scholarly journals Move For Movember: Reflections On Experiential Learning Activity For Collaborative Learning And Peer Learning

2020 ◽  
pp. 44-50
Author(s):  
Rajeev Chawla ◽  
Marianne Cherrington
Keyword(s):  
Collaborative Learning ◽  
Experiential Learning ◽  
Peer Learning ◽  
Learning Activity

scholarly journals Collaborative Learning and Co-Author Students in Online Higher Education

2018 ◽  
pp. 440-456
Author(s):  
Ana Nobre ◽  
Vasco Nobre
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Collaborative Learning ◽  
Data Collection ◽  
Learning Activity ◽  
Online Higher Education ◽  
Analysis Technique ◽  
On Line ◽  
Per Se ◽  
Individual Dimension

The technologies themselves cannot be analyzed as instruments per se, nor can they be exhausted in their relation with science. There is a social and even an individual dimension that affects our own way of relating to society. It is in open education that we have been developing our educational practices. This chapter presents a collaborative learning activity, the curricular unit Materiais e Recursos para eLearning, part of an on-line Master in Pedagogy of eLearning, Universidade Aberta, Portugal. In the present work, the authors dedicate their attention to co-learning and co-research, as processes that help to exemplify some situations, the a-REAeduca. The data collection was supported essentially by the content analysis technique.

scholarly journals OUTCOME BASED LEARNING: THE EFFECT OF EXPERIENTIAL LEARNING ACTIVITY ON DEEP CONCEPTUAL UNDERSTANDING

2021 ◽  
Vol 9 (6) ◽  
pp. 20-29
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Conceptual Understanding ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Teaching Model ◽  
Study Group ◽  
Post Test ◽  
The Mean ◽  
Understanding Of Science

The aim of the present study is to investigate the effect of experiential learning activity in deep conceptual understanding of science in comparison with conventional teaching model. In the present experiment quasi experimental and post-test research design is implemented. Totally 80 students participate in the study: 40 girls and 40 boys. The sample is categorized into two: study and the control group. Each group consists of 40 students: 20 boys and 20 girls. The study group is taught “Gases Law” by using experiential learning activities and the control is taught by using the conventional method. Data is collected by using a questionnaire and it consists of 20 multiple choice questions. The collected data is analyzed by using descriptive statistics. The examination of the data illustrates that there is no noteworthy difference in the mean score between the study group and the control group. Independent ‘t-test’ is applied to compare the student’s achievement in post-test. The mean score of the study group, who are exposed to the experiential learning activities, in Science Achievement post-test is 17.35. It is higher than that of (t=6.65; p>0.01) the learners in the control group. The mean of the control group is 14.45. Therefore, it is concluded that the experiential learning activities as a teaching model enhances the deep conceptual understanding of science.

An Experiential Education Approach to Teaching the Mind-Body Problem

2021 ◽  
Vol 44 (1) ◽  
pp. 11-27
Author(s):  
Alexandru Manafu ◽  
Keyword(s):  
Experiential Learning ◽  
Experiential Education ◽  
Body Problem ◽  
Learning Activity ◽  
Experiential Learning Theory ◽  
Olfactory Experience ◽  
Length Width ◽  
Approach To Teaching ◽  
Mind Body Problem ◽  
The Mind

This article shows how the mind-body problem can be taught effectively via an experiential learning activity involving a couple of classroom props: a brick and a jar of ground coffee. By experiencing the physical properties of the brick (shape, weight, length, width) and contrasting them with the olfactory experience of coffee (seemingly dimensionless, weightless, etc.), students are introduced in a vivid way to the well-known difficulty of explaining the mental in physical terms. A brief overview of experiential learning theory and its connection to philosophy is also provided.

BEAN BAGS: AN EXPERIENTIAL LEARNING ACTIVITY FOR QUALITY CONTROL

2017 ◽  
Author(s):  
Angel Peiro-Signes ◽  
María del Val Segarra-Oña ◽  
Oscar Trull-Domínguez ◽  
Maria de Miguel-Molina
Keyword(s):  
Quality Control ◽  
Experiential Learning ◽  
Learning Activity

Automatic Content Analysis of Student Moral Discourse in a Collaborative Learning Activity

2021 ◽  
pp. 3-19
Author(s):  
Claudio Alvarez ◽  
Gustavo Zurita ◽  
Andrés Carvallo ◽  
Pablo Ramírez ◽  
Eugenio Bravo ◽  
...  
Keyword(s):  
Content Analysis ◽  
Collaborative Learning ◽  
Moral Discourse ◽  
Learning Activity

Requirements for Successful Wikis in Collaborative Educational Scenarios

2010 ◽  
Vol 1 (3) ◽  
pp. 44-58 ◽  
Author(s):  
Marc Alier Forment ◽  
Xavier De Pedro ◽  
Maria Jose Casañ ◽  
Jordi Piguillem ◽  
Nikolas Galanis
Keyword(s):  
Collaborative Learning ◽  
Open Source ◽  
Virtual Classroom ◽  
General Purpose ◽  
Learning Activities ◽  
Learning Activity ◽  
College Courses ◽  
Collaborative Activity

What are the requirements for the Wiki engines to be used collaborative learning activities? Can any general-purpose engine be used? Or is there a niche for an educationally oriented crop of wiki engines? Do these educational wikis need to be integrated within the LMS to frame the collaborative activity within the walls of the virtual classroom, or is it preferable to have an external engine? These questions arise to every teacher who is about to plan a wiki-based collaborative learning activity. In this paper, the authors examine the use of wikis in college courses at three universities. The findings of this research are introduced and adopted as new features in two major open source wiki engines used for education: the Wiki module for Moodle 2.0 (as a Wiki engine embedded inside a LMS) and Tiki as independent full-featured Wiki CMS/Groupware engine.

Exploring the Challenges of Supporting Collaborative Mobile Learning

2011 ◽  
Vol 3 (4) ◽  
pp. 54-69 ◽  
Author(s):  
Jalal Nouri ◽  
Teresa Cerratto-Pargman ◽  
Johan Eliasson ◽  
Robert Ramberg
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Collaborative Problem Solving ◽  
Learning Activity ◽  
Task Structure ◽  
Related Information ◽  
Collaborative Skills ◽  
Task Structures ◽  
Asymmetrically Distributed

Mobile technology opens up opportunities for collaborative learning in otherwise remote contexts outside the classroom. A successful realization of these opportunities relies, however, on mobile learning activities providing adequate collaboration structures. This article presents an empirical study aimed at examining the role played by mobile devices, teachers and task structures as a means for collaborative learning in geometry. The study focused on the analysis of the nature of collaboration that unfolded when students measured areas outdoors in the field. The analysis of the mobile learning activity was conducted from an Activity theory perspective. The findings obtained indicate that the collaboration observed may be impaired if: 1) the functionalities needed for collaborative problem-solving are asymmetrically distributed on a number of mobile devices; 2) task-related information is not accessible to all learners; 3) the task structure is not sufficiently complex; 4) teacher scaffolding is too readily available; and 5) necessary collaborative skills are not developed.

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