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Copyright © 1999. All rights reserved.
Copyright © 1999. All rights reserved.
Copyright © 1999. All rights reserved.
Copyright © 1999. All rights reserved.
Copyright © 1999. All rights reserved.
Copyright © 1999. All rights reserved.
Copyright © 1999. All rights reserved.
... • Trabajo en Equipo: Los estudiantes trabajan en grupos para resolver problemas, lo que les permite desarrollar habilidades interpersonales y de comunicación (Johnson & Johnson, 1999). La capacidad de trabajar en equipo es una competencia clave en el entorno laboral actual, en el que la colaboración es esencial para el éxito de las organizaciones (Johnson & Johnson, 1999). ...
... • Trabajo en Equipo: Los estudiantes trabajan en grupos para resolver problemas, lo que les permite desarrollar habilidades interpersonales y de comunicación (Johnson & Johnson, 1999). La capacidad de trabajar en equipo es una competencia clave en el entorno laboral actual, en el que la colaboración es esencial para el éxito de las organizaciones (Johnson & Johnson, 1999). Se destaca desde el trabajo que se desarrolla en la presente propuesta, la posibilidad de favorecer la interacción entre los diferentes estudiantes que participan en el diseño del desafío, de forma que se propone una coordinación entre ellos para cumplir con cada uno de los elementos requeridos en su diseño, elaboración y puesta en producción. ...
... Esta modalidad fomentó el aprendizaje colaborativo y la interacción entre estudiantes de diferentes niveles y disciplinas. La evaluación del desempeño se basó en la cantidad y complejidad de los retos resueltos, así como en la calidad de las soluciones presentadas (Johnson & Johnson, 1999). El formato del desafío promovió el trabajo en equipo y la colaboración entre estudiantes. ...
Conference Paper
El desarrollo de procesos académicos en entornos de aprendizaje en educación superior supone un conjunto de desafíos relacionados con la amplia variedad de escenarios de interacción social que intervienen como parte de este escenario. La universidad se constituye en un espacio de encuentro de diferentes culturas, motivaciones, estilos de aprendizaje, intereses, entre muchos otros elementos que confluyen en estos escenarios de formación de profesionales. Las iniciativas de formación que se adelantan deben reunir un conjunto de elementos clave, que motiven a los estudiantes a participar en la ejecución de las actividades propuestas, de forma que sea posible desarrollar las competencias previstas en función de la intencionalidad pedagógica, y los resultados esperados en las rúbricas de evaluación previstas; y de otra parte consoliden las competencias necesarias que fortalezcan su desempeño profesional en el área de formación profesional elegida. De forma complementaria, este proceso formativo se constituye en una posibilidad de descubrimiento y construcción colectiva, a partir del diseño e implementación de proyectos de aprendizaje motivadores, que ofrezcan una aplicación directa en la industria y favorezcan la interacción entre los estudiantes con el propósito de lograr la consecución de un objetivo en común, así nace “Another brick in the wall”
... These abilities are effectively cultivated through team-based projects, helping students navigate complex interdisciplinary challenges. Johnson and Johnson [19] argue that collaborative learning not only enhances academic performance through knowledge sharing among team members but also fosters critical thinking and creativity through mutual assistance and feedback. Collaborative learning is not merely a method of knowledge transmission; it is an effective means of cultivating students' teamwork abilities and social skills. ...
Article
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STEM education (Science, Technology, Engineering, and Mathematics), as a key model in 21st-century global educational reform, has become a central focus due to its advantages in cultivating interdisciplinary skills, critical thinking, collaboration, communication abilities, and in stimulating students’ interest in learning. By integrating interdisciplinary knowledge, STEM education not only equips students to address complex real-world problems but also significantly enhances their practical skills. However, the implementation of STEM education faces challenges such as the complexity of curriculum integration, insufficient teacher training, and the limitations of assessment tools, all of which hinder its broad adoption and effective implementation. This study aims to comprehensively analyze the advantages of STEM education, explore its key challenges, and propose future development directions. By offering theoretical support to education policymakers, school administrators, and frontline teachers, the study seeks to promote the sustainable development and innovation of STEM education.
... Participants reported that the course structure had helped them complete their studies. The design of the course-such as the weekly requirements-may itself have provided a form of supportive scaffolding (Bruner, 1966), as well as increasing the level of cooperative learning (Johnson & Johnson, 1999) among the students. Also, the design of the course can be interpreted to facilitate relevant collective learning (Illeris, 2016). ...
Article
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Police leadership is an essential part of policing, as is the education of police leaders. Our study responds to the call for research on how to transform police leadership education into practice. In this longitudinal mixed-methods single case study we investigate two research questions: 1) How do the digital didactics of the digital police leadership course contribute to students’ perceived learning? 2) How are the knowledge and skills acquired in the digital police leadership course perceived to be applied 1.5 years after course completion? We collected data from students enrolled in a 12-week course. This course offered 24 students a two-day on-site course introduction, while the rest of the course was taught online. Data was collected through five surveys and follow-up interviews with six participants. The results show that police leaders perceived increased competence in being a police leader, report enhanced ability to bridge theory and practice, and improved their digital skills. They also reported increased confidence in the leadership role and increased sharing of competence after study completion. The findings suggest that digital didactics may achieve embedded police education as it can provide an interplay of individual and organizational factors.
... -Promoting collaborative learning fosters the development of critical thinking, communication, and teamwork skills among students ( Johnson & Johnson, 1999;Dillenbourg, 1999). ...
Conference Paper
Full-text available
In the 21st century, the educational landscape has been substantially altered by the rapid advancements in technology, globalization, and the changing demands of the workforce. An increasing number of people believe that the traditional educational paradigms, which place a strong emphasis on rote memorization and standardized testing, fall short of adequately educating pupils for the complexity of today's society. The 21st-century education model emphasizes the pursuit of communication, collaboration, creativity, and critical reasoning. The purpose of this investigation is to investigate the incorporation of Professional Learning Communities (PLCs) and John Hattie's Visible Learning principles in the establishment of a 21st-century, model school. Visible Learning emphasizes the transparency and quantifiability of student learning processes, whereas PLCs cultivate an environment of ongoing professional development and improvement among educators. The results indicate that the combined approach fosters a supportive, data-driven, and student-centered learning environment, as well as improves student engagement, critical thinking, and academic performance. Increased job satisfaction, professional development, and structured collaboration are advantages that teachers experience. Despite the necessity of ongoing professional development and resistance to change, this integrated model is a scalable and replicable framework for educational excellence that addresses the imperative need for educational reform and prepares students for the 21st century.
... Research suggests that collaborative learning environments promote active engagement and deeper understanding of the subject matter [50]. By working together to assess and provide feedback on each other's work, students gain exposure to diverse perspectives and alternative approaches to problemsolving [51,52]. ...
... Research by Johnson and Johnson (1999) underscores the benefits of cooperative learning, a subset of collaborative learning, in promoting positive interdependence, individual accountability, and social skills. These principles are particularly relevant in inclusive classrooms, where students with visual impairments can benefit from structured group activities that encourage mutual support and shared responsibility. ...
Book
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Collective Intelligence: A Resource for Teachers, Parents & Policymakers has been crafted with the intention of addressing the growing need for a comprehensive understanding of how collective intelligence can be harnessed in educational settings. This edited volume aims to provide a multidisciplinary perspective on collective intelligence, drawing on the insights of educators, researchers, and practitioners who have explored its potential in various contexts. The concept of collective intelligence has gained significant attention in recent years, particularly in the fields of education and policymaking. As societies become increasingly interconnected, the ability to leverage the collective knowledge, skills, and experiences of individuals within a group has become essential. This book has been developed to offer practical guidance and theoretical insights on how collective intelligence can be effectively utilized to improve educational outcomes and support the holistic development of students. The idea for this book arose from the recognition that while much has been written about collective intelligence in the context of business and technology, there has been a relative lack of resources that focus specifically on its application in education. Therefore, this volume has been conceived to fill that gap, providing educators, parents, and policymakers with a resource that bridges the theory of collective intelligence with its practical applications in schools, homes, and policy environments. The chapters included in this book have been carefully selected to reflect a diverse range of perspectives on collective intelligence. Each contributor has brought their unique expertise and experiences to bear on the topic, offering insights that are both academically rigorous and practically relevant. The content has been organized to guide readers through a progression of ideas, beginning with an exploration of the theoretical foundations of collective intelligence, followed by case studies and practical examples of its application in educational settings.
... Interactive methods, such as games and quizzes, have been shown to increase student engagement and understanding (Prensky, 2001). Collaborative methods, including group work facilitated by digital tools, promote active learning and peer interaction (Johnson & Johnson, 1999). Moreover, traditional direct instruction can be enhanced with digital tools to create a blended learning environment that supports varied learning styles (Means et al., 2010). ...
Article
The integration of digital technology in education has become an essential competency for primary school teachers, particularly in mathematics education, where innovative tools can enhance learning outcomes and student engagement. This paper investigates the extent and nature of digital technology utilization among future mathematics teachers, focusing on tools like dynamic geometry software (GeoGebra), e-testing platforms (e.g., Kahoot), learning applications (e.g., Learning Apps), and immersive technologies such as augmented and virtual reality. Our research centers on the analysis of final portfolios submitted by graduating students from the Faculty of Education at the University of Ostrava in 2024. These portfolios, which are a culmination of the students’ educational strategies and experiences, offer a unique lens through which to assess the preparedness and innovation potential of future educators. Additionally, we surveyed the views of these students through questionnaires on the use of digital technologies in mathematics teaching. We specifically examined how these candidates plan to integrate digital technologies into their teaching practices and the innovative methods they propose to engage primary school students in mathematics. Through a qualitative study of 24 portfolios and a questionnaire survey of 15 students, we identified prevalent trends and inventive approaches in the use of digital tools. Our analysis highlights not only the variety of digital technologies incorporated into teaching strategies but also the depth of pedagogical integration, reflecting a sophisticated understanding of how to enhance learning environments effectively. The findings underscore the importance of digital literacy in teacher education and suggest that current training programs are effective in equipping future educators with the necessary skills to implement advanced technological tools. This study contributes to the ongoing discussion about digital competence in education, providing evidence of emerging trends and the transformative potential of digital technologies in primary mathematics education.
... For men, we find that the difference is statistically significant during COVID-19 with a medium effect size, of d~0.32, but it is not statistically significant before COVID-19 with a small effect size, of d~0. 16 We observed that the gender difference in physics self-efficacy is higher for students who TWG than those who TWA before the pandemic (see Figure 4). It is important to note that this is not a controlled study; students chose to TWA or TWG and the physics selfefficacy values are self-reported by those students. ...
Article
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Collaboration with peers both inside and outside the classroom can be an invaluable tool for helping students learn physics. We investigated the impact of peer collaboration on learning physics by examining the characteristics of women and men who typically worked alone versus those who typically collaborated with peers in their algebra-based introductory physics course when they took the course before and during the COVID-19 pandemic when the classes were on Zoom. Our findings indicate that, on average, students who worked with peers had higher grades and reported greater peer influence on their physics self-efficacy during the pandemic compared to those who worked alone. We also observed that, for both women and men, a larger percentage of students typically worked in groups before the pandemic, while a greater percentage typically worked alone during the pandemic. We discuss these results in relation to students’ prior academic preparation, physics grades, self-efficacy and their perception of the effectiveness of peer collaboration on their physics self-efficacy.
... This collaborative learning approach has proven to be effective in stimulating students' interest in traditional culture and fostering a deeper internalization of its values (Zhong & Qiu, 2018). Cooperative learning is an instructional strategy wherein students work together in small groups to achieve common goals and complete shared tasks (Johnson & Johnson, 1999). It is further assumed that active participation in the learning experience will result in an improvement in academic performance (Alijani Tori et al., 2021). ...
Article
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ABSTRACT Background and aim: Cooperative learning provides an opportunity for the development and improvement of social skills by emphasizing the importance of social interaction in fostering both academic and social intelligence. This study examined the application of cooperative learning in teaching traditional Chinese culture at Chinese universities using a mixed-method approach. Methods: This study adopts a mixed-methods approach inclusive quantitative phase involved a true experimental design with pre and post-tests. The study focused on Chinese university students, and a cluster sampling approach was utilized to select 60 participants. Quantitative assessments using Performance tests, the Motivated Strategies for Learning Questionnaire (MSLQ) by Paul Pintrich (1991), and the Social Skill Inventory (SSI) by Riggio (2020) were conducted, while qualitative insights were gathered through post-experiment interviews with 10 participants. The qualitative data in this study was collated and analyzed using NVIVO, integrating interviews, group discussions, questionnaires, and more. Quantitative data were analyzed by Mixed ANOVA method. Data were analyzed with SPSS software. Results: Mixed Analysis revealed that main effect of time in Performance Score was found to be statistically significant (F(1) = 19.25, p < 0.001). This indicates a significant change in scores from the pre-test to the post-test across both groups. Additionally, the main effect of the group was also found to be significant (F(1) = 5.81, p = 0.019), suggesting a notable difference in scores between the control and experimental groups. in Motivation it is evident that the main effect of time had a significant impact (F(1) = 59.60, p < 0.001), signifying a substantial change in motivation levels from pre-test to post-test across both groups. in Social Skills it is evident that the main effect of time had a significant impact (F(1) = 25.67, p < 0.001), indicating a considerable change in skill levels from pre-test to post-test across both groups. Conclusion: These findings underscore the potential of cooperative learning to mobilize students' enthusiasm for learning, and enhance their independent learning ability, cooperative participation, and competitive consciousness, thus effectively improving the teaching quality of Chinese traditional culture in universities.
Chapter
The teaching–learning process has undergone a profound transformation in recent years. The traditional lecture-based classroom model is increasingly being replaced by innovative methodologies that promote student autonomy, while still benefiting from teacher guidance and support. This shift is largely driven by the development of information and communication technologies, which provide students with immediate access to vast amounts of information. Additionally, the promotion of skills such as group work and oral communication, essential competencies within the current European framework of higher education, is emphasized. In the context of teaching Tax Law at the University of Almeria, we implemented a method involving group preparation and subsequent class presentations on various topics. To evaluate the effectiveness of this methodology, we surveyed students at the end of a four-month period, collecting 65 valid responses. The data, analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), revealed that the length of the assigned topic, the number of group members, and their formation method are critical factors, explaining 57.20% of the variance in teamwork and public presentation skills. Moreover, 76.80% of effective subject learning is explained by the time dedicated to study, the depth of study, and the level of autonomy achieved. Students identified the primary negative aspect as inequality in the level of commitment and work among group members. However, they also highlighted the benefits of learning to work collaboratively and overcoming the fear of public speaking.
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