Creating collaborative learning opportunities

Since 2016 the Environmental and Interior Design Programme (E&I), School of Design, The Hong Kong Polytechnic University, has implemented an educational model called the vertical studio. Until now, the vertical studio model has become an instrumental peer-to-peer learning scheme while enhancing students' competency in digital literacy. A first of its kind within the design education context of Asia, the vertical studio model has contributed to advance design education practices, embracing collaborative learning opportunities, and facilitate knowledge and skills transfer of drawing techniques, technology, and digital proficiency.

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Building Collaborative Learning Opportunities between Future Veterinary and Design Professionals

Journal of Education and Training Studies ◽

10.11114/jets.v3i5.852 ◽

2015 ◽

Vol 3 (5) ◽

Author(s):

Fernando Magallanes ◽

Michael K. Stoskopf ◽

Kenneth D. Royal

Keyword(s):

Collaborative Learning ◽

Learning Opportunities ◽

Collaborative Learning Opportunities

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Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch048 ◽

2021 ◽

pp. 984-1000

Author(s):

Alan Cromlish

Keyword(s):

Online Learning ◽

Teaching And Learning ◽

Online Courses ◽

Learning Opportunities ◽

Traditional Learning ◽

Post Secondary ◽

Face To Face ◽

Specific Teaching ◽

Collaborative Learning Opportunities ◽

Learning Issues

This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

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Reconsidering the Issue of Cooperative Learning with Gifted Students

journal for the education of the gifted ◽

10.1177/016235320502900105 ◽

2005 ◽

Vol 29 (1) ◽

pp. 90-108 ◽

Cited By ~ 8

Author(s):

Helen Patrick ◽

Nancy J. Bangel ◽

Kyung-Nam Jeon ◽

Michael A. R. Townsend

Keyword(s):

Collaborative Learning ◽

Cooperative Learning ◽

Gifted Students ◽

Learning Opportunities ◽

Student Interaction ◽

Social Constructivist ◽

Cooperative Group ◽

Learning Methods ◽

Good For ◽

Group Structures

This paper addresses the discussion regarding whether or not cooperative learning methods are good for gifted students by considering the processes of task-related interaction within different cooperative structures. Differences and similarities in the nature and type of task-related interactions that are promoted by different cooperative learning structures are discussed. Furthermore, the congruence between the types of student interaction that are promoted by different structures and theories of how students learn are considered. The implications of these points for gifted students are addressed. Finally, it is suggested that collaborative learning—an extension of cooperative group structures that is premised on social-constructivist theories of learning—can provide rich learning opportunities for gifted students in mixed-ability groupings.

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Virtual worlds for collaborative learning: Arab EFL learners' attitudes toward Second Life

World Journal on Educational Technology Current Issues ◽

10.18844/wjet.v11i3.4235 ◽

2019 ◽

Vol 11 (3) ◽

pp. 198-204

Author(s):

Yousif Alshumaimeri ◽

Amani Gashan ◽

Ebrahim Bamanger

Keyword(s):

Collaborative Learning ◽

Foreign Language ◽

Language Learning ◽

Virtual Worlds ◽

Second Life ◽

Arab World ◽

Computer Assisted ◽

Validity And Reliability ◽

Efl Learners ◽

Collaborative Learning Opportunities

In the Arab world, there is a lack of research investigating the use of virtual games to support learning English as a foreign language (EFL). The aim of this study was to examine EFL learners' attitudes towards the integration of the Second Life virtual game as a collaborative instructional tool. A descriptive inquiry method was followed, and data gathered using a questionnaire that had been tested for validity and reliability. Forty-one undergraduates, enrolled in two computer-assisted language learning classes, at a school of education represent the study sample. Findings indicated that the majority were in favor of using virtual worlds as collaborative learning contexts. Recommendations include that: 1) EFL teachers be trained to utilize virtual games; 2) EFL learners be encouraged to utilize virtual portals as collaborative learning opportunities to engage with target foreign language speakers around the world, and 3) EFL instructors create learning tasks requiring learners to interact with other language speakers in virtual games to ensure rich language exposition. Moreover, it is recommended that further studies consider a qualitative design that makes use of in-depth observations and interviews to explore learners’ attitudes about the integration of this technology in an EFL context.

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Management Education by Distance Mode: Combining Print and Computer Mediated Communication (CMC) Technologies to Provide Flexible Individual Study and Collaborative Learning Opportunities

Journal of the Australian and New Zealand Academy of Management ◽

10.5172/jmo.2002.8.2.52 ◽

2002 ◽

Vol 8 (2) ◽

pp. 52-64

Author(s):

Ann Smith

Keyword(s):

Collaborative Learning ◽

New Media ◽

Management Education ◽

Computer Mediated Communication ◽

Mediated Communication ◽

Perceptual Skills ◽

Computer Mediated ◽

The Individual ◽

Management Students ◽

Collaborative Learning Opportunities

ABSTRACTGiven the need to provide increased opportunities for busy managers to learn, but their reduced availability to attend formal on-campus classes, management students and corporate employers have turned to Distance Education (DE) provision as an alternative to face-to-face (FtF) programmes.Providing flexible delivery, however, does not guarantee that the learning requirements of management students will be met, and needs to be considered in terms of the limits and enhancements to learning that different flexible methodologies support. DE comes in many forms and pedagogics, uses a variety of media, and tends to be designed with the individual learner in mind, whereas the demand for work-relevant management skills requires Management Education (ME) programmes to include collaborative as well as individual modes of learning.Managers require integrative knowledge, emotional intelligence, and complex social and perceptual skills and attitudes that increasingly reflect ethical and values-oriented behaviour. At issue in the shift from FtF to DE is the need to provide opportunities for the ongoing social and interpersonal skills development that would normally occur within the classroom. For DE to add value to management learners it needs to offer flexibility that supports quality work-relevant education.In this paper the author explores whether print-based DE combined with Computer Mediated Communication (CMC) technologies provides a solution. CMC is a networked electronic medium; used in conjunction with print-based DE it can provide opportunities for group interactivity and collaborative learning. Since the skills required for effective CMC participation are also synergistic with the socio-cultural and technical skills required of today's ‘networked manager’, the author suggests that there are further advantages to including CMC as part of the ME curriculum. From a review of the literature, the author concludes that there is much benefit in combining the two methodologies provided that:• appropriate pedagogy is designed into the combined media• the flexibility and educational needs of management learners are met• educators and learners learn how to learn by the new media.

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