Learning Interventions: Collaborative Learning, Critical Thinking and Assessing Participation Real-Time

2021 ◽  
pp. 77-120
Author(s):  
Kumaran Rajaram
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Real Time ◽  
Learning Interventions

scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

scholarly journals The effects of grouping types on promoting critical thinking in EFL collaborative writing

2020 ◽  
Vol 9 (2) ◽  
pp. 108-120
Author(s):  
Nguyen Thi Minh Tram ◽  
Bui Thi Thuc Quyen
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Tertiary Education ◽  
Collaborative Writing ◽  
Homogeneous Groups ◽  
Learning And Teaching ◽  
Low Level ◽  
Heterogeneous Groups ◽  
High Level ◽  
The Impact

Nurturing critical thinking (CT) has been acknowledged as a core objective of tertiary education, and drawn attention from academia of teaching English as a Foreign Language (EFL), particularly in EFL argumentative writing. It has been claimed that collaborative learning which stimulates the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking. One of the important aspects of learning and teaching through collaboration is the group composition or grouping “who with whom”. The present study was an attempt to investigate the impact of homogeneous and heterogeneous groupings on critical thinking in collaborative writing. Having been required to write an argumentative essay as a pre-test, 75 participants, who were categorized by their prior critical thinking levels, were assigned into three group types: heterogeneous, homogeneous high and homogeneous low groups. As a consequence, four types of students were considered their improvement before and after the experiment: high-level students in heterogeneous groups, lowlevel students in heterogeneous groups, high-level students in homogeneous groups, low-level students in homogeneous groups. The results demonstrated that learners improved their critical thinking level through collaborative writing, whether working with stronger or weaker peers. However, heterogeneous grouping showed superiority over homogeneous grouping at the low level. The results revealed that cooperative learning could be especially beneficial for low students. It is hoped that the findings of the present study will give teachers deep insights into group compositions in collaborative learning courses, and will help them make better group experiences for students.

scholarly journals PEMBERDAYAAN MAHASISWA UNTUK BERPIKIR KRITIS, KREATIF, DAN KOLABORATIF MELALuI PENGEMBANGAN PERANGKAT PEMBELAJARAN KOLABORASI

2015 ◽  
Vol 3 (1) ◽  
pp. 59
Author(s):  
NFN Mustaji
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Product Evaluation ◽  
Instructional Materials ◽  
Design Development ◽  
Implementation Phase ◽  
Education Management ◽  
Addie Model ◽  
Faculty Of Education ◽  
Media Learning

The purpose of this research is to develop a learning device in the form of Syllabus and Class events Unit, instructional materials, student activity sheet, sheet assessment of students and using collaborative learning model. The device was developed to improve the ability of critical thinking, creative and collaborative environment for students in the Faculty of Education, State University of Surabaya. The development of learning device uses a ADDIE model. Its activities include the analysis phase, planning, design, development), implementation, evaluation and revision. Phase evaluation and revision is an ongoing activity conducted in each phase alongthe development cycle. Learning device which have been developed consisting of three courses namely introduction of graphic media, learning to draw, and education management. Learning device has been validated in the first year and meet the acceptability of the usefulness, feasibility, and accuracy. In the second year learning device was implemented in three courses, namely, Education Technology, Education Management, and Early Childhood Education. Implementation Phase uses experimental research design one group pre test - posttest design. The research instrument used to collect data comprising: of result of learning test, observation sheets, product evaluation sheets and questionnaires of collaborative skills. The data of this study were analyzed descriptively and statistically. The results showed that the use of collaborative learning device can improve the ability of critical thinking, creative and collaborative AbstrakTujuan penelitian ini adalah mengembangkan perangkat pembelajaran berupa silabus dan satuan acara perkuliahan, bahan ajar, lembar kegiatan mahasiswa dan lembar Penilaian dengan menggunakan model pembelajaran kolaborasi. Perangkat tersebut dikembangkan untuk meningkatkan kemampuan berpikir kritis, kreatif dan kolaboratif bagi mahasiswa di lingkungan Fakultas Ilmu Pendidikan UniversitasNegeri Surabaya. Pengembangan perangkat pembelajaranmenggunakan model ADDIE. Kegiatannya meliputi fase analisis (analysis), perencanaan (planning), perancangan (design), pengembangan (development), implementasi (implementation), evaluasi dan revisi (evaluation and revision). Fase evaluasi dan revisi merupakan kegiatan berkelanjutan yang dilakukan pada tiap fase di sepanjang siklus pengembangan. Perangkat pembelajaran yang telah dikembangkan terdiri dari 3 mata kuliah yakni pengantar media grafis, pembelajaran menggambar, dan manajemen pendidikan. Perangkat pembelajaran telah divalidasi pada tahun pertama dan memenuhi akseptabilitas dari sisi kegunaan, kelayakan, dan ketepatan. Pada tahun kedua perangkat pembelajaran dimplementasikan pada tiga program studi, yakni: Teknologi Pendidikan, Manajemen Pendidikan, dan Pendidikan Anak Usia Dini. Fase implementasi dengan menggunakan desain penelitian experimental one group pretest - postest design. Instrumen penelitian yang digunakan untuk mengumpulkan terdiri atas: tes hasil belajar, lembar observasi, lembar penilaian produk, dan angket keterampilan kolaboratif. Data hasil penelitian ini dianalisis secara deskriptif dan statistik. Hasil penelitian menunjukkan bahwa penggunaan perangkat pembelajaran kolaborasi dapat meningkatkan kemampuan berpikir kritis, kreatif dan kolaboratif.

scholarly journals National followers in the students use of educational technologies instruction of interests

2021 ◽  
Vol 7 (3) ◽  
pp. 152-157
Author(s):  
Shomirzayev Shomirzayev
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Learning Process ◽  
Creative Thinking ◽  
Independent Learning ◽  
Educational Technologies

This article discusses how to use the craft of national crafts. More importantly, the role of the teacher in the learning process is determined by the fact that the learners are helped by independent learning. In addition to teaching the readers not only the knowledge they have, they also understand their role in teaching independent, creative thinking, critical thinking about their personality and knowledge, analyzing information, identifying what needs to be done, drawing conclusions, and teaching their own ideas. The main purpose of collaborative learning is to work on a common problem and focus on the problem.

Web Conferencing in Distance Education

2011 ◽  
pp. 2298-2305
Author(s):  
M. Michelle Panton
Keyword(s):  
Distance Education ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Real Time ◽  
Web Sites ◽  
Web Site ◽  
Web Conferencing ◽  
Collaborative Learning Environment ◽  
Screen Sharing ◽  
Share Information

Web conferencing is a technology that allows groups of individuals in a variety of diverse locations to communicate and share information without having to leave their desks. It provides features such as whiteboarding, screen sharing, chat, and polling. It eliminates the need to travel, reduces downtime, increases efficiency, and reduces costs. AT&T worked on proofs of concepts and prototypes for personal conferencing systems for 20 years and finally released its product in 1993 (Perey, 2003). Microsoft released NetMeeting in about 1995. Wooley now lists 95 real-time collaboration products and Web sites on his Web site, ThinkofIt. com. The growth of real-time collaboration has grown significantly and been more successful in the last few years, as the CPUs in PCs are faster, the PCs have more memory, and more bandwidth is available and cheaper. Frost and Sullivan’s 2002 report estimates that by 2008, $2 billion will be spent on Web conferencing (as cited by Perey, 2003). This technology allows a business to conduct training simultaneously, globally creating a collaborative learning environment while keeping costs down.

scholarly journals Enhancing learning through the discussion forum

2012 ◽  
Vol 7 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Nantha Kumar Subramaniam
Keyword(s):  
Critical Thinking ◽  
Adult Learners ◽  
Collaborative Learning ◽  
Online Courses ◽  
Online Discussion ◽  
Discussion Forum ◽  
Online Discussions ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Collaborative Discussion

Asynchronous online discussion forums play an important role in adult online courses, and have many possible functions. Our experience in using the discussion forums in online courses for task-based collaborative discussion has led us to many questions about the optimal ways of using online discussion to support collaborative learning, such as how should instructors structure online discussions in a way that it promotes collaborative learning? What should instructors do to enhance learners' reflective thinking, critical thinking, or problem solving in online collaborative discussions? The challenges of using forum in learning have also been highlighted by many researchers. In this paper, we present a so-called “smart” discussion forum to support, monitor and facilitate task-based collaboration for the learning process of adult learners to advance their development of critical thinking.

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