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Collaborative Learning: Students’ Perspectives On How Learning Happens, Abdulaziz Almajed, Vicki Skinner, Ray Peterson, Tracey Winning
Collaborative Learning: Students’ Perspectives On How Learning Happens, Abdulaziz Almajed, Vicki Skinner, Ray Peterson, Tracey Winning
Interdisciplinary Journal of Problem-Based Learning
Collaborative learning (CL), a core component of inquiry-based learning approaches, aims to support students’ development of key skills (e.g., working in multidisciplinary teams). To design effective CL activities, we need to understand students’ perceptions about CL. However, few studies have examined students’ understandings of CL. This qualitative study aimed to address this gap by analyzing participants’ constructions of their CL experiences. Focus group data (14 first- and 14 fourth-year dental student volunteers) were analyzed by an inductive thematic analysis strategy. The findings explained students’ perspectives of key factors for facilitating positive learning within an inquiry-based CL context, namely having a …
Another Piece Of The “Silence In Pbl” Puzzle: Students’ Explanations Of Dominance And Quietness As Complementary Group Roles, Vicki J. Skinner, Annette Braunack-Mayer, Tracey A. Winning
Another Piece Of The “Silence In Pbl” Puzzle: Students’ Explanations Of Dominance And Quietness As Complementary Group Roles, Vicki J. Skinner, Annette Braunack-Mayer, Tracey A. Winning
Interdisciplinary Journal of Problem-Based Learning
A problem-based learning (PBL) assumption is that silence is incompatible with collaborative learning. Although sociocultural studies have reinterpreted silence as collaborative, we must understand how silence occurs in PBL groups. This essay presents students’ explanations of dominance, leadership, and silence as PBL group roles. An ethnographic investigation of PBL groups, informed by social constructionism, was conducted at two dental schools (in Australia and Ireland). The methods used were observation, interviews, and focus groups. The participants were volunteer first-year undergraduates. Students attributed dominance, silence, and members’ group roles to personal attributes. Consequently, they assumed that groups divided naturally into dominant leaders …