melanoma Study Group." Archives of Family Medicine 8, no. 1 (1999): 11—a—12. http://dx.doi.org/10.1001/archfami.8.1.11-a.

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Fisher, Mercedes, Gregory S. Thompson, and David A. Silverberg. "Effective Group Dynamics in E-Learning: Case Study." Journal of Educational Technology Systems 33, no. 3 (2005): 205–22. http://dx.doi.org/10.2190/ytj7-plqb-vndv-71uu.

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Investigating the participant structure that works in online courses helps us design for, and facilitate, collaboration. Learning communities and group work influence collaboration in online courses. We present an exploratory study of computer-mediated groups that used this model to participate in an online MA program in Educational Technology. These participants were organized into groups and collaboratively built knowledge through synchronous and asynchronous online dialogue while leveraging technology as a tool for individual and collaborative learning. We present a detailed case study coll

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Soni, Nikita, Ailish Tierney, Katarina Jurczyk, et al. "Collaboration around Multi-touch Spherical Displays: A Field Study at a Science Museum." Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (2021): 1–34. http://dx.doi.org/10.1145/3476067.

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Multi-touch spherical displays that enable groups of people to collaboratively interact are increasingly being used in informal learning settings such as museums. Prior research on large flatscreen displays has examined group collaboration patterns in museum settings to inform the design of group learning experiences around these displays. However, previous research has shown differences in how users conceptualize interacting with spherical and flatscreen displays, thereby making it important to separately investigate how groups naturally collaborate around spherical displays in a museum setti

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Putzeys, Karen, Hilde Van Keer, and Bram De Wever. "Unknown Is Not Chosen: University Student Voices on Group Formation for Collaborative Writing." Education Sciences 14, no. 1 (2023): 31. http://dx.doi.org/10.3390/educsci14010031.

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University students are frequently required to collaborate, often in the form of collaborative writing tasks. The process as well as the outcomes of the collaboration depend on choices made during the group formation phase. Studies on why students select partners for collaborative writing tasks are, however, lacking. Therefore, the present study aims to gain insights into (1) university students’ preferences with regard to teacher-assigned and self-selected group formation, (2) which motives they take into account when self-selecting a partner, and (3) the degree to which students select a par

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Bietti, Lucas M., and Michael J. Baker. "Collaborating to remember collaborative design: An exploratory study." Memory Studies 11, no. 2 (2016): 225–44. http://dx.doi.org/10.1177/1750698016683438.

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We examine the ways in which members of a small group coordinate their memories, bodies and language in a functional and goal-oriented manner when they are co-designing their dream house and then collaborative remembering that previous interactive encounter. Our analyses show the following: (1) participants structured collaborative design and collaborative remembering sessions in different ways (e.g. linear and sequential vs iterative and hierarchically structured, respectively); (2) higher degrees of knowledge building were temporally synchronized with higher degrees of interactivity during b

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Feng, Shaoxiong, Hongshen Chen, Xuancheng Ren, Zhuoye Ding, Kan Li, and Xu Sun. "Collaborative Group Learning." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 8 (2021): 7431–38. http://dx.doi.org/10.1609/aaai.v35i8.16911.

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Collaborative learning has successfully applied knowledge transfer to guide a pool of small student networks towards robust local minima. However, previous approaches typically struggle with drastically aggravated student homogenization when the number of students rises. In this paper, we propose Collaborative Group Learning, an efficient framework that aims to diversify the feature representation and conduct an effective regularization. Intuitively, similar to the human group study mechanism, we induce students to learn and exchange different parts of course knowledge as collaborative groups.

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Zhang, Zhipeng, Xuesong (Andy) Gao, Ting Liu, and Chwee Beng Lee. "Language learners’ emotion regulation and enjoyment in an online collaborative writing program." Studies in Second Language Learning and Teaching 12, no. 3 (2022): 459–81. http://dx.doi.org/10.14746/ssllt.2022.12.3.6.

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Collaborative learning in online contexts is emotionally challenging for language learners. To achieve successful learning outcomes, language learners need to regulate their emotions and sustain positive emotions during the collaborative learning process. This study investigated language learners’ emotion regulation and enjoyment, the most extensively researched positive emotion in foreign language learning, in an online collaborative English learning environment. In the study, we collected data by surveying 336 Chinese students majoring in English who collaboratively completed a series of Eng

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Jones, Cheryl, Simone Volet, Deborah Pino-Pasternak, and Olli-Pekka Heinimäki. "Interpersonal affect in groupwork: A comparative case study of two small groups with contrasting group dynamics outcomes." Frontline Learning Research 10, no. 1 (2022): 46–75. http://dx.doi.org/10.14786/flr.v10i1.851.

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Teamwork capabilities are essential for 21st century life, with groupwork emerging as a fruitful context to develop these skills. Case studies that explore interpersonal affect dynamics in authentic higher education groupwork settings can highlight collaborative skills development needs. This comparative case-study traced the sociodynamic evolution of two groups of first-year university students to investigate the high collaborative variance outcomes of the two groups, which reported starkly contrasting group dynamics (negative and dysfunctional or positive and collaborative). Mixed-methods (v

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Shin, Jihae, and Moonjoo Seog. "A collaborative group study of Korean mid-career elementary teachers for professional development in music." International Journal of Music Education 36, no. 1 (2017): 85–95. http://dx.doi.org/10.1177/0255761417704011.

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Professional development for in-service teachers is necessary to meet the changing needs of students and society. This teacher collaboration study examined the experiences of mid-career elementary teachers in Korea in their music professional development. Research questions included: (1) What were the contents of discussion? (2) What was the level of participation among elementary teachers in a collaborative group? (3) How did the focus of the group change over time? The data collection included nonparticipant observation, participants’ reflective journals, researchers’ logs, and artifact coll

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Costley, Jamie, and Mik Fanguy. "Collaborative note-taking affects cognitive load: the interplay of completeness and interaction." Educational Technology Research and Development 69, no. 2 (2021): 655–71. http://dx.doi.org/10.1007/s11423-021-09979-2.

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AbstractStudies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n = 171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two groups, with members of the treatment group being directed to take collaborative notes in a shared online document and members of the control g

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Irving, Gemma Louise, Oluremi B. Ayoko, and Neal M. Ashkanasy. "Collaboration, Physical Proximity and Serendipitous Encounters: Avoiding collaboration in a collaborative building." Organization Studies 41, no. 8 (2019): 1123–46. http://dx.doi.org/10.1177/0170840619856913.

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Despite the adoption of collaborative buildings and office spaces to improve collaboration, the expected benefits of spatial interventions often fail to materialize. In a study of an ostensibly ‘collaborative building’, we identified strategies that employees use to avoid collaborating (i.e. ‘focusing on existing collaborations’, ‘reinforcing group boundaries’, ‘enacting legacy policies’ and ‘minimizing social interactions’). These strategies combined to minimize serendipitous encounters, which led to the avoidance of new collaborations. Our findings address a theoretical tension in the litera

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Amir, Muhammad Yusran, Moh Thahir Haning, Nurdin Nara, et al. "Role of Kalla Group in Collaborative Governance Implementation of Covid-19 Management in Makassar City." Journal of Health and Nutrition Research 1, no. 3 (2022): 185–92. http://dx.doi.org/10.56303/jhnresearch.v1i3.92.

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This research is to analyze the dynamics of collaboration, and collaborative actions of the Kalla Group with the Makassar city government in tackling COVID-19. This research method is qualitative research that focuses on examining the phenomena that occur in the dynamics of collaboration, and collaborative actions between the government and the private sector in the implementation of the COVID-19 response in Makassar City. Data collection techniques were carried out through in-depth interviews, observation and document review, namely collecting and studying relevant data and supporting researc

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Bhandari, Bhim Lal. "Effectiveness of Collaborative Learning for Improving Learners’ Writing Proficiency in English Classrooms." Tribhuvan University Journal 36, no. 01 (2022): 199–210. http://dx.doi.org/10.3126/tuj.v36i01.43624.

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The success of language teaching and learning depends on collaborative atmosphere between the teachers and students in the class. Collaborative learning is a learner centered approach for language teaching and learning. It engages learners to work collaboratively with teachers. This study aimed at investigating the effectiveness of collaborative learning for improving learners’ proficiency in English classrooms. The study was based on an experimental research design. For this purpose, I selected 50 students from grade 12 in the academic year of 2020.Among them 25 were selected for experimental

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Mohd Kasim, Aini Akmar, Norizul Azida Darus, Noor Azli Affendy Lee, Asha Latha Bala Subramaniam, and Junaidah Januin. "Online collaborative performance in group-based tasks among learners of higher education." Studies in English Language and Education 9, no. 3 (2022): 948–66. http://dx.doi.org/10.24815/siele.v9i3.24861.

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Collaborative skills have been perceived as the most important skills by learners, instructors, and employers alike in comparison to communication and entrepreneurial skills. Despite its significant role in the workplace, many find that working together with others may complicate tasks due to limited background knowledge and problems with social dynamics. There has not been a single assessment created to assess online collaboration as an integrated performance during group-based tasks. The present study, therefore, attempts to examine learners’ online collaborative performance and the dimensio

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McMahon, Mary T., and Ellen Hines. "Lesson Study with Preservice Teachers." Mathematics Teacher 102, no. 3 (2008): 186–91. http://dx.doi.org/10.5951/mt.102.3.0186.

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The value of collaboration and reflection with peers to improving instructional practices is well known (e.g., Lieberman 1992; Little 1982; Little and McLaughlin 1993; Romberg 1988). However, practicing mathematics teachers are often challenged to find time in their busy schedules to collaborate with peers. Recently, during the implementation of a lesson study experience with a small group of preservice secondary mathematics teachers, we observed firsthand how lesson study could be used to encourage collaborative reflection among preservice teaching peers and how it potentially could be used t

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McMahon, Mary T., and Ellen Hines. "Lesson Study with Preservice Teachers." Mathematics Teacher 102, no. 3 (2008): 186–91. http://dx.doi.org/10.5951/mt.102.3.0186.

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The value of collaboration and reflection with peers to improving instructional practices is well known (e.g., Lieberman 1992; Little 1982; Little and McLaughlin 1993; Romberg 1988). However, practicing mathematics teachers are often challenged to find time in their busy schedules to collaborate with peers. Recently, during the implementation of a lesson study experience with a small group of preservice secondary mathematics teachers, we observed firsthand how lesson study could be used to encourage collaborative reflection among preservice teaching peers and how it potentially could be used t

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Yoo, SooKyung, and Ji-woong Jang. "Development and Implementation of a Collaborative Group Study Educational Model Based on Flipped Learning." Korean Career, Entrepreneurship & Business Association 9, no. 1 (2025): 93–111. https://doi.org/10.48206/kceba.2025.9.1.93.

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This study empirically analyzed the impact of an educational model combining flipped learning and collaborative group study on learners' academic achievement, self-directed learning attitudes, academic self-efficacy, learning engagement, and learning presence in IT vocational education. The study targeted a Python programming course for 15 weeks in the Department of Computer Engineering, where a flipped learning-based collaborative group study model was designed and implemented to observe its effects on learners. The participants included 20 second-year undergraduate students, and changes in s

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Urbani, Chiara. "Teacher collaborative agency: preliminary results of an empirical study on group work in project design activities." Form@re - Open Journal per la formazione in rete 24, no. 2 (2024): 31–44. http://dx.doi.org/10.36253/form-15986.

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Several studies refer to the importance of effective collaborative practices in the teachers’ working groups both for the development of learning organisations and in the creation of life project for self-training and personal fulfilment. The study on the constructs of collaborative agency and shared epistemic agency identifies the framework of the research, carried on two teacher-students’ groups within the specialization course for special needs teacher at the University of Trieste (TFA). The aim is to explore and describe the characteristics of teachers’ group collaborative agency in dealin

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Fuqua, Juliana L., Anna Bargagliotti, Jefrey A. Phillips, Dorothea Herreiner, and Laura DaSilva. "Antecedents, Processes, and Outcomes of an Interdisciplinary, Conference/Collaboration: A comparative Study of Three Interdisciplinary Working Groups." Journal of Research in STEM Education 4, no. 1 (2018): 101–16. http://dx.doi.org/10.51355/jstem.2018.38.

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ere is a growing recognition of the need for interdisciplinarity in science, technology, engineering and mathematics (STEM) education. The purpose of the present study is to identify antecedents, processes, and outcomes of an interdisciplinary, collaborative conference and ongoing collaboration. The Breaking Boundaries in STEM education conference was developed with multiple goals, including fostering collaborative interdisciplinary scientific writing for publication among teacher-scholars who participated in one of three interdisciplinary working groups. One hundred teacher-scholars with inte

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Agredo-Delgado, Vanessa, Pablo H. Ruiz, Cesar A. Collazos, and Fernando Moreira. "An Exploratory Study on the Validation of THUNDERS: A Process to Achieve Shared Understanding in Problem-Solving Activities." Informatics 9, no. 2 (2022): 39. http://dx.doi.org/10.3390/informatics9020039.

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The complexity in collaborative work is mainly related to the difficulty in social interaction, which generates low levels of understanding among participants about what they should do and about the problem to be solved, resulting in problems in the motivation to generate true collaboration. Therefore, in the search to improve collaborative work and encourage this collaboration, it is necessary to implement strategies that promote the construction of shared understanding and obtain better group results. However, building it becomes a challenge due to the factors that influence it and how littl

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Taylor, Kellie, and Youngkyun Baek. "Collaborative Robotics, More Than Just Working in Groups." Journal of Educational Computing Research 56, no. 7 (2017): 979–1004. http://dx.doi.org/10.1177/0735633117731382.

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The purpose of this study was to determine what collaborative interventions produce positive effects for students working on collaborative robotics projects for science process skills, collaborative problem-solving, and learning motivation. In addition, the study examined the impact students’ prior robotics experience had on science process skills, collaborative problem-solving, and learning motivation. The results indicated experience level and collaboration interventions can have impacts on students. Assigned Group Roles had positive effects on students’ motivation and collaborative problem-

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N. SIVAKAMI, Dr.S.GUNASEKARAN. "ICT-Integrated Collaborative Writing Platforms: A Study on Google Docs and Padlet Usage in Group Writing Tasks." Cuestiones de Fisioterapia 54, no. 2 (2025): 2614–40. https://doi.org/10.48047/bea26d95.

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The integration of Information and Communication Technology (ICT) has transformed the landscape of language education, particularly in enhancing writing proficiency through collaborative learning environments. This study investigates the impact of ICT-integrated collaborative writing platforms, such as Google Docs and Padlet, on group writing tasks in English as a Second Language (ESL) classrooms. These tools enable real-time collaboration, peer editing, and feedback, which are essential for improving organizational skills, grammatical accuracy, and coherence in group writing.

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Hager, Keri, Courntey Murphy, Don Uden, and Brian Sick. "Pharmacist-Physician Collaboration at a Family Medicine Residency Program: A Focus Group Study." INNOVATIONS in pharmacy 9, no. 1 (2018): 9. http://dx.doi.org/10.24926/iip.v9i1.948.

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Background: In response to transforming healthcare and pursuit of the Triple Aim, many health systems have added team members to expand the capabilities and effectiveness of the team to facilitate these aims. The objective of this study was to explore knowledge and perceptions of pharmacist-physician collaboration among family medicine residents (FMR), family medicine faculty (FMF), and pharmacist faculty and residents in a practice where clinical pharmacy services were relatively new. Understanding the nuances of pharmacist-physician interactions will provide insight into how to improve FMR e

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Bock, Isabel Angelica de Andrade, and Janaina Macke. "The Social Capital and the Development of Collaborative Networks in the Tourism Sector: a Case Study on The Grupo Gestor do Turismo Rural do Rio Grande do Sul (Rural Tourism Steering Group) - RS, Brazil." Revista Brasileira de Pesquisa em Turismo 8, no. 1 (2014): 23–41. http://dx.doi.org/10.7784/rbtur.v8i1.563.

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This research aims to contribute to the inter-organizational network analysis perspective discussion, subsidized by the theories of collaborative networks and social capital. Elements based on social capital notions are recognized as greatly influencing collaboration and the actors’ predisposition to collaborate. The qualitative method was adopted, using as techniques the documental research, the direct observation and interviews applied to the members of the Grupo Gestor do Turismo Rural do Rio Grande do Sul (the Rural Tourism Steering Group). The validity of these techniques application was

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Bielack, Stefan S., Leo Kager, Thomas Kühne, et al. "Establishment, Maintenance, and Performance of the Cooperative Osteosarcoma Study Group (COSS)." Cancers 15, no. 5 (2023): 1520. http://dx.doi.org/10.3390/cancers15051520.

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Introduction: Osteosarcoma treatment has benefitted greatly from collaborative research. This paper describes the history and accomplishments of the Cooperative Osteosarcoma Study Group (COSS), mainly dedicated to clinical questions, as well as remaining challenges. Materials and Methods: Narrative review of over four decades of uninterrupted collaboration within the multi-national German–Austrian–Swiss COSS group. Results: Since its very first prospective osteosarcoma trial starting in 1977, COSS has continuously been able to provide high-level evidence on various tumor- and treatment-related

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Chen, Lei, Hai-Ning Liang, Feiyu Lu, Jialin Wang, Wenjun Chen, and Yong Yue. "Effect of Collaboration Mode and Position Arrangement on Immersive Analytics Tasks in Virtual Reality: A Pilot Study." Applied Sciences 11, no. 21 (2021): 10473. http://dx.doi.org/10.3390/app112110473.

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[Background] Virtual reality (VR) technology can provide unique immersive experiences for group users, and especially for analytics tasks with visual information in learning. Providing a shared control/view may improve the task performance and enhance the user experience during VR collaboration. [Objectives] Therefore, this research explores the effect of collaborative modes and user position arrangements on task performance, user engagement, and collaboration behaviors and patterns in a VR learning environment that supports immersive collaborative tasks. [Method] The study involved two collab

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Hong, Xue. "Biomechanics—Based interdisciplinary collaborative teaching in epilepsy education: Enhancing clinical skills through problem—Solving approaches." Molecular & Cellular Biomechanics 22, no. 5 (2025): 1380. https://doi.org/10.62617/mcb1380.

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In the clinical diagnosis and treatment of epilepsy, the biomechanical mechanisms, including the mechanical changes in brain tissue during seizures and the biomechanical effects of drugs on neural conduction, play a crucial role in influencing diagnostic and therapeutic outcomes. The study introduces a multidisciplinary collaborative teaching model that incorporates biomechanical principles into epilepsy education for the first time. The study introduces a multidisciplinary collaborative teaching model that incorporates biomechanical principles into epilepsy education for the first time. A tot

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Lin, Wen-Shan, Yi-Ju Wang, and Hong-Ren Chen. "A study of crowd-collaborative learning: an empirical study." Library Hi Tech 36, no. 4 (2018): 622–35. http://dx.doi.org/10.1108/lht-01-2018-0016.

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Purpose Information technology is widely applied for completing group tasks and enhancing learning in computer-supported collaborative learning (CSCL) environment. Group members not only complete tasks but also learn ideas from other members of the group. These ideas can be better than what individual could come up with. As these ideas are referred as an upward comparison in the perspective of social comparison theory. However, there are limited studies that provide evidence in investigating how social comparison orientation (SCO) perceived by individual learner impacts on learning and group p

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Atolagbe-Olaoye, Abidemi. "Collaborative Information Behavior and Human-AI Context in Group Work." International Journal of Library and Information Services 13, no. 1 (2025): 1–16. https://doi.org/10.4018/ijlis.366590.

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New Product Development (NPD) environments are information-intensive, often leading to information gaps that can adversely affect development goals. This study examines the triggers of collaborative information behavior (CIB) among agile teams, their information-related challenges, and how human-AI collaboration could play a role. Data was collected through interviews with 18 agile practitioners in the US and Canada and guided by Dervin's sense-making theory for thematic analysis. The findings show that most agile teams work in hybrid/remote settings and CIB manifests during agile events, coll

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Cosley, Brandon J., Shannon K. McCoy, and Susan K. Gardner. "Collaborative voice: Examining the role of voice in interdisciplinary collaboration." International Journal of Organization Theory & Behavior 17, no. 2 (2017): 139–62. http://dx.doi.org/10.1108/ijotb-17-02-2014-b001.

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The present study examined the role of voice in facilitating interdisciplinary collaboration. According to the group-value model of procedural justice, voice relates to interpersonal relationships among coworkers because it facilitates a greater interest in helping the group (e.g. group-serving behavior). We argue that because of the relationship between voice and one type of group-serving behavior--advice sharing--that greater perceptions of voice would also predict more collaboration. In a field study examining collaborative social networks among university researchers, we found that greater

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Afrezah, Novela Nur, Meirita Rahmi Azizi, Rahmad Alrian, Dwiyani Pratiwi, and Yuyun Yulia. "Students’ writing skills through collaborative writing and the tendency to work in a group." Journal of Research in Instructional 4, no. 1 (2024): 100–110. http://dx.doi.org/10.30862/jri.v4i1.318.

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This study aims to enhance students' writing skills through collaborative writing at a Senior High School and determine their preference between collaborative writing in pairs or groups. The study discovered that students lacked enthusiasm in completing the writing work, which caused poor motivation and challenges in formulating ideas. This study employed a classroom action research (CAR) methodology and consisted of two cycles. The data were collected through observations of the teaching and learning process, interviews with students, and conducting writing assessments. The research findings

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Sawyer, R. Keith, and Sarah Berson. "Study group discourse: How external representations affect collaborative conversation." Linguistics and Education 15, no. 4 (2004): 387–412. http://dx.doi.org/10.1016/j.linged.2005.03.002.

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Hecker, M. H., M. A. Chesney, G. W. Black, and N. Frautschi. "Coronary-prone behaviors in the Western Collaborative Group Study." Psychosomatic Medicine 50, no. 2 (1988): 153–64. http://dx.doi.org/10.1097/00006842-198803000-00005.

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Wu, Dan, Shaobo Liang, and Wenting Yu. "Collaborative information searching as learning in academic group work." Aslib Journal of Information Management 70, no. 1 (2018): 2–27. http://dx.doi.org/10.1108/ajim-03-2017-0063.

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Purpose The purpose of this paper is to explore users’ learning in the collaborative information search process when they conduct an academic task as a group. Design/methodology/approach This paper presents a longitudinal study for a three-month period on an actual task. The participants, who were undergraduate students, needed to write a research proposal in three months to apply for funding for a research project, including a three-hour experiment. Findings The results show that undergraduates’ learning in the collaborative search process for academic group work included knowledge reconstruc

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Davis, Jason P. "The Group Dynamics of Interorganizational Relationships." Administrative Science Quarterly 61, no. 4 (2016): 621–61. http://dx.doi.org/10.1177/0001839216649350.

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This paper examines how organizations collaborate with multiple partners, such as when they develop innovative and complex product platforms like smartphones, servers, and MRI machines that rely on technologies developed by organizations in three or more sectors. Research on multipartner alliances often treats them as a collection of independent dyads, neglecting the possibility of third-party influence and interference in dyads that can inhibit innovation. Using a multiple-case, inductive study of six groups, each composed of three organizations engaged in technology and product development i

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Sutton, Paul S., and Andrew W. Shouse. "Investigating the Role of Social Status in Teacher Collaborative Groups." Journal of Teacher Education 70, no. 4 (2018): 347–59. http://dx.doi.org/10.1177/0022487117751125.

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In collaborative groups, teachers negotiate the tension between working as a cohesive group and confronting differences of opinion and practice. Varied status between teachers can complicate their ability to accomplish the goals of collaboration. In this case study, we describe how a group of secondary English teachers redesigned curriculum and explain how status shaped their collaborative practice. We use positioning theory to examine how teachers managed variable status to maintain a collaborative group process. Findings suggest the high-status teacher shaped inclusive collaborative routines

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Hill, Matthew, Barry Hill, and Robert Walsh. "Conflict in collaborative musical composition: A case study." Psychology of Music 46, no. 2 (2017): 192–207. http://dx.doi.org/10.1177/0305735617704712.

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In collaborative musical composition, such as those used frequently in popular music styles, conflicts between band members are commonplace. This article seeks to examine how task-based and interpersonal conflicts between band members impact on the creation of collaborative compositions, utilising a case study of a band composing music for an album recording. This paper reports on research that tracks the process of the creation of songs for a fourth album recording by a three-piece ensemble who have worked together since 1999. The composition process is marked by numerous disputes and argumen

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Dang, Srishti, Arunima Ved, and Kavita Vemuri. "Geography Map Knowledge Acquisition by Solving a Jigsaw Map Compared to Self-Study." International Journal of Game-Based Learning 8, no. 2 (2018): 80–89. http://dx.doi.org/10.4018/ijgbl.2018040107.

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Efficacy of games as learning medium is of interest to researchers and the gaming industry. A critical metric for learning is knowledge retention and very few studies have conducted in-depth comparisons of: a) game versus no-game learning, b) collaborative versus individual learning. Towards this, the study reported in this article will present the findings from an experiment using Asia and world maps, cut into pieces as in a jigsaw puzzle. The participants were primary school children who were randomly assigned to the puzzle and no-puzzle group. To understand the role of collaborative interac

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Klefbeck, Kamilla. "Lesson study for students with intellectual disability." International Journal for Lesson & Learning Studies 9, no. 3 (2020): 245–59. http://dx.doi.org/10.1108/ijlls-12-2019-0082.

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PurposeThis study aim was to analyze how lesson study can enhance learning for students with intellectual disability, and how teachers' collaboration affects the design and analysis of the intervention.Design/methodology/approachLesson study was used as a methodological framework. Ten special educational needs teachers met the researcher for three collaborative meetings. Between meetings, teachers performed and adjusted a lesson on a particular mathematical issue: quantity and size judgment. To evaluate the lesson design, students completed pre- and post-lesson examinations and attitude tests

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Sanz-Martínez, Luisa, Erkan Er, Yannis Dimitriadis, Alejandra Martínez-Monés, and Miguel Bote-Lorenzo. "Supporting Teachers in the Design and Implementation of Group Formation Policies in MOOCs: A Case Study." JUCS - Journal of Universal Computer Science 24, no. (8) (2018): 1110–30. https://doi.org/10.3217/jucs-024-08-1110.

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Collaborative learning strategies, which can promote student learning and achievement, have rarely been incorporated into pedagogies of MOOCs. Such strategies, when implemented properly, can boost the quality of MOOC pedagogy. Nonetheless, the use of collaborative groups in MOOCs is scarce due to several yet critical contextual factors (e.g., massiveness, and variable levels of engagement) that hamper the group formation process. Therefore, there is a need for supporting MOOC teachers in the design and implementation of group formation policies when implementing collaborative strategies. This

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Liu, Ying-Hsiu, Kyungbin Kwon, and LaShaune P. Johnson. "Exploration of Factors in the Early Collaboration Phase Affecting Virtual Groups’ Overall Collaborative Learning Experiences." Journal of Educational Computing Research 56, no. 4 (2017): 485–512. http://dx.doi.org/10.1177/0735633117715034.

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Collaboration skills have become a critical competency for health care providers. This study aims to understand how individual student characteristics and group process in the early phase of group development are associated with students’ perception of their overall collaborative learning experience. The study was conducted in two consecutive semesters with a total of 86 health sciences undergraduate students participating. The results show that quality communication in the beginning phase of group development and health-care work experiences are two major factors associated with students’ per

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Ekeh, Martin Chukwudi. "Developing Early Graders' Collaborative Skills through Group-Work, Play-Based Pedagogy." International Journal of Learning, Teaching and Educational Research 22, no. 4 (2023): 160–77. http://dx.doi.org/10.26803/ijlter.22.4.10.

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This study aimed to develop early grade learners' collaborative skills through group work and play-based pedagogy because collaboration is among the twenty-first century's core skills needed among learners. Thus, its development among early-grade learners is paramount, if they are going to fit seamlessly into the twenty-first century. Participatory-action research, as a research design and professional development workshop, guided this study. Three public primary schools (n = 3) and nine teachers (n = 9), who were purposely sampled, constituted the sample for the study. The study was conducted

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Hsu, Ting-Chia, Hal Abelson, Evan Patton, Shih-Chu Chen, and Hsuan-Ning Chang. "Self-efficacy and behavior patterns of learners using a real-time collaboration system developed for group programming." International Journal of Computer-Supported Collaborative Learning 16, no. 4 (2021): 559–82. http://dx.doi.org/10.1007/s11412-021-09357-3.

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AbstractIn order to promote the practice of co-creation, a real-time collaboration (RTC) version of the popular block-based programming (BBP) learning environment, MIT App Inventor (MAI), was proposed and implemented. RTC overcomes challenges related to non-collocated group work, thus lowering barriers to cross-region and multi-user collaborative software development. An empirical study probed into the differential impact on self-efficacy and collaborative behavior of learners in the environment depending upon their disciplinary background. The study serves as an example of the use of learning

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Begibaevna, Turemuratova Aziza, Kenjayeva Marhabo Ahmatjonovna, Saʼdullayeva Charos Yusufboy qizi, and Jumaniyozova Nigora Baxtiyorovna. "Formation ofStudents' Collaborative Skills Through Group Training Based onMulti-VectorPedagogical andPsychological Approaches inHigher Education." International Journal of Pedagogics 5, no. 4 (2025): 24–27. https://doi.org/10.37547/ijp/volume05issue04-07.

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This article is a study of improving students' collaborative skills through psychological training and pedagogical methods. We believe that it is appropriate to use collaborative learning methods in creating a new system based on multi-vector approaches in education. We will further increase the effectiveness of education by forming students' worldviews, improving collaborative skills, and consolidating their knowledge through psychological training. Through this study, we considered the most effective approach to learning in groups and collectives. We put forward the idea that this increases

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Dorner, Helga, and Éva Major. "Evolving Collaboration among Teacher Trainees – Analysis of Collaborative Discourse." Working Papers in Language Pedagogy 3 (December 1, 2009): 76–96. http://dx.doi.org/10.61425/wplp.2009.03.76.93.

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The main focus of the study was to investigate group-mechanisms and collaborative small-group learning. Participants (n=20) were pre-service English teacher trainees of a methodology seminar. Group mechanisms and collaborative activities were analysed and made visible with the help of online discussions that evolved in the discussion forums of the course management system (CMS) Moodle. Quantitative data on student participation, online activity and frequency of messages were gained from the log files of the CMS. Through the qualitative content analysis of forum discussions, nine stages of coll

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LIN, CHIU-PIN, WENLI CHEN, CHIH-CHENG LIN, YI-TSU SU, and WENTING XIE. "GROUP SCRIBBLES TO SUPPORT “FRACTION” COLLABORATIVE LEARNING IN A PRIMARY SCHOOL." Research and Practice in Technology Enhanced Learning 9, no. 3 (2022): 461–73. https://doi.org/10.58459/rptel.2014.9461-473.

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The study focused on exploring the effects of the performance and attitude in learning fraction concepts by using CSCL. Fifty-five 9-year-old students from two Grade 3 classes participated in the study. Experimental and control classes were established to investigate the effectiveness of GS- supported collaborative learning in enhancing students’ fraction learning ability. The Group Scribbles (GS 2.0) software was used to support this collaborative learning activity for the experimental class. The statistical analysis of test and questionnaire indicated that the CSCL learning design had positi

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Price, A., E. Mclennan, and J. Boyle. "535 ELF 2: DEFINING THE DENOMINATOR ELF STUDY GROUP." Age and Ageing 50, Supplement_2 (2021): ii1—ii4. http://dx.doi.org/10.1093/ageing/afab117.01.

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Abstract Introduction The collaborative UK Emergency Laparotomy and Frailty (ELF) study was one of the first to investigate the older adult population undergoing emergency surgery. Despite accounting for almost half of emergency laparotomies and many considered high-risk, there remains a paucity of research in this population. One undefined area is the older patient who presents with acute abdominal pathology treatable by laparotomy but who do not undergo surgery. Aims The primary aim is to estimate the 90-day mortality in older patients presenting with acute abdominal pathology potentially tr

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Thirakunkovit, Suthathip, and Kornsiri Boonyaprakob. "Developing Academic Writing Skills through a Task-Based Approach: A Case Study of Students’ Collaborative Writing." rEFLections 29, no. 3 (2022): 526–48. http://dx.doi.org/10.61508/refl.v29i3.261319.

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This mixed-methods study explored the students’ learning from the task-based collaborative writing process (Ellis, 2003; Willis, 1996) and the effects of its process on their writing improvement in a compulsory academic writing course. Due to the Covid-19 pandemic, this course was conducted completely online. This 15-week course followed the parallel sessions of 1) the instructor lectures for the writing practices and student practices of collaborative writing in class, 2) students collaboratively write their first draft outside classroom, 3) the instructor’s oral and written feedback for the

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Adan, Jessica M., and Mary Ann Ronith P. Libago. "Influence of Collaborative Learning on Vocabulary Knowledge among Language Learners in a Local College: A Mixed Methods Inquiry." Asian Journal of Education and Social Studies 51, no. 7 (2025): 1266–83. https://doi.org/10.9734/ajess/2025/v51i72209.

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This study explored the influence of collaborative learning on vocabulary knowledge among language learners in a local college. The research aimed to determine whether students who engage in collaborative learning activities exhibit better vocabulary knowledge compared to those study individually. A mixed methods approach was being used, combining both quantitative and qualitative data. A survey was administered to 415 language learners to assess their vocabulary knowledge and frequency of participation in collaborative learning activities, while semi-structured interviews were conducted with

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