Willingness to engage in online collaborative learning among Student-teachers: between ideals and actual experience

2020 ◽  
Vol 17 (1) ◽  
pp. 69-86
Author(s):  
Adva Margaliot ◽  
Dvora Gorev
Keyword(s):  
Factor Analysis ◽  
Collaborative Learning ◽  
Student Teachers ◽  
Learning Difficulties ◽  
Factors Affecting ◽  
Online Collaborative Learning ◽  
Actual Experience ◽  
The Difference ◽  
Collaborative Knowledge ◽  
Willingness To Engage

The teaching world is shifting towards the creation of collaborative knowledge. This study proposes a tool to examine willingness to engage in collaborative learning: a valid and reliable questionnaire based on Cognitive Orientation theory. Factor analysis yielded four factors affecting willingness to engage in collaborative learning: difficulties, benefits, promoting individuals’ interests, and the ability to rely on others. Significant differences were found in the willingness to collaborate in regard to the difference between each of these factors as actually experienced and its ideal. These differences were also evident in the qualitative genre analyzed according to the Theory of Personality.

Reflection and Intellectual Amplification in Online Communities of Collaborative Learning

2011 ◽  
pp. 1950-1960
Author(s):  
Elsebeth Korsgaard Sorensen
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Computer Supported Collaborative Learning ◽  
Online Collaborative Learning ◽  
Meta Level ◽  
Building Process ◽  
Starting Point ◽  
Collaborative Knowledge Building ◽  
Analytical Approaches ◽  
Collaborative Knowledge

An alternative theoretical framework for analyzing and designing computer-supported collaborative learning environments is introduced. Bateson’s theory (1973) is used as a starting point for considering in what sense the specific dialogical conditions and qualities of virtual environments may support learning. We need more stringent analytical approaches of research that relate communicative qualities of virtual contexts to qualities of the collaborative knowledge-building process. This approach suggests that new didactic and instructional methods, addressing the learner’s communicative awareness at a meta-level, need to be developed in order to fully utilize the interactive and reflective potential of online collaborative learning. A deeper understanding of the reflective nature of the online environment and its potential for enhancing intellectual amplification will give rise to the birth of new and more innovative designs of online collaborative learning.

A conceptualization of factors affecting collaborative knowledge building in online environments

2019 ◽  
Vol 44 (1) ◽  
pp. 62-89 ◽  
Author(s):  
Samar Ghazal ◽  
Hosam Al-Samarraie ◽  
Bianca Wright
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Empirical Studies ◽  
Developed Countries ◽  
Bibliographic Databases ◽  
Learning Context ◽  
Content Type ◽  
Online Collaborative Learning ◽  
Collaborative Knowledge Building ◽  
Collaborative Knowledge

Purpose The purpose of this paper is to address the major findings of published research on the factors influencing students’ knowledge building in an online collaborative environment. Design/methodology/approach The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was used to review and synthesize existing empirical studies on knowledge building in a collaborative learning context. In total, 24 studies were identified from major electronic bibliographic databases. The research was conducted between 2017 and 2019. Results of these studies were analyzed to determine potential factors that may influence the knowledge-building process among students. Findings Factors related to interaction and participation, task, student and support were found to be the major factors driving students’ knowledge building in the online collaborative learning environment. The association between these factors and certain collaborative tasks was mapped. Originality/value Findings from this review can help decision makers of higher education in both developing and developed countries to take the necessary steps in order to promote effective knowledge-building practices in online collaborative learning. It may also help educational policy makers to understand the particulars of collaborative knowledge-building practices, so to increase organizational overall effectiveness and performance.

scholarly journals Factors affecting student-teacher satisfaction with a multi-college online collaborative course

2021 ◽  
pp. 193-205
Author(s):  
Miri Shonfeld
Keyword(s):  
Collaborative Learning ◽  
Student Teachers ◽  
Teacher Satisfaction ◽  
Personal Traits ◽  
Collaborative Project ◽  
Ict Skills ◽  
Factors Affecting ◽  
Information And Communication ◽  
Positive Experiences ◽  
Students Success

This study examined the factors that may promote student-teachers’ satisfaction with online collaborative learning (OCL). Eighty-four student teachers at the graduate level at three teacher-education colleges in Israel simultaneously completed questionnaires that examined their information and communication technology (ICT) skills, collaboration experience and personality traits. The findings reveal that ICT level, positive experiences with collaborative learning and openness contributed significantly to satisfaction with the collaborative project and accounted for 63% of the variance. Personal traits were found to be mediated by ICT level, and ICT level was in turn mediated by collaborative experience. The results demonstrate the importance of ICT level as a prerequisite for these courses and the significance of preparing the groups and structuring the activities to achieve positive collaborative experiences. Implications for practice or policy: University stakeholders may build OCL courses in collaboration with other universities. University staff can determine how personality issues and ICT level affect students’ success in OCL courses. Policymakers can better understand the preparation necessary to develop OCL courses. This case can help educators improve their collaborative programs.

Reflection and Intellectual Amplification in Online Communities of Collaborative Learning

2004 ◽  
pp. 242-261 ◽  
Author(s):  
Elsebeth Korsgaard Sorensen
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Computer Supported Collaborative Learning ◽  
Online Collaborative Learning ◽  
Meta Level ◽  
Building Process ◽  
Starting Point ◽  
Collaborative Knowledge Building ◽  
Analytical Approaches ◽  
Collaborative Knowledge

An alternative theoretical framework for analyzing and designing computer-supported collaborative learning environments is introduced. Bateson’s theory (1973) is used as a starting point for considering in what sense the specific dialogical conditions and qualities of virtual environments may support learning. We need more stringent analytical approaches of research that relate communicative qualities of virtual contexts to qualities of the collaborative knowledge-building process. This approach suggests that new didactic and instructional methods, addressing the learner’s communicative awareness at a meta-level, need to be developed in order to fully utilize the interactive and reflective potential of online collaborative learning. A deeper understanding of the reflective nature of the online environment and its potential for enhancing intellectual amplification will give rise to the birth of new and more innovative designs of online collaborative learning.

Analysis of Group Learning Environment on the Collaborative Knowledge Building Perspective--Case of the U.S. VMT Project

2011 ◽  
Vol 271-273 ◽  
pp. 1177-1184
Author(s):  
Hong Bin Peng ◽  
Jun Ping Gou ◽  
Xuan Liu
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
External Support ◽  
Computer Supported Collaborative Learning ◽  
Group Discussions ◽  
Online Collaborative Learning ◽  
Knowledge Reasoning ◽  
Collaborative Learning Environment ◽  
And Function ◽  
Collaborative Knowledge

Computer Supported Collaborative Learning (CSCL) is the highlight in the computer and education area. U.S. Virtual math teams (Virtual Math Teams, Referred to as VMT) project’s main studying purpose is the computer supported group cognition, its collaborative learning environment is a typical environment. By the analysis of this online collaborative learning environment of this project, the paper proposes five aspects of the structure and function which mainly embodied in the group discussions and negotiation, knowledge representation, knowledge reasoning, knowledge co-construction and sharing, external support, and pointed its lack of supporting in the non-mission communication and ubiquitous learning, and the paper proposed the idea of adding micro-blogging function in VMT environment.

scholarly journals Impact of the COVID-19 pandemic on student teachers: how the shift to online collaborative learning affects student teachers’ learning and future teaching in a Chinese context

2021 ◽  
Author(s):  
Man Lei ◽  
Jane Medwell
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Collaborative Learning ◽  
Online Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Early Stage ◽  
Teaching Experience ◽  
Online Collaborative Learning ◽  
The Impact

AbstractIn March 2020, universities in China transitioned to online education in response to the COVID-19 pandemic and intensified the focus on collaboration in online learning. However, little is known about the impact of undertaking online collaborative learning (OCL) on student teachers’ views about the process and about their own teaching and learning. This qualitative study examined 18 student teachers’ views about their experience of OCL and the way it affected them as learners and future teachers. The participants reported that OCL helped them develop varied views of learning and had a positive effect on their views about the future use of OCL. They saw their personal experience of OCL as an important aspect of their development as teachers. These findings highlight ways that online learning can shape the views and professionalism of student teachers. Future teacher training programs can provide OCL as a teaching experience at an early stage to help transform student teachers’ self-understanding from that of a student to that of a teacher. The findings of this study further reveal that online collaborative teacher training offers student teachers an opportunity to collaborate, discuss, and reflect on their professional development as teachers. This encourages teacher educators to reconsider how new forms of practice and teaching theories can be woven together more effectively in post-COVID teacher training.

scholarly journals A study of the factors affecting the willingness to engage in business-university cooperation

2021 ◽  
Author(s):  
Uyen Tran Tu
Keyword(s):  
Factor Analysis ◽  
Regression Analysis ◽  
Developed Countries ◽  
Willingness To Participate ◽  
Factors Affecting ◽  
Research Results ◽  
University Cooperation ◽  
Willingness To Engage

While developed countries have been aware of the important role and built successful models of business-university cooperation, in Vietnam, this cooperation has not been paid enough attention to and has not yet been implemented. To improve the situation, this study develops a model of factors that affect the businesses’s willingness to participate in the businessuniversity cooperation in Vietnam. Utilizing data collected from interviews with 58 enterprises and applying the exproratory factor analysis (EFA) and the regression analysis, this study finds that 2 factors, which are the awareness of benefits, and barriers, affect the companies’ willingness to participate in business-university cooperation. While awareness of benefits promotes the businesses willingness, barriers prevent owners/managers from engaging in such relationships. Based on the research results, some solutions are proposed to enhance the willingness of companies

scholarly journals Relationships between Learning Styles, Perceived Advantages of Online Collaborative Learning and Practical Knowledge in Teaching among Taiwanese Student Teachers

2017 ◽  
Vol 13 (11) ◽  
pp. 34
Author(s):  
Shih-Hsiung Liu
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Teachers ◽  
Learning Style ◽  
Teacher Educators ◽  
Field Experience ◽  
Practical Knowledge ◽  
Online Information ◽  
Online Collaborative Learning ◽  
Taiwanese Student

The purpose of this study is to investigate the effects of the three learning styles (collaborative, competitive, and individualistic) on the perceived advantage of collaborative learning (PAoCL) and practical knowledge in teaching (PKiT) among Taiwanese student teachers in an online collaborative environment. This study built a Facebook Group and developed the tasks of collaborative learning based on field-experience courses. The participants were required to share various practical experiences as the collaborative learning tasks. A total of 100 student teachers who enrolled in field-based courses between August 2016 and January 2017 participated in this study and were required to complete a validated survey in January 2017. This study determined the relationships between the three learning styles and PAoCL and PKiT and further identified predictors of online collaborative learning. The collaborative learning style of student teachers was positively associated with their PAoCL, while competitive learning style was correlated with their PKiT. Accordingly, teacher educators can encourage student teachers to share experiences about teaching practices during participating in field-experience courses through online collaboration. However, teacher educators should remind the student teachers to transfer the online information into PKiT.

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