Learning to Collaborate

2017 ◽  
Author(s):  
Kevin J. S. Zollman
Keyword(s):  
Computer Simulations ◽  
Collaborative Group ◽  
Collaborative Groups ◽  
Collaborative Interactions ◽  
The Cost

This article presents a rudimentary model of collaboration with the aim to understand the conditions under which groups of scientists will endogenously form optimal collaborative groups. By analyzing the model with computer simulations, I uncover three lessons for collaborative groups. First, in reducing the cost borne by scientists from collaborating, one benefits the members of the group. Second, increasing the number of potential collaborative partners benefits all those involved in a collaborative group. Finally and counter intuitively, this model suggests that groups do better when scientists avoid experimenting with new collaborative interactions.

Geography Map Knowledge Acquisition by Solving a Jigsaw Map Compared to Self-Study

2018 ◽  
Vol 8 (2) ◽  
pp. 80-89
Author(s):  
Srishti Dang ◽  
Arunima Ved ◽  
Kavita Vemuri
Keyword(s):  
Knowledge Retention ◽  
Primary School Children ◽  
Collaborative Group ◽  
Individual Group ◽  
Collaborative Groups ◽  
Group Score ◽  
Collaborative Interactions ◽  
Puzzle Solving ◽  
The Difference ◽  
The Individual

Efficacy of games as learning medium is of interest to researchers and the gaming industry. A critical metric for learning is knowledge retention and very few studies have conducted in-depth comparisons of: a) game versus no-game learning, b) collaborative versus individual learning. Towards this, the study reported in this article will present the findings from an experiment using Asia and world maps, cut into pieces as in a jigsaw puzzle. The participants were primary school children who were randomly assigned to the puzzle and no-puzzle group. To understand the role of collaborative interactions in learning, each group was further divided into two subgroups. Each subgroup either solved the puzzle or studied the full map (no-puzzle) individually or collaboratively. Three post-tests were conducted over a period of 10 days. The mean scores and Mann Whitney test shows: a) In the no-puzzle condition, no difference in the average scores of the individual and collaborative groups for both maps was observed, b) In the puzzle condition, the collaborative group score was slightly more than that of the individual group for Asia map, while the difference was significant for the continent map, and c) Puzzle and no-puzzle individual group scores were comparative for Asia map but the continent map groups showed a major difference. The findings are mixed with collaborative puzzle solving showing higher retention while puzzle solving does not show significant effect on learning and retention.

scholarly journals Optimal Parameters of Service in a Public Transportation Market with Pricing

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Hongwei Gao ◽  
Vladimir V. Mazalov ◽  
Juan Xue
Keyword(s):  
Computer Simulations ◽  
Public Transportation ◽  
Minimum Cost ◽  
Noncooperative Game ◽  
Optimal Parameters ◽  
Second Stage ◽  
Trip Time ◽  
Passenger Flows ◽  
Stage Game ◽  
The Cost

The problem of choosing the optimal parameters of service by carriers in public transport passenger flows is considered. This problem is modeled as a two-stage game. At the first stage, the players (carriers) select the parameters of their service (the number and schedule of vehicles, etc.). At the second stage, the players announce the prices of service and the consumers choose an appropriate service. The Wardrop equilibrium is applied to the competition model with rational consumers preferring the carriers with minimum cost, where the cost of service includes the price and also the expected trip time. The equilibrium in the pricing game is found and the optimal parameters of service as a solution to a noncooperative game are determined. Some results of computer simulations are presented.

Cooperation and Collaboration Using Computer-Mediated Communication

2002 ◽  
Vol 26 (3) ◽  
pp. 325-347 ◽  
Author(s):  
Lesley G. Hathorn ◽  
Albert L. Ingram
Keyword(s):  
Computer Mediated Communication ◽  
Cost Benefit ◽  
Point Of View ◽  
The Other ◽  
Mediated Communication ◽  
Collaborative Groups ◽  
Trade Offs ◽  
Computer Mediated ◽  
Key Characteristics ◽  
The Cost

This study operationally defined and measured collaboration and compared the products and structure of collaborative groups that used computer-mediated communication. Key characteristics of collaboration selected from the literature were interdependence, synthesis, and independence, and a model for evaluating these characteristics was developed. All communication in this study occurred via asynchronous computer-mediated communication, using a threaded Web discussion. Participants in the study were graduate students, studying the same course with the same instructor at two venues. The students were divided into small groups from one or both venues, and four of these groups were studied. All students were given a problem to solve involving the cost-benefit trade-offs of distance education. The groups received different instructions. Two of them were told to collaborate on a solution, and the other two were told to select a role and discuss the problem from that point of view. Groups that were instructed to collaborate were more collaborative, but they produced a solution of a lower quality than the other groups. No conclusions could be drawn from the results on the structure of the groups. The role of collaboration in problem solving is discussed along with methods for creating more effective collaboration.

Comparison of the effectiveness of collaborative groups and peer instruction in a large introductory physics course for science majors

2010 ◽  
Vol 88 (5) ◽  
pp. 325-332 ◽  
Author(s):  
Calvin S. Kalman ◽  
Marina Milner-Bolotin ◽  
Tetyana Antimirova
Keyword(s):  
Teaching Method ◽  
Introductory Physics ◽  
Collaborative Group ◽  
Peer Instruction ◽  
Control Group ◽  
Collaborative Groups ◽  
Post Test ◽  
Physics Course ◽  
First Time ◽  
Conflict Strategy

We report on an experiment comparing examinations of concepts using slightly modified peer instruction (MPI) interventions with a conceptual conflict strategy based on collaborative groups (CG). Four interventions were utilized in two sections of an introductory physics course for science students. Both instructors and strategies were alternated in the two classes so that instructor dependence could be factored out and so that each class could serve as both an experimental and a control group. The gain on the Force Concept Inventory (FCI) used as a pre- and post-test is essentially the same in both classes. The instructors were experienced in use of MPI, but this was the first time that these instructors had used a collaborative group activity in their classes and only used it for the two interventions in each class described in this paper. CG appears to be more effective as a teaching method than PI. It also should be noted that the effectiveness of both teaching methods seems to be instructor independent as long as the instructors followed the same protocol.

scholarly journals Why collaboration reduces suggestibility: The role of source-monitoring processes and retrieval strategies

2021 ◽  
Author(s):  
Clelia Rossi-Arnaud ◽  
Pietro Spataro ◽  
Serena Mastroberardino ◽  
Enrica Lucaroni ◽  
Anna Maria Giannini ◽  
...  
Keyword(s):  
Negative Feedback ◽  
Source Monitoring ◽  
Response Criterion ◽  
Collaborative Group ◽  
Collaborative Groups ◽  
Positive Effects ◽  
Retrieval Strategies ◽  
Error Checking ◽  
Nominal Groups

AbstractPrevious research found that collaboration reduces the tendency to yield to misleading questions. Here, the aim was to determine whether this occurs because collaboration induces a conservative change in response criterion or because it promotes more efficient error-checking strategies. To this purpose, we compared the performance of collaborative and nominal triads in the Gudjonsson Suggestibility Scale. Critically, we recorded conversations during retrieval, allowing us to compute inclusive scores and analyze retrieval strategies. Confirming previous evidence, results showed that collaborative groups yielded less to leading questions; however, the differences between collaborative and nominal groups in yield 1 were canceled when we took into account questions to which at least one participant in the collaborative group gave in but was corrected by collaborators during the discussion (the so-called inclusive scores). This was not the case for yield 2 and total suggestibility scores. Also, the analysis of retrieval strategies indicated that collaborative groups who used process-focused strategies (such as correction and cross-cueing) to a greater extent were less likely to change their responses after receiving the negative feedback and were less suggestible. We conclude that, while the use of error-checking and process-focused strategies played a role in reducing suggestibility in collaborative groups, the administration of negative feedback induced members of collaborative groups to adopt a more conservative response criterion. These results contribute to the understanding of the conditions that maximize the positive effects of collaborative retrieval. They have implications for policymakers and police practitioners, specifying when and how collaboration might be allowed.

scholarly journals Developing Confidence: Visual Art Teaching in a Primary School

2021 ◽  
Author(s):  
◽  
Ian Bowell
Keyword(s):  
Primary School ◽  
Visual Art ◽  
Assessment System ◽  
Collaborative Group ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Collaborative Groups ◽  
The Arts ◽  
One Year

<p>In New Zealand specialist courses in the arts at undergraduate level, and one year diplomas in teaching have been reduced. Visual art advisory time allocated to primary school teachers has also been reduced. As a result teachers' confidence in teaching visual art is under threat. This study focused on a group of generalist primary school teachers as they worked to develop their confidence in the teaching of visual art. They worked as a non-hierarchical collaborative group, using action research to analyse the voices of the children in their school, and to reflect on their own practice. Following their reflections they used their developed confidence to develop a visual art self-assessment system. Their developed confidence in teaching visual art enabled them to offer support in the teaching of visual art to other teachers within the school. However, the narrow focus of the study did not allow exploration of why the participants were motivated to develop their expertise in the teaching of visual art. The limitations of the data also failed to reveal whether the participants were able to sustain their collaborative working relationship after the study ended. The study recommends further research into the long-term sustainability of teacher collaborative groups and the motivation that enables teachers to develop their confidence in the teaching of visual art.</p>

scholarly journals Developing Confidence: Visual Art Teaching in a Primary School

2021 ◽  
Author(s):  
◽  
Ian Bowell
Keyword(s):  
Primary School ◽  
Visual Art ◽  
Assessment System ◽  
Collaborative Group ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Collaborative Groups ◽  
The Arts ◽  
One Year

<p>In New Zealand specialist courses in the arts at undergraduate level, and one year diplomas in teaching have been reduced. Visual art advisory time allocated to primary school teachers has also been reduced. As a result teachers' confidence in teaching visual art is under threat. This study focused on a group of generalist primary school teachers as they worked to develop their confidence in the teaching of visual art. They worked as a non-hierarchical collaborative group, using action research to analyse the voices of the children in their school, and to reflect on their own practice. Following their reflections they used their developed confidence to develop a visual art self-assessment system. Their developed confidence in teaching visual art enabled them to offer support in the teaching of visual art to other teachers within the school. However, the narrow focus of the study did not allow exploration of why the participants were motivated to develop their expertise in the teaching of visual art. The limitations of the data also failed to reveal whether the participants were able to sustain their collaborative working relationship after the study ended. The study recommends further research into the long-term sustainability of teacher collaborative groups and the motivation that enables teachers to develop their confidence in the teaching of visual art.</p>

Individual versus pair work on L2 speech acts: production and cognitive processes

2022 ◽  
Vol 0 (0) ◽  
Author(s):  
Ming-Fang Lin ◽  
Yuan-shan Chen ◽  
Hui-Ju Wu
Keyword(s):  
Cognitive Processes ◽  
Speech Acts ◽  
Collaborative Group ◽  
Individual Group ◽  
Written Discourse ◽  
General Direction ◽  
Collaborative Groups ◽  
Efl Students ◽  
The Individual ◽  
Pair Work

Abstract This study aims to examine the extent to which peer collaboration affects EFL learners’ speech act production and cognitive processes. Eleven EFL students in the individual group and 22 students (11 pairs) in the collaborative groups were asked to report their cognitive processes when working on a written discourse completion task (WDCT). The WDCT performances were rated on a five-point Likert-type scale, and the verbalizations were analyzed in terms of pragmatic-related episodes (PREs). Results showed that the individual group scored higher on content, whereas the collaborative group outperformed their counterparts on forms. Regarding the cognitive processes, the individual group tended to plan the general direction of their writing before writing the WDCT and paid more attention to sociopragmatic content while writing. In contrast, the collaborative group planned specific details before the task and attended to pragmalinguistic forms more often while writing.

Educating for Cultural Competence Via Collaborative Groups: A Tale of Two Programs

2000 ◽  
Vol 6 (1) ◽  
pp. 95-107 ◽  
Author(s):  
Munira Merchant ◽  
Diane C. Haslett
Keyword(s):  
Cultural Competence ◽  
Group Learning ◽  
Social Work Students ◽  
Collaborative Group ◽  
Diversity Awareness ◽  
Collaborative Groups ◽  
Core Courses ◽  
Culturally Influenced ◽  
Undergraduate Programs ◽  
Alternative Theories

The use of collaborative groups to teach cultural competence to social work students is illustrated through core courses in two undergraduate programs. Students work in small groups to raise an ethnic child from infancy to old age, applying traditional and alternative theories, bio-psycho-social developmental and ecological perspective (HBSE). Students, through use of structured exercises, assess their own ethnicity, diversity awareness, and identification of culturally influenced behavior (Practice II). The authors discuss recent research on collaborative groups, examine the utility of these groups in teaching cultural competence and address strategies to avoid common pitfalls associated with collaborative group learning.

Investigating the Role of Social Status in Teacher Collaborative Groups

2018 ◽  
Vol 70 (4) ◽  
pp. 347-359 ◽  
Author(s):  
Paul S. Sutton ◽  
Andrew W. Shouse
Keyword(s):  
Group Process ◽  
Positioning Theory ◽  
Collaborative Group ◽  
High Status ◽  
Secondary English ◽  
Collaborative Groups ◽  
Cohesive Group ◽  
Problems Of Practice

In collaborative groups, teachers negotiate the tension between working as a cohesive group and confronting differences of opinion and practice. Varied status between teachers can complicate their ability to accomplish the goals of collaboration. In this case study, we describe how a group of secondary English teachers redesigned curriculum and explain how status shaped their collaborative practice. We use positioning theory to examine how teachers managed variable status to maintain a collaborative group process. Findings suggest the high-status teacher shaped inclusive collaborative routines that afforded novice teachers the space to initiate discussions focused on problems of practice.

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