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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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Self, Trisha L., Linda M. Mitchell, Sean Hess, Karissa J. Marble, and Jeffrey Swails. "Developing a University-Based Interprofessional Education Diagnostic Team to Identify Children With Possible Autism Spectrum Disorder." Communication Disorders Quarterly 38, no. 3 (2016): 185–92. http://dx.doi.org/10.1177/1525740116655774.
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Upon entering the workplace, speech-language pathologists (SLPs) are required to work on interprofessional teams, yet many of these professionals have not received adequate preservice instruction on how to collaborate. Furthermore, collaborating to provide services for children with autism spectrum disorder (ASD) has been found to improve developmental outcomes; however, many SLPs are not prepared to engage in this type of collaborative practice. Based on the American Speech-Language-Hearing Association’s (ASHA) recommendation that university programs include interprofessoinal education (IPE) into Communication Sciences and Disorders programs, coupled with the need to prepare students to provide interprofessional services for children with ASD, Wichita State University developed a field-based interprofessional diagnostic team for SLP students. The process used to develop this team followed Pickering and Embry’s recommended steps for cultivating interprofessional collaboration within a university environment. The purpose of this article is to describe the procedures used to develop the team and activities used to target competencies for interprofessional collaborative practice.
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Strauß, Sebastian, and Nikol Rummel. "Promoting interaction in online distance education: designing, implementing and supporting collaborative learning." Information and Learning Sciences 121, no. 5/6 (2020): 251–60. http://dx.doi.org/10.1108/ils-04-2020-0090.
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Purpose Against the background of empirical research on computer-supported collaborative learning (CSCL), the purpose of this paper is to advocate implementing collaborative learning activities into online distance education courses to engage learners in interactive knowledge construction. This study uses empirical evidence to illustrate how educators can integrate collaborative learning and designated collaboration support into their instructional design. Design/methodology/approach This study presents a general review of research literature from the field of CSCL to highlight productive interaction between learners as key learning mechanisms, summarize core features of collaborative tasks, which promote interaction between learners and present group awareness tools and collaboration scripts as two complementary approaches to support groups during collaborative learning. Findings Empirical research suggests that collaborative learning is an effective learning activity and that incorporating collaborative learning into online courses benefits learners in terms of learning and social aspects such as social presence. However, to leverage the potential of collaborative learning, careful instructional design that promotes productive interaction between students is necessary. Originality/value This paper provides an overview on the topic of collaborative learning and how meaningful interaction between learners can be fostered. Specifically, this study details how collaborative tasks can be designed and how collaboration support can be used to provide students with opportunities for interaction that fosters acquiring new domain-specific knowledge as well as collaboration skills. To allow educators to design and incorporate collaborative learning activities into their own online teaching, the authors provide a theoretical basis for understanding the mechanisms behind effective collaborative learning as well as examples and practical considerations.
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Brooks, Michael, Jeff Wolfgang, Justin Adams, and Kim Lee Hughes. "Perspectives on Counselor Education Collaborative Scholarship." International Journal of Social Science Studies 9, no. 2 (2021): 36. http://dx.doi.org/10.11114/ijsss.v9i2.5101.
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A collective case study employs a multiple-case design to investigate engaging, collaborative academic writing methods in counselor education. The researchers were particularly interested in understanding successful collaborative counseling research practices centered around Harshada Patel CoSpaces Collaborative Working Model (CCWM). Analysis from two rounds of interviews with 11 participants revealed the central tenets needed to complete scholarly work in Counselor Education. The researchers discovered leadership, institutional capacity, and communication as the three major categories based on the transcription content analysis. According to the results, counselor educators can embrace collaboration into their research practice and identity as it is a natural extension of humanistic philosophy.
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Prelock, Patricia A., Barbara L. Miller, and Nancy L. Reed. "Collaborative Partnerships in a Language in the Classroom Program." Language, Speech, and Hearing Services in Schools 26, no. 3 (1995): 286–92. http://dx.doi.org/10.1044/0161-1461.2603.286.
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This exchange describes the key components for establishing collaborative partnerships in the delivery of services to children with communication disorders: establishing a transdisciplinary approach to teaming, marketing the collaborative concept to enlist administrative support and recruit teachers, providing collaborative in-service training, and collaboratively planning and implementing lessons. A 3-year experience with a training grant emphasizing collaboration among speech-language pathologists and regular education teachers has led us to move beyond speech-language pathologists providing language experiences in the classroom to a more collaborative approach. Our collaborative teams share the responsibility for making decisions in the delivery of services to children with communication disorders.
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T.W. Chan, Caroline, and William Sher. "Exploring AEC education through collaborative learning." Engineering, Construction and Architectural Management 21, no. 5 (2014): 532–50. http://dx.doi.org/10.1108/ecam-04-2013-0036.
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Purpose – There is concern that traditional teaching methods (including lectures and tutorials) do not prepare graduates with the generic employability skills required by the construction industry. This has motivated architecture, engineering and construction (AEC) academics to consider the use of student-centred approaches like collaborative learning. However, the effectiveness of collaborative learning approaches has not been widely examined in AEC education. The purpose of this paper is to provide empirical results on the benefits and barriers of collaborative learning from AEC students’ perspective. Design/methodology/approach – From a questionnaire survey conducted with Associate Degree students who studied in four AEC programmes at a university in Hong Kong, 621 valid responses were received. Descriptive statistics were used to test these data for any significant agreement or disagreement between respondents. Findings – All AEC students agreed that collaborative learning benefited them in building their academic knowledge and generic skills. However, the degree of agreement about their generic skills development differed between programmes. The findings of this study highlight the effectiveness of collaborative learning as a means of developing students’ employability skills. Research limitations/implications – First, the analysis of the benefits of collaborative learning is based on students’ perceptions rather than objective measures of learning gains. Although research suggests that self-reported measures of learning are valid indicators of educational and skill gains, the possibility of individual's bias or peer influence in the responses cannot be discounted. Second, the study does not take into account the teachers’ instructional skills that may affect the effectiveness of collaborative learning. To minimize the impact of different tutors on students’ learning experiences, standardized delivery mode and course materials were adopted in the surveyed courses. Practical implications – From the findings presented, collaborative learning is a viable tool which assists in improving both the technical and generic employability skills of students. To allow students to appreciate collaboration in a practical context, multi-disciplinary collaborative assignments can be integrated in AEC curricula. Through collaboration with other disciplines, students can understand the ways of working with other professionals. At the same time, AEC educators can apply collaborative learning to strengthen specific collaborative skills. To maximize the benefits of collaborative learning, teachers should arrange regular meetings and counseling sessions with students to ensure participation from each individual. Social implications – The findings contribute practical insights about collaborative learning and, in particular, the learning attitudes and perceptions of Chinese students and engineering students. Whilst the findings are different to some studies which describe Chinese students as being influenced by the Confucian Heritage culture, and preferring competitive rather than collaborative learning, more detailed studies about collaborative learning dynamics among students from different ethnic backgrounds should improve the design of collaborative learning environments for the students. Originality/value – The findings provide confidence to AEC academics to incorporate collaborative learning activities in their courses. Mapping students’ generic skills development between programme of study provides indicators that highlight the use of collaborative learning for different generic skills development in different AEC programmes. The results of this study provide useful information for AEC teachers, assisting them to design multi-disciplinary collaborative learning curricula.
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KAPITANOFF, SUSAN, and CAROL PANDEY. "COLLABORATIVE TESTING IN STATISTICS: GROUP INTERACTION, ANXIETY, AND CLASS PERFORMANCE." STATISTICS EDUCATION RESEARCH JOURNAL 17, no. 2 (2018): 51–67. http://dx.doi.org/10.52041/serj.v17i2.158.
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Seventy-one students in two community college Statistics for the Social Sciences classes took six exams either individually or collaboratively. Assignment to test condition was randomly determined for each exam. Scores on collaboratively-taken exams were significantly higher than those for individually-taken exams, particularly for students with low GPAs and high test anxiety. Women’s, but not men’s, performances on the mid-term and final exams was related to the quality and quantity of their collaborative interactions. Thus, examining both quantity and quality of collaboration adds to our understanding of the underlying mechanisms of collaborative testing. First published November 2018 at Statistics Education Research Journal Archives
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Sundgren, Marcus, and Jimmy Jaldemark. "Visualizing online collaborative writing strategies in higher education group assignments." International Journal of Information and Learning Technology 37, no. 5 (2020): 351–73. http://dx.doi.org/10.1108/ijilt-02-2020-0018.
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PurposeWorking together in groups is a common and emphasized feature in today's society, and higher educational settings often utilize group assignments to enable students to develop collaborative skills. Therefore, the purpose of this article is to describe and analyze applied strategies and the patterns that emerge during students online collaborative writing in higher education group assignments. The research questions that this article aims to answer are (1) which patterns of students online collaborative writing emerge in higher education group assignments and (2) what strategies of online collaborative writing do higher education students apply in group assignments?Design/methodology/approachThis study's design builds on Conversation Analysis to explore visualizations of Google Docs revision history of online collaborative writing documents. Documents from 25 student groups were the basis of the analysis. The visualizations used in this project are produced with the DocuViz Chrome extension.FindingsThe findings suggest that visualizations can provide a quick and fairly accurate estimate of collaborative strategies used when students write together online. Three patterns of document growth were identified, two of which could be directly linked to strategies for collaboration. Cramming patterns are indicative of low collaboration and concentrating patterns with high levels of collaboration.Practical implicationsThe findings provide useful insight for teachers regarding the nature of collaboration taking place during online collaborative writing tasks. By visualizing the revision history, much can be learnt about the nature of the collaboration and of the individual group member's contributions in a student group that otherwise remains largely invisible to the teacher.Originality/valuePrior studies have combined visualizations with extensive analysis of document content. This investigation shows that an examination of the visualization of the document's revision history can be used to draw conclusions about the nature of collaboration during the online writing process.
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Iammarino, Cassandra (Sammy), Jessie Johnson, Monica Zolezzi, and Zohra Samnani Hasnani. "Simulation in mental health interprofessional education." Journal of Nursing Education and Practice 10, no. 10 (2020): 46. http://dx.doi.org/10.5430/jnep.v10n10p46.
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Purpose: Mental health care involves multiple professionals from diverse backgrounds providing interdependent and complex services. Accordingly, care needs to be planned skillfully in partnership with health and social care providers and mental health service users. Working from an interprofessional lens enables professionals to work collaboratively to affect care that is safe and improves health outcomes. Yet, in practice there is often a disconnect between mental health care professionals that hinders collaborative practice and impacts the quality of care. Furthermore, stigmatization of mental illness continues to pervade health care professionals’ attitudes which serves to further compromise health outcomes. Interprofessional education (IPE) using simulation is proposed as an effective teaching and learning method to improve collaborative practice and decrease stigma amongst mental health care professionals in undergraduate education. Approach: Undergraduate nursing and pharmacy students from two universities participated in a one-day IPE event. During the event, students collaboratively interviewed standardized patients portraying mental health service users and developed an interprofessional plan of care. Faculty perspectives of the event were gathered to identify challenges and recommendations for ongoing implementation. Findings: Current literature and faculty facilitator feedback supports IPE using simulation as an effective teaching and learning strategy to develop therapeutic communication skills, address stigma amongst students prior to practice, clarify professional roles, and improve interprofessional collaboration. Faculty facilitator recommendations to improve the implementation of IPE with healthcare professionals during undergraduate education include early introduction of IPE, adequate preparation for students, realistic case scenarios, facilitator and standardized patient training, and funding to support events. Conclusion: The use of standardized patients in the context of interprofessional mental health education is a strategy with the potential to improve collaborative practice and address mental illness stigma amongst health care professionals. Further research with students is needed to evaluate the effectiveness of simulation in mental health IPE.
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Du, Helen S., Sam K. W. Chu, Randolph C. H. Chan, and Wei He. "Collaborative writing with wikis: an empirical investigation." Online Information Review 40, no. 3 (2016): 380–99. http://dx.doi.org/10.1108/oir-06-2015-0173.
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Purpose – The purpose of this paper is to investigate the process and interaction among group members using wikis to produce collaborative writing (CW) projects, and to compare their collaborative behavior among students at different levels of education. Design/methodology/approach – The study investigated the participation and collaboration of Hong Kong primary school, secondary school, and university students in the process of developing their wiki-based CW projects. Both qualitative and quantitative data were obtained from analyzing the revision histories and the content of wiki pages. Findings – Results indicated that the level of education significantly affected student CW actions, and their interaction and coordination behavior to co-construct the work. Also, the frequency of collaborative activities varied noticeably among the primary, secondary, and university students. Practical implications – The study enriches our understanding of the complex and dynamic process of CW using wikis. It has practical implications on why and how the pedagogy and technology should be implemented differentially for the students at three different levels of education to facilitate collaborative knowledge construction. Originality/value – Research to date is still lacking an in-depth knowledge about the processes and activities involved when students write collaboratively on wikis. Also, no study has yet compared the collaborative behavior among students at different levels of education. The results of this study contribute to the development of new and appropriate modes of group-based collaborative learning at all levels of the education system for the twenty-first century.
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Peel, Henry A., and Bradford L. Walker. "Collaboration: Getting All Hands on Deck Facilitates School Change." Journal of School Leadership 3, no. 1 (1993): 30–39. http://dx.doi.org/10.1177/105268469300300104.
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Collaboration, a powerful tool for school reform, facilitates school improvement efforts and minimizes the overwhelming dimensions of change. A collaborative change process underway in North Carolina emphasizes using input from teachers, as well as supporting the notion of school leaders working collaboratively with many others who are interested in improving schools: higher education, the state agency for public education, colleagues from other schools, and consultants. Principals are encouraged to take an “all hands on deck” approach to problem-solving and change efforts. This article discusses the successes and frustrations of school leaders involved in this collaborative reform project.
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Scager, Karin, Johannes Boonstra, Ton Peeters, Jonne Vulperhorst, and Fred Wiegant. "Collaborative Learning in Higher Education: Evoking Positive Interdependence." CBE—Life Sciences Education 15, no. 4 (2016): ar69. http://dx.doi.org/10.1187/cbe.16-07-0219.
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Collaborative learning is a widely used instructional method, but the learning potential of this instructional method is often underused in practice. Therefore, the importance of various factors underlying effective collaborative learning should be determined. In the current study, five different life sciences undergraduate courses with successful collaborative-learning results were selected. This study focuses on factors that increased the effectiveness of collaboration in these courses, according to the students. Nine focus group interviews were conducted and analyzed. Results show that factors evoking effective collaboration were student autonomy and self-regulatory behavior, combined with a challenging, open, and complex group task that required the students to create something new and original. The design factors of these courses fostered a sense of responsibility and of shared ownership of both the collaborative process and the end product of the group assignment. In addition, students reported the absence of any free riders in these group assignments. Interestingly, it was observed that students seemed to value their sense of achievement, their learning processes, and the products they were working on more than their grades. It is concluded that collaborative learning in higher education should be designed using challenging and relevant tasks that build shared ownership with students.
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Makel, Matthew C., Kendal N. Smith, Matthew T. McBee, Scott J. Peters, and Erin M. Miller. "A Path to Greater Credibility: Large-Scale Collaborative Education Research." AERA Open 5, no. 4 (2019): 233285841989196. http://dx.doi.org/10.1177/2332858419891963.
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Concerns about the replication crisis and unreliable findings have spread through several fields, including education and psychological research. In some areas of education, researchers have begun to adopt reforms that have proven useful in other fields. These include preregistration, open materials and data, and registered reports. These reforms offer education research a path toward increased credibility and social impact. In this article, we discuss models of large-scale collaborative research practices and how they can be applied to education research. We discuss five types of large-scale collaboration: participating teams run different studies, multiteam collaboration projects, collaborative analysis, preregistered adversarial collaboration, and persistent collaboration. The combination of large-scale collaboration with open and transparent research practices offers education researchers opportunity to test theories, verify what is known about a topic, resolve disagreements, and explore new questions.
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Drescher, Talya. "The potential of Modelling Co-Teaching in Pre-Service Education." Journal of University Teaching and Learning Practice 14, no. 3 (2017): 83–100. http://dx.doi.org/10.53761/1.14.3.7.
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Two studies aimed to document the process of preparing for and teaching collaborative education courses and to determine students’ perception of collaboration and inclusion as a result of taking the course. Two sessions of collaborative teaching run by different professor dyads were studied over two 10-week quarters at a large public university. Multiple sources of data were collected. Ultimately, modelling collaboration and a positive attitude toward disability, collaboration, and inclusion provided professors an opportunity to help guide and shape pre-service teachers’ attitudes.
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Liu, Qian, Yongzhe Wang, and Shaoda Kang. "Measurement and Evaluation of Collaborative Development Level of Higher Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 01 (2021): 275. http://dx.doi.org/10.3991/ijet.v16i01.19723.
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With the aid of grey correlation theory and technique for order of preference by similarity to ideal solution (TOPSIS), this paper sets up a multi-dimensional evaluation index system (EIS) for the comprehensive development level (CDL) of China’s higher education, and quantifies the state of collaborative development in 2005-2017 with an improved distance collaboration model. The results show that: Being the premises and bases of higher education, the supply subsystem develops much slower than the other subsystems (i.e. participation, output, and environment), and clearly pulls the development of the other subsystems. From 2012 onwards, the subsystems conformed to basically the same trend for the degree of collaboration: the degree of collaboration tended to be stable. There was even a slight dent in overall degree of collaboration between 2012 and 2016. Hence, the overall degree of collaborative development was far slower than the overall degree of development. After more than a decade of development, the degree of development, degree of collaboration, and degree of collaborative development reached basically the same level in 2017. The empirical results shed new lights on the focal points of higher education development in China.
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Bradley, Jessica, Claire Newhouse, and Nadira Mirza. "Driving social mobility? Competitive collaboration in degree apprenticeship development." Higher Education, Skills and Work-Based Learning 9, no. 2 (2019): 164–74. http://dx.doi.org/10.1108/heswbl-07-2018-0077.
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Purpose Apprenticeship reforms have paved the way for higher education (HE) providers, including universities, to become Degree Apprenticeships (DA) training providers, creating new work-based HE routes. The changes aim to generate a new cohort of skilled individuals to support national economic growth, as well as improve levels of social mobility. The purpose of this paper is to focus on an HE partnership project which resulted in a number of collaborative models for development that address these aims. Design/methodology/approach The paper focuses on qualitative interviews undertaken during the process of creating DAs through a consortium of HE providers. It considers the collaborative relationships which were built on and which developed across the course of the short-term project. It assesses the concept of competitive collaboration and its link to social mobility. Findings The paper considers the various manifestations of collaboration which supported the DA developments in a competitive environment: collaboration as embedded; collaboration as negotiation; and collaboration as a driver for social mobility and social equality. Originality/value Working collaboratively across HE providers sought to raise the status of apprenticeships, provide opportunities for the development of new degree apprenticeship curricula and enable practitioners to establish these as a new route into HE. This paper contributes to what is currently limited knowledge about the impact of degree apprenticeships on social mobility and equality.
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Pugach, Marleen C., and Lawrence J. Johnson. "The Challenge of Implementing Collaboration between General and Special Education." Exceptional Children 56, no. 3 (1989): 232–35. http://dx.doi.org/10.1177/001440298905600308.
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Although the literature distinguishes between expert and collaborative interpretations of consultation, in practice it is difficult for specialists to relinquish their “expert” status in a consulting relationship. While collaborative models of consultation appear to be gaining favor, achieving real partnerships between special education and classroom teachers is a much greater challenge than is often realized. This article describes differences between consultation and collaboration and makes the argument that collaboration deserves far greater attention in current attempts to redefine relationships between specialists and teachers in the schools.
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Rintell, David, and Richard Melito. "“Her Illness Is a Project We Can Work on Together”." International Journal of MS Care 15, no. 3 (2013): 130–36. http://dx.doi.org/10.7224/1537-2073.2012-022.
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This article presents a model for intervening with families that are addressing a new diagnosis of multiple sclerosis (MS) in one member. The model is collaborative, integrative, and family-centered. It involves both working with the family collaboratively and providing strategies to promote greater collaboration within the family. The model integrates elements of crisis intervention theory, psycho-education, and family-centered approaches. The model was developed with families addressing MS, and was piloted with three families. The intervention was found to improve family members' ability to collaborate with each other. Such increased collaboration may enhance the family's ability to manage long-term illness more effectively, help the family address the impact of the illness on all family members, and generally improve the family's quality of life.
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Robinson, A. Helene. "2. Using Creativity and Collaboration to Develop Innovative Programs That Embrace Diversity in Higher Education." Collected Essays on Learning and Teaching 5 (June 19, 2012): 6. http://dx.doi.org/10.22329/celt.v5i0.3428.
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This paper provides an example of an innovative solution to program development that addresses the diverse needs of teacher educators throughout various geographical locations in Florida, through a collaborative multi-university, muti-agency teacher training program funded by one collaborative grant. Innovation is driven out of need, and I will discuss how I identified the needs at my university and then utilized creativity and collaboration to network and obtain the grant, which then facilitated, developed, and taught in a new M.Ed. program in Arts and Academic Interdisciplinary Education. Program content and delivery were both planned around the diverse student population within the multi-university collaboration, with each university designing diverse programs to address the specific needs of their population but with the same concept of arts integration. Collaboration also occurred within each university: the College of Arts and Science and the College of Education. In addition, teachers were required to collaborate as coaches in their schools to train and support others in increasing arts integration in their schools.
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Reinius, Hanna, Tiina Korhonen, and Kai Hakkarainen. "The design of learning spaces matters: perceived impact of the deskless school on learning and teaching." Learning Environments Research 24, no. 3 (2021): 339–54. http://dx.doi.org/10.1007/s10984-020-09345-8.
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AbstractThis exploratory case study examined the kinds of activity that a ‘deskless school” (i.e., flexible physical school spaces) engenders among pupils and teachers. We also considered the meaning and significance that pupils and teachers attach to various features of the school, as well as the associated action possibilities. The data were gathered in a new school in the Helsinki capital area that was architecturally designed to have flexible learning spaces (FLS) without traditional classrooms or desks for pupils in an attempt to encourage pedagogical renewal. The participants comprised 17 pupils in one second-grade class and their two teachers. The data were collected by participant observation (15 lessons over 3 weeks) and interviews with the teachers and groups of pupils. Those working in FLS engaged in collaborative learning and teaching activities. Pupils worked constantly in pairs or small groups and studied collaboratively. They also incorporated mobility into their own learning activities and developed agency by choosing how and where they would work. In particular, they appreciated being able to collaborate with their peers and freely choose where and how to study. Teachers approved of the school environment’s facilitation of collaborative learning and highlighted the importance of professional co-planning and other aspects of collaboration. Overall, the design of school environments matters at the pedagogical and professional level. With thoughtful planning, such design can support deeper collaboration among teachers and pupils, foster knowledge sharing, and even develop pupils’ agency. Although the learning space itself does not ensure change, it does enable new kinds of interaction and joint learning activities.
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Giannakos, Vassilios, and Maria Darra. "The Contribution of Computer-Supported Collaborative Learning to the Development of Collaboration Between Students: Results of Pilot Implementation in Greek Secondary Education." International Education Studies 12, no. 3 (2019): 158. http://dx.doi.org/10.5539/ies.v12n3p158.
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The main purpose of this survey is to explore whether Computer-Supported Collaborative Learning (CSCL) constitutes a good practice in the teaching of Literature in Lyceum and in the cross-curricular approach of the specific subject. More specifically, the contribution of the digital platform web 2.0, wiki pbworks – along with the use of subsidiary software applications – is explored in the promotion of collaborative learning and the special skills it develops among students. The method that was used is the field experiment, working both with an experimental group (25 students) and with a control group (25 students). The outcome of the findings, regards the promotion of collaborative learning, the formation of a more positive attitude towards collaboration proved to be successful with regard to the use of Computer-Supported Collaborative Learning and the application of the digital platform of collaboration web 2.0, wiki pbworks.
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Sharpe, Tom, Monica Fabian Lounsbery, Cindy Golden, and Chris Deibler. "Analysis of an Ongoing, District-Wide Collaborative Approach to Teacher Education." Journal of Teaching in Physical Education 19, no. 1 (1999): 79–96. http://dx.doi.org/10.1123/jtpe.19.1.79.
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Collaboration among teacher educators and practicing teachers is currently a popular education reform strategy. Two matched undergraduate cohorts, one prepared in a Professional Development School (PDS) collaborative, were followed over a 5-year period to determine the benefits of one collaborative model. Qualitative data were collected across the 2 undergraduate groups (n = 8, n = 6), two cooperating teacher groups (n = 16, n = 12), two public school administrative groups (n = 4, n = 3), and one faculty group (graduate student n = 3, faculty n = 3). Observational data were also collected for each undergraduate cohort, representing practicum, student teaching, and inservice teaching. Qualitative data over the 5-year study period showed trends from apprehension to receptivity and recommitment to the teacher education process for all collaborative participants. While not directly attributable to the collaboration model alone, exposed undergraduates and their students also demonstrated marked changes in select daily practices correlated with effective instruction. Challenges and implications for research on collaborative activities are last discussed.
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Hilliker, Shannon M., and Erin K. Washburn. "Family Literacy Night: A Student-Centered Clinically Rich Experience for Teacher Candidates in Literacy and TESOL." Journal of Education 201, no. 1 (2020): 34–41. http://dx.doi.org/10.1177/0022057420904381.
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This article aims to share a collaboration between TESOL (Teaching English to Speakers of Other Languages) and Literacy professionals to provide a family literacy night for multi-language learners after school at the elementary level. First, a review of research that highlights the important factors to the collaboration is outlined. This is followed by a description of the university–school partnership that was designed to be an opportunity for TESOL and Literacy teacher candidates to collaborate with one another, practicing English as a New Language teachers, and children and families of multi-language learners. The article concludes with an overview of challenges encountered in the collaborative process.
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Tan, Esther, Jacob Gerolf de Weerd, and Slavi Stoyanov. "Supporting interdisciplinary collaborative concept mapping with individual preparation phase." Educational Technology Research and Development 69, no. 2 (2021): 607–26. http://dx.doi.org/10.1007/s11423-021-09963-w.
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AbstractConcept mapping facilitates the externalisation and internalisation of knowledge by individuals during collaborative knowledge construction. However, not much is known about the individual and collaborative learning processes during collaborative concept mapping (CCM) in interdisciplinary knowledge construction. Premised on literature on collaboration scripts to scaffold the collaboration process, this study investigates the effect of an individual preparation phase prior to collaborative work on the epistemic and social processes of knowledge co-construction, as well as the degree of interdisciplinary knowledge integration in collaborative concept mapping. A total of N = 42 third year university students were put into one of the two experimental conditions: with individual preparation phase (WIP) and without individual preparation phase (WOIP). Students worked on a collaborative assignment to integrate interdisciplinary knowledge in collaborative concept mapping. Data for analysis was derived from audio recordings of the collaborative discourse in both experimental conditions. Chi-square test was conducted to investigate if there were significant differences between the effects of WIP and WOIP on the epistemological and social dimension. Findings showed that groups in the WIP condition showed significantly more verification, clarification and positioning statements in the epistemic dimension and also significantly more integration-oriented and conflict-oriented consensus building in the social dimension as compared to groups in the WOIP condition. On the degree of interdisciplinary knowledge integration, independent sample t-tests showed that there was no significant difference for concepts, domains and cross-links between the two experimental conditions. However, there was significant difference in types of cross-links for the CCMs in the WIP condition.
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Whittier, Kathleen S., and J. Scott Hewit. "Collaborative Teacher Education: The Elementary Education/Special Education Connection." Intervention in School and Clinic 29, no. 2 (1993): 84–88. http://dx.doi.org/10.1177/105345129302900205.
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Wang, Donna. "The development and administration of collaborative social work programs: challenges and opportunities." On the Horizon 23, no. 1 (2015): 46–57. http://dx.doi.org/10.1108/oth-08-2014-0028.
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Purpose – The purpose of this exploratory research was to document the history, structure and administration of current collaboratives, as well as overall challenges and benefits. Little is known about how and why collaborative graduate social work programs were started, how they operate or what are the challenges and benefits. Design/methodology/approach – Six case studies were conducted through semi-structured interviews of a purposive sample of key personnel from collaborative programs. Findings – Findings revealed that each collaborative program grew from existing undergraduate social work programs. Key primary benefits include that collaborative programs provide service to regions that would otherwise not have access to graduate social work education and added diversity and depth to programs. Greatest challenges are day-to-day operationalization and the cohesiveness to be “one program” among faculty and students. Practical implications – Suggestions are provided to programs interested in developing a collaborative program. Originality/value – Because such little is known about collaborative programs, it is hoped that this article offers insight and issues to consider when beginning and administering collaborative social work programs.
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Becerra García, Eulalia Beatriz, Gloria del Rocío Endara Prieto, and Rita Piedad Edilma Poma Rojas. "Estrategias didácticas para mejorar el trabajo colaborativo." Revista Científica Retos de la Ciencia 4, no. 8 (2020): 86–95. http://dx.doi.org/10.53877/rc.4.8.20200101.06.
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The objective of the proposal is to improve collaborative work in students of General Basic Education in the Educational Unit of "Quisapincha", where you can see a lack of interest when working collaboratively, the project aims to use teaching strategies, which are essential tools for driving the educational process and the construction of new knowledge to generate a bond of good coexistence, human and social relationships to achieve teamwork and harmonic groups, the research uses a qualitative-quantitative methodology, since the analysis and interpretation of the techniques and instruments such as the interview and survey, it was determined that the third year students of basic general education work individually and in isolation with absence of coexistence and values of collaboration; Therefore, it is suggested to use a manual of collaborative teaching strategies that will strengthen the development of skills and attitudes such as: critical and creative thinking, responsibility for learning, searching, organizing, creating and applying information, promoting collaborative learning and self-reflection on learning itself. Keywords: collaborative work, teaching strategies, teamwork.
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Mavridis, Apostolos, Thrasyvoulos Tsiatsos, and Theodouli Terzidou. "Designing and Deploying 3D Collaborative Games in Education." International Journal of Game-Based Learning 6, no. 1 (2016): 43–57. http://dx.doi.org/10.4018/ijgbl.2016010104.
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This paper focuses on methodologies of serious games deployment and evaluation. Particularly, this study will present a specific category of serious games that are based on Collaborative Virtual Environments and they aim to support Collaborative Learning. We call these serious games Collaborative Virtual Educational Games (CVEG). The paper aims to analyze the deployment and evaluation process, through the study of relevant bibliography, and by doing so to reveal the existing research gap, which fails to evaluate the threefold nature – game, collaboration, and software - of CVEG. The proposed framework aims to support the design, deployment, and evaluation of a CVEG, by incorporating two consecutive and recurrent cycles, each consisting of distinct phases. Furthermore, each phase is designed to address specific goals. Finally, the paper presents four case studies, applying the proposed theoretical methodology for designing, deploying and evaluating a pragmatic CVEG.
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Hathorn, Lesley G., and Albert L. Ingram. "Cooperation and Collaboration Using Computer-Mediated Communication." Journal of Educational Computing Research 26, no. 3 (2002): 325–47. http://dx.doi.org/10.2190/7mkh-qvvn-g4cq-xrdu.
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This study operationally defined and measured collaboration and compared the products and structure of collaborative groups that used computer-mediated communication. Key characteristics of collaboration selected from the literature were interdependence, synthesis, and independence, and a model for evaluating these characteristics was developed. All communication in this study occurred via asynchronous computer-mediated communication, using a threaded Web discussion. Participants in the study were graduate students, studying the same course with the same instructor at two venues. The students were divided into small groups from one or both venues, and four of these groups were studied. All students were given a problem to solve involving the cost-benefit trade-offs of distance education. The groups received different instructions. Two of them were told to collaborate on a solution, and the other two were told to select a role and discuss the problem from that point of view. Groups that were instructed to collaborate were more collaborative, but they produced a solution of a lower quality than the other groups. No conclusions could be drawn from the results on the structure of the groups. The role of collaboration in problem solving is discussed along with methods for creating more effective collaboration.
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Molkenthin, Frank, Phillippe Belleudy, K. Peter Holz, Janos Jozsa, Roland Price, and Peter van der Veer. "HydroWeb: ‘WWW based collaborative engineering in hydroscience’—a European education experiment in the Internet." Journal of Hydroinformatics 3, no. 4 (2001): 239–43. http://dx.doi.org/10.2166/hydro.2001.0022.
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Modern information and communication technology enables new technical solutions to support collaboration in engineering over distance. The application of Web based project platforms and collaboration methods requires new kinds of soft skills, knowledge and experience—a task for education and training in hydroinformatics. This technical note describes a pan-European education experiment, where students from five European universities have solved a given engineering task in distributed teams in the Internet. The collaboration was based on the principle of ‘information sharing’ using a Web based project platform. In this course the students acquired experience in interdisciplinary teamwork, net based project co-ordination and Web based reporting. They strengthened their social competence to collaborate in heterogeneous teams with different habits, nationalities, ages and educational backgrounds. The described experiment might be the basis for introducing Web based collaborative engineering in the regular course programme of water related curricula.
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Emara, Mona, Nicole Hutchins, Shuchi Grover, Caitlin Snyder, and Gautam Biswas. "Examining Student Regulation of Collaborative, Computational, Problem-Solving Processes in Open-Ended Learning Environments." Journal of Learning Analytics 8, no. 1 (2021): 49–74. http://dx.doi.org/10.18608/jla.2021.7230.
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The integration of computational modelling in science classrooms provides a unique opportunity to promote key 21st century skills including computational thinking (CT) and collaboration. The open-ended, problem-solving nature of the task requires groups to grapple with the combination of two domains (science and computing) as they collaboratively construct computational models. While this approach has produced significant learning gains for students in both science and CT in K–12 settings, the collaborative learning processes students use, including learner regulation, are not well understood. In this paper, we present a systematic analysis framework that combines natural language processing (NLP) of collaborative dialogue, log file analyses of students’ model-building actions, and final model scores. This analysis is used to better understand students’ regulation of collaborative problem solving (CPS) processes over a series of computational modelling tasks of varying complexity. The results suggest that the computational modelling challenges afford opportunities for students to a) explore resource-intensive processes, such as trial and error, to more systematic processes, such as debugging model errors by leveraging data tools, and b) learn from each other using socially shared regulation (SSR) and productive collaboration. The use of such SSR processes correlated positively with their model-building scores. Our paper aims to advance our understanding of collaborative, computational modelling in K–12 science to better inform classroom applications.
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Napan, Ksenija, Jennifer K. Green, Judith A. Thomas, et al. "Collaborative Transformations." Journal of Transformative Education 16, no. 3 (2017): 246–67. http://dx.doi.org/10.1177/1541344617736636.
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This research demonstrates that cooperative inquiry (CI) offers authentic opportunities for academics to transform their teaching, paving the way for additional collaborative practices in higher education across a range of disciplines. Using data from cycles of action and reflection, a multidisciplinary group of seven tertiary teachers committed to monthly meetings over a period of 18 months. This collaborative process enabled expansion of personal, professional, and institutional boundaries in terms of how learning can occur through transformed and transformative teaching approaches. Our commitment led to innovative teaching practices that emerged from our CI process. Challenges of this approach and possible ways to overcome them are addressed. This research led primarily to transformation of self and enhanced academic relationships. It also provides insights regarding the potential to transform tertiary learning institutions and contribute to the development of academics who are inspired to be more appreciative of and engaged with their students.
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Ramsammy, Leslie. "Interprofessional education and collaborative practice." Journal of Interprofessional Care 24, no. 2 (2010): 131–38. http://dx.doi.org/10.3109/13561820903417426.
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Rocca, Concetta La, Massimo Margottini, and Rosa Capobianco. "Collaborative Learning in Higher Education." Open Journal of Social Sciences 02, no. 02 (2014): 61–66. http://dx.doi.org/10.4236/jss.2014.22009.
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Fann, James I. "Commentary: Collaborative education in surgery." JTCVS Techniques 3 (September 2020): 245–46. http://dx.doi.org/10.1016/j.xjtc.2020.03.001.
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Laal, Marjan, Zhina Khattami-Kermanshahi, and Mozhgan Laal. "Teaching and Education; Collaborative Style." Procedia - Social and Behavioral Sciences 116 (February 2014): 4057–61. http://dx.doi.org/10.1016/j.sbspro.2014.01.890.
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Disch, Joanne. "Interprofessional Education and Collaborative Practice." Nursing Outlook 61, no. 1 (2013): 3–4. http://dx.doi.org/10.1016/j.outlook.2012.11.002.
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Geiger, John. "Education Deans as Collaborative Leaders." Journal of Teacher Education 40, no. 6 (1989): 2–4. http://dx.doi.org/10.1177/002248718904000601.
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Tett, Lyn, Jim Crowther, and Paul O'Hara. "Collaborative partnerships in community education." Journal of Education Policy 18, no. 1 (2003): 37–51. http://dx.doi.org/10.1080/0268093032000042191.
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Aruffo, Sylvia, and Connie Gardner. "Patient education: A collaborative process." Case Manager 12, no. 4 (2001): 74–77. http://dx.doi.org/10.1067/mcm.2001.117229.
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Lim, Kenneth Y. T., and Jason Y. Z. Wang. "Collaborative handheld gaming in education." Educational Media International 42, no. 4 (2005): 351–59. http://dx.doi.org/10.1080/09523980500237765.
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