Relevant bibliographies by topics / Collaborative learning

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Collaborative learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Collaborative learning"

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Baker, Michael J. "Collaboration in collaborative learning." Coordination, Collaboration and Cooperation 16, no. 3 (December 30, 2015): 451–73. http://dx.doi.org/10.1075/is.16.3.05bak.

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This paper presents a theorisation of collaborative activity that was developed in the research field known as “collaborative learning”, in order to understand the processes of co-elaboration of meaning and knowledge. Collaboration, as distinguished from cooperation, coordination and collective activity, is defined as a continued and conjoined effort towards elaborating a “joint problem space” of shared representations of the problem to be solved. An approach to analysing the processes of co-construction of a joint problem space is outlined, in terms of inter-discursive operations, together with approaches to defining different forms of cooperative activity. In conclusion, the specificity of this approach to defining collaboration is discussed in relation to other fields of research.
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Dwipoyanti, Nur Atmi, Supeno Supeno, and Ulin Nuha. "Development of Collaboration Script-Based Worksheets to Improve Collaborative Skills and Learning Outcomes in Junior High Schools Science Learning." Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara 15, no. 2 (January 31, 2024): 209–22. http://dx.doi.org/10.37640/jip.v15i2.1818.

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Science learning is expected to be capable of various competencies following curriculum demands, including students' collaborative skills. Collaborative skills provide many benefits to students. However, the facts show that the collaborative skills achieved by students in current learning are still low because the learning process is not directed at achieving the desired targets. Thus, this research was conducted to develop a collaboration script-based worksheet to improve junior high school students' collaborative skills and learning outcomes in science learning. This type of research is development research, which is carried out in three stages: the preliminary research phase, the development and prototyping phase, and the assessment phase. The research results show that the collaboration script-based worksheet developed in this research is categorized as valid, practical, and effective. Thus, it can be said that collaboration script-based worksheets can help students learn science collaboratively to improve collaborative skills and student learning outcomes.
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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 (December 15, 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 could be used to foster student collaboration. Rather than creating and visualizing ideas individually, collaborative concept mapping involves two or more students working collaboratively to create one or more concept maps. In collaborative learning, interactions between learners are critical sources of idea generation. The purpose of this study is to examine students’ satisfaction with implementing the strategy in Second Language Reading class. The recent study advances our understanding of how to effectively use collaborative teaching tools in the classroom and improve student learning through group collaboration. The study's findings indicate that students demonstrated positive attitudes toward group collaboration, as evidenced by collaborative concept mapping. In addition, the collaborative learning processes embedded in concept mapping learning platforms support and facilitate reading comprehension achievement, resulting in successful foreign language learning for higher education students. The interaction in collaborative concept mapping, lacking in individual concept mapping, has facilitated individual and group knowledge building. As a result, implementing this strategy may benefit both group and individual learning. 
 
 
 
 
 
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Liu, Jing, Xuesong Hai, and Keqin Li. "TDLearning: Trusted Distributed Collaborative Learning Based on Blockchain Smart Contracts." Future Internet 16, no. 1 (December 25, 2023): 6. http://dx.doi.org/10.3390/fi16010006.

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Massive amounts of data drive the performance of deep learning models, but in practice, data resources are often highly dispersed and bound by data privacy and security concerns, making it difficult for multiple data sources to share their local data directly. Data resources are difficult to aggregate effectively, resulting in a lack of support for model training. How to collaborate between data sources in order to aggregate the value of data resources is therefore an important research question. However, existing distributed-collaborative-learning architectures still face serious challenges in collaborating between nodes that lack mutual trust, with security and trust issues seriously affecting the confidence and willingness of data sources to participate in collaboration. Blockchain technology provides trusted distributed storage and computing, and combining it with collaboration between data sources to build trusted distributed-collaborative-learning architectures is an extremely valuable research direction for application. We propose a trusted distributed-collaborative-learning mechanism based on blockchain smart contracts. Firstly, the mechanism uses blockchain smart contracts to define and encapsulate collaborative behaviours, relationships and norms between distributed collaborative nodes. Secondly, we propose a model-fusion method based on feature fusion, which replaces the direct sharing of local data resources with distributed-model collaborative training and organises distributed data resources for distributed collaboration to improve model performance. Finally, in order to verify the trustworthiness and usability of the proposed mechanism, on the one hand, we implement formal modelling and verification of the smart contract by using Coloured Petri Net and prove that the mechanism satisfies the expected trustworthiness properties by verifying the formal model of the smart contract associated with the mechanism. On the other hand, the model-fusion method based on feature fusion is evaluated in different datasets and collaboration scenarios, while a typical collaborative-learning case is implemented for a comprehensive analysis and validation of the mechanism. The experimental results show that the proposed mechanism can provide a trusted and fair collaboration infrastructure for distributed-collaboration nodes that lack mutual trust and organise decentralised data resources for collaborative model training to develop effective global models.
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Lotia, Nuzhat. "Power Dynamics and Learning in Collaborations." Journal of Management & Organization 10, no. 2 (January 2004): 56–68. http://dx.doi.org/10.1017/s183336720000451x.

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ABSTRACTThis paper examines the learning process within collaborations from a political perspective and explores the implications of power for the process of learning. The central argument is that the processes of collaboration and collaborative learning are inherently influenced by dynamics of power that occur at the organisational, collaboration and collaboration-environment levels. These power dynamics develop as a consequence of the interactions among collaborating organisations and their power bases. The paper presents a theoretical basis for considering the nature and impact of power dynamics at the various levels on the collaborative learning process and outcomes and sets forth some propositions that provide an agenda for future research.
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Lotia, Nuzhat. "Power Dynamics and Learning in Collaborations." Journal of the Australian and New Zealand Academy of Management 10, no. 2 (January 2004): 56–68. http://dx.doi.org/10.5172/jmo.2004.10.2.56.

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ABSTRACTThis paper examines the learning process within collaborations from a political perspective and explores the implications of power for the process of learning. The central argument is that the processes of collaboration and collaborative learning are inherently influenced by dynamics of power that occur at the organisational, collaboration and collaboration-environment levels. These power dynamics develop as a consequence of the interactions among collaborating organisations and their power bases. The paper presents a theoretical basis for considering the nature and impact of power dynamics at the various levels on the collaborative learning process and outcomes and sets forth some propositions that provide an agenda for future research.
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Widayani, Made Manik, I. Gusti Putu Suharta, and I. Made Ardana. "THE DEVELOPMENT OF COLLABORATIVE MATHEMATICS LEARNING EMBEDDED WITH BALINESE CULTURAL PRINCIPLE." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 24, no. 1 (April 1, 2019): 8–13. http://dx.doi.org/10.18269/jpmipa.v24i1.12182.

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Learning collaboratively has been proven to be beneficial in learning mathematics. Unfortunately, studies have elicited obstacles in implementing collaborative learning, such as students’ behavior when engaging in collaborative learning. We address this problem by embedding local wisdom from Bali, namely Tri Hita Karana, within a learning handbook for studying polyhedron. Successful conceptual understanding after learning mathematics with the handbook showed potential merit of the handbook to be implemented in learning mathematics and students’ behavior while doing collaborative works also showed that embedding cultural context in learning could foster students’ collaboration skills.
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Sudrajat, Nurlaila Luthfiyah, Mustaji, and Arianto Fajar. "The Comparison of Civics Education Learning Outcomes in Collaborative Learning and Cooperative Learning on Cadets of Aviation Polytechnic of Surabaya." International Journal of Social Science And Human Research 04, no. 03 (March 25, 2021): 520–23. https://doi.org/10.47191/ijsshr/v4-i3-34.

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This study aimed to compare the learning outcomes of cadets who were treated with collaborative learning and cooperative learning in aviation polytechnic. The research subjects were ninety-three cadets of the Aviation Polytechnic of Surabaya, divided into a collaborative learning class and a cooperative learning class. The analysis technique was used to compare the two groups calculated statistically. The analysis results showed cadets treated with cooperative learning obtained better learning outcomes than with collaborative learning. Cadets preferred cooperative learning because they were used to collaborating in the learning process in the classroom.
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Adam, Ibrahim, and Vimala Perumal. "Collaborative Learning Tools for Constructive Learning in Maldives Collaborative." Special Issue No.1 1, no. 1 (July 1, 2020): 1–13. http://dx.doi.org/10.33093/ijcm.2020.1.x1.1.

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Collaborative student work has taken a stronghold in higher educational contexts due to the paradigm shift from instructor-centered to student-centered teaching and learning. Instructor roles have shifted towards facilitation and students have become more active in their learning, creating and sharing knowledge within their social groups. The availability of online tools enabling peer collaboration has been the main driving force behind this progress. These online collaborative learning environments have been particularly useful for geographically distributed learners with limited opportunities for face-to-face collaboration. With the evidence from literature, this has proven to be applicable to Maldives, with its unique geography of 1190 islands distributed over 20 atolls, with students across the country in executing constructive learning approaches in Maldives.
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Brandler, Brian J., and Zehra F. Peynircioglu. "A Comparison of the Efficacy of Individual and Collaborative Music Learning in Ensemble Rehearsals." Journal of Research in Music Education 63, no. 3 (August 26, 2015): 281–97. http://dx.doi.org/10.1177/0022429415597885.

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Collaboration is essential in learning ensemble music. It is unclear, however, whether an individual benefits more from collaborative or individual rehearsal in the initial stages of such learning. In nonmusical domains, the effect of collaboration has been mixed, sometimes enhancing and sometimes inhibiting an individual’s learning process. In music, observational studies suggest collaborative rehearsal is indeed effective. In the present study, we compared collaborative and individual rehearsal directly and experimentally. Vocalists studied some pieces alone (with or without accompaniment) and some pieces collaboratively in groups of three. Their immediate performance and memory results indicated that accompaniment in solo sessions enhanced individual learning, and more importantly, collaboration had a detrimental effect. The findings are discussed within the general framework of blocking or free-riding theories.
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Dissertations / Theses on the topic "Collaborative learning"

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Karlsson, Jan. "Learning in Collaboration : Academics’ experiences in collaborative partnerships." Doctoral thesis, Pedagogiska institutionen, Lunds universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-73.

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There is an ongoing debate both in the United States and Europe about the need to develop a broader view of scholarship and the different activities connected with it, including “service to the community”. In Sweden, service takes the form of practice-oriented engagement and collaboration with the surrounding community, as stipulated by Swedish law regulating universities’ activities. Collaboration is frequently perceived as a supplementary task, in addition to education and research, hence the name ‘the third task’. Many academics, university teachers and researchers, are today involved in different collaborative partnerships. This thesis focuses academics’ learning in two different contexts: collaboration with small and medium enterprises (SMEs) and in a multidisciplinary research programme at the National Institute for Working Life in Sweden (NIWL). The results of the first investigation reveal that the academics learn different strategies to instigate, accomplish, deepen and further develop collaboration between universities and SMEs. The results also show also that academic professionals engaged in this type of activity need to handle the rigid structures of the academic organisation, which neither encourage nor reward these individuals’ efforts to collaborate. However, this study shows that although academics and practioners from SMEs come from different working cultures with their various traditions associated with language and interaction, a continuous exchange and dialogue creates trust and competence for all parties, as well as learning in the form of new knowledge that is useful for both the academia and SMEs. Collaboration across disciplines is rapidly becoming an integral feature of research, due to the desire to explore problems and questions that are not confined to a single discipline and the need to solve societal problems. The second empirical investigation focuses on the workplace learning of researchers in a multidisciplinary research (MDR) programme at the National Institute for Working Life in Sweden (NIWL), and their collaboration with practitioners. The results show that academics in this multidisciplinary context reach a deepened awareness of the perspectives of their own and others’ fields of research, as well as a heightened curiosity to learn more. The learning also involves gaining new insights about their own learning and how this takes place; its impact on their own professional development, and discovering, sometimes surprisingly, how their competence can be used in new areas of research. The interaction of knowledge and experience with researchers of different disciplines and practitioners creates a context that demands a different type of learning for the academics, compared to working in their own disciplines. Both investigations give an understanding of how academics experience their learning in collaboration with practitioners and researchers from different disciplines. It shows how the holistic integration of knowledge deriving from the academic functions of collaboration, teaching and research contributes to development within the academia and in working environments outside it.<br>Det finns en pågående debatt, både i USA och i Europa om behovet att utveckla en bredare syn på akademisk kompetens och de olika aktiviteterna som den innefattar, bland annat det som kallas “tjänster riktade mot samhället”. I Sverige tar dessa samhällsorienterade tjänster formen av praktik orienterad involvering och samarbete med det omgivande samhället, i enlighet med den lagstiftning som reglerar högskolans verksamhet. Samarbete uppfattas ofta som en uppgift som ligger utöver utbildning och forskning; den kallas därför också “den tredje uppgiften”. Många akademiker, universitetslärare och forskare, är idag engagerade i olika former av samverkan. Avhandlingen fokuserar akademikers lärande i två olika sammanhang: samverkan med små och medelstora företag (SMF), och samverkan inom ramen för ett flervetenskapligt forskningsprogram vid Arbetslivsinstitutet (ALI). Resultaten från den första undersökningen visar att akademikerna lär sig olika strategier för att initiera, genomföra, fördjupa och vidareutveckla samverkan mellan högskolan och SMF. Resultaten visar också att akademikerna som är verksamma inom detta område behöver hantera den akademiska organisationens rigida strukturer, som varken uppmuntrar eller belönar dessa individers ansträngningar att samverka. Akademiker och praktiker i SMF kommer från olika arbetskulturer, med olika traditioner förknippade med språk och interaktion. Undersökningen visar dock att kontinuiteten i utbytet och dialogen skapar ett förtroende och kompetensutveckling för alla involverade parter, samt ett lärande i form av ny kunskap som är användbar både för akademin och för SMF. Tvärvetenskapligt samarbete håller på att bli en grundläggande del av all forskning, beroende på önskan att utforska problem och frågeställningar som inte är begränsade till ett enstaka ämnesområde, och behovet att lösa de problem samhället ställs inför. Den andra empiriska undersökningen fokuserar forskares lärande på arbetsplatsen inom ett flervetenskapligt forskningsprogram vid (ALI), samt deras samarbete med praktiker. Resultaten visar att det som akademiker lär i detta flervetenskapliga sammanhang är en fördjupad medvetenhet om perspektiven i deras egen och andras forskningsfält, samt en förstärkt nyfikenhet att lära mer. Lärandet innebär även att komma till nya insikter om deras eget lärande, och hur detta äger rum; hur det påverkar deras egen professionella utveckling, och att upptäcka - ibland överraskande – hur deras kompetens kan användas i nya forskningsområden. Samspelet mellan kunskap och erfarenhet hos forskare med olika ämnesbakgrund och med praktiker skapar ett sammanhang som kräver en annan typ av lärande for akademikerna, jämfört med deras inomdisciplinära arbete. Resultaten från båda undersökningarna ger en förståelse av hur akademiker upplever sitt lärande i samarbete med praktiker och andra forskare från olika ämnen. Det visar hur den holistiska kunskapsintegrationen som härrör från de tre akademiska funktionerna samverkan, undervisning och forskning, samtidigt bidrar till utveckling i arbetsmiljöer både inom och utanför akademin.<br>Populärvetenskaplig beskrivning på svenska av artiklarna I-IV.
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Sonnenwald, Diane H., Mirja Iivonen, Jeffrey A. Alpi, and Heli Kokkinen. "Collaborative Learning Using Collaboration Technology: Report from the Field." Kluwer Publishers, 1999. http://hdl.handle.net/10150/105954.

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We propose that emerging collaboration, or groupware, technology that supports synchronous interaction among students and faculty can add new aspects to the traditional distance learning and university course models. To explore this assumption we taught a masters' level university course using collaboration technology. In our approach, collaboration technology (integrated synchronous audio- and video-conferencing, electronic whiteboard and shared application tools) was used to provide students at universities in different countries opportunities to participate in interactive class exercises and discussions, and to do class assignments together. Students also participated in traditional, face-to-face class seminars, discussions and exercises at their local university. Thus students learned using collaboration technology and traditional methods. In this paper we describe the course and discuss students' evaluations of the course, their collaboration with each other, and collaboration technology used during the course. Students evaluated the course and their collaborative experiences very highly but reported unique challenges and had mixed impressions with respect to the technology. Challenges included establishing interpersonal communication and meeting commitments. In general, students judged collaboration technology lower than e-mail and telephony in characteristics such as social presence, participation and ease of use. However, there were differences in evaluations among students in Chapel Hill and Oulu implying cultural preferences. In addition, students reported varying degrees of productivity and variety of tasks afforded the technology. These differences were similar for students in Chapel Hill and Oulu, implying individual preferences influenced evaluation of the technology. These results appear to imply that students need to learn principles of collaboration in addition to the technology for collaborative learning across distances to occur, and that a variety of technologies are needed to accommodate cultural and individual differences among students.
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Kuadey, Noble. "Mobile Collaborative Learning System." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-11117.

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This project work is about mobile learning system that will enable people to learn and collaborate anywhere and at anytime. It is the continuation of the work carried out in autumn 2009, by Noble and Izaz.In this project work, a Mobile Collaborative Learning System (MCLS) prototype was designed and implemented. The project work has been carried out according to the design science research methodology. An evaluation of the usability of the prototype was conducted. Mobile Services Acceptance Model (MSAM) was used to analyze factors that are influential for user adoption of the prototype.The results from the evaluation indicated that the majority of the test users perceived the prototype to be useful and they intend to use the prototype if they have access to it. These results confirm how useful and beneficial the prototype would be to students.
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Dillenbourg, Pierre J. "Human-computer collaborative learning." Thesis, Lancaster University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387456.

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Kubica, Tommy. "Adaptable Collaborative Learning Environments." Technische Universität Dresden, 2018. https://tud.qucosa.de/id/qucosa%3A73177.

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Audience Response Systems (ARSs) provide a promising opportunity to address issues occurring in traditional higher education, e.g., the lack of interaction, by allowing students to participate anonymously in lectures using their mobile devices. This can promote the students' attention, increase the interaction between the lecturer and the students and foster active thinking during class. In order to choose an appropriate ARS, numerous surveys list and classify these systems according to different criteria, e.g., supported features and platforms. [From the introduction]
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Pietsch, James Roderick. "Collaborative learning in mathematics." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1088.

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This study looked at the implementation of a collaborative learning model at two schools in Sydney designed to realise the principles recommended by reform documents such as the Principles and Standards for School Mathematics (NCTM, 2000) and policy documents including Numeracy, A Priority for All (DETYA, 2000). A total of 158 year seven and year eight students ranging in age from 12 to 15 years old from two schools participated in the study. In all, seven classroom teachers participated in the study each completing two topics using the collaborative learning model. Four research questions were the focus of the current study. Three research questions were drawn from eight principles identified in the literature regarding what constitutes effective mathematics learning. These questions related to the nature of collaboration evident in each classroom, the level of motivation and self-regulation displayed by students in the different types of classrooms and the relationship between learning mathematics within the collaborative learning model and real-world mathematics. A final research question examined the degree to which the concerns of teachers relating to preparing students for examinations are met within the collaborative learning model. Several different data collection strategies were adopted to develop a picture of the different forms of activity evident in each classroom and the changes that took place in each classroom during and after the implementation of the collaborative learning model. These included classroom observations, interviews with student and teacher participants, questionnaires and obtaining test results. Both exploratory and confirmatory factor analysis were used to reduce the data collected. Factor scores and test results were compared using t-tests, ANOVAs and Mann Whitney nonparametric tests. Data collected from interviews and classroom observations were analysed using a grounded approach beginning with the open coding of phenomena. Leont’ev’s theoretical approach to activity systems (1972; 1978) was then used to describe the changing nature of classroom activity with the introduction of the collaborative learning model. Within the collaborative classrooms there were a greater number of mathematical voices participating in classroom discussions, a breaking down of traditional roles held by teachers and students, and dominant patterns of collaboration evident in each classroom reflecting pre-existing cultural ways of doing. Furthermore, there was some quantitative evidence suggesting that student levels of critical thinking, self-regulation and help seeking increased and students were also observed regulating their own learning as well as the learning of others. Classroom practice was also embedded in the cultural practice of preparing topic tests, enabling students to use mathematics within the context of a work group producing a shared outcome. Finally, there was quantitative evidence that students in some of the collaborative classes did not perform as well as students in traditional classrooms on topic tests. Comments from students and teachers, however, suggested that for some students the collaborative learning model enabled them to learn more effectively, although other students were frustrated by the greater freedom and lack of direction. Future research could investigate the effectiveness of strategies to overcome this frustration and the relationship between different types of collaboration and developing mathematical understanding.
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Pietsch, James Roderick. "Collaborative learning in mathematics." University of Sydney, 2005. http://hdl.handle.net/2123/1088.

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Doctor of Philosophy (PhD)<br>This study looked at the implementation of a collaborative learning model at two schools in Sydney designed to realise the principles recommended by reform documents such as the Principles and Standards for School Mathematics (NCTM, 2000) and policy documents including Numeracy, A Priority for All (DETYA, 2000). A total of 158 year seven and year eight students ranging in age from 12 to 15 years old from two schools participated in the study. In all, seven classroom teachers participated in the study each completing two topics using the collaborative learning model. Four research questions were the focus of the current study. Three research questions were drawn from eight principles identified in the literature regarding what constitutes effective mathematics learning. These questions related to the nature of collaboration evident in each classroom, the level of motivation and self-regulation displayed by students in the different types of classrooms and the relationship between learning mathematics within the collaborative learning model and real-world mathematics. A final research question examined the degree to which the concerns of teachers relating to preparing students for examinations are met within the collaborative learning model. Several different data collection strategies were adopted to develop a picture of the different forms of activity evident in each classroom and the changes that took place in each classroom during and after the implementation of the collaborative learning model. These included classroom observations, interviews with student and teacher participants, questionnaires and obtaining test results. Both exploratory and confirmatory factor analysis were used to reduce the data collected. Factor scores and test results were compared using t-tests, ANOVAs and Mann Whitney nonparametric tests. Data collected from interviews and classroom observations were analysed using a grounded approach beginning with the open coding of phenomena. Leont’ev’s theoretical approach to activity systems (1972; 1978) was then used to describe the changing nature of classroom activity with the introduction of the collaborative learning model. Within the collaborative classrooms there were a greater number of mathematical voices participating in classroom discussions, a breaking down of traditional roles held by teachers and students, and dominant patterns of collaboration evident in each classroom reflecting pre-existing cultural ways of doing. Furthermore, there was some quantitative evidence suggesting that student levels of critical thinking, self-regulation and help seeking increased and students were also observed regulating their own learning as well as the learning of others. Classroom practice was also embedded in the cultural practice of preparing topic tests, enabling students to use mathematics within the context of a work group producing a shared outcome. Finally, there was quantitative evidence that students in some of the collaborative classes did not perform as well as students in traditional classrooms on topic tests. Comments from students and teachers, however, suggested that for some students the collaborative learning model enabled them to learn more effectively, although other students were frustrated by the greater freedom and lack of direction. Future research could investigate the effectiveness of strategies to overcome this frustration and the relationship between different types of collaboration and developing mathematical understanding.
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Kharrufa, Ahmed Sulaiman. "Digital tabletops and collaborative learning." Thesis, University of Newcastle Upon Tyne, 2010. http://hdl.handle.net/10443/911.

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People collaborate around tables at home, school and work. Digital tabletop technology presents an opportunity to bring computer support to these traditional face-to-face collaborative settings. This thesis principally addresses the challenge of designing digital tabletop applications for small group learning in the classroom and makes contributions in two distinct, but closely related areas: (i) interaction techniques for digital tabletops; and (ii) the design and evaluation of a digital tabletop-based system for supporting collaborative learning. A review of previous literature combined with a preliminary observational study on collaboration around traditional tables indentifies a number of requirements for tabletop interaction. These include the need for fluid interaction techniques that allow control of interface object attributes when these objects are moved between tabletop territories. Attribute gates are proposed as a solution to this problem through utilizing a novel, crossing-based, interaction technique. A recognition of the territorial focus in existing interaction techniques, and their limiting assumption that users work at relatively fixed locations around the table, led to the identification of another challenge, supporting the mobility of users around the shared workspace of the table. TANGISOFT is presented as a hybrid tangible-soft keyboard designed specifically for applications that require mobile users with moderate text entry requirements. The investigation of the potential of tabletop technology to support collaborative learning was carried out through the design, development, and evaluation of Digital Mysteries. From an interaction design perspective, the design aimed to utilize the unique affordances of tabletops in terms of combining the benefits of traditional tables and digital technology. From a learning perspective, the design aimed to support higher-level thinking skills, feedback, reflection, and metacognition by focusing on activities that promote these skills and supporting effective collaboration. The evaluation of Digital Mysteries demonstrated that the design was successful in encouraging the targeted learning activities. The design process and validation of Digital Mysteries embody a significant contribution to the development of our understanding of digital tabletop technology at the application level, and collaborative learning applications in particular. This understanding is summarized in the form of general guidelines for designing collaborative learning applications for digital tabletop technology.
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AHMED, WAQAR. "Collaborative Learning in Computer Vision." Doctoral thesis, Università degli studi di Genova, 2022. http://hdl.handle.net/11567/1069010.

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The science of designing machines to extract meaningful information from digital images, videos, and other visual inputs is known as Computer Vision (CV). Deep learning algorithms cope CV problems by automatically learning task-specific features. Especially, Deep Neural Networks (DNNs) have become an essential component in CV solutions due to their ability to encode large amounts of data and capacity to manipulate billions of model parameters. Unlike machines, humans learn by rapidly constructing abstract models. This is undoubtedly due to the fact that good teachers supply their students with much more than just the correct answer; they also provide intuitive comments, comparisons, and explanations. In deep learning, the availability of such auxiliary information at training time (but not at test time) is referred to as learning by Privileged Information (PI). Typically, predictions (e.g., soft labels) produced by a bigger and better network teacher are used as structured knowledge to supervise the training of a smaller network student, helping the student network to generalize better than that trained from scratch. This dissertation focuses on the category of deep learning systems known as Collaborative Learning, where one DNN model helps other models or several models help each other during training to achieve strong generalization and thus high performance. The question we address here is thus the following: how can we take advantage of PI for training a deep learning model, knowing that, at test time, such PI might be missing? In this context, we introduce new methods to tackle several challenging real-world computer vision problems. First, we propose a method for model compression that leverages PI in a teacher-student framework along with customizable block-wise optimization for learning a target-specific lightweight structure of the neural network. In particular, the proposed resource-aware optimization is employed on suitable parts of the student network while respecting the expected resource budget (e.g., floating-point operations per inference and model parameters). In addition, soft predictions produced by the teacher network are leveraged as a source of PI, forcing the student to preserve baseline performance during network structure optimization. Second, we propose a multiple-model learning method for action recognition, specifically devised for challenging video footages in which actions are not explicitly visualized, but rather, only implicitly referred. We use such videos as stimuli and involve a large sample of subjects to collect a high-definition EEG and video dataset. Next, we employ collaborative learning in a multi-modal setting i.e., the EEG (teacher) model helps the video (student) model by distilling the knowledge (implicit meaning of visual stimuli) to it, sharply boosting the recognition performance. The goal of Unsupervised Domain Adaptation (UDA) methods is to use the labeled source together with the unlabeled target domain data to train a model that generalizes well on the target domain. In contrast, we cast UDA as a pseudo-label refinery problem in the challenging source-free scenario i.e., in cases where the source domain data is inaccessible during training. We propose Negative Ensemble Learning (NEL) technique, a unified method for adaptive noise filtering and progressive pseudo-label refinement. In particular, the ensemble members collaboratively learn with a Disjoint Set of Residual Labels, an outcome of the output prediction consensus, to refine the challenging noise associated with the inferred pseudo-labels. A single model trained with the refined pseudo-labels leads to superior performance on the target domain, without using source data samples at all. We conclude this dissertation with a method extending our previous study by incorporating Continual Learning in the Source-Free UDA. Our new method comprises of two stages: a Source-Free UDA pipeline based on pseudo-label refinement, and a procedure for extracting class-conditioned source-style images by leveraging the pre-trained source model. While stage 1 holds the same collaborative peculiarities, in stage 2, the collaboration exists in an indirect manner i.e., it is the source model that provides the only possibility to generate source-style synthetic images which eventually helps the final model in preserving good performance on both source and target domains. In each study, we consider heterogeneous CV tasks. Nevertheless, with an extensive pool of experiments on various benchmarks carrying diverse complexities and challenges, we show that the collaborative learning framework outperforms the related state-of-the-art methods by a considerable margin.
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Lee, Jisu. "Graduate Students' Collaborative Information Seeking in a Group-based Learning Setting." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271854/.

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Working with others within an organization can have a variety of positive effects, and the benefits of collaboration have been discussed in various disciplines. In information science, interest in collaborative information seeking, including collaborative information seeking by students in an online learning environment is expanding. This study was aimed at understanding graduate students' collaborative information seeking behaviors through the process of a group project, including factors that affected students' perceptions of collaborative work and their difficulties during the collaborative process. The research was based on Yue and He's model, which describes information users' collaborative communication and information behaviors, and Kuhlthau's model, which describes users' individual information seeking behaviors. The participants were 43 students enrolled in a master's level course delivered primarily online. The students were required to work together in groups to complete a research project. Data were collected through a background survey, behavior survey, and online communication texts and analyzed using descriptive statistics, statistical tests, and content analyses. The results showed significant changes in collaborative and information seeking behaviors and perceptions across three stages of the project during the semester. Theoretical, practical, and methodological implications for future research are discussed.
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Books on the topic "Collaborative learning"

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Auer, Michael E., David Guralnick, and James Uhomoibhi, eds. Interactive Collaborative Learning. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0.

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Auer, Michael E., David Guralnick, and James Uhomoibhi, eds. Interactive Collaborative Learning. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50340-0.

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Chang-Tik, Chan, Gillian Kidman, and Meng Yew Tee, eds. Collaborative Active Learning. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4383-6.

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Richard, Joiner, ed. Rethinking collaborative learning. London: Free Association Books, 2000.

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Moore, Katherine Strong. Learning Through Collaboration: Designing Collaborative Activities to Promote Individual Learning. [New York, N.Y.?]: [publisher not identified], 2021.

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Vernooy, Ronnie, ed. Collaborative Learning in Practice. Delhi: Foundation Books, 2009. http://dx.doi.org/10.1017/upo9788175968639.

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O’Malley, Claire, ed. Computer Supported Collaborative Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-85098-1.

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O'Malley, Claire. Computer Supported Collaborative Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995.

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1944-, Golub Jeffrey N., and National Council of Teachers of English. Committee on Classroom Practices., eds. Focus on collaborative learning. Urbana Ill: National Council of Teachers of English, 1988.

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Mansor, Noraien. Collaborative learning via email. Mengabang Telipot, Kuala Terengganu: Kolej Universiti Sains dan Teknologi Malaysia, 2006.

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Book chapters on the topic "Collaborative learning"

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Lank, Elizabeth. "Learning." In Collaborative Advantage, 113–25. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230511392_9.

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Salmons, Janet, and Lynn A. Wilson. "Assessing Collaborative Learning." In Learning to Collaborate, Collaborating to Learn, 98–127. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445708-9.

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van der Linden, Jos, Gijsbert Erkens, Henk Schmidt, and Peter Renshaw. "Collaborative Learning." In New Learning, 37–54. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/0-306-47614-2_3.

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Stanley, Todd. "Collaborative Learning." In Authentic Learning, 49–57. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233152-6.

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Dascalu, Mihai. "Collaborative Learning." In Analyzing Discourse and Text Complexity for Learning and Collaborating, 29–51. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03419-5_3.

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Udvari-Solner, Alice. "Collaborative Learning." In Encyclopedia of the Sciences of Learning, 631–34. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_817.

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Sujo-Montes, Laura E., Shadow Armfield, Cherng-Jyh Yen, and Chih-Hsiung Tu. "Collaborative Learning." In Media Rich Instruction, 235–49. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-00152-4_15.

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Boushey, Gail, and Allison Behne. "Collaborative Learning." In Prepared Classroom, 63–76. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032682846-10.

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Butcher, Tim. "Collaborative learning." In Creative Work Beyond Precarity, 41–53. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003162025-4.

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Rink, Marion. "Collaborative Learning." In Self-Regulated Learning in the Inverted Classroom, 61–65. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-44105-0_4.

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Conference papers on the topic "Collaborative learning"

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A Banks, David. "Collaborative Learning as a Vehicle for Learning about Collaboration." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2675.

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This paper explores the development and delivery of a Masters course titled ‘Collaboration and E-Commerce’. The course examines a variety of issues relating to E-Commerce with the major focus being upon collaborative aspects of web-related business activities. The aim of the course is to lead students to engage in actual collaborative processes and so to provide them with practical experience to support the theoretical aspects of the subject. The paper outlines the issues behind the design of the learning structure that was used to promote both intra-group and inter-group collaborative action. Although the course is currently run in face-to-face mode with no web support it had to be designed in such a way that the learning structures and processes would translate to a web-enabled form for future operation.
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Løth, Katrine, and Mette Nyrup Stilling. "COLLABORATIVE ONLINE LEARNING – A CULTURE APPROACH BETWEEN DENMARK AND GREENLAND." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end029.

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"Recently, attempts have been made at Copenhagen University College (KP) to combine traditional learning activities whit a globally teaching concept, where the students aiming to support digital interactions between students across countries. A COIL (Collaborative Online International Learning) involves online interactions between KP students and students from continuing education institutions in a different country, with the focus to collaborate on a subject-specific teaching assignment (Vil-lar-Onrubia &amp; Rajpal 2015). Compared to traditional face-to-face courses, this course gave students the opportunity to work with the development of digital skills, as well as collaboration with students from other cultures, within the same field of study."
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Walker, Henry M. "Collaborative learning." In the twenty-eighth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/268084.268164.

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Albastroiu, Irina, and Mihai Felea. "COLLABORATIVE LEARNING TECHNIQUES FOR TEACHING E-COMMERCE." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-179.

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Collaboration is one of the most important components of learning experiences. However, implementing suitable teaching tools that allow interactivity and collaboration depends greatly on the nature and content of the course. From our point of view, e-Commerce is one of the few subjects which cannot be taught without implementing active learning. Creating a collaborative learning environment is an important factor especially that within this discipline information and communication technologies can facilitate the collaborative and active learning process for students by giving them additional tools to support their work. The purpose of this article is to present different collaborative learning methods (especially those based on web 2.0 tools) and ways in which these could be implemented in teaching e-Commerce given our experience of conducting courses and seminars on this subject. Assuming that it is essential to understand how learners perceive and evaluate these tools, we conducted an exploratory research among graduate students who have attended for Electronic Commerce subject in Master's program in Business from Faculty of Commerce - Academy of Economic Studies, in order to identify best practices for collaborative learning and ways to better fulfill the teachers' and students' requirements in e-Commerce courses and seminars. Our case study seeks to identify learner perceptions of the usefulness of such tecniques, but taking into consideration variables like age, gender, learner attitude and interest, computer proficiency and Internet skills before enrolling in e-Commerce course, educational and professional background, previously active or collaborative experiences in other disciplines in this master's program or in other circumstances.
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Tudor, Sofia loredana, and Mihaela Paisilazarescu. "SPECIFICITIES OF COLLABORATIVE LEARNING IN VIRTUAL ENVIRONMENT." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-183.

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Connecting to the Internet increases considerable the possibilities of cooperation / collaboration between people located geographically remote. The pedagogical approaches sustained to determine the most appropriate and effective ways of conducting training processes emphasized the need to incorporate in the instructional environment a social and a group component. Learning must not be seen just as the information transfer process from the teacher to the student, but as a building process in the interaction with other group participants at a particular educational activity. Cooperation implies the division of responsibilities related to a specific activity among participants. Cooperative learning is not just placing students in a particular group and division of tasks (problems) to the group. In educational systems, cooperation is based on communication (exchange of information), collaboration (group work) and coordination, each of them being supported by an infrastructure software group. Therefore, an important task of the educator is to contribute to the development of interactive learning community to facilitate collaboration. Collaborative learners not only enhance their knowledge but also they can be taught to respect others ideas, to accept other ways of learning. Collaborative learning involves individual learning, but it is not reducible to it. Studies of learning in groups treated learning as a fundamentally individual process. But it is necessary to analyze learning at both the individual and group level, involving phenomena such as negotiation, which are interactively made in group processes. The primary form of collaboration support is to provide an environmental communication. This may take the form of email, chat, discussion forums, video-conferencing, instant messaging, and so on, being useful combinations of different communication media, which are of special functionality. The purpose of this study is to identify the performance of electronic communication media used by teachers for lifelong learning, aimed at achieving goals such as a picture of the most common forms of e-learning that enables teachers to maximize their own teaching. The study results show that teachers, regardless of teaching experience, profile/ specialization or residential environment, use electronic communication media to complete vocational education, promoting collaborative learning.
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"COLLABORATIVE E-LEARNING BY MEANS OF ASYNCHRONOUS DISCUSSION FORUMS AND GROUP TUTORIALS COMBINATION." In Collaborative e-Learning Systems. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003441803670374.

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"THE USE OF PROJECT MANAGEMENT TOOLS TO SUPPORT THE COORDINATION OF COLLABORATIVE LEARNING." In Collaborative e-Learning Systems. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003474203450352.

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"PEDAGOGICAL FRAMEWORK TO IMPROVE THE QUALITY OF LEARNING OBJECTS IN COLLABORATIVE E-LEARNING SYSTEMS." In Collaborative e-Learning Systems. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003475803530358.

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"ENHANCING ADAPTIVITY AND INTELLIGENT TUTORING IN DISTRIBUTED PAIR PROGRAMMING SYSTEMS TO SUPPORT NOVICE PROGRAMMERS." In Collaborative e-Learning Systems. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003469603390344.

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"A THEORETICAL ACCESSIBLE APPROACH FOR COLLABORATIVE LEARNING IN MOBILE DEVICES." In Collaborative e-Learning Systems. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003557703750378.

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Reports on the topic "Collaborative learning"

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Fusco, Judi, Sarah DiMaria, Beverly Yeadon, Janet Kolodner, and Alison Shell. Assessment During Collaborative Learning. Digital Promise, May 2025. https://doi.org/10.51388/20.500.12265/252.

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This primer explores assessment during collaborative learning, shifting the focus from traditional summative evaluation to ongoing formative assessment for learning. It addresses key questions regarding what should be assessed, individual knowledge, group dynamics, collaborative skills, or both; and how assessments can be designed to align with learning objectives. The document outlines effective practices for incorporating self- and peer-assessment to empower students and provides guidance on delivering meaningful feedback. It discusses the importance of balancing individual and group assessments to ensure students learn content and collaborate successfully. The primer also gives practical strategies, resources (including example assessments), and research-based insights to facilitate the application of these principles in classroom settings.
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Schank, Patti, Christopher Barth, Valerie Crawford, and Judi Fusco. Collaborative Argumentation for Learning. Digital Promise, May 2025. https://doi.org/10.51388/20.500.12265/251.

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This primer explores the benefits and challenges of integrating collaborative argumentation practices into classrooms to deepen student understanding and foster critical thinking. Argumentation is identified as a key approach for building scientific knowledge and improving content learning. The document outlines strategies for supporting students' argumentation skills, fostering a culture of critical communication, and overcoming obstacles such as time constraints and lack of systemic support. Recommendations include introducing argumentation as knowledge building and consensus, establishing a classroom culture of respect and curiosity, incorporating multiple perspectives, providing prompts and scaffolds, and creating authentic opportunities for in-depth argumentation. The document concludes with resources and references to aid educators in implementing collaborative argumentation practices.
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Fusco, Judi, Sarah DiMaria, Beverly Yeadon, Linette Victor, Sarah Hampton, Janet Kolodner, and Susan Yoon. Teacher’s Roles in Supporting Collaborative Learning. Digital Promise, May 2025. https://doi.org/10.51388/20.500.12265/248.

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This primer explores the essential role of educators in creating and facilitating effective collaborative learning environments. It distinguishes between cooperative and collaborative learning, emphasizing ways that collaborative learning can help foster deeper understanding among students. The paper outlines key stages of collaborative learning: preparation (before), facilitation (during), and reflection (after), providing research-backed strategies for each. Key takeaways include empowering students, valuing all students and their contributions, shifting the teacher's role to facilitator, and preparing students for teamwork. It highlights the benefits of collaborative learning, such as preparing students for teamwork, deepening subject learning, and enhancing collaboration skills. The paper concludes with practical advice for practitioners, addressing challenges, and providing resources to help teachers implement collaborative learning successfully.
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Beddow, James B. National Wind Distance Learning Collaborative. Office of Scientific and Technical Information (OSTI), March 2013. http://dx.doi.org/10.2172/1072034.

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Dryer, David A. Learning to Work in Collaborative Environments. Fort Belvoir, VA: Defense Technical Information Center, May 2001. http://dx.doi.org/10.21236/ada385949.

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Ghosh, Arpita. Collaborative and inclusive classrooms through playful learning. The Economics Network, July 2024. http://dx.doi.org/10.53593/n4119a.

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VILLONEZ, GLEN LORETO. Collaborative Learning Impact on Students’ Performance in Mechanics. Matters of Behaviour, 2018. http://dx.doi.org/10.26455/mob.v2i2.14.

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Bonk, Curtis J., and Robert A. Wisher. Applying Collaborative and e-Learning Tools to Military Distance Learning: A Research Framework. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada393677.

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Ernst, Michael, Martin Rinard, and Jeff Perkins. Collaborative Learning for Security and Repair in Application Communities. Fort Belvoir, VA: Defense Technical Information Center, October 2011. http://dx.doi.org/10.21236/ada550360.

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Chislett, Carol. Creating Collaborative Learning Environments: A Curriculum Proposal for Instructors. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6959.

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