scholarly journals STEM and Collaborative Learning: An Alternative Approach

2020 ◽  
pp. 12-16
Author(s):  
Stefanos Nikiforos ◽  
Spyros Kolyvas
Keyword(s):  
Collaborative Learning ◽  
Learning Community ◽  
Stem Education ◽  
Small Scale ◽  
Educational Robotics ◽  
Alternative Teaching ◽  
Alternative Approach ◽  
Working Groups ◽  
Collaborative Activities ◽  
School Activity

STEM education in Greek schools has become more prevalent in recent years, mainly through the implementation of Educational Robotics projects. Small-scale working groups of handpicked participants constitutes the main practice of implementing these projects, aiming to participate in competitions for the purpose of discrimination. These projects are usually a parallel school activity concerning only the participants in it, having relatively little impact on school community. An alternative teaching approach is proposed and applied in the present research consisting of collaborative activities between volunteer participants who created a learning community. Results show that the proposed method satisfied students and generated their interest in both the future engagement with Robotics and the participation in similar collaborative activities.

Collaboration and Pervasiveness

2005 ◽  
pp. 369-390 ◽  
Author(s):  
Kazuhiko Shibuya
Keyword(s):  
Collaborative Learning ◽  
Learning Community ◽  
Learning Style ◽  
Semantic Technologies ◽  
Computer Supported Collaborative Learning ◽  
Effective Learning ◽  
Ubiquitous Environment ◽  
Ubiquitous Computation ◽  
Jigsaw Method ◽  
Collaborative Activities

This chapter attempts to contribute toward exploring fundamental conceptualization on collaboration and pervasiveness in education. An assigned task is to clarify my concepts on collaborative learning based on ubiquitous computation and Semantic Web perspectives by means of more originated ways. Collaborative activities and computer-supported collaborative learning (CSCL) per se consists of various needs to encourage motivation and understandings of each student in more effective learning style and environment. We can recognize that collaborative learning in a ubiquitous environment can provide more interactive, experiential, spatiotemporal, and distributed aspects for anyone who wants to know information and solve educational tasks coordinating with others at any time. Then, I would like to show my design of the ubiquitous jigsaw method and self-organizing networks in the learning community. Further, I concentrate on exploring possibilities of collaborative learning with semantic technologies which allows to inspire and facilitate a more reciprocal exchange among affiliated relationships in a ubiquitous environment. Finally, I will discuss these topics.

scholarly journals Design students’ perceptions of a wiki enhanced English learning at university

2020 ◽  
Vol 87 ◽  
pp. 00054
Author(s):  
M.S. Liashenko
Keyword(s):  
Learning Community ◽  
Course Completion ◽  
Small Scale ◽  
English Learning ◽  
Structured Interviews ◽  
Wiki Technology ◽  
Design Students ◽  
Teaching Learning ◽  
Collaborative Activities ◽  
The University

This small-scale research is aimed at exploring design students’ perceptions of collaborative English learning via a wiki site when doing a course of English for specific purposes (ESP) at the university. The learning community based on a wiki platform was launched to improve English skills in collaborative activities with the teacher and the peers. Semi structured interviews were conducted with the design students on a voluntary basis after the course completion. The data was analyzed using a qualitative analysis, which is resulted in five main categories describing design students’ perceptions of their experiences. The results enabled to present a model of wiki enhanced learning which is grounded in theory of teaching-learning cycle. It is expected to provide an insight into the strengths and limitations of collaborative learning via wiki technology and address the challenges and outcomes of deploying wiki sites into the educational context at university.

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.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

scholarly journals Emotional Aspects for Productive Dialogues in Computer-Supported Collaborative Learning: A Systematic Literature Review

2021 ◽  
Vol 27 (3) ◽  
pp. 303-322
Author(s):  
Uyara Ferreira Silva ◽  
Deller James Ferreira
Keyword(s):  
Conflict Resolution ◽  
Collaborative Learning ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Review Of The Literature ◽  
Computer Supported Collaborative Learning ◽  
Emotional Dimension ◽  
Emotional Aspects ◽  
Points Of View ◽  
Collaborative Activities

This paper presents a systematic literature review of the literature on productive dialogues and emotional aspects in Computer-Supported Collaborative Learning (CSCL) and also presents emotional aspects used in debates with conflicting points of view in other contexts. Initially, more than 400 articles were catalogued, belonging mainly to the databases of Springer and Science Direct, not limited by years, because of very important works referenced until today. The findings reveal that in CSCL there is a neglect in relation to the emotional dimension, the results also show that there are negative emotional aspects that impair the motivation in the participation of students in collaborative activities. Empathy is seen as an alternative to conflict resolution in different contexts, in addition to collaborative learning, but it is rarely addressed in CSCL.

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