Findings When Converting a Summative Evaluation Instrument to a Formative One Through Collaborative Learning Activities

2018 ◽  
pp. 1-16
Author(s):  
Gustavo Zurita ◽  
Nelson Baloian ◽  
Oscar Jerez ◽  
Sergio Peñafiel ◽  
José A. Pino
Keyword(s):  
Collaborative Learning ◽  
Learning Activities ◽  
Summative Evaluation ◽  
Evaluation Instrument

Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

Relay Journal ◽  
2018 ◽  
pp. 360-381
Author(s):  
Gordon Myskow ◽  
Phillip A. Bennett ◽  
Hisako Yoshimura ◽  
Kyoko Gruendel ◽  
Takuto Marutani ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Learner Autonomy ◽  
The Other ◽  
Learning Activities ◽  
Educational Context ◽  
Learning Approaches ◽  
Group Interactions ◽  
Collaborative Autonomy ◽  
Over Time

The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involving a great deal of intervention by the teacher to plan and orchestrate group interactions. Collaborative Learning, on the other hand, presupposes some degree of learner autonomy－that groups can work effectively toward shared goals and monitor their own progress. This paper takes the view that the distinction between Cooperative and Collaborative Learning is a useful one and that both approaches can play valuable roles in fostering autonomous interaction. It argues that while Collaborative Learning formations may be the ultimate goal for teachers wishing to develop learner autonomy, Cooperative Learning is a valuable means for modeling the skills and abilities to help students get there. The discussion begins with an overview of the two approaches, focusing on their implementation in the Japanese educational context. It then presents seven highly structured Cooperative Learning activities and shows how they can be modified and extended over time to encourage more autonomous interaction.

scholarly journals Learn-CIAM: A Model-Driven Approach for the Development of Collaborative Learning Tools

2021 ◽  
Vol 11 (6) ◽  
pp. 2554
Author(s):  
Yoel Arroyo ◽  
Ana I. Molina ◽  
Miguel A. Redondo ◽  
Jesús Gallardo
Keyword(s):  
Collaborative Learning ◽  
Methodological Approach ◽  
Automatic Generation ◽  
Learning Activities ◽  
Learning Tools ◽  
Model Driven ◽  
Collaborative Tools ◽  
Learning Tasks ◽  
Collaborative Learning Tools ◽  
Model Driven Approach

This paper introduces Learn-CIAM, a new model-based methodological approach for the design of flows and for the semi-automatic generation of tools in order to support collaborative learning tasks. The main objective of this work is to help professors by establishing a series of steps for the specification of their learning courses and the obtaining of collaborative tools to support certain learning activities (in particular, for in-group editing, searching and modeling). This paper presents a complete methodological framework, how it is supported conceptually and technologically, and an application example. So to guarantee the validity of the proposal, we also present some validation processes with potential designers and users from different profiles such as Education and Computer Science. The results seem to demonstrate a positive reception and acceptance, concluding that its application would facilitate the design of learning courses and the generation of collaborative learning tools for professionals of both profiles.

scholarly journals Collaborative Learning in Authentic Environment Apps to Promote Preschool Basic Scientific Process Skills

2017 ◽  
Vol 11 (3) ◽  
pp. 4 ◽  
Author(s):  
Mohd Amerul Akmal Mohd Yunos ◽  
Noor Azean Atan ◽  
Mohd Nihra Haruzuan Mohamad Said ◽  
Mahani Mokhtar ◽  
Norazrena Abu Samah
Keyword(s):  
Collaborative Learning ◽  
Learning Strategy ◽  
Sample Selection ◽  
Learning Activities ◽  
Process Skills ◽  
Scientific Process ◽  
Test Analysis ◽  
Preschool Students ◽  
Quasi Experimental ◽  
Authentic Environment

This study was carried out to evaluate the effectiveness of mobile learning app based on collaborative learning in authentic environment (known as AKSES) and its impact on the preschool students’ basic scientific process skills competency namely; observation, classification and communication. In addition, the study also investigated competency patterns of the students’ skills. This study was a quantitative study which used two sets of instruments which looked into AKSES application and marking rubrics of the students’ basic scientific process skills. Based on quasi-experimental study, the duration of the study was seven weeks and six learning activities were implemented. Two rural preschools were selected based on quota sample selection and 25 students were in each controlled and treatment groups. Analysis of the survey data was carried out in the form of descriptive and inferential analysis involving Mann-Whitney U test. The Mann-Whitney U test analysis found significant differences in competency patterns of basic scientific process skills in both groups. Meanwhile, the competency patterns of basic scientific process skills indicated positive increase among all preschool students after the utilization of AKSES application in learning activities based on collaborative learning strategy in an authentic environment.

Technology Aspects of Information Literacy in the Workplace

2013 ◽  
pp. 122-140
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Collaborative Learning ◽  
Information Literacy ◽  
Literacy Education ◽  
Decision Makers ◽  
Learning Activities ◽  
Technology Literacy ◽  
Material Resources ◽  
Collaborative Tools ◽  
Formal And Informal Learning ◽  
Information And Technology

Workplaces need information literate employees in order to manage the increasing quantity and complexity of information that impacts their organizations, yet they provide uneven information literacy education. Information and technology literacy are also imperative for the organization as a whole. Decision makers should systematically identify key information and technology literacy processes within the organization, and assess the learning gaps of their employees. Employers should allocate human and material resources to facilitate a variety of formal and informal learning venues, incorporating technology. Such education should also reflect andragogical principles and authentic collaborative learning activities, which can be facilitated by technology-based collaborative tools.

Utilizing Question and Answer Discussion Forums to Enhance Learning in University Health Courses

2018 ◽  
pp. 235-251
Author(s):  
Niyi Awofeso
Keyword(s):  
Collaborative Learning ◽  
Online Courses ◽  
Online Discussion ◽  
Discussion Forum ◽  
Learning Activities ◽  
Learning Approaches ◽  
Discussion Forums ◽  
Teaching Approaches ◽  
Online Discussion Forums ◽  
Course Outcomes

This chapter examines the contributions of Moodle's Q&A discussion forum platforms to optimizing cooperative and collaborative learning, validity of assessment of discussion forum posts, and achievement of course outcomes. The author studied: (1) How appropriate is the Q&A variant of online discussion forums in facilitating individual and collaborative learning? (2) How may course facilitators equitably grade online learning individual and collaborative learning activities using Q&A discussion forums? (3) Do learners' performance in Q&A category of online discussion forums predict performance in other assignments in online courses? (4) How well do learning activities in Q&A forums achieve courses' learning outcomes compared with other learning approaches? Survey and data analysis conducted by the author at HBMSU, UAE revealed that Moodle's Q&A discussion forum compares favorably with other teaching approaches in facilitating cooperative and collaborative learning, predicting overall learning achievement as well as improving validity of assessments.

Cultural Diversity in Collaborative Learning Systems

2011 ◽  
pp. 852-857
Author(s):  
Yingqin Zhong ◽  
John Lim
Keyword(s):  
Collaborative Learning ◽  
Cultural Diversity ◽  
Learning Process ◽  
Meaningful Learning ◽  
Learning Systems ◽  
Learning Activities ◽  
Cultural Backgrounds ◽  
Learning Programs ◽  
E Learning ◽  
Technology Aids

Globalization makes cultural diversity a pertinent factor in e-learning, as distributed learning teams with mixed cultural backgrounds become commonplace in most e-learning programs, which can be study-based (schools and universities) or work-based (training units) (Zhang & Zhou, 2003). In these programs, collaborative learning is supported via computermediated communication technologies and instructional technologies. The primary goal of enhancing learning with technology aids, aligning with the goal of education at all levels, is to engage students in meaningful learning activities, which require learners to construct knowledge by actively interpreting, acquiring, and analyzing their experience (Alavi, Marakas, & Yoo, 2002). In accordance, meaningful learning requires knowledge to be constructed by the learners but not by the teachers. In this regard, collaborative learning, an activity where two or more people work together to create meaning, explore a topic, or improve skills, is considered superior to other individualistic instructional methods (Lerouge, Blanton, & Kittner, 2004). The basic premise underlying this is the socio-learning theory, which advocates that learning and development occur during cooperative socialization among peers and emerge through shared understandings (Leidner & Jarvenpaa, 1995). This highlights the criticality of the communication and collaboration pertaining to an individual’s learning process. Since culture reflects the way one learns (Hofstede, 1997; Vygotsky, 1978), group members’ cultural backgrounds play a significant role in affecting the collaborative learning process (Chang & Lim, 2005). Language, cognitive style, and learning style are some aspects of culture that concern collaborative learning in the short term. Groups which have members of different cultural backgrounds are expected to be availed a wider variety of skills, information, and experiences that could potentially improve the quality of collaborative learning (Rich, 1997). In contrast, a group comprising members of similar backgrounds is vulnerable to the “groupthink” syndrome; when the syndrome operates, members could ignore alternatives, resulting in a deterioration of efficiency in making a group decision (Janis, 1982). Accordingly, it is conceivable that groups formed by members of different cultural backgrounds are inherently less prone to the “groupthink” syndrome. However, the advantages of cultural diversity in achieving meaningful collaborative learning are not easily realized, as the basic modes of communication may vary among different cultures and, in consequence, communication distortion often occurs (Chidambaram, 1992). Collaborative learning systems (CLS) are being increasingly researched owing to their potential capabilities and the associated new opportunities in supporting collaborative learning, in particular for distributed groups involving members of different cultural backgrounds (Alavi & Leidner, 2001). Collaborative learning systems provide the necessary medium to support interaction among learners, and therefore modify the nature and the ef- ficiency of the collaborative learning activities (Mandryk, Inkepn, Bilezikjian, Klemmer, & Landay, 2001). The current article looks into how collaborative learning systems may better accommodate cultural diversity in e-learning groups. In addition, this article discusses pertinent issues regarding the role of a leader in building the common ground among learners in order to maximize the potential of collaborative learning systems when cultural diversity is present.

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