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Journal articles on the topic 'Collaborative Learning Skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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

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The extent to which university departments foster learning literacies that equip students with the diverse skills required for employment in a digital world is an issue that is under increased scrutiny in British higher education. The Learning Literacies in the Digital Age report (LLiDA by Beetham et al. 2009) offers a framework of learning literacies, which encompasses a range of literacies including academic, information, digital and media literacies. Building on the LLiDA framework, this article outlines and discusses an approach that aimed to extend the development of information literacie

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T.W. Chan, Caroline, and William Sher. "Exploring AEC education through collaborative learning." Engineering, Construction and Architectural Management 21, no. 5 (2014): 532–50. http://dx.doi.org/10.1108/ecam-04-2013-0036.

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Purpose – There is concern that traditional teaching methods (including lectures and tutorials) do not prepare graduates with the generic employability skills required by the construction industry. This has motivated architecture, engineering and construction (AEC) academics to consider the use of student-centred approaches like collaborative learning. However, the effectiveness of collaborative learning approaches has not been widely examined in AEC education. The purpose of this paper is to provide empirical results on the benefits and barriers of collaborative learning from AEC students’ pe

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Fitriyanti, Fitriyanti, Intan Sukma Laras, Khuswatun Khasanah, Ilma Dea Anita, and Fadilah Rahmawati. "Implementasi Metode Collaborative Learning Dalam Pembelajaran Statistika Untuk Meningkatkan Keterampilan 4C (Critical And Problem Solving Skills, Collaboration Skills, Communication Skills, And Creativity And Innovation Skills) Pada Siswa Kelas XI." Edunesia : Jurnal Ilmiah Pendidikan 2, no. 1 (2021): 249–59. http://dx.doi.org/10.51276/edu.v2i1.115.

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Abstract: The purpose of this research is to improve critical and problem solving skills, collaboration skills, communication skills, and creativity and innovation skills (4C) in grade XI students in Statistical Learning with the Implementation of Collaborative Learning Methods. The research method used is experimentation, which is divided into two classes namely experimental class and control class. The sample technique we used was probability sampling, the samples taken in this study came from an affordable population of smk N 1 Wanayasa students in grade XI TKJ A and XI TKJ B in the 2020/20

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Setiawan, Abdul Haris, Ryo Takaoka, Agusti Tamrin, Roemintoyo, Eko Supri Murtiono, and Lilis Trianingsih. "Contribution of collaborative skill toward construction drawing skill for developing vocational course." Open Engineering 11, no. 1 (2021): 755–71. http://dx.doi.org/10.1515/eng-2021-0073.

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Abstract This study aims to support developing research in designing a vocational lesson and learning model for civil engineering education study program by examining students’ collaborative skills toward construction drawing skills as a substantial skill in civil engineering. This study investigated student performance for proposing collaborative learning approaches to improve student skills as needed by industry. It is an ex-post-facto study using 130 samples from several vocational high schools in Indonesia with descriptive statistics and regression for the data analysis. The results show t

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Allan, M., and B. K. Temple. "Collaborative Learning." Industry and Higher Education 14, no. 2 (2000): 92–100. http://dx.doi.org/10.5367/000000000101294922.

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This paper describes a curriculum development project funded by the European Commission. It was developed to provide a learning environment (European Modules) for students from various disciplines to work together within an institution or between institutions in different countries, on structured project work that would simulate the workplace of the modern European engineering manager. The best vehicle for this purpose was considered to be group projects based upon a new product development theme. Having created a framework of three courses (modules) that progressively develop the necessary sk

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Prichard, Jane S., Robert J. Stratford, and Lewis A. Bizo. "Team-skills training enhances collaborative learning." Learning and Instruction 16, no. 3 (2006): 256–65. http://dx.doi.org/10.1016/j.learninstruc.2006.03.005.

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

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Writing is one of the four main language skills that are given emphasis in Second Language Learning. Summary writing is often viewed as a difficult and a challenging skill in learning a second language, which may result in negative attitudes forming, both toward summary writing and to writing in general. The main purpose of this study is to investigate students’ perceptions and problems related to collaborative summary writing in a university in Saudi Arabia. The study involved five undergraduate EFL Saudi female students as a case study and who were exposed to writing course participated in t

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Sholeha, Dwi Siti, Agus Suyatna, and Kartini Herlina. "Pengaruh Lembar Kerja Peserta Didik Berbasis Collaborative Teamwork Learning Terhadap Hasil Belajar [The Effect of Collaborative Teamwork Learning Based Students on Learning Outcomes]." PEDAGOGIA: Jurnal Pendidikan 8, no. 2 (2019): 171. http://dx.doi.org/10.21070/pedagogia.v8i2.2447.

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This study aims to determine the effect of using student worksheets based on collaborative teamwork learning on student learning achievement. The research design used was One Shot Case Study and One Group Pretest Posttest Design. The research data was taken from the value of observations and initial and final tests whose results were tested using the One Sample T-Test and Paired Sample T-Test. Based on the results of hypothesis testing using one sample t-test with Asymp.Sig. (2-tailed) values obtained ≤ 0.05 so H0 is rejected, which means the average value of science process skills and collabo

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Costaguta, Rosanna, Pablo Santana-Mansilla, Germán Lescano, and Daniela Missio. "Mining Associations Between Collaborative Skills and Group Roles in Collaborative E-Learning Environments." Journal of Information Technology Research 12, no. 2 (2019): 159–74. http://dx.doi.org/10.4018/jitr.2019040109.

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Nowadays it is quite common for universities to use computer-supported collaborative learning (CSCL) systems to favor group learning and teaching processes. CSCL systems provide communication, coordination and collaboration tools that ease group dynamic regardless space-time location of group members. However, forming a group and having the technology to support group tasks is not enough to guarantee students collaboration. Effective collaboration supposes the manifestation of specific roles by group members. Considering that group roles are conditioned (among other factors) by collaborative s

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Abuhabil, Sumaia, and Sana Aswese. "The Importance of Using Collaborative Learning Strategy in Learning English Writing." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 12 (December 1, 2018): 43–63. http://dx.doi.org/10.36602/faj.2018.n12.10.

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This study investigated the importance of using collaborative learning as a strategy to enhance English writing skills of EFL learners. The study was a classroom based, the participants of the study were 25 female Libyan students from two different secondary schools in Misrata .All students who were chosen randomly were asked to fill in the questionnaire given. The research was done by using a mixed method approach. The data analysis obtained from the questionnaire and observation indicated that the majority of students were positive about collaborative writing although some of them were not i

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Hendarwati, Endah, Luthfiyah Nurlaela, and Bachtiar Syaiful Bachri. "The Collaborative Problem Based Learning Model Innovation." Journal of Educational and Social Research 11, no. 4 (2021): 102. http://dx.doi.org/10.36941/jesr-2021-0080.

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Learning models that can specifically support 21st-century skills which are fundamentals and global in nature, especially in higher education, are still not available. The Problem Based Learning (PBL) model and the Collaborative Learning (CL) model have characteristics that have the potential to support these skills. The purpose of the study is to develop a collaborative problem-based learning (CPBL) model. The study's results are five model syntaxes consisting of problem orientation, organization, collaborative problem solving, presentation and discussion, and evaluation. Besides, a model mat

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Benites, Cinthia Catherine Bañez. "Collaborative Learning and Communication Skills in Virtual Environments in Times of Pandemic." Revista Gestão Inovação e Tecnologias 11, no. 3 (2021): 697–709. http://dx.doi.org/10.47059/revistageintec.v11i3.1968.

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Rasyid, Muhamad Al, and Fitriah Khoirunnisa. "The Effect Of Project-Based Learning On Collaboration Skills Of High School Students." JURNAL PENDIDIKAN SAINS (JPS) 9, no. 1 (2021): 113. http://dx.doi.org/10.26714/jps.9.1.2021.113-119.

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The aimed of this study was to determine the collaborative skills of students in using project-based learning at SMAN 1 Tanjungpinang. The implementation of the project-based learning model was not optimally used during the learning process. This type of this research was quasi-experiment with pretest postest group design and data collection was carried out by distributing collaborative skills rubrics to 40 students, the sample was selected by purposive sampling technique. The data analysis technique used simple regression. The results showed that the students who have been taught by project-b

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Chyzhykova, Olha. "THE ROLE OF COLLABORATIVE LEARNING IN TEACHING FOREIGN LANGUAGES TO NON-LINGUISTIC STUDENTS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 113–19. http://dx.doi.org/10.31499/2307-4906.1.2021.228727.

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The article analyzes the current stage of foreign language study in higher educational establishments. Student interaction and collaboration are considered as essential elements in the development of communication skills. Principal approaches to the definition of collaborative learning are analyzed in the article.The author analyzes advantages of collaborative learning in the process of foreign language study, including development of students’ communicative abilities and active participation in the learning process, fostering learners’ autonomy and creative thinking skills, development of stu

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Atawneh, Samer, Mousa Al-Akhras, Iman AlMomani, Anas Liswi, and Mohammed Alawairdhi. "Collaborative Mobile-Learning Architecture Based on Mobile Agents." Electronics 9, no. 1 (2020): 162. http://dx.doi.org/10.3390/electronics9010162.

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The connection between collaborative learning and the new mobile technology has become tighter. Mobile learning enhances collaborative learning as learners can access information and learning materials from anywhere and at any time. However, supporting efficient mobile learning in education is a critical challenge. In addition, incorporating technological and educational components becomes a new, complex dimension. In this paper, an efficient collaborative mobile-learning architecture based on mobile agents is proposed to enhance learning activity and to allow teachers and students to collabor

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Zaitseva, Natalia, and Olena Suprun. "Teaching students of economic specialties to collaborate in ESP classes." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 1 (130) (2020): 129–36. http://dx.doi.org/10.24195/2617-6688-2020-1-17.

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The article deals with the methodology of teaching students majoring in economic specialties to collaborate as one of the four key skills of the 21st century (4C) while teaching “English for Specific Purposes”. The urge to develop the ability to work effectively in a team arises from the lack of correlation between the needs of the labour market and proficiency level of graduates. Educators and business communities emphasise the importance of mastering collaborative strategies during university studies since this raises graduates’ competitiveness; though teachers use collaboration techniques w

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Cabral, Patrícia Fernanda de Oliveira, Nilcimar Dos Santos Souza, and Salete Linhares Queiroz. "Ensino Baseado em Casos Aliado à Aprendizagem Online em Disciplina de Comunicação Científica." Revista Brasileira de Informática na Educação 25, no. 02 (2017): 1. http://dx.doi.org/10.5753/rbie.2017.25.02.1.

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Ways of organization of learning activities based on Computer-Supported Collaborative Learning have been discussed since the beginning of the 80s. With that in mind, educators should be encouraged to use computers in innovative ways to help students gain experience in collaboration and develop critical thinking and argument skills. This paper addresses a didactic activity based on computer-supported collaborative learning principles. We investigate the dynamics of interactions among undergraduate chemistry students within the groups focusing on skills of active learning conversation described

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Falcioni, Heather Jessup, and Louise Picard. "Learning Health Promotion Skills: A Collaborative Project." Journal of Nursing Education 36, no. 6 (1997): 273–75. http://dx.doi.org/10.3928/0148-4834-19970902-10.

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Hendarwati, Endah, Luthfiyah Nurlaela, Bachtiar Syaiful Bachri, and Naili Sa'ida. "Collaborative Problem Based Learning Integrated with Online Learning." International Journal of Emerging Technologies in Learning (iJET) 16, no. 13 (2021): 29. http://dx.doi.org/10.3991/ijet.v16i13.24159.

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The development of science and technology during the Covid-19 pandemic re-quires universities to prepare their students to have collaborative and problem-solving skills through appropriate learning today, namely, integrating learning with online technology. This study aimed to determine the effectiveness of im-plementing collaborative problem-based learning (CPBL) integrated with online learning on student collaborative and problem-solving skills. The research meth-od used was quantitative with a post-test quasi-experimental design involving fourth-semester students in the Early Childhood Educ

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Shayakhmetova, Leysan, Liliya Mukharlyamova, Roza Zhussupova, and Zhanargul Beisembayeva. "Developing Collaborative Academic Writing Skills in English in Call Classroom." International Journal of Higher Education 9, no. 8 (2020): 13. http://dx.doi.org/10.5430/ijhe.v9n8p13.

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The modern system of foreign language teaching impacts a qualitative change in the new methodological approaches with using innovative technologies in the educational process. Spencer Kagan created Cooperative learning structures that make collaborative learning easy to use. It provides students with valuable and ample opportunities to combine language resources and collaboratively build knowledge and writing through interaction. Cooperative learning methods do not require a detailed study of plans, educational materials, and special training. Hence the article depicts University students' imp

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

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

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Nuha, Dini Nur, Beta Wulan Febriana, and Krisna Merdekawati. "Implementation of Project Based Learning (PjBL) Learning Model Through Wall Magazine Towards Learning Achievement and Collaborative Skills." International Journal of Chemistry Education Research 3, no. 3 (2020): 37–41. http://dx.doi.org/10.20885/ijcer.vol4.iss1.art6.

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The purpose of this study is to investigate whether there are significant differences in students’ learning achievement and collaborative skills between class that implement Project-Based Learning model and the conventional learning model on the buffer solution material. This research is an experimental study that using quasi-experimental design, post-test only with non-equivalent group design. The population used in this study were all students of 10th grade by using two classes as research samples. Data were analyzed using the Independent Sample T-Test for learning achievement in knowledge,

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Permata, Nia Nuryanti. "Freshmen and Third Grade Students Perceptions on Their Soft Skills Acquirement in The Use of Collaborative Learning in English Classroom." Loquen: English Studies Journal 10, no. 2 (2018): 45. http://dx.doi.org/10.32678/loquen.v10i2.693.

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It is said that soft skills are needed to have a successful life and career for students and can be trained in classroom by conducting collaborative learning. Then, polytechnic students have collaboration learning in their English classroom activity which is useful for their soft skills achivements. However, the students which have different level can have different perceptions on it. This research tries to compare students’ perceptions on their soft skills acquirement in the use of collaborative learning in English classroom in a state polytechnic. The first group is the freshmen, meanwhile t

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Gherib, Teldja, and Tahar Bouhadada. "Towards a New Platform Based on Web 2.0 Technologies Supporting Collaborative Clinical Reasoning Behavior Skills." International Journal of Emerging Technologies in Learning (iJET) 16, no. 08 (2021): 106. http://dx.doi.org/10.3991/ijet.v16i08.19471.

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Clinical Reasoning (CR) is a complex skill that must be learned by students during their training. However, it is difficult to learn and it is not immediately apparent how training should be organized to develop and improve students' clinical reasoning behavior. The use of Web 2.0 technologies in e-learning and e-health provides opportunities to consider effective teaching and learning methods, with an emphasis on collaboration. The importance of collaboration in medical education and practice is growing, and by working together professionals can build a better future. When a shared informatio

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Hairida, M. Ulfa, L. Hadi, V. Setyaningrum, and F. Arifiyanti. "Collaborative Problem Solving (CPS) Based Collaboration Skills Rubric in Natural Science Learning." Journal of Physics: Conference Series 1842, no. 1 (2021): 012031. http://dx.doi.org/10.1088/1742-6596/1842/1/012031.

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England, Trevor K., Gregory L. Nagel, and Sean P. Salter. "Using collaborative learning to develop students’ soft skills." Journal of Education for Business 95, no. 2 (2019): 106–14. http://dx.doi.org/10.1080/08832323.2019.1599797.

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Stagg, Adrian, and Lindy Kimmins. "Research skills development through collaborative virtual learning environments." Reference Services Review 40, no. 1 (2012): 61–74. http://dx.doi.org/10.1108/00907321211203630.

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Koert, Dorothea, Susanne Trick, Marco Ewerton, Michael Lutter, and Jan Peters. "Incremental Learning of an Open-Ended Collaborative Skill Library." International Journal of Humanoid Robotics 17, no. 01 (2020): 2050001. http://dx.doi.org/10.1142/s0219843620500012.

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Intelligent assistive robots can potentially contribute to maintaining an elderly person’s independence by supporting everyday life activities. However, the number of different and personalized activities to be supported renders pre-programming of all respective robot behaviors prohibitively difficult. Instead, to cope with a continuous and potentially open-ended stream of cooperative tasks, new collaborative robot behaviors need to be continuously learned and updated from demonstrations. To this end, we introduce an online learning method to incrementally build a cooperative skill library of

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Adán-Coello, Juan Manuel, Carlos Miguel Tobar, Eustáquio São José de Faria, Wiris Serafim de Menezes, and Ricardo Luís de Freitas. "Forming Groups for Collaborative Learning of Introductory Computer Programming Based on Students’ Programming Skills and Learning Styles." International Journal of Information and Communication Technology Education 7, no. 4 (2011): 34–46. http://dx.doi.org/10.4018/jicte.2011100104.

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Collaborative learning is pointed out as an effective approach to reduce apprentices’ difficulties that arise during the effort to learn computer programming. In a collaborative learning process, the formation of groups is a fundamental activity and one of the most complex, because grouping students randomly is ineffective in obtaining real collaboration. PQAS and GroupOrganizer were developed to address the lack of tools that support group formation in the context of collaborative learning of computer programming. These tools form groups based on the theories of socio-cognitive conflict and l

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Sampieri-Cabrera, R., LF Sosa-Romano, and V. Inclán-Rubio. "How Can Collaborative Learning Be Applied in Undergraduate Courses in Health Sciences?" Journal of Educational and Social Research 9, no. 3 (2019): 224–28. http://dx.doi.org/10.2478/jesr-2019-0040.

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Abstract The use of collaborative learning in the classroom or on virtual platforms has been demonstrated in the multiple works of educational research, the results are conclusive, the students that deal with the capacity of reasoning, the retention of concepts, communication skills and the organization, among others. In the health sciences, it is essential to work in the team, health services are in collaboration and the formation of multidisciplinary working groups. Doctors, nurses, pharmacists, biochemists, social workers, psychologists, among others, they must develop oral and written comm

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Garton, Alison F., and Robin Harvey. "Does social sensitivity influence collaborative problem solving in children? A preliminary investigation." Australian Educational and Developmental Psychologist 23, no. 2 (2006): 5–16. http://dx.doi.org/10.1017/s0816512200028959.

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AbstractThis study explores whether social sensitivity influences children’s problem solving skills or learning after collaboration with a peer. Most research into the impact of collaborative problem solving on individual skills demonstrates that the problem solving skills an individual brings to the collaborative process are a key factor in predicting the presencelabsence of cognitive change. Only recently have other attributes and/or skills, such as social or interpersonal sensitivity, been considered within this framework. This study investigates whether interpersonal sensitivity contribute

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Nouri, Jalal, Teresa Cerratto-Pargman, Johan Eliasson, and Robert Ramberg. "Exploring the Challenges of Supporting Collaborative Mobile Learning." International Journal of Mobile and Blended Learning 3, no. 4 (2011): 54–69. http://dx.doi.org/10.4018/jmbl.2011100104.

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Mobile technology opens up opportunities for collaborative learning in otherwise remote contexts outside the classroom. A successful realization of these opportunities relies, however, on mobile learning activities providing adequate collaboration structures. This article presents an empirical study aimed at examining the role played by mobile devices, teachers and task structures as a means for collaborative learning in geometry. The study focused on the analysis of the nature of collaboration that unfolded when students measured areas outdoors in the field. The analysis of the mobile learnin

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Magno De Jesus, Angelo, and Ismar Frango Silveira. "Game-based collaborative learning framework for computational thinking development." Revista Facultad de Ingeniería Universidad de Antioquia, no. 99 (June 30, 2020): 113–23. http://dx.doi.org/10.17533/udea.redin.20200690.

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Computational Thinking (CT) can amplify learners’ skill sets so that they become excellent problem-solvers. Game-Based Learning and Collaborative Learning are two approaches that may aid in the development of CT skills. This paper describes a framework based on Game and Problem-Based Learning Strategies which aims to enhance the CT teaching and improves students’ social skills, considering aspects of fun. The framework stands out for including collaborative learning features defined in the main literature. Also, the strategy was developed specifically to fit the games’ dynamics. The approach w

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Takahashi, Hirotaka. "Computer-supported collaborative learning (CSCL) system research - Edutab box." Impact 2020, no. 8 (2020): 40–42. http://dx.doi.org/10.21820/23987073.2020.8.40.

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Collaborative/active learning has proven to be an effective educational method. It involves groups of two or more learners working together to solve a problem or complete a task and the benefits are numerous. For example, it enhances problem-solving skills, inspires critical thinking, improves social interactions and helps in the development of self-management skills and oral communication skills, to name but a few. There is potential to further enhance these benefits using information and communications technology (ICT). Professor Hirotaka Takahashi has spent his career looking at a wide rang

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Takahashi, Hirotaka. "Computer-supported collaborative learning (CSCL) system research - Edutab box." Impact 2021, no. 1 (2021): 44–46. http://dx.doi.org/10.21820/23987073.2021.1.44.

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Collaborative/active learning has proven to be an effective educational method. It involves groups of two or more learners working together to solve a problem or complete a task and the benefits are numerous. For example, it enhances problem-solving skills, inspires critical thinking, improves social interactions and helps in the development of self-management skills and oral communication skills, to name but a few. There is potential to further enhance these benefits using information and communications technology (ICT). Professor Hirotaka Takahashi has spent his career looking at a wide rang

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Mahatmi, Nadia. "Perancangan Board Game Kolaboratif. Studi Kasus: Legenda Gunung Tondoyan." Ultimart: Jurnal Komunikasi Visual 14, no. 1 (2021): 43–55. http://dx.doi.org/10.31937/ultimart.v14i1.1975.

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Collaboration is one of the soft skills needed in the 21st century. One way to advance collaborative skills is to use a board game. It is common today to find board games for learning purposes. The design of this collaborative board game uses qualitative methods, namely literature studies, brainstorming, physical prototypes, software prototypes, and design documentation. With this research, it is hoped that it will help understand how to design a collaborative board game. Keywords: board game; collaborative; prototype

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Apeanti, Wilson Osafo, and Daniel Essel. "Learning Computer Programming Using Project-Based Collaborative Learning." International Journal for Innovation Education and Research 9, no. 8 (2021): 191–207. http://dx.doi.org/10.31686/ijier.vol9.iss8.3278.

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The major concern of teaching computer programming in higher education is to provide students with the skills necessary to integrate theory and practice. One of the methods most suited for this task is project-based collaborative learning (PBCL). This study provides an in-depth analysis of students’ experiences, levels of collaboration and challenges in learning computer programming in a PBCL setting. A survey of 428 students was selected from a population of 840 undergraduate computer programming students at all levels using a stratified random sampling technique. It was found that focu

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Sinex, Scott A., Theodore L. Chambers, and Joshua B. Halpern. "Inspiring Online Collaborative STEM Learning." MRS Advances 1, no. 56 (2016): 3727–33. http://dx.doi.org/10.1557/adv.2016.362.

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ABSTRACTEducators are advocating a variety of 21st century technologies to increase student engagement and prepare them for the modern workplace. As part of this effort this paper describes the development of several introductory laboratory activities which enhance online collaborative skills in the context of group collaborations. The experiments mostly deal with measurement and error in the context of mathematical modeling. They inculcate online collaborative skills including group writing, collection of experimental data, student feedback, and assessment using forms, spreadsheets with data

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Pudane, Mara, Sintija Petrovica, Egons Lavendelis, and Alla Anohina-Naumeca. "Challenges in the Development of Affective Collaborative Learning Environment with Artificial Peers." Applied Computer Systems 23, no. 2 (2018): 101–8. http://dx.doi.org/10.2478/acss-2018-0013.

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Abstract Collaborative learning is a process that involves a group of peers collaborating with the aim to acquire new knowledge or skills. Collaborative learning environment enables such interactions by means of ICT. The paper focuses on affective collaborative learning environments, i.e., collaborative learning environments that are additionally aware of user’s emotions and moods. Based on the analysis of existing research, a general architecture of an affective collaborative learning environment has been proposed in the paper and the main challenges for developing such an environment have be

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Strauß, Sebastian, and Nikol Rummel. "Promoting interaction in online distance education: designing, implementing and supporting collaborative learning." Information and Learning Sciences 121, no. 5/6 (2020): 251–60. http://dx.doi.org/10.1108/ils-04-2020-0090.

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Purpose Against the background of empirical research on computer-supported collaborative learning (CSCL), the purpose of this paper is to advocate implementing collaborative learning activities into online distance education courses to engage learners in interactive knowledge construction. This study uses empirical evidence to illustrate how educators can integrate collaborative learning and designated collaboration support into their instructional design. Design/methodology/approach This study presents a general review of research literature from the field of CSCL to highlight productive inte

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Alokluk, Jamilah, and Aisha Al-Amri. "The Role of Learning Management Systems in Developing Learning Skills: The Case of Blackboard." International Journal for Innovation Education and Research 7, no. 8 (2019): 163–205. http://dx.doi.org/10.31686/ijier.vol7.iss8.1659.

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The current study aimed at measuring the efficiency of Blackboard in developing the collaborative and individual learning skills for Taibah University students. Moreover, it sought to unravel the differences (if any) in the effectiveness of the system in developing the above-mentioned skills according to the change of the user (student, staff member), gender (male, female), and the change of college to which the user belongs (scientific, humanitarian). The study adopted an analytical descriptive approach as it suits the nature of the study and its variables. Doing so, the researchers have buil

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Ramanda, M. Satria, Sri Subarinah, Amrullah Amrullah, and Laila Hayati. "Profil Norma Sosiomatematika dalam Pembelajaran Kolaboratif Materi Bentuk Aljabar Siswa Kelas VII-C SMPN 13 Mataram." Griya Journal of Mathematics Education and Application 1, no. 2 (2021): 248–53. http://dx.doi.org/10.29303/griya.v1i2.49.

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This research aims to describe the profile of implementation mathematics learning and sociomatematic norms in collaborative learning of algebraic material topic at VII-C SMPN 13 Mataram in the 2019/2020 academic year. Indicators of sociomathematic norms in this research are based on the ability to communicate mathematics and the social skills students in collaborative learning. The kind of research this is descriptive qualitative with instruments of data collection which used are the learning device which includes RPP, LLPD, observation sheet of sociomathematic norms in collaboration activitie

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Ratnaningsih, Dewi, and Septiana Septiana. "PEMBELAJARAN KOLABORATIF PADA MATA PELAJARAN BAHASA INDONESIA DI SMK NEGERI 1 KOTABUMI." Edukasi Lingua Sastra 17, no. 1 (2019): 21–28. http://dx.doi.org/10.47637/elsa.v17i1.103.

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The problem that will be examined in this article is collaborative learning in Indonesian language subjects at SMK Negeri 1 Kotabumi. The purpose of writingis to describe the application of collaborative learning in Indonesian language subjects at SMK Negeri 1 Kotabumi. Based on the results of reflection, obtainedsome lessons learned such as: a) collaborative learning tools development resulting in more directed learning plan designs, interactive learning media, and more interesting teaching materials, b) the application of teaching collaboration between teachers and lecturers makes the evalua

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Shinta, Dona Kumala, and F. Filia. "Improving students’ arguments through collaborative learning." Indonesian Journal of Applied Linguistics 10, no. 2 (2020): 349–58. http://dx.doi.org/10.17509/ijal.v10i2.28602.

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The ability to produce argumentation is crucial for university students’ academic achievement and upcoming careers. Developing and organizing ideas to create an argument, requires students’ thinking skills. Attempts to improve students’ written arguments through collaborative learning have been conducted in numerous studies. However, there are few studies on improving students’ spoken arguments through collaborative learning, especially in Bahasa Indonesia. Therefore, this research aims to investigate how students’ arguments improve through collaborative learning. This research uses a one grou

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Linda, Wirda. "Pengaruh Metode Collaborative Learning terhadap Keterampilan Menulis Karangan Narasi." Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) 2, no. 2 (2019): 158–74. http://dx.doi.org/10.31539/kibasp.v2i2.621.

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 This study aims to determine the effect of using collaborative learning methods on narrative essay writing skills. This type of research is quantitative using the experimental method. In this study two classes were used, namely the experimental class and the control class, the experimental class was the deliberate class given a set of treatments by applying collaborative learning methods while the control class as the comparison class applied the conventional method. The results of the study, collaborative learning methods influence the writing skills of narrative essays in the experime

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Sulistyaningrum, Heny, Anggun Winata, and Sri Cacik. "Analisis Kemampuan Awal 21st Century Skills Mahasiswa Calon Guru SD." JURNAL PENDIDIKAN DASAR NUSANTARA 5, no. 1 (2019): 142. http://dx.doi.org/10.29407/jpdn.v5i1.13068.

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Efforts to realize quality learning in the face of the 21st century, the role of teachers or prospective teachers who have qualifications has the ability to have 21st century skills. This study aims to determine the ability of early 21st century skills so that it can be used to improve the quality of learning. This type of research is a qualitative descriptive study with 30 students as samples. The ability of 21st century skills includes critical thinking, communication, collaboration, and creativity. Based on the results of the research and discussion, it can be concluded that the ability of

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Vasodavan, Vinothini, Dorothy DeWitt, and Norlidah Alias. "FRAMEWORK FOR DEVELOPING INTELLECTUAL SKILLS USING COLLABORATIVE LEARNING TOOLS: THE EXPERTS’ CONSENSUS." Journal of Nusantara Studies (JONUS) 6, no. 1 (2021): 284–308. http://dx.doi.org/10.24200/jonus.vol6iss1pp284-308.

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Background and Purpose: Students in higher education need intellectual skills for critical thinking, problem-solving and creating new knowledge. Social interactions during collaborative learning (CL) encourage these cognitive processes. However, instructors lack the skill to develop intellectual skills using appropriate pedagogy and CL tools. Hence, this study seeks to develop a framework for developing intellectual skills.  Methodology: The Fuzzy Delphi Method (FDM) was employed to identify and determine consensus on elements to teach intellectual skills among 16 panel of experts

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Karatsiori, Marianthi, Trisevgeni Liontou, and Makrina Zafiri. "Rethinking Teacher Education via Collaborative Learning." International Journal of Teacher Education and Professional Development 4, no. 2 (2021): 34–49. http://dx.doi.org/10.4018/ijtepd.2021070103.

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This article focuses on peer online professional development methods for in-service English language teachers. In the digital era, teacher education is in constant change, and online collaborative professional development methods using social media, digital platforms, and tools can be an interesting way in which to create a community of practice where English teachers can engage in generating and jointly developing digital learning content, new conceptions, and models of teaching within an environment of trust. The selected examples will demonstrate how English language teachers can take the r

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Lawrence, Carolena Lyons. "Communication Technology to Develop Collaborative Skills." Journal of Educational Technology Systems 31, no. 2 (2002): 191–204. http://dx.doi.org/10.2190/hwyc-qga8-5aqq-jhbp.

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Is communication technology effective as an instructional tool in building collaborative skills? This study explores communication technology as an instructional tool in relationship to quality of interaction, individual productivity, group productivity, and satisfaction with the learning environment. To analyze the data in this study, a two-sample t-test was calculated on the dependent variables to determine the differences in students' perception using groupware versus face-to-face. The findings indicated that GDSS and EMS were viable tools as an instructional strategy in building collaborat

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Lu'luilmaknun, Ulfa, Karin Selma Al Kautsar, Ratih Ayu Apsari, Tabita Wahyu Triutami, and Nourma Pramestie Wulandari. "Collaborative Skills of Pre-service Mathematics Teachers in Blended Learning." JTAM (Jurnal Teori dan Aplikasi Matematika) 5, no. 1 (2021): 60. http://dx.doi.org/10.31764/jtam.v5i1.3309.

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Blended learning is a learning that combines face-to-face and online learning. Several studies have shown that blended learning has a positive effect on collaborative skills. The aim of this study is to determine the collaborative skills of pre-service mathematics teachers after using blended learning. The focus of this study is 4 indicators of collaborative work skills, namely quality of work, problem solving skills, working with others, and focus on the task. This type of study is a case study. The participants were 23 pre-service mathematics teachers in second year. Data collection was carr

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