COLLABORATIVE ENGINEERING AND ITS IMPLICATION IN THE ORGANIZATIONAL ENGAGEMENT  IN THE INDUSTRIAL SECTOR

As suggested by several previous studies, employee and managerial engagement is a key factor in an organization's productivity and performance. Positive leadership styles, social support and autonomy, among others, have been proposed as predictors of engagement. Collaborative learning has multiple advantages over learning in competitive and individual situations, including the development of high-skill social competencies, and collaboration and teamwork per se. This paper analyses the correlation between the level of engagement, employees' perception of collaboration and other common predictors of organizational commitment over a seven-year period of field analysis (2014-2020) in multinational companies in the industrial sector. The study shows that the perception of collaboration is significantly positively correlated with engagement and can be a good predictor of engagement. This suggests the suitability of both the adoption of collaborative learning methodologies to middle and higher degrees linked to industry, as well as the promotion by industrial organizations of the application of collaborative engineering and other methods and means for collaborative work. KEY WORDS: Work engagement; employee engagement; industrial organization; leadership; collaborative learning; cooperative learning; distance learning; collaborative engineering.

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El trabajo colaborativo virtual: herramienta de formación del profesorado de Educación Física (Virtual collaborative work: a training tool for physical education teachers)

Retos ◽

10.47197/retos.v0i24.34519 ◽

2015 ◽

pp. 24-27

Author(s):

Meritxell Monguillot Hernando ◽

Montse Guitert Catasús ◽

Carles González Arévalo

Keyword(s):

Physical Education ◽

Collaborative Learning ◽

Secondary School ◽

Qualitative Methodology ◽

Collaborative Work ◽

Physical Education Teachers ◽

Educational Tools ◽

Training Tool ◽

Aprendizaje Virtual ◽

Trabajo Colaborativo

La presente investigación ha tenido por objetivo analizar la influencia del trabajo colaborativo virtual como herramienta para la creación y mejora del conocimiento curricular de tres profesores de educación física de secundaria. Se ha basado en la investigación educativa de modalidad en línea y en un enfoque cualitativo mediante el diseño de investigación-acción. Los resultados obtenidos han mostrado el potencial del trabajo colaborativo virtual como herramienta de formación para el profesorado de educación física.Palabras clave: aprendizaje virtual, formación permanente, profesorado, educación física.Abstract: The present research is based on the qualitative methodology perspective related to online educational tools. The work aims to evaluate the influence of the collaborative learning to improve the knowledge of three P.E. teachers of secondary school. The obtained results show the potential of collaborative learning as a tool to improve the weaknesses and the knowledge of the PE teachers. Keywords: Learning environments, lifelong learning, teacher, physical education.

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Work Place Dynamics for Employee Engagement

COMMERCE TODAY ◽

10.29320/jnpgct.v12i01.10991 ◽

2018 ◽

Vol 12 (01) ◽

Author(s):

A. K. AWASTHI ◽

SHIVANGEE SHARMA

Keyword(s):

Employee Engagement ◽

Work Place ◽

Emotional Attachment ◽

Direct Influence ◽

Key Factor

Employee engagement is a degree which can be measured as the degree of an employee's positive or negative emotional attachment to his job, colleagues, and organization. This attachment has a direct influence on an employee's willingness to learn and perform at work. The key factor determining employee engagement degree is workplace dynamics.

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Indonesian Freshmen’s Challenges in Collaborative Learning during COVID-19 Pandemic:A Reflection of a Procedural Writing Class

10.31235/osf.io/etpgx ◽

2021 ◽

Author(s):

Listyani

Keyword(s):

Collaborative Learning ◽

Education Program ◽

English Language ◽

Collaborative Work ◽

Research Question ◽

Language Education ◽

English Language Education ◽

Writing Class ◽

Writing Students ◽

Teaching Learning

One of the impacts of the COVID-19 pandemic in the world of education is the implementation of online learning. Almost all teaching/learning activities must be changed and adjusted with the virtual classes. One among other activities commonly done in an English language education program is group work or collaborative work between or among students. Due to the pandemic situation, this particular activity should also be done online. This study aims to describe freshmen’s perspectives on collaborative work done in a Procedural Writing class. The teacher of the writing class randomly paired the students to work collaboratively. There is only one research question in this study: What challenges do Procedural Writing students experience in doing collaborative learning during the pandemic COVID 19? Data were derived from reflections that fourteen (14) Procedural Writing students at an English Language Education Program (ELEP), UKSW, Indonesia, wrote in the sixth week of Semester II/ 2020-2021 academic year, and from interviews with two participants who said that they were not happy with collaborative learning. Findings showed that in general, the freshmen felt that collaborative work helped them write better, they got more ideas, helped in their grammar, and exchanged knowledge. Only two students felt unhappy due to misunderstanding and ideas which were not delivered successfully. This study will hopefully be useful for writing teachers, practitioners in education, as well as students so that they will have a wider horizon of what writing students feel and experience in collaborative learning during this pandemic era.

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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

10.21203/rs.2.11235/v1 ◽

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.

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The Use of Cloud-Computing to Promote Collaborative Learning in Higher Education

Preparing the Higher Education Space for Gen Z - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7763-8.ch002 ◽

2019 ◽

pp. 32-45

Author(s):

Melissa S. Martin ◽

Rachel E. Hugues ◽

Alison Puliatte

Keyword(s):

Higher Education ◽

Cloud Computing ◽

Collaborative Learning ◽

Learning Styles ◽

Instructional Strategy ◽

Collaborative Work ◽

Learning Preferences ◽

Generation Z ◽

E Learning ◽

Learning Platforms

Generation Z students are inherently different than previous generations. These students may need adapted forms of instruction in order to match their learning styles. Collaborative learning can be adapted using cloud-computing, which helps students work together online and manage their interactions. These students may benefit from a technological twist to a common instructional strategy and are inclined to use online means of communication to complete coursework. Technology has dominated the educational experiences of these students and they are no strangers to collaborative work through e-learning platforms. Higher education institutions and instructors must develop the format of courses in order to meet the technological learning preferences of Generation Z.

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Supporting Virtual Collaborative Learning using Collaboration Scripts and Content Schemes

Virtual Learning Environments ◽

10.4018/978-1-4666-0011-9.ch303 ◽

2012 ◽

pp. 470-487

Author(s):

Birgitta Kopp ◽

Heinz Mandl

Keyword(s):

Collaborative Learning ◽

Learning Environments ◽

Virtual Learning ◽

Collaboration Scripts ◽

Knowledge Application ◽

Technical Aspects ◽

Social Competencies ◽

Individual Knowledge ◽

Practical Implications ◽

Insight Into

Collaborative learning is used as a key principle in several approaches for designing virtual learning environments (e.g. CTGV, 2000). This is due to the fact that collaboration seems to foster individual knowledge acquisition (Lou, Abrami, Spence, Poulsen, Chambers, & d’Apollonia, 1996), improve knowledge application (De Corte, 2003), and increase social competencies. But collaborative learning is not always successful (Salomon & Globerson, 1989). Virtual learning places great and varied demands on collaboration, which means that learners often do not know how to collaborate adequately. In such cases, it is necessary to provide support. This chapter focuses specifically on two structuring methods, namely collaboration scripts and content schemes. To gain further insight into the topic, the authors will first describe the technical aspects of virtual collaborative learning. In the second section, the authors will depict the learning processes and outcomes of collaboration. Thirdly, they will discuss the theory and research on the structuring methods. The chapter ends with conclusions and practical implications.

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The LOLA Strategy and E-Learning Knowledge Management

Handbook of Research on Instructional Systems and Technology ◽

10.4018/978-1-59904-865-9.ch046 ◽

2011 ◽

pp. 653-669

Author(s):

Patricia Lupion Torres ◽

Rita de Cassia Veiga Marriott

Keyword(s):

Knowledge Management ◽

Online Learning ◽

Collaborative Learning ◽

Collaborative Work ◽

Methodological Approach ◽

Technological Changes ◽

Construction Of Knowledge ◽

New Knowledge ◽

Learning Programs ◽

E Learning

Economic globalisation and technological changes have led to one of the greatest challenges that education faces – the access to permanent education for all segments of society. In this scenario, there is a need for innovative e-learning methodologies that involve students in the construction of knowledge and make use of the technologies now available. In this chapter, we introduce knowledge management in the context of the Online Learning Lab (LOLA), a methodological proposal for collaborative learning. LOLA represents an advance on most e-learning programs as its methodological approach surpasses traditional proposals for knowledge reproduction and stimulates students to become more active, autonomous, responsible and investigative. The activities in LOLA, described below, give rise to ideas, paradoxes, discussions and the formulation of concepts, all leading to the production of new knowledge while involving students in individual and collaborative work.

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Developing Electronic Portfolios in a Computer Supported Collaborative Learning Environment

Learning Culture and Language through ICTs ◽

10.4018/978-1-60566-166-7.ch013 ◽

2011 ◽

pp. 209-226

Author(s):

Hamdi Erkunt

Keyword(s):

Collaborative Learning ◽

Knowledge Building ◽

Collaborative Work ◽

Knowledge Work ◽

Electronic Portfolios ◽

Modern World ◽

Computer Supported Collaborative Learning ◽

Discussion Section ◽

Student Work ◽

Collective Work

Can a traditional college course be enhanced with online collaborative learning, with similar attributes to knowledge work in the modern world? Can students be engaged in semester long online collaborative work culminating their efforts in electronic portfolios that cannot be completed without the collective work of the whole group? Will some those students achieve a greater conceptual understanding of the domain than others? How will students react and adapt to kind of learning that aligns itself with assessment? These were the main questions driving the research with forty seven college level senior pre-service EFL teachers enrolled in an ELT materials development course, who were engaged in collaborative learning throughout a semester and prepared electronic portfolios consisting of their selection of best student work, all performed over a networked collaborative environment. The main goal is to probe further into the alignment of learning, collaboration, and assessment in computer forums within the framework of collaborative knowledge building. This chapter describes a knowledge-building environment (KBE) and the role of knowledge building portfolios in characterizing and scaffolding collaborative inquiry. What follows are some concise descriptions of the crucial concepts employed in the framework of this research. They are somewhat extended within the discussion section.

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Towards Understanding Collaborative Learning in the Social Media Environment

Organizacija ◽

10.2478/v10051-012-0010-8 ◽

2012 ◽

Vol 45 (3) ◽

pp. 100-107 ◽

Cited By ~ 7

Author(s):

Mirjana Kljajić Borštnar

Keyword(s):

Social Media ◽

Collaborative Learning ◽

Learning Process ◽

Collaborative Work ◽

Group Support Systems ◽

Private Life ◽

Collaborative Problem Solving ◽

Media Environment ◽

The Social ◽

Information And Communication

Towards Understanding Collaborative Learning in the Social Media Environment‘Social media’, ‘Web 2.0’, ‘collaborative learning’ and user co-creation are just some of the terms that describe changes in the role of information and communication technology (ICT) in business, private life and society. The changing face of ICT has finally brought about the fulfilment of the term ‘Information Society’ and made an important impact on many fields of research, including collaborative learning. The effective use of ICT in support of group collaboration has been researched and discussed. The effectiveness was attributed to systematically organized and facilitated processes. Nevertheless, the results are not always better when group support systems (GSS) are used in comparison to face-to-face work. In contrast to the well-organized GSS-supported learning process, the social media environment is non-structured, rule-free and even chaotic. In this paper, we research the possibilities of eliciting group knowledge in the group-learning process in a social media environment. A total of 24 students assigned into three groups participated in the three-week long study. Their task was to solve a given research topic by solely using an unfamiliar social media environment and to present their findings after three weeks. Students were observed in their natural learning environment (school, home, the Flowr virtual environment), and their attitudes on collaborative work using social media tools were measured with a questionnaire at the end of the study. The results suggest that non-structured social media environment stimulates self-management of the group. Some insights into trust, motivation and conflicts in the collaborative problem solving are discussed.

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Applicability of Collaborative Work in the COVID-19 Era: Use of Breakout Groups in Teaching L2 Translation

Electronics ◽

10.3390/electronics10222846 ◽

2021 ◽

Vol 10 (22) ◽

pp. 2846

Author(s):

Iman Oraif ◽

Tariq Elyas

Keyword(s):

Saudi Arabia ◽

Technology Acceptance ◽

Collaborative Work ◽

Ease Of Use ◽

Perceived Usefulness ◽

Learning Collaborative ◽

Social Distancing ◽

Social Lives ◽

Two Factors

Social distancing became a must during the pandemic, which not only had implications for people’s social lives, but also for their learning. Collaborative work was almost impossible, especially in the classroom, despite a great need for this approach. For example, in their translation classes, the learners needed to collaborate with their peers, assisting each other in translating texts. Thus, the use of breakout groups is proposed in this study, although there is no guarantee that learners will accept this online approach. Consequently, the current research looks at learners’ acceptance of breakout groups on Blackboard in a translation class. To examine their acceptance, an existing scale was used, developed by Davis (1989) to measure two factors of technology acceptance: perceived usefulness and ease of use. A sample of 54 students on a Translation course at Al-Imam Mohammed Ibn Saud Islamic University in Riyadh, Saudi Arabia, participated in this study. The results show that the learners found breakout groups on Blackboard to be useful and easy to use.

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