scholarly journals Principal’s Role in Supporting Teacher Collaborative Learning

2021 ◽  
Vol 6 (4) ◽  
pp. 903-941
Author(s):  
Rexhep Krasniqi ◽  
Keyword(s):  
Collaborative Learning ◽  
Collaborative Culture ◽  
Learning Collaborative ◽  
Principal's Role ◽  
Doctoral Research ◽  
Sequential Explanatory Mixed Method ◽  
Development Methods ◽  
Collaborative Climate ◽  
Leadership Approaches ◽  
Method Approach

Teacher collaborative learning remains one of the fundamental professional development methods that help teachers improve their professional skills and competencies. Consequently, responsible institutions as well as scholars and experts encourage and instruct teachers to partake in collaborative learning activities as much as possible. Nevertheless, teacher collaborative learning does not happen per se. Due to various factors and circumstances, teachers have to be counselled, encouraged, and supported for taking part in such activities. This responsibility and competence is usually entrusted to school principals. This research shows that principals play a major role in this process by fostering organizational learning, collaborative culture, creating a trustworthy environment, making structural arrangements, and securing infrastructural facilities. It also shows that collaborative learning in the research context takes place in a limited number of formats, mainly in the activities of professional communities and mentoring pairs, and principals have to apply various leadership approaches for protecting and advancing the collaborative climate in the schools they run. This article, which presents only one portion of a doctoral research, is based on the data collected from 518 teachers and eight principals of 24 schools in Kosovo. The sequential-explanatory mixed-method approach was utilized to collect the data. Descriptive and inferential statistics were employed to analyze the quantitative data and the qualitative ones were explored through the thematic analysis.

scholarly journals Digital costume sketching through embodied awareness

2019 ◽  
Vol 4 (2) ◽  
pp. 229-241 ◽  
Author(s):  
Kirsi Manninen
Keyword(s):  
Mixed Method ◽  
Research Question ◽  
Costume Design ◽  
The Body ◽  
Digital Medium ◽  
Doctoral Research ◽  
Methodological Choices ◽  
Method Approach ◽  
Initial Results

This article presents a method for costume design, where empathy and embodiment are used as methodological choices by the designer in the character-creation process. In creating references for the sketching process, costume designers combine photos in which they portray themselves as the character that they imagine. These role-selfies, taken with a handheld tablet, work as starting points for the sketching procedure. The material for the present study is collected from MA costume design students who participated in digital character-creation courses at Aalto University, in Helsinki, Finland, and is a part of doctoral research by the author. The data are collected through a mixed-method approach and is organized as a case study investigating the experiences of using the body as a source for costume design. The research question in this study is as follows: does an awareness of one’s own body facilitate the sketching process? The initial results show that the research participants consider the method useful because it enables them to experience a stronger bodily connection with the digital medium, the imagined design and the emerging character in the costume sketching process. Hence, the findings of this study can be used to develop design and teaching practices not only in the field of costume design but also in other design processes involving character creation.

scholarly journals The Contribution of the Lesson Study to the Development of a Collaborative Framework for the Operation of the School: Results From a Pilot Implementation in Secondary Education in Greece

2018 ◽  
Vol 1 (2) ◽  
pp. 33
Author(s):  
Eurydice-Maria Kanellopoulou ◽  
Maria Darra
Keyword(s):  
Qualitative Research ◽  
Secondary Education ◽  
Secondary School ◽  
Lesson Study ◽  
Second Grade ◽  
Collaborative Culture ◽  
Positive Effects ◽  
Constructive Dialogue ◽  
Pilot Implementation ◽  
Collaborative Climate

The main purpose of the present study is to investigate the contribution of the lesson study to the formation of a collaborative framework for the operation of the school unit. Qualitative research was conducted from February 12 to April 1, 2016, in the second grade secondary school of Attica, with a total of 31 students and four teachers. The results of the survey show that the lesson study cultivates and strengthens the collaborative climate among the participating teachers, which has positive effects not only on their own but also on their students. In particular, research has highlighted the ways in which the lesson study builds co-operation among teachers, as well as the benefits of this collaboration for participating teachers and pupils. Also, the importance of collaboration and the development of collaborative culture, in the context of a fruitful and constructive dialogue, have emerged as the strengths of the lesson study.

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.

scholarly journals Usability Brief for Shopping Mall Asset Enhancement Initiative (AEI) Project in Klang Valley, Malaysia

2021 ◽  
Vol 8 (3) ◽  
pp. 137
Author(s):  
Ahmad Hakim Abdul Rahman ◽  
Kamran Shavarebi
Keyword(s):  
Mixed Method ◽  
Research Study ◽  
Secondary Data ◽  
Facility Management ◽  
Shopping Mall ◽  
Doctoral Research ◽  
Klang Valley ◽  
Qualitative Phase ◽  
Larger Sample ◽  
Method Approach

The purpose of this paper is to review the two attributes, usability and architectural, in order to develop a usability brief for shopping mall asset enhancement initiative (AEI) project. An exploratory sequential mixed method approach is undertaken, with the initial phase, a qualitative study using secondary data and focus group with the facility management team. The output from the qualitative phase is used to prepare a survey of 89 items. A pilot study of 15 participants is carried out to validate reliability of the items using SPSS. The questionnaire items are found to be reliable; hence, the survey can be used as a tool to gauge a larger sample. This paper presents an overview of a doctoral research by the main author and it provides the initial concepts for the undertaking of the research study.

scholarly journals PERBANDINGAN PENGGUNAAN METODE COLLABORATIVE LEARNING DAN DISCOVERY LEARNING TERHADAP HASIL BELAJAR SISWA KELAS VII SMP DARUL ARAFAH

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Ira Vahlia
Keyword(s):  
Collaborative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Learning Method ◽  
Learning Collaborative ◽  
Average Student ◽  
The Subject ◽  
Junior High Student

The aim of this research to analyze the essence of Junior high student learning outcomes Darul Arafah is still relatively low it is seen that the value of the student learning outcomes that achieve minimum completeness criteria (KKM) is still much below the passing standard, so it is still far from what is expected. From the analysis it can be concluded as follows: 1) There is a noticeable difference the average student learning outcomes are taught using methods of collaborative learning with an average of the learning outcomes of students who are taught with methods of discovery learning on the subject of integers students in grade 7 SMP Darul Arafah Sukajawa the school 2015/2016. 2) The average results learning collaborative learning method is lower than the average student learning outcomes are taught using methods of discovery learning on the subject of integers grade students grade 7 SMP Darul Arafah Sukajawa the school 2015/2016. Kata Kunci : collaborative learning, discovery learning method, study result,  

scholarly journals COLLABORATIVE LEARNING AND INDIVIDUAL WORK PERFORMANCE IN COWORKING SPACES

2021 ◽  
Vol 0 (0) ◽  
pp. 1-18
Author(s):  
Kolja Oswald ◽  
Xiaokang Zhao
Keyword(s):  
Factor Analysis ◽  
Collaborative Learning ◽  
Work Performance ◽  
Structural Model ◽  
Survey Study ◽  
Motivation To Learn ◽  
Learning Collaborative ◽  
Individual Motivation ◽  
Individual Work ◽  
Coworking Spaces

Coworking spaces are becoming increasingly popular. Throughout literature, coworking spaces are commonly known as collaborative environments. Yet, there is a lack of research on the mechanisms of the collaborative practices within coworking spaces. This research identifies collaborative learning as a major collaborative practice within coworking spaces, and develops a conceptual framework including two other variables: individual motivation to learn and individual work performance. Exploratory factor analysis to establish the reliability and validity of this framework. Next, a survey study was conducted of 169 coworking space members and PLS-SEM was used to do a factor analysis and evaluate the structural model created. It is found that individual motivation to learn positively impacts collaborative learning, collaborative learning positively impacts individual work performance, and that collaborative learning acts as a full mediator between individual motivation to learn and individual work performance. These findings demonstrate how collaborative learning can be key in improving individual work performance in coworking spaces. Furthermore, these findings position collaborative learning as a theory that deserves further attention in coworking space research. These findings also suggest that coworking space operators may want to further encourage collaboration and incentivize learning in their space.

Supporting Group Learning Using Collaborative Networked Platforms

2018 ◽  
pp. 144-164 ◽  
Author(s):  
Wei Hsum Yap
Keyword(s):  
Collaborative Learning ◽  
Undergraduate Students ◽  
Social Networking Sites ◽  
Collaborative Writing ◽  
Group Learning ◽  
Learning Activities ◽  
Structured Learning ◽  
General Interest ◽  
Learning Collaborative ◽  
Content Sharing

Collaborative learning or learning in groups revolves around the constructivist theory where learning occurs through social interaction process where learners construct knowledge collectively. The rise of social networking sites and a general interest in enhancing group learning brought forward the idea of designing structured learning activities that enhance interaction, communication, and discussion between students using the online learning collaborative networked platforms. This chapter describes the use of networked platforms for design and implementation of collaborative learning activities for undergraduate students in Taylor's University, Malaysia. This includes the use of Moxtra for group tutorial and real-time discussion, Google tools and Padlet wall for collaborative writing, as well as Slideshare for content sharing and discussion.

Contributions to a successful e-learning process – a case study

2017 ◽  
Vol 4 (6) ◽  
pp. 186-195
Author(s):  
Isabel Fernandes Silva
Keyword(s):  
Collaborative Learning ◽  
Learning Process ◽  
Virtual Learning ◽  
Learning System ◽  
Structured Interviews ◽  
Learning Collaborative ◽  
Perceived Satisfaction ◽  
Positive Assessment ◽  
E Learning ◽  
Pedagogical Relation

Our study focuses on a post-graduation programme at Autonoma University, Portugal, whose regime has gone from face-toface (f2) to blended- and e-learning. Based on semi-structured interviews, this exploratory study aims to analyse the perceived satisfaction of students attending the programme in the different regimes. Considering the interviews made thus far, we have realised that most prefer f2f, though previous experience attending online courses seems to influence students to a more positive assessment of the e-learning regime. Students consider most relevant for their learning process the methodology used – collaborative learning – and the pedagogical relation fostered by recurring to social networks in addition to the virtual learning systems employed. We aim to introduce improvements to the programme itself, as well as assess the most important aspects and tools students perceive as contributing to a successful learning process. Keywords: e-learning, collaborative learning, virtual learning system, perceived satisfaction.

scholarly journals Organizational Factors That Drive to BIM Effectiveness: Technological Learning, Collaborative Culture, and Senior Management Support

2020 ◽  
Vol 11 (1) ◽  
pp. 199
Author(s):  
Francisco Villena-Manzanares ◽  
Tatiana García-Segura ◽  
Eugenio Pellicer
Keyword(s):  
Organizational Factors ◽  
Senior Management ◽  
Project Design ◽  
Design Teams ◽  
Management Support ◽  
Collaborative Culture ◽  
Learning Collaborative ◽  
Engineering Project ◽  
Technological Learning ◽  
Technology Effectiveness

Senior management support is a key dynamic capacity for design companies in the architecture, engineering, and construction (AEC) industry, given the fact that they must identify changes in the competitive environment, which are increasingly becoming more and more technological. In addition, senior management support is obliged to react in the most efficient and effective way. Currently, the project design teams that have adopted building information modeling (BIM) are subject to constant changes in the technological environment, of which the activity is influenced by the behavior of senior management support. This research focuses on this issue by analyzing the role played by the variables of technological learning, collaborative culture, and support provided by senior management as precedents of BIM technology effectiveness. The data set has been obtained from 92 AEC companies in Spain. Using partial least squares (PLS), this research finds evidence of the previously mentioned relationships and the existence of partial mediation effects generated by technological learning and collaborative culture within the support of senior management in BIM technology effectiveness. In addition, this model achieves an appropriate level of predictive validation to explain BIM technology effectiveness in engineering project designs. The results highlight that senior management support needs to promote a technological learning and collaborative culture to improve the technological capabilities. The contribution and original value of the paper is to provide empirical evidence that the effectiveness of BIM factors in project design teams is influenced by the behavior of top management support.

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