Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

Relay Journal ◽  
2018 ◽  
pp. 360-381
Author(s):  
Gordon Myskow ◽  
Phillip A. Bennett ◽  
Hisako Yoshimura ◽  
Kyoko Gruendel ◽  
Takuto Marutani ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Learner Autonomy ◽  
The Other ◽  
Learning Activities ◽  
Educational Context ◽  
Learning Approaches ◽  
Group Interactions ◽  
Collaborative Autonomy ◽  
Over Time

The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involving a great deal of intervention by the teacher to plan and orchestrate group interactions. Collaborative Learning, on the other hand, presupposes some degree of learner autonomy－that groups can work effectively toward shared goals and monitor their own progress. This paper takes the view that the distinction between Cooperative and Collaborative Learning is a useful one and that both approaches can play valuable roles in fostering autonomous interaction. It argues that while Collaborative Learning formations may be the ultimate goal for teachers wishing to develop learner autonomy, Cooperative Learning is a valuable means for modeling the skills and abilities to help students get there. The discussion begins with an overview of the two approaches, focusing on their implementation in the Japanese educational context. It then presents seven highly structured Cooperative Learning activities and shows how they can be modified and extended over time to encourage more autonomous interaction.

Utilizing Question and Answer Discussion Forums to Enhance Learning in University Health Courses

2018 ◽  
pp. 235-251
Author(s):  
Niyi Awofeso
Keyword(s):  
Collaborative Learning ◽  
Online Courses ◽  
Online Discussion ◽  
Discussion Forum ◽  
Learning Activities ◽  
Learning Approaches ◽  
Discussion Forums ◽  
Teaching Approaches ◽  
Online Discussion Forums ◽  
Course Outcomes

This chapter examines the contributions of Moodle's Q&A discussion forum platforms to optimizing cooperative and collaborative learning, validity of assessment of discussion forum posts, and achievement of course outcomes. The author studied: (1) How appropriate is the Q&A variant of online discussion forums in facilitating individual and collaborative learning? (2) How may course facilitators equitably grade online learning individual and collaborative learning activities using Q&A discussion forums? (3) Do learners' performance in Q&A category of online discussion forums predict performance in other assignments in online courses? (4) How well do learning activities in Q&A forums achieve courses' learning outcomes compared with other learning approaches? Survey and data analysis conducted by the author at HBMSU, UAE revealed that Moodle's Q&A discussion forum compares favorably with other teaching approaches in facilitating cooperative and collaborative learning, predicting overall learning achievement as well as improving validity of assessments.

Player Agency, Team Responsibility, and Self-Initiated Change

2021 ◽  
pp. 103-126
Author(s):  
Fredrik Rusk ◽  
Matilda Ståhl ◽  
Kenneth Silseth
Keyword(s):  
Educational Research ◽  
Meaning Making ◽  
The Other ◽  
Educational Context ◽  
Learning Trajectories ◽  
Dialogic Approach ◽  
Inherent Part ◽  
Over Time

An important aspect of what constitutes beginning gamers' learning trajectories is guidance from experienced players. However, there is little educational research on these processes within a competitive gaming scene. In this chapter, the authors analyse the mentor-apprentice relationship in a team in the multiplayer FPS CS:GO within an esports and educational context. By assuming a dialogic approach to agency and meaning making, they analyse how the team orients towards the apprentice's agency and how the apprentice responds to these orientations. The other players' orientations towards the apprentice's decisions indicate that support diminishes, and responsibility and expectations grow over time. Communication and collaboration appear to be an inherent part of functioning as a team and teaching others in the team, and all players are expected to develop agency and reach a level of independence. In the chapter, they show and discuss how this happens.

scholarly journals Maximing Learning Strategies To Pomote Learner Autonomy

2015 ◽  
Vol 12 (1) ◽  
pp. 88
Author(s):  
Junaidi Mistar
Keyword(s):  
Learning Strategies ◽  
High Frequency ◽  
Tertiary Education ◽  
Learner Autonomy ◽  
Education Level ◽  
The Other ◽  
Learning Activities ◽  
Social Strategies ◽  
Medium Frequency ◽  
To Come

Learning a new language is ultimately to be able to commu nicate with it. Encouraging a sense of responsibility on the part of the learners is crucial for training them to be proficient communicators. As such, understanding the strategies that they employ in acquiring the language skill is important to come to ideas of how to promote learner autonomy. Research recently conducted with three different groups of learners of English at the tertiary education level in Malang indicated that they used metacognitive and social strategies at a high frequency, while memory, cognitive, compensation, and affective strategies were exercised at a medium frequency. This finding implies that the learners have acquired some degrees of autonomy because metacognitive strategies requires them to independently make plans for their learning activities as well as evaluate the progress, and social strategies requires them to independently enhance communicative interactions with other people. Further actions are then to be taken to increase their learning autonomy, that is by intensifying the practice of use of the other four strategy categories, which are not yet applied intensively.

scholarly journals Fostering Learner Autonomy through Cooperative and Collaborative Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 89-95
Author(s):  
Takad Ahmed Chowdhury
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
English Language ◽  
Inductive Learning ◽  
Learner Autonomy ◽  
English Language Teaching ◽  
Autonomous Learning ◽  
Learning Group ◽  
Learner Centered ◽  
Conceptual Clarity

Both cooperative and collaborative learning are learner-centered teaching approaches in English Language Teaching (ELT) to support active learning, shared learning, inductive learning, and autonomous learning. However, definitional and conceptual clarity of these two concepts did not receive as much attention as they deserve. As a result, these two terms are often confused, conflated or used interchangeably. This review paper critiqued the two terms by revealing their components, identifying their commonalities as well as variances, and explicating their theoretical bases and exploring their role in fostering learner autonomy. Searching and reviewing published literature were used to achieve the objectives of the study. The study perceived that cooperative learning is the educational technique that uses small groups of students guided by the teacher to benefit their individual and each other’s learning whereas collaborative learning is a philosophy of interaction of a learning group where people take responsibility for their own learning while recognizing their peers’ abilities and contributions. Both the approaches foster autonomous learning behavior where cooperative learning is considered the foundation stage for collaborative learning. This article will benefit current and future ELT practitioners and researchers of this emerging field of pedagogy by providing a clearer analyses of the terms and role in fostering learner autonomy.

Learners' Voices

2021 ◽  
pp. 204-238
Keyword(s):  
Collaborative Learning ◽  
University Students ◽  
Community Engagement ◽  
Collaborative Work ◽  
Learning Activities ◽  
Collaborative Development ◽  
Fifth Dimension ◽  
Over Time

In this chapter, the authors examine examples of local, national, and global adaptations of UC Links programs to explore university and community engagement over time and across a range of contexts. The authors describe the development of a number of programs, including two Brazilian programs, two programs working with gitano (Roma) communities in Spain, and perhaps the most enduring Fifth Dimension program – the Whittier College Fifth Dimension. They examine the collaborative development of these programs in relation to the ways that they co-constructed activities to support the navigational play of children and university students in creating and participating in collaborative learning activities. The authors also describe the “border activities” – the sustained collaborative work of adults from different backgrounds and communities – crucial to developing these programs as themselves forms of navigational play that serve to integrate participants' metacognitive understandings of their collaborative work.

Issues in introducing collaborative learning in South East Asia: A critical discussion

2020 ◽  
pp. 089202062093236
Author(s):  
Eisuke Saito ◽  
Rie Takahashi ◽  
Jarintorn Wintachai ◽  
Athapol Anunthavorasakul
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
East Asia ◽  
Help Seeking ◽  
Group Learning ◽  
Critical Discussion ◽  
The Other ◽  
South East Asia ◽  
Lesson Structure ◽  
Challenging Tasks

In many South East Asian countries, group learning has been introduced as a method to reform classroom practices. Cooperative learning in particular, based on role division, rewards and competition, is highly popular. On the other hand, collaborative learning, the other type of group learning, based on mutual consultation and help-seeking without the structures of cooperative learning, is a challenge to introduce. The aim of this essay is to discuss the reasons why teachers in South East Asia face difficulty in adjusting to collaborative learning. Three issues are discussed, namely (1) students’ reluctance to ask what they do not know due to the lesson structure and negative psychological effects; (2) difficulty in creating sufficiently challenging tasks for students to have mutual consultation, due to the teachers’ insufficient experience in academic inquiry and expertise in their disciplines; and (3) connecting their learning from observation and reflection with their own teaching.

Preface

10.17158/209 ◽  
2011 ◽  
Vol 17 (1) ◽  
Author(s):  
Editor In Chief
Keyword(s):  
College Students ◽  
Second Language Acquisition ◽  
Cooperative Learning ◽  
Social Issues ◽  
Research Output ◽  
The Other ◽  
Learning Activities ◽  
Economic Sustainability ◽  
Research Commercialization ◽  
The University

<p><strong>Preface</strong></p> <p>This <strong>UIC Research Journal</strong> showcases eleven multi-disciplinary research outputs completed in 2010 by scholarly faculty members of the university.  The various topics of the studies manifest the range of the intellectual interests of these teachers who, in their desire to help establish the research culture of the academe, have unselfishly shared their generosity, patience and discipline.</p> <p>The first section, <strong><em>Science and Mathematics</em></strong>, prides itself on the authoritativeness of the empirical and creative notes from the studies of<strong><em> Dr. Adorico M. Aya-ay, Professor Avee Joy B. Dayaganon, and Dr. Renan P. Limjuco.</em></strong> The biodiversity indexing done by Dr. Aya-ay at HOLCIM Philippines Limestone Quarrying Site in Bunawan District reveals the vegetation analysis and faunal inventories of the area as measures of rehabilitation efforts to preserve the ecosystem of the place while Prof. Dayaganon’s informative report about the infection rate of intestinal parasitosis among the food handlers of the UIC canteens in the three campuses discusses various factors that usually interplay in any health-risk assessment effort.  These two studies speak of environmental and health issues which are the concerns of contemporary relevant sciences. On the other hand, Dr. Limjuco’s creative use of Platonic solids to enhance probability concepts is exposed as an alternative instructional technology in mathematics teaching.</p> <p>The second section, <strong><em>Social Sciences</em></strong>, juxtaposes the meritorious endeavors of <strong><em>Professor Emma V. Sagarino et. al, Professor Reynaldo O. Cuizon, Professor Emma N. Ramos, Professor Arnulfo B. Ramos and Dr. Alvin O. Cayogyog,</em></strong> pertaining to social issues involving college students and research writers working with indigenous people (IP).  A descriptive survey report of Prof. Sagarino and her collaborators succeeds in describing the present living conditions of student renters in Davao City boarding houses and dormitories.  The comprehensive profile about the features of these shelters and the honest documentation of the lifestyles of the lodgers have provided a vivid picture of the safety status of college students living independently away from the comforts of their own home.  In the other story, also involving some college students is the phenomenological inquiry essayed by Prof. Cuizon and Prof. E. Ramos.  With the goal to provide an experiential learning approach, the duo required their Sociology classes to go through field studies and immersion activities to internalize conscientization--- change of social orientation and intensification of personal and collective conviction.  This report summarizes the reflections and realizations of the students regarding prevalent social ills at certain micro societies when viewed at a closer range.  Meanwhile, the impact of research in our society is becoming more evident.  However there are many aspects of research processes that are not handled well.  Along this line, Prof. Cuizon and Prof. A. Ramos ventured on a qualitative study which delves on the sensitivity and ethical issues when doing research involving IPs.  This autoethnography records the experiences of the researchers who worked with indigenous respondents and derives a prognostic review to guide future writers.  As regards the issue of research utilization, Dr. Cayogyog’s investigation which centers on the viability of research commercialization to contribute to economic sustainability of HEIs and economic development of Region XI is critical.  This report highlights the dynamic relationship between research commercialization and economic sustainability of the academic institution.</p> <p>The third section, <strong><em>Philosophy and Languages</em></strong>, underscores the research papers completed by <strong><em>Prof. Armando B. Parantar, Dr. Rhodora S. Ranalan, Prof. Ariel E. San Jose, Dr. Judith D. Dalagan, Dr. Ma. Elena C. Morales, and Prof. Fe Monique F. Musni</em></strong>.  As an authentic philosophical work, Prof. Parantar’s piece attempts to unravel the ultimate realities using European perceptions, Oriental traditions, and Christian contemplations.  This discourse probes the possible blend of the three philosophies using the writer’s personal insights amidst the emerging similarities found in the three subjects. Indeed, the University of the Immaculate Conception being one of the irrefutable HEIs to offer a linguistics program is fast becoming a domain for researches concerned with reading, speaking, and writing in English.  Thus, the three remaining studies being highlighted by this section revolve around the said areas of English language teaching.  For reading, Dr. Ranalan’s effort to establish the significant correlation between certain learning strategies and literary response provides interesting notes regarding the interplay of variables including sex, literature course, and undergraduate program to literary responses to the given reading material.  For speaking, Prof. San Jose’s study on the possible effect of dialectical variations to speaking proficiency of the students ignites further the controversy in second language acquisition pertaining to the innate link of mother tongue or of lingua franca to the native dialect.  A noteworthy finding of this study is the significant correlation between the delivery of speaking English and the level of dialect use.  Finally for writing, Dr. Dalagan, Dr. Morales, and Prof. Musni collaborated to establish the relationships between cooperative learning activities and the merits of student’s research output.  This investigation validates the use of collaborative and write-shop activities to motivate and inspire writing students to produce a good research output.  Furthermore, student’s final grades in writing have been found to be significantly associated to both the cooperative learning activities and teaching strategies.</p> <p> </p> <p><strong> </strong></p> <p><strong>Editor-in-Chief</strong></p>

scholarly journals Improving students’ achievement in learning bangun ruang sisi datar by using combination of cooperatif learning approach type of jigsaw and original media items in math subject at the ninth grade students’ in Smp negeri 2 bayang kecamatan bayang

2018 ◽  
Vol 2 (1) ◽  
pp. 104-112
Author(s):  
Ermanilis Ermanilis
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Process Management ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Learning Approaches ◽  
Activity Increase ◽  
Flat Side

This study departs from the background of the need for renewal in the improvement of teachers' creativity in mathematics learning process management on the material side room flat wake of lower secondary education in response to the weakening of the quality of student learning.In learning activities, the subject matter is not contextual, and low student performance, both in the process and products of learning.Most teachers are still implementing learning with traditional learning approaches. The situation is likely to lead to burnout, boredom and lack of interest and motivation of student learning.Based on the description of the above problems, through research is expected the teachers to play a role as an innovator of learning.Increasing teachers' creativity and learning media support the absolute need to be developed. This study used a qualitative approach to obtain data and analysis through studies reflective, participatory, and collaborative.Program development based data and information from students, teachers and classes are naturally social setting through the three stages of the cycle of action research. In order to improve learning outcomes and learning activities of students in the room woke flat side of classroom action research conducted using a combination of cooperative learning approaches and media jigsaw original object.The research was done in class IX SMP Negeri 2 Shaded by three cycles.In the first cycle, the majority of students not yet accustomed to the conditions jigsaw cooperative learning by using media the original object, so that action by explaining to the students about the principles of cooperative learning jigsaw. In the second cycle, students and teachers have started to understand the implementation of cooperative learning jigsaw and showing satisfactory results. From observation result of student activity increase. While the learning outcomes of students geometrical flat side showed an increase from an average of 53 in the first cycle to 79 in the second cycle and 80 cycles third. Mastery learning students also showed an increase of 43% in the first cycle to 87% in the second cycle and 90% in the third cycle of the value of a minimum completeness criteria 60. In terms of implementation of action research, the cycle of the first, second, and third it can be concluded that a combination of approaches cooperative learning jigsaw and original objects media to improve learning outcomes wake flat side room and activity of students in class IX students of SMP Negeri 2 Bayang.

Aberrant Sensorimotor Integration in Musicians' Cramp Patients

2003 ◽  
Vol 17 (4) ◽  
pp. 195-202 ◽  
Author(s):  
Vanessa K. Lim ◽  
John L. Bradshaw ◽  
Michael E.R. Nicholls ◽  
Ian J. Kirk ◽  
Jeff P. Hamm ◽  
...  
Keyword(s):  
Movement Disorder ◽  
Sensorimotor Cortex ◽  
Sensorimotor Integration ◽  
Group Interaction ◽  
Focal Dystonia ◽  
The Other ◽  
Alpha Power ◽  
Significant Group ◽  
Group Interactions

AbstractSimple tapping and complex movements (Luria finger apposition task) were performed unimanually and bimanually by two groups of professional guitarists while EEG was recorded from electrodes over the sensorimotor cortex. One group had a task-specific movement disorder (focal dystonia or musicians' cramp), while the other group did not (controls). There were no significant group interactions in the task-related power (TRPow) within the alpha range of 8-10Hz (mu1). In contrast, there was a significant group interaction within the alpha range of 10-12Hz (mu2); these latter frequencies are associated with task-specific sensorimotor integration. The significant group interaction included task (simple and complex) by hand (left, right, and both) by electrodes (10 electrodes over the sensorimotor areas). In the rest conditions, the alpha power (10-12Hz) was comparable between the groups; during movement, however, compared to the controls, patients demonstrated the greatest TRPow (10-12Hz) over all conditions. This was particularly evident when patients used their affected hand and suggests that patients with musicians' cramp have impaired task-specific sensorimotor integration.

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