scholarly journals Cooperative Team Learning and the Development of Social Skills in Higher Education: The Variables Involved

2018 ◽  
Vol 9 ◽  
Author(s):  
Santiago Mendo-Lázaro ◽  
Benito León-del-Barco ◽  
Elena Felipe-Castaño ◽  
María-Isabel Polo-del-Río ◽  
Damián Iglesias-Gallego
Keyword(s):  
Higher Education ◽  
Social Skills ◽  
Team Learning ◽  
Cooperative Team

scholarly journals Team Learning as a Model for Facilitating Entrepreneurial Competences in Higher Education: The Case of Proakatemia

2021 ◽  
Vol 13 (13) ◽  
pp. 7373
Author(s):  
Timo Nevalainen ◽  
Jaana Seikkula-Leino ◽  
Maria Salomaa
Keyword(s):  
Higher Education ◽  
Team Learning ◽  
Point Of View ◽  
Educational Approach ◽  
Business Skills ◽  
Business Plans ◽  
University Of Applied Sciences ◽  
Entrepreneurial Competencies ◽  
The University ◽  
Quantitative Case Study

In the past decades, there has been a growing interest in entrepreneurship education, and many higher education institutions have developed specific programs and courses to support entrepreneurial competencies. However, there have been significant changes in how universities train competences related to business skills and entrepreneurship in practice. Whereas entrepreneurship courses used to focus on the different forms of businesses and drafting business plans, the overall perception of entrepreneurship and entrepreneurial competences has shifted this toward a more holistic educational approach to develop students’ entrepreneurial competencies. In this comparative quantitative case study, we investigate the university students’ perception of the development of their entrepreneurial competencies in the case of Proakatemia (Tampere University of Applied Sciences). The aim was to examine how the entrepreneurial competencies are reflected and strengthened in their thinking and everyday functions through the concept of team learning. The survey involved, altogether, 64 students, of which 21 studied in Proakatemia. The results of this study indicate that the team learning concept of Proakatemia facilitates learning entrepreneurial competencies. Therefore, these results provide insights for universities aiming to develop their curricula, programs and pedagogy, thus promoting sustainable societal development. However, we recommend further studies, e.g., from a qualitative point of view, to assess the effective of the concept in other learning environments.

A Collaborative Active Learning Model as a Vehicle for Online Team Learning in Higher Education

2018 ◽  
pp. 40-59 ◽  
Author(s):  
Soo Jeoung Han ◽  
Doo Hun Lim ◽  
Eulho Jung
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Team Learning ◽  
Online Courses ◽  
Learning Model ◽  
Team Members ◽  
Wide Range ◽  
Online Setting ◽  
Successful Team ◽  
Effective Use

As more higher education faculty use team-based assignments in online courses across a wide range of university disciplines, research on team learning as one of the pedagogical approaches in higher education has become more relevant. The authors reviewed active learning as a type of instructional method for team members' satisfaction and active engagement in their learning processes. Therefore, this chapter explores team learning as an effective online learning model that also facilitates effective use of learning management systems (LMS). Additionally, the chapter examines essential strategies to work and learn as a successful team in an online setting. With the intent of supporting faculty and practitioners of higher education who adopt an online team learning method, the authors propose an active learning model for online team learning and specific guidelines to utilize the model.

Social Skills and Study Group Acceptance: Research with Higher Education

2014 ◽  
Vol 3 (4) ◽  
pp. 111 ◽  
Author(s):  
Daniel Bartholomeu ◽  
José Maria Montiel ◽  
Michael J. Bernstein
Keyword(s):  
Higher Education ◽  
Social Skills ◽  
Study Group ◽  
Group Acceptance ◽  
Acceptance Research

scholarly journals APRENDIZAGEM COOPERATIVA E COLABORATIVA NO ENSINO DE EQUILÍBRIO QUÍMICO A CALOUROS

Química Nova ◽  
2021 ◽  
Author(s):  
Carolina Sotério ◽  
Daniel Teodoro ◽  
Salete Queiroz
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Cognitive Processing ◽  
Chemical Equilibrium ◽  
Team Learning ◽  
Learning To Teach ◽  
Collaborative Groups ◽  
Social Processing ◽  
Collaborative Activities ◽  
The University

COOPERATIVE AND COLLABORATIVE LEARNING TO TEACH CHEMICAL EQUILIBRIUM TO FRESHMAN STUDENTS. This paper describes cooperative (jigsaw) and collaborative activities (Peer-Led Team Learning) carried out in the BSc degree in Chemistry at the São Carlos Institute of Chemistry, the University of São Paulo, Brazil. The dynamics of discursive interactions established among students in the cooperative and collaborative groups was investigated based on the Model proposed by Kumpulainen and Mutanen, by analyzing the following: functions of speech, cognitive processing and social processing. In this perspective, the influence of the level of structure of the activities was studied. The results obtained point to the possibility of adapting both types of activities in higher education chemistry courses.

scholarly journals THE EFFECTIVENESS OF ZAKAT FUNDING THROUGH DOMPET DHUAFA BEASTUDI ETOS SCHOLARSHIP PROGRAM

2016 ◽  
Vol 1 (2) ◽  
pp. 189-228
Author(s):  
Yulya Srinovita ◽  
Purwa Udiutomo ◽  
Pedri Haryadi
Keyword(s):  
Higher Education ◽  
Social Skills ◽  
Total Sample ◽  
Doctoral Degrees ◽  
Poor People ◽  
Bachelor Degree ◽  
The Poor ◽  
Education Financing ◽  
Scholarship Program ◽  
Economic Improvement

The Problems of education and poverty are interrelated. The poor people cannot access higher education and they will remain poor with insufficient education. Therefore, the effort to break the cycles of poverty is to provide opportunities for the poor to obtain higher education Dompet Dhuafa through Beastudi Etos empowers education by providing coaching, mentoring and education financing funding. The population of this research is all of the beneficiaries alumni Beastudi Etos scholarship with a total sample of 190 respondents. The result of the research has shown that Beastudi Etos scholarship program is one of the programs that are quite effective in breaking the cycles of poverty through education and economic improvement. The result also indicates that the program is effective in creating excellent and independent generation. It is shown that 81.58% of respondents have successfully completed their studies (Bachelor, Master and Doctoral degrees), the others are in the process of finishing bachelor degree. 88.95% of the respondents have worked and earn income more than 7,000,000 Rupiah/month, 21.5% have dependents from 1 up to 13 persons. In general, the respondents state that coaching and mentoring which has been given is affected on the character (97.4%), skills (94.2%), socials skill (97.9%), and social generosity (97.9%).Keywords: Beastudi Etos, Poverty, Coaching, Mentoring, Excellent, Independent, Character, Skills, Social skills, Social generosityJEL Classification: I22, I31

scholarly journals Implementing Learner-Centered Approach to Teaching Science in Higher Education

2020 ◽  
Vol 5 (2) ◽  
pp. 45
Author(s):  
Iman Mesfar Alqahtani
Keyword(s):  
Higher Education ◽  
Social Skills ◽  
Science Achievement ◽  
School Science ◽  
Teaching Science ◽  
Single Subject ◽  
Student Centered ◽  
Post Test ◽  
Approach To Teaching ◽  
School Science Teaching

This study was to examine the effectiveness of student-centered approach to teaching science in higher education on students’ performance, students’ motivation and students’ social skills. The population in this study was 22 students who were admitted to the single subject credential program. The participants registered in Methods and Materials in Middle School Science Teaching (CI 161). Students’ science achievement was measured by using the pre-test and a post-test achievement test that created by this researcher based on expectancy and goals of the course. Also, this research used two questionnaires were conducted at the end of the academic semester to measure students’ motivation towards science learning and the second one to measure the influence of this approach on students' social skills. The result was implementing student-centered approach to teaching science in higher education has positive influences on students’ performance, students’ motivation and students’ social skills.

Students’ learning experience in a multidisciplinary innovation project

2019 ◽  
Vol 61 (4) ◽  
pp. 500-522 ◽  
Author(s):  
Laura-Maija Hero ◽  
Eila Lindfors
Keyword(s):  
Higher Education ◽  
Social Skills ◽  
Professional Education ◽  
Learning Experience ◽  
Future Orientation ◽  
Innovation Process ◽  
Assessment Tools ◽  
Content Type ◽  
Implementation Planning ◽  
Innovation Project

PurposeCollaboration between universities and industry is increasingly perceived as a vehicle to enhance innovation. Educational institutions are encouraged to build partnerships and multidisciplinary projects based around real-world open problems. Projects need to benefit student learning, not only the organisations looking for innovations. The context of this study is a multidisciplinary innovation project, as experienced by the students of an University of Applied Sciences in Finland. The purpose of this paper is to unfold students’ conceptions of the learning experience, to help teachers and curriculum designers to organise optimal conditions and processes, and support competence development. The research question was: How do students in higher professional education experience their learning in a multidisciplinary innovation project?Design/methodology/approachThe study took a phenomenographic approach. The data were collected in the form of weekly diaries, maintained by the cultural management and social services students (n=74) in a mandatory multidisciplinary innovation project in professional higher education in Finland. The diary data were analysed using thematic inductive analysis.FindingsThe results of the study revealed that students’ understood the learning experience in relation to solvable conflicts and unusual situations they experienced during the project, while becoming aware of and claiming their collaborative agency and internalising phases of an innovation process. The competences as learning outcomes that students could name as developed related to content knowledge, different personal characteristics, social skills, emerging leadership skills, creativity, future orientation, social skills, technical, crafting and testing skills and innovation implementation-related skills, such as marketing, sales and entrepreneurship planning skills. However, future orientation and implementation planning skills showed more weakly than other variables in the data.Practical implicationsThe findings suggest that curriculum design should enable networked, student-led and teacher supported pedagogical innovation processes that involve a whole path from future thinking and idea development through prototyping to implementation planning of the novel solution. Teachers promote deep comprehension of the innovation process, monitor and ease the pain of conflict if it threatens motivation, offer assessment tools and help in recognising gaps in individual competences and development needs, promote more future-oriented, concrete and implementable outcomes, and facilitate in bridging from innovation towards entrepreneurship planning.Originality/valueThe multidisciplinary innovation project described in this study provides a pedagogical way to connect higher education to the practises of society. These results provide encouraging findings for organising multidisciplinary project activities between education and working life. The paper, therefore, has significant value for teachers and entrepreneurship educators in designing curriculum and facilitating projects. The study promotes the dissemination of innovation development programmes in between education and work organisations also in other than technical and commercial fields.

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