scholarly journals Review of Collaborative Learning Communities in Middle School Literacy Education: Increasing Student Engagement With Authentic Literacy by Jolene T. Malavasic

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
MaryAnn Dunn
Keyword(s):  
Middle School ◽  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Communities ◽  
Literacy Education ◽  
Collaborative Learning Communities ◽  
Middle School Literacy ◽  
Authentic Literacy

scholarly journals Meta-Governance Framework to Guide the Establishment of Mass Collaborative Learning Communities

Computers ◽  
2022 ◽  
Vol 11 (1) ◽  
pp. 12
Author(s):  
Majid Zamiri ◽  
Luis M. Camarinha-Matos ◽  
João Sarraipa
Keyword(s):  
Collaborative Learning ◽  
Learning Communities ◽  
Vocational Education And Training ◽  
Governance Framework ◽  
Complementary Method ◽  
Mass Collaboration ◽  
Diversity And Inclusion ◽  
Knowledge Based ◽  
Collaborative Learning Communities ◽  
The Creation

The application of mass collaboration in different areas of study and work has been increasing over the last few decades. For example, in the education context, this emerging paradigm has opened new opportunities for participatory learning, namely, “mass collaborative learning (MCL)”. The development of such an innovative and complementary method of learning, which can lead to the creation of knowledge-based communities, has helped to reap the benefits of diversity and inclusion in the creation and development of knowledge. In other words, MCL allows for enhanced connectivity among the people involved, providing them with the opportunity to practice learning collectively. Despite recent advances, this area still faces many challenges, such as a lack of common agreement about the main concepts, components, applicable structures, relationships among the participants, as well as applicable assessment systems. From this perspective, this study proposes a meta-governance framework that benefits from various other related ideas, models, and methods that together can better support the implementation, execution, and development of mass collaborative learning communities. The proposed framework was applied to two case-study projects in which vocational education and training respond to the needs of collaborative education–enterprise approaches. It was also further used in an illustration of the MCL community called the “community of cooks”. Results from these application cases are discussed.

The Importance of a Collaboratory

2018 ◽  
pp. 492-506
Author(s):  
George P. Banky
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Communities ◽  
Student Survey ◽  
Post Intervention ◽  
Computer Laboratory ◽  
Group Problem Solving ◽  
The Mean ◽  
Software Utility ◽  
Survey Responses

Researchers have identified active collaborative learning and membership in learning communities as factors that facilitate the engagement of learners. In the reported student engagement study, a commercially available software utility was used to establish such an environment in a computer laboratory. This chapter addresses the following issues: will collaborative learning result in more student engagement and what type of software will support such activity? The collected data includes anonymous survey responses, mean marks for assessable components, and tutorial attendance figures for 2011 (pre-intervention) and 2012 (post-intervention) and 2013 (modified content with post-intervention style delivery). Freeform responses in the anonymous student survey were positive towards the experience. In 2012 with respect to those of 2011, mean assignment and tutorial participation marks for the students improved, while those for other assessable components appeared to have worsened. Student engagement, as reflected in tutorial attendance and assignment marks, were better in 2012. In 2013, the study was repeated with the focus of the tutorials changed to group problem solving with the tutorial participation reflecting student contributions during such sessions. The mean marks for the exam, the laboratory participation and for the course improved over those for 2012 and 2011, respectively. The other means slightly improved over those for 2011 but were slightly worse for those for 2012.

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