Relevant bibliographies by topics / Collaborative Learning Skills

Contents

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

Academic literature on the topic 'Collaborative Learning Skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Collaborative Learning Skills"

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Ashley, Jo, Freya Jarman, Tunde Varga-Atkins, and Nedim Hassan. "Learning Literacies through collaborative enquiry; collaborative enquiry through learning literacies." Journal of Information Literacy 6, no. 1 (2012): 50. http://dx.doi.org/10.11645/6.1.1655.

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The extent to which university departments foster learning literacies that equip students with the diverse skills required for employment in a digital world is an issue that is under increased scrutiny in British higher education. The Learning Literacies in the Digital Age report (LLiDA by Beetham et al. 2009) offers a framework of learning literacies, which encompasses a range of literacies including academic, information, digital and media literacies. Building on the LLiDA framework, this article outlines and discusses an approach that aimed to extend the development of information literacies of first-year undergraduate students along with digital and media literacies. The central characteristics of this approach involved students working collaboratively, in teams, on an enquiry-based learning task using the institutional virtual learning environment’s wiki tool. The task involved developing and creating a wiki on exactly the kind of learning literacies that students were meant to acquire during this enquiry. This dual development was underpinned by the collaborative input of staff from academic and central services departments. Student survey feedback and observation were used to map the various gains in the areas of 1) collaboration and communication skills, 2) information literacy (IL), academic practice (study skills) and employability skills, 3) media and digital/computer literacies and, finally, 4) disciplinary skills. The findings confirm the usefulness of the LLiDA framework as well as point to its potential for further development to map literacies specific to the discipline.
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T.W. Chan, Caroline, and William Sher. "Exploring AEC education through collaborative learning." Engineering, Construction and Architectural Management 21, no. 5 (2014): 532–50. http://dx.doi.org/10.1108/ecam-04-2013-0036.

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Purpose – There is concern that traditional teaching methods (including lectures and tutorials) do not prepare graduates with the generic employability skills required by the construction industry. This has motivated architecture, engineering and construction (AEC) academics to consider the use of student-centred approaches like collaborative learning. However, the effectiveness of collaborative learning approaches has not been widely examined in AEC education. The purpose of this paper is to provide empirical results on the benefits and barriers of collaborative learning from AEC students’ perspective. Design/methodology/approach – From a questionnaire survey conducted with Associate Degree students who studied in four AEC programmes at a university in Hong Kong, 621 valid responses were received. Descriptive statistics were used to test these data for any significant agreement or disagreement between respondents. Findings – All AEC students agreed that collaborative learning benefited them in building their academic knowledge and generic skills. However, the degree of agreement about their generic skills development differed between programmes. The findings of this study highlight the effectiveness of collaborative learning as a means of developing students’ employability skills. Research limitations/implications – First, the analysis of the benefits of collaborative learning is based on students’ perceptions rather than objective measures of learning gains. Although research suggests that self-reported measures of learning are valid indicators of educational and skill gains, the possibility of individual's bias or peer influence in the responses cannot be discounted. Second, the study does not take into account the teachers’ instructional skills that may affect the effectiveness of collaborative learning. To minimize the impact of different tutors on students’ learning experiences, standardized delivery mode and course materials were adopted in the surveyed courses. Practical implications – From the findings presented, collaborative learning is a viable tool which assists in improving both the technical and generic employability skills of students. To allow students to appreciate collaboration in a practical context, multi-disciplinary collaborative assignments can be integrated in AEC curricula. Through collaboration with other disciplines, students can understand the ways of working with other professionals. At the same time, AEC educators can apply collaborative learning to strengthen specific collaborative skills. To maximize the benefits of collaborative learning, teachers should arrange regular meetings and counseling sessions with students to ensure participation from each individual. Social implications – The findings contribute practical insights about collaborative learning and, in particular, the learning attitudes and perceptions of Chinese students and engineering students. Whilst the findings are different to some studies which describe Chinese students as being influenced by the Confucian Heritage culture, and preferring competitive rather than collaborative learning, more detailed studies about collaborative learning dynamics among students from different ethnic backgrounds should improve the design of collaborative learning environments for the students. Originality/value – The findings provide confidence to AEC academics to incorporate collaborative learning activities in their courses. Mapping students’ generic skills development between programme of study provides indicators that highlight the use of collaborative learning for different generic skills development in different AEC programmes. The results of this study provide useful information for AEC teachers, assisting them to design multi-disciplinary collaborative learning curricula.
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Fitriyanti, Fitriyanti, Intan Sukma Laras, Khuswatun Khasanah, Ilma Dea Anita, and Fadilah Rahmawati. "Implementasi Metode Collaborative Learning Dalam Pembelajaran Statistika Untuk Meningkatkan Keterampilan 4C (Critical And Problem Solving Skills, Collaboration Skills, Communication Skills, And Creativity And Innovation Skills) Pada Siswa Kelas XI." Edunesia : Jurnal Ilmiah Pendidikan 2, no. 1 (2021): 249–59. http://dx.doi.org/10.51276/edu.v2i1.115.

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Abstract: The purpose of this research is to improve critical and problem solving skills, collaboration skills, communication skills, and creativity and innovation skills (4C) in grade XI students in Statistical Learning with the Implementation of Collaborative Learning Methods. The research method used is experimentation, which is divided into two classes namely experimental class and control class. The sample technique we used was probability sampling, the samples taken in this study came from an affordable population of smk N 1 Wanayasa students in grade XI TKJ A and XI TKJ B in the 2020/2021 school year, with each student from the experimental class and control class of 24 students. Thus, the number of samples used was 48 students. Data collection techniques are carried out by giving pretes and postest questions for Statistics material in improving 4C capability using Collaborative Learning learning models. Test the research hypothesis using t-test and obtained the results of t > t table. Therefore, it can be concluded that there is a role of Collaborative Learning learning methods on Statistics material in improving 4C skills. Collaborative Learning methods can be an alternative for teachers in carrying out learning to create an active, effective and not boring learning atmosphere. Abstrak: Tujuan penelitian ini untuk meningkatkan keterampilan critical and problem solving skills, collaboration skills, communication skills, and creativity and innovation skills (4C) pada Siswa kelas XI dalam Pembelajaran Statistika dengan implementasi metode Collaborative Learning. Metode penelitian yang digunakan adalah eksperimen, yang dibagi menjadi dua kelas yaitu kelas eksperimen dan kelas kontrol. Teknik sampel yang kami gunakan adalah probability sampling, sampel diambil dalam penelitian ini berasal dari populasi terjangkau siswa SMK N 1 Wanayasa kelas XI TKJ A dan XI TKJ Bahun ajaran 2020/2021, dengan masing –masing siswa dari kelas eksperimen dan kelas kontrol 24 siswa. Sehingga, jumlah sampel yang digunakan yaitu 48 siswa. Teknik pengumpulan data dilakukan dengan pemberian soal pretes dan postest untuk materi Statistika dalam meningkatkan kemampuan 4C menggunakan model pembelajaran Collaborative Learning. Uji hipotesis penelitian menggunakan uji–t dan diperoleh hasil t hitung > t tabel. Sehingga dapat disimpulkan, bahwa terdapat peranan metode pembelajaran Collaborative Learning terhadap materi Statistika dalam meningkatkan kemampuan 4C. Metode pembelajaran Collaborative Learning dapat dijadikan alternatif bagi guru dalam melaksanakan pembelajaran untuk menciptakan suasana belajar yang aktif, efektif dan tidak membosankan.
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Setiawan, Abdul Haris, Ryo Takaoka, Agusti Tamrin, Roemintoyo, Eko Supri Murtiono, and Lilis Trianingsih. "Contribution of collaborative skill toward construction drawing skill for developing vocational course." Open Engineering 11, no. 1 (2021): 755–71. http://dx.doi.org/10.1515/eng-2021-0073.

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Abstract This study aims to support developing research in designing a vocational lesson and learning model for civil engineering education study program by examining students’ collaborative skills toward construction drawing skills as a substantial skill in civil engineering. This study investigated student performance for proposing collaborative learning approaches to improve student skills as needed by industry. It is an ex-post-facto study using 130 samples from several vocational high schools in Indonesia with descriptive statistics and regression for the data analysis. The results show that the collaborative skill is in a fair category of 60.00 and the construction drawing skill is in a good category of 67.49 on a 100 scale. There is a significant and positive influence of collaborative skill (X) toward construction drawing skill (Y) with a linear regression model Ŷ = 31.443 + 1.952X. Furthermore, it presented a correlation coefficient of 0.644, a determination coefficient (R 2) of 0.415, and an adjusted R 2 of 0.410, where it can be concluded that the collaborative skill variable (X) as a predictor in the regression model includes the moderate category, which gives a 41% contribution in explaining the variants of the construction drawing skill (Y) as the dependent variable. It needs special attention to the specific behavioral details of the collaborative skill. The future work is needed to improve collaborative skills that emphasize prioritizing collaboration between peers and learning interdependence.
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Allan, M., and B. K. Temple. "Collaborative Learning." Industry and Higher Education 14, no. 2 (2000): 92–100. http://dx.doi.org/10.5367/000000000101294922.

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This paper describes a curriculum development project funded by the European Commission. It was developed to provide a learning environment (European Modules) for students from various disciplines to work together within an institution or between institutions in different countries, on structured project work that would simulate the workplace of the modern European engineering manager. The best vehicle for this purpose was considered to be group projects based upon a new product development theme. Having created a framework of three courses (modules) that progressively develop the necessary skills to achieve this objective, the authors report on several pilot studies that were established to test the methodology. It was found that there were significant benefits to students' learning, particularly in the three areas of consolidation of existing knowledge; transferable skills; and cross-functional and cultural awareness. The modules have now been integrated into several European study programmes and significant interest in the scheme has been shown by other institutions outside those of the development team. Additional resources to underpin the project are currently being developed and future prospects are also reported here.
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Prichard, Jane S., Robert J. Stratford, and Lewis A. Bizo. "Team-skills training enhances collaborative learning." Learning and Instruction 16, no. 3 (2006): 256–65. http://dx.doi.org/10.1016/j.learninstruc.2006.03.005.

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Alawaji, Noura Nasser Muhammad. "Students' Perceptions of Collaborative Summary Writing." Theory and Practice in Language Studies 10, no. 6 (2020): 700. http://dx.doi.org/10.17507/tpls.1006.11.

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Writing is one of the four main language skills that are given emphasis in Second Language Learning. Summary writing is often viewed as a difficult and a challenging skill in learning a second language, which may result in negative attitudes forming, both toward summary writing and to writing in general. The main purpose of this study is to investigate students’ perceptions and problems related to collaborative summary writing in a university in Saudi Arabia. The study involved five undergraduate EFL Saudi female students as a case study and who were exposed to writing course participated in this study. The students were given different collaborative writing tasks during the semester and completed one summary writing task collaboratively for the purpose of this study. Then their views about the task were recorded via semi-structured interview. The findings suggest that most of the participants express positive attitudes toward collaborative writing and consider it beneficial for improving different aspects of writing skills, second language proficiency, and confidence. Several problems occurred during the process of collaboration, and these are also identified and discussed.
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Sholeha, Dwi Siti, Agus Suyatna, and Kartini Herlina. "Pengaruh Lembar Kerja Peserta Didik Berbasis Collaborative Teamwork Learning Terhadap Hasil Belajar [The Effect of Collaborative Teamwork Learning Based Students on Learning Outcomes]." PEDAGOGIA: Jurnal Pendidikan 8, no. 2 (2019): 171. http://dx.doi.org/10.21070/pedagogia.v8i2.2447.

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This study aims to determine the effect of using student worksheets based on collaborative teamwork learning on student learning achievement. The research design used was One Shot Case Study and One Group Pretest Posttest Design. The research data was taken from the value of observations and initial and final tests whose results were tested using the One Sample T-Test and Paired Sample T-Test. Based on the results of hypothesis testing using one sample t-test with Asymp.Sig. (2-tailed) values obtained ≤ 0.05 so H0 is rejected, which means the average value of science process skills and collaboration skills> 72, the results of paired sample t-test the value of pretest-posttest cognitive ability has the same Sig. (2-tailed) value and below 0.05 is 0,000 so H1 is accepted, meaning that there are differences in the average pretest-posttest results using LKPD based on collaborative teamwork learning so that there is an influence of student worksheets based on collaborative teamwork learning on student learning achievement as indicated by the average value of collaboration skills and science process skills> 72.
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Costaguta, Rosanna, Pablo Santana-Mansilla, Germán Lescano, and Daniela Missio. "Mining Associations Between Collaborative Skills and Group Roles in Collaborative E-Learning Environments." Journal of Information Technology Research 12, no. 2 (2019): 159–74. http://dx.doi.org/10.4018/jitr.2019040109.

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Nowadays it is quite common for universities to use computer-supported collaborative learning (CSCL) systems to favor group learning and teaching processes. CSCL systems provide communication, coordination and collaboration tools that ease group dynamic regardless space-time location of group members. However, forming a group and having the technology to support group tasks is not enough to guarantee students collaboration. Effective collaboration supposes the manifestation of specific roles by group members. Considering that group roles are conditioned (among other factors) by collaborative skills that students manifest, this article explores relations between collaborative skills and group roles by means of the application of association rules over a dataset of university students' interactions during CSCL sessions. The discovered knowledge might be used for automatic recognition of student roles based on collaborative skills that students manifest in their groups. Furthermore, the discovered association rules could be used for forming groups with a balanced combination of roles.
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Abuhabil, Sumaia, and Sana Aswese. "The Importance of Using Collaborative Learning Strategy in Learning English Writing." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 12 (December 1, 2018): 43–63. http://dx.doi.org/10.36602/faj.2018.n12.10.

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This study investigated the importance of using collaborative learning as a strategy to enhance English writing skills of EFL learners. The study was a classroom based, the participants of the study were 25 female Libyan students from two different secondary schools in Misrata .All students who were chosen randomly were asked to fill in the questionnaire given. The research was done by using a mixed method approach. The data analysis obtained from the questionnaire and observation indicated that the majority of students were positive about collaborative writing although some of them were not interested when engaging collaboratively .It is a suitable and applicable strategy for improving students' English writing performance and to develop their critical thinking. Moreover, working collaboratively has a good impact on all members in a group since collaboration engages students to express their opinions and respect others' opinions; it fosters negotiation, and it engages students to share their knowledge.
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Dissertations / Theses on the topic "Collaborative Learning Skills"

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Flynn, Brynn. "Design-centered Learning : Developing Collaborative Skills by Making Games." Research Showcase @ CMU, 2014. http://repository.cmu.edu/theses/63.

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Communication technology drives new opportunities and expectations for employees to collaborate across countries, continents and time zones. This has the potential to bring people together, increasingly connecting individuals with different experiences, perspectives, and areas of expertise. However, it also complicates collaboration. People working together in these situations must both adjust to differences between in-person and digital interactions, and also navigate the complexities that accompany a dynamic and diverse team. I address this need by I creating a set of design-oriented activities aimed at building a specific situation for children that affords the development of their collaborative skills. Over the course of three months, I ran a 9-session workshop with twenty-four fifth graders where the students collaboratively engaged in a game design project. During the workshop, children made physical games to teach players about the science of flight. As the students worked through this process, they investigated games and flight, developed game concepts, and then designed, play-tested and shared their games with others. Pre-post observations and test results show increases in fifth graders’ collaborative interactions and understanding of flight content. This study provides qualitative data to support the claim that game-making workshops can increase children’s collaborative skills, and lays the groundwork for further investigation.
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Prichard, Jane S. "Teamwork and collaborative learning : does team skills training enhance educational outcomes?" Thesis, University of Southampton, 2002. https://eprints.soton.ac.uk/33468/.

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Al-Besher, Khaled. "Developing the writing skills of ESL students through the collaborative learning strategy." Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1836.

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The purpose of this study was to investigate the effectiveness of using collaborative learning to improve the writing skills of students of English as a second language. The aim was to determine whether students who were involved in collaborative leaning produced better written texts in terms of organization, development, coherence, structure, vocabulary and mechanics than students who wrote individually, and whether engaging in collaborative learning had a positive effect on the attitudes and perceptions of learners. The subjects of the study were 48 male Saudi Arabian university students distributed randomly in two groups: 23 were assigned to the experimental group and were taught to write essays collaboratively, while the other 25 were assigned to the control group and taught to write essays individually. Both groups of students were asked to write an essay and complete questionnaires at the beginning and at the end of the study. Four students from the treatment group were selected at random for interview at the end of the study. The experiment consisted of a total of eleven weeks of teaching writing skills. The post-test scores and questionnaire responses of students in the treatment group were compared not only with those of students in the control group but also with their pre-test scores and responses. The study results indicated that collaborative writing benefitted the students a great deal in terms of the quality of their writing (development, cohesion and organization); however, it was also found that collaborative writing did not help them much in terms of the accuracy of their writing (mechanics and structure). The analysis of the data obtained from the questionnaires and interviews revealed that the attitudes of students in the experimental group had improved after their involvement in collaborative learning settings. The overall conclusions were therefore that not only did students who wrote their essays in collaboration with each other produce better written texts than those who wrote their essays by themselves, but also that involvement in collaborative learning had a positive effect on the students’ attitudes towards writing in English.
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Sonne, Anita. "Investigating how problem solving skills can be developed using a collaborative learning environment." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013017.

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This thesis examines whether problem solving strategies develop and improve through working in a collaborative environment and, if so, how. The study explored the way peer-topeer discussions which are focussed on finding solutions to mathematical problems might shape learners' attitudes and participation in mathematical problem solving. I use the Vygotskian (1978) socio-cultural perspective where the process of learning takes place within the Zone of Proximal Development (ZPD). Polya's problem solving heuristics (Polya, 1973) and Kilpatrick's "Instructional Triangle" (Kilpatrick, Swafford & Findell, 2001) provided the analytical framework for the study. Seven grade 7 learners from a Ex-Model C school, volunteered to participate in the study. The data gathering process involved an initial problem solving assessment, a written questionnaire, observations and video recordings of the seven learners during a series of after school problem solving sessions and post intervention learner interviews. The study showed that group discussion can have a positive impact on learners' problem solving in several respects: My key findings point to: Mathematical communication does play a role in development of problem solving strategies. A more knowledgeable other, with regards to Vygotsky's (1978) ZPD and Kilpatrick et al's (2001) instructional triangle is a critical factor in the development of problem solving strategies. All five strands of Kilpatrick et al., (2001), strands for mathematical proficiency are required for correct solutions to be calculated. At times Polya's (1973) steps for problem solving move at a rapid pace and are difficult to notice. These steps develop at different speeds for different people.
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Gaff, Ronald D. "Working together in ministry developing collaborative skills in theological students /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Burke, Lynsey A. "Developing young thinkers : discovering baseline understandings of effective thinking among children and teachers and intervening to enhance thinking skills." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/2748.

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This thesis considers teachers’ and pupils’ conceptions of effective thinking, and analyses how these are developed through an explicit thinking skills intervention. An analysis of children’s concepts of intelligence has shown that, with age, children tend to associate ‘cleverness’ with knowledge acquisition rather than active thinking. Perhaps as a reflection of this it is increasingly popular to teach thinking skills in schools, although how best to support practitioners in this task remains contested. This thesis presents findings from three linked studies conducted to discover pupils’ and practitioners’ understandings of ‘effective thinking’ (which few research studies have attempted) before intervening to explicitly enhance children’s thinking skills. Study 1 was questionnaire-based and investigated teachers’ definitions of effective thinking, their views of thinking skills taught within the curriculum and whether thinking skills are fostered developmentally. 127 questionnaires were returned representing teachers from 36 primary schools in central Scotland. A qualitative analysis of teachers’ concepts indicated that many did not have a clear understanding of ‘effective thinking’. Quantitative data indicated that practitioners believe thinking skills are more frequently integrated into some curricular areas than others and highlighted the lack of a developmental progression of thinking skills being taught throughout primary school. In Study 2, 75 children were interviewed with 25 children from each of the following ages: 5, 7 and 11 years. This study explored the development of children’s definitions of intelligence and effective thinking and the characteristics and causes associated with each. It also produced novel data on how children’s knowledge of thinking skills changes over time. Content analysis revealed age trends in children’s definitions of intelligence, as, with age, children were increasingly likely to hold cognitive views and incorporate knowledge into those definitions. Whilst no age trends were found in children’s concepts of effective thinking, with all three age groups defining it as a cognitive ability, clear developmental trends emerged in children’s understandings of individual thinking skills. The final study (involving 178 primary 7 pupils and their teachers) challenged these concepts through an intervention designed to evaluate the effects of infusing thinking skills throughout the curriculum, and investigated the belief that collaborative learning enhances thinking skills. There were three intervention conditions: collaborative, individual and control. Six thinking skills were focused on, with training sessions and curricular lesson plans devised to support practitioners. The intervention lessons were based on an identified underpinning pedagogy of effective thinking (i.e., making the thinking skill explicit; fostering appropriate thinking dispositions; developing metacognition and encouraging transfer). The intervention evaluation utilised standardised and study-specific pre- and post-tests. Results demonstrated statistically significant gains for the individual and collaborative learning conditions in a range of thinking skills. The greatest increase in performance was seen in the collaborative learning condition. These three studies highlight the importance of gathering baseline data on understandings of effective thinking before intervening to successfully develop awareness of the cognitive processes involved in ‘good thinking’ and enhance children’s thinking skills. The findings from this thesis have significant implications for education; practitioners need clearer guidance on how to teach a coherent developmental progression of thinking skills, and need to be supported when explicitly infusing thinking skills throughout the curriculum.
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Sahbaz, Sumeyra. "Examining Relationships of Collegiate Experiences, Gender, and Academic Area with Undergraduate Students' Collaborative Learning Skills." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51188.

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Collaborative learning skills are one of the essential learning outcomes for a college education in 21st century. College students are expected to possess the ability to collaborate with others in order to succeed in their career after graduating from college. However, the effects of collegiate experiences on collaborative learning for different gender and academic areas are almost unexplored. In addition, researchers highlight the need for more research on interaction effects to explore whether different types of students respond differently to various collegiate experiences. The researcher examined the relationship of student-student interactions and student-faculty interactions with graduating seniors' perceived collaborative learning skills. Furthermore, the researcher explored whether this relationship was moderated by students' gender, academic area, and retrospective perception of their collaborative learning skills. Social-cognitive learning theory and Astin's involvement theory were used as conceptual frameworks to guide this study. Astin's input-environment-output college impact model served as a theoretical guide. Using an institutional cross-sectional data set, multiple regression analysis was utilized to examine these relationships. According to the results, the relationship between student-student interactions and graduating seniors' perceived collaborative learning skills was positive after controlling for the other independent variables in the study. Further results revealed that the relationship of student-student interactions and student-faculty interactions with the outcome variable was moderated by students' gender, academic area, and retrospective perception of their collaborative learning skill. The relationship between student-faculty interactions and the outcome variable was significantly weaker for male students, whereas the relationship between student-student interactions and the outcome variable was weaker for female student. The relationship between student-faculty interactions and the outcome variable was weaker for students in hard pure academic areas when compared to students in soft applied academic areas, while the opposite was observed for the relationship between student-student interactions and the outcome variable. The findings of the present study can be used to shape students' interactions with faculty and their peers with the awareness that these impact different types of students in different ways.<br>Ph. D.
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Mokhele, Paul Rampaola. "Developing teaching and learning skills at a Higher education institution: a collaborative action research study." Thesis, Walter Sisulu University, 2013. http://hdl.handle.net/11260/d1007960.

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The thesis which was originally undertaken to improve my teaching skills and determine ways of allowing me space to live my academic values also turned out to become the enquiry to investigate students’ learning and study skills. Students and I collaborated in a year-long self-study action research where we were trying different teaching-learning strategies in order to improve our practice(s). Throughout the study I kept a reflective journal and students also reflected in a portfolio of learning their impressions about the new teaching-learning strategies. In addition to these data gathering methods data from students were gathered using chats, observation, and open-ended questionnaire. Data was analysed using a narrative method, reflexivity principle, and grounded theory. There are two major steps I followed in this study which are aimed at improving students’ basic study and learning skills, and my teaching skills. The first relates to action research into student learning at the school of Mathematics Science and Technology (MSTE) at a rural university. The study reveals that: Students have their own different and unique styles of learning, implementing various learning styles afford students an opportunity to find a style that matches their own. The second action step relates to my own self-study research trying different teaching methods based on my academic and personal values. Here, the study reveals that: The best teaching-learning practice is the one developed and agreed upon between the teacher educator and his or her students. These ‘action’ steps were not mutually exclusive – they were conducted in parallel. After the description of developing student learning skills at undergraduate level my reflections on the study followed in relation to theories and methods of teaching-learning and further revealed that what works with one group of students will not necessarily work with another group. The best teacher educator is constantly seeking ways of improving the learning experience of his or her students. The recommendations that teacher educators should become self reflective practitioners and improve their professions using self-study collaborative approach will benefit other teacher educators who are keen to study and improve their practice.
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Goodall, Karen E. K. E. "The effect of collaborative learning on the problem-solving skills of children with Down syndrome." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/24628.

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This thesis examined the effect of collaborative learning on children with DS through three inter-linked studies. The first study investigated unstructured collaborations on a Lego construction task in children with DS who were paired with developmentally age-matched children with non-specific learning disabilities (NSLD) and in pairs of similarly-matched TD children. Pre- to post-test score comparisons demonstrated significant improvements for participants with DS but not for NSLD or TD participants. Improvements made in a control group of children with DS suggested that repeated exposure to the task might have had some beneficial effect, although the results also suggested that collaboration was the more important variable. Qualitative analyses of interactions found no group differences in the proportion of time spent off-task, amount of eye contact or amount of off-task speech. Proportionally, the participants with DS used as much speech indicative of cognitive conflict as the TD participants and showed the least negative speech. They also, however, produced significantly less goal-directed speech than did the TD participants. The second study sought to determine whether collaboration with a peer could facilitate conceptual understanding in children with DS. Groups of non-conserving children with DS and children with NSLD were paired with conserving children with NSLD on conservation of number and conservation of matter tasks. Comparison of pre- and post-test understanding of conservation indicated that following collaboration, the participants with DS showed improvements on the conservation of number task but not on the matter task; children with NSLD showed no improvements on either task. The results seem to support the Piagetian notion that socio-cognitive conflict after exposure to a differing viewpoint can lead to cognitive advancement in children with DS. However, as exposure to a more advanced model also constitutes a tutoring model, the results can equally be interpreted from a more Vygotskian perspective. The third study assessed the extent to which children with DS were able to benefit from contingent teaching, or 'scaffolding' by comparing the effects on performance on a spatial matching task of two adult-led interventions (direct teaching or contingent teaching) with a control condition. Participants in the contingent condition showed significant pre- to post-test gains as well as improvements on a similar task for which no intervention had been implemented. Participants in the two other conditions showed no significant gains, suggesting that for children with DS, contingent teaching is more effective than strategies in which a solution is explicitly taught. The findings from the three studies suggest that collaboration, either with peers or adults, may work for children with DS at two levels: at the cognitive level, by encouraging them to reflect on and consolidate existing knowledge, and also at a more affective level, by deflecting counterproductive approaches to problem solving. The findings are discussed with reference to Piagetian and Vygotskian theories of collaborative learning and implications for educational practice are considered.
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Mahmood, Nafisa. "Using Google Docs to Support Collaborative Learning and Enhance English Language Skills among Non-Native English Speaking Students." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404538/.

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Collaborative writing technologies such as Google Docs is believed to be a helpful tool in supporting the development of constructivist learning environments. However, not much research has been done among special populations outside the United States. This dissertation examines how using google docs can enhance collaborative learning among non-native English-speaking students at a university in Oman. A total of 52 students participated in this study, where they completed a collaborative writing activity using Google Docs. This exploratory study yielded quantitative as well as qualitative data. Interviewees shared their experience of using Google Docs for the collaborative writing activity. The research shows that Google Docs promoted collaborative interactions among students, such as learning from each other and communicating with the teacher. Interestingly, the data indicate that students used alternate social media such as WhatsApp to communicate with their group mates regarding the collaborative writing activity. Overall, the results obtained here confirm that the Google Docs can be used to enhance collaborative learning among non-native English-speaking students.
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Books on the topic "Collaborative Learning Skills"

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Skills in collaborative classroom consultation. Routledge, 1994.

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Udvari-Solner, Alice. Joyful learning: Active and collaborative learning in inclusive classrooms. Corwin Press, 2008.

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Udvari-Solner, Alice. Joyful learning: Active and collaborative learning in inclusive classrooms. Corwin Press, 2008.

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Paula, Kluth, ed. Joyful learning: Active and collaborative learning in inclusive classrooms. Corwin Press, 2008.

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1926-, Cross K. Patricia, and Major Claire Howell, eds. Collaborative Learning Techniques: A Handbook for College Faculty. Jossey-Bass, 2005.

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Differentiating instruction: Collaborative planning and teaching for universally designed learning. Corwin Pr Inc, 2007.

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Developing inquiry for learning: Reflecting collaborative ways to learn how to learn in higher education. Routledge, 2011.

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Landøy, Ane. Collaboration in Designing a Pedagogical Approach in Information Literacy. Springer Nature, 2020.

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Skills Collaborative Learning. Kendall/Hunt Publishing Company, 1995.

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Stoll, Edwina, and James Luotto. Skills Collaborative Learning. Kendall/Hunt Publishing Company, 1996.

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Book chapters on the topic "Collaborative Learning Skills"

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Elm’selmi, Abdellatif, Guilhem Boeuf, Ahmed Elmarjou, and Rabah Azouani. "Active Pedagogy Project to Increase Bio-Industrial Process Skills." In Interactive Collaborative Learning. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_23.

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Velazquez, Erick, Sylvie Ratté, and Frank de Jong. "Analyzing Students’ Knowledge Building Skills by Comparing Their Written Production to Syllabus." In Interactive Collaborative Learning. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_32.

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Lelardeux, Catherine Pons, David Panzoli, Michel Galaup, et al. "3D Real-Time Collaborative Environment to Learn Teamwork and Non-technical Skills in the Operating Room." In Interactive Collaborative Learning. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_12.

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Batsila, Marianthi, and Charilaos Tsihouridis. "The Magic Power of the … Magic PowerPoint to Foster Vocational Learners’ Participation and Speaking Skills in English! - A Comparative Study." In Interactive Collaborative Learning. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50340-0_34.

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Kneale, Pauline E. "Collaborative learning: team research and reporting." In Study Skills for Geography, Earth and Environmental Science Students. Routledge, 2019. http://dx.doi.org/10.4324/9781351026451-19.

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Schefer-Wenzl, Sigrid, and Igor Miladinovic. "Leveraging Collaborative Mobile Learning for Sustained Software Development Skills." In The Challenges of the Digital Transformation in Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11932-4_16.

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Zheng, Lanqin. "A Socially Shared Regulation Approach to Improving Group Cohesion, Collective Efficacy, and Regulation Skills in CSCL." In Knowledge Building and Regulation in Computer-Supported Collaborative Learning. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1972-2_6.

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Poon, Chew Leng, Sean Tan, Horn Mun Cheah, Pik Yen Lim, and Hui Leng Ng. "Student and Teacher Responses to Collaborative Problem Solving and Learning Through Digital Networks in Singapore." In Assessment and Teaching of 21st Century Skills. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9395-7_9.

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Lakkala, Suvi, and Outi Kyrö-Ämmälä. "Teaching for Diversity with UDL: Analysing Teacher Competence." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_10.

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AbstractThis chapter is a description of collaborative action research on teacher competence in the context of inclusive education and universal design for learning (UDL). Our goal was to analyse what kinds of professional competencies teachers need when they are implementing UDL in heterogeneous classes. The action research was carried out as a case study together with two co-teachers and a class teacher, who implemented UDL in their heterogeneous classes. As a theoretical framework for teacher competence, we used the multidimensional adapted process (MAP) model of teaching, developed by Finnish researchers and teacher educators. We identified several teacher skills that are needed when the UDL approach is applied. According to our results, the most overarching necessary competence was the teachers’ cognitive skills. Applying UDL required the ability to flexibly transform one’s own teaching and learning situations. Furthermore, the teachers’ social skills appeared as an important attribute as their pupils were highly heterogeneous with diverse needs, and the teachers needed to collaborate with many other professionals and parents. Also, each teacher’s personal orientation, such as values, beliefs and ethics, played a crucial role in UDL while the teachers shared a common set of values, striving towards inclusive education.
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Chu, Samuel Kai Wah, Rebecca B. Reynolds, Nicole J. Tavares, Michele Notari, and Celina Wing Yi Lee. "Twenty-First Century Skills Education in Hong Kong and Shenzhen, China: Inquiry Project-Based and Collaborative Teaching/Learning Supported by Wiki." In 21st Century Skills Development Through Inquiry-Based Learning. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2481-8_3.

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Conference papers on the topic "Collaborative Learning Skills"

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Fukuda, Shuichi, Yoshifusa Matsuura, Premruedee Wongchuphan, and Tokiko Takahashi. "Distance Learning of Skills." In ASME 1996 Design Engineering Technical Conferences and Computers in Engineering Conference. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-detc/dfm-1413.

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Abstract With the increasing globalization and expansion of the people’s activities, distance learning is getting wide attention. Distance learning is not a computer aided education system alone. What is important is that collaboration over the network is a prerequisite for that, so that the technology developed there will be easily utilized for distance manufacturing and other collaborative activities over the network. When we come to think of integrating design and manufacturing over the network, the problem of skill comes up. Skill plays a very important role in manufacturing. But most of the systems developed so far have been focusing their chief attention toward how rigously they can represent design and manufacturing knowledge and experience in terms of symbols, and non-symbolic approaches are still few. It is believed that motion occupies a large portion of skills, but the present systems being such, and in additon, such media as TV, video, etc are one way from a teacher to a student so that it is still very difficult to learn skills over the network, since skill learning requires much interactive processes. Otherwise, students find it very difficult what part of the model motion they should concentrate their focuses. If a teacher can edit the motion of a student and a student can watch how his or her motion is edited, the student will understand more easily what is wrong with his or her motion., and can identify where his or her attention should be focused. Based on this idea, we have developed a preliminary system for distance learning of skills to demonstrate the effectiveness of the approach.
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Scoular, Claire. "Identifying and monitoring progress in collaboration skills." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_15.

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The nature of skills such as collaboration is complex, particularly given that there are internal processes at play. Inferences need to be made to interpret explicit behaviours observed from intentionally designed assessment tasks. This paper centres on the approach to develop hypotheses of skill development into validated learning progressions using assessment data. Understanding a skill from a growth perspective is essential for the effective teaching and development of the skill. The application of Item Response Theory (IRT) allows the interpretation of assessment data as levels of proficiency that we can use to map or monitor progress in collaborative skills.
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Rashid, Ana Haziqah A., Nurbiha A. Shukor, and Zaidatun Tasir. "Enhancing collaborative reasoning skills in online learning." In 2015 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2015. http://dx.doi.org/10.1109/ic3e.2015.7403495.

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Ferradji, Mohamed Abderraouf, and Djalal Hedjazi. "Towards virtual collaborative learning of clinical skills." In 2017 International Conference on Internet of Things, Embedded Systems and Communications (IINTEC). IEEE, 2017. http://dx.doi.org/10.1109/iintec.2017.8325908.

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Gil, Lyudmila, Konstantin Chekhovskikh, Elena Tesleva, Vladimir I. Danilov, Shodmon Nozirzoda, and Anastasia Popova. "DEVELOPING STUDENTS' TEAMWORK SKILLS THROUGH COLLABORATIVE LEARNING." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1982.

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Dilbar, Sultanova, and Kochnev Alexandr. "Development of entrepreneurial skills among engineering students." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644702.

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Talikka, Marja, and Harri Eskelinen. "Enhancing the undergraduate engineering students' research skills." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644584.

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Andres, Pavel, and Dana Dobrovska. "Managing interaction skills in the engineering pedagogy programme." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017756.

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Gourier, Lilia. "Developing professor skills to design the content of training." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644547.

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"The essence of effective presentation skills in engineering education." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017868.

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Reports on the topic "Collaborative Learning Skills"

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Scoular, Claire, and Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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