Learning goal ontology for structuring a collaborative learning group supported by learning theories

2003 ◽  
Vol 86 (8) ◽  
pp. 79-90 ◽  
Author(s):  
Akiko Inaba ◽  
Thepchai Supnithi ◽  
Mitsuru Ikeda ◽  
Riichiro Mizoguchi ◽  
Jun'ichi Toyoda
Keyword(s):  
Collaborative Learning ◽  
Learning Theories ◽  
Learning Group ◽  
Learning Goal

Integration of open educational resources in undergraduate chemistry teaching – a mapping tool and lecturers' considerations

2016 ◽  
Vol 17 (2) ◽  
pp. 283-295 ◽  
Author(s):  
Yael Feldman-Maggor ◽  
Amira Rom ◽  
Inbal Tuvi-Arad
Keyword(s):  
Collaborative Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Theories ◽  
Pedagogical Issues ◽  
Chemistry Teaching ◽  
Learning Materials ◽  
Teaching Chemistry ◽  
Content Sharing ◽  
Mapping Tool

This study examines chemistry lecturers' considerations for using open educational resources (OER) in their teaching. Recent technological developments provide innovative approaches for teaching chemistry and visualizing chemical phenomena. End users' improved ability to upload information online enables integration of various pedagogical models and learning theories. These improvements strengthen the need for up-to-date evaluation tools for educational websites. Building on existing taxonomies, a set of new criteria for the evaluation of online learning materials was developed and used to analyze 100 websites directed towards teaching chemistry. In addition, a questionnaire was circulated among 100 chemistry lecturers from various higher education institutions in Israel, 66 of whom responded. Subsequently, interviews were conducted with 17 of the questionnaire respondents. Our findings demonstrate that most of the chemistry lecturers who were interviewed integrate innovative learning materials such as simulations, videos and exercises found online in their teaching, but do not use web 2.0 that enables content sharing and collaborative learning. With respect to the selection of web-based learning materials, we found that the lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.

The Effectiveness of Collaborative Learning In The Teaching of Form Four Mathematical Reasoning

2011 ◽  
Author(s):  
Hong Kian Sam ◽  
Geok Shim George Tan
Keyword(s):  
Collaborative Learning ◽  
Secondary School ◽  
Teaching Methods ◽  
Instructional Methods ◽  
Mathematical Reasoning ◽  
Gender Effects ◽  
Control Group ◽  
Learning Group ◽  
Learning Mathematics ◽  
Based Instruction

Pembelajaran kolaboratif merujuk kepada organisasi bilik darjah di mana pelajar bekerjasama dalam kumpulan yang kecil melakukan aktiviti yang dikongsikan tetapi mempunyai matlamat yang sama. Kajian ini mengkaji keberkesanan pembelajaran kolaboratif dalam pengajaran topik “Penaakulan Matematik” tingkatan empat dan kesan jantina kepada keberkesanan kaedah pengajaran ini di sebuah sekolah menengah kerajaan Malaysia. Kajian ini juga melihat kesan jantina ke atas minat pelajar terhadap pembelajaran matematik dan persepsi kepada kaedah pengajaran. Kajian ini dijalankan menggunakan kajian berbentuk ujian pra–pasca kuasi–eksperiment dengan satu kumpulan kajian dan satu kumpulan kawalan. Kajian ini menggunakan dua kelas di sebuah sekolah menengah kerajaan di Kuching, Sarawak, Malaysia. Kelas kajian telah diajar menggunakan pembelajaran kolaboratif manakala kelas kawalan telah diajar menggunakan pembelajaran secara lisan. Alat ukur kajian adalah ujian pra, ujian pasca dan borang soal selidik. Keputusan kajian menunjukkan kumpulan pembelajaran kolaboratif menunjukkan keputusan yang lebih baik berbanding dengan kumpulan pembelajaran tradisional. Tambahan pula. pelajar perempuan mendapat keputusan yang lebih baik jika dibandingkan dengan pelajar lelaki dalam kedua–dua kaedah pengajaran. Majoriti pelajar juga lebih gemar pembelajaran kolaboratif dan kumpulan kolaboratif menunjukkan minat yang tinggi dalam pembelajaran matematik. Akan tetapi, keputusan menunjukkan bahawa tiada kesan jantina terhadap kaedah pengajaran, minat pelajar terhadap pembelajaran matematik dan persepsi kepada kaedah pengajaran. Kata kunci: Kolaboratif; pembelajaran kolaboratif; keberkesanan; jantina; penaakulan Matematik Collaborative learning refers to the form of classroom organization in which students work together, in small groups, on a shared activity and with a common goal. This study focused on looking at the effectiveness of collaborative learning in the teaching of form four mathematical reasoning, and the possible effects of gender on the instructional methods in a Malaysian government secondary school. This study also looked at the gender effects on interest toward learning mathematics and perceptions of the teaching methods. The study was carried out using a pretest–posttest quasi-experiment research design with one treatment group and one control group. The study used two intact classes at a government secondary school in Kuching, Sarawak, Malaysia. The treatment class was taught using collaborative learning while the control class was taught using lecture–based instruction. The research instruments used in the study to collect data consisted of a pretest, posttest and questionnaire. The result showed that the collaborative learning group outperformed the traditional instructional group. In addition, female students obtained better results compared to male students in both of the instructional method. Majority of the students also preferred collaborative learning and collaborative learning group also showed higher interest in learning mathematics. However, the result showed that there were no gender effects on the instructional methods, interest toward learning mathematics and perceptions of the teaching methods. Key words: Collaborative; collaborative learning; effectiveness; gender; mathematical reasoning

scholarly journals Design, Implementation, and Evaluation of a Distance Learning Framework to Adapt to the Changing Landscape of Anatomy Instruction in Medical Education During COVID-19 Pandemic: A Proof-of-Concept Study

2021 ◽  
Vol 9 ◽  
Author(s):  
Nerissa Naidoo ◽  
Aida J. Azar ◽  
Amar Hassan Khamis ◽  
Mandana Gholami ◽  
Marjam Lindsbro ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Learning Theories ◽  
Student Autonomy ◽  
Theory Of Practice ◽  
Anatomy Teaching

This study presents the design of a DL-framework to deliver anatomy teaching that provides a microfiche of the onsite anatomy learning experience during the mandated COVID-19 lockdown. First, using nominal-group technique, we identified the DL learning theories to be employed in blueprinting the DL-framework. Effectiveness of the designed DL-framework in anatomy teaching was demonstrated using the exemplar of the Head and Neck (H&N) course during COVID-19 lockdown, in the pre-clerkship curriculum at our medical school. The dissemination of the DL-framework in the anatomy course was informed by the Analyse, Design, Develop, Implement, and Evaluate (ADDIE) model. The efficiency of the DL-framework was evaluated using the first two levels of Kirkpatrick's model. Versatility of the DL-framework was demonstrated by aligning its precepts with individual domains of key learning outcomes framework. The framework's blueprint was designed amalgamating principles of: Garrison's community inquiry, Siemens' connectivism and Harasim's online-collaborative-learning; and improved using Anderson's DL-model. Following the implementation of the DL-framework in the H&N course informed by ADDIE, the framework's efficiency was evaluated. In total, 70% students responded to the survey assessing perception toward DL (Kirkpatrick's Level: 1). Descriptive analysis of the survey results showed that the DL-framework was positively received by students and attested that students had an enriched learning experience, which promoted collaborative-learning and student-autonomy. For, Kirkpatrick's Level: 2 i.e., cognitive development, we compared the summative assessment performance in the H&N course across three cohort of students. The results show that the scores of the cohort, which experienced the course entirely through DL modality was statistically higher (P < 0.01) than both the other cohorts, indicating that shift to DL did not have an adverse effect on students' learning. Using Bourdieu's Theory of Practice, we showed that the DL-framework is an efficient pedagogical approach, pertinent for medical schools to adopt; and is versatile as it attests to the key domains of students' learning outcomes in the different learning outcomes framework. To our knowledge this is the first-study of its kind where a rationale and theory-guided approach has been availed not only to blueprint a DL framework, but also to implement it in the MBBS curriculum.

E-Collaborative Learning (e-CL)

2019 ◽  
pp. 780-792
Author(s):  
Alexandros Xafopoulos
Keyword(s):  
Collaborative Learning ◽  
Learning Theories ◽  
Design Element ◽  
Learning Content ◽  
Time Space ◽  
The Media ◽  
Addie Model ◽  
Five Phases ◽  
Media Applications

This chapter investigates the highly topical issue of electronic collaborative learning (e-CL) in a holistic overview. First of all, a clarification of the term and context of e-CL is provided comparing it with similar concepts. Second, the human elements and communities of e-CL are examined, together with their roles and aspects. Third, the supportive learning elements—technology, pedagogy, and methodology—are visited, exploring the media, applications, environments, infrastructure, learner modelling, learning objectives, major learning theories, methodological activities, and the learning content and its modalities. Fourth, the framework elements—time, space, and society—are described and a classification of e-CL approaches according to them is provided. Fifth, the e-CL process is examined following the ADDIE model, analyzing its five phases and the design element hierarchy. Finally, future directions of e-CL are considered, and conclusions are reached. Throughout the chapter, key and significant approaches, methods, and terms are pinpointed and concisely developed.

A Systematic Review of Research on Collaborative Learning with Concept Maps

2010 ◽  
pp. 238-255 ◽  
Author(s):  
Olusola O. Adesope ◽  
John C. Nesbit
Keyword(s):  
Systematic Review ◽  
Collaborative Learning ◽  
Concept Maps ◽  
Literature Search ◽  
Learning Theories ◽  
Future Research ◽  
Systematic Literature Search ◽  
Cognitive Effects ◽  
Collaborative Environments ◽  
Dependent Variables

This chapter reviews research about the collaborative use of concept maps for learning. Although decades of research have produced some understanding of the cognitive effects of using concept maps in individual learning, theories about their effects in collaborative learning are less firmly established. The review incorporated a systematic literature search, analysis of dependent variables as effect sizes, and discussion of representative studies. Students who learned collaboratively by constructing concept maps outperformed those who learned from other activities such as studying texts, outlines, lists and lectures. However, no effect of studying pre-constructed concept maps in collaborative settings was statistically detected. There was homogeneity across the subsets of studies investigated. The review concludes with suggestions for future research in learning with concept maps in collaborative environments.

Theoretical Foundations of a CSCL Script in Persistent Virtual Worlds According to the Contemporary Learning Theories and Models

2016 ◽  
pp. 2025-2060
Author(s):  
Nikolaos Pellas
Keyword(s):  
Collaborative Learning ◽  
Virtual Worlds ◽  
Learning Theories ◽  
Learning Climate ◽  
Computer Supported Collaborative Learning ◽  
Climate Conditions ◽  
Electronic Learning ◽  
Early 21St Century ◽  
Principles Of Learning ◽  
Theoretical Foundations

Computer-Supported Collaborative Learning (CSCL) has proved to be one of the reliable contemporary approaches to education that is based on the fundamental principles of collaborative learning procedures between users (instructor and students) in electronic learning environments or Virtual Worlds (VWs). This approach to education has resulted in many considerable changes in the traditional “status quo” of e-Education. This chapter presents a literature review of major revamped principles of Learning Theories and Models that occurred in the early 21st century and reinforced the vast majority of CSCL pursuits and capabilities. It adopts Stahl's (2000) theoretical model to articulate a novel framework for e-Education in VWs. The meaning and contribution of this approach to education will be more understandable through the analysis of collaborative learning climate conditions in the 3D technologically advanced environments based on the interests, demands, and needs of trained users.

The Use of Story-Telling as an Assessment Task in Optics: A Collaborative Learning Approach in Optometry Education

2020 ◽  
Author(s):  
Faran Sabeti B.Optom ◽  
Myra Leung B. Optom ◽  
Nicola Anstice B. Optom
Keyword(s):  
Academic Performance ◽  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Style ◽  
Learning Strategy ◽  
First Year ◽  
Student Centered Learning ◽  
Assessment Task ◽  
Learning Group ◽  
Passive Learning

Abstract Background: Collaborative learning utilising storytelling is an active learning strategy that has not been investigated in optometry education. We examined the relationship between academic performance and this learning style to determine if this assessment type can improve student engagement and academic outcomes in ophthalmic optics.Methods: A student-centered learning assessment was applied to one cohort of students (n=37) enrolled in the first year ophthalmic optics course of the optometry program at the University of Canberra, Australia. Students were randomly paired and asked to utilise cooperative storytelling to create a visually engaging presentation about a randomly assigned optical principle for elementary school aged children. A comparative cohort of first year optics students received a passive learning written assignment (n=30). Results: Mean percentage change in academic performance following the assignment, was significantly greater in the cooperative storytelling versus the passive learning group (+13.0 ± 5.8%, p = 0.03; +3.0 ± 5.0%, p = 0.55). Students who performed lower academically, identified as the lowest quartile pre-assignment, showed a significantly greater increase in scores from baseline for the cooperative storytelling group (+18.6%, p < 0.01) relative to the passive learning group (-6.4%, p = 0.42). Most students judged that the cooperative storytelling activity increased peer interaction (65%) and that it assisted in their preparation for the follow-up written assessments (89%).Conclusion: Assessment strategies that encourage collaborative storytelling increased student engagement in the optometry course, which may deepen comprehension and lead to improvements in academic performance and student experience.

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