Journal articles: 'Cooperative and 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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Fang, Qiqing, Gen Liu, Yamin Hu, Yahui Hu, and Jingjing Wang. "A blended collaborative learning model aiming to deep learning." SHS Web of Conferences 140 (2022): 01017. http://dx.doi.org/10.1051/shsconf/202214001017.

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To solve the problem of mechanized blending and low-level cooperation in Blended Cooperative Learning, this paper proposes a Blended Cooperative Learning Model aiming to Deep Learning, which including the definition, key features and its framework. Through the application in the course of Radar Maintenance Engineering and Performance Parameters Measurement, our teaching practice shows that the students’ practical skills and scientific teamwork ability are significantly improved.

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Buckley, Kathleen M., and Nina M. Trocky. "From Cooperative to Collaborative Learning." CIN: Computers, Informatics, Nursing 37, no. 9 (September 2019): 439–43. http://dx.doi.org/10.1097/cin.0000000000000574.

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Smith, Karl A. "Letters: Cooperative vs. Collaborative Learning Redux." Change: The Magazine of Higher Learning 27, no. 3 (May 1995): 6. http://dx.doi.org/10.1080/00091383.1995.10544657.

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Liu, Jia Jun, Xiao Yan Jiao, and Shou Yi Liu. "Cooperative Learning Basic Model in the Network Construction." Applied Mechanics and Materials 278-280 (January 2013): 1980–83. http://dx.doi.org/10.4028/www.scientific.net/amm.278-280.1980.

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[Purpose] It is the Network environment model that is used in this paper，in order to explore the impact of cooperative learning, cooperative learning network platform and build the main model. [Method] Through system analysis, development and design of functions, environmental test solution platform for building collaborative learning network etc., introduce experimental control network measures to explore the main modes of cooperative learning. [Results] The results show that: as the most popular online communication media, E-mail eventually becomes a natural cross-class, inter-school and inter-regional cooperation as well as transnational study of selection. To build a network of cooperative learning platform should adhere to the technical point of view, The main mode of the network cooperative learning is based on a team or task-based learning network cooperative learning.[Conclusions] Network cooperative learning can make different levels of learners in the process of completing tasks, with the network environment, breaking through the restrictions of classroom learning environment, to exchange, to communicate, to cooperate and to promote comprehensive development of the learner.

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Smith-Stoner, Marilyn, and Mary E. Molle. "Collaborative Action Research: Implementation of Cooperative Learning." Journal of Nursing Education 49, no. 6 (June 1, 2010): 312–18. http://dx.doi.org/10.3928/01484834-20100224-06.

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Matthews, Roberta S., James L. Cooper, Neil Davidson, and Peter Hawkes. "Building Bridges Between Cooperative and Collaborative Learning." Change: The Magazine of Higher Learning 27, no. 4 (August 1995): 35–40. http://dx.doi.org/10.1080/00091383.1995.9936435.

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Baek, Youngkyun, and Achraf Touati. "Comparing Collaborative and Cooperative Gameplay for Academic and Gaming Achievements." Journal of Educational Computing Research 57, no. 8 (January 24, 2019): 2110–40. http://dx.doi.org/10.1177/0735633118825385.

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This article reports an empirical study that explores gender differences in both cooperative and collaborative social gaming in relation to achievements and attitudes. Another aim was to compare students’ game attitudes, feelings toward group work, and achievements in cooperative versus collaborative digital game-based learning environments. One hundred sixty-four, sixth-grade students from five different classrooms at an elementary school in South Korea participated voluntarily in this study. A total of 2 boys and 2 girls were randomly assigned to each group, resulting in 20 groups for each of the grouping conditions. Based on interaction effects, results suggest that male students show more positive game attitudes in collaborative conditions, whereas female students show more positive game attitudes in cooperative conditions. Data also suggest that males show more positive feelings toward group work than females, irrespective of grouping conditions. Regarding academic and gaming achievements, female students showed higher academic achievement in collaborative conditions, while male students scored higher on academic achievement under cooperative conditions. Findings from this study indicate that gender-balanced groups show significantly higher gaming achievement in collaboration compared with cooperation. Results are interpreted with reference to future research and classroom practices.

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Zhou, Zhen. "On the Strategy to Enhance the Efficiency of the Cooperative Learning Method in the College English Teaching in China." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 1091. http://dx.doi.org/10.17507/tpls.0711.18.

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The cooperative learning, which is also called the collaborative learning, is one of the most important learning theories nowadays, which promotes learning cooperation between teacher and students, students and students. The cooperative learning method is a kind of teaching mode which takes students as the center and takes groups as the form. It changes the teaching mode and it is conducive to cultivating students' cooperative awareness and autonomous learning ability. The article first illustrates the connotation, theoretical base, and elements of cooperative learning method, then explains the four typical problems arising in the cooperative learning, and finally puts forward seven methods to cope with the problems in order to enhance the efficiency of the cooperative learning method.

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Liu, Wei. "Analysis on the Effectiveness of PE FCT Model Based on Cooperative Learning Model." Wireless Communications and Mobile Computing 2022 (February 3, 2022): 1–10. http://dx.doi.org/10.1155/2022/7955813.

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Many unique ideas of physical education in colleges and universities were proposed in the 1990s by some experts and scholars in China's sports field, such as “skills education ideas,” “happy sports ideas,” “lifelong sports ideas,” and “health first ideas,” and many other higher vocational colleges have begun to implement the inverted classroom teaching model into the teaching practice in physical education classes. Cooperative learning is a method of learning that is systematic and structured. Different approaches, such as collaborative learning, personalized learning, digital learning, and so on, aim to cultivate students' “collaborative learning” and “self-improvement” objectively. The effectiveness of the sports flip classroom teaching mode, which is based on cooperative learning, is examined in this paper. The cooperative learning mode completes the teaching activities in the form of groups in the teaching organization. The cooperative learning mode can help students not only improve their abilities, but also cultivate a sense of cooperation and teamwork in the classroom. We should pay attention to students' participation and cooperative behavior when implementing “cooperative learning” teaching, so that each student has the opportunity to express himself in practice.

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Panhwar, Abdul Hameed, Abdul Sattar Gopang, Zubair Ahmed Chachar, and Shahnaz Baloch. "Differentiating Cooperative Learning and Collaborative Learning: What Is Fit for Pakistani Higher Education?" International Journal of English Linguistics 7, no. 5 (July 27, 2017): 119. http://dx.doi.org/10.5539/ijel.v7n5p119.

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This paper attempts to clarify the relationship between cooperative and collaborative learning and shows that cooperative learning could be more effective in the context of Pakistani higher education. It is argued that although both these approaches are forms of group work, cooperative learning is more structured and controlled. Collaborative learning, on the contrary, is not that structured and depends on students to work independently in groups without involving the instructor authority very much. Therefore, the researchers in this research paper tend to justify how the teaching of English as a second language (ESL) in Pakistani higher education is more or less teacher-cantered and exam-based and how a structured approach to group work like cooperative learning might be of a great assistance in teaching English language in Pakistani universities and colleges. Hence, the study, through the critical review of the studies on cooperative and collaborative learning, aims at providing the rationale that cooperative learning might be more effective in teaching ESL classes in the present context. Furthermore, with the help of the previous research, Pakistani teachers and educators are provided with useful methods and suggestions for how to use cooperative learning in their ESL classes effectively. Thus, the aim of the paper is to offer additional understanding on how instructors can efficiently adopt cooperative learning to ESL teaching-learning processes in their classrooms.

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Chowdhury, Takad Ahmed. "Fostering Learner Autonomy through Cooperative and Collaborative Learning." Shanlax International Journal of Education 10, no. 1 (December 1, 2021): 89–95. http://dx.doi.org/10.34293/education.v10i1.4347.

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Both cooperative and collaborative learning are learner-centered teaching approaches in English Language Teaching (ELT) to support active learning, shared learning, inductive learning, and autonomous learning. However, definitional and conceptual clarity of these two concepts did not receive as much attention as they deserve. As a result, these two terms are often confused, conflated or used interchangeably. This review paper critiqued the two terms by revealing their components, identifying their commonalities as well as variances, and explicating their theoretical bases and exploring their role in fostering learner autonomy. Searching and reviewing published literature were used to achieve the objectives of the study. The study perceived that cooperative learning is the educational technique that uses small groups of students guided by the teacher to benefit their individual and each other’s learning whereas collaborative learning is a philosophy of interaction of a learning group where people take responsibility for their own learning while recognizing their peers’ abilities and contributions. Both the approaches foster autonomous learning behavior where cooperative learning is considered the foundation stage for collaborative learning. This article will benefit current and future ELT practitioners and researchers of this emerging field of pedagogy by providing a clearer analyses of the terms and role in fostering learner autonomy.

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SEKITA, KAZUHIKO. "A Study on Cooperative and Collaborative Learning as Active Learning." Annual Report of Educational Psychology in Japan 56 (2017): 158–64. http://dx.doi.org/10.5926/arepj.56.158.

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Bykerk-Kauffman, Ann. "Geoflicks Reviewed – Films About Collaborative Learning, Cooperative Learning, and Constructivism." Journal of Geological Education 43, no. 4 (September 1995): 424–30. http://dx.doi.org/10.5408/0022-1368-43.4.424.

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Sariasih, Wiwit. "IMPROVING STUDENTS’ WRITING ABILITY AND MOTIVATION USING COOPERATIVE AND COLLABORATIVE LEARNING IN TEACHING WRITING TO ENGLISH DEPARTMENT STUDENTS OF UNIVERSITAS PAMULANG." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 13, no. 1 (August 25, 2019): 66. http://dx.doi.org/10.24036/ld.v13i1.100527.

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ABSTRACT This research was conducted to increase students' writing ability and motivation using cooperative and collaborative learning. It was aimed to reveal; 1) To what extent cooperative and collaborative learning can improve students’ writing ability? 2) How is students’ motivation in writing lesson after implementing the cooperative and collaborative learning? 3) What are factors that influence the improvement of ability and motivation of students in writing? The research was conducted using classroom action research design and the data were divided into qualitative and quantitative data. Qualitative data were taken from observation, questionnaire and interview while quantitative data were taken from writing assignment and test. Thus, it was found that students’ writing ability and motivation was increased after using cooperative and collaborative learning. The factors that influenced the improvement were classroom activities, classroom management and lecturer’s strategy in teaching. Keywords: Cooperative and Collaborative Learning, Motivation and Writing

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Ruengtam, Porntip. "Cooperative/Collaborative Learning in an Interior Architectural Program." Journal of ASIAN Behavioural Studies 3, no. 9 (July 21, 2018): 59. http://dx.doi.org/10.21834/jabs.v3i9.296.

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This research presented a model of cooperative/collaborative learning technique which leads to learning efficiency of students continued from a previous research (Porntip, 2012). Objectives were to study and find out patterns of study groups of a classroom case study that would have effects on the student efficiency. Formulating the model and data analysis, the researcher used Structural Equation Modeling for explaining the effects on the efficiency of a group of students. A theoretical subject case study of the Interior Architecture Program in the Faculty of Architecture, Mahasarakham University was used in this research. Keywords: Cooperative/Collaborative Learning Technique; Interior Architecture; Group Study eISSN 2514-7528 © 2018 The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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McWey, Lenore M., Tammy L. Henderson, and Fred P. Piercy. "Cooperative Learning Through Collaborative Faculty-Student Research Teams*." Family Relations 55, no. 2 (April 2006): 252–62. http://dx.doi.org/10.1111/j.1741-3729.2006.00374.x.

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Kato, Yoshitaka, Francesco Bolstad, and Hironori Watari. "Cooperative and Collaborative Learning in the Language Classroom." Language Teacher 39, no. 3 (March 1, 2015): 22. http://dx.doi.org/10.37546/jalttlt39.2-4.

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Cooperative learning and collaborative learning are two of the central approaches to utilize pair or group activities in the language learning classroom. However, despite the fact that these approaches have been developed under different historical backgrounds and thus have different pedagogical aims to be pursued, a tendency to use the two terms interchangeably has obscured their respective merits in foreign language education. This paper therefore attempts to differentiate them through an extensive review of the relevant literature. It reveals that cooperative learning, which emphasizes the necessity of developing learners’ social skills, tends to be described as a more structured and teacher-centered approach than collaborative learning, which presupposes the learners’ autonomy to a greater extent. This paper, rather than arguing any primacy of one of the two approaches, introduces some issues to assist practitioners and researchers to identify which approach would be most beneficial for their individual teaching and research goals. 「協同学習」と「協調学習」は、言語学習におけるペア・グループ学習を有効活用するための2つの中心的なアプローチである。しかし、両者が異なる歴史的背景、教育目的のもとで発展したにもかかわらず、これら2つの用語は外国語教育において混同されて用いられる傾向があり、互いの利点が十分に活かされてはこなかった。そこで本論は、従来の先行研究を幅広く概観することで、両者の相違点の明確化を試みた。その結果、学習者の社会スキルの向上を重視する「協同学習」は、学習者の自律性を前提とする「協調学習」に比べ、より構造的で、教師中心のアプローチとして記述される傾向があることがわかった。本論は、これらのアプローチいずれかの優位性を示すものではない。言語教育の実践家や研究者が、各々の教育や研究の目的にとってより有益なアプローチを見出すための指針を提供するものである。

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Acuin, Dandy G., Mona Lisa D. Petallana, and Geraldine C. Esperas. "Cooperative-Collaborative Learning in Enhancing Creative Writing Performance." JPAIR Multidisciplinary Research 32, no. 1 (July 31, 2018): 164. http://dx.doi.org/10.7719/jpair.v32i1.581.

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Writing is among the communication skills covered in both Filipino and English language teaching that every learner should develop at any level of education in the Philippines. However, teaching creative writing skills continues to be a very challenging task for teachers. It is a challenge, therefore, for teachers to motivate students to write. More so, it is a challenge for students to write creatively. Using the action research design, this study aimed to test and examine the effectiveness of cooperative-collaborative learning using the specific strategy, Team Pair Solo, in enhancing their creative writing skills. Triangulation is also used in this study to examine, verify, and cross-check the data at different angles such as observation, analysis of the pre and post writing composition, and from the interviews of the students. The finding shows positive effects of cooperative-collaborative learning in enhancing creative writing performance among the students. It is recommended that cooperative-collaborative learning strategy (Team Pair Solo) should be used in teaching to enhance the creative writing skills of students. It is further recommended that other cooperative-collaborative learning strategies be studied for the same purpose.

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Reinhardt, Claus H., and Evelyne N. Rosen. "How much structuring is beneficial with regard to examination scores? A prospective study of three forms of active learning." Advances in Physiology Education 36, no. 3 (September 2012): 207–12. http://dx.doi.org/10.1152/advan.00108.2011.

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Many studies have demonstrated a superiority of active learning forms compared with traditional lecture. However, there is still debate as to what degree structuring is necessary with regard to high exam outcomes. Seventy-five students from a premedical school were randomly attributed to an active lecture group, a cooperative group, or a collaborative learning group. The active lecture group received lectures with questions to resolve at the end of the lecture. At the same time, the cooperative group and the collaborative group had to work on a problem and prepare presentations for their answers. The collaborative group worked in a mostly self-directed manner; the cooperative group had to follow a time schedule. For the additional work of preparing the poster presentation, the collaborative and cooperative groups were allowed 50% more working time. In part 1, all groups worked on the citric acid cycle, and in part 2, all groups worked on molecular genetics. Collaborative groups had to work on tasks and prepare presentations for their answers. At the end of each part, all three groups were subjected to the same exam. Additionally, in the collaborative and cooperative groups, the presentations were marked. All evaluations were performed by two independent examiners. Exam results of the active lecture groups were highest. Results of the cooperative group were nonsignificantly lower than the active lecture group and significantly higher than the collaborative group. The presentation quality was nonsignificantly higher in the collaborative group compared with the cooperative group. This study shows that active lecturing produced the highest exam results, which significantly differed from collaborative learning results. The additional elaboration in the cooperative and collaborative learning setting yielded the high presentation quality but apparently could not contribute further to exam scores. Cooperative learning seems to be a good compromise if high exam and presentation scores are expected.

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Hakim, Arief Rahman, Budi Eko Soetjipto, and Fattah Hanurawan. "Kolaborasi Model Fun-N-Pick dan Team Game Tournament dalam Meningkatkan Self Esteem." PEDAGOGIA: Jurnal Pendidikan 6, no. 1 (May 28, 2017): 14. http://dx.doi.org/10.21070/pedagogia.v6i1.551.

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One effort to increase self-esteem (self esteem) students in school is through the optimization of cooperative learning with models collaborate fun-n-pick and team game tournament. Where both models support each other, but remain separate and not become a new model. The purpose of this study was to explain whether the implementation of cooperative learning collaborative model of Fun-n-pick and team games tournament can meningkatkatkan esteem (self esteem) in Class VI SDN Putat Kidul 01 District Gondanglegi and describe the obstacles faced and the support it receives in implementing collaboration models fun-n-pick and team game tournament. Through action research by using two cycles of research and sixth grade students of Putat Kidul 01 Elementary School District Gondanglegi by the number of students 30 people as the subject. The tools used to collect data in the form of documentation and questionnaires. Sources of data obtained directly from students by actions in the classroom. The results showed that the implementation of cooperative learning collaborative model of Fun-N-Pick and team games tournament can meningkatkatkan esteem (self esteem) students in the school, and outline the obstacles in this study is found in the first cycle, but these barriers can be overcome and make an endorsement in implementing collaborative model of fun-n-pick and team game tournament.

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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 (April 14, 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 evaluation process learning is better covered, c) the use of collaborative learning methods opens space for teachers and lecturers to discuss so as to improve cooperative skills and improve the quality of learning in schools.

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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 (October 30, 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' implementation of collaborative academic writing skills in a Computer-assisted Language Learning environment. Collaborative writing is interpreted as an action in which students communicate, consult, and make collective decisions during the writing process through computer and create a unique text with shared accountability and co-ownership. In this paper, the crucial types of academic writings are highlighted, and experimental teaching results have proved Kagan's collaborative model as a useful technique for improving students' academic writing skills.

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Nurjanah, Siti, Syahnan Daulay, and Khairil Ansari. "The Development of the Assurance Relevance Interest Assessment Satisfaction (Arias) Collaborative Jigsaw Collaborative Learning Model in Writing News Text Class 8 Junior High School State 06 Medan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 1 (February 29, 2020): 583–90. http://dx.doi.org/10.33258/birle.v3i1.854.

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This study aims to determine (1) the process of developing a collaborative Jigsaw Cooperative Jigsaw Cooperative Assurance Relevance Interest Assessment (ARIAS) learning model in writing news texts (2) the results of the validation of the collaborative jigsaw cooperative Assurance Relevance Interest Assessment Satisfaction learning model (3) ) the effectiveness of learning outcomes that apply the collaborative Assurance Relevance Interest Assessment Satisfaction (ARIAS) learning model in jigsaw Cooperative in writing news texts by students of class VIII SMP Negeri 06 Medan. The test subjects consisted of material experts, design experts, Indonesian language study teachers, and VIII grade students of SMP Negeri 06 Medan. The results of this study indicate that (1) The results of the questionnaire needs that have been distributed can result that the respondent has never used a learning model that collaborates with other models, inspires confidence and is in accordance with student interests and students' assumption that news text material is too difficult and students feel confused organizing ideas when writing begins and find it difficult to arrange the first sentence in writing. (2) validation of material experts includes and validation of learning design experts. Validation in learning design get an average score of 89.02 gets very good criteria and validation results by material experts get an average score of 83.47 gets very good criteria (3) Test the effectiveness of learning products in the form of developing learning models of assurance relevance interest assessment satisfaction (ARIAS) Collaborative Jigsaw Cooperative of respondents 32 students consisting of 2 teachers of Indonesian Language and Literature studies who received an average of 80, 15% in the "very good" category. Students after using the development of the learning model Assurance Relevance Interest Assessment Satisfaction (ARIAS) collaborative jigsaw have improved learning outcomes compared to before using the development of the learning model of collaborative jigsaw cooperative assurance relevance interest assessment satisfaction (ARIAS). Thus the learning model Assurance Relevance Interest Assessment Satisfaction (ARIAS) collaborative cooperative jigsaw is more motivating, arouse students' self-confidence, independent and arises a sense of responsibility.

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Torrents, Carlota, Natàlia Balagué, Robert Hristovski, Maricarmen Almarcha, and J. A. Scott Kelso. "Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings." Sustainability 13, no. 5 (March 2, 2021): 2696. http://dx.doi.org/10.3390/su13052696.

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Educational systems consider fostering creativity and cooperation as two essential aims to nurture future sustainable citizens. The cooperative learning approach proposes different pedagogical strategies for developing creativity in students. In this paper, we conceptualize collaborative creativity under the framework of coordination dynamics and, specifically, we base it on the formation of spontaneous multiscale synergies emerging in complex living systems when interacting with cooperative/competitive environments. This conception of educational agents (students, teachers, institutions) changes the understanding of the teaching/learning process and the traditional roles assigned to each agent. Under such an understanding, the design and co-design of challenging and meaningful learning environments is a key aspect to promote the spontaneous emergence of multiscale functional synergies and teams (of students, students and teachers, teachers, institutions, etc.). According to coordination dynamics, cooperative and competitive processes (within and between systems and their environments) are seen not as opposites but as complementary pairs, needed to develop collaborative creativity and increase the functional diversity potential of teams. Adequate manipulation of environmental and personal constraints, nested in different level and time scales, and the knowledge of their critical (tipping) points are key aspects for an adequate design of learning environments to develop synergistic creativity.

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Zheng, Yanbin, Wenxin Fan, and Mengyun Han. "Research on multi-agent collaborative hunting algorithm based on game theory and Q-learning for a single escaper." Journal of Intelligent & Fuzzy Systems 40, no. 1 (January 4, 2021): 205–19. http://dx.doi.org/10.3233/jifs-191222.

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The multi-agent collaborative hunting problem is a typical problem in multi-agent coordination and collaboration research. Aiming at the multi-agent hunting problem with learning ability, a collaborative hunt method based on game theory and Q-learning is proposed. Firstly, a cooperative hunting team is established and a game model of cooperative hunting is built. Secondly, through the learning of the escaper’s strategy choice, the trajectory of the escaper’s limited T-step cumulative reward is established, and the trajectory is adjusted to the hunter’s strategy set. Finally, the Nash equilibrium solution is obtained by solving the cooperative hunt game, and each hunter executes the equilibrium strategy to complete the hunt task. C# simulation experiment shows that under the same conditions, this method can effectively solve the hunting problem of a single runaway with learning ability in the obstacle environment, and the comparative analysis of experimental data shows that the efficiency of this method is better than other methods.

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Hariyanti, Tita, Harsono Mardiwiyoto, and Yayi Suryo Prabandari. "Efektivitas Metode Kolaboratif Learning dan Kooperatif dalam Pendidikan Kesehatan Berbasis Komunitas." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, no. 1 (March 28, 2014): 9. http://dx.doi.org/10.22146/jpki.25192.

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Background: The role of the learning methods is changing from teacher centered learning to student centered learning (SCL). One of the SCL methods is collaborative and cooperative learning. The past twenty years have seen an increase in collaborative and cooperative learning based pedagogies in colleges, but not in community based health education. The aim of this study is to identify the efectivity of collaborative and cooperative learning in community based health educationMethod: This research used quasi experimental non-randomized control group post test design. Respondent of the research are 111 geriatric cadres of Kecamatan Kepanjen and 72 geriatric cadres of Kecamatan Singosari.Results: Data shows that cadre’s knowledge in first training, 30 and 90 days after first training increased in both groups (p<0,001). There is no relationship between individual characteristic (age, education, occupation, time to work as a cadre, training) and increase of knowledge (p>0,05).Conclusion: Collaborative and cooperative method can increase cadre’s knowledge of stroke effectively and maintain memory retention longer than conventional method.

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Premo, Joshua, Andy Cavagnetto, William B. Davis, and Peggy Brickman. "Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement." CBE—Life Sciences Education 17, no. 2 (June 2018): ar32. http://dx.doi.org/10.1187/cbe.17-08-0176.

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Collaboration is an important career skill and vital to student understanding of the social aspects of science, but less is known about relationships among collaborative-learning strategies, classroom climate, and student learning. We sought to increase the collaborative character of introductory undergraduate laboratory classrooms by analyzing a 9-week intervention in 10 classrooms ( n = 251) that participated in cooperative-learning modules (promoting interdependence via a modified jigsaw technique). Students in an additional 10 classrooms ( n = 232) completed the same material in an unstructured format representative of common educational practice. Results showed that, when between-class variance was controlled for, intervention students did not score higher on weekly quizzes, but science interest and prior science experience had a reduced relationship to quiz performance in intervention classrooms. Also, intervention classrooms showed increased collaborative engagement at both whole-class and individual levels (24 students at three time points), but the intervention was only one of several factors found to account for late-intervention classroom collaborative engagement (prosocial behavior and discussion practices). Taken together, findings suggest that integrating interdependence-based tasks may foster collaborative engagement at both small-group and whole-classroom levels, but by itself may not be enough to promote increased student achievement.

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Pinho-Lopes, Margarida, and Joaquim Macedo. "Project-based learning in Geotechnics: cooperative versus collaborative teamwork." European Journal of Engineering Education 41, no. 1 (June 19, 2015): 70–90. http://dx.doi.org/10.1080/03043797.2015.1056099.

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Davidson, Neil. "International perspectives on cooperative and collaborative learning: An overview." International Journal of Educational Research 23, no. 3 (January 1995): 197–200. http://dx.doi.org/10.1016/0883-0355(95)93607-w.

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Ruengtam, Porntip. "Cooperative/Collaborative Learning Technique in Theoretical Subjects of Interior Architecture Program." Journal of ASIAN Behavioural Studies 3, no. 7 (March 15, 2018): 27. http://dx.doi.org/10.21834/jabs.v3i7.255.

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Generally, the objective of teachings-learnings in theoretical subjects of interior architecture programs is focused on transferring theories to students, which usually can be underline for application in design practical subjects. The research objectives are to study concepts and implementations of cooperative/collaborative learning technique in classes by a theoretical subject case study, to propose a guideline for the teaching-learning management in the theoretical subjects and designing interior environment in the classes where harmonize to the teaching-learning management. Results and recommendations were discussed and presented in this research. Keywords: cooperative/collaborative learning, learning efficiency, theoretical subject; eISSN 2514-7528 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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Olesen, Mogens. "Cooperative Collaboration in the Hybrid Space of Google Docs Based Group Work." Education Sciences 10, no. 10 (September 30, 2020): 269. http://dx.doi.org/10.3390/educsci10100269.

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This study investigates how Google Docs is used and affects group work in classrooms. Inspired by networked learning theory and the concept of learning spaces in education theory, Google Docs group work is conceptualized as a hybrid learning space. Based on close video ethnographic examinations of group work sessions, the analysis focuses upon what the pupils actually do when combining oral and written communication, how the hybrid Google Docs space affects collaborative and cooperative activity, as well as the role of the group’s social context. Whereas Google Docs is often associated with collaboration, the findings in this study suggest: (1) that Google Docs in fact helps single group members to establish multimodal leadership to dominate the hybrid learning space of the group work settings; and (2) that Google Docs provides space for non-leaders to make cooperative contributions. This motivates a conceptual reassessment of collaboration and cooperation as working patterns before the paper ends with a discussion of potential pedagogical implications for the use of Google Docs in group work.

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Brinton, Bonnie, Martin Fujiki, and Lisa M. Higbee. "Participation in Cooperative Learning Activities by Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 41, no. 5 (October 1998): 1193–206. http://dx.doi.org/10.1044/jslhr.4105.1193.

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This study examined the involvement of children with specific language impairment (SLI) in a cooperative group task. Subjects consisted of 6 target children with SLI (ages 8;10 to 12;5), 6 target children matched for chronological age (CA), and 6 target children with similar language skills (LS). Each target subject interacted with 2 peers of the same age and gender. This resulted in 54 subjects participating in 18 triadic interactions (each involving 1 target subject and 2 partners). Each triad of children worked together to build a cardboard periscope. Verbal and nonverbal collaborative activity were analyzed during the interactions. All members of the CA and LS triads were highly collaborative and worked and talked together while assembling the periscope. Four of the children with SLI played very minor roles in the cooperative work within their triads. Their verbal contributions were limited, and their nonverbal activity was minimal. When children with SLI did collaborate in building the periscope, they performed less specialized tasks than did their partners.

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Lazarus, Kelechi. "Strategies for Promoting Collaboration in Reading Comprehension Lessons among Students with Learning Disabilities." IJDS: Indonesian Journal of Disability Studies 8, no. 02 (November 30, 2021): 455–66. http://dx.doi.org/10.21776/ub.ijds.2021.008.02.12.

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Efficient skills in reading comprehension enable secondary school students to make meaningful and remarkable advancements in their studies. However, many students with learning disabilities struggle with reading comprehension and consequently obtain low grades in their academic pursuits. This paper pointed out that improvement in reading comprehension and academic achievement among secondary school students with learning disabilities is possible through engaging the students in collaborative learning activities within reading comprehension context. The paper therefore highlighted the principles that guide collaborative classrooms and the benefits of student collaboration in reading comprehension context. Evidence-based interventions that emphasize collaboration such as cooperative learning, peer tutoring, reciprocal teaching, collaborative strategic reading, and directed reading-thinking activity were discussed. Recommendations were made which include that teachers should ensure that they infuse collaboration into reading comprehension lessons of students with learning disabilities by making use of a variety of teaching strategies that stress collaboration, assigning roles to group members and ensuring that group members adhere to the laid down rules for the groups.

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Wang, Yuan, and Qi Wang. "A Student Grouping Method for Massive Online Collaborative Learning." International Journal of Emerging Technologies in Learning (iJET) 17, no. 03 (February 18, 2022): 18–33. http://dx.doi.org/10.3991/ijet.v17i03.29429.

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As a brand-new learning strategy, cooperative learning can greatly improve the quality of classroom teaching and the teamwork and learning efficiency of students. The conventional student grouping models for cooperative learning take less consideration of the complementarity of students’ knowledge structures and learning interests, so they are not quite suitable for online teaching, which is provided for a huge number of students and has a large scale of learning resources and great freedom of choice. To this end, this paper studies the student grouping method for massive online collaborative learning. Firstly, the problem of identifying the student’s knowledge state was described and characterized, and a diagnosis model of students’ knowledge state simulating the cooperative learning process was constructed based on the gated recurrent neural network. The creation of an online collaborative learning scenario that considers both the knowledge state and interests of students was regarded as an NP-hard problem, and then, the enhanced particle swarm optimization algorithm was adopted to realize the grouping of students for massive online collaborative learning. The experimental results verified the effectiveness of the model constructed in this paper.

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Carlsmith, Kevin M., and Joel Cooper. "A Persuasive Example of Collaborative Learning." Teaching of Psychology 29, no. 2 (April 2002): 132–35. http://dx.doi.org/10.1207/s15328023top2902_12.

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This article details the process of integrating a 12-week collaborative learning project within a course on Persuasion and Propaganda. We present a specific instantiation of Meyers's (1997) articulation of general principles for incorporating small group projects into college courses. Student groups designed, executed, and evaluated persuasive campaigns to change the attitudes and behavior of target populations. Student self-reports indicated that the course format was significantly more popular than traditional formats in other psychology courses. Moreover, students worked significantly harder for and learned more from the cooperative learning components than from the traditional lecture- and text-based components of this course.

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Yudhanta, Vinsensius Willy, Maria Ika Susanti, and Maria Indarti Rustamti. "THE IMPLEMENTATION OF STAD–TYPE COPERATIVE LEARNING MODEL TO IMPROVE STUDENTS’ CRITICAL THINKING AND COLLABORATIVE SKILLS." JURNAL PAJAR (Pendidikan dan Pengajaran) 5, no. 4 (July 28, 2021): 1019. http://dx.doi.org/10.33578/pjr.v5i4.8441.

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The purposes of this study were: (1) To describe efforts to improve students' critical thinking and collaborative skills in the science subject at grade V SD Kanisius Kalasan in the even semester academic year 2020/2021; (2) To improve the students’ critical thinking skills through STAD-type cooperative learning model; (3) To improve the collaboration ability of grade V students through STAD-type cooperative learning model in science subject, especially the material of theobject’s shape changes. This research was a Classroom Action Research, conducting in two cycles following the stages of planning, implementing, observing, and reflecting. Data were collected through interviews, observation, and tests. Then, the data were analyzed by using quantitative and qualitative analysis. The results showed: (1) the efforts to improve students 'critical thinking and collaboration, (2) STAD-type cooperative learning model improved students' critical thinking skills; the mean score of the students’ critical thinking in the pre-cycle was 68.80; the score in cycle I was 76; and it increased to 79.36 in cycle II, (3) STAD-type cooperative learning model improved students' collaboration skills; the mean score in pre-cycle was 69.36; it increased to 84.46 in cycle I and increased to 86.25 in cycle II.

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Liu, Yuan, Min Wang, Zhou Su, Jun Luo, Shaorong Xie, Yan Peng, Huayan Pu, Jiajia Xie, and Rui Zhou. "Multi-AUVs Cooperative Target Search Based on Autonomous Cooperative Search Learning Algorithm." Journal of Marine Science and Engineering 8, no. 11 (October 26, 2020): 843. http://dx.doi.org/10.3390/jmse8110843.

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As a new type of marine unmanned intelligent equipment, autonomous underwater vehicle (AUV) has been widely used in the field of ocean observation, maritime rescue, mine countermeasures, intelligence reconnaissance, etc. Especially in the underwater search mission, the technical advantages of AUV are particularly obvious. However, limited operational capability and sophisticated mission environments are also difficulties faced by AUV. To make better use of AUV in the search mission, we establish the DMACSS (distributed multi-AUVs collaborative search system) and propose the ACSLA (autonomous collaborative search learning algorithm) integrated into the DMACSS. Compared with the previous system, DMACSS adopts a distributed control structure to improve the system robustness and combines an information fusion mechanism and a time stamp mechanism, making each AUV in the system able to exchange and fuse information during the mission. ACSLA is an adaptive learning algorithm trained by the RL (Reinforcement learning) method with a tailored design of state information, reward function, and training framework, which can give the system optimal search path in real-time according to the environment. We test DMACSS and ACSLA in the simulation test. The test results demonstrate that the DMACSS runs stably, the search accuracy and efficiency of ACSLA outperform other search methods, thus better realizing the cooperation between AUVs, making the DMACSS find the target more accurately and faster.

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Maming, Khadijah. "ACTIVATING EFL LEARNERS BY INTEGRATING TEAM-BASED LEARNING WITH COLLABORATIVE STRATEGIC READING." LITERA 18, no. 2 (July 31, 2019): 297–311. http://dx.doi.org/10.21831/ltr.v18i2.23815.

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Team-Based Learning (TBL) is one of active learning strategies that build on individuals’ strengths by allowing them to collaborate and work as a team to achieve common learning objectives. TBL is a cooperative learning strategy was introduced to encourage students become active learners rather than be passive recipients of information. It is generally based on the principle that students working together as a cohesive team are able to achieve higher levels of learning. The lecturer’s role essentially is as facilitator. In order to activate the participation of EFL learners in classroom and improve their reading comprehension ability, the researcher conducted a research to find out good impacts of TBL integrated with Collaborative strategic reading toward the English Education Department students in Indonesia as EFL learners. The researcher applied quasi-experimental method. The students started reading activity by previewing the text, click (what vocabulary the students understand), clunk (what vocabulary the students don’t understand), getting the gist, wrapping up and done cooperatively. The conclusion of this research showed that TBL integrated with Collaborative strategic reading can activate the participation of EFL learners in classroom and improve their reading comprehension ability. It also had better achievement than the students taught by conventional learning. Keywords: team-based learning, collaborative strategic reading, EFL, active learning

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Huang, Po-Sen, Po-Sheng Chiu, Yueh-Min Huang, Hua-Xu Zhong, and Chin-Feng Lai. "Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools." Sustainability 12, no. 16 (August 14, 2020): 6606. http://dx.doi.org/10.3390/su12166606.

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The rapid development of technologies such as tablet PCs and 4G/5G networks has further enhanced the benefits of mobile learning. Although mobile devices are convenient and provide a variety of learning benefits, they are unable to improve students’ learning outcomes without an appropriate learning strategy. Furthermore, little research has been conducted to examine the effects of using collaborative learning on mobile devices. This study proposed a cooperative learning framework using Google Docs to explore the learning outcomes of students of natural science in an elementary curriculum. The study was of a quasi-experimental design with an experimental group (cooperative learning) and a control group (personal learning). The results show that a cooperative learning approach using Google Docs improved learning outcomes, teaching interest, and understanding of campus plants, and reduced cognitive load. One conclusion of the study is that the collaborative learning approach associated with mobile learning is more effective than personal learning. In addition, this paper also provides brief recommendations to expand on the study’s limitations. Future work should investigate the impact of collaborative learning on different environments for mobile learning.

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Faiz, Nur. "Istikhdâm al-Ta’līm al-Ta’âwuny li Tarqiyyah Ta’līm al-Lughah al-‘Arabiyyah li Ghayr al-Nâthiqīn Biha." Taqdir 7, no. 1 (June 28, 2021): 15–32. http://dx.doi.org/10.19109/taqdir.v7i1.6820.

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This research aims to present the role of cooperative education in promoting Arabic language skills for non-native speakers, what is its status, how its procedures, and its results. The researcher uses the qualitative approach through the desk study with the content analysis technique. The primary data sources are collaborative learning research published in Google Cendekia Five years ago. The results of this research indicate that the cooperative learning is more applied in the skill of reading, speaking, and writing. And that its procedures or steps use on cooperation and learning centered on students. And its results are upgrade all Arabic language skills and workers that influence the success of skills training. Keyword : Cooperative Learning, Arabic Language, and Language Skill

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Hasby, Muhammad, and Muthmainnah Muthmainnah. "Implementation of Lesson Study in Supporting the Values of Tudang Sipulung as a Local Culture in ESP Classroom." Ethical Lingua: Journal of Language Teaching and Literature 6, no. 1 (March 4, 2019): 23–29. http://dx.doi.org/10.30605/ethicallingua.v6i1.1135.

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Lesson Study was firstly applied in Palopo City (Indonesia), and Universitas Cokroaminoto Palopo was the only institution, which is entrusted to develop it outside Makassar, as the learning process in 2013 until the present time. The models of cooperative and collaborative learning have indicated the positive thing in improving the material of English for Specific Purposes and reduce the impractical theory-based course, the activities of lesson study are generally run properly and it needs the well-managed scheduled to arrange all the necessary things in it from early to the last cycle of the lesson study. In short, the lesson study is improving the students’ cooperation, collaboration motivation, and initiative in learning ESP course. The sharing and discussion among the lecturers before and after the class is also revitalizing the spirit of traditional local wisdom and values, which is called tudang sipulung, it is clearly seen that the cooperation, collaborative, mutual respects spirit in lesson study is relevant to the local wisdom and supports the local values of tudang sipulung.

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Putnam, Joanne W., John E. Rynders, Roger T. Johnson, and David W. Johnson. "Collaborative Skill Instruction for Promoting Positive Interactions between Mentally Handicapped and Nonhandicapped Children." Exceptional Children 55, no. 6 (April 1989): 550–57. http://dx.doi.org/10.1177/001440298905500609.

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Structuring cooperative learning activities has been shown to be an effective technique for integrating handicapped and nonhandicapped students. Previous research in this area has focused on the relative effects of cooperative versus competitive and individualistic learning situations upon peer relations and academic achievement. Few investigations have examined the various elements within the cooperative learning model that appear to promote positive peer interactions among handicapped and nonhandicapped students. The present study evaluated the influence of collaborative skill instruction versus no collaborative skill instruction on the social interaction behaviors of moderately/severely handicapped and nonhandicapped students participating in group science activities. These data reveal that students receiving collaborative skill instruction interacted more positively with one another than those who did not receive, the instruction.

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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 (August 20, 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 the early 21st century PGSD Unirow student skills still showed low results. These results are shown from the average ability to think critically students show an average yield of less than 30%, communicative ability is less than 50%, collaborative ability and cooperative thinking is less than 45%. The solutions that can be offered are the need for learning through the Problem-Based Learning (PBL) model, cooperative learning models and other learning models that can improve students' critical, creative, collaborative and communicative thinking skills.

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Liu, Luyu, Qianyuan Liu, Yong Song, Bao Pang, Xianfeng Yuan, and Qingyang Xu. "A Collaborative Control Method of Dual-Arm Robots Based on Deep Reinforcement Learning." Applied Sciences 11, no. 4 (February 18, 2021): 1816. http://dx.doi.org/10.3390/app11041816.

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Collaborative control of a dual-arm robot refers to collision avoidance and working together to accomplish a task. To prevent the collision of two arms, the control strategy of a robot arm needs to avoid competition and to cooperate with the other one during motion planning. In this paper, a dual-arm deep deterministic policy gradient (DADDPG) algorithm is proposed based on deep reinforcement learning of multi-agent cooperation. Firstly, the construction method of a replay buffer in a hindsight experience replay algorithm is introduced. The modeling and training method of the multi-agent deep deterministic policy gradient algorithm is explained. Secondly, a control strategy is assigned to each robotic arm. The arms share their observations and actions. The dual-arm robot is trained based on a mechanism of “rewarding cooperation and punishing competition”. Finally, the effectiveness of the algorithm is verified in the Reach, Push, and Pick up simulation environment built in this study. The experiment results show that the robot trained by the DADDPG algorithm can achieve cooperative tasks. The algorithm can make the robots explore the action space autonomously and reduce the level of competition with each other. The collaborative robots have better adaptability to coordination tasks.

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Malikah, Nurul, Medina Nur Asyifah Purnama, and Abdah Munfaridatus Sholihah. "The Concept of Memorizing Hadith based Cooperative Social at Elementary Islamic School." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 13, no. 1 (June 22, 2021): 85–92. http://dx.doi.org/10.37680/qalamuna.v13i1.744.

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The importance of memorizing hadiths in Islamic elementary schools is able to invite students to remember hadiths permanently for a long time. However, the acquisition of permanent memorization results is only possessed by students who concentrate well when watching the teacher repeat the hadith. This study describes the step of collaborative learning to memorize hadiths to improve memorizing results for all students in the class. This research describes; 1 concept of collaborative learning to improve the ability to memorize hadiths; 2. To explain the steps in collaborative learning memorize the hadith in Islamic elementary school. 3. This research is analyzed based on the research description of the literature review on the principle of cooperation as a social ability and the principle of memorizing as cognitive abilities internalized to facilitate memorizing hadiths without leaving the value of cooperation. The result is that the concept of collaborative learning memorizes hadiths called SRAD GO, namely Seeing, Relating, Associating, Defending and Goal as community learning memorizing group hadiths

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Ruengtam, Porntip. "Learning Efficiency in Theoretical Subjects of Interior Architecture by Cooperative/Collaborative Learning Technique." Procedia - Social and Behavioral Sciences 68 (December 2012): 281–94. http://dx.doi.org/10.1016/j.sbspro.2012.12.227.

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OXFORD, REBECCA L. "Cooperative Learning, Collaborative Learning, and Interaction: Three Communicative Strands in the Language Classroom." Modern Language Journal 81, no. 4 (December 1997): 443–56. http://dx.doi.org/10.1111/j.1540-4781.1997.tb05510.x.

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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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Kaminska, Malgozhata. "TEACHERS ABOUT LEARNING (IN) TO COOPERATION." Osvitolohiya, no. 8 (2019): 19–25. http://dx.doi.org/10.28925/2226-3012.2019.8.1925.

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The article presents selected results of own research on the learning and cooperation of teachers in school teams. The opinions of teachers and directors on the need for team learning in cooperation and its manifestations in school practice were examined. Team learning was interpreted as the mutual transfer of knowledge, skills and professional and personal experience, through active and conscious participation in a team of people cooperating with each other on the principles of partnership and open communication. Key words: collaborative learning, teamwork, continuous improvement, teacher collaboration.

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Journal articles on the topic 'Cooperative and collaborative learning'

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