The Impact Of Collaborative Learning Strategy On Novice Translators' Performance In Written Translation:, A Case Study

2018 ◽  
pp. 13
Author(s):  
Gailan Mahmoud Hussein ◽  
Abed Khalif Salih
Keyword(s):  
Collaborative Learning ◽  
Learning Strategy ◽  
The Impact

Collaborative Learning Strategy and Students' Academic Performance in Mathematics and Computer Programming

2021 ◽  
pp. 175-192
Author(s):  
Salako E. Adekunle ◽  
Solomon Adelowo Adepoju
Keyword(s):  
Academic Performance ◽  
Collaborative Learning ◽  
Computer Programming ◽  
Learning Strategy ◽  
Analysis Of Covariance ◽  
School Students ◽  
Measurement And Evaluation ◽  
Senior Secondary ◽  
The Impact ◽  
Academic Failures

Humans are facing complex problems such as learning how to solve computational problems and academic failures. This research focused on the impact assessment of collaborative learning strategy on solving computational problems among students in Nigeria. A mixed research design was used and the population was 1600 senior secondary school students. A stratified random sampling method was used to select 240 SS III students for the study. The mathematics and computer programming performance tests instrument for data collection were validated by experts in educational measurement and evaluation. A reliability coefficient of 0.79 was obtained for the test instrument. The data collected were analysed using mean, standard deviations and multivariate analysis of covariance (MANCOVA) statistical tools. Findings revealed that the use of collaborative learning strategy was effective on student's academic performance in solving mathematical and programmatically based problems. Recommendations on students' learning activities were suggested for the enhancement of students' learning experiences.

scholarly journals Estrutura Ontológica para representar Papéis Colaborativos Afetivos em ambientes CSCL

2017 ◽  
Vol 25 (02) ◽  
pp. 87
Author(s):  
Rachel Carlos Duque Reis ◽  
Carla Lopes Rodriguez ◽  
Kamila Takayama Lyra ◽  
Seiji Isotani
Keyword(s):  
Collaborative Learning ◽  
Learning Theory ◽  
Personality Trait ◽  
Distributed Cognition ◽  
Group Performance ◽  
Homogeneous Groups ◽  
Alternative Hypotheses ◽  
Participant Role ◽  
The Impact

The use of ontologies to represent CSCL scenarios have been investigated by several researchers in the literature. Despite of important contributions of such works, we have observed the lack of studies that consider the aspects related to students’ affect (e.g., personality trait) to represent such scenarios. Thus, this paper aims at extending the ontological structure of Affective Collaborative Learning (ACL) role to represent the relation between Stable/Unstable Extroverted personality traits and Full Participant role defined by the Distributed Cognition learning theory. Based on such ontological structure we create three CSCL scenarios to deal with lack of students’ reflection. In order to evaluate the impact of low and high impulsivity characteristics on such scenarios, we developed a case study with children aged between 09-10 to verify three alternative hypotheses. The results indicate that low impulsivity in homogeneous groups, where students performed the ACL role Extroverted Stable Full Participant, does not influence the group performance. Based on such ontological structure we hope to contribute with solutions to create more effective and personalized CSCL scenarios.

scholarly journals The impact of learning styles on student grouping for collaborative learning: a case study

2006 ◽  
Vol 16 (3-4) ◽  
pp. 377-401 ◽  
Author(s):  
Enrique Alfonseca ◽  
Rosa M. Carro ◽  
Estefanía Martín ◽  
Alvaro Ortigosa ◽  
Pedro Paredes
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Grouping ◽  
The Impact

scholarly journals The Architecture of Built Pedagogy for Active Learning—A Case Study of a University Campus in Hong Kong

Buildings ◽  
2019 ◽  
Vol 9 (11) ◽  
pp. 230
Author(s):  
Edmond W.M. Lam ◽  
Daniel W.M. Chan ◽  
Irene Wong
Keyword(s):  
Hong Kong ◽  
Active Learning ◽  
Collaborative Learning ◽  
Interior Design ◽  
Design Principles ◽  
University Education ◽  
Learning Spaces ◽  
Teachers And Students ◽  
The Impact

Traditional teaching modes are engaged with teachers delivering knowledge to students with minimum feedback. Teaching is conducted in lecture theaters and classrooms, which are sometimes designed with minimum flexibility for university education. However, the rapid development of information and communication technologies has altered the teaching pedagogy from traditionally teacher-centered to more collaborative learning between teachers and students. Learning spaces should be designed to be interactive and collaborative with suitable physical movement and social engagement among teachers and students. This paper aims to examine the relationships between modern technology and pedagogical shift, and to identify and discuss the essential design principles for effective active learning through built pedagogy. A recent renovation project of The Hong Kong Polytechnic University in converting conventional classrooms and lecture theaters to active learning spaces was adopted as a case study to illustrate and validate the design principles and their actual implementation. Feedback and responses from 410 end-user students on the impact of the renovated classrooms and lecture theaters on teaching and learning effectiveness were gleaned through empirical survey questionnaires dispatched face-to-face to students after attending classes in the renovated classrooms and lecture theaters. The results of factor analysis indicated that the 15 variables of key design criteria for active learning spaces were consolidated under six underlying clustered factor groups: (1) Versatility of learning space; (2) interior design of learning environment; (3) modern information technology / audio and video (IT/AV) technologies; (4) interior lighting; (5) comfortable furniture and acoustic design; and (6) interior temperature. The survey findings can serve as good references and useful insights for architects in designing new learning spaces and facilities that assist active and collaborative learning for university students in future.

scholarly journals Implementing Collaborative Learning across the Engineering Curriculum

2017 ◽  
Vol 17 (3) ◽  
pp. 89-108 ◽  
Author(s):  
Patricia Stark Ralston ◽  
Thomas R Tretter ◽  
Marie Kendall Brown
Keyword(s):  
Collaborative Learning ◽  
Teaching Methods ◽  
Collaborative Teaching ◽  
Engineering Curriculum ◽  
Teaching Techniques ◽  
Large Numbers ◽  
Learning Techniques ◽  
Multiple Case ◽  
The Impact

Active and collaborative teaching methods increase student learning, and it is broadly accepted that almost any active or collaborative approach will improve learning outcomes as compared to lecture. Yet, large numbers of faculty have not embraced these methods. Thus, the challenge to encourage evidence-based change in teaching is not only how to educate faculty about collaborative learning techniques, but how to support them as they attempt to implement paradigmatic changes in how they deliver their courses. This paper presents a multiple case study detailing the approach one mid-sized Midwestern research university’s school of engineering used to encourage faculty in all departments to embrace the use of collaborative learning techniques, and then analyzes the impact of the approach on faculty participants. Support structures to enable faculty to implement collaborative teaching techniques, as well as the benefits participants experienced from pedagogical shifts, are discussed.

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