Relevant bibliographies by topics / Education collaborative

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

Academic literature on the topic 'Education collaborative'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Education collaborative"

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Wright, Deborah. "Collaborative Practice, Collaborative Education?" Nurse Practitioner 19, no. 8 (1994): 40,42. http://dx.doi.org/10.1097/00006205-199408000-00012.

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Zebehazy, Kim, and Elizabeth Whitten. "Do Residential Schools and Local Education Agencies Collaborate to Improve the Transitions of Students with Visual Impairments?" Journal of Visual Impairment & Blindness 92, no. 9 (1998): 647–55. http://dx.doi.org/10.1177/0145482x9809200907.

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It is important for residential schools for students with visual impairments to collaborate with students’ local education agencies (LEAs), especially during transitions from one school to another. This study explored whether these schools are collaborating with LEAs, how the collaborative process is defined, what the benefits of such collaboration are, and what changes in the process the schools would like to see.
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Lipponen, Lasse, and Jiri Lallimo. "Assessing applications for collaboration: from collaboratively usable applications to collaborative technology." British Journal of Educational Technology 35, no. 4 (2004): 433–42. http://dx.doi.org/10.1111/j.0007-1013.2004.00402.x.

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Turaeva, Gulnoz Ergashevna. "PERSON-CENTERED TECHNOLOGY OF COLLABORATIVE EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (2021): 68–71. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-15.

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This article is based on the experience of well-known Uzbek, Russian and foreign educators, namely: A. Avloni, Fitrat, H. H. Niyazi, K. D. Ushinsky, N. P. Pirogov, L. N. Tolstoy, Ya. .Korshak, V.A. Sukhomlinsky, K.D. Makarenko, S.T. Shatsky, Y.A. Kamensky, J.J. Russo, K. Rodgers, E. Bern and others.
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Genao, Soribel. "Measuring the effectiveness of an alternative education collaboration." International Journal of Educational Management 28, no. 4 (2014): 432–50. http://dx.doi.org/10.1108/ijem-01-2013-0011.

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Purpose – Program efficacy and outcomes can often be determined through an examination of collaborative activities between and among inner city school districts with high dropout rates and private, public, and nonprofit organizations. Kettl (2004) adeptly describes additional collaborative practice trends that not only transform governance structures, but blurs the line between and among sectors. These trends illuminate the need for governmental agencies to collaborate with nonprofit and for-profit organizations to address “wicked problems” where no single organization has sufficient resources and the consequences are enormous. The paper aims to discuss theses issues. Design/methodology/approach – Utilizing a quantitative approach, this research compares the efficacy of a newly developed collaborative alternative education program to existing programs in New Jersey's Newark Public Schools during 2008-2009. Findings – The results indicate that the overall performance of the students enrolled in the new research models is significantly higher than in the existing program due to incentives and not administrative collaboration. Research limitations/implications – Implications for future research include: first, the need for studies to reveal enduring, universal effects of collaboration; second, longitudinal studies of the effects of collaboration on alternative education issues; and third, an evaluation of the effectiveness of collaborative training. Originality/value – This research intends to contribute to the literature concerning these distinctive types of partnerships – specifically the integration of three very different systems into a collaborative service. This single case study presents support of how these services subsist within four settings and what force they have on special services for students in alternative education in the public schools.
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Hadna, Agus Heruanto, and Nasrulhaq Nasrulhaq. "Collaborating Local Government Agencies to Prevention Adolescent Reproductive Health in Makassar, Indonesia." Otoritas : Jurnal Ilmu Pemerintahan 9, no. 1 (2019): 12–27. http://dx.doi.org/10.26618/ojip.v9i1.2025.

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Collaboration is an approach and concept of managing public policy in Makassar, Indonesia. Recently, the municipality of Makassar has capitalized on the collaboration of local government agencies regarding public affairs to prevent issues of Adolescent Reproductive Health (ARH). ARH is a strategic issue for local government so that it is solved collaboratively. The collaborating governmental organization comprises the Department of Education, Health, Family Planning, and all of the Urban Villages. This research employed a qualitative method focusing on the analysis of collaborative phenomena of local government agencies in Generation Planning Program through Adolescent Counseling Information Center (ACIC) and Adolescent Families Development (AFD) in Makassar. Data were obtained and analyzed in an orderly and structured manner with general qualitative approach. Based on the field research, the local government agencies collaborate in two ways. The first collaboration deals with the sectoral term which is the involvement of the government agencies related to adolescent reproductive health policy. The second collaboration deals with the regional term including the involvement of the Sub-District and Urban Villages in Makassar as grassroots bureaucracy. Collaborative themes and relations are the main findings in this article. An interesting theme in the idea of collaboration is mutual interdependence, while an exciting theme in the implementation of collaborative action is joint interaction. Organizational relationships in collaboration between local government agencies are coordination, consolidation, consultation, and command. This study concluded that sectoral and regional collaboration is proper in bringing a solution to public health affairs that are very complex.
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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 (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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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 (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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Hopkins, Michael T. "Collaborative Composing in High School String Chamber Music Ensembles." Journal of Research in Music Education 62, no. 4 (2014): 405–24. http://dx.doi.org/10.1177/0022429414555135.

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The purpose of this study was to examine collaborative composing in high school string chamber music ensembles. Research questions included the following: (a) How do high school string instrumentalists in chamber music ensembles use verbal and musical forms of communication to collaboratively compose a piece of music? (b) How do selected variables (music performance and composing experience, quality of group collaboration, gender grouping, perceptions of the project) influence the process of composing collaboratively in a high school chamber music ensemble? and (c) What variables influence the quality of the resulting collaborative composition? High school string instrumentalists ( N = 37) formed eight chamber music ensembles. Participants completed a presurvey regarding music performance and composing experiences, were videotaped while composing chamber music compositions, and completed a postsurvey regarding their project experiences. All groups spent a larger percentage of time engaged in task-directed musical communication than in verbal communication. Balance of collaboration had a strong relationship with composition quality. Mixed-gender groups had a stronger balance of collaboration than same-gender groups. Postsurvey data indicated that enjoyment of the project was found to have a strong relationship with composition quality.
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Costley, Jamie, and Mik Fanguy. "Collaborative note-taking affects cognitive load: the interplay of completeness and interaction." Educational Technology Research and Development 69, no. 2 (2021): 655–71. http://dx.doi.org/10.1007/s11423-021-09979-2.

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AbstractStudies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n = 171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two groups, with members of the treatment group being directed to take collaborative notes in a shared online document and members of the control group receiving no such instructions. The study also measured the level of collaboration the collaborative note-takers engaged in, as well as the level of completeness of the notes that they produced. The results showed that, firstly, the treatment group reported higher levels of both germane and extraneous cognitive load compared to those of the control group, meaning that collaborative note-takers experienced higher levels of understanding of course content as well as increased confusion. Secondly, the level of collaboration was positively and significantly correlated with levels of germane load (understanding), but not with extraneous load (confusion). Thirdly, no correlation was found between completeness of notes and cognitive load. Accordingly, the authors suggest that collaborative note-taking is worthwhile, as the gains to students’ understanding of course content outweigh the disadvantages of increased confusion.
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Dissertations / Theses on the topic "Education collaborative"

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Parzhetskaya, L. (Lyana). "Enhancing collaborative learning by means of collaborative serious games:providing requirements to collaborative serious games’ design." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201409201877.

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The current study is a theoretical overview which aim is to define collaborative serious games, identify the problems arising in using and implementation of these games in learning and education and search of ways of improvement of the collaborative process by means of providing the requirements to collaborative serious games’ design. The study makes connections among the following concepts: collaboration, gaming and technology and shows how they can be combined into a one study in order to improve the collaborative process of students and to provide a new solution to the pedagogical problems the modern teachers can face in their teaching practice (e.g. students’ motivation, engagement in learning, self-regulation, developing of argumentation skills, ability to work collaboratively and etc.). The body of the thesis consists of three main parts that provides the basic ideas of serious games, computer-supported collaborative learning and collaborative game-based learning and answering the research questions of the study: ‘What are the benefits of using serious games in education and what are the “pros” and “cons” of using serious games as a technological tool?’, ‘What is collaboration in teaching-learning process and how collaboration can be supported by means of technology?’, ‘What are the main requirements and challenges in design of collaborative serious games?’ and as a conclusion the thesis is completed by answering the primary questions of the study ‘What is collaborative game-based learning?’ and ‘How can learning be enhanced by means of using collaborative serious game?’ First two parts are the analyses of theoretical framework on serious games and collaboration, the third part is a synthesis that represents summarization of theoretical review fulfilled with the author’s both learning and game experience that inspired to elaborate practical advice to designing collaborative serious games on the basis of entertainment games. Two different types of data were used in the study: 1) theoretical framework for digital game-based learning, serious games, collaborative learning, computer-supported collaborative learning, collaborative serious games (digital game-based collaborative learning); 2) empirical data collected from 8 engaging and popular games for entertainment by reading game reviews and analyzing games themselves while playing. On the basis of the results, it can be concluded that game based learning (GBL) has become an alternative to traditional learning concepts. “Serious games” allow reaching the new generation and at the same time to use new technologies for educational purposes as they combine a proper game entertaining component and a training component together. To develop a good collaborative serious game and thereby to satisfy students’ learning needs is a big challenge as gameplay has to fulfill requirements of traditional single player games (fun, narration, video, audio), challenges of multiplayer games (concurrent gaming, interaction) and design of serious game (inclusion of learning content, adaptation and personalization). Moreover, the requirements of collaborative learning have to be considered (group goals, positive interdependence, and individual accountability). After analyzing the theoretical part the criteria for collaborative serious games were elaborated on which analysis of popular games for entertainment was conducted with a purpose to reveal aspects that can be implemented in modern collaborative serious game. The results (adaptation of theoretical framework) are presented in the form of a table, which includes the functions to collaborative serious games, the requirements, practical examples from the entertainment games and its adaptation to collaborative serious games. The study is aimed to encourage teachers and educators see the potential benefit of collaborative serious games and start using them in teaching learning practice; the study provides pedagogical and technological requirements to collaborative serious games design to help game designers develop good collaborative serious games and third, it provides the new results that extend the existing requirements to collaborative serious games with elaborating the requirements to games for entertainment.
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Hoh, Zachary. "Broadening Design Perspectives and Ability through Interdisciplinary Engagement and Collaboration in Design Education." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1463131013.

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McEwen, Lynn Ann. "Interprofessional Collaborative Care Educational Program for Nurses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4463.

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Interprofessional collaboration and collaborative patient and family-centered practice is increasingly advocated as a means of improving patient outcomes and the cost effectiveness of health care. The Canadian Interprofessional Health Collaborative and Registered Nurses Association of Ontario identified best practices and competencies required for interprofessional collaboration and collaborative practice. Despite the widespread dissemination of these competencies and best practice guidelines to health professional schools, there remains a gap in nursing practice regarding nursing knowledge about the core competencies required for interprofessional collaboration. The purpose of this project was the planning of an education program for nurses on interprofessional collaboration and collaborative care. At the project facility, the interprofessional practice team planned an education program for nursing staff to promote interprofessional collaborative practices and thereby improve patient and population health outcomes. The education project was guided by a model of instructional design used previously by the interprofessional practice department. The education program included a handout and a PowerPoint presentation describing the contents of the handout and clinical application of the competencies in nursing practice. The PowerPoint will be retained by the organization to present to nursing staff employed at the organization. Process evaluation included a team member questionnaire assessing leadership, participant involvement and meeting facilitation. Members of the interprofessional practice team agreed on the success of the process and involvement in the overall project. Increasing nursing knowledge about interprofessional collaboration and collaborative practices would represent positive social change to improve nursing practices and as a result, health outcomes for patients and their families.
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Sonnenwald, Diane H., Mirja Iivonen, Jeffrey A. Alpi, and Heli Kokkinen. "Collaborative Learning Using Collaboration Technology: Report from the Field." Kluwer Publishers, 1999. http://hdl.handle.net/10150/105954.

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We propose that emerging collaboration, or groupware, technology that supports synchronous interaction among students and faculty can add new aspects to the traditional distance learning and university course models. To explore this assumption we taught a masters' level university course using collaboration technology. In our approach, collaboration technology (integrated synchronous audio- and video-conferencing, electronic whiteboard and shared application tools) was used to provide students at universities in different countries opportunities to participate in interactive class exercises and discussions, and to do class assignments together. Students also participated in traditional, face-to-face class seminars, discussions and exercises at their local university. Thus students learned using collaboration technology and traditional methods. In this paper we describe the course and discuss students' evaluations of the course, their collaboration with each other, and collaboration technology used during the course. Students evaluated the course and their collaborative experiences very highly but reported unique challenges and had mixed impressions with respect to the technology. Challenges included establishing interpersonal communication and meeting commitments. In general, students judged collaboration technology lower than e-mail and telephony in characteristics such as social presence, participation and ease of use. However, there were differences in evaluations among students in Chapel Hill and Oulu implying cultural preferences. In addition, students reported varying degrees of productivity and variety of tasks afforded the technology. These differences were similar for students in Chapel Hill and Oulu, implying individual preferences influenced evaluation of the technology. These results appear to imply that students need to learn principles of collaboration in addition to the technology for collaborative learning across distances to occur, and that a variety of technologies are needed to accommodate cultural and individual differences among students.
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Henry, Kirk. "Students' Perceptions of Collaboration Tools in a Higher Education Online Collaborative Learning Environment." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3544.

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Higher education funding and student behavior has been changing rapidly (Dervarics,2008). Because of this, there has been an increased focus on the use of alternative tools for course delivery. One of the emerging areas of focus has been an increased interest in the use of communication and information technologies (Curtis & Lawson, 2001). Currently, there are a wide variety of flexible delivery methods that have been used as well as their associated tools. Naturally, questions have been raised about the efficacy of these tools on the quality of student-student, student-teacher, and student-content interaction (Curtis & Lawson, 2001). Interaction and Collaboration may be versatile tools within the online learning environment, but the main concern for instructional designers and instructors is improving student outcomes within the online learning environment. Unfortunately, there isn't much research to guide instructors and developers as to which online collaboration tools promote transformative pedagogy, and research appears non-existent indicating the preferences of students and faculty regarding specific online collaboration tools. A host of interactive events are possible within an online learning environment. Some are viewed as essential and others may assume a more supplemental role. Participants reported that they preferred to interact with other students and their instructor using the discussion board within the online learning environment. Additionally, the participants believe that their interaction with the text was of less importance than their interaction with the instructor. Learners indicated that the discussion board was valued over all other collaboration tools available within the course. However, it is certainly possible that in other learning environments such findings may differ. Further study is needed to determine whether the initial insights of participants reflect reasonable trends in interaction or merely an isolated instance. This study was conducted using a mixed methods research approach. Mixed methods research allows the inclusion of issues and strategies that surround methods of data collection, methods of research, and related philosophical issues (Johnson, Onwuegbuzie & Turner, 2007). When qualitative and quantitative datasets are mixed, the datasets often provide richer insights into the phenomenon than if either qualitative or quantitative datasets alone were used. Additionally, using a mixed methods approach provides strengths that offset the weaknesses inherent in each sole approach (Creswell & Plano Clark, 2007; Jick, 1979). Rather than limiting the study to a single ideology, the research was able to utilize all possible methods to explore a research problem. The results of this study provide guidelines for instructional designers developing instructional strategies for online environments. The importance of well-designed instruction was reinforced by this study. The components of "well-designed instruction" can span beyond stimulus-response or drill and practice activities to include a wide range of dynamic interactions using a wide range of increasingly specific tools. Such diverse interactions using the correct tools collectively comprise a dynamic learning environment encompassing one or more learning communities that can expand well beyond the restrictions of any single course selection, thereby connecting learners in unique ways.<br>Ph.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Education PhD
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Karlsson, Jan. "Learning in Collaboration : Academics’ experiences in collaborative partnerships." Doctoral thesis, Pedagogiska institutionen, Lunds universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-73.

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There is an ongoing debate both in the United States and Europe about the need to develop a broader view of scholarship and the different activities connected with it, including “service to the community”. In Sweden, service takes the form of practice-oriented engagement and collaboration with the surrounding community, as stipulated by Swedish law regulating universities’ activities. Collaboration is frequently perceived as a supplementary task, in addition to education and research, hence the name ‘the third task’. Many academics, university teachers and researchers, are today involved in different collaborative partnerships. This thesis focuses academics’ learning in two different contexts: collaboration with small and medium enterprises (SMEs) and in a multidisciplinary research programme at the National Institute for Working Life in Sweden (NIWL). The results of the first investigation reveal that the academics learn different strategies to instigate, accomplish, deepen and further develop collaboration between universities and SMEs. The results also show also that academic professionals engaged in this type of activity need to handle the rigid structures of the academic organisation, which neither encourage nor reward these individuals’ efforts to collaborate. However, this study shows that although academics and practioners from SMEs come from different working cultures with their various traditions associated with language and interaction, a continuous exchange and dialogue creates trust and competence for all parties, as well as learning in the form of new knowledge that is useful for both the academia and SMEs. Collaboration across disciplines is rapidly becoming an integral feature of research, due to the desire to explore problems and questions that are not confined to a single discipline and the need to solve societal problems. The second empirical investigation focuses on the workplace learning of researchers in a multidisciplinary research (MDR) programme at the National Institute for Working Life in Sweden (NIWL), and their collaboration with practitioners. The results show that academics in this multidisciplinary context reach a deepened awareness of the perspectives of their own and others’ fields of research, as well as a heightened curiosity to learn more. The learning also involves gaining new insights about their own learning and how this takes place; its impact on their own professional development, and discovering, sometimes surprisingly, how their competence can be used in new areas of research. The interaction of knowledge and experience with researchers of different disciplines and practitioners creates a context that demands a different type of learning for the academics, compared to working in their own disciplines. Both investigations give an understanding of how academics experience their learning in collaboration with practitioners and researchers from different disciplines. It shows how the holistic integration of knowledge deriving from the academic functions of collaboration, teaching and research contributes to development within the academia and in working environments outside it.<br>Det finns en pågående debatt, både i USA och i Europa om behovet att utveckla en bredare syn på akademisk kompetens och de olika aktiviteterna som den innefattar, bland annat det som kallas “tjänster riktade mot samhället”. I Sverige tar dessa samhällsorienterade tjänster formen av praktik orienterad involvering och samarbete med det omgivande samhället, i enlighet med den lagstiftning som reglerar högskolans verksamhet. Samarbete uppfattas ofta som en uppgift som ligger utöver utbildning och forskning; den kallas därför också “den tredje uppgiften”. Många akademiker, universitetslärare och forskare, är idag engagerade i olika former av samverkan. Avhandlingen fokuserar akademikers lärande i två olika sammanhang: samverkan med små och medelstora företag (SMF), och samverkan inom ramen för ett flervetenskapligt forskningsprogram vid Arbetslivsinstitutet (ALI). Resultaten från den första undersökningen visar att akademikerna lär sig olika strategier för att initiera, genomföra, fördjupa och vidareutveckla samverkan mellan högskolan och SMF. Resultaten visar också att akademikerna som är verksamma inom detta område behöver hantera den akademiska organisationens rigida strukturer, som varken uppmuntrar eller belönar dessa individers ansträngningar att samverka. Akademiker och praktiker i SMF kommer från olika arbetskulturer, med olika traditioner förknippade med språk och interaktion. Undersökningen visar dock att kontinuiteten i utbytet och dialogen skapar ett förtroende och kompetensutveckling för alla involverade parter, samt ett lärande i form av ny kunskap som är användbar både för akademin och för SMF. Tvärvetenskapligt samarbete håller på att bli en grundläggande del av all forskning, beroende på önskan att utforska problem och frågeställningar som inte är begränsade till ett enstaka ämnesområde, och behovet att lösa de problem samhället ställs inför. Den andra empiriska undersökningen fokuserar forskares lärande på arbetsplatsen inom ett flervetenskapligt forskningsprogram vid (ALI), samt deras samarbete med praktiker. Resultaten visar att det som akademiker lär i detta flervetenskapliga sammanhang är en fördjupad medvetenhet om perspektiven i deras egen och andras forskningsfält, samt en förstärkt nyfikenhet att lära mer. Lärandet innebär även att komma till nya insikter om deras eget lärande, och hur detta äger rum; hur det påverkar deras egen professionella utveckling, och att upptäcka - ibland överraskande – hur deras kompetens kan användas i nya forskningsområden. Samspelet mellan kunskap och erfarenhet hos forskare med olika ämnesbakgrund och med praktiker skapar ett sammanhang som kräver en annan typ av lärande for akademikerna, jämfört med deras inomdisciplinära arbete. Resultaten från båda undersökningarna ger en förståelse av hur akademiker upplever sitt lärande i samarbete med praktiker och andra forskare från olika ämnen. Det visar hur den holistiska kunskapsintegrationen som härrör från de tre akademiska funktionerna samverkan, undervisning och forskning, samtidigt bidrar till utveckling i arbetsmiljöer både inom och utanför akademin.<br>Populärvetenskaplig beskrivning på svenska av artiklarna I-IV.
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Chipman, Leslie Eugene. "Collaborative technology for young children's outdoor education." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7313.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Computer Science. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Henson, Roberta Jeanette. "Collaborative education through writing across the curriculum." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941579.

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Social reform in the 1960's initiated growth in two seemingly separate educational movements in response to dissatisfaction with the traditional positivistic education system. These two movements, writing-across-the-curriculum (WAC) and homeschooling, share pedagogy and methodology based upon social epistemology, and they share two teaching techniques stemming from this methodology: collaboration and writing. While homeschooling was the successful method of education for centuries, the last two centuries have seen an evolution through the one-room schoolhouse to present day positivistic educational institutions. Language-centered teaching techniques have existed as long, beginning with such educators as Isocrates and continuing with such educators as Aristotle, Quintilian, Augustine, Erasmus, George Campbell, and Fred Newton Scott, and during the past two decades, WAC proponents have incorporated the use of collaboration and writing as instruments of learning in every discipline. Unfortunately, it is difficult to measure the effectiveness of these teaching techniques in existing WAC programs because of the number of variables involved. These techniques were measured in a homeschool situation, however, where the variables could be controlled. This ethnographic study, which took place during the Spring 1994 semester with three ninth-grade female students placed in a homeschool situation, used both quantitative and qualitative methods to measure the effectiveness of collaboration and writing in all disciplines. Pre-tests revealed that, at the beginning of this study, these three students performed at very different levels of ability ; regardless of ability, however, each experienced dramatic increases in learning. The quantitative measures, Wechsler Individual Achievement Test and Ennis-Weir Critical Thinking Essay Test, revealed unprecedented gains in math reasoning, reading comprehension, listening comprehension, oral expression, written expression, language composite, and critical thinking skills. These pre/ post-tests, triangulated with assessment of reading journals, daily journals, individual essays, collaborative essays, and video-taped sessions, produced a narrative which describes each student's characteristics, learning style and response to these learning/teaching methods. The results imply that homeschool education has been successful due to collaboration and writing. Furthermore, this study strongly suggests that collaboration and writing effect learning in all disciplines and recommends restructuring of traditional education to implement these teaching/learning techniques.<br>Department of English
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Jacobs, Jodee Elizabeth. "Secondary Special Education Teachers and Transition Specialists| Collaborative Efforts." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602670.

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<p> This qualitative case study explored how secondary special education teachers and transition specialists perceived their collaborative efforts when transitioning students with Autism Spectrum Disorder (ASD) from secondary to higher education. The theory of transition established the platform for this study. Two of the theoretical principles of situation and support were used as a lens to determine the collaborative perceptions between these two educator groups. The research questions specified educator perceptions of collaboration throughout the transition process and building collaborative relationships. The sample consisted of seven secondary special education teachers and seven transition specialists within the State of Arizona. Data collection sources the secondary transition plan document, semistructured individual interviews and two focus group sessions. Data coding procedures determined specific patterns that emerged in the analysis. A total of seven themes emerged: Collaboration ongoing, team effort, unrealistic expectations affect transition, attitude of specialists affecting student success, trust is vital to building relationships, lack of knowledge in preparing students during transition, and the importance of parental involvement throughout the transition process. The results that provided the greatest influence to the collaborative process included parental involvement and relationships, trust building between educators, continued training, provision of resources, and the development of the transition plan. The implications of this study suggested that educational organizations provide opportunities for these specialists to attend trainings for continued professional development. </p><p>
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Thomas, Danielle K. "Collaborative Drawing Projects." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276792482.

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Books on the topic "Education collaborative"

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Barak, Judith, and Ariela Gidron, eds. Active Collaborative Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-402-2.

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Rachel, Janney, and Elliot Johnna, eds. Collaborative teaming. Paul H. Brookes Pub., 2000.

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Rachel, Janney, and Beck Maria, eds. Collaborative teaming. 2nd ed. Paul H. Brookes Pub. Co., 2005.

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Phyllis, Paolucci-Whitcomb, and Nevin Ann, eds. Collaborative consultation. Aspen Publishers, 1986.

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Ann, Nevin, and Paolucci-Whitcomb Phyllis, eds. Collaborative consultation. 3rd ed. PRO-ED, 2000.

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Ann, Nevin, and Paolucci-Whitcomb Phyllis, eds. Collaborative consultation. 2nd ed. Pro-Ed, 1994.

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Mawson, W. B. Collaborative play in early childhood education. Nova Science Publishers, 2010.

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Collaborative learning in higher music education. Ashgate, 2013.

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Sanaghan, Patrick. Collaborative strategic planning in higher education. National Association of College and University Business Officers, 2009.

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Skills in collaborative classroom consultation. Routledge, 1994.

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Book chapters on the topic "Education collaborative"

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Binder, Peter, and Josef Knauder. "Entrepreneurship in Engineering Education." In Interactive Collaborative Learning. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_38.

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Höller, Hedwig, and Stefan Vorbach. "Entrepreneurship in Engineering Education." In Interactive Collaborative Learning. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50340-0_43.

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Tuval, Smadar, and Ariela Gidron. "Studying our Practice." In Active Collaborative Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-402-2_1.

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Gorodetsky, Malka, and Judith Barak. "Edge Pedagogy." In Active Collaborative Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-402-2_10.

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Shachor, Ruth Mansur. "Narrating Cultural Identity." In Active Collaborative Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-402-2_2.

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Barak, Judith, Malka Gorodetsky, and Haya Hadari. "In-Between School and College." In Active Collaborative Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-402-2_3.

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Turniansky, Bobbie, and Smadar Tuval. "Expecting the Familiar and Meeting the Strange." In Active Collaborative Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-402-2_4.

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Gidron, Ariela, Judith Barak, and Smadar Tuval. "Paving a Professional Road." In Active Collaborative Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-402-2_5.

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Barak, Judith, Ariela Gidron, Adiba Arafat, and Talia Weinberger. "Graduates’ Voices." In Active Collaborative Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-402-2_6.

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Friling, Dina, and Bobbie Turniansky. "Learning Not to Know." In Active Collaborative Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-402-2_7.

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Conference papers on the topic "Education collaborative"

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Cattafi, Ricardo, and Christiane Metzner. "A Didactic Experience in Collaborative Learning Supported by Digital Media." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3052.

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Collaboration is a learning strategy used in various domains such as e-health, e-business, e-education, e-government and e-research. In e-learning and under a constructivist approach, collaboration is expected to increase the performance of students. Although it can be used without digital media, given the pervasiveness of technology, their systematic application by educational institutions as instructional tools is nowadays common. In this work, we present our anecdotal experience to introduce collaborative learning at one of the main universities in Venezuela and analyze the results in terms of how students perceived what they learned, how they apprehended collaborative work and we describe a set of collaborative learning strategies with digital media and independent interaction tools that were chosen in this experience by students and teachers. These results will be used for improving the programs and courses in informatics aimed at preparing educators with a profile taking into account ICT’s.
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Chao, Joseph, and Jennifer Brown. "Cross-Departmental Collaboration for the Community: Technical Communicators in a Service-Learning Software Engineering Course." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3292.

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This paper discusses a collaborative service-learning approach to a software engineering course that involved partnering with local non-profit organizations and collaborating with a technical communication class. The main goals of the collaboration with the technical communication class were to provide the students with a real-world project that gave them experience with a crossdepartmental team collaboration and to improve the documentation accompanying the software that was developed for the non-profit organizations. Another goal was to, in turn, reduce the burden on the computer science instructor to provide technical support for the software after the end of the semester. We describe the courses involved, the goals for and method of collaboration, limitations, student survey responses, and lessons learned from this collaboration. As expected with a first attempt at a cross-departmental collaborative project, student survey results showed both positive and negative impressions of the collaboration. With further transforming of the curriculum, we believe this type collaboration holds value as an effective method of providing real-world experience, not only with developing software and working with a client, but also with collaborating with team members from other disciplines.
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Whatley, Janice, Frances Bell, Jan Shaylor, Elena Zaitseva, and Danuta Zakrzewska. "CAB - Collaboration across Borders: Peer Evaluation for Collaborative Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2848.

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Use of information and communication technologies (ICT) and the development of tools to enable communication, can change the ways in which students in higher education learn, including online learning, both as individuals and through collaboration with other learners. This paper is a review of two cases of online peer evaluation of web sites or multimedia presentations, between students from several countries. Examining the research feedback from these collaborative activities has contributed to our understanding of online learning tasks, and led to the development of a dedicated online portal for carrying out collaborative activities. We have found that there is a clear benefit to be derived from incorporating activities of this type within the learning of students in higher education. The CAB portal we have developed helps tutors, wishing to set up a collaborative activity, to address issues of reciprocity of learning outcomes and guidelines for students’ participation.
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dos Reis Soeira, Elaine, and Henrique Nou Schneider. "Collaborative learning in education." In the 6th Euro American Conference. ACM Press, 2012. http://dx.doi.org/10.1145/2261605.2261608.

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A Banks, David. "Collaborative Learning as a Vehicle for Learning about Collaboration." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2675.

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This paper explores the development and delivery of a Masters course titled ‘Collaboration and E-Commerce’. The course examines a variety of issues relating to E-Commerce with the major focus being upon collaborative aspects of web-related business activities. The aim of the course is to lead students to engage in actual collaborative processes and so to provide them with practical experience to support the theoretical aspects of the subject. The paper outlines the issues behind the design of the learning structure that was used to promote both intra-group and inter-group collaborative action. Although the course is currently run in face-to-face mode with no web support it had to be designed in such a way that the learning structures and processes would translate to a web-enabled form for future operation.
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Andersson, Gunnar, Matthew Patrick James Lynch, Frode Ramstad Johansen, Maya Nielsen, and Margit Tangen. "COWORKING, COLLABORATIVE CAPABILITIES AND UNIVERSITY-SOCIETY COLLABORATION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0693.

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Harris, Jessica M., Minjung Seo, and Joshua S. McKeown. "Global Competency Through Collaborative Online International Learning (COIL)." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13080.

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AbstractThere is a need for college students to develop global perspectives and gain cultural awareness to become responsible global citizens. Innovative ways to create such experiences are known as Collaborative Online International Learning (COIL experiences). COIL is a voluntary partnership between professors in different countries collaborating on jointly-constructed learning experiences to enhance international and intercultural understanding. The purpose of this article is to highlight a successful COIL partnership between students from SUNY Oswego in New York and The Hague University of Applied Sciences in the Netherlands during the COVID-19 pandemic. 35 students participated in the experience that served as a platform to educate students through a health educator’s unique cultural lens. Benefits from the experiences regarding global outcomes showed that both US students (n=70.6%) and Holland students (n=61.1%) felt that they gained the appropriate skills and knowledge to use in their future careers. 70.6% of US and 61.2% of Holland students reported that the COIL experience introduced them to a new outlook and new ways of thinking about how they relate to the world. The current COVID-19 pandemic has created an opportunity to rethink education pathways and integrate global learning in our classrooms.Keywords: Global learning; COIL; Partnerships, Collaboration
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Singh, Gurparkash, Louise Hawkins, and Greg Whymark. "An Integrated Model of Collaborative Knowledge Building." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3054.

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This paper describes a model for studying collaborative knowledge building (CKB) as a group activity. We integrate the model described by Stahl (2000a) with an analysis based on the principles of cultural historical activity theory (CHAT), using the analysis of a self reflective case study to guide the description. The concept of the CKB activity system is developed, and the role of contradictions in CHAT is described. The case is then analyzed to show how the model explains collaboration in practice. The final model includes two additional cycles representing the role of reflective practice in CKB. The new model of CKB processes combined with the concept of the activity as the unit of analysis and the tools of CHAT provides an efficacious way of investigating collaborative knowledge building.
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Bogoudinova, Rosa Z., and Guzel R. Garafutdinova. "Basic approaches to assessment of educational results in engineering education." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644531.

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"Determinants of education at technical higher education institutions." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017851.

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Reports on the topic "Education collaborative"

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Scully, John R., Robert G. Kelly, Richard P. Gangloff, et al. Collaborative University Research on Corrosion OSD Education Initiative. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada576527.

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Joo, Jenna, Jeffrey Selingo, and Rayane Alamuddin. Unlocking the Power of Collaboration: How to Develop a Successful Collaborative Network in and around Higher Education. Ithaka S+R, 2019. http://dx.doi.org/10.18665/sr.312001.

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Cedergren, Elin, Diana Huynh, Michael Kull, John Moodie, Hjördís Rut Sigurjónsdóttir, and Mari Wøien Meijer. Public service delivery in the Nordic Region: An exercise in collaborative governance. Nordregio, 2021. http://dx.doi.org/10.6027/r2021:4.1403-2503.

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Nordic welfare states are world renowned for providing high quality public services. Nordic municipal and regional authorities, in particular, play a central role in the delivery of key public services in areas, such as, health, education, and social care. However, in recent years, public authorities have faced several challenges which have reduced capacity and resources, including long periods of austerity following the 2008 financial crash, rapid demographic changes caused by an ageing population, and the COVID-19 health crisis. In response to these challenges many public authorities have looked to inter-regional, inter-municipal and cross-border collaborations to improve the quality and effectiveness of public service delivery (OECD 2017; ESPON 2019). Indeed, collaborative public service delivery is becoming increasingly prominent in the Nordic Region due to a highly decentralized systems of governance (Nordregio 20015; Eythorsson 2018).
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Liberman, Babe, and Viki Young. Equity in the Driver’s Seat: A Practice-Driven, Equity-Centered Approach for Setting R&D Agendas in Education. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/100.

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Education research is too often based on gaps in published research or the niche interests of researchers, rather than the priority challenges faced by schools and districts. As a result, the education studies that researchers design and publish are often not applicable to schools’ most pressing needs. To spur future research to address the specific equity goals of schools and districts, Digital Promise set out to define and test a collaborative process for developing practice-driven, equity-centered R&amp;D agendas. Our process centered on convening a range of education stakeholders to listen to and prioritize the equity-related challenges that on-the-ground staff are facing, while considering prominent gaps in existing research and solutions. We selected two challenge topics around which to pilot this approach and create sample agendas (adolescent literacy and computational thinking).
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Courant, Paul, and Rebecca Griffiths. Software and Collaboration in Higher Education. Ithaka S+R, 2015. http://dx.doi.org/10.18665/sr.22341.

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Germain-Alamartine, Eloïse. The Integration of Collaboration Skills in Doctoral Education. Center for Higher Education Policy Studies (CHEPS), 2018. http://dx.doi.org/10.3990/4.2535-5686.2018.13.

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Rohatgi, Ajeet, Abasifreke Ebong, Dong Seop Kim, et al. University Photovoltaic Research, Education, and Collaboration. Final Report. Office of Scientific and Technical Information (OSTI), 2007. http://dx.doi.org/10.2172/936176.

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Price, Marva M. Collaboration around Research and Education (Care) in Prostate Cancer. Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada485149.

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Price, Marva. Collaboration Around Research and Education (CARE) in Prostate Cancer. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada541349.

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Price, Marva M. Collaboration Around Research and Education (CARE) in Prostate Cancer. Defense Technical Information Center, 2009. http://dx.doi.org/10.21236/ada549472.

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