scholarly journals Contextual attributes to promote positive social interdependence in problem-based learning: a focus group study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ikuo Shimizu ◽  
Yasushi Matsuyama ◽  
Robbert Duvivier ◽  
Cees van der Vleuten
Keyword(s):  
Collaborative Learning ◽  
Problem Based Learning ◽  
Cognitive Outcomes ◽  
Constructivist Grounded Theory ◽  
Learning Performance ◽  
Academic Learning ◽  
Focus Group Study ◽  
Formal Curriculum ◽  
Social Interdependence ◽  
Work Sharing

Abstract Background Problem-based learning (PBL) is classified as a collaborative learning approach, wherein students learn while contributing meaning to experiences and interactions with others. An important theoretical fundament of PBL is social interdependence theory (SIT) because positive social interdependence within a group has been found to be key to better learning performance and future attitudes towards team practice. However, most previous studies in health professions education focused on cognitive outcomes, and few studies have focused on collaborative behaviors in PBL groups. The lack of this empirical insight makes implementation of PBL difficult, especially in contexts where there is limited experience with collaborative learning. Therefore, the aim of this study was to elucidate what promotes or hinders positive social interdependence and how the attributes work during PBL. Methods We conducted four focus groups among clinical year medical students (n = 26) who participated in PBL tutorials in the formal curriculum. We asked semi-structured questions that corresponded with the overall concept of SIT. We analyzed the transcript using constructivist grounded theory and developed a model to explain contextual attributes that promote or hinder positive social interdependence in PBL. Results Two contextual attributes of “academic inquisition” and “desire for efficiency” affect social interdependence among a student group in PBL. Academic inquisition is students’ desire to engage in their academic learning, and desire for efficiency is students’ attitude toward learning as an imposed duty and desire to complete it as quickly as possible. These attributes are initially mutually conflicting and constructing social interdependence through multiple steps including inquisition from a case, seeking efficient work, sharing interest in problem solving, expecting mutual contributions, and complementing learning objectives. Conclusion These findings will contribute to understanding collaborative learning environments in PBL and may help explain contexts where PBL is less successful. The model can also be used as a tool to support innovation of PBL as collaborative learning.

scholarly journals Contextual attributes to promote positive social interdependence in problem-based learning: a qualitative study

2021 ◽  
Author(s):  
Ikuo Shimizu ◽  
Yasushi Matsuyama ◽  
Robbert Duvivier ◽  
Cees van der Vleuten
Keyword(s):  
Collaborative Learning ◽  
Problem Based Learning ◽  
Cognitive Outcomes ◽  
Constructivist Grounded Theory ◽  
Learning Performance ◽  
Academic Learning ◽  
Formal Curriculum ◽  
Social Interdependence ◽  
Work Sharing ◽  
Limited Experience

Abstract Background:Problem-based learning (PBL) is classified as a collaborative learning approach, wherein students learn while contributing meaning to experiences and interactions with others. An important theoretical fundament of PBL is social interdependence theory (SIT) because positive social interdependence within a group has been found to be key to better learning performance and future attitudes towards team practice. However, most previous studies in health professions education focused on cognitive outcomes, and few studies have focused on collaborative behaviors in PBL groups. The lack of this empirical insight makes implementation of PBL difficult, especially in contexts where there is limited experience with collaborative learning. Therefore, the aim of this study was to elucidate what promotes or hinders positive social interdependence and how the attributes work during PBL. Methods:We conducted four focus groups among clinical year medical students (n=24) who participated in PBL tutorials in the formal curriculum. We asked semi-structured questions that corresponded with the overall concept of SIT. We analyzed the transcript using constructivist grounded theory and developed a model to explain contextual attributes that promote or hinder positive social interdependence in PBL. Results:Two contextual attributes of “academic inquisition” and “work efficiency” affect social interdependence among a student group in PBL. Academic inquisition is students’ desire to engage in their academic learning, and work efficacy is students’ attitude toward learning as an imposed duty and desire to complete it as quickly as possible. These attributes are initially mutually conflicting and constructing social interdependence through multiple steps including inquisition from a case, seeking efficient work, sharing inquisition for problem solving, expecting mutual contributions, and complementing learning objectives. Conclusion:These findings will contribute to understanding collaborative learning environments in PBL and may help explain contexts where PBL is less successful. The model can also be used as a tool to support innovation of PBL as collaborative learning.

scholarly journals Virtual Collaborative Learning Using Wiki for Adult ODL Learners: The Case of Wawasan Open University

2015 ◽  
Vol 10 (2) ◽  
pp. 1-12 ◽  
Author(s):  
Ean Teng Khor*
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Activities ◽  
Learning Performance ◽  
Management Systems ◽  
Academic Learning ◽  
Collaborative Tool ◽  
Open And Distance Learning ◽  
Preliminary Study ◽  
And Performance

Virtual collaborative learning has been gaining in popularity in open and distance learning (ODL) over the last decade. In collaborative learning environments, the instructors facilitate and initiate discussion on particularissues of concern. Students are given the chance to share their knowledge in a way theyhave not been used to and the possibility of participating in a coordinated effort to solve problems together. A preliminary study showed that collaborative learning activities enhancedstudent satisfaction, achievedthe course learning outcomes and encouragedgroup participation. Peer-to-peer interaction has been shown to be successful and can be engaged in during collaborative learning activities. Wiki is widely promoted as a virtual collaborative tool and has been integrated into several learning management systems. However, there are only limited studies on the effectiveness of moodle-wiki for virtual collaborative learning. Therefore, the aim of this study is to evaluate the effectiveness of moodle-wiki in terms of students' perceptions and performance. The data collected were analysed and evaluated, and the statistical results demonstrate that the students hadpositive perceptions of moodle-wiki and the collaborative tool enhanced their learning performance. This study will be useful for instructors and course designers as a guide to investigating students' perceptions and evaluating the effectiveness of a collaborative tool. The findings of this research are also useful for stakeholders to maximize students' academic learning achievement.

scholarly journals Teaching Sustainable Responsibility through Informal Undergraduate Design Education

2021 ◽  
Vol 13 (15) ◽  
pp. 8378
Author(s):  
Louise R. Manfredi ◽  
Meriel Stokoe ◽  
Rebecca Kelly ◽  
Seyeon Lee
Keyword(s):  
Design Education ◽  
Sustainability Education ◽  
Focus Group Study ◽  
Formal Curriculum ◽  
Informal Curriculum ◽  
Exchange Program ◽  
Sustainability Literacy ◽  
Material Conservation ◽  
Rich Data ◽  
The University

Recent reports, initiatives, and activities around higher education institutions revealed the relevance and value of sustainability education through both formal curriculum and informal curriculum activities. While the significance of sustainability education has continuously improved by raising awareness among new generations of students, it has not adequately promoted pro-environmental behaviors or attitude changes. This research study used a linear pretest–posttest experimental approach to understand whether two codesigned interventions; a trash and recycling bin system, and a Materials Exchange program, could improve sustainability literacy and material conservation behaviors across the School of Design. Additionally, a mid-experiment focus group study was conducted to provide text-rich data for analysis of 3R behaviors. Analysis of the data collected revealed that these interventions were reasonably successful in improving responsible material management. To have a greater impact on sustainable behavior, it is suggested that a formal educational experience should supplement the informal interventions described in this paper to onboard students as they enter the design studio culture. Additionally, the expansion of the trash and recycling bin station system into the university dormitories is discussed. This work has successfully catalyzed a collaboration between all School of Design stakeholders to address studio waste in a tangible way.

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 COLLABORATIVE LEARNING IN THE 21ST CENTURY TEACHING AND LEARNING LANDSCAPE: EFFECTS TO STUDENTS’ COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DIMENSIONS

2021 ◽  
Vol 2 (2) ◽  
pp. 136
Author(s):  
Romeo Jr Beriso Sotto
Keyword(s):  
Collaborative Learning ◽  
Group Dynamics ◽  
21St Century ◽  
Teaching And Learning ◽  
Data Gathering ◽  
Male Students ◽  
Primary Data ◽  
Academic Learning ◽  
Validated Questionnaire ◽  
Teaching Learning

Collaborative Learning (CL) is an approach to teaching and learning that involves a group of learners working together. The study aims to assess collaborative learning effects in the 21st-century teaching-learning landscape, particularly on the students' cognitive, affective and psychomotor dimensions. This study utilized the descriptive-evaluative method of research with a validated questionnaire as the primary data gathering instrument. Results showed that females dominate male students as to their number in first and second-year levels. The majority of the respondents aged 20 and below have participated in various collaborative activities and assignments in and out of the class with a typical size of 5 to 7 group members. Collaborative learning found to have a very high effect on Students' Academic Learning (cognitive), Collaborative Skills (affective) and least on Skills development (psychomotor). The researchers recommend that male students be engaged in group dynamics and learning activities; it must involve teenagers and suffice their activities' preference. Activities that demand greater participation, drills and exercises, and thinking activities must allow the students to develop their cognitive, affective, and psychomotor dimensions for holistic learning.

scholarly journals Exploring the carry on benefits of acquired Problem-based learning skills into the clinical phase; Listening to the opinions of the prime beneficiaries after the transition

2019 ◽  
Author(s):  
Altaf Bandy
Keyword(s):  
Collaborative Learning ◽  
Problem Based Learning ◽  
P Value ◽  
Learning Collaborative ◽  
Learning Skills ◽  
Problem Solving Skills ◽  
Clinical Phase ◽  
Preclinical Phase ◽  
Validated Questionnaire ◽  
Study Results

Abstract Background The benefits of student acquired Problem-based learning (PBL) skills in the preclinical phase might carry-on into the clinical phase and the application of these skills in the understanding of clinical subjects remains uncertain. Current study is aimed at exploring the perceptions of carry-on benefits of problem-based learning skills into the clinical phase. Methods Using a pre-validated questionnaire, the benefits of PBL skills in the clinical phase were evaluated by seven questions on a five-point Likert scale. A non- parametric test assessed variation between the groups. p-value of <0.05 was considered statistically significant for this study. Results The overall mean score of the perception of acquired preclinical benefits of PBL in clinical phase was 4.57±2.41; females demonstrating higher mean scores (4.86±2.15) as compared to male students(4.23±2.67). Overall, fifth-year students showed a high satisfaction(4.84±2.36) of the effective use of preclinical PBL skills in clinical courses. 5th-year female student’s perception of preclinical collaborative learning skill benefits in clinical courses was significantly(p<0.03) higher than male. Conclusions The study concludes that a substantial preclinical PBL educational strategy benefits are carried into the clinical phase especially the long-lasting self-direct learning, collaborative learning and problem-solving skills consistent with demanding abilities of a competent physician.

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