Education Commons^™

Promoting Students’ Engagement And Interaction In Class Discussions Through Group Work, Fatema Yusuf Alsebaie

Journal of the Association of Arab Universities for Research in Higher Education (مجلة اتحاد الجامعات العربية (للبحوث في التعليم العالي

The article aimed to promote students’ engagement, active participation, and interaction in class discussions in Business Information Systems (BIS) course by implementing a group work strategy. This study is conducted as classroom action research on a BIS course consisting of 33 students during the 2022/2023 academic year. The data collection involved observation questionnaire techniques and assessments across two cycles. The observations revealed that the group work strategy effectively improves students’ engagement and interaction levels. Notably, when students were given the opportunity to form their own groups, there was a significant increase in interaction and discussions between peers compared to groups …

Prison: The New Frontier Of Collaborative Learning, Jamal Bakr

Writing Center Journal

This essay explores writing center theories and collaborative praxis from the perspective of an individual who has experienced long-term isolation and incarceration. This writer reflects on how participation in his college-in- prison community, including his service as a writing tutor and teaching fellow, has led to his immersion in prosocial healing behaviors that come with liberative and collaborative pedagogical processes.

Bridging Theory And Practice Within An Alternative Teacher Education Program, Gulistan Gursel-Bilgin

Australian Journal of Teacher Education

This study examines the commitments of an alternative teacher education program in linking theory and practice, one of the most prominent problems of the field. This qualitative phenomenological study drew from semi-structured interviews with seven faculty members and associate instructors, electronic surveys with seven program students, participant observation and field notes in seminar sessions, one program faculty meeting, and one community meeting, and curriculum materials. The findings suggest that the design of the program and the roles and (inter)actions of the stakeholders within the program created a dialectical interplay. Linked with this interplay, Teachers’ Society provided a setting for collaborative …

Enhancing Collaborative Learning Through Design For Learning, Amelie D. Smucker, Sarah M. Nuss

The William & Mary Educational Review

As K-12 educators work toward targeted, small group instruction together with college and career readiness skills, many implement collaborative learning experiences within their classrooms. Collaborative learning can help students develop deeper understandings of content while building critical life-long skills, and using a design for learning approach provides teachers with a useful framework for planning, implementing, and reflecting on student learning. Together, these approaches support one another by helping teachers engage in three practical implementation tasks: designing collaborative learning environments, overcoming barriers to collaborative practices, and designing successful learning tasks. We recommend that teachers use design for learning techniques to purposefully …

Cultivating Classroom Interactions Online During Covid-19: A Case For Using Team-Based Learning, Amanda Olsen, Candace Joswick

Journal of Practitioner Research

Team-based learning, an evidence-based collaborative learning teaching strategy, is a popular instructional model commonly used at the post-secondary level. While this model has shown success in traditional, face-to-face courses, and reports of use in hybrid and asynchronous online settings exist, though are few, no reports of which we are aware account for use in synchronous online teaching and learning. This paper introduces a tool developed to help higher education instructors plan for the implementation of team-based learning in their synchronous online courses along with an illustration of the use of the template planning tool from our own application for a …

The Effects Of An Authentic Collaborative Project On University Directing Students’ Learning Experiences, Nur Hilyati Ramli, Safia Najwa Suhaimi, Muhammad Kamarul Kabilan

The Qualitative Report

This phenomenological study reports an authentic collaborative project between students of acting and directing (AD) and students of Teaching English as Speakers of Other Languages (TESOL) in University Sains Malaysia (USM). The project, which is integrated and infused with features of authentic learning and creative drama education, aims to provide the AD students with new learning experiences that are authentic in nature and that focuses on their abilities to direct a full theatre performance. Using qualitative data collection methods (i.e., online reflections and open-ended items), the study identified and determined six meaningful learning experiences that the 29 AD students gained: …

Fostering Students' Critical Thinking Skill In Chemistry Through Science, Technology, Society, Environment (Stse) Collaborative Learning, Erfan Priyambodo, Metridewi Primastuti, Nur Fitriyana, Hermas Randhanugraha

Jurnal Inovasi Pendidikan IPA

Learning activities always develop following the needs of the times. Some skills, such as critical thinking, need to be possessed by 21^st-century individuals. This study aims to analyze critical thinking skills of students who learn collaboratively based on the Science, Technology, Society, and Environment (STSE) learning approach. A posttest nonequivalent control group design was adopted in this research. Through cluster random sampling, 68 students at one public senior high school in Sleman Yogyakarta, participated as a research sample, which divided into 2 classes. Students in experimental class (N=35) has been learn about electrolyte nonelectrolyte topic through collaborative learning …

English Language Learning Through Non-Technology Games: A Case Study Of International Students At A Lithuanian University, Nagaletchimee Annamalai, Muhammad Kamarul Kabilan, Radzuwan Ab Rashid, Giedre Valunaite Oleskevicience, Vilhelmina Vaičiūnienė

The Qualitative Report

Research on gamified language learning often involves the use of digital games. Little is known about the use of non-technology games in promoting language learning despite their accessibility. This paper aims to fill in this lacuna by providing insights into international students’ engagement in non-technology gamified English language learning in the context of a Lithuanian university. The research, which used a case study approach as its methodology, involved a total of 30 international students at a Lithuanian university together with their two instructors. They were observed for two weeks, and then interviewed by the researchers. An inductive thematic analysis approach …

A Pilot Study Using Asynchronous Case Discussion And Reflection To Provide Interprofessional Education To Physician Assistant And Physical Therapy Students, Erin Mccallister, Emily Weidman-Evans

Internet Journal of Allied Health Sciences and Practice

Purpose: The purpose of this study was to examine the effects an asynchronous interprofessional education (IPE) activity had on graduate healthcare students’ beliefs regarding IPE, as measured by the Readiness for Interprofessional Learning Scale (RIPLS). Methods: All first-year physician assistant and physical therapy students participated in a collaborative four-week online case discussion. Students who consented to participate in the research component filled out a pre- and post-activity RIPLS questionnaire. Responses were matched by an individualized, student-generated number to protect students’ identity. Only matched scores were analyzed. Results: The total score as well as the Teamwork and Professional Identity …

The Effectiveness Of Using The Active Learning Strategy To Improve The Dimensions Of Reflection Thinking And Digital Achievement Of High Jump Efficiency Among Students Of Sport Education, وليد الحموري, عايد زريقات, أسامة عبد الفتاح

Journal of the Association of Arab Universities for Research in Higher Education (مجلة اتحاد الجامعات العربية (للبحوث في التعليم العالي

This study aimed to identify the impact of an educational program based on the use of active learning strategy and on the correlation between the types of Imagination thinking and the digital achievement of the high jump efficiency for students of the athletics course (2) at the University of Jordan 2016/2017. The sample consisted of (34) students of the course of athletics (2), which were divided into two groups: experimental group and the other control group with (17) students per group. The learning program was implemented using an active learning strategy (discussion, dialogue, collaborative learning, and problem solving) The students …

Using Online Sharing And Editing Tools For Classroom Collaborative Learning In Multimedia Journalism Education, Russell S. Chun 6932423

Proceedings of the New York State Communication Association

It’s no surprise to educators that collaborative learning offers a deeper level of classroom engagement, enhances critical thinking, and improves retention of information. Research consistently supports those claims (Gokhale, 1995; Johnson & Johnson, 1986; Totten, Sills, Digby, & Russ, 1991). Online tools can offer a way to enable such collaborative learning and reap those benefits. In particular, real-time, multi-user, content sharing and/or editing tools make possible group critiques of media-rich content, potentially lower barriers for participation in group problem-solving exercises, and create a unique environment for continuous self-assessment and peer learning. A careful examination of how two of these web-based …

Why World Art Is Urgent Now: Rethinking The Introductory Survey In A Seminar Format, Gretchen Holtzapple Bender

Art History Pedagogy & Practice

Ultimately, what can and should an introductory course in the history of art do? What difference can it make and what work can it perform? To fully contemplate these questions and radically rethink the standard large-lecture survey, in an experiment, it was taught as an advanced seminar to both majors and general education non-majors, with “global understanding” privileged over extensive content knowledge. The classroom environment moved from the authoritative stance imposed by a lecture format to a space for speaking and listening that was collaborative and exploratory, nurturing curiosity and critical thinking not just about disciplinary knowledge and methods, …

Improved Student Outcomes In A Flipped Statistics Course, Laura Phillips, Mark Phillips

Administrative Issues Journal

Statistics is a required competency in numerous college majors, but students frequently approach the topic with anxiety. This paper describes an undergraduate statistics course that was "flipped," with most of the content delivery moved online and class time devoted to application and practice. Students were given a menu of learning tools from which to choose and were free to utilize as many or as few as they felt was appropriate, giving them ownership of their learning experience and the opportunity to tailor the course to their personal needs. The classroom experience included brief segments of lecture but consisted primarily of …

Transforming Organizational Change Through Collaborative Digital Storytelling, William Tate Brendel, Chientzu Candace Chou

Journal of Educational Technology Development and Exchange (JETDE)

Planned or unplanned, organizational change can be an arduous, confusing, and lonely endeavor, unless individuals are afforded a platform for making sense of their unique relationship with change. Through the lens of Transformative Learning Theory, which views adult learning as a process of meaning-making, this article demonstrates how contextual facets of digital (online) storytelling may assist individuals, departments, and the organization as-a-whole. Particular, in sharing their storied relationships with change, reflecting upon habits of mind, and coming to consensus on a creative and cohesive path forward.

The Role Of Collaboration And Feedback In Advancing Student Learning In Media Literacy And Video Production, Carl M. Casinghino

Journal of Media Literacy Education

Educators can learn many lessons as they implement collaborative project strategies, manage appropriate feedback, and measure communicative skill development in the media literacy classroom. This article examines case studies and learning outcomes in a high school digital production classroom taught by a veteran media literacy educator.

Social Constructivism And Case-Writing For An Integrated Curriculum, Alison F. Doubleday, Blase Brown, Philip A. Patston, Pamela Jurgens-Toepke, Meaghan Driscoll Strotman, Anne Koerber, Colin Haley, Charlotte Briggs, G. William Knight

Interdisciplinary Journal of Problem-Based Learning

Case-writing within an integrated, systems-based health professions education curriculum presents many unique challenges. Specifically, case-writing in this context must consider integration of multidisciplinary learning objectives and synthesis of biomedical and clinical sciences. Establishing an effective process for content integration and determining who should be involved in the case-writing process can be a daunting task and this specific context requires a new model for effective casewriting. This paper provides a model for the cycle of case development, implementation, evaluation and modification in an integrated, systems-based health professions curriculum. We highlight how this collaborative case-writing model parallels the social constructivist approach promoted …

The Purpose And Value For Students Of Pbl Groups For Learning, Vicki J. Skinner, Annette Braunack-Mayer, Tracey A. Winning

Interdisciplinary Journal of Problem-Based Learning

Groups are central to problem-based learning (PBL) and educational and professional outcomes relevant to clinical education. However, PBL groups in practice may differ from theoretical conceptions of groups. Therefore, this study explored students’ understandings of the purpose and value of PBL groups for their learning. We conducted a naturalistic study with novice (first-year) students at two dental schools (Australia, Ireland), using observation and interviews analyzed thematically. Students constructed PBL learning as individual knowledge gain, and group purpose as information gathering and exchange; few students acknowledged the learning potential of group processes. Group value depended on assessment and curriculum context. Findings …

Pengembangan Perangkat Pembelajaran Geometri Smp Dengan Strategi Pembelajaran Kolaboratif, Mira Marlina

PYTHAGORAS : Jurnal Matematika dan Pendidikan Matematika

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran geometri SMP dengan pembelajaran kolaboratif yang valid, praktis, dan efektif. Model pengembangan diadaptasi dari model pengembangan Dick & Carey. Tahap-tahap pengembangan perangkat pembelajaran meliputi analisis kebutuhan dan perumusan tujuan, rancangan/pengembangan produk, uji coba, revisi dan kajian produk akhir. Produk berupa perangkat pembelajaran yang meliputi silabus, rencana pelaksanaan pembelajaran (RPP), lembar kegiatan siswa (LKS), dan tes hasil belajar (THB) telah memenuhi kriteria valid, praktis, dan efektif. Kevalidan produk ditunjukkan dari hasil validasi ahli yang menunjukkan produk telah memenuhi kriteria sangat valid. Kepraktisan produk terlihat dari hasil penilaian guru yang menunjukkan bahwa produk memenuhi kriteria …

The Collaborative Classroom: New Technology Brings New Paradigm, Ben Clapp, James Swenson

Atlantic Marketing Journal

Today, technology is the agent of change that is revolutionizing education. The collaborative classroom, where teachers and students openly gather and share information to empower one another for the purpose of learning, is quickly replacing the existing reality of the traditional classroom where teachers lecture and provide their expertise.

Collaboration is a tool used in classrooms not only to engage students but also to bring them together and teach them how to work together. Peer review is an important collaborative technique that allows students to share their work and ideas for the purposes of improvement and shared learning. With the …

The Influence Of The Scripted Task On Learning Outcomes In Collaborative Learning, Liang Yu, Rong-Huai Huang

Journal of Educational Technology Development and Exchange (JETDE)

Scripting task is one of the key issues on the study of collaborative learning thatprimarily focuses on the influence of scripted task on learners’ knowledge building. It is known that the outcomes of collaborative learning entail learners’ knowledge building as well as their acquirement of collaborative skills. The paper, through a quasi-experiment, examines the effects of individual characteristics (gender and learning style), group characteristics (task type and group production), and their interaction effect on learners’ knowledge acquisition and acquirement of collaborative skills. The result shows that (a) the group with the scripted task and the group with scripted task and …

Improving Problem-Based Learning In Creative Communities Through Effective Group Evaluation, Richard E. West, Greg S. Williams, David D. Williams

Interdisciplinary Journal of Problem-Based Learning

In this case study, we researched one cohort from the Center for Animation, a higher education teaching environment that has successfully fostered group creativity and learning outcomes through problem-based learning. Through live and videotaped observations of the interactions of this community over 18 months, in addition to focused interviews with nine key community leaders, we considered the evaluative culture and actions of this community, and how these evaluative practices improved their creative problem solving. We describe their evaluation practices in the context of principles derived from the Joint Committees’ Evaluation Standards (Yarbrough, Shulha, Hopson, & Caruthers, 2011), which are well-respected …

Development Of A Scaffold Design Model In Inter-School Collaboration Environment: A Design-Based Research, Xiaoying Feng, Li Chen

Journal of Educational Technology Development and Exchange (JETDE)

This study examines the development of a theoretical framework for scaffold design in an inter-school collaboration environment. The research question primarily deals with how to design scaffolds for an Inter-school Collaborative Learning (ICL). Design-based research methodology was used in this study. Literature review, questionnaire survey, field survey, and interviews were used during the course of research. Forty-seven secondary schools in 25 provinces in China were selected and participated in the study. This paper reports the first circle of design-based research. Through design-based research, a scaffold design model was developed and revised. Eight key types of scaffolding for ICL were identified. …

Teacher Professional Learning: Learning To Walk And The Nsw Quality Teaching Framework, Steve Wilson, Sarah Powell

Australian Journal of Teacher Education

This paper reports on a research case study, conducted in a school in Western Sydney, Australia, in which teachers worked with researchers and students to create learning experiences that reflected both intellectual quality and significance – two dimensions of the NSW Quality Teaching Framework (QTF). Findings suggest that these dimensions of the QTF were not implemented in a balanced way and this reflected a lack of support for the professional learning of teachers which the researchers could have helped to address, but did not. The paper argues that teachers should be supported by ongoing professional learning in order to sustain …

Scaffolding Facilitates Inter-School Collaborative Learning: A Case Study In China, Xiaoying Feng

Journal of Educational Technology Development and Exchange (JETDE)

Inter-school collaborative learning (ICL) has significant meaning for bridging the educational gap between urban and rural schools. This study examines the effectiveness of three scaffolding conditions on learning outcomes in an ICL environment. One urban primary school and one rural school were selected to participate in the inter-school collaboration. Three 6th grade classes in each school were randomly assigned to one of three scaffolding conditions: lowest-coercion scaffolding (class A), highest-coercion scaffolding (class B), or adaptive scaffolding (class C). Detailed scaffolds were designed and developed to support ICL from 8 dimensions, including 18 strategies and 27 scaffolding tools. Both process data …

An Interprofessional Education Opportunity For Future Health Care Leaders, Denise Neill, Jere Hammer

Administrative Issues Journal

Increasing emphasis on interprofessional collaborative practice to improve health care delivery quality and safety led nursing faculty in a small liberal arts university to explore a unique educational initiative with School of Business Administration faculty. While developing a master of science in nursing administration option, the opportunity to create a collaborative undergraduate health care administration concentration with the School of Business Administration developed. Common competencies and potential shared courses were identified. After launching the initiative, faculty from both schools collaborated to evaluate outcomes. Student response has been overwhelmingly positive. The ability to examine health care issues from both business and …

Collaborative Learning And Convergence: Library Strategies And Solutions With An Eye On The Usg Information Technology Strategic Plan, Robert W. Fernekes, Lori Jean Ostapowicz Critz

Georgia Library Quarterly

The article discusses collaborative learning as a library strategy of the University System of Georgia (USG) Information Technology Strategic Plan 2010 and the role of convergence in fostering it. It is stated that collaborative learning enables people to achieve quality learning by way of efficient technologies and its integration with content and environments that will benefit people and institutions. Convergence reportedly refers to the integration of distinct library services that will support the shared purpose of learning.

We're All In This Together, Susan J. Schmidt

Georgia Library Quarterly

The article discusses the relationship between library volunteers and the administrative staff in supporting libraries. To foster communication and exchange of ideas, a representative from each group should reportedly be appointed to the board of the other. It is stated that library staff and volunteers should be aware of all plans and their roles clearly defined, that surprises should not be practiced and that people should be advised of any personal agenda that may affect them.

Collaborative Learning Problems And Identity Salience: A Mixed Methods Study, Feihong Wang, John K. Burton

Journal of Educational Technology Development and Exchange (JETDE)

Peer collaborative learning that emphasizes collaboration among peers has attracted a great deal of interest since the last two decades of the 20^th century (Dornyei, 1997; Martin, 2007). Other than proved academic advantages, many collaborative groups were ineffective and failed to generate any collaborative actions (Hardy, Lawrence, & Grant, 2005; Johnson & Johnson, 1996). Identities are motivators of human actions (Stryker, 1968), which impact students’ behavior tendencies to be contributing or preventing to the occurrence of the collaborative learning problems. The purpose of this study was to explore students’ behavioral tendencies in dealing with collaborative learning problems in relation …