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Journal articles on the topic 'Learning by collaborative designing'

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Published: 4 June 2025

Last updated: 15 July 2025

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Palincsar, Annemarie Sullivan, and Leslie Rupert Herrenkohl. "Designing Collaborative Learning Contexts." Theory Into Practice 41, no. 1 (2002): 26–32. http://dx.doi.org/10.1207/s15430421tip4101_5.

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Miller, Mariel, and Safoura Askari. "Designing an Online Collaborative Exam:." Open/Technology in Education, Society, and Scholarship Association Journal 4, no. 1 (2024): 1–19. http://dx.doi.org/10.18357/otessaj.2024.4.1.64.

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The ability to collaborate online is an essential skill that allows learners to bring together diverse perspectives to deepen understanding regardless of physical location. As online learning and hybrid workplaces have become more prevalent since the COVID-19 global pandemic, the critical nature of this skill has become particularly relevant for post-secondary graduates. While exams are traditionally viewed as solitary endeavors, collaborative exams offer invaluable opportunities for learners to develop these skills. However, this form of collaborative assessment can be challenging for both learners and educators, and few studies offer guidance for the effective design of collaborative exams. As such, in this paper, we report on the design and implementation of a synchronous collaborative midterm exam in a large first-year undergraduate course. Specifically, we describe how we drew on a theoretical framework of self- and socially shared regulation of learning to design a three-phase exam fostering learners’ engagement in key processes of planning, strategic enactment, and reflection on collaboration processes and products. Finally, we discuss key considerations that arose during the design and implementation of the exam, including ensuring an emphasis on process and authenticity, ethical use of video, and equity of access.

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Collazos, Cesar, Luis Guerrero, José Pino, Sergio Ochoa, and Gerry Stahl. "Designing Collaborative Learning Environments Using Digital Games." JUCS - Journal of Universal Computer Science 13, no. (7) (2007): 1022–32. https://doi.org/10.3217/jucs-013-07-1022.

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Collaborative learning environments require carefully crafted designs — both technical and social. This paper presents a model describing how to design socio-technical environments that will promote collaboration in group activities. A game was developed based on this model. This tool was used to conduct experiments for studying the collaborative learning process. Testing with this system revealed some strengths and weaknesses, which are being addressed in the on-going research.

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Kirschner, Paul, Jan-Willem Strijbos, Karel Kreijns, and Pieter Jelle Beers. "Designing electronic collaborative learning environments." Educational Technology Research and Development 52, no. 3 (2004): 47–66. http://dx.doi.org/10.1007/bf02504675.

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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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Karunanayaka, Shironica. "DESIGNING AN ONLINE LEARNING COMMUNITY AMONG TEACHER EDUCATORS." Asian Association of Open Universities Journal 3, no. 2 (2008): 71–82. http://dx.doi.org/10.1108/aaouj-03-02-2008-b001.

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Online course delivery is rapidly growing among educational institutions all over the world, especially in Open and Distance Learning institutions. The frequent criticisms on distance education for having only limited interactions between teachers and students as opposed to traditional face to face teaching can be significantly minimized with the increased use of online methods, due to its unique instructional capabilities. Online learning provides ample opportunities for students learning at a distance to constantly interact with their teachers as well as peers, sharing experiences and working collaboratively. The creation of a sense of social presence is essential to establish a collaborative online learning environment, as it is a most important factor that helps people actively collaborate, thus increasing a sense of belonging to the learning community. The Faculty of Education of the Open University of Sri Lanka offered the online course, "Teacher Educator as an Educational Technologist" in December 2007, using the learning management system Moodle. The course was designed using a collaborative learning model, allowing adequate opportunities for the distant learners to actively engage in their learning process, engaging in a number of learning and assessment tasks with the support of learning resources and instructor guidance, while collaborating and sharing experiences among each other, mainly through discussion forums. Using the case study approach, an investigation was carried out to find out the specific strategies and techniques adopted by designers, instructors and students in enhancing community building among the participants in the online learning environment. It further explored the impact of community building on the distant learners, who were also novices to online learning. This paper discusses the development process in the building of an online learning community and emphasizes on the roles of designers, teachers, and learners.

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Scapp, Ron. "Designing Joyful Learning." Ethnic Studies Review 45, no. 2-3 (2022): 82–86. http://dx.doi.org/10.1525/esr.2022.45.2-3.82.

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This interview highlights Samantha Antione-Purcell’s work in bringing a new educational model to Grenada. Antione-Purcell describes her journey into teaching and educational leadership, and the creation of a new collaborative school, The St. George’s Institute. The interview is conducted by Ron Scapp.

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Van Hoe, Amber, Joel Wiebe, Jim Slotta, Tijs Rotsaert, and Tammy Schellens. "Designing Dialogic Peer Feedback in Collaborative Learning: The Role of Thinq Tank." Education Sciences 14, no. 11 (2024): 1231. http://dx.doi.org/10.3390/educsci14111231.

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As technology continues to reshape education, the integration of peer feedback (PF) is increasingly recognized as a key element in promoting student collaboration and learning. This design study tracks the development and implementation of the Thinq Tank tool, which is aimed at facilitating dialogic PF within computer-supported collaborative-inquiry learning (CSCiL) environments. The research was conducted through three design iterations, comparing two key experimental conditions: one contrasting non-dialogic PF with dialogic PF, and another comparing dialogic PF with scripted dialogic PF featuring dynamic sentence-starters and defined roles. Utilizing a quasi-experimental design, we assessed the overall impact on scientific (collaborative) learning outcomes, students’ perceptions of PF, and the composition and elements of PF dialogues. The findings suggest that the integration of dialogic PF within a CSCiL lesson series helps to boost scientific collaborative learning outcomes and increases student receptivity to PF. The study demonstrates that integrating structured support mechanisms within PF tools promotes PF dialogues in which students critically evaluate each other’s work and collaboratively think about ways to improve quality. These insights illustrate that structured, technology-supported PF can significantly advance inquiry outcomes and foster deeper collaborative learning in secondary STEM education.

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Li, Yanhong, Aditi Kothiyal, Thomas Weber, Beat Rossmy, Sven Mayer, and Heinrich Hussmann. "Designing Tangible as an Orchestration Tool for Collaborative Activities." Multimodal Technologies and Interaction 6, no. 5 (2022): 30. http://dx.doi.org/10.3390/mti6050030.

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Orchestrating collaborative learning activities is a challenge, even with the support of technology. Tangibles as orchestration tools represent an ambient and embodied approach to sharing information about the learning content and flow of the activity, thus facilitating both collaboration and its orchestration. Therefore, we propose tangibles as a solution to orchestrate productive collaborative learning. Concretely, this paper makes three contributions toward this end: First, we analyze the design space for tangibles as an orchestration tool to support collaborative learning and identify twelve essential dimensions. Second, we present five tangible tools for collaborative learning activities in face-to-face and online classrooms. Third, we present principles and challenges to designing tangibles for orchestrating collaborative learning based on our findings from the evaluation of ten educational experts who evaluated these tools using a usability scale and open questions. The key findings were: (1) they had good usability; (2) their main advantages are ease of use and support for collaborative learning; (3) their main disadvantages are limited functions and the difficulty to scale them to more users. We conclude by providing reflections and recommendations for the future design of tangibles for orchestration.

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Sankaranarayanan, Sreecharan, Siddharth Reddy Kandimalla, Mengxin Cao, et al. "Designing for learning during collaborative projects online: tools and takeaways." Information and Learning Sciences 121, no. 7/8 (2020): 569–77. http://dx.doi.org/10.1108/ils-04-2020-0095.

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Purpose In response to the evolving COVID-19 pandemic, many universities have transitioned to online instruction. With learning promising to be online, at least in part, for the near future, instructors may be thinking of providing online collaborative learning opportunities to their students who are increasingly isolated from their peers because of social distancing guidelines. This paper aims to provide design recommendations for online collaborative project-based learning exercises based on this research in a software engineering course at the university level. Design/methodology/approach Through joint work between learning scientists, course instructors and software engineering practitioners, instructional design best practices of alignment between the context of the learners, the learning objectives, the task and the assessment are actualized in the design of collaborative programming projects for supporting learning. The design, first segments a short real-time collaborative exercise into tasks, each with a problem-solving phase where students participate in collaborative programming, and a reflection phase for reflecting on what they learned in the task. Within these phases, a role-assignment paradigm scaffolds collaboration by assigning groups of four students to four complementary roles that rotate after each task. Findings By aligning each task with granular learning objectives, significant pre- to post-test learning from the exercise as well as each task is observed. Originality/value The roles used in the paradigm discourage divide-and-conquer tendencies often associated with collaborative projects. By requiring students to discuss conflicting ideas to arrive at a consensus implementation, their ideas are made explicit, thus providing opportunities for clarifying misconceptions through discussion and learning from the collaboration.

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Pozzi, Francesca, Andrea Ceregini, and Donatella Persico. "Designing networked learning with 4Ts." Proceedings of the International Conference on Networked Learning 10 (May 9, 2016): 210–17. http://dx.doi.org/10.54337/nlc.v10.8865.

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This paper tackles the issue of how to support the design of effective collaborative activities in networked learning contexts. At the crossover between the ‘learning design' and the ‘networked learning' research sectors, notions such as ‘collaborative techniques', ‘design patterns' or ‘scripts' are often used to describe and/or run online collaborative learning activities. Based on these concepts, technological tools have been implemented that reify these notions and support several phases of the learning design process, including the sharing and reuse of design representations. Despite the differences among tools, most of the them support the representation of learning designs that are already "in the designer's mind", while few technological tools specifically provide guidance and support in the early phase of the design process of collaborative activities, i.e. the conceptualization of the design. Focusing on this gap, this paper proposes a model and, based on it, a game supporting the conceptualization of online collaborative activities for networked learning contexts. Both the model and the game are based on the interplay of four variables, the 4Ts: Task, Teams, Time and Technology, regarded as the key aspects of the decisions to be made. The model suggests that, to design the online activity, the teacher/designer will need to "juggle" around with these four variables and their reciprocal relationships in a cyclic, iterative process, regardless of whether she wants to start the design from scratch or to reuse an already existing collaborative. Implemented with the aim of scaffolding such iterative process and supporting a group of teachers in the decision taking phases, the game consists of a board, representing the Time component, and of 5 decks of cards (respectively for the Task, Team, Technology, Technique and the Jokers). Each deck contains cards describing instances of Task, Team, Technology or Technique, while the Joker cards are empty and should be filled in by players with new instances. To guide the decisions, each card illustrates the dependencies between that particular instance of T and the others, thus making the decision criteria as explicit as possible and stimulating reflection on how each variable impacts on the others. Both the 4Ts model and the game have been field tested and evaluated by the developers with a group of 48 teachers. The results encourage the development of a digital version of the game, where cards are still tangible objects, and augmented reality techniques are employed to digitize the results of conceptualisation.

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Or-Bach, Rachel, and Marije van Amelsvoort. "Supporting Asynchronous Collaborative Learning." International Journal of Online Pedagogy and Course Design 3, no. 4 (2013): 1–15. http://dx.doi.org/10.4018/ijopcd.2013100101.

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The presented study was conducted during a graduate course on Digital Collaboration involving theory and practice. The findings presented here deal with one aspect of students’ collaboration; the asynchronous threaded forum with instructional design to support collaborative learning within three communities. Students' inputs consisted of several steps towards a final paper, and of feedback to other students' inputs. The instructional intervention scheme varied for the three communities in adaptation and presentation. The authors report on students' perceptions regarding our design of the threaded forums to support learning. Data from a post-course questionnaire is backed by additional data sources within the course to support interpretations. Findings revealed tradeoffs in design decisions for collaborative learning, and give directions for further research. The authors discuss the implications of the findings for using peer feedback for collaborative learning, for designing different schemes of instructional interventions and for other design decisions and tradeoffs.

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Murillo Montes de Oca, Ambar, Nicolae Nistor, Mihai Dascalu, and Stefan Trausan-Matu. "Designing Smart Knowledge Building Communities." Interaction Design and Architecture(s), no. 22 (September 20, 2014): 9–21. http://dx.doi.org/10.55612/s-5002-022-001.

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Knowledge building communities (KBCs) are environments where learning is continually occurring as a social process, and the collective knowledge base is gradually being expanded upon. Knowledge accessible to all members is produced in collaborative discourse, along with the development and the use of conceptual artifacts. This theoretical contribution discusses the possibilities to foster and design KBCs in a “smart” manner so that they can be connected to formal learning. Firstly, the paper identifies the characteristics of “smartness” for the context of KBCs: participants (individuals and groups), collaboration and convergence, as well as technology that may provide enabling and monitoring tools. Secondly, tools are suggested to foster and monitor the development and the use of collaborative discourse and conceptual artifacts. Thirdly, recommendations for the design of smart KBCs are provided. Finally, a research agenda is proposed based on the previous discussions.

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Kawtar, Zargane, Khaldi Mohamed, and Erradi Mohamed. "Design and Modeling of Educational Scenarios for Collaborative Online Learning Activities." International Journal of Religion 5, no. 9 (2024): 525–37. http://dx.doi.org/10.61707/70c04n50.

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Collaborative learning has evolved from traditional classroom teaching to e-learning platforms, at this level of revolution, Educational scenarios for online collaborative learning activities must be carefully designed to make an interactive and engaging learning experience. This research aims to model collaborative educational scenarios within the framework of online learning activities to allow learners to participate in online activities. We discuss the appropriate educational scenario, which combines multimedia content, interaction between the collaborative group, and active learning elements, and then we model this scenario with the UML modeling language. As a result, we represent how the design of educational scenarios, provides a better enhancement of the collaborative learning experience through the use of new technologies so that learners are encouraged to reflect on their learning processes and their group's collaboration, thus promoting better understanding. In conclusion, designing and modeling a collaborative learning educational scenario emphasizes collaboration, interaction, and knowledge acquisition between learners within a collaborative learning activity.

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Cheung, Ronnie, and Doug Vogel. "Designing Web 2.0 Collaboration Tools to Support Project-Based Learning." International Journal of Systems and Service-Oriented Engineering 3, no. 2 (2012): 1–14. http://dx.doi.org/10.4018/jssoe.2012040101.

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Collaborative learning involves small groups of students working together to solve problems for the purpose of learning. There are a large number of researches that focus on the technical aspects of computer-mediated environments for collaborative learning. Very few studies have examined the design of Web 2.0 technologies to support collaborative learning using an activity-oriented approach. In this study, activity theory was used as a design framework for collaborative learning in a Web 2.0 environment using Google Applications technology. By employing an activity-oriented design method, a collaborative platform was developed to facilitate social learning activities that are mediated by artifacts and collaborative tools using Google Applications technology.

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Cheong, Christopher, Vince Bruno, and France Cheong. "Designing a Mobile-app-based Collaborative Learning System." Journal of Information Technology Education: Innovations in Practice 11 (2012): 097–119. http://dx.doi.org/10.28945/1582.

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Boticki, I., Lung Hsiang Wong, and Chee-Kit Looi. "Designing Technology for Content-Independent Collaborative Mobile Learning." IEEE Transactions on Learning Technologies 6, no. 1 (2013): 14–24. http://dx.doi.org/10.1109/tlt.2012.8.

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Seitamaa-Hakkarainen, Pirita, Marjut Viilo, and Kai Hakkarainen. "Learning by collaborative designing: technology-enhanced knowledge practices." International Journal of Technology and Design Education 20, no. 2 (2008): 109–36. http://dx.doi.org/10.1007/s10798-008-9066-4.

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Smith, Stefan A. "Designing Collaborative Learning Experiences for Library Computer Classrooms." College & Undergraduate Libraries 11, no. 2 (2004): 65–83. http://dx.doi.org/10.1300/j106v11n02_06.

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Balaji, Soundararajan. "Designing Federated Learning Systems for Collaborative Financial Analytics." International Journal of Leading Research Publication 5, no. 2 (2024): 1–12. https://doi.org/10.5281/zenodo.15051139.

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Federated Learning (FL) has emerged as a transformative paradigm for privacy-preserving collaborative machine learning, particularly in the financial sector, where data privacy and regulatory compliance are paramount. By enabling decentralized model training across distributed datasets without centralized data aggregation, FL addresses critical challenges in financial analytics, such as fraud detection, risk assessment, credit scoring, and cross-institutional insights. We will explore the principles, applications, and challenges of FL in finance, emphasizing its potential to enhance model robustness, ensure data sovereignty, and comply with stringent regulations like GDPR and anti-money laundering frameworks. Key challenges include data heterogeneity, secure aggregation techniques, regulatory alignment, and resistance to adversarial attacks. Case studies from banking, regulatory bodies, and financial intermediaries illustrate successful implementations, underscoring FL’s capacity to unlock collaborative insights while preserving confidentiality. The study concludes with design principles for scalable, secure FL systems and highlights future directions for adoption in global financial ecosystems.

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Newton, Radka, and Jean Mutton. "Doing not talking: Insights from Designing and Running two Collaborative EDUJAMs." International Journal of Management and Applied Research 12, no. 1 (2025): 25–44. https://doi.org/10.18646/2056.121.25-003.

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This reflective article explores the design, implementation, and impact of EDUJAM, a fast-paced, collaborative learning event inspired by design thinking and service design principles. EDUJAM brought together educators, students, and professionals to co-create innovative solutions for the future of education through experiential learning and interdisciplinary collaboration. By integrating key characteristics of empathy-driven design, co-creation, inclusive collaboration, and a human-centred mindset, EDUJAM fostered an inclusive and psychologically safe environment where participants could experiment, take creative risks, and engage in meaningful problem-solving. The events’ structure blended intentional facilitation with flexibility, ensuring deep learning while maintaining a sense of spontaneity and improvisation. Reflecting on both the online and in-person EDUJAMs, we highlight the transformative potential of design jams as professional learning experiences in education. Our experience underscores the value of alternative, hands-on approaches to learning that empower participants to challenge traditional education models and drive innovation. EDUJAM serves as an example of how collaborative, immersive experiences can foster meaningful change in educational practices.

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Worsley, Marcelo, Khalil Anderson, Natalie Melo, and JooYoung Jang. "Designing Analytics for Collaboration Literacy and Student Empowerment." Journal of Learning Analytics 8, no. 1 (2021): 30–48. http://dx.doi.org/10.18608/jla.2021.7242.

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Collaboration has garnered global attention as an important skill for the 21st century. While researchers have been doing work on collaboration for nearly a century, many of the questions that the field is investigating overlook the need for students to learn how to read and respond to different collaborative settings. Existing research focuses on chronicling the various factors that predict the effectiveness of a collaborative experience, or on changing user behaviour in the moment. These are worthwhile research endeavours for developing our theoretical understanding of collaboration. However, there is also a need to centre student perceptions and experiences with collaboration as an important area of inquiry. Based on a survey of 131 university students, we find that student collaboration-related concerns can be represented across seven different categories or dimensions: Climate, Compatibility, Communication, Conflict, Context, Contribution, and Constructive. These categories extend prior research on collaboration and can help the field ensure that future collaboration analytics tools are designed to support the ways that students think about and utilize collaboration. Finally, we describe our instantiation of many of these dimensions in our collaborative analytics tool, BLINC, and suggest that these seven dimensions can be instructive for re-orienting the Multimodal Learning Analytics (MMLA) and collaboration analytics communities.

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Anggita, Gigih, Siska Desy Fatmaryanti, Ashari Ashari, and Eko Setyadi Kurniawan. "Designing Interactive Electronic Module with Collaborative Team Work in Physics Learning." Radiasi : Jurnal Berkala Pendidikan Fisika 16, no. 2 (2023): 80–89. http://dx.doi.org/10.37729/radiasi.v16i2.3556.

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This study aims to determine the validity, practicality and effectiveness of interactive electronic modules (e-modules) with collaborative teamwork for physics learning. Design e-modules using the Flip PDF Professional application.This development uses the ADDIE development design (Analysis, Design, Development, Implementation and Evaluation). This research was conducted at senior high school in Purworejo. The test subjects were limited to class X2 with 5 students and a wide trial with 71 students in class X1 class X2. The research instruments used were validation sheets, collaboration skills questionnaires, learning module implementation sheets, collaboration skills observation sheets and student response questionnaires. Study data analysis techniques through validity test, and N-gain. The results of the study obtained: 1) material validation by expert validators obtained an average score of 3.72 in the "very good" category media experts obtained an average score of 3.63 in the "very good" category, so that it was declared very good. 2) the practicality of the media seen from the responses of the students obtained an average percentage of 93.7% in the "very practical" category. 3) the effectiveness of the e-module is seen from the increase in the results of the pre and post collaboration skills questionnaire, namely obtaining an N-gain of 0.68 in the "medium" category. For this reason, the development of interactive e-module with Collaborative Teamwork Learning for physics learning meets valid, practical and effective criteria, to improve students' collaboration skills in Class X senior high school.

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Lipponen, Lasse, and Jiri Lallimo. "From Collaborative Technology to Collaborative Use of Technology: Designing Learning Oriented Infrastructures." Educational Media International 41, no. 2 (2004): 111–16. http://dx.doi.org/10.1080/09523980410001678566.

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Flórez-Aristizábal, Leandro, César Alberto Collazos, Sandra Cano, and Andrés Solano. "CollabABILITY Cards: Supporting Researchers and Educators to Co-Design Computer-Supported Collaborative Learning Activities for Deaf Children." Sustainability 14, no. 22 (2022): 14703. http://dx.doi.org/10.3390/su142214703.

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Implementing Collaborative Learning (CL) activities to support the education of children is something that must be carefully designed to achieve the desired goals since just having a group of children working on the same activity does not guarantee proper collaboration. It is something that goes from defining the profile of the students to structuring the collaboration according to the learning objectives, the number of children per group, roles defined, and shared resources among others. Designing Computer-Supported Collaborative Learning (CSCL) activities may be even harder to achieve when collaboration is trying to be accomplished by children with some kind of disability due to differences in the way they communicate or understand the world around them, which is why in this study we decided to focus on designing CSCL activities for deaf children. Since there is not a clear path in the literature to achieve effective collaboration among deaf learners, we propose four stages to be followed through a set of 27 cards that were designed to guide designers/developers and educators through the process of co-designing such activities. The cards were implemented in such a way that they were easy to follow along with, with templates that allowed designers of the CL activity to register all the information related to it. Digital and printed versions of the cards were evaluated by researchers and educators with satisfactory results and a prototype for mobile devices was developed and tested by children through individual and collaborative learning activities.

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Pandey, Shiv Ram, and Durga Nidhi Kaudal. "Collaborative Learning Environment for English Language Learning." A Bi-annual South Asian Journal of Research & Innovation 11, no. 1-2 (2024): 120–30. https://doi.org/10.3126/jori.v11i1-2.77867.

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This research article is on ‘Collaborative Learning Environment for English Language Learning in Private Schools in Kathmandu: A Case of Grade Five’. The study explores how private school teachers create collaborative learning environment for the English language learners. The study explores how and why the collaborative learning environment has been created to teach the English language learners in and out of the classroom. The study adopted qualitative research method and case study design to collect and analyze data from a single participant. In-depth interview and observation techniques were used to collect rich data. The participant was selected purposively. It is expected that the research outcome provides a significant ground for rethinking, reforming, planning, designing and implementing educational strategies in Nepal.

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afurovna, Ashurova Dildora G‘. "DESIGNING EFFECTIVE COLLABORATIVE STRATEGIES FOR ENGLISH LANGUAGE INSTRUCTION: KEY DIDACTIC CONDITIONS." International Journal of Advance Scientific Research 05, no. 12 (2024): 246–51. https://doi.org/10.37547/ijasr-04-12-37.

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This article explores the didactic conditions for designing and implementing collaborative strategies in English language teaching. It examines the role of teachers in guiding the integration of modern pedagogical technologies and the active participation of students. The study highlights the importance of innovative tools, pedagogical expertise, and student-centered learning for enhancing communicative skills and intercultural competence.

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Youssef, Lahmadi, Ouadoud Oumaima, El Khattabi Mohammed Zakariae, Rahhali Mounia, and Oughdir Lahcen. "Developing a Collaborative Learning Environment For ITS: A New Model Based on IMS-Learning Design." Statistics, Optimization & Information Computing 13, no. 3 (2024): 1233–44. https://doi.org/10.19139/soic-2310-5070-2162.

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Intelligent Tutoring Systems (ITS) represent a significant advancement in educational technology, evolving from computer-assisted teaching to more adaptive and interactive learning environments. This paper aims to delve into the methodological aspects of collaborative ITS, with a particular focus on the integration of IMS Learning Design (IMS-LD). The objective is to explore how IMS-LD is instrumental in designing and managing ITS and addressing the challenges of modern education systems. The proposed model addresses these challenges through three foundational principles: categorizing learning activities, clearly defining roles, and designating specific spaces for diverse activities. By integrating the learner model and IMS-LD, the model aims to enhance personalization and effectiveness, creating a more efficient, learner-centric system. The paper also discusses the development of meta-models for collaborative ITS, their correspondence with IMS-LD, and the challenges and benefits of model transformation techniques. The findings highlight the potential of ITS in providing adaptive and personalized learning experiences, fostering effective communication and collaboration among participants, and enhancing the overall quality of education through innovative technological integration.

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Do Thi Quynh, Mai, and Anh Tran Thi Lan. "DEVELOPMENT OF COLLABORATIVE PROBLEM-SOLVING COMPETENCY FOR STUDENTS THROUGH TEACHING METHOD OF WORKING IN CORNERS IN TEACHING CHEMISTRY AT HIGH SCHOOLS." Journal of Science Educational Science 65, no. 12 (2020): 190–200. http://dx.doi.org/10.18173/2354-1075.2020-0123.

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Collaborative problem-solving competency is one of the essential competencies, it is the combined competency of individual and social factors, demonstrating the ability to solve problems through team cooperation. With the organization of learning for students to perform group tasks in the corners, teaching methods of working in corners to have many conditions to develop collaborative problem-solving capabilities for students. However, in practice, when applying this teaching method, teachers only focus on designing tasks that fulfill the goal of knowledge and skills without paying attention to developing problemsolving capabilities through collaborative learning. In addition, teachers also face many difficulties in designing tools to assess students' competency. The paper presents principles and processes for designing learning tasks for collaborative learning activities in cornerbased teaching methods to develop collaborative problem-solving competency and building its assessment tools for students in high schools.

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Yoko, Tateoka. "Designing a place for collaboration in a Japanese language classroom -Rethinking "collaborative learning"-." Korean Journal of Japanese Education 35 (May 30, 2016): 7–21. http://dx.doi.org/10.21808/kjje.35.01.

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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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Duffy, Damian, and Allison N. Clark. "Symposium 2: OurComixGrid: Designing a Multimodal New Media Learning Environment." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 591–97. http://dx.doi.org/10.54337/nlc.v6.9382.

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This paper describes the theoretical and technological underpinnings of a multimodal Web 2.0 collaborative semantic grid e-learning design environment called OurComixGrid (OCG). OCG combines new media creation and online social networking with the cyberinfrastructure of grid computing to facilitate multimodal literacy education. OCG is a multimodal Web 2.0 collaborative semantic grid e-learning environment predicated on creation and expression through sequential art, the medium of comics. “Sequential art” or the word “comics” employed as a singular noun are categorical terms used somewhat interchangeably (see, e.g. Eisner, 1985, McCloud, 1993, McCloud, 2000), to describe the medium of expression found in comic books, comic strips, graphic novels, manga (Japanese comics), webcomics (online comics), and other formats. The medium is defined by the integration of text and image and the combination of multiple images in narrative sequence. Sequential art is therefore a multimodal medium, interweaving various forms of textual and visual information in a network of symbols that combine to create the meaning of the comic. New media literacies are a necessity in our multimodal world, in which many types of information work together to form meaning. Because comics is itself a multimodal form, it has been suggested that the medium can potentially be employed as a powerful teaching tool in multimodal literacy education (Norton, 2003, Gardner, 2006, Jacobs, 2007). Comics is also a popular art form, one in which readers, and particularly young readers, feel a co-ownership of meaning within the narrative. These two aspects of comics, its multimodality and the sense of co-ownership it affords readers, are synergistic with the online participatory cultures described by Jenkins, Clinton, Purushotma, Robinson, & Weigel (2006), in which young people are increasingly using internet technology to create and share media. To capitalize on these synergies, OCG proposes an integration of the multimodal language of comics with grid computing in order to bring media creation to a virtual collaborative space for four overlapping communities: students, primary and secondary educators, art practitioners, and academic researchers. Software for art creation and organization, synchronous and asynchronous communication modules, and curriculum building applications for teachers are all features OCG will incorporate to bring these communities together, and encourage them to collaborate on innovative new media educational resources. Grid computing and open source software provides the foundation for this collaboration. The large-scale data created by OCG users will be maintained via the integrated Rule-Oriented Data System (iRODS) (http://irods.sdsc.edu) which can describe management policies and provide the ability to track how the policies are applied and their execution results. OCG also makes use of CATPAC, a self-organizing neural network application that will track user and system created tags to facilitate qualitative and quantitative study of online collaborative practices within the social network. Thus OCG is a social network that can function simultaneously as a virtual art studio, an online classroom, and a laboratory in which to study the interactions of new media and education in the digital age.

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Karpov, Nikolai, and Qin Zhang. "Communication-Efficient Collaborative Best Arm Identification." Proceedings of the AAAI Conference on Artificial Intelligence 37, no. 7 (2023): 8203–10. http://dx.doi.org/10.1609/aaai.v37i7.25990.

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We investigate top-m arm identification, a basic problem in bandit theory, in a multi-agent learning model in which agents collaborate to learn an objective function. We are interested in designing collaborative learning algorithms that achieve maximum speedup (compared to single-agent learning algorithms) using minimum communication cost, as communication is frequently the bottleneck in multi-agent learning. We give both algorithmic and impossibility results, and conduct a set of experiments to demonstrate the effectiveness of our algorithms.

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Hämäläinen, Raija. "Methodological reflections: designing and understanding computer-supported collaborative learning." Teaching in Higher Education 17, no. 5 (2012): 603–14. http://dx.doi.org/10.1080/13562517.2012.658556.

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Nyvang, Tom, and Haakon Tolsby. "Students Designing ICT Support for Collaborative Learning in Practice." Proceedings of the International Conference on Networked Learning 4 (April 5, 2004): 585–92. http://dx.doi.org/10.54337/nlc.v4.9566.

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The aim of this paper is to present an understanding of student practice and needs in relation to ICT-based support for Problem Oriented Project Pedagogy (POPP). The paper combines a theoretical understanding of POPP and results from a case study. An important characteristic of the students in the case study is that they construct and reconstruct a learning environment of their own choice without intervention from other parties. The paper identifies coordination of activities, coordination of knowledge construction and creation of joint images of experiences as key activities that may very well be supported by ICT. It is also clear from the case study that students demand a flexible tool that can be altered as the project progresses and needs emerge.

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Hermans, Leon M., Marjolijn Haasnoot, Judith ter Maat, and Jan H. Kwakkel. "Designing monitoring arrangements for collaborative learning about adaptation pathways." Environmental Science & Policy 69 (March 2017): 29–38. http://dx.doi.org/10.1016/j.envsci.2016.12.005.

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Greener, Sue. "Designing environments for peer-to-peer and collaborative learning." Interactive Learning Environments 22, no. 4 (2014): 399–400. http://dx.doi.org/10.1080/10494820.2014.936117.

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Graetz, Ken A., and Michael J. Goliber. "Designing collaborative learning places: Psychological foundations and new frontiers." New Directions for Teaching and Learning 2002, no. 92 (2002): 13–22. http://dx.doi.org/10.1002/tl.75.

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Ferradji, Mohamed Abderraouf, and Abdelmadjid Zidani. "Collaborative Environment for Remote Clinical Reasoning Learning." International Journal of E-Health and Medical Communications 7, no. 4 (2016): 62–81. http://dx.doi.org/10.4018/ijehmc.2016100104.

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Despite the significant advances achieved these recent last years in terms of technologies widespread use in medical education, clinical reasoning learning (CRL) remains an extremely hard task in which there are still many gray areas that should be enlightened to better understand it. Furthermore, while CRL is basically a collaborative task implying the participation of many students and tutors working simultaneously on a same case, it should be considered from a social perspective. The authors followed then a collaborative-based learning approach, which consists in designing a shared workspace to support collaboration and enable social clinical knowledge acquisition. They started with a deep analysis of the CRL process in order to understand the usual way under which students learn together and then, highlight the vital collaborative learning tasks that need to be supported. The resulting designed model allowed us to shift towards Collaborative CRL (CCRL).

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Baker, Courtney K., and Margret Hjalmarson. "Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences." International Journal of Web-Based Learning and Teaching Technologies 14, no. 1 (2019): 1–16. http://dx.doi.org/10.4018/ijwltt.2019010101.

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This article brings together the results of a self-study conducted by two instructors of the same course for mathematics teacher leaders in a synchronous online learning environment using the videoconferencing tool Blackboard Collaborate. The combined self-study focused on the authors' instructional decision-making and on their use of scaffolded discourse to create a collaborative learning environment for teacher leaders in mathematics education. Findings indicate that two specific interactions were emphasized to highlight student engagement within the course: student-student interactions and student-content interactions. Results challenge the perception of participation as engagement and suggest the value of creating purposefully planned learning opportunities to engage students in online synchronous learning.

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Ruchik, Kashyapkumar Thaker. "Human-Robot Interaction: Designing robots that can naturally interact and collaborate with humans." INTERNATIONAL JOURNAL OF INNOVATIVE RESEARCH AND CREATIVE TECHNOLOGY 6, no. 4 (2020): 1–6. https://doi.org/10.5281/zenodo.14001622.

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Robot learning from demonstration (LfD) is a key research paradigm that addresses the challenge of scaling robot learning, enabling robots to acquire new knowledge without prior expertise in mechanical engineering or computer programming. This approach allows non-experts to teach robots tasks, promoting real-world applications where robots, like newborns, can learn from humans through interaction. The literature highlights the significant role of LfD in human-robot collaborative tasks, emphasizing the importance of designing communication frameworks for effective human-robot collaboration (HRC). This paper presents a comprehensive review of recent advancements in LfD, focusing on collaborative robots that benefit from improved communication channels and active learning methodologies. Additionally, the review explores how LfD enhances human-robot interaction (HRI) by increasing collaboration quality and addressing key human factors like comfort and acceptance. I examine the evolution of HRI in various domains, from industrial and hazardous environments to social interactions, and discuss the socio-economic impacts of integrating robots into human-centered tasks. Finally, I identify challenges and opportunities for future research in LfD, aiming to further improve collaboration, robot learning, and human comfort in HRC.

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Timonen, Päivi, and Heli Ruokamo. "Designing a Preliminary Model of Coaching Pedagogy for Synchronous Collaborative Online Learning." Journal of Pacific Rim Psychology 15 (January 2021): 183449092199143. http://dx.doi.org/10.1177/1834490921991430.

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In recent years, webinar platforms have been broadly utilized in online learning where students meet one another synchronously online. This research’s underlying value is its recognition of the utmost importance of the awareness that online learning is a social process, as is all learning. This study aims to find out what kinds of synchronous collaborative online coaching pedagogy models have been used in previous research and proceeds to construct a preliminary pedagogical model for a coaching pedagogy for synchronous collaborative online learning (CPSCOL). The methods comprise a systematic literature review and qualitative-data and theory-driven content analysis. Through the systematic literature review, peer-reviewed articles spanning 2014–2018 are carefully examined. The results identify the following pedagogical framework, theory, and model combinations for synchronous collaborative online learning: the Community of Inquiry framework, including social, cognitive, and teaching presence; social presence in conjunction with the media synchronicity theory or the broaden-and-build theory, or the 4E Learning Cycle (engagement, exploration, explanation, and extension); no specific pedagogy; problem-based learning with Community of Inquiry framework or FISh (focus, investigate, and share); collaborative learning and collaborative learning connected to social presence; Carpe Diem with the Five-Step Model; and coaching pedagogy. The preliminary results indicate a scarcity of research on synchronous coaching pedagogy in online education. Consequently, the CPSCOL model for collaborative online learning, including cognitive, social, and teaching presence, is introduced to formulate a new perspective regarding webinar pedagogy. The process of learners, skills, and competences should factor in the pedagogical methods designed by a coach (teacher), and the results show that webinar pedagogy enables and enhances active collaborative learning and knowledge construction in groups. In addition, 18 CPSCOL principles of practice have been developed to support the practical implementation of the CPSCOL model.

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Kaur, Divya Jyot, Niraja Saraswat, and Irum Alvi. "Technology-Enabled Language Leaning: Mediating Role of Collaborative Learning." Journal of Language and Education 9, no. 1 (2023): 90–102. http://dx.doi.org/10.17323/jle.2023.12359.

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Background. Technology-Enabled Language learning (TELL) encourages peer communication and collaboration through its innovative instructional methods. Collaborative student activities are recognised as an important component of the instructional approach of higher education, More recently, collaborative learning in conjunction with digital teaching tools has emerged as a preferred SLA pedagogical approach. Despite growing interest in TELL, research into the effects of collaborative learning on affective factors in SLA remains unexplored. Purpose. The aim of the proposed study is to identify factors influencing the behavioral intention of students to use WhatsApp for second language acquisition. Constructs from previous models: performance expectancy, effort expectancy, and perceived relevance (UTAUT) are tested, along with the mediating role of a new variable ‘collaborative learning’. Methods. Using the convenience sampling technique, the sample comprises 202 undergraduates studying in Institutes in Rajasthan, India. Data collected through Google forms was analyzed through IBM SPSS ver. 26 and Smart-PLS ver. 3.2.9, using structural equation modeling. Results. A positive and significant relationship was established between all the selected constructs. The indirect effects were positive, yet less significant than the direct effects. Moreover, the partially mediating effect of collaborating learning was affirmed. Empirical data confirms that collaborative learning acts as a mediating variable enhancing the intention to use WhatsApp for SLA. Conclusion. The present study makes an original and innovative contribution to language studies by analysing the relationship between the predictors. Such a systematic understanding of the topic can assist instructors in designing robust future pedagogical techniques.

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Shuce Zhao. "Collaborative Virtual Learning Environments: A Structure for Designing Digital Educational Materials." International Journal of Interactive Mobile Technologies (iJIM) 18, no. 23 (2024): 4–14. https://doi.org/10.3991/ijim.v18i23.51373.

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Collaborative learning (CL) is primarily conducted in-person meetings these days. It is explained in more detail by identifying key aspects and benefits. Furthermore, social dimensions of learning are discussed, with an emphasis on communication and interaction. Therefore, the theoretical underpinning of educational environments is shared learning. An overview of virtual learning communities and prerequisites for participation are provided. This paper’s goal is to offer a few pieces of research on students and cooperative learning in virtual environments. Educations on cooperative learners in virtual environments are beginning to appear and will become more important, especially in online and remote learning contexts. It will be argued that virtual worlds’ layout and functioning offer a collaborative platform, especially for students who may have grown accustomed to and even prefer digitalized learning environments. Additionally presented is the environment’s design. This environment has been assessed using a hybrid evaluation methodology to identify usability challenges, gather additional requirements for new functionality to facilitate collaborative virtual learning environments, and assess the suitability of various learning scenarios.

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Abramenka-Lachheb, Victoria, Jeanne Johnston, and Zach Weber. "Designing Interprofessional Online Learning Experiences for Future Healthcare Professionals." International Journal of Designs for Learning 15, no. 1 (2024): 56–73. http://dx.doi.org/10.14434/ijdl.v15i1.35383.

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The design case details the collaborative work of a design team—three faculty members, one instructional designer, and one educational resource specialist—to create a simulation-based interprofessional education (IPE) experience for future healthcare professionals. Before the COVID-19 pandemic that caused the shutdown of campuses across the country/world, this simulation-based learning experience was always offered in a face-to-face format. Thus, this case highlights the challenges and opportunities of designing this online learning experience within a limited period of time. Further, this case documents what theories or evidence-based practices were instrumental in designing this learning experience, along with the design team’s narrative regarding key design decisions and moves. It also includes a design narrative focusing on the description of the design process, such as key design judgments, decisions, and concrete examples of the design process outcome. Lastly, the design case highlights unique design features: Scalability of instruction through accessibility and usability, authenticity, interprofessional collaboration, and reflection. The design was guided by the TEACH (Team Education Advancing Collaboration in Health) core curriculum in the state of Indiana that foregrounds interprofessional practice competencies and teamwork in preparing future healthcare professionals.

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Lunding, Mille Skovhus, Jens Emil Sloth Grønbæk, Nicolai Grymer, Thomas Wells, Steven Houben, and Marianne Graves Petersen. "Reality and Beyond: Proxemics as a Lens for Designing Handheld Collaborative Augmented Reality." Proceedings of the ACM on Human-Computer Interaction 7, ISS (2023): 21–40. http://dx.doi.org/10.1145/3626463.

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Augmented Reality (AR) has shown great potential for supporting co-located collaboration. Yet, it is rarely articulated in the design rationales of AR systems that they promote a certain socio-spatial configuration of the users. Learning from proxemics, we argue that such configurations enable and constrain different co-located spatial behaviors with consequences for collaborative activities. We focus specifically on enabling different collaboration styles via the design of Handheld Collaborative Augmented Reality (HCAR) systems. Drawing upon notions of proxemics, we show how different HCAR designs enable different socio-spatial configurations. Through a design exploration, we demonstrate interaction techniques to expand on the notion of collaborative coupling styles by either deliberately designing for aligning with physical reality or going beyond. The main contributions are a proxemics-based conceptual lens and vocabulary for supporting interaction designers in being mindful of the proxemic consequences when developing handheld multi-user AR systems.

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Bayraktar-Özer, Özge, and Gökçen Hastürkoğlu. "Designing Collaborative Learning Environment in Translator Training: An Empirical Research." Research in Language 18, no. 2 (2020): 137–50. http://dx.doi.org/10.18778/1731-7533.18.2.02.

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The present study aims to investigate the efficacy of the collaborative learning method on the translation skills of students at the undergraduate level through a new model developed by the researchers. To this end, a pre-/post-test control group research design was followed to obtain empirical results in the translation of medical texts. The study group consisted of 60 undergraduate translation students in Turkey. Thirty students in the control group were instructed by using conventional training methods and each student worked individually. The completed translation was then evaluated by the instructor, as commonly applied in undergraduate translation programmes. The other 30 subjects in the experimental group were instructed through the collaborative learning method. The students participated in teamwork and undertook various roles such as terminologists, translators, proof-readers, and peer editors to check the final work. At the end of the three-week training, the difference between the translation performance scores of the two groups was found statistically significant in favour of the experimental group. The findings demonstrate the significant contribution of the collaborative learning method to the undergraduate students as this method provides them with an environment to improve the necessary translation skills for their future careers in terms of adopting different roles other than translators.

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Smarandache, Alexandru, and Elvira Popescu. "Designing a Collaborative Learning Platform Based on Learnersourcing and Gamification." Interaction Design and Architecture(s), no. 62 (November 30, 2024): 41–53. https://doi.org/10.55612/s-5002-062-003.

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In traditional, old-fashioned educational settings, students are passive consumers of learning content and do not actively contribute to the overall improvement of the learning process. While the situation has been changing lately and novel teaching approaches have been proposed, there are many educational systems in which the problem still persists. In this context, we introduce an innovative educational platform called ShaLe, which aims to provide comprehensive support for learnersourcing and gamification. More specifically, the ShaLe system allows students to share additional educational resources alongside those provided by the teachers. It features an integrated question-answer system to facilitate discussions and clarifications related to the teacher’s materials. Additionally, the platform introduces a dedicated task that encourages students to create new assignments and evaluate solutions proposed by their peers. Furthermore, students can visualize their own performance metrics and can earn badges for exceptional achievements, adding a gamification component to the learning process. As such, the platform is designed to facilitate collaborative learning among students, stimulate learner engagement, while also decreasing the workload of the teacher.

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Putri, Ratu Ilma Indra, and Zulkardi Zulkardi. "Designing Jumping Task on Percent using PMRI and Collaborative Learning." International Journal on Emerging Mathematics Education 3, no. 1 (2019): 105. http://dx.doi.org/10.12928/ijeme.v3i1.12208.

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Giovanni, Netaniel, Martha Monica Olivia Pangaribuan, and Deddy Candra. "Designing an Integrated Learning Action Plan to Build Strategic Learning Environments." International Journal of Pedagogy and Teacher Education 8, no. 2 (2024): 296. https://doi.org/10.20961/ijpte.v8i2.93624.

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<p>This study explores an integrated instructional design framework by combining the ADDIE model, Dick and Carey’s systematic instructional phases, and Backward Design, aiming to bridge skill gaps and address organizational challenges within government agencies, specifically BDKPKU. The research focuses on creating strategic learning environments that enhance cognitive and affective outcomes while aligning competency development with financial accountability goals. Key dimensions evaluated include satisfaction, cognitive impact, instructional design, leadership, and learner orientation. Using a mixed-methods approach, the study incorporated pretests, posttests, and problem-solving action learning, revealing substantial improvements in participants' comprehension and practical application of concepts. The implementation emphasized self-regulated, collaborative, experiential learning activities tailored to real-world scenarios. Results showed significant increases in engagement, motivation, and collaboration, confirming the efficacy of the integrated learning model in fostering critical skills. The research underscores the importance of leadership commitment and adaptive scheduling in sustaining learning outcomes. This model offers a replicable framework for competency development across government agencies by aligning training objectives with organizational needs. Future applications could extend the model’s principles to address broader educational and organizational challenges, ensuring a sustainable impact on workforce performance and policy implementation. This approach emphasizes meaningful learning experiences, integrating theoretical knowledge with practical applications to achieve long-term professional growth.</p>

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