A wiki-based framework for collaborative learning design in teacher education

2022 ◽  
Author(s):  
Eleni Zalavra ◽  
Kyparisia Papanikolaou
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Learning Design

scholarly journals Studying Collaboration Dynamics in Physical Learning Spaces: Considering the Temporal Perspective through Epistemic Network Analysis

Sensors ◽  
2021 ◽  
Vol 21 (9) ◽  
pp. 2898
Author(s):  
Milica Vujovic ◽  
Ishari Amarasinghe ◽  
Davinia Hernández-Leo
Keyword(s):  
Collaborative Learning ◽  
Temporal Analysis ◽  
Learning Design ◽  
Learning Spaces ◽  
Limited Evidence ◽  
Temporal Perspective ◽  
Learning Space ◽  
Collaboration Dynamics ◽  
Collaborative Activities

The role of the learning space is especially relevant in the application of active pedagogies, for example those involving collaborative activities. However, there is limited evidence informing learning design on the potential effects of collaborative learning spaces. In particular, there is a lack of studies generating evidence derived from temporal analyses of the influence of learning spaces on the collaborative learning process. The temporal analysis perspective has been shown to be essential in the analysis of collaboration processes, as it reveals the relationships between students’ actions. The aim of this study is to explore the potential of a temporal perspective to broaden understanding of the effects of table shape on collaboration when different group sizes and genders are considered. On-task actions such as explanation, discussion, non-verbal interaction, and interaction with physical artefacts were observed while students were engaged in engineering design tasks. Results suggest that table shape influences student behaviour when taking into account different group sizes and different genders.

Promoting Collaborative Learning in Online Teacher Education

2013 ◽  
pp. 145-166
Author(s):  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Course Design ◽  
Teacher Preparation Programs ◽  
Online Course ◽  
Preparation Programs ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Further Development ◽  
Education Courses

Online learning continues to grow as a learning option for millions of students in US colleges and universities. Collaboration plays an important role in student learning. This chapter presents information on how collaborative learning was designed and implemented in a comprehensive online course in reading for pre-service and in-service educators in grades P-12. The author presents details on course design issues, instructional practices, benefits, and challenges associated with collaborative learning in this online course, and implications for further development and evaluation of collaborative learning in teacher preparation programs. The author also provides recommendations for promoting collaboration in online teacher education courses.

Online Collaborative Learning in Pre-Service Teacher Education

2021 ◽  
pp. 2032-2048
Author(s):  
Elif Nagihan Gokbel
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Technologies ◽  
Collaborative Tools ◽  
Online Tools ◽  
Future Research Directions ◽  
Collaboration And Communication

Technology-enhanced collaborative learning has become attractive in higher education. Teacher education programs have made extensive efforts for meaningful use of online technologies for collaboration and communication. This review aims to synthesize a comprehensive literature review on PSTs' collaborative learning with online tools. First, the review revealed that the number of articles published has increased especially in the last five years with contributions from researchers around the world. Second, there were three types of online technologies used mainly for collaboration in PST education: Asynchronous, synchronous, and social media tools. Third, online tools for collaboration were reported as mainly beneficial in PSTs' education contexts. Forth, while there are notable exceptions, challenges to integrate online collaboration tools in PSTs' education programs were scant. Finally, there were various instructional practices where educators integrated online collaborative tools for learning. Future research directions are elaborated.

On Using Wiki as a Tool for Collaborative Online Blended Learning

2010 ◽  
pp. 511-521
Author(s):  
Steve Wheeler
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Collaborative Learning ◽  
Blended Learning ◽  
Learning Environments ◽  
Group Dynamics ◽  
Social Software ◽  
Cognitive Tool ◽  
Learning Context ◽  
The University

This chapter explores the use of the wiki and its role as a cognitive tool to promote interaction and collaborative learning in higher education. The importance of the software to enable student created content, storage, and sharing of knowledge is reviewed. This chapter provides an evaluation of some of the affordances and constraints of wikis to promote critical thinking within a blended learning context. It assesses their potential to facilitate collaborative learning through community focused enquiry for geographically separated students and nomadic learners. One particular focus of the chapter is the development of new digital literacies and how students present their written work in wikis. The chapter also examines group dynamics within collaborative learning environments drawing on the data from a study conducted at the University of Plymouth in 2007, using wikis in teacher education. Finally, the chapter highlights some recent key contributions to the developing discourse on social software in what has been termed ‘the architecture of participation.’

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