Collaborative Learning Through an Extension Program: Building Sustainable Knowledge and Challenges for Undergraduate Students

2019 ◽  
pp. 825-831
Author(s):  
T. Corredato Periotto ◽  
J. Gonçalves Vicente
Keyword(s):  
Collaborative Learning ◽  
Undergraduate Students ◽  
Extension Program

scholarly journals Designing Collaborative Learning Environment in Translator Training: An Empirical Research

2020 ◽  
Vol 18 (2) ◽  
pp. 137-150
Author(s):  
Özge Bayraktar-Özer ◽  
Gökçen Hastürkoğlu
Keyword(s):  
Collaborative Learning ◽  
Undergraduate Students ◽  
Control Group ◽  
Training Methods ◽  
Learning Method ◽  
Medical Texts ◽  
Post Test ◽  
Collaborative Learning Environment ◽  
The Difference ◽  
Experimental Group

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.

scholarly journals Mobile X-Space Design, Teaching Strategies and Undergraduate Students’ Collaborative Learning Behaviour: A Case Study in Taylor’s University, Malaysia

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 175-205
Author(s):  
Lim Chee Leong ◽  
Nurhanim Hassan ◽  
Filzah Md. Isa ◽  
Habibah Ab Jalil
Keyword(s):  
Collaborative Learning ◽  
Undergraduate Students ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Positive Relationship ◽  
Learning Behaviour ◽  
Learning Spaces ◽  
Learning Space ◽  
Factorial Anova ◽  
Space Design

Purpose - The availability of new innovative learning spaces together with the introduction of new teaching and learning strategies have shifted the nature of the classroom from a place of instruction towards a place that produces authentic learning. Students in the 21st century are inclined to learn with peers, through the use technology to produce the information as the result of their collaboration. This research examines the effect of learning space design and teaching strategies on undergraduate students’ collaborative learning behaviour in the Mobile X-Space classroom. Methodology - This study used a quantitative survey research design to measure students’ learning experience in the Mobile X-Space classroom. A set of online self-reported questionnaire was posted through the official Learning Management System of the university to collect data from 467 undergraduate students in a Malaysian top private university. Through exploratory factor analysis, three factors were identified: (a) teaching strategies, (b) collaborative learning behaviour and (c) space design. Pearson’s correlation and multiple regression were run to assess the relationship between learning space design and teaching strategies conducted by the lecturers on the collaborative learning behaviour of the students. Two-way factorial ANOVA with Post Hoc tests were performed to determine the effects of gender and study semester of the students on their collaborative learning behaviour. Findings - The results from the multiple regression analysis revealed that both (i) teaching strategies, and (ii) space design were positively correlated with collaborative learning behaviour of the students. The results from Person’s correlation showed a significant, strong and positive relationship between teaching strategies conducted by the lecturers on the collaborative learning behaviour among the students. Also, there was a statistically significant, strong and positive relationship between learning space design on the teaching strategies of the lecturers. In addition, the results from two-way factorial ANOVA showed that collaborative learning behaviour was different for groups in different study semesters. However, there was no statistically significant difference for collaborative learning behaviour between different genders in all semesters. Significance - The outcomes of this research will be beneficial in enhancing the support and design of future learning spaces and add value to the present educational model. It is also beneficial in guiding academics in determining the practical teaching and learning approaches in the flexible learning spaces, which could be more suitable for the millennium youth who are more tech-savvy and favour Internet of things in their daily lives. This type of learning space will help to improve the students’ soft skills and collaborative skills, that are very useful in their future employability in the actual work settings.

scholarly journals NUTRITION AND SPORTS: A BIOCHEMICAL APPROACH

2004 ◽  
Vol 2 (2) ◽  
pp. 20
Author(s):  
A.A.G. Bianco ◽  
D. Beton ◽  
A.Z. Carvalho ◽  
T. Koide ◽  
S. Miyamoto ◽  
...  
Keyword(s):  
Oxidative Stress ◽  
Graduate Students ◽  
Collaborative Learning ◽  
Muscle Contraction ◽  
Undergraduate Students ◽  
Study Guide ◽  
Working Groups ◽  
Biochemical Approach ◽  
Small Working

This work presents a course dedicated to the pedagogical instruction of graduate students (Ensino deBioqumica - QBQ 5711) in which they have to plan and teach a 30 hour-discipline for undergraduatestudents. The graduate students have to choose a subject for the discipline and, in 2003, the cho-sen subject was Nutrition and Sports: a Biochemical Approach, which is not specically broached inregular disciplines. The discipline was structured in the basis of collaborative learning, thus, the 75 en-rolled undergraduate students (from dierent courses as Nutrition, Sports, Pharmacy, Chemistry andBiology) were organized in small working groups. The students were given a study guide produced bythe graduate teachers (available in Portuguese at http://www.sbbq.org.br/revista/mtdidaticos.php),in which the following contents were covered: muscle contraction, O2 up-take, oxidative stress andanti-oxidant response, cramp, hydration, doping and nutritional supplies. In the nal activity thestudents had to evaluate critically myths and true facts in 80 statements usually associated to physi-cal activities and sports. The discipline was evaluated through questionnaires. From the analysis ofthe answers of both undergraduate and graduate/teachers students it is possible to conclude that thediscipline was well conduced and succeeded. These results emphasize the relevance and contribution ofthis kind of discipline to the pedagogical instruction of the graduate students and also to the increaseof undergraduate students interests in Biochemistry.

scholarly journals COLLABORATIVE LEARNING THROUGH VARIABLE LIFT CONTROL FOR NEAR-SPACE APPLICATIONS

2011 ◽  
Author(s):  
Witold Kinsner ◽  
Kane Anderson ◽  
Tahir Diop ◽  
Yin FeiMeng
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Learning ◽  
Undergraduate Students ◽  
School Students ◽  
Space Applications ◽  
Near Space ◽  
Capstone Project ◽  
Lift Control ◽  
Community High School

This paper describes a collaborative capstone project on variable lift control for near-space applications. The project was intended to enhance collaborative learning of undergraduate students, assisted by several other organizations, including the amateur radio community, high-school students and teachers.

Harnessing and Evaluating Open Sim for the Implementation of an Inquiry-Based Collaborative Learning (Ib[C]L) Script in Computer Science

2013 ◽  
Vol 5 (4) ◽  
pp. 1-23
Author(s):  
Nikolaos Pellas
Keyword(s):  
Collaborative Learning ◽  
Computer Science ◽  
Open Source ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Virtual Worlds ◽  
Three Dimensional ◽  
Current Case ◽  
Instructional Format ◽  
Perceptions Of Students

From 2007 and now on, it is a common premise for scholars and educators to use multi-user virtual worlds (VWs) in order to enhance students' technological literacy with contemporary learning strategies. The corollary of interactivity and social formalization of modeling processes in an open source, server-based (standalone) virtual environment is a unique dimension that allows all users (students and instructor) to design a plethora learning activities in conjunction with the most contemporary pedagogical approaches. Accordingly to these provisions, this study focused on the implementation of a collaborative project-based course in computer science by taking advantage of the open source virtual world Open Simulator (Open Sim). The current case study seeks to present preliminary findings from collaborative experiences of an effort that thirty-five (35) postgraduate and undergraduate students participated with the hybrid instructional format in order to investigate the value of this effort for learning introductory programming lessons. This effort tries to articulate initial perceptions of students' assessments based on an inquiry-based collaborative learning (IB[C]L) script that they involved, and secondarily to demonstrate the multisensory-multimodal potential perspectives or educational implications that are being emerged from the exploitation of three-dimensional (3D) technologically-advanced environments.

Supporting Group Learning Using Collaborative Networked Platforms

2018 ◽  
pp. 144-164 ◽  
Author(s):  
Wei Hsum Yap
Keyword(s):  
Collaborative Learning ◽  
Undergraduate Students ◽  
Social Networking Sites ◽  
Collaborative Writing ◽  
Group Learning ◽  
Learning Activities ◽  
Structured Learning ◽  
General Interest ◽  
Learning Collaborative ◽  
Content Sharing

Collaborative learning or learning in groups revolves around the constructivist theory where learning occurs through social interaction process where learners construct knowledge collectively. The rise of social networking sites and a general interest in enhancing group learning brought forward the idea of designing structured learning activities that enhance interaction, communication, and discussion between students using the online learning collaborative networked platforms. This chapter describes the use of networked platforms for design and implementation of collaborative learning activities for undergraduate students in Taylor's University, Malaysia. This includes the use of Moxtra for group tutorial and real-time discussion, Google tools and Padlet wall for collaborative writing, as well as Slideshare for content sharing and discussion.

Exploring the Effects of Blended Learning using WhatsApp on Language Learners’ Lexical Competence

2021 ◽  
Vol 13 (4) ◽  
Author(s):  
Divya Jyot Kaur ◽  
◽  
Niraja Saraswat ◽  
Irum Alvi ◽  
◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Social Influence ◽  
Language Learning ◽  
Language Learners ◽  
Undergraduate Students ◽  
Behavioral Intention ◽  
Theory And Practice ◽  
Performance Expectancy ◽  
Lexical Competence ◽  
Perceived Relevance

In the wake of COVID-19, online learning has achieved new dimensions and affected all fields of education. As such, one of the emerging fields of ELT is Mobile-Assisted Language Learning (MALL). The proposed study adapts the Unified Theory of Acceptance and Use of Technology (UTAUT) to identify factors influencing students’ behavioral intention towards WhatsApp for enhancing lexical competence. Three constructs, namely, performance expectancy, social influence, & hedonic motivation, are adopted from the original model, and two new constructs: perceived relevance and collaborative learning are added. A questionnaire was administered to 203 undergraduate students from select Institutes in Rajasthan. Smart-PLS (ver. 3.2.9) and IBM SPSS (ver. 26) are used for data analysis. Empirical testing confirms the significant relationship of social influence (?=.274, p=.002), hedonic motivation (?=0.639, p=.000), and perceived relevance (?=0.138, p=.035) with the behavioral intention to use WhatsApp for enhancing lexical competence; and performance expectancy and collaborative learning are proved as insignificant predictors of behavioral intention. The findings should aid decision-makers in developing ELT practices and teachers in opting for innovative approaches for the benefit of language learners. The originality of the study stems from the inclusion of external factors in the UTAUT model. The ramifications for MALL theory and practice have been examined in light of these findings.

Harnessing and Evaluating Open Sim for the Implementation of an Inquiry-Based Collaborative Learning (Ib[C]L) Script in Computer Science

2015 ◽  
pp. 1223-1246
Author(s):  
Nikolaos Pellas
Keyword(s):  
Collaborative Learning ◽  
Computer Science ◽  
Open Source ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Virtual Worlds ◽  
Three Dimensional ◽  
Current Case ◽  
Instructional Format ◽  
Perceptions Of Students

From 2007 and now on, it is a common premise for scholars and educators to use multi-user virtual worlds (VWs) in order to enhance students' technological literacy with contemporary learning strategies. The corollary of interactivity and social formalization of modeling processes in an open source, server-based (standalone) virtual environment is a unique dimension that allows all users (students and instructor) to design a plethora learning activities in conjunction with the most contemporary pedagogical approaches. Accordingly to these provisions, this study focused on the implementation of a collaborative project-based course in computer science by taking advantage of the open source virtual world Open Simulator (Open Sim). The current case study seeks to present preliminary findings from collaborative experiences of an effort that thirty-five (35) postgraduate and undergraduate students participated with the hybrid instructional format in order to investigate the value of this effort for learning introductory programming lessons. This effort tries to articulate initial perceptions of students' assessments based on an inquiry-based collaborative learning (IB[C]L) script that they involved, and secondarily to demonstrate the multisensory-multimodal potential perspectives or educational implications that are being emerged from the exploitation of three-dimensional (3D) technologically-advanced environments.

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