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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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Tweddell, Simon. "Evaluating the introduction of Team-Based Learning in a pharmacy consultation skills module." FIP, 2020. http://hdl.handle.net/10454/17838.
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Yes<br>The learning and teaching strategy for a pharmacy consultation skills module was changed to Team-Based Learning (TBL) with the aim of motivating students to engage with course material pre-class and take deeper approaches to learning during class. Results from administering a validated TBL instrument suggests that students are more accountable and are satisfied with and have preference for TBL over traditional methods. Exam results show a 13% improvement in mean end-of-year examinations compared with pre-TBL results. Thematic analysis of written comments on the module evaluation survey suggest that they enjoyed learning using TBL and found it more engaging, stimulating and more effective for their learning; however, it could be improved through better management of workshop timings and more effective facilitation of discussion. TBL appears to have potential as a pedagogic approach in pharmacy education.
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Njai, Samuel. "Constructivist Pedagogical Approaches in Higher Education: A Qualitative Case Study ofStudents and their Learning Experiences in a Collaborative Learning Space." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628816416767585.
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Njai, Samuel. "Constructivist Pedagogical Approaches in Higher Education: A Qualitative Case Study ofStudents and their Learning Experiences in a Collaborative Learning Space." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628816416767585.
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Oz, Aysegul Sukran. "Computer-supported collaborative learning between children and parents a home-based early intervention study to improve the mathematical skills of young children at risk for learning disabilities /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3331268.
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Thesis (Ph.D.)--Indiana University, School of Education, 2008.<br>Title from home page (viewed on Jul 23, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4293. Adviser: Genevieve M. Williamson.
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Mörck, Riekki Wenche. "Kollaborativa undervisningsprocesser genom 1:1 - en intervjustudie med lärare i skolår 1–6 om elevers samarbete i digitala arenor." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-450060.
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Both digital competence and collaborative skills are important for citizens who need to navigate in future societies. This paper is based on an interview study with ten teachers and the aim is to survey how teachers design their teaching to promote collaborative learning methods by using 1:1. Different perspectives on teachers´ design of the collaborative processes in terms of interaction through the digital device or processes that occurred around the device were found. To visualize how teachers operationalize collaborative learning in their pedagogical activities, the model of TPACK in situ was used (Willermark, 2018). In the analysis of the examples that the teachers reproduced based on TPACK in situ, the results of the study show many innovative learning processes where students interact with their tablets and how the teachers design their teaching to interact with different kinds of subject content. By using Learning Design Sequences as an analysis tool, further understanding was reached of how, when and in what way technology supports the collaborative processes and in which phases of learning this happens. In this way, institutional patterns became prominent through the influence of the physical learning environment, which increased the understanding of how around or through 1:1 also can be placed in a spatial context. Finally, Learning Design Sequences were used to identify opportunities and challenges for teachers in designing for collaborative learning through 1:1. The purpose of the study is to investigate how teachers say they design their teaching to promote students’ collaborative work through digital units in school years 1–6 and through the teachers’ statements see what influencing factors, abilities, subject content and technology support a design of digital teaching for the benefit of collaboration and student-to-student interaction in digital arenas. Based on the conclusions the author also presents a didactic model for teachers to take into consideration when designing their pedagogical activities for practising collaborative skills in the 1:1 classroom.<br>Digital kompetens såväl som kollaborativ förmåga bygger på elementära kunskaper som medborgare kommer att behöva för att kunna navigera i framtida samhällen. Detta är en intervjustudie med tio lärare med syftet att undersöka hur lärare säger sig designa sin undervisning för att arbeta kollaborativt genom användande av 1:1. Det fanns också initialt en avsikt att uppmärksamma olika perspektiv på de kollaborativa processernas utformning i fråga om dels interaktion genom den digitala enheten, dels processer som sker bredvid. För att synliggöra hur lärare operationaliserar ett kollaborativt lärande i den pedagogiska verksamheten användes modellen TPACK in situ (Willermark, 2018). Vid analysen av de exempel som lärarna återgav utifrån TPACK in situ kunde studiens resultat visa på ett flertal innovativa undervisningsprocesser där eleverna arbetar interagerande elev-till-elev med sin lärplatta och hur lärare designar sin undervisning utifrån ämnesinnehåll. Genom att använda Learning Design Sequences som analysverktyg kunde ytterligare förståelse uppnås för hur, när och på vilket sätt tekniken understödjer de kollaborativa processerna och i vilka faser av lärandet detta sker. På så sätt blev institutionella mönster framträdande genom bland annat den fysiska lärmiljöns påverkan vilket ökade förståelsen av hur bredvid eller genom 1:1 kan sättas i en rumslig kontext. Avslutningsvis användes Learning Design Sequences för att identifiera möjligheter och utmaningar för lärare i att designa kollaborativ undervisning genom 1:1. Syftet med studien är att undersöka hur lärare säger sig designa sin undervisning för att främja elevernas kollaborativa arbete genom digitala enheter i skolår 1–6 och genom lärarnas utsagor se vilka påverkansfaktorer, förmågor, ämnesinnehåll och teknik som understödjer en design av digital undervisning som främjar kollaboration och elev-till-elev interaktion i digitala arenor. Baserat på undersökningens slutsatser presenterar författaren en didaktisk modell med avsikt att stödja lärare när de designar sin pedagogiska praktik så att den kan utveckla kollaborativa förmågor genom 1:1.
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Ferreira, Bautista José Valentín. "Diseño, implementación y evaluación de un Modelo Pedagógico de Indagación Colaborativa de la Física." Doctoral thesis, Universitat de Lleida, 2019. http://hdl.handle.net/10803/665365.
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La present investigació té el propòsit de promoure en els estudiants d'una assignatura de física a nivell universitari, el desenvolupament d'habilitats científiques i la comprensió conceptual durant el procés d'indagació mentre treballen en equip. Per a tal fi, es van prendre tres referents teòrics, com són la teoria sociocultural, la teoria dels camps conceptuals i el procés d'indagació. La investigació es va desenvolupar seguint un disseny quasi experimental en tres etapes: pre-test, intervenció, post-test, amb un grup control i un experimental. Els resultats obtinguts van mostrar que els estudiants del grup experimental van tenir un millor acompliment, concepcions més properes als conceptes acceptats per la comunitat científica i van poder desenvolupar habilitats científiques de major nivell de complexitat cognitiva que els estudiants del grup control. En conclusió, es pot dir que el model pedagògic va ser efectiu per assolir els objectius proposats.<br>La presente investigación tiene el propósito de promover en los estudiantes de una asignatura de física a nivel universitario, el desarrollo de habilidades científicas y la comprensión conceptual durante el proceso de indagación mientras trabajan en equipo. Para tal fin, se tomaron tres referentes teóricos, como son la teoría sociocultural, la teoría de los campos conceptuales y el proceso de indagación. La investigación se desarrolló siguiendo un diseño cuasi experimental en tres etapas: pre-test, intervención, post-test, con un grupo control y uno experimental. Los resultados obtenidos mostraron que los estudiantes del grupo experimental tuvieron un mejor desempeño, concepciones más cercanas a los conceptos aceptados por la comunidad científica y pudieron desarrollar habilidades científicas de mayor nivel de complejidad cognitiva que los estudiantes del grupo control. En conclusión, se puede decir que el modelo pedagógico fue efectivo para alcanzar los objetivos propuestos.<br>The present investigation has the purpose of promoting in the students of a physics subject at the university level, the development of scientific skills and conceptual understanding during the inquiry process while working as a team. For this purpose, three theoretical references were taken, such as sociocultural theory, the theory of conceptual fields and the inquiry process. The research was developed following a quasi-experimental design in three stages: pre-test, intervention, post-test, with a control group and an experimental group. The results obtained showed that the students of the experimental group had a better performance, conceptions closer to the concepts accepted by the scientific community and were able to develop scientific skills of higher level of cognitive complexity than the students of the control group. In conclusion, it can be said that the pedagogical model was effective to achieve the proposed objectives.
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Haji, Sanaa, and Sara Jejo. "Degree Project with Specialization in English Studies and Education : Teaching Strategies to Overcome EFL Pupils` Speaking Anxiety." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41832.
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Gibbons (2015) writes that speaking is considered as the most important skill in language learning. However, Lundahl (2014) states that there are some pupils, in year 4-6, in Sweden who do not speak during the English lessons. Thus, the aim of this study is to find out what the reasons behind EFL pupils' unwillingness to speak English are. Furthermore, teaching strategies to overcome pupils' speaking anxiety are investigated. There are many studies that investigate the underlying reasons. The data collection, for this thesis, consists of interviews with some student-teachers at Malmö University. The results showed that traditional teaching methods along with fear of making linguistic errors are two of the main reasons. In addition, negative evaluation from peers and fear of producing grammatically incorrect sentences are also factors that contribute to some pupils’ anxiety over speaking English. According to our interviewees, the implementation of a safe, supportive and communicative environment in the classroom is crucial for encouraging and motivating pupils in language learning. Providing different authentic communicative tasks, songs, stories, and games that are related to pupils' lives and interests, as well as their needs and knowledge levels, are some of the strategies employed by some teachers.
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Short, Barbara, and Barbara Short. "21st Century Skills Development: Learning in Digital Communities: Technology and Collaboration." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12407.
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This study examines some aspects of student performance in the 21st century skills of Information and Communication (ICT) Literacy and collaboration. In this project, extant data from the Assessment and Teaching for 21st Century Skills project (ATC21S) will be examined. ATC21S is a collaborative effort among educational agencies in six countries, universities, educational research groups, high tech innovators and the multinational corporations Cisco, Intel and Microsoft. ATC21S demonstration tasks explore the use of digital literacy and collaborative problem solving constructs in educational assessment. My research investigates evidence from cognitive laboratories and pilots administered in one of the ATC21S demonstration scenarios, a collaborative mathematics/science task called "Global Collaboration Contest: Arctic Trek." Using both quantitative and qualitative methods, I analyze student work samples. Specifically, I (i) develop a rubric as a measurement tool to evaluate the student assessment artifact "Arctic Trek Notebook" for (a) generalized patterns and (b) trends that may indicate skill development in collaborative learning in a digital environment and (ii) conduct descriptive studies among the variables of student age and student notebook characteristics. Results are intended to inform instructional leaders on estimates of student ability in virtual collaboration and to make suggestions for instructional design and professional development for online collaborative learning assessment tasks in K-12 education.
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Yoon, Cho-Hee. "The role of children's collaboration in developing scientific reasoning skills : a Vygotskian perspective /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7675.
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Pettersson, Mikael, and Sebastian Palm. "Hur äventyrspedagogik tillämpas på en Reggio Emilia-inspirerad förskola : Reggio Emilia-pedagogers tankar om äventyrspedagogik." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91351.
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Syftet med det självständiga arbetet var att undersöka hur äventyrspedagogik tillämpas i en Reggio Emilia-inspirerad förskola. Genom att jämföra dessa pedagogiker kan man få syn på likheter och skillnader som motiverar tillämpningens betydelse för barns lärandeprocesser. Undersökningen fick sitt praktiska utförande i en skogsmiljö på en av förskolorna, där två förskollärare hade teoretiska kunskaper inom äventyrspedagogik och Reggio Emilia. Tio pedagoger och en förälder deltog som observatörer i äventyret. Utöver dessa deltog två studenter från förskollärarutbildningen, Stockholms universitet som också är författarna till denna undersökning. Deras observationer och intervjusvar från de två förskollärarna ingår i undersökningen. I äventyret deltog femtiofem sexåringar från fem förskolor inom enheten. Utformningen av äventyret bestod av sju stationer med diverse samarbetsövningar där utmaningarna i övningarna hade olika svårighetsgrader. Barnen skulle utmanas i och få utforska sina frågor i en spännande miljö med hela kroppen. Det framkom att resurser i form av tid för planering, föräldrar och pedagoger ute i äventyret både som observatörer och som säkerhet och trygghet krävdes. Resultatet av vår undersökning visar att tillämpningen av äventyrspedagogik med sin syn på sinnliga samspelsövningar med motoriska inslag och med naturen som stöd, berikar och kompletterar förskolors arbete med barns lärandeprocesser samt Reggio Emilias syn på barns möjligheter till utveckling och lärande.<br>The purpose of the independent work was to investigate the adventure pedagogy applied in a Reggio Emilia-inspired preschool. By comparing these pedagogies can catch sight of the similarities and differences that justify the application's impact on children's learning processes. The survey received a practical point in a woodland setting on one of the pre-schools, where two preschool teachers had theoretical knowledge in adventure education and Reggio Emilia. Ten teachers and a parent participated as observers in the adventure. In addition to these two students attended from preschool teacher, Stockholm University, who is also the authors of this study. Their observations and interview responses from the two preschool teachers surveyed. The adventure took fifty-six year olds from five kindergartens within the unit. The design of the adventure consisted of seven stations with various team-building exercises where the challenges of the exercises had different difficulty levels. The children were challenged to explore and get their questions in an exciting environment with your whole body. It was revealed that the resources in terms of time for planning, parents, and educators around the adventures both as observers and that safety and security was required. The results of our study show that the application of adventure education with its view of sensuous interplay exercises with motor elements and with nature that support, enrich and complement förskolors work with children's learning processes and the Reggio Emilia approach to children's opportunities to learn and develop.<br><p>Sebastian Palm har efter att uppsatsen skrevs bytt efternamn till Denus.</p>
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Koptur, Evren. "TRANSFERABLE LEARNING SKILLS OF AN MMORPG: A WORLD OF WARCRAFT QUEST." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1459175932.
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Weber, Moriah. "The Importance of Collaboration Within Project-Based Learning in a Kindergarten Teacher Classroom." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307963319049.
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Parrott, Deborah J., and Joanna M. Anderson. "Distance Education Faculty and Librarian Collaboration: Developing Technological Skills of School Librarian Candidates." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/382.
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LibGuides, as a method of creating pathfinders for instruction of information literacy and content management has long been used by academic libraries, but has not been widely used by school libraries. This article describes a collaborative plan between a distance education librarian and a professor of school library media using LibGuides to overhaul a print pathfinder project in a reference sources for youth course. The methodology, results of the products, and student feedback from the assignment are discussed. The project exemplifies potential collaborative efforts between academic distance education librarians and school library media instructors.
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Corcelles, Seuba Mariona. "Construir la veu filosòfica mitjançant l'escriptura col·laborativa: una comunitat d'aprenentatge de la Filosofia a Batxillerat." Doctoral thesis, Universitat Ramon Llull, 2010. http://hdl.handle.net/10803/9276.
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L'objectiu de la recerca és mostrar com, mitjançant l'escriptura col·laborativa, els<br/>estudiants de filosofia de 1r de Batxillerat aprenen a desenvolupar les competències<br/>filosòfiques de problematitzar, conceptualitzar i argumentar, les quals hem anomenat<br/>"veu filosòfica".<br/>És un estudi descriptiu i exploratori, amb un disseny d'anàlisi de cas que combina les<br/>metodologies quantitativa i qualitativa. Se situa en el context natural de l'aula.<br/>Aquest context s'ha organitzat com a comunitat d'aprenentatge i pretén esdevenir un<br/>context dialògic i multivocal combinant la interacció entre iguals i l'ensenyament de<br/>l'escriptura per elaborar textos argumentatius filosòfics.<br/>L'estudi analitza, d'una banda, la qualitat filosòfica dels textos individuals i conjunts<br/>elaborats per quatre equips al llarg de la intervenció (curs 08-09), i d'altra banda, la<br/>qualitat filosòfica dels processos d'escriptura col·laborativa de dos equips en cinc<br/>sessions per publicar un text filosòfic a la revista de l'institut. Per últim, també analitza<br/>les percepcions pel que fa al context d'ensenyament i d'aprenentatge dels 48 estudiants i<br/>el professor que han participat en la intervenció.<br/>Els resultats mostren que hi ha millores en la qualitat filosòfica dels escrits dels<br/>estudiants, especialment els individuals. Quant a l'anàlisi de la qualitat filosòfica dels<br/>processos d'escriptura col·laborativa, s'observen les dificultats dels estudiants per<br/>passar del nivell abstracte al concret i com l'escriptura col·laborativa permet concretar i<br/>reformular les idees per construir coneixement en l'àmbit de la filosofia. Per últim, les<br/>percepcions dels estudiants i del professor aporten valoracions positives que reforcen<br/>aquest context educatiu i a la vegada elements per millorar-lo.<br>El objetivo de la investigación es mostrar cómo, mediante la escritura colaborativa,<br/>los estudiantes de filosofía de 1º de Bachillerato aprenden a desarrollar las competencias<br/>filosóficas de problematizar, conceptualizar, y argumentar, que hemos llamado como<br/>"voz filosófica".<br/>Es un estudio descriptivo y exploratorio basado en un diseño de análisis de caso que<br/>combina metodología cuantitativa y cualitativa. Se sitúa en el contexto natural del aula.<br/>Este contexto se ha organizado como comunidad de aprendizaje y pretende potenciar<br/>un contexto dialógico y multivocal combinando la interacción entre iguales y la<br/>enseñanza de la escritura para elaborar textos argumentativos filosóficos.<br/>El estudio analiza por un lado, la calidad filosófica de los textos individuales y<br/>conjuntos elaborados por cuatro equipos a lo largo de la intervención (curso 08-09), y<br/>por otro lado, la calidad filosófica de los procesos de escritura colaborativa de dos<br/>equipos a lo largo de cinco sesiones para publicar un texto filosófico en la revista del<br/>instituto. Por último, el estudio también analiza las percepciones respecto al contexto de<br/>enseñanza y de aprendizaje de los 48 estudiantes y el profesor que han participado en la<br/>intervención.<br/>Los resultados muestran que hay mejoras en la calidad filosófica de los escritos de<br/>los estudiantes, especialmente los individuales. En el análisis de la calidad filosófica de<br/>los procesos de escritura colaborativa, se observan las dificultades de los estudiantes<br/>para pasar del nivel abstracto al concreto y cómo la escritura colaborativa permite<br/>concretar y reformular las ideas para construir conocimiento en el ámbito de la filosofía.<br/>Por último, las percepciones de los estudiantes y del profesor aportan valoraciones<br/>positivas que refuerzan este contexto educativo y a la vez elementos para mejorarlo.<br>The aim of this research is to study how through collaborative writing philosophy<br/>students in High School learn to develop philosophical skills (to ask questions, to<br/>conceptualize, and to argue). These skills we have termed as "philosophical voice."<br/>It is a descriptive and exploratory study based on case analysis. It combines<br/>quantitative and qualitative methodology and it is situated in the natural classroom<br/>context.<br/>This educational setting is organized as a community of learning and aims to<br/>promote a dialogic and multivocal educational context through the combination of peer<br/>interaction and the teaching of writing to develop philosophical argumentative texts.<br/>The study analyzes one the one hand, philosophical quality of individual and group<br/>texts elaborated by four teams over the academic course intervention. On the other<br/>hand, it analyzes the collaborative writing process quality of two teams over five<br/>sessions to publish a philosophical text in the High School's Journal. Finally, the study<br/>also examines the perceptions of the learning context of 48 students and a teacher who<br/>participated in the intervention.<br/>The results show, first, that there are improvements in the quality of the<br/>philosophical writings of the students, especially the individual text. Moreover, the<br/>analysis of the collaborative writing process show the students' difficulties in moving<br/>from abstract to concrete level and how writing can helps to reformulate the ideas into<br/>practice and to build knowledge in the field of Philosophy. Finally, perceptions of<br/>students and teacher provide positive feedback to reinforce the educational context and,<br/>at the same time, elements for his improvement.
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Reed, Samantha Marie. "Problem-based Learning Strategies that Contributed to Elementary Students' Skills Development and Profile of a Virginia Graduate's Expectations." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/98785.
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Key strategies of Problem-based learning (PBL) can contribute to students' skills development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship (the 5 C's). PBL is a popular trend in public education. It is generally defined as a teaching method in which students gain knowledge and skills by working collaboratively to investigate and respond to authentic and engaging open-ended questions and/or problems. This study explored the strategies teachers used when implementing PBL and what strategies aided in the skills development of the 5 C's. The research question addressed was, What key strategies of PBL instruction contributed to the development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship for fourth and fifth grade students at one elementary school in Virginia? Through a basic qualitative study, information was gathered on the strategies used in PBL instruction in elementary classrooms to develop students' 5 C's. Findings suggest that small group work, student-centered learning, student choice, peer-to-peer relationships, and modeling were strategies used in PBL instruction to develop the 5 C's. Participants were interviewed by a substitute researcher. Because of the researcher's role as principal of the school in which this research is being conducted, anonymity was used to protect the employer/employee relationship and reduce researcher bias. Results were analyzed using a data analysis process to identify key strategies used in PBL instruction that increase the 5 C's. Perceptions of the participants provided a better understanding of the strategies used during PBL implementation and skills development of the 5 C's. Findings suggest that participants felt PBL to be a successful instructional tool for elementary students. It increased engagement and increased skills development of the 5 C's. The information gained should support leaders in the implementation of PBL in elementary classrooms.<br>Doctor of Education<br>Key strategies of Problem-based learning (PBL) can contribute to students' skills development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship (the 5 C's). PBL is a popular trend in public education. It is generally defined as a teaching method in which students gain knowledge and skills by working collaboratively to investigate and respond to authentic and engaging open-ended questions and/or problems. This study explored the strategies teachers used when implementing PBL and what strategies aided in the skills development of the 5 C's. The research question addressed was, What key strategies of PBL instruction contributed to the development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship for fourth and fifth grade students at one elementary school in Virginia? Through a basic qualitative study, information was gathered on the strategies used in PBL instruction in elementary classrooms to develop students' 5 C's. Findings suggest that small group work, student-centered learning, student choice, peer-to-peer relationships, and modeling were strategies used in PBL instruction to develop the 5 C's.
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Stjernlöf, Johanna. ""Jag har lärt mig att skilja ut vad som är viktigt" : Lärares lärande i learning study." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-142898.
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This study focuses on teachers' experiences of participating in collaborative professional development. Learning study is a systematic model where teachers collaborate around specific content areas (an object of learning) trying to find out what the students need to discern, and how that can be taught, using variation theory as a framework for lesson design and analysis. The aim of the study is to find out what the perceived consequences are for teachers and their teaching when participating in a learning study. It also examines how the teachers perceive the collaborative work in a learning study. The study draws on data collected through qualitative semi-structured interviews with ten teachers with experience of participating in learning studies. The interviews were coded and categorized using a qualitative content analysis approach. The results indicate that the collaborative work in a learning study is perceived as both collaborative and collective learning. Learning study is also seen as a systematic model which enables collective and individual reflection on teaching. Furthermore, the consequences of participation in learning study are perceived in terms of instructional changes, where teachers take greater use of students understanding as they plan and implement teaching and focus on the content. Variation theory emerges as an important tool in this change. The theory also seems to contribute to reflection and knowledge about teaching and students learning.
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Molefe, Franscinah Kefilwe. "Mathematical knowledge and skills needed in physics education for grades 11 and 12 / Franscinah Kefilwe Molefe." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1238.
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The performance of mathematics and physical science students are very low in
South Africa. These students lack algebraic knowledge and skills in physics
education. They tend to treat mathematics and science as separate entities; to them
the two subjects are not related. Even the teachers seem not to realise the
interrelationship of the two subjects, because according to the research, they
perpetuate this attitude. A possible reason could be that they are unfamiliar with
common objectives and applications.
Knowledge of science is enhanced by the application of mathematics, but the role of
mathematical knowledge and skills in the understanding of physical science is
uncertain. Even in the new National Curriculum Statement (NCS) of South Africa the
relationship between mathematics and physical science is not clearly indicated.
Algebraic language is a main tool used in physics, but students still display a lack of
understanding of mathematical concepts and problem solving skills.
The study was aimed at identifying the mathematical knowledge and skills that would
enable students to solve physics problems in grades 11 and 12. The aim was also to
identify the specific problems experienced by students in applying these skills and
knowledge in physics at grades 11 and 12 level. The empirical study was conducted
amongst a group of 120 students in four schools in the Rustenburg Region, North-
West Province, South Africa and 28 teachers of which 10 were from these schools
and 18 were teachers participating in the Sediba project of the North-West
University. The investigation was done by means of a self constructed test and
questionnaires. The results indicate that the biggest problem lies with a lack of
conceptual knowledge, especially with a basic understanding of proportional
reasoning. Other problems were identified and possible remedies proposed.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
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El-Refai, Walid. "Effects of computer-supported collaboration script and incomplete concept maps on web design skills in an online design-based learning environment." Diss., lmu, 2012. http://nbn-resolving.de/urn:nbn:de:bvb:19-142692.
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Alyani, Náder. "Learning to innovate collaboratively with technology : exploring strategic workplace skill webs in a telecom services firm in Tehran." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10040576/.
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This thesis explores innovation and learning within the context of an entrepreneurial new technology based firm (NTBF), operating in the creative sector of telecommunications valueadded services located in Tehran, Iran, along with a partner in London, UK. Whilst backgrounding the socioeconomic and geopolitical characteristics of the operating environment, and historical antecedents of independence and self-sufficiency, plus chronic sanctions within the economy, the argument focuses on the interplay between intermediated learning via strategic ‘skill webs’ leading to innovation. Drawing on innovation and workplace learning corpus, collaborative innovation with technologies is organised as a competitive action in an unstable and unpredictable market: learning and skill enhancement in firms provides the stabilisers to remain and compete in the market. It is the juxtaposition of learning and innovation in service-innovation/-delivery design, while utilising pervasive and emerging telecoms technologies that provides the empirical base for this research. Conceptually, an emergent type of distributed learning, entitled as ‘DEAL’ (Design, Execute, Adjust and Learn) model, by enabling knowledge brokerage facilitated by ‘skill webs’, is identified and explored. This then acts as an analytical tool to examine the empirical elements which are in the form of longitudinal organisational ethnography on site visit waves, spanning 2004 to 2013, focusing on project learning breakthroughs and cul-de-sacs as observed by learning episodes, often utilising informal networks and skill webs in technical and non-technical tasks. The case study findings within a conceptual model has implications for learning and education policy, and upskilling in firms located where regional clustering is not apparent. Furthermore, extrapolating on the theoretical and empirical inquiry and exploring policy vistas, emphasising the hybridised and socio-cultural nature of the innovation processes in transitional economies, the thesis highlights the paramount nature of NTBFs’ inquiry-based learning capabilities, and distributed interprofessional judgement formation evolving in an incremental and contextdependent manner, duly shaping the sustainability of learning to innovate.
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El-Refai, Walid [Verfasser], and Frank [Akademischer Betreuer] Fischer. "Effects of computer-supported collaboration script and incomplete concept maps on web design skills in an online design-based learning environment / Walid El-Refai. Betreuer: Frank Fischer." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2012. http://d-nb.info/1022523600/34.
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Clark, Chad Jeremy. "Self and Collective Efficacy Perceptions during Project-Based Learning Implementation." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397422154.
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Palm, Tina. "Socialt och emotionellt lärande som redskap." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20570.
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The aim of this study is to investigate work on social and emotional learning in the everyday practice of 221 educators working in preschools and schools. With using a mixed method both quantitative and qualitative information was gathered. In the introduction and background, the state of knowledge is problematized, SEL is defined, previous research reports and the education in SEL is described. The literature review describes SEL in relation to educators, children/pupils and children with special needs. An expansive learning approach permeates the performance analysis. The study's results are largely in line with previous research in the field of SEL and shows correlations between educators and child/pupils social and emotional skills and relational competence. The educators describe that they perceive children's behavior in a different way, had better understanding themselves, gained a common understanding and a common language, and become better at working inclusively and making adjustments based on the children’s/pupils needs. The educators felt that the children/pupils managed routine situations better based on the environment's expectations. The children/pupils were also perceived to have developed a better self-esteem and self-confidence based on the fact that they more often succeeded in interacting with others and that they were seen and confirmed based on their needs. The thesis concludes with suggestions for further research and hopes.<br>Denna studie syftar till att undersöka hur pedagogerna upplever att en kompetensutveckling i socialt och emotionellt lärande - SEL påverkar deras vardagsnära praktik och barnen/eleverna. 221 pedagoger verksamma inom förskola och skola deltar i studien. Med hjälp av en mixad metod samlades kvantitativ och kvalitativ data in. I inledningen och bakgrunden problematiseras kunskapsläget och SEL definieras. Tidigare forskning redovisas grundligt utifrån socialt och emotionellt lärande i förhållande till hälsofrämjande och förebyggande arbete, pedagoger, barn/elever samt barn i behov av särskilt stöd. Engeströms teori om expansivt lärande tillsammans med tidigare forskning om SEL används i resultatanalysen. Studiens resultat visar på samband mellan pedagogers och barns/elevers sociala och emotionella kompetens och relationella kompetens. Pedagogerna beskriver att de har fått bättre förståelse för barns beteende, fått en samsyn och ett gemensamt språk, och blivit bättre på att arbeta inkluderande och göra anpassningar utifrån barnens/elevernas behov. Pedagogerna redogör för hur barnen/eleverna klarar rutinsituationer bättre utifrån omgivningens förväntningar. Barnen och eleverna upplevs också ha utvecklat en bättre självkänsla och självförtroende utifrån att de oftare lyckades i samspel med andra och att de blev sedda och bekräftade utifrån sina behov. Uppsatsen avslutas med förslag på vidare forskning och förhoppningar.
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Blanchet, Katleen. "Au coeur de l’interaction humain-robot collaboratif : comment concevoir une assistance personnalisée au profil utilisateur ?" Electronic Thesis or Diss., Institut polytechnique de Paris, 2021. http://www.theses.fr/2021IPPAS001.
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La transformation des usines de production s’accélère, dirigée par les progrès de la robotique collaborative et de la science des données. L’organisation du travail évolue en conséquence, ce qui impacte directement les conditions de travail des opérateurs. Diminution d’autonomie, surcharge d’informations, cadence accrue, les opérateurs doivent modifier leurs habitudes et apprendre à collaborer avec le robot. Dans ce contexte, l’objectif de ce travail de recherche est d’améliorer la qualité de vie au travail des opérateurs, lors de la réalisation d’une tâche collaborative avec contact physique, par une assistance personnalisée au profil utilisateur. Dans la littérature, les assistances s'appuient sur des dispositifs d'observation externes, sources de stress, et proposent exclusivement des ajustements du comportement du robot, basés sur des connaissances à priori. Ainsi, ces assistances ne s'adaptent pas dynamiquement aux variations du comportement de l'homme. Afin de pallier ces verrous scientifiques, cette étude présente deux contributions. En premier lieu, nous proposons une méthodologie d'extraction d'informations haut niveau sur le profil utilisateur à partir des signaux bruts du robot, appliquée à l'expertise. Dans un second temps, nous soumettons une approche hybride d'assistance au profil, qui combine l'apprentissage par renforcement centré sur l'humain et l'approche symbolique (ontologie et raisonnement logique), pour guider les opérateurs vers une montée en compétence. Cette synergie garantit une adaptation en ligne aux besoins des utilisateurs tout en réduisant le processus d'apprentissage. Puis, nous enrichissons l’assistance motrice (robotique) par une assistance informative. Nous avons démontré, par une simulation et des expérimentations en conditions réelles sur trois cas d'usage robotique, la cohérence de notre profil ainsi que l'effet positif de l'assistance sur l'acquisition des compétences. Nous créons ainsi un climat plus propice à l'épanouissement professionnel en diminuant la charge mentale<br>The transformation of production plants is accelerating, driven by advances in collaborative robotics and data science. As a result, the organisation of work is changing, directly affecting the working conditions of operators. Loss of autonomy, information overload, increased pace, operators have to change their habits and learn to collaborate with the robot. In this context, the aim of this research work is to improve the operators quality of life at work, while performing a physical collaborative task, by means of user profile-based assistance. In the literature, the assistance mainly relies on external observation devices, causes of stress, and proposes exclusively a priori-based adjustments of the robot's behaviour. Thus, these assistance do not dynamically adapt to human behaviour variations. In order to overcome these challenges, this study presents two contributions. Firstly, we propose a methodology for extracting high-level information on the user profile from the robot raw signals, which is applied to expertise. We then introduce a hybrid approach to profile-based assistance which combines human-centered reinforcement learning and symbolic logic (ontology and reasoning) to guide operators towards skill improvement. This synergy guarantees online adaptation to user needs while reducing the learning process. Then, we extend the robotic assistance with informative assistance. We have demonstrated, through simulation and experiments in real conditions on three robotic usecases, the consistency of our profile as well as the positive effect of the assistance on the skills acquisition. We thereby create a more favourable environment for professional satisfaction by reducing the mental workload
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Davids, Marion. "Evaluating an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7041_1297853081.
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<p>The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today&rsquo<br>s climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university&rsquo<br>s OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students&rsquo<br>information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students&rsquo<br>prior experience of libraries, reading and computers, which might impact on their information literacy...</p>
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Hensley-Pipkin, Charity. "Use of the Physical Classroom Environment as a Teaching and Learning Tool Including the Impact of the CCSSI in Kindergarten Through Third Grade Classrooms in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2556.
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The specific goal of this study was to determine the use of the physical classroom environment as a teaching and learning tool in an era of the implementation of the Common Core State Standards Initiative (CCSSI). This qualitative multi-case study focused on the learning principles and epistemological beliefs of primary teachers with reference to the physical classroom environment and the teaching process in regard to meeting the expectations set forth by the CCSSI. The researcher sought participation from a city school district in Northeast Tennessee which included a total of 8 participating teachers consisting of 2 each of grades kindergarten, first, second, and third. The Teacher Beliefs Survey (Woolley, Benjamin, & Woolley, 2004) was administered to determine teachers’ philosophical position regarding constructivist and traditional beliefs. Based upon responses, 8 teachers representing the most constructivist and most traditional teachers in each grade were selected for further participation. Teachers’ practices and perceptions of the role of the physical environment in the teaching and learning process including consideration of the CCSSI were further explored through interview. Each physical classroom environment was evaluated using the Primary Educators Environment Rating Scale (PEERS), a rubric designed to assess the use of the physical classroom environment on a continuum from traditional to constructivist practices (Evanshen & Faulk, under review). Observational field notes and photographs were collected in order to document environmental components of the physical classroom environment of each participant. Data was collected and triangulated through the use of the aforementioned methods. Through the data analysis process, the researcher found all participants to demonstrate support for the role of the physical environment in the teaching and learning process which was determined based on results of the interview in conjunction with findings of the PEERS and supporting photographic evidence. Each teacher’s personal experiences and philosophy of education was found to guide the physical classroom environment design and layout in various ways. While most teachers felt the CCSSI had little or no impact on their physical classroom environment, all shared in varying degrees the use of the physical environment as a tool to support students in developing 21st century skills.
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Corliss, Stephanie Brooks Weinstein Claire E. Svinicki Marilla D. "The effects of reflective prompts and collaborative learning in hypermedia problem-based learning environments on problem solving and metacognitive skills." 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/1849/corlissd35552.pdf.
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Corliss, Stephanie Brooks. "The effects of reflective prompts and collaborative learning in hypermedia problem-based learning environments on problem solving and metacognitive skills." Thesis, 2005. http://hdl.handle.net/2152/1849.
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Peters, Sharon. "Online collaborative learning for high school students using a blended approach for the promotion of self-monitoring skills." Thesis, 2006. http://spectrum.library.concordia.ca/9080/1/MR20659.pdf.
Full textAbstract:
While online learning environments have become common at the post-secondary level of academia, teachers of high schools have not yet adopted the online environment as an alternative and supplementary environment to augment the learning which takes place the classroom. Given the greater stability of computer network labs and ubiquity of home computers, many schools may begin to consider this option. In this Action Research study, this teacher explored a blended approach to instruction to introduce an instructional unit on learning styles and self-monitoring skills. Results of the data indicate that while most students enjoyed the online component of schoolwork, high academically successful students enjoyed it least and reported the least changes in academic performance, while the average ability students reported the most enjoyment, gains in academic performance, and desire to use online environments in the future. Average students also reported a greater tendency to ask for friends for help with their studies after the learning unit which points to a recognition of the benefits of collaboration. The use of appropriate language for online learning environments was an issue at the beginning of the unit but improved over time with proper modeling and awareness of expectations.
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"Implementation of the Teamwork Skills Inventory Among Adolescents." Master's thesis, 2010. http://hdl.handle.net/2286/R.I.8760.
Full textAbstract:
abstract: Individual and group accountability is an important part of productive group work. However, classroom evaluation of teamwork often relies on top-down assessment of group product by the teacher. Other methods include averaging group grades, group discussions, evaluative essays and random selection and application of one member's grade to the entire team. In contrast, the Teamwork Skills Inventory (TSI) developed by Strom and Strom provides assessment of individual conduct and contributions as observed by peers. The instrument also affords students with the opportunity to judge their own performance. Team members are responsible for their own behavior and skill development but are not held accountable for the actions taken by others. The TSI provides criteria for productive teamwork skills and behaviors. Students know in advance the criteria by which they and their teammates will judge each other's behavior skills. In turn, students have the opportunity to practice self-evaluation as they apply the same criteria to assess their own conduct. Self-evaluation compared with peer-evaluation provides support for confidence in behavioral strengths and can guide goal setting in areas where skills are weak and need adjustment. The TSI gives teachers an insider's view of group dynamics: the obstacles and benefits groups may encounter. Since team members have the vantage point of close interaction with peers they are more likely to know how individuals affect the thinking of others in a group. This frees teachers from the difficult task of judging group dynamics. TSI results can guide teachers in developing lessons that address the needs of individuals and groups. Data derived from the TSI can help schools provide for the needs of subgroups, such as special education and gifted classes. It can also help schools detect in-service needs for faculty and provide schools with a method of community accountability for use with cooperative learning methods and social skill achievement.<br>Dissertation/Thesis<br>M.A. Educational Psychology 2010
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Hsu, Yu-Hsuan, and 許宇萱. "The Effect of Collaborative and Problem Solving Skills on Students’ Learning Outcome in a Project-Based Digital Storytelling Course." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/49tf99.
Full textAbstract:
碩士<br>國立臺灣科技大學<br>數位學習與教育研究所<br>107<br>The purpose of this study is to understand, evaluate, and compare the learning outcomes of students with different collaborative and problem-solving skills who participated in a digital storytelling course, and to exam if these personal skills can affect the learning outcome. The study was conducted with one group pretest posttest research design for 18 weeks at a university in Taipei, Taiwan, with 53 students participated the course.
The content and activities of the course included workshops, speeches and group discussion sessions. Each group needs to complete a short film as the final project of the course, and the product will be evaluated by external raters with the Digital Storytelling Evaluation Rubric developed by the researcher of current study as well as the students’ self-evaluation and group members’ rating on each other.These quantitative data are considered as students’ learning outcome of this Project-Based Digital Storytelling Course. A total of 53 valid questionnaires were collected with supports of qualitative data, including interviews and discussion records were also used for analysis. Finally, a regression analysis on the factors that might be affecting the effectiveness of the project based digital storytelling course was also included in the study.
The results of the study are as the following:
1. Although most of students’ problem-solving and collaborative skills have not been significantly improved after the digital storytelling course, and even one of the sub-constructs of problem solving skills, Finding Solution, has dropped significantly, from the analysis of the supported qualitative data, most students believe that the course was valuable and interesting.
2. The study used a regression prediction model to explore in depth and found that only sub-constructs of problem solving skills can be used to predict the scores of students' self-evaluation and mutual evaluation among group members. Students who have better problem-solving skills can reduce the problem[p[ of cooperation and improve their self-evaluation and mutual evaluation among group members.
3. From the analysis of students’ work and other qualitative data, it was found that the course do have resulted some learning effects for the students.
Finally, based on the findings of the study, suggestions for teachers and administration and future studies are discussed.
Keywords: Projected-Based Learning, Problem-Solving, Collaborative, Digital Storytelling , Learning Outcome
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Shih, Li-Shin, and 石麗馨. "The Effects of a Collaborative e-Learning Program on Social Skills of Students to Elementary Students with Intellectual Disabilities." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/41099420584758986070.
Full textAbstract:
碩士<br>國立臺南大學<br>特殊教育學系碩博士班<br>104<br>The purposes of the study were to investigate the effects of collaborative e-learning on social skills of three elementary school students with intellectual disabilities. This research was based on single-subject with multiple probe design across three participants. The independent variable of this study was collaborative e-learning program. The dependent variable was the percentage of social skills of students with intellectual disabilities. Three social skill behaviors were targeted, which were joining in games, social response skills and collaborative learning. The intervention process included the baseline, intervention and generalized phases. Each participant was grouped with two peers in regular class to form a group. The process was recorded and targeted behaviors were analyzed by visual analysis. Finally, social validity data were gathered through the interviews. The results and conclusions of the research were as follows:
1. The percentage of social skill behaviors of students with intellectual disabilities increased with collaborative e-learning strategies.
2.The percentage of social skill behaviors generalized after removing collaborative e-learning strategies.
3. The effects of collaborative e-learning on social skills of students with intellectual disabilities showed good social validity.
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Yi-HsuanTsai and 蔡怡萱. "Design and Development of Digital Game-based Smart Learning Platform for Promoting Collaborative Problem Solving Skills of Students with Disabilities." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/kcdq74.
Full textAbstract:
碩士<br>國立成功大學<br>製造資訊與系統研究所<br>107<br>Communication, collaboration, creativity, and critical thinking is the soft power to cultivate talents in the 21st century. Among them, the ability to collaborative problems solving (CPS) is valued by many advanced countries and organizations. However, students with disabilities generally lack social interaction and related cognitive abilities, which makes it difficult to open dialogues, express or struggle to cope with problems. Because of the large differences between students with disabilities, physical and mental development is different from that of ordinary students. They have an urgent and strong need for adaptive collaborative problems solving skills, social interaction teaching and problem behavior counseling. Adaptive Learning, teaching students in accordance with their aptitude, designing appropriate learning environment and teaching strategies is the current learning trend. In response to the need for special student collaborative problem-solving skills improvement, this study developed an online learning platform with students problem-solving in pairs.
Firstly, it integrates the research of today's CPS ability and proposes a CPS skill structure for students with deficits in social interaction ability and poor cognition, as a basis for evaluating and teaching students to promote problem-solving skills. Then, design a “collaborative problem-solving ability development model” that integrates multiple learning theories, provide situated learning. And the system will supervise students' learning and tutoring, by using techniques such as digital games, artificial intelligence and data science. In this study, this experiment is to verify its feasibility and this development mode method in the “Digital Game-Based Smart Learning Platform”.
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"Harnessing Emotions: The Impact of Developing Ability Emotional Intelligence Skills on Perceptions of Collaborative Teamwork in a Project-Based Learning Class." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.55503.
Full textAbstract:
abstract: The purpose of this action research study was to implement and analyze an intervention designed to improve perceptions of working with others as well as practice and improve emotional tools related to such interactions through the systematic development of ability emotional intelligence (EI) related skills. The present study sought to: (1) explore high school students’ perceptions of their role as part of a team during teamwork; (1a) investigate how perceptions differed by EI level; (2) examine how students’ perceptions of their role in teamwork were influenced by being paired with more advanced (ability EI) peers or less advanced peers, based on ability emotional intelligence test scores; (3) determine if ability emotional intelligence related skills could be developed over the course of a 7-week intervention.
The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants.
Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom.<br>Dissertation/Thesis<br>Doctoral Dissertation Leadership and Innovation 2019
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Meng-wen, Kao, and 高孟汶. "Building Division of Learning Cooperative Learning System to Explore Elementary High School Students Team Skills, Collaborative Learning Altitude and Communication Patterns of Cooperation – to Promote Aboriginal Culture and Creative Thematic Case." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/yw4u5n.
Full textAbstract:
碩士<br>國立臺北教育大學<br>教育傳播與科技研究所<br>104<br>In this study, build a "Encouraging collaborative learning system (Motived Collaboration learning System, MOCS)" to "the promotion of indigenous culture and
creative themes" as the theme, designed to further and compared to "study the division of labor," "collaborative learning" function, subjects for a small high school students two classes, laboratory courses 6 lessons to tablet computer-assisted collaborative learning. Observation of students' team skills "," learning outcomes "," cooperative learning attitude, "the case of the" communication mode "for analysis of different"
modes of communication "for" learning outcomes "of influence.
Research findings found that: First, the "division of labor Learning" "team skills" significantly higher
"collaborative learning" Second, the "division of labor Learning" "cooperative learning attitude" in the
"Teacher Support" significantly higher "collaborative learning"
Third, the "learning outcomes" of the "division of labor Learning" significantly higher "collaborative learning"
Fourth, the "division of labor Learning 'easy to form a" Dominant Leader "and" gangs broken communication "
Fifth, the "division of labor learning" in" Fragmented, Cliquish," "learning outcomes" has a significant upgrade of
Six, "a division of labor Learning" in" Dominant Leader " and "gangs broken communication," the "team skills" have a tremendous effect
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Cheung, Jeffrey J. H. "Preparing for Simulation-based Education and Training Through Web-Based Learning: The Role of Observational Practice and Educational Networking." Thesis, 2014. http://hdl.handle.net/1807/44009.
Full textAbstract:
Simulation and Web-based Learning (WBL) are both educational approaches that are increasingly applied in medical education. However, little is known about how these two instructional approaches may be integrated to improve learning outcomes. A prospective three-arm experimental study of different WBL preparation materials was conducted. Thirty undergraduate medical students with no prior experience in central venous catheterization (CVC) were randomly assigned to one of three preparatory interventions: tradition reading materials (TM), observational practice (OP), or OP and educational networking (OPEN). Participants then completed a simulation-based training workshop in CVC and a delayed retention test. Performance was assessed by a task-specific checklist, global rating scale (GRS) and by measuring time to competency. Main findings reveal a significant linear trend across the TM, OP and OPEN groups in time to competency. This exploratory study demonstrates the potential utility of Web-based observational practice and collaborative learning for improving the efficiency of simulation-based training.
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Soares, Sara Maria Barbosa. "Colaborar para desenvolver a oralidade na aprendizagem de Inglês no 1º Ciclo do Ensino Básico." Master's thesis, 2020. http://hdl.handle.net/1822/68679.
Full textAbstract:
Relatório de estágio de mestrado em Ensino do Inglês no 1º Ciclo do Ensino Básico<br>O presente relatório reporta-se ao estágio do Mestrado em Ensino do Inglês no 1º Ciclo do Ensino Básico
da Universidade do Minho, no âmbito do qual foi desenvolvido o projeto de investigação-ação intitulado
“Colaborar para desenvolver a oralidade na aprendizagem de Inglês no 1º Ciclo do Ensino Básico”. Este
projeto foi implementado numa escola do 1º Ciclo do Ensino Básico, no distrito de Braga, numa turma
de terceiro ano que passou ao quarto ano na segunda fase de estágio. Os objetivos do projeto foram os
seguintes: conhecer perceções e atitudes das crianças relativas à aprendizagem da língua inglesa e à
oralidade; promover competências de oralidade através de tarefas colaborativas; promover competências
de autorregulação da aprendizagem no âmbito da oralidade; e avaliar o potencial da colaboração no
desenvolvimento da oralidade. A fase inicial do estágio foi caracterizada pela observação de aulas e
análise do contexto, com a finalidade de desenhar o projeto. Nesta fase, fiquei a conhecer as preferências
dos alunos relativamente à língua inglesa e às atividades realizadas em sala de aula. Numa segunda
fase, foram construídas sequências didáticas e foi concretizado o projeto ao longo do 1º semestre do ano
letivo 2018/2019. Para a recolha de dados nesta fase, foram utilizados questionários de autorregulação.
Dos resultados obtidos foi possível concluir que o projeto foi bem-sucedido, uma vez que os alunos
demonstraram gostar das atividades realizadas, valorizaram o trabalho com os colegas e verificou-se
uma evolução positiva no que diz respeito a sentirem-se desinibidos e confortáveis a falar inglês.<br>This report refers to the practicum of the Master’s Degree in English Teaching in Primary School of the
University of Minho, during which an action research-project was developed, entitled “Collaborating to
develop oral skills in English learning in primary education”. This project was implemented in a primary
school in Braga district, in a third grade class, which became a fourth grade class in the second part of
the practicum. The objectives of the project were: to know the perceptions and attitudes of children
towards learning the English language and towards speaking; to promote speaking competences through
collaborative tasks; to promote self-regulation of learning competences in speaking; and to evaluate the
potential of collaborative work in the development of speaking skills. The first part of the practicum was
characterized by class observation and context analysis, with the intent to design the project. In this initial
phase, I was able to get to know the preferences of the students concerning the English language and
the classroom activities. In the second stage, materials for didactic sequences were built and the action
research project was carried out during the first semester of the academic year 2018/2019. To collect
data in this phase, self-regulation questionnaires were used. Results show that the project was successful,
because the students enjoyed the activities and valued the group/pair work, and a positive evolution was
observed concerning the students feeling uninhibited and comfortable when speaking English.
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Brittz, B. le R. B. "Towards a real-world curriculum for computer studies higher grade in South Africa." Diss., 2004. http://hdl.handle.net/2263/30037.
Full textAbstract:
The National Education Department of South Africa has mandated a policy of outcomes-based education for all learners and educators in this country. Two of the most important principles of outcomes-based education are collaborative work in groups and continuous assessment by the teacher and peers. In Computer Studies, taken on the higher grade, learners are expected to construct algorithms and programs by themselves. In the real world such algorithms and programs would be constructed by groups of people working together. The researcher’s purpose of conducting this study was to breach the gap that exists between what is done in accordance with the outcomes-based curriculum in schools - and what is expected in the real world where collaborative work is the norm. The researcher used Bloom’s high-order thinking skills as his point of departure for this study and examined the implications of how they contribute to real-world situations in the school environment. To evaluate the South African curriculum for Computer Studies on the higher grade, the researcher compared the South African curriculum was the curriculum used in Australia for learners of the same age group. The results led to an intervention in which South African learners were examined on high-order thinking skills and programming in the real world.<br>Dissertation (MEd (CIE))--University of Pretoria, 2005.<br>Curriculum Studies<br>unrestricted
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Sonnenwald, Diane H., and Seung-Lye Kim. "Investigating the Relationship between Learning Style Preferences and Teaching Collaboration Skills and Technology: An Exploratory Study." 2002. http://hdl.handle.net/10150/106474.
Full textAbstract:
This paper reports on an exploratory study that investigates the relationship between participants' learning style preferences and their perceptions of a professional workshop on collaboration and technology to support collaboration. The Learning Preference Scale-Students (LPSS) (Owens & Barnes, 1992) was administered to identify participants' learning style preferences as cooperative, competitive and/or individualized. Using cluster analysis two groups, or categories, of learning style preferences among the participants emerged. Group 1 showed a strong preference for the cooperative learning style, and Group 2 showed a strong preference for competitive and cooperative learning styles. Group 1 rated the workshop more positively than Group 2. However, Group 2 reported a larger increase in self-efficacy compared to those in Group 1 (18.9% vs. 6.0%). Both groups provided different suggestions regarding the content of the workshop. Group 1 suggested adding more discussions and group exercises, whereas Group 2 suggested adding explicit theory or rules to govern behavior. These findings indicate that learning styles should be considered as a potential variable that influences learning outcomes and preferences.
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Alves, Carla Alexandra. "Competências comunicativas de alunos do Ensino Básico Português em inglês língua estrangeira : o projeto eTwinning "Intercultural Mosaic"." Master's thesis, 2017. http://hdl.handle.net/10400.2/6331.
Full textAbstract:
Numa sociedade exposta aos enormes desafios da mobilidade internacional, o
fomento de uma cultura de paz, tolerância, intercompreensão e cooperação entre os povos
é, inequivocamente, o caminho a traçar no seio das comunidades educativas. Urge, assim, a
necessidade imperiosa de facultarmos aos nossos alunos meios e ferramentas necessários
para a aquisição das competências basilares à sensibilização e tomada de uma consciência
intercultural, proporcionando-lhes ambientes de aprendizagem naturais, fruto de encontros
culturais diversificados, por forma à efetiva comunicação em línguas estrangeiras.
O eTwinning surge, neste contexto, como um forte potenciador/catalisador de
aprendizagens culturalmente significativas, redirecionando o papel do aluno e do professor
para a (co)aprendizagem, abrindo portas à adoção de práticas pedagógicas inovadoras,
estimulantes, reflexivas, indo ao encontro de modelos construtivistas e sócioconstrutivistas
de ensino-aprendizagem e, nomeadamente, com o recurso ao uso das tecnologias digitais.
O presente projeto incidiu sobre o trabalho desenvolvido por uma equipa de professores no
âmbito desta comunidade de escolas europeias e, em concreto, na relevância deste a nível
do aprofundamento das competências comunicativas em Inglês enquanto Língua
Estrangeira, junto da equipa portuguesa, a qual foi constituída por um grupo alargado de
alunos do oitavo ano de escolaridade duma escola básica integrada do distrito de Braga
(Barcelos), tendo-se recorrido à metodologia de projeto como suporte-base à dinamização
do mesmo.
Os resultados alcançados foram francamente positivos, considerando-se que o
projeto contribuíu, de forma inquestionável, para o enriquecimento cultural de todos os
intervenientes, tendo-se conseguido, com enorme êxito, a sensibilização para a descoberta
de outras culturas/ línguas estrangeiras. Espera-se, assim, que este se apresente como uma
ponte para futuras investigações, atendendo à vastíssima riqueza humana e educativa que
nele encerra.<br>a society exposed to the enormous challenges of international mobility, the
promotion of a culture of peace, tolerance, intercomprehension and cooperation among
people is, unequivocally, the leading path to be followed by our educational communities.
It urges, therefore, the peremptory need to provide our students the means and the
necessary tools for the acquisition of basic skills conductible to intercultural awareness by
providing them with natural learning environments, as a result of diverse cross-cultural
encounters, in order to enable them to communicate effectively in foreign languages.
eTwinning arises in this context as a strong enhancer / catalyst of culturally
meaningful learning, redirecting the role of students and teachers to the (co)learning,
opening doors to the adoption of innovative teaching practices, stimulating, thoughtful,
meeting the conceptions of constructivist and socioconstructivists models of teaching and
learning, and in particular with recourse to the use of digital technologies. This research
project focused on the work developed by a team of teachers within this community of
European schools and, in particular, based upon its relevance regarding the improvement
of communication skills in English as a foreign language within the Portuguese team,
which was formed by a large number of 8th grade students from an elementary/ secondary
school in the district of Braga, mainly in Barcelos, recurring to project methodology as a
support-based promotion of it.
The results were extremely positive considering that the project has contributed,
unquestionably, to the cultural enrichment of all stakeholders, as a result of the great
success achieved concerning the raising of awareness towards the discovery of other
cultures/ foreign languages. It is hoped, therefore, that this project can be foreseen as a
bridge to future investigations given the vast human and educational richness that it
contains.
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Bohney, Brandie Lee. ""Discovering" Writing With Struggling Students: Using Discovery Learning Pedagogy to Improve Writing Skills in Reluctant and Remedial Learners." Thesis, 2016. http://hdl.handle.net/1805/10786.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)<br>Few writing teachers will disagree that teaching writing conventions in isolation is a fruitless, even harmful, pedagogy which does little, if anything, to improve student writing. Teaching conventions, style, and usage (often collectively referred to as grammar) in context, however, proves difficult when struggling secondary students develop good ideas and evidence but fail to clearly articulate them because of their lack of understanding of various writing conventions. The purpose of this study is to test the efficacy of a carefully designed discovery learning activity which intends to push students into metacognition about what they read, how it is structured, and how that structure affects the reader. Three sources of data were used to determine whether students who had learned by discovery were better able to avoid and revise run-on sentences than students who did not learn through discovery pedagogy. The data sources include two sets of essays, surveys taken by the students, and teacher analyses of essays for readability. The results of the data analysis indicate that use of run-on sentences, especially early in an essay, detrimentally affects the readability of student written work; discovery learning activities improve student understanding, application, and transfer of skill; and while students believe they understand more than their written work indicates, the results provide teachers direction for further instruction. The findings of this study indicate that use of discovery learning for writing instruction with struggling learners holds great promise: a group of students generally regarded as academically weak showed greater understanding and application of run-on sentence avoidance than slightly stronger students who learned without discovery methods. This indicates that discovery learning is a method that improves learning among reluctant secondary students, a population many teachers struggle to reach effectively. Discovery learning is not limited to conventions, though: the promise of its application potential extends into a variety of writing skills and concepts. In addition to the run-on sentence discovery activity studied here, discovery activities for various other skills—from semicolon use through creating characterization with dialogue—are included.