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Journal articles on the topic 'Collaborative learning'
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Baker, Michael J. "Collaboration in collaborative learning." Coordination, Collaboration and Cooperation 16, no. 3 (December 30, 2015): 451–73. http://dx.doi.org/10.1075/is.16.3.05bak.
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This paper presents a theorisation of collaborative activity that was developed in the research field known as “collaborative learning”, in order to understand the processes of co-elaboration of meaning and knowledge. Collaboration, as distinguished from cooperation, coordination and collective activity, is defined as a continued and conjoined effort towards elaborating a “joint problem space” of shared representations of the problem to be solved. An approach to analysing the processes of co-construction of a joint problem space is outlined, in terms of inter-discursive operations, together with approaches to defining different forms of cooperative activity. In conclusion, the specificity of this approach to defining collaboration is discussed in relation to other fields of research.
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Dwipoyanti, Nur Atmi, Supeno Supeno, and Ulin Nuha. "Development of Collaboration Script-Based Worksheets to Improve Collaborative Skills and Learning Outcomes in Junior High Schools Science Learning." Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara 15, no. 2 (January 31, 2024): 209–22. http://dx.doi.org/10.37640/jip.v15i2.1818.
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Science learning is expected to be capable of various competencies following curriculum demands, including students' collaborative skills. Collaborative skills provide many benefits to students. However, the facts show that the collaborative skills achieved by students in current learning are still low because the learning process is not directed at achieving the desired targets. Thus, this research was conducted to develop a collaboration script-based worksheet to improve junior high school students' collaborative skills and learning outcomes in science learning. This type of research is development research, which is carried out in three stages: the preliminary research phase, the development and prototyping phase, and the assessment phase. The research results show that the collaboration script-based worksheet developed in this research is categorized as valid, practical, and effective. Thus, it can be said that collaboration script-based worksheets can help students learn science collaboratively to improve collaborative skills and student learning outcomes.
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Lailiyah, Malikhatul, and Karlina Karadila Yustisia. "Collaborative Concept Mapping: A Study of Group Work Satisfaction in Vocational Higher Education." Journal of Vocational Education Studies 5, no. 2 (December 15, 2022): 312–21. http://dx.doi.org/10.12928/joves.v5i2.6181.
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 Collaboration is gaining traction in today's educational environment. Thus, teachers' primary concern is assisting students in experiencing group knowledge collaboration. As online education continues to grow in popularity, there is an increasing need to promote and understand collaborative learning processes. Its success is contingent upon implementing online collaborative learning strategies that foster critical thinking abilities while also providing meaningful collaborative learning opportunities. Collaborative concept mapping is one tool that could be used to foster student collaboration. Rather than creating and visualizing ideas individually, collaborative concept mapping involves two or more students working collaboratively to create one or more concept maps. In collaborative learning, interactions between learners are critical sources of idea generation. The purpose of this study is to examine students’ satisfaction with implementing the strategy in Second Language Reading class. The recent study advances our understanding of how to effectively use collaborative teaching tools in the classroom and improve student learning through group collaboration. The study's findings indicate that students demonstrated positive attitudes toward group collaboration, as evidenced by collaborative concept mapping. In addition, the collaborative learning processes embedded in concept mapping learning platforms support and facilitate reading comprehension achievement, resulting in successful foreign language learning for higher education students. The interaction in collaborative concept mapping, lacking in individual concept mapping, has facilitated individual and group knowledge building. As a result, implementing this strategy may benefit both group and individual learning. 
 
 
 
 
 
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Liu, Jing, Xuesong Hai, and Keqin Li. "TDLearning: Trusted Distributed Collaborative Learning Based on Blockchain Smart Contracts." Future Internet 16, no. 1 (December 25, 2023): 6. http://dx.doi.org/10.3390/fi16010006.
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Massive amounts of data drive the performance of deep learning models, but in practice, data resources are often highly dispersed and bound by data privacy and security concerns, making it difficult for multiple data sources to share their local data directly. Data resources are difficult to aggregate effectively, resulting in a lack of support for model training. How to collaborate between data sources in order to aggregate the value of data resources is therefore an important research question. However, existing distributed-collaborative-learning architectures still face serious challenges in collaborating between nodes that lack mutual trust, with security and trust issues seriously affecting the confidence and willingness of data sources to participate in collaboration. Blockchain technology provides trusted distributed storage and computing, and combining it with collaboration between data sources to build trusted distributed-collaborative-learning architectures is an extremely valuable research direction for application. We propose a trusted distributed-collaborative-learning mechanism based on blockchain smart contracts. Firstly, the mechanism uses blockchain smart contracts to define and encapsulate collaborative behaviours, relationships and norms between distributed collaborative nodes. Secondly, we propose a model-fusion method based on feature fusion, which replaces the direct sharing of local data resources with distributed-model collaborative training and organises distributed data resources for distributed collaboration to improve model performance. Finally, in order to verify the trustworthiness and usability of the proposed mechanism, on the one hand, we implement formal modelling and verification of the smart contract by using Coloured Petri Net and prove that the mechanism satisfies the expected trustworthiness properties by verifying the formal model of the smart contract associated with the mechanism. On the other hand, the model-fusion method based on feature fusion is evaluated in different datasets and collaboration scenarios, while a typical collaborative-learning case is implemented for a comprehensive analysis and validation of the mechanism. The experimental results show that the proposed mechanism can provide a trusted and fair collaboration infrastructure for distributed-collaboration nodes that lack mutual trust and organise decentralised data resources for collaborative model training to develop effective global models.
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Lotia, Nuzhat. "Power Dynamics and Learning in Collaborations." Journal of Management & Organization 10, no. 2 (January 2004): 56–68. http://dx.doi.org/10.1017/s183336720000451x.
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ABSTRACTThis paper examines the learning process within collaborations from a political perspective and explores the implications of power for the process of learning. The central argument is that the processes of collaboration and collaborative learning are inherently influenced by dynamics of power that occur at the organisational, collaboration and collaboration-environment levels. These power dynamics develop as a consequence of the interactions among collaborating organisations and their power bases. The paper presents a theoretical basis for considering the nature and impact of power dynamics at the various levels on the collaborative learning process and outcomes and sets forth some propositions that provide an agenda for future research.
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Lotia, Nuzhat. "Power Dynamics and Learning in Collaborations." Journal of the Australian and New Zealand Academy of Management 10, no. 2 (January 2004): 56–68. http://dx.doi.org/10.5172/jmo.2004.10.2.56.
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ABSTRACTThis paper examines the learning process within collaborations from a political perspective and explores the implications of power for the process of learning. The central argument is that the processes of collaboration and collaborative learning are inherently influenced by dynamics of power that occur at the organisational, collaboration and collaboration-environment levels. These power dynamics develop as a consequence of the interactions among collaborating organisations and their power bases. The paper presents a theoretical basis for considering the nature and impact of power dynamics at the various levels on the collaborative learning process and outcomes and sets forth some propositions that provide an agenda for future research.
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Widayani, Made Manik, I. Gusti Putu Suharta, and I. Made Ardana. "THE DEVELOPMENT OF COLLABORATIVE MATHEMATICS LEARNING EMBEDDED WITH BALINESE CULTURAL PRINCIPLE." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 24, no. 1 (April 1, 2019): 8–13. http://dx.doi.org/10.18269/jpmipa.v24i1.12182.
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Learning collaboratively has been proven to be beneficial in learning mathematics. Unfortunately, studies have elicited obstacles in implementing collaborative learning, such as students’ behavior when engaging in collaborative learning. We address this problem by embedding local wisdom from Bali, namely Tri Hita Karana, within a learning handbook for studying polyhedron. Successful conceptual understanding after learning mathematics with the handbook showed potential merit of the handbook to be implemented in learning mathematics and students’ behavior while doing collaborative works also showed that embedding cultural context in learning could foster students’ collaboration skills.
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Sudrajat, Nurlaila Luthfiyah, Mustaji, and Arianto Fajar. "The Comparison of Civics Education Learning Outcomes in Collaborative Learning and Cooperative Learning on Cadets of Aviation Polytechnic of Surabaya." International Journal of Social Science And Human Research 04, no. 03 (March 25, 2021): 520–23. https://doi.org/10.47191/ijsshr/v4-i3-34.
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This study aimed to compare the learning outcomes of cadets who were treated with collaborative learning and cooperative learning in aviation polytechnic. The research subjects were ninety-three cadets of the Aviation Polytechnic of Surabaya, divided into a collaborative learning class and a cooperative learning class. The analysis technique was used to compare the two groups calculated statistically. The analysis results showed cadets treated with cooperative learning obtained better learning outcomes than with collaborative learning. Cadets preferred cooperative learning because they were used to collaborating in the learning process in the classroom.
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Adam, Ibrahim, and Vimala Perumal. "Collaborative Learning Tools for Constructive Learning in Maldives Collaborative." Special Issue No.1 1, no. 1 (July 1, 2020): 1–13. http://dx.doi.org/10.33093/ijcm.2020.1.x1.1.
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Collaborative student work has taken a stronghold in higher educational contexts due to the paradigm shift from instructor-centered to student-centered teaching and learning. Instructor roles have shifted towards facilitation and students have become more active in their learning, creating and sharing knowledge within their social groups. The availability of online tools enabling peer collaboration has been the main driving force behind this progress. These online collaborative learning environments have been particularly useful for geographically distributed learners with limited opportunities for face-to-face collaboration. With the evidence from literature, this has proven to be applicable to Maldives, with its unique geography of 1190 islands distributed over 20 atolls, with students across the country in executing constructive learning approaches in Maldives.
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Brandler, Brian J., and Zehra F. Peynircioglu. "A Comparison of the Efficacy of Individual and Collaborative Music Learning in Ensemble Rehearsals." Journal of Research in Music Education 63, no. 3 (August 26, 2015): 281–97. http://dx.doi.org/10.1177/0022429415597885.
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Collaboration is essential in learning ensemble music. It is unclear, however, whether an individual benefits more from collaborative or individual rehearsal in the initial stages of such learning. In nonmusical domains, the effect of collaboration has been mixed, sometimes enhancing and sometimes inhibiting an individual’s learning process. In music, observational studies suggest collaborative rehearsal is indeed effective. In the present study, we compared collaborative and individual rehearsal directly and experimentally. Vocalists studied some pieces alone (with or without accompaniment) and some pieces collaboratively in groups of three. Their immediate performance and memory results indicated that accompaniment in solo sessions enhanced individual learning, and more importantly, collaboration had a detrimental effect. The findings are discussed within the general framework of blocking or free-riding theories.
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Tarwiyah, Siti, Nuna Mustikawati Dewi, and Semi Sukarni. "Learning to Collaborate through Collaborative Professional Learning: An Exploration of Social Learning Experiences." Journal of English Education and Teaching 8, no. 2 (June 5, 2024): 337–54. http://dx.doi.org/10.33369/jeet.8.2.337-354.
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Collaboration becomes a supporting component of professional learning. Teachers’ experiences become the determining factor of the attainment a professional learning program. This study is aimed at exploring the experiences of teachers of two schools with different qualification by answering the following questions: (1) How are the programs of collaborative professional learning enacted to enhance the teachers’ teaching strategy and digital literacy?, (2) How do the teachers’ experiences in their collaborative professional learning impact on their policy of professional learning? This study is a qualitative case study. In order to answer its questions, this study involved 8 language teachers –Arabic, English, Indonesian, and Javanese language- from 2 schools. Teachers from a reputable school were paired up with those from an undistinguished school to engage in a collaborative professional learning program focusing on teaching strategy and digital literacy. Data analysis involved content analysis convention of Krippendorff (2013). The program is a need-based program, which is put in different social context and built to make each participant familiar, collaborate to learn, to practice, and to implement. Putting the program into different social context facilitates participants to learn through attention, retention, reproduction, which then influences their policy of professional learning.
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Sunil Prasad Chauhan. "Technology Supported Classroom for Collaborative Learning." Interdisciplinary Research in Education 6, no. 2 (December 31, 2021): 99–106. http://dx.doi.org/10.3126/ire.v6i2.43542.
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Technology has been one of the basic needs of the modern society. Technology can empower both teachers and students and can create a space for collaboration. Considering the role of technology in collaborative learning, this study envisaged to explore how teachers perceive about technology supported ELT classroom for collaborative learning and to discover the strategies adopted by the language teachers to enhance technology supported classroom for collaborative learning. To meet the objectives of the study, tenhigher secondary level (+2) level language teachers who were teaching collaboratively by using technological tools in the different colleges of Kirtipur were selected purposively and were interviewed in-depth based on certain open-ended questions related to the study. Their interviews were recorded for data. The data were carefully documented and the collected data were analyzed and interpreted descriptively having certain themes. The findings of the study revealed that the teachers have positive perception about technology supported ELT classroom for collaborative learning and the teachers mainly followed student-centered technique as their strategies in order to enhance technology supported ELT classroom for collaborative learning.
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Abuhabil, Sumaia, and Sana Aswese. "The Importance of Using Collaborative Learning Strategy in Learning English Writing." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 12 (December 1, 2018): 43–63. http://dx.doi.org/10.36602/faj.2018.n12.10.
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This study investigated the importance of using collaborative learning as a strategy to enhance English writing skills of EFL learners. The study was a classroom based, the participants of the study were 25 female Libyan students from two different secondary schools in Misrata .All students who were chosen randomly were asked to fill in the questionnaire given. The research was done by using a mixed method approach. The data analysis obtained from the questionnaire and observation indicated that the majority of students were positive about collaborative writing although some of them were not interested when engaging collaboratively .It is a suitable and applicable strategy for improving students' English writing performance and to develop their critical thinking. Moreover, working collaboratively has a good impact on all members in a group since collaboration engages students to express their opinions and respect others' opinions; it fosters negotiation, and it engages students to share their knowledge.
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Khalikov, Azam, Sabina Smirnova, Gulnoza Baymatova, Gulshod Khamidova, and Mohidil Safarova. "The Basic Principles of Learning of Collaborative Learning." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 402–8. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201171.
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Hoppe, Silke, Laura Vermeulen, Annelieke Driessen, Els Roding, Marije de Groot, and Kristine Krause. "Learning in Collaborative Moments." Anthropology in Action 26, no. 3 (December 1, 2019): 10–22. http://dx.doi.org/10.3167/aia.2019.260302.
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In this article, we describe experiences with dialogue evenings within a research collaboration on long-term care and dementia in the Netherlands. What started as a conventional process of ‘reporting back’ to interlocutors transformed over the course of two years into learning and knowing together. We argue that learning took place in three different articulations. First, participants learnt to expand their notion of knowledge. Second, they learnt to relate differently to each other and, therewith, to dementia. And third, participants learnt how to generate knowledge with each other. We further argue that these processes did not happen continuously, but in moments. We suggest that a framework of collaborative moments can be helpful for research projects that are not set up collaboratively from the start. Furthermore, we point to the work required to facilitate these moments.
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Caballe, Santi, David Gañán, Ian Dunwell, Anna Pierri, and Thanasis Daradoumis. "CC-LO: Embedding Interactivity, Challenge and Empowerment into Collaborative Learning Sessions." JUCS - Journal of Universal Computer Science 18, no. (1) (January 1, 2012): 25–43. https://doi.org/10.3217/jucs-018-01-0025.
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Despite their demonstrated potential through a range of early studies, on-line collaborative learning systems do not yet have the impact that many believe is possible. In particular, collaborative learning approaches cannot be readily applied to every e-learning experience, since they require a degree of presence and/or collaboration which may be difficult to achieve. In addition, collaborative learning systems often lack the challenging resources and tools required to fully support collaborations, making the experience unattractive to end-users and discouraging progression. Whilst the learner might expect to control the collaborative experience, often it is the collaborative experience that controls and limits the learner. As a result, collaborative learning resources can lack authentic interactivity, user empowerment and balanced levels of challenge, thus having a negative effect in learner motivation and engagement. To overcome these deficiencies, we propose a new paradigm named Collaborative Complex Learning Objects (CC-LO): a special type of Learning Object which aims to leverage the knowledge elicited during live sessions of collaborative learning, augmented with author-generated information, to produce interactive and attractive resources to be experienced and played by learners. During CC-LO execution, learners can observe how avatars discuss and collaborate, how discussion threads grow, and how knowledge is constructed, refined and consolidated. Furthermore, learners can interact with the CC-LO in order to modify some parameters observing the consequences and assessing their understanding. The research reported in this paper was undertaken within the European Framework 7 project ALICE (Adaptive Learning via Intuitive/Interactive, Collaborative and Emotional Systems).
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Zhang, Zhipeng, Xuesong (Andy) Gao, Ting Liu, and Chwee Beng Lee. "Language learners’ emotion regulation and enjoyment in an online collaborative writing program." Studies in Second Language Learning and Teaching 12, no. 3 (September 27, 2022): 459–81. http://dx.doi.org/10.14746/ssllt.2022.12.3.6.
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Collaborative learning in online contexts is emotionally challenging for language learners. To achieve successful learning outcomes, language learners need to regulate their emotions and sustain positive emotions during the collaborative learning process. This study investigated language learners’ emotion regulation and enjoyment, the most extensively researched positive emotion in foreign language learning, in an online collaborative English learning environment. In the study, we collected data by surveying 336 Chinese students majoring in English who collaboratively completed a series of English language writing tasks in 108 online groups facilitated by a social media app (WeChat). Principal component analysis revealed two primary types of emotion regulation: peer regulation and group regulation. The analysis also revealed one factor underpinning enjoyment: enjoyment of online collaboration. Correlation analysis showed medium and positive relationships between peer regulation, group regulation, and enjoyment of online collaboration. Structural equation modeling analysis further found that group regulation exerted a medium-sized direct effect on enjoyment of online collaboration. Peer regulation affected enjoyment of online collaboration moderately and indirectly via group regulation. The theoretical and pedagogical implications of the findings can help to optimize face-to-face and online collaborative language learning activities.
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Rima Erviana, Siti Qomariyah, Siti Nurafifah, Najrul Jimatul Rizki, and Neneng Neneng. "Implementasi Model Pembelajaran Jigsaw Dalam Meningkatkan Kerjasama Antar Siswa Di MA Asy-Syari’ah." Jurnal Budi Pekerti Agama Islam 2, no. 2 (February 11, 2024): 52–64. http://dx.doi.org/10.61132/jbpai.v2i2.131.
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Education serves as a crucial foundation for fostering collaborative skills among students, particularly in subjects requiring in-depth understanding such as mathematics. This research aims to investigate the impact of implementing the Jigsaw Learning Model in enhancing the level of collaboration among students in the context of mathematics learning. The Jigsaw Learning Model, introduced by Aronson and Patnoe (2011), emphasizes collaboration and active involvement of students. This method involves collaborative learning where each student is responsible for a portion of the learning material and must collaborate with their peers to comprehend the entire concept. This study explores the effectiveness of this model in improving collaboration among students in mathematics learning. Through an experimental research design, data is collected through classroom observations, interviews, and document. Data analysis is conducted to measure changes in the level of student participation, understanding of mathematical concepts, and their perceptions of collaborative learning. The results of this research are expected to provide valuable insights for educational practitioners and researchers regarding the potential of the Jigsaw Learning Model in enhancing student collaboration in the context of mathematics learning.
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Tsai, Yvonne. "Collaborative Translation in the Digital Age." Research in Language 18, no. 2 (June 30, 2020): 119–35. http://dx.doi.org/10.18778/1731-7533.18.2.01.
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This study investigates the learning experiences of student translators participating in collaborative translation with and without the use of translation technology through collaborative translation teaching and practical exercises. The effectiveness and efficiency of two types of collaboration (face-to-face and virtual) are surveyed in terms of students’ cooperation and communication, the effort they invest into translation exercises, the importance they attach to these exercises, and the effectiveness of translation technology in collaborative translation. We use questionnaires to obtain a comprehensive overview of the translation process of and feedback on collaborative translation from student translators. Face-to-face and virtual collaborative translations are performed in English–Chinese translation courses to compare the learning effectiveness of virtual and face-to-face collaboration, enhance our understanding of how collaborative translation facilitates reciprocity, and offer recommendations to enhance translation teaching. This study develops collaborative translation teaching methods and designs collaborative translation curricula. Exploring the core criteria of collaboration, effectiveness, and efficiency through the reports of student translators collaborating face-to-face and online will contribute to the establishment of a collaborative translation framework.
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Garcia-Chitiva, María del Pilar, Patricia Vázquez-Villegas, and Juan C. Correa. "Collaborative Skills Developed in Collaborative Online International Learning as a Multivariate Research Subject." International Journal of Engineering Pedagogy (iJEP) 15, no. 2 (March 21, 2025): 74–92. https://doi.org/10.3991/ijep.v15i2.51561.
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When attending Collaborative Online International Learning (COIL), professors and students engage in synchronous teaching-oriented activities with telecommunication technologies to foster knowledge exchange and cross-cultural professional skills. COIL is crucial in promoting student collaboration, making it a desirable research subject that matches quality education as a sustainable goal. Here, we illustrate some challenges for applied researchers who promote COIL-based innovations. We examined the psychometric structure of a collaboration scale in a COIL experience with a small sample of 65 attendees from Colombia and Ecuador, two Latin American developing countries. The study found that COIL experiences effectively foster collaboration skills, measured through the Transactive Memory System (TMS) framework, emphasizing expertise, credibility, and coordination. In a COIL environment between Colombia and Ecuador, they learned collaboratively in an interdisciplinary formative research educational experience. The results of the collaboration measurement demonstrated the potential to integrate research-based learning with collaborative learning methodologies in global educational contexts. We discuss the implications for educators and policymakers seeking to enhance student collaboration and foster meaningful interactions in online learning environments.
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Kay, Robert, and Laurel Dyson. "Learning to Collaborate and Collaborating to Learn: An Experiential Approach to Teaching Collaborative Systems." Journal of Theoretical and Applied Electronic Commerce Research 1, no. 2 (August 1, 2006): 36–44. http://dx.doi.org/10.3390/jtaer1020011.
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This paper describes the use of experiential learning theory in the development of an undergraduate subject in collaborative systems. The purpose of the subject was to introduce students to the design, development and use of collaborative systems in organizational environments. Early in the subject’s development it was decided that in order for students to gain a deeper understanding of the issues involved in the development of collaborative systems, they should collaborate using an e-learning system so that they could experience these problems first hand. The paper provides an overview of the subject structure, the views of students with regard to the learning approach and some of the outcomes that were observed. The findings revealed that the experiential approach was successful in providing students with a good understanding of the issues associated with the design and use of collaborative systems. However, while many achieved deeper learning outcomes than would normally be provided by a traditional didactic approach, there were students who failed to achieve the desired learning levels. The findings not only provide support for Perry’s model of intellectual development and the value of setting unstructured problems, but also demonstrate the need for structure in early experiential events to which students are exposed.
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Paul, Anwesha, and Debapriya Kundu. "COLLABORATIVE LEARNING." International Journal of English Learning & Teaching Skills 3, no. 4 (July 1, 2021): 2567–76. http://dx.doi.org/10.15864/ijelts.3408.
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Collaborative learning is an educational approach to teaching and learning that involves groups of students working together and solve a problem, complete a task or create a product. The paper clarifies the concept of collaborative learning by presenting and analyzing the educational benefits of collaborative learning technique. This allows the students to present their own ideas on literature. The paper also highlights the teacher’s perspective on collaborative and individual learning. It highlights the benefits and drawbacks on collaborative learning. The paper concludes with a opinion that collaborative learning is now proved as one of the most modern method of learning and can involve large section of students and teachers through webinar so that a conclusion can be drawn in most effective way. A summative view on collaborative learning is drawn as a conclusion.
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Rahman, Hakikur. "Collaborative Learning." International Journal of Information Communication Technologies and Human Development 1, no. 2 (April 2009): 1–27. http://dx.doi.org/10.4018/jicthd.2009040101.
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Paice, Elisabeth, and Shelley Heard. "Collaborative learning." Medical Education 37, no. 9 (September 2003): 758–59. http://dx.doi.org/10.1046/j.1365-2923.2003.01613.x.
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Mazak, Jeanine, and Frank Manista. "Collaborative Learning." Reference Librarian 32, no. 67-68 (February 28, 2000): 225–42. http://dx.doi.org/10.1300/j120v32n67_16.
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Beckman, Mary. "Collaborative Learning." College Teaching 38, no. 4 (November 1990): 128–33. http://dx.doi.org/10.1080/87567555.1990.10532425.
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Walker, Henry M. "Collaborative learning." ACM SIGCSE Bulletin 29, no. 1 (March 1997): 209–13. http://dx.doi.org/10.1145/268085.268164.
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Sheridan, Jean, Ann C. Byrne, and Kathryn Quina. "Collaborative Learning." College Teaching 37, no. 2 (April 1989): 49–53. http://dx.doi.org/10.1080/87567555.1989.9925477.
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Allan, M., and B. K. Temple. "Collaborative Learning." Industry and Higher Education 14, no. 2 (April 2000): 92–100. http://dx.doi.org/10.5367/000000000101294922.
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This paper describes a curriculum development project funded by the European Commission. It was developed to provide a learning environment (European Modules) for students from various disciplines to work together within an institution or between institutions in different countries, on structured project work that would simulate the workplace of the modern European engineering manager. The best vehicle for this purpose was considered to be group projects based upon a new product development theme. Having created a framework of three courses (modules) that progressively develop the necessary skills to achieve this objective, the authors report on several pilot studies that were established to test the methodology. It was found that there were significant benefits to students' learning, particularly in the three areas of consolidation of existing knowledge; transferable skills; and cross-functional and cultural awareness. The modules have now been integrated into several European study programmes and significant interest in the scheme has been shown by other institutions outside those of the development team. Additional resources to underpin the project are currently being developed and future prospects are also reported here.
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Peng, Sixiong, Shunsaku Komatsuzaki, and Ryota Sen. "Temporal equal and active participation in synchronous collaborative learning: Antecedents and effect for learning." PLOS ONE 20, no. 3 (March 24, 2025): e0318122. https://doi.org/10.1371/journal.pone.0318122.
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For teaching 21st century skills, collaborative learning has been increasingly adopted in educational programs nowadays. However, learners often fail to engage in effective collaboration, which severely deteriorates learning gains. To develop support tools for collaborative learning, participation is one of the promising aspects considering its effect on learning gains and its viability for real-time measurement in modern learning environments. This study quantitatively and qualitatively examined the relationship between temporal equal and active participation and learning gains in synchronous collaboration. Our data included 10 teams that collaboratively learn analogical thinking in university coursework. Our result demonstrated the positive relationship between temporal equal and active participation and team learning gains. Detailed observation revealed that equal and active participation often reflected joint information processing which in turn affected learning gains, although this relationship depends on the discussion contents. The effect could be direct, indirect or absent depending on discussion topics and other factors. Our comparative analysis also proposed three antecedents for equal and active participation; maintaining a shared understanding of what to discuss and why to discuss, critical comments for extending discussion, and arguing without completion. We lastly summarized our theoretical implications for equal and active participation and practical implications for supporting collaborative learning.
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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 (January 15, 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 collaborate in knowledge and information transfer. A mobile agent can control its own actions, is able to communicate with other agents, and adapts in accordance with previous experience. The proposed model consists of four components: the learner agent, the teacher agent, the device agent and the social agent. The social agent plays the main role in the collaborative tasks since it is responsible for evaluating the collaborative interactions among different learners. Additionally, it offers an evaluation indicator for the learners’ collaboration and supplies the teacher with learner’s collaboration reports. The proposed model is evaluated by introducing a collaborative mobile-learning case study applied to two full classes of undergraduate students. To conduct the model experiments, students were asked to complete a questionnaire after they used the proposed model. The questionnaire results statistically revealed that the proposed architecture is easy to use and access, well-organized, convenient, and facilitates the learning process. The students thought the proposed m-learning application should complement rather than replace the traditional lectures. Moreover, the experimental results show that the proposed collaborative mobile learning model enhances the learner’s skills in problem solving, increases the learner’s knowledge in comparison with individual learning, and social agent encourages learners for more participation in the learning tasks. Based on the experiments conducted, the authors found that the proposed model can improve the quality of the learning process by assessing learners’ and groups’ collaboration, and it can help teachers make learners improve how they work in groups. This also provides various ways of assessing learners abilities and skills in groups. It is also possible to integrate the collaborative e-learning with the proposed collaborative m-learning.
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Shen, Chun-Yi, and Chen-Hsien Wu. "An Exploration of Students’ Participation, Learning Process, and Learning Outcomes in Web 2.0 Computer Supported Collaborative Learning." International Journal of Online Pedagogy and Course Design 1, no. 2 (April 2011): 60–72. http://dx.doi.org/10.4018/ijopcd.2011040105.
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Many researchers indicate that collaborative learning is an effective strategy to improve students’ learning. Collaborative learning is no longer confined to face-to-face classrooms with the advancement of technology. The concept of computer supported collaborative learning (CSCL) matches web 2.0 which emphasize learner centeredness, social interactions, and mutual sharing. The concept of CSCL matches E-Learning 2.0 which focus on learner centeredness, social interactions, and mutual sharing. This study investigates the effects of computer supported collaborative learning with web 2.0 technology on students’ participation, learning process, and learning outcomes. During a 14-week collaborative writing course, thirty participants were asked to use Google Docs to finish their assignments collaboratively. Results showed that computer supported collaborative learning with web 2.0 technology have positive effects on students’ participation, learning process, and learning outcomes. Implications and suggestions are also provided in this study.
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Or-Bach, Rachel, and Marije van Amelsvoort. "Supporting Asynchronous Collaborative Learning." International Journal of Online Pedagogy and Course Design 3, no. 4 (October 2013): 1–15. http://dx.doi.org/10.4018/ijopcd.2013100101.
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The presented study was conducted during a graduate course on Digital Collaboration involving theory and practice. The findings presented here deal with one aspect of students’ collaboration; the asynchronous threaded forum with instructional design to support collaborative learning within three communities. Students' inputs consisted of several steps towards a final paper, and of feedback to other students' inputs. The instructional intervention scheme varied for the three communities in adaptation and presentation. The authors report on students' perceptions regarding our design of the threaded forums to support learning. Data from a post-course questionnaire is backed by additional data sources within the course to support interpretations. Findings revealed tradeoffs in design decisions for collaborative learning, and give directions for further research. The authors discuss the implications of the findings for using peer feedback for collaborative learning, for designing different schemes of instructional interventions and for other design decisions and tradeoffs.
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Miyazawa, Mamoru. "The Role of a Facilitator in Multidisciplinary Collaboration and Student’s Experienced-Based Learning." European Conference on Knowledge Management 25, no. 1 (September 3, 2024): 1043–50. http://dx.doi.org/10.34190/eckm.25.1.2527.
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This paper focuses on the necessity of experiential learning models and the importance of facilitators in the implementation of collaborative learning for students who have had no prior experience to such collaboration. It proposes a new role for educators in this. Multidisciplinary collaboration is defined as the process where by individuals with different perspectives recognize each other’s expertise. In today’s world, a high-tech business cannot succeed with a team specializing in only one field; business experts are required to collaborate with engineering experts to launch new high-tech businesses. Thus, university students must learn how to collaborate with multiple experts. The research adopts a case study of a Japanese university workshop where engineering, business, and design students, jointly create a high-tech business idea, and test their hypothesis. This multi-disciplinary collaboration develops student’s ability to work with other specialized students. Past literature emphasizes the importance of experience-based learning: a learner recognizes specialized forms of knowledge through team discussion. For students who don’t receive such learning, it’s hard to understand how they learn from their experiences. As most Japanese students don’t practice collaborating with other specialized people, they don’t understand how to learn from their experiences. They are beginners in learning multidisciplinary collaboration, revealed by the fact that university students couldn’t hold effective discussions and explain their own learning experiences. Interviews were conducted with students participating in collaborative learning workshop at university. It was found that novices repeatedly engaged in trial and error without effectively learning from experience, and the presence or absence of a facilitator influenced how they thought and derived value from their experiences. This challenge cannot be adequately addressed by students who are complete beginners; thus, intervention by educators or students who are actively engaged in collaboration is crucial. It was concluded that, irrespective of the outcomes of the workshop, the presence of a facilitator is key in promoting collaborative learning. Using Kolb’s (2017) learning model, the study clarifies the impediments to a beginner’s experience-based learning and how to overcome them. It proposes the role of a facilitator who is expected to promote experience-based learning. This paper could resolve issues related to multidisciplinary collaboration by adding a new facilitator role to intervene in the learning process and the students’ experience-based learning.
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Syavira, Nadia, Julius Sagita, and Indah Trismawanti. "MENINGKATKAN KETERAMPILAN KOLABORASI DENGAN MODEL PEMBELAJARAN LITERATURE CIRCLE PADA PESERTA DIDIK KELAS V SD (PTK PADA PEMBELAJARAN IPS KERAGAMAN BUDAYA)." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, no. 2 (June 16, 2023): 2782–91. http://dx.doi.org/10.36989/didaktik.v9i2.1004.
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Collaboration is one of the skills that students must have in the 21st century. However, in reality students' collaborative attitudes are still less visible because the learning methods and models used are rarely in the form of groups. The purpose of this research is to improve students' collaboration skills using the Literature Circle learning model in learning cultural diversity in fifth grade elementary school. This research was a class action research conducted for 2 cycles. The subjects of this study were 27 people from class 5 A. The data collection from this study was based on observations made collaboratively between researchers and observers based on the observation sheets that had been prepared. . The collected data were analyzed by descriptive statistical analysis. The results showed that the average collaborative attitude in Cycle I was 44%, so learning continued in Cycle II. In Cycle II, the average result of students' collaborative attitudes was 76%. Based on the results of the study it can be concluded that the Literature Circle learning model is effective in improving students' collaboration skills regarding learning cultural diversity.
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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 (June 29, 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 interaction between learners as key learning mechanisms, summarize core features of collaborative tasks, which promote interaction between learners and present group awareness tools and collaboration scripts as two complementary approaches to support groups during collaborative learning. Findings Empirical research suggests that collaborative learning is an effective learning activity and that incorporating collaborative learning into online courses benefits learners in terms of learning and social aspects such as social presence. However, to leverage the potential of collaborative learning, careful instructional design that promotes productive interaction between students is necessary. Originality/value This paper provides an overview on the topic of collaborative learning and how meaningful interaction between learners can be fostered. Specifically, this study details how collaborative tasks can be designed and how collaboration support can be used to provide students with opportunities for interaction that fosters acquiring new domain-specific knowledge as well as collaboration skills. To allow educators to design and incorporate collaborative learning activities into their own online teaching, the authors provide a theoretical basis for understanding the mechanisms behind effective collaborative learning as well as examples and practical considerations.
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Evangeline, C. Jeba. "Empowering Students Success through Collaborative Learning." International journal of Emerging Trends in Science and Technology 03, no. 11 (November 22, 2016): 4760–63. http://dx.doi.org/10.18535/ijetst/v3i11.06.
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Bhujbal, Pankaj C., Dr Sunita Mahajan, and Omprakash L. Mandge. "A Model for Effectual Collaborative Learning." Bonfring International Journal of Industrial Engineering and Management Science 4, no. 1 (February 12, 2014): 01–07. http://dx.doi.org/10.9756/bijiems.4735.
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Soetopo, Dhalia, Hervina Nurullita, Agus Mursidi, Abdul Shomad, Ni Luh Putu Tejawati, and I. Nyoman Bayu Pramartha. "Collaborative Online Learning Based on The Inter-University Learning Management System." Jurnal Paedagogy 10, no. 4 (October 17, 2023): 1088. http://dx.doi.org/10.33394/jp.v10i4.9048.
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This research aims to describe the implementation of online learning between PGRI Banyuwangi University and PGRI Mahadewa University Indonesia during the Covid-19 pandemic. So that the learning process continues to run well and keeps the quality of education high, universities collaborate in organizing a flexible learning system. The method used in this research was descriptive qualitative. Data was collected using literature study, document analysis, observation, and interviews. The informants in this research were 30 students from both universities who took Cultural History courses. The research results showed that this collaborative learning focused on online learning design to create social interaction and a humanist side of learning. It leads to effective learning, namely social interaction in the online learning process and performance between students. Collaboration-based online learning design was managed in the following way: (1) collaboration-based online learning planning begins with needs analysis; (2) the implementation of collaboration-based online learning is carried out by providing teaching materials in the LMS and then accessing them independently. Furthermore, the effectiveness of collaboration-based online learning was obtained through involvement in completing assignments through integrated online worksheets and group work.
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Neill, Carol, Deborah Corder, Keri-Anne Wikitera, and Stephen Cox. "Embracing the muddle: learning from the experiences from interdisciplinary teaching and learning collaboration." Teachers' Work 14, no. 2 (December 14, 2017): 136–54. http://dx.doi.org/10.24135/teacherswork.v14i2.235.
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Interdisciplinary, collaborative teaching and learning is recognised as important for twenty-first century tertiary education that seeks to build students’ critical thinking, cultural competence and global understanding. However, the core elements needed for truly successful collaboration are little understood. This article presents a critical case study of a teaching team’s reflections on experiences in collaborating over two years to deliver a new interdisciplinary undergraduate course focused on culture and society. The findings highlight the importance of building a robust team culture built upon shared leadership, mutual trust and commitment, grounded by strong institutional support, to give any collaboration integrity and sustainability.
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Wake, Anthony, Jill Davies, Celia Drake, Michael Rowbotham, Nicola Smith, and Rowena Rossiter. "Keep Safe: collaborative practice development and research with people with learning disabilities." Tizard Learning Disability Review 25, no. 4 (December 4, 2020): 173–80. http://dx.doi.org/10.1108/tldr-12-2019-0040.
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Purpose This collaborative paper (working together) describes collaborative practice development and research by and with people from the learning disabilities community. This paper aims to show some of the activities which supported the collaborative practice development and research to show and encourage others to do more collaboration. The paper format is based on a previous collaborative paper published in the Tizard Learning Disability Review (Chapman et al., 2013). Design/methodology/approach The collaborative practice development and feasibility study [1] focuses on an intervention called Keep Safe. This is an intervention for young people with learning disabilities who are 12 years and older and have shown “out-of-control” or harmful sexual behaviour. Findings The paper gives examples of activities of the Keep Safe Advisory Group in planning, doing and thinking about Keep Safe development and feasibility. The authors list some good things and some difficulties in collaborating. They look at which parts of Frankena et al.’s (2019a) Consensus Statement on how to do inclusive research were done, which ones were not, and why. Social implications The paper ends with some thoughts about collaborating with people from the learning disabilities community: for people with learning disabilities, practitioners and researchers. Originality/value The paper is original in its illustration of collaborative practice development and research and measuring the activities against the inclusive research consensus statement.
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Reinius, Hanna, Tiina Korhonen, and Kai Hakkarainen. "The design of learning spaces matters: perceived impact of the deskless school on learning and teaching." Learning Environments Research 24, no. 3 (January 16, 2021): 339–54. http://dx.doi.org/10.1007/s10984-020-09345-8.
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AbstractThis exploratory case study examined the kinds of activity that a ‘deskless school” (i.e., flexible physical school spaces) engenders among pupils and teachers. We also considered the meaning and significance that pupils and teachers attach to various features of the school, as well as the associated action possibilities. The data were gathered in a new school in the Helsinki capital area that was architecturally designed to have flexible learning spaces (FLS) without traditional classrooms or desks for pupils in an attempt to encourage pedagogical renewal. The participants comprised 17 pupils in one second-grade class and their two teachers. The data were collected by participant observation (15 lessons over 3 weeks) and interviews with the teachers and groups of pupils. Those working in FLS engaged in collaborative learning and teaching activities. Pupils worked constantly in pairs or small groups and studied collaboratively. They also incorporated mobility into their own learning activities and developed agency by choosing how and where they would work. In particular, they appreciated being able to collaborate with their peers and freely choose where and how to study. Teachers approved of the school environment’s facilitation of collaborative learning and highlighted the importance of professional co-planning and other aspects of collaboration. Overall, the design of school environments matters at the pedagogical and professional level. With thoughtful planning, such design can support deeper collaboration among teachers and pupils, foster knowledge sharing, and even develop pupils’ agency. Although the learning space itself does not ensure change, it does enable new kinds of interaction and joint learning activities.
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Saputra, Nopriadi, Retnowati WD Tuti, and Putra Okta Prihatma Bayu. "Fostering Learning Engagement in Online Learning: The Effect of Collaborative Learning and Personal Perseverance." Studies in Educational Management 11 (May 23, 2022): 31–44. https://doi.org/10.32038/sem.2022.11.03.
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COVID-19 has been transforming education into technology-based and distance learning mode which requires the changing paradigm about learning delivery in higher education. This article aims to explicate learning engagement of students in higher education during online learning and to verify the impact of collaborative learning and personal perseverance on learning engagement statistically. Which of both two factors is more influential? Is collaborative learning more influential than personal perseverance or vice versa? A survey with causal analysis was applied for supporting arguments of this article. Data collection was conducted by distributing Google Form based questionnaires. It has involved about 642 students from a prominent private higher education institution in Indonesia as the respondents. For testing the twelve hypotheses, this article utilizes SmartPLS version 3.3 as statistical analysis tool. The result reveals that learning engagement that is reflected into cognitive, emotional, and behavioral engagement is more influenced by collaborative learning rather than personal perseverance. Collaborative learning which is reflected into cognitive skill and collaborative skill is essential factor in online learning. Emotional engagement is critical aspect of online learning which is not influence either by collaborative learning or personal perseverance. For engaging the student during online learning, higher educational institution should develop collaborative learning as a choice for pedagogical strategy in maintaining learning effectiveness during online learning.
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Hagstrom, Fran, Marilyn G. McGehee, Larry Aslin, and Kim Baker. "Collaborative Teaching and Learning." Perspectives on Issues in Higher Education 11, no. 1 (June 2008): 12–16. http://dx.doi.org/10.1044/ihe11.1.12.
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Abstract Based on pedagogical theory, this article describes how collaborative teaching was used in six first year undergraduate communication disorders classes in order to promote critical and self-reflective thinking. Junior level teaching faculty incorporated KASA standards and project-based learning that focused on diversity and research into cross-course projects over two semesters. The projects required collaborative work among students and among faculty. As a result, collaboration at both the instructor and student level contributed to the learning process and facilitated student construction of knowledge.
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Richter, Eric, Tim Fütterer, André Meyer, Arthur Eisenkraft, and Christian Fischer. "Teacher Collaboration and Professional Learning." Zeitschrift für Pädagogik, no. 6 (November 7, 2022): 798–819. http://dx.doi.org/10.3262/zp2206798.
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Teacher collaboration is an important feature of job satisfaction and self-efficacy for teachers. Moreover, the collaboration of teachers is important for adopting professional changes as professional development (PD) activities that include opportunities for collaboration have been shown to support teachers in improving classroom practice. This may even lead to higher student performance. Situated in the context of the Advanced Placement (AP) reform in the United States, we investigated the perceived importance of opportunities to collaborate with colleagues as a rationale to participate in PD (N = 3,725 teachers). The opportunity to collaborate with colleagues was a primary rationale why teachers selected PD activities. While this rationale is only slightly related to school and teacher characteristics, it was related to PD characteristics. Specifically, opportunities to collaborate with colleagues were important to teachers in selecting informal face-to-face (FtF) PD activities. We conclude that collaborative structures benefit all forms of teacher professional development.
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Ashley, Jo, Freya Jarman, Tunde Varga-Atkins, and Nedim Hassan. "Learning Literacies through collaborative enquiry; collaborative enquiry through learning literacies." Journal of Information Literacy 6, no. 1 (June 12, 2012): 50. http://dx.doi.org/10.11645/6.1.1655.
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The extent to which university departments foster learning literacies that equip students with the diverse skills required for employment in a digital world is an issue that is under increased scrutiny in British higher education. The Learning Literacies in the Digital Age report (LLiDA by Beetham et al. 2009) offers a framework of learning literacies, which encompasses a range of literacies including academic, information, digital and media literacies. Building on the LLiDA framework, this article outlines and discusses an approach that aimed to extend the development of information literacies of first-year undergraduate students along with digital and media literacies. The central characteristics of this approach involved students working collaboratively, in teams, on an enquiry-based learning task using the institutional virtual learning environment’s wiki tool. The task involved developing and creating a wiki on exactly the kind of learning literacies that students were meant to acquire during this enquiry. This dual development was underpinned by the collaborative input of staff from academic and central services departments. Student survey feedback and observation were used to map the various gains in the areas of 1) collaboration and communication skills, 2) information literacy (IL), academic practice (study skills) and employability skills, 3) media and digital/computer literacies and, finally, 4) disciplinary skills. The findings confirm the usefulness of the LLiDA framework as well as point to its potential for further development to map literacies specific to the discipline.
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Mehlenbacher, Brad, Ashley Rose Kelly, Christopher Kampe, and Meagan Kittle Autry. "Instructional Design for Online Learning Environments and the Problem of Collaboration in the Cloud." Journal of Technical Writing and Communication 48, no. 2 (November 16, 2016): 199–221. http://dx.doi.org/10.1177/0047281616679112.
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To investigate how college students understand and use cloud technology for collaborative writing, the authors studied two asynchronous online courses, on science communication and on technical communication. Students worked on a group assignment (3–4 per group) using Google Docs and individually reflected on their experience writing collaboratively. This article explores leadership and how it interacts with team knowledge making and the collaborative writing process. Guidelines are outlined for instructors interested in adopting collaborative, cloud-based assignments, and the tension between providing clear instructional guidance for student teams and allowing teams to embrace the ambiguity and messiness of virtual collaboration are discussed.
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Zhang, Linjie, Xizhe Wang, Tao He, and Zhongmei Han. "A Data-Driven Optimized Mechanism for Improving Online Collaborative Learning: Taking Cognitive Load into Account." International Journal of Environmental Research and Public Health 19, no. 12 (June 7, 2022): 6984. http://dx.doi.org/10.3390/ijerph19126984.
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Research on online collaborative learning has explored various methods of collaborative improvement. Recently, learning analytics have been increasingly adopted for ascertaining learners’ states and promoting collaborative performance. However, little effort has been made to investigate the transformation of collaborative states or to consider cognitive load as an essential factor for collaborative intervention. By bridging collaborative cognitive load theory and system dynamics modeling methods, this paper revealed the transformation of online learners’ collaborative states through data analysis, and then proposed an optimized mechanism to ameliorate online collaboration. A quasi-experiment was conducted with 91 college students to examine the potential of the optimized mechanism in collaborative state transformation, awareness of collaboration, learning achievement, and cognitive load. The promising results demonstrated that students learning with the optimized mechanism performed significantly differently in collaboration and knowledge acquisition, and no additional burden in cognitive load was noted.
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Nazeef, Nagina Muhammad, Amsa Khan, and Jaffar Ali. "Impact of Collaborative Learning on Student`s Academic Performance in Teacher’s Education Program." Journal of Asian Development Studies 13, no. 1 (March 30, 2024): 1054–68. http://dx.doi.org/10.62345/jads.2024.13.1.87.
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Creating a classroom environment for learners to participate actively and engage is an integral element of a comprehensive educational initiative for actively learning students in higher education institutions. Students collaborate to attain goals through collaborative learning. The idea behind collaborative learning is that students may help each other learn and build a deeper comprehension of the subject matter by working together. The study examines the influence of collaborative learning on the academic performance of students at B.Ed. Levels focusing on social factors such as interaction with peers, interaction with teachers, and social media usage influence CL and collaborative learning to improve the student's academic performance. Social constructivism theory was used to observe student performance. Data have been collected through questionnaires from four private universities. Findings were evaluated through SPSS version 22; the composite reliability of the instrument was measured as α=0.954. The results of the regression analysis confirmed and accepted all three hypotheses. It can be concluded that all three independent variables - student interaction with peers, interaction with teachers, and social media use- positively impact collaborative learning and help students improve their academic performance and achieve their goals. The results of this study suggest that collaborative learning is an effective approach to enhancing academic Performance in higher education (B.Ed. Honors) and that social factors play an important role in promoting collaboration among students. The findings have implications for teaching and learning practices in higher education, where collaborative learning may be especially beneficial. Overall, this research highlights the importance of collaborative learning in promoting academic development in students.
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Kawtar, Zargane, Khaldi Mohamed, and Erradi Mohamed. "Design and Modeling of Educational Scenarios for Collaborative Online Learning Activities." International Journal of Religion 5, no. 9 (May 29, 2024): 525–37. http://dx.doi.org/10.61707/70c04n50.
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Collaborative learning has evolved from traditional classroom teaching to e-learning platforms, at this level of revolution, Educational scenarios for online collaborative learning activities must be carefully designed to make an interactive and engaging learning experience. This research aims to model collaborative educational scenarios within the framework of online learning activities to allow learners to participate in online activities. We discuss the appropriate educational scenario, which combines multimedia content, interaction between the collaborative group, and active learning elements, and then we model this scenario with the UML modeling language. As a result, we represent how the design of educational scenarios, provides a better enhancement of the collaborative learning experience through the use of new technologies so that learners are encouraged to reflect on their learning processes and their group's collaboration, thus promoting better understanding. In conclusion, designing and modeling a collaborative learning educational scenario emphasizes collaboration, interaction, and knowledge acquisition between learners within a collaborative learning activity.