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Collaborative Learning Techniques: A Handbook for College Faculty
... Students solve tasks in groups, in pairs or as a class and learn how to use the target language by working together in settings and situations that simulate authentic collaborative activities. However, implementing group learning activities does not automatically lead to collaborative learning (Barkley et al. 2014). The present study takes a look at collaboration in ESP classes from the perspective of action research. ...
... Studenții colaborează în grup sau perechi pentru rezolvarea sarcinilor de lucru și învață cum să folosească limba țintă pentru a comunica în situații și context ce simulează activitățile colaborative autentice. Implementarea activităților de grup pentru învățarea limbilor străine nu garantează totuși succesul învățării prin colaborare (Barkley et al. 2014). Studiul de față încearcă să descopere percepțiile studenților despre proiectele colaborative ca spațiu de învățare a limbilor străine și modul în care aceștia evaluează eficiența proiectelor de grup. ...
... Students must be encouraged to 'view each other as single links in a chain that unites, through exchanges of information and negotiation of meaning, to produce a successful project outcome' (Bulent & Stoller, 2005:18). Intentional design is a feature of successful teaching and learning and it also applies to collaboration in class (Barkley et al. 2014). But collaboration does not happen by itself, and therefore, it should be treated as a learning objective of its own and included as such in the project work design even though, the ESP syllabus is often centred on language learning objectives solely. ...
The Fourth Industrial Revolution was and still is focused on digitalising processes and using AI to increase productivity. Industry 5.0, on the other hand, focuses on the human factor and the human as the centre of the production process. According to the new paradigm, technology should benefit humans, and humans, in turn, should actively collaborate with machines. In other words, while Industry 4.0 was based on the relationship between machines and IT systems, Industry 5.0 brings together the strengths of humans and machines.
Following this train of thought, we have come up with the idea to initiate a discussion about the future of teaching and learning in the field of higher education (which will figuratively be designated as PEDAGOGY 5.0), the impact of technology and the need for different approaches towards teaching, learning and doing research.
... The pedagogical landscape of higher education has undergone a transformative shift in recent decades, with collaborative learning emerging as a cornerstone of modern instructional practice Roschelle & Teasley, 1995). This interactive approach to teaching and learning has gained widespread acclaim for its ability to foster a range of desirable student outcomes, including enhanced critical thinking, problem-solving aptitude, and teamwork skills (Barkley et al., 2014;Zhu, 2012). This chapter offers a comprehensive exploration of collaborative learning methodologies in the higher education context, critically examining their benefits, challenges, and strategies for successful implementation. ...
... In contrast to traditional teacher-centered models that prioritise the unidirectional transmission of information, collaborative learning empowers students to work together in small groups, leveraging their collective intellect to develop a deeper understanding of the subject matter Roschelle & Teasley, 1995). This shift in epistemological orientation is particularly crucial at the higher education level, where students are expected to cultivate advanced critical thinking and independent research skills to navigate the challenges of the modern workforce (Barkley et al., 2014;Zhu, 2012). ...
... The benefits of collaborative learning extend beyond the acquisition of knowledge. Studies have shown that collaborative learning environments can foster a sense of community, enhance student motivation, and improve academic performance (Barkley et al., 2014). Furthermore, the development of communication, teamwork, and critical thinking skills through collaborative learning are highly valued in the contemporary workforce (Zhu, 2012). ...
This chapter explores innovative teaching methods that incorporate collaborative learning at higher education level. The discussion critically interrogates benefits, challenges and strategies for successful implementation of collaborative methodologies. Also known as cooperative learning, collaborative learning is a pedagogical technique that promotes active engagement, participatory learner engagement in learning in emancipatory epistemological spaces, contact, and mutual assistance among students.
... Automation systems facilitate collaborative learning (CL) between humans and machines, allowing mutual learning and feedback (Formica et al., 2021). CL involves group activities where individuals share knowledge and solve problems together (Elizabeth et al., 2014). Human-centered AI prioritizes people and society, improving efficiency, productivity, safety, accuracy, and real-time data analysis in the workplace (Adel, 2022;Wan & Leirmo, 2023). ...
... Additionally, CL improves the quality of the learning experience, leading to increased job satisfaction, better performance, and higher retention rates (Elizabeth et al., 2014). ...
... These indicators evaluate the quality of the publishers. The following sections present the results of each specific research question (SQs) presented in Table 2. Elizabeth et al. (2014) categorized CL techniques into six groups, and we identified the occurrences in the selected articles. Table 6 shows the techniques mapped for each group, along with respective definitions and studies. ...
... Small group instruction for learning English has gained importance as an essential component of 21st-century pedagogy, as reflected in English as a Foreign Language (EFL), English as a Second Language (ESL), and English as a Native Language (ENL) across various educational levels, from primary (Grade 1-5) and secondary (Grade 6-12) to higher education (undergraduate and postgraduate levels) [1] . Studies conducted globally and within Pakistan [2][3][4] , consistently ...
... In this understanding, cooperative learning is considered as highly structured and organised while collaborative learning is fluid and flexible. However, Barkley et al. [2] stated some fundamental differences between these two approaches. ...
Small group learning strategies offer significant benefits over individual learning and have gained increasing attention in English as Second Language (ESL) contexts. Grounded in Vygotsky's sociocultural theory, this study systematically reviews existing literature on collaborative and cooperative learning approaches in ESL classrooms, with a particular focus on Pakistan. While learner-centered methods have been widely implemented globally, Pakistani institutions have only recently begun integrating these approaches. This study examines the origins, definitions, key components, similarities, differences, and research paradigms of small group learning in English Language Teaching (ELT) in Pakistan. Using a systematic literature review, this study analyzed 40 articles using predefined inclusion criteria, including relevance to collaborative and cooperative learning in ESL contexts, studies conducted in Pakistan or similar settings, peer-reviewed sources, and publications from 15–20 years. Findings reveal that small group learning enhances English proficiency, knowledge acquisition, critical thinking, interpersonal skills, and overall academic achievement. The study underscores the need for institutional support to maximize these benefits in Pakistani public institutions. These insights offer valuable guidance for teachers, policymakers, curriculum designers, and textbook boards in fostering more effective ESL learning environments.
... In such a case, it is not easy to tackle the complexities of human cognitive limits and the attention capacity. One method researchers have found that people remember an average of only 70% of information presented at the end of a lecture but only some 20% for what is covered in the final ten minutes of a class (Barkley, E. F., Cross, K. P., & Major, C. H. 2014) That a majority is lost so readily informs the largest deficiency of teaching in the lecture style-to fail to capture students' attention throughout class. The main focus in traditional lecture settings is on content delivery. ...
... This is because such activities are more likely to expose teachers to new pedagogical techniques and to mentor them through the best global experts for them to be able to effectively implement CL. There are also empirical evidences and case studies brought forth by Barkley, Cross, and Major (2014), in which success stories of these techniques can be seen in different kinds of education systems and with a positive trend of higher engagement and better learning on the part of students. Similarly, this set of techniques also has challenges such as uneven distribution of participation among groups of students and issues arising out of group dynamics as maintained by Michaelsen, Knight, and Fink (2002), however overall, CL and P easily win. ...
In the engineering workforce in the context of globalization, the demand has been growing for graduates not only technically but also possessing skills of collaboration and communication. This paper addresses the critical importance of collaborative learning in the education of engineers, laying an emphasis on the students' ability to develop appropriate communication skills that can be put into action in response to changing international and technologically advanced work environments. The interactions between global counterparts by engineering professionals require effective communication and teamwork. Hence, proficiency in these skills becomes crucial for the success of such professionals. This study focuses on the effectiveness of collaborative learning methods used in the classrooms of engineering, with a specific focus on final-year students at K.G.R.C.E.T, Hyderabad, India. It analyses the effects of these methods on the ability of students to perform in group settings and identifies the obstacles that create problems in effective communication. This work uses academic and industrial input to measure the value of communicative performance with regards to learning outcomes. Findings of the results suggest high student demand for engaged class interaction, which directly maps on to better communication competency and performance trends in this case study period. An underlying argument made by these results is the integration of collaborative learning into the existing engineering curricula to improve better preparation for the job of graduates based on increased modern workplace demands. Keywords— — Collaborative Learning, Engineering Education, Educational Research, Academic and Professional Insights, Technological Advancements, 21st- Century Skills
... Dalam kelompok kolaboratif, siswa juga merasa lebih nyaman untuk mengeksplorasi ide-ide mereka tanpa takut akan kritik yang keras, karena diskusi dan umpan balik dalam kelompok kecil cenderung lebih konstruktif dan mendukung. Menurut Barkley et al. (2014), suasana yang mendukung dan tidak menekan ini sangat membantu dalam meningkatkan kepercayaan diri siswa, terutama dalam mengekspresikan diri melalui tulisan. Rasa percaya diri ini penting, mengingat menulis dalam bahasa asing sering kali menjadi tantangan yang menakutkan bagi banyak siswa. ...
Penelitian ini bertujuan untuk menganalisis penerapan pembelajaran kolaboratif dalam meningkatkan kompetensi menulis bahasa Inggris pada siswa SMK Bina Mandiri Multimedia. Metode penelitian yang digunakan adalah quasi-eksperimen dengan melibatkan dua kelas sebagai sampel penelitian, yaitu kelas eksperimen yang menerapkan model pembelajaran kolaboratif dan kelas kontrol yang menggunakan metode pembelajaran konvensional. Data diperoleh melalui tes kemampuan menulis sebelum dan sesudah perlakuan pada 33 siswa, serta selama proses pembelajaran berlangsung. Hasil penelitian menunjukkan bahwa terdapat peningkatan signifikan dalam kemampuan menulis bahasa Inggris siswa di kelas eksperimen dibandingkan dengan kelas kontrol. Siswa yang belajar melalui pendekatan kolaboratif lebih terlibat aktif dalam proses pembelajaran, mampu berbagi ide secara efektif, dan menunjukkan peningkatan dalam struktur kalimat, kosakata, dan tata bahasa. Penerapan pembelajaran kolaboratif terbukti efektif dalam membangun kemampuan komunikasi antar siswa dan meningkatkan motivasi belajar mereka. Kesimpulannya, pembelajaran kolaboratif dapat dijadikan salah satu strategi yang efektif untuk meningkatkan kompetensi menulis bahasa Inggris siswa SMK, khususnya di SMK Bina Mandiri Multimedia.
... Therefore, professional development and support for instructors are essential for the successful implementation of the case method [19]. Furthermore, the success of the case method in enhancing collaboration skills also depends on students' readiness and willingness to engage in collaborative learning [20]. Some students may be resistant to group work due to previous negative experiences or a preference for individual learning. ...
... Effect of the application of the AS on the motivation levels of students PMs encourage students to take a more active role in their own learning. As a result, increasing opportunities for students to learn collaboratively may yield benefits in terms of motivation (Barkley et al., 2014). It is evident that students self-determined 19 Furthermore, the structured organization of attitudes within the AS session framework plays a crucial role in fostering student autonomy and improving social interactions within the group. ...
In this research, the effects of the Attitudinal Style emerging pedagogical model on the motivation and attitude levels in Physical Education of Secondary Education students during an academic course are analyzed. The method used was qualitative, employing focus group discussions and the diary of the teacher responsible for teaching the classes. A total of 56 students participated in the research (25 males and 31 females, aged between 15 and 17 years). Qualitative results indicate that students reported increased enjoyment and engagement in PE classes, as well as improved social interactions and a sense of competence. These findings suggest that the Attitudinal Style model not only enhances motivation and attitudes but also fosters a supportive and collaborative learning environment. The study’s implications highlight the potential of this model to be adapted to various educational levels and cultural contexts, thereby broadening its impact on student motivation and attitude outcomes.
... Collaborative character development in educational environments provides a means through collaborative learning (Bovill, 2020;Cook-Sather, 2022;Medero et al., 2022;Barkley et al., 2014;Kaendler et al., 2015;Talmo et al., 2022) by integrating character education and local wisdom in schools, families and communities. The development of educational curricula based on local wisdom has shown promising results (Masub et al., 2016). ...
Conventional methods in learning cell physiology are less effective, so a more interactive approach is needed. Mamanda art offers an innovative solution by modeling biology concepts through drama, comedy, and dialogue, while instilling moral values and collaborative skills. The main objective of this research is to describe the learning activities of cell physiology through collaborative integration of local wisdom of Mamanda art. Collaborative character as a symbol of harmonious dynamics is applied in the learning process through Mamanda art media. This research is qualitative research with learning process observation method. The study population was two classes of participants in the Animal Physiology course, Biology Education Study Program, FKIP ULM. The sample used is a total sample. The first class amounted to 40 students; the second class amounted to 43 students. The two classes were compared qualitatively. The data were analyzed descriptively using a Likert scale of 1-5. The stages of learning are: First stage, introduction to the art of Mamanda and the concept of cell physiology; Second stage, division of labor and division of players; Third stage, Mamanda performance staging cell physiology models; Fourth stage, synchronization of cell physiology concepts and role playing in Mamanda art; and Fifth stage is case study. All stages of learning activities were observed by observers. The results showed that learning cell physiology through collaborative integration with local wisdom of Mamanda art can be implemented well. This learning model can also improve the character of collaboration by integrating the local wisdom of Mamanda art in students.Abstrak. Metode konvensional dalam pembelajaran fisiologi sel kurang efektif, sehingga diperlukan pendekatan lebih interaktif. Seni Mamanda menawarkan solusi inovatif dengan memodelkan konsep biologi melalui drama, komedi, dan dialog, sambil menanamkan nilai moral dan keterampilan kolaboratif. Tujuan utama penelitian ini adalah mendeskripsikan kegiatan pembelajaran fisiologi sel melalui integrasi kolaboratif kearifan lokal seni Mamanda. Karakter kolaboratif sebagai simbol dinamika yang harmonis diterapkan dalam proses pembelajaran melalui media seni Mamanda. Penelitian ini merupakan penelitian kualitatif dengan metode observasi proses pembelajaran. Populasi penelitian adalah dua kelas peserta mata kuliah Fisiologi Hewan, Program Studi Pendidikan Biologi, FKIP ULM. Sampel yang digunakan adalah sampel total. Kelas pertama berjumlah 40 mahasiswa, kelas kedua berjumlah 43 mahasiswa. Kedua kelas dibandingkan secara kualitatif. Data dianalisis secara deskriptif dengan menggunakan skala likert 1-5. Tahapan pembelajaran yaitu: Tahap pertama, pengenalan seni Mamanda dan konsep fisiologi sel; Tahap kedua, pembagian kerja dan pembagian pemain; Tahap ketiga, pertunjukan Mamanda yang mementaskan model fisiologi sel; Tahap keempat, sinkronisasi konsep fisiologi sel dan bermain peran dalam seni Mamanda; dan Tahap kelima, studi kasus. Semua tahap kegiatan pembelajaran diamati oleh pengamat. Hasil penelitian menunjukkan bahwa pembelajaran fisiologi sel melalui integrasi kolaboratif dengan kearifan lokal Kesenian Mamanda dapat terlaksana dengan baik. Model pembelajaran ini juga dapat meningkatkan karakter kolaborasi dengan mengintegrasikan kearifan lokal Kesenian Mamanda pada siswa.
... Examples are group study, individual study, tutoring, blended learning, Task-based Language Learning (TbLL) and Grammar Translation Method (GTM). Group study proposes that knowledge is acquired through a communal creation between individuals or in smaller groups of people (Barkley et al., 2014). Individual study, on the other hand, is taking charge or responsibility for one's learning process, requiring some independence on the part of the learner (Benson, 2007). ...
As the need for equality in education is fundamental, this study conducts a comprehensive bibliometric analysis of research on English Teaching in Inclusive Education (ETIE) indexed in Scopus from 1997 to 2023. The aim is to systematically examine the scope and trends within ETIE literature, identifying gaps and opportunities for future research. Utilizing a methodical approach for 201 Scopus-indexed publications, the study progresses through four distinct phases: initial database search using Publish or Perish, rigorous filtering of publications based on predefined bibliometric criteria, verification of data accuracy with Mendeley Desktop, and detailed analysis employing VOSviewer. The findings reveal a concerning decline in ETIE publications over time, suggesting a waning academic interest in this crucial area of study. Despite the decrease in publications, the analysis highlights several key areas that remain underexplored and could significantly benefit from further scholarly attention. The study underscores the importance of increased research collaboration and the adoption of more inclusive education practices in English teaching. Implications of this research are far-reaching, offering critical insights for educators, researchers, and policymakers. By providing a clearer understanding of the current landscape of ETIE research, the study paves the way for enhancing educational practices and supports the development of more inclusive educational environments. This will, in turn, contribute to the broader goal of ensuring equitable education access for all students, particularly those within diverse learning contexts.
... College students can effectively divert their negative emotions while developing their hobbies, forgetting unpleasant and unhappy things in the process. Similarly, Barkley et al. (2014) argued that in higher education there is a need to create student learning groups or communities where students learn and interact with each other, to a large extent allowing students to get effective help, reduce isolation in the learning process and gain a sense of belonging from this activity. In the absence of effective help from tutors, students can improve their learning outcomes through the help of their peers and can also express their negative feelings to their peers. ...
The ability to manage emotions is critical to the development of higher education. In this study, in order to enrich the literature on higher education in China, a total of five students were interviewed about their perceptions of their own and their tutors' emotion management. The results showed that the impact of emotion management on teaching quality was significant. The study also found that there are many challenges in carrying out emotion management in the Chinese higher education environment, and strategies are needed to address emotions in order to improve the current situation.
... The data obtained from the final questionnaires, where participants rated the proposed activities on a scale of 1 (inadequate option) to 5 (very adequate), indicated that 41.6% of participants considered the activities to be "adequate". This result aligns with the findings in the literature, which suggest that the perceived adequacy of course activities can significantly enhance student motivation and satisfaction [50]. ...
In the context of 21st-century educational transformation, Massive Open Online Courses have emerged as a global and flexible learning opportunity. This study explores the impact of MOOC implemented at Instituto Super Técnico on student engagement and attendance, focusing on their effectiveness in higher education. A descriptive approach was applied, selecting three MOOC as the empirical field, combining quantitative data from participation logs and qualitative feedback from student surveys. The key characteristics, the challenges, and the effectiveness of educational resources were evaluated, particularly concerning student interaction and perceptions of course quality. The pedagogical analysis highlighted both successful strategies and areas for improvement. The findings offer valuable insights into the influence of MOOC on students and the institution, contributing to the broader understanding of Portugal’s educational landscape. This study also proposes a framework for enhancing MOOC strategies in higher education globally, considering the potential of technological innovations in the 21st century.
... In general, there are many the previous studies about the effectiveness of CL strategies on teaching and learning English-speaking. Besides the negative above-mentioned appreciations about effects of CL strategy of Azmi, Celik, Yidliz and Tugrul (2014), Beebe and Masterson (2003) and Zhao and Jiang (2009), many others researchers such as Burke (2011), Barkley, Cross and Major (2005), Li and Campbell (2008), Xue (2013) et cetera, strongly claimed that CL affords learners the opportunities to improve, practice and apprehend English speaking skill. ...
This study was conducted to determine the effectiveness of the cooperative learning (CL) strategy on English speaking competence at the intermediate level at the University of Finance-Marketing (UFM). It was conducted within 2 months. A pre-test and post-test were applied to determine the effectiveness of research treatments (i.e. Kagan CL strategies) in English speaking comprehension at the intermediate level. Moreover, a questionnaire was used to enquire into the students’ attitudes towards applying CL in the classroom. To determine the result of this study, the independent sample t-test, paired sample t-test and frequency command were used to analyze the collected data. The result showed that CL strategy enhanced English as a foreign language (EFL) students’ English-speaking competence at the intermediate level. The result of the study affirmed the positive effectiveness of CL strategies in teaching English-speaking performance at the intermediate level of EFL students. Through the study, the author also suggested using some different teaching strategies such as Student Teams-Achievement Divisions in teaching English to continue to enhance the effectiveness of CL on English speaking performance.
... Similar to (Langthaler, 2021) research, our results suggest that incorporating practical applications of concepts within academic courses can promote active learning and foster deeper student participation. Furthermore, the study aligns with (Barkley, Cross, & Major's 2014) work, demonstrating that activity-based education, particularly within skill-integrated courses, leads to higher student engagement compared to purely academic instruction. ...
Vocationally integrated content meets job market demands and prepares students for successful careers. It engages students, inculcates practical skills, and promotes social and economic development. This study aims to determine the effect of vocational content integration on developing students’ interest towards schooling in Non-Formal Education. It was a quantitative study based on three phases: determining need analysis, integration of vocational skills and intervention in the classroom. The population of the study comprised non-formal schools running under JICA, NCHD and AIOU in the slum areas of Islamabad. The cluster sampling was made for determining need analysis. A self-developed questionnaire was employed to conduct survey from 295 adult learners studying in the non-formal schools to determine their needs. They most demanded skills from distance learners were stitching, beautician and computer skills. The desired skills were integrated in the academic courses i.e. Arithmetic, English and Urdu being taught in the non-formal schools. In the second phase, 30 lesson plans were developed following integrated curriculum aligned with the revised vocational courses with the help of subject experts. At Phase three, a non-formal school from NCHD was conveniently engaged to teach integrated curriculum. The teacher taught 30 lessons following lesson plans devised in the light of revised curriculum. The evidence of change in attitude, regularity and interest towards schooling was measured through rating scales before and after intervention (pre-test and post-test format). The effect of integrated curriculum evidently visible in adult learners’ attitude and motivation towards schooling. They were active and fully engaged in the classroom, which showed their motivation. Findings showed adult learners increased interest in acquiring skills, leading to higher engagement and helpful in earning their daily life needs. However, based on empirical evidence of this study skill based integrated curriculum approaches are recommended which enhance students’ interest and motivation towards schooling.
Keywords: Integrated curriculum, Vocational skills, Non-Formal Education & Interest and motivation
... The nurture theory posits that individuals' abilities and characteristics are largely shaped by their environment including the tools and resources available to them (Barkley et al. 2014). Thus, it could be perceived that smartphones, laptops, and textbooks provide UNILIA students with a range of resources and tools that are essential for academic success. ...
This study explored the learning environment of undergraduate education students at a private university in Malawi. The specific objectives examined the socio-economic background of students, pedagogical approaches to teaching students, and the psychosocial relationship between students and teachers at the University of Livingstonia. The researchers drew concepts from nurture theory as theoretical anchors that informed this study. The study adopted a case study design, employing explanatory sequential mixed methods. It targeted undergraduate education students in level three of the study. Seventy-five students were engaged for the quantitative data while 15 students participated for the qualitative data as follow-up interviews. Both a structured survey questionnaire and an unstructured interview guide were used to solicit data. The study findings underscore the evidence that economic, pedagogical, and psychosocial factors are critical environments for enhancing and shaping the learning process in Malawian higher education. The study recommends that the National Council of Higher Education should enforce a policy that all academic staff in Malawian higher education should be trained in university education certificate. This is important for lecturers to gain skills in education pedagogy and psychology. The study also provides the groundwork for conducting nurture research in education in a developing country context.
... Intentional design is a feature of successful teaching and learning and it also applies to collaboration in class (Barkley et al. 2014). But collaboration does not happen by itself, and therefore, it should be treated as a learning objective of its own and included as such in the project work design even though, ESP syllabus is often centred on language learning objectives solely. ...
... TAs are a form of formative assessment (see Barkley & Major, 2016 for an in-depth treatment of formative assessment). Formative assessment allows the instructor and students to determine the students' general learning needs, the content learning gaps, the misinterpretations of concepts, and more. ...
This paper demonstrates the value of an innovative test preparation strategy, applied over multiple semesters to one principles of macroeconomics class. The professor makes a video of himself taking a copy of the test students are preparing for, talking aloud about how to think about the question and work through the solution. A natural experiment occurred one semester when the professor was unable to provide the think-aloud preparation video, but other, standard preparation materials were in place. It is demonstrated that students increase their scores on other questions in the same modules by an average of 7.6 percentage points with think-aloud videos. Think aloud interventions are shown to be an effective tool to enhance student content learning.
... 143 students were randomly associated to the IL condition and the other 120 were randomly associated to the CL condition. By following the suggestion of Barkley, Cross, & Major (2005) and Schellens & Valcke (2006), according to which in collaborative learning environment groups need to be small for facilitating the fully participation of students and for developing a group cohesion, students associated to the CL condition were divided into 30 small groups of four students. Even though students frequent the same lectures, since they were freshmen we can assume that they were unlikely to have already constructed a strong friendship one another. ...
This contribution proposes an empirical study in which collaborative learning is compared to individual learning on a digital environment such as the web platform Moodle. The context in which this work takes place is the Faculty of Psychology of the University of Bologna. In particular, the research sample is characterized by 263 first year students that participate to the course of "Introduction to Scientific Literature and Language". Students spontaneously have chosen to participate to the course with group A (lectures on Monday) or group B (lectures on Tuesday). The course is structured in blended-learning format, i.e. three in presence lessons and three online activities to be accomplished between two consecutive lectures. For completing the online activities, students were randomly associated to two different online conditions, i.e. collaborative learning and individual learning, independently from group A or B they belong to.During the 1st and the 3rd lecture students filled in a test of comprehension of the same scientific text while between two lessons they accomplished tasks connected to scientific production (writing an abstract for a scientific paper, blind reviews of two other abstracts, and completing the abstract after receiving the reviewers' comments). By means of Social Network Analysis, at the present moment we have complete the elaboration of the SNA indices for constructing the interpersonal skills profiles both for individual students and for groups. The next step is to complete the evaluation of the two tests of comprehension of the same scientific text for having a comparison between a test and a re-test. After this phase, we will proceed by testing the following hypothesis: 1) In general, an increasing on the quality of the comprehension from the 1st to the 2nd presentation of the text A due to the online activities proposed between the two presentations. 2) A more evident improvement on those students that have been associated to the Collaborative Learning (CL) condition with respect to those of the Individual Learning (IL) condition; 3) Further, a more evident improvement on groups Low Centrality-High Density (LC-HD) than groups High Centrality-Low Density (HC-LD). Ongoing results show that the first and the third hypothesis are confirmed, while the second hypothesis is not confirmed. One possible explanation about the second hypothesis could reside on the typology of groups, that are constructed by the researchers and not spontaneously created by students on the basis of their pre-existent acquaintances, but further studies are necessary for having a more clear comprehension of this result.
... Learning through experience, through structured and semistructured learning opportunities such as engaging in formative low-stakes assessment tasks, providing peer feedback, and reflecting on one's learning (Jasper, 2013;Moon, 2004) contribute to the development of assessment literacy. Using collaborative learning approaches (Barkley et al., 2014) alongside peer assessment is also helpful. Peer assessment and collaboration provide students valuable opportunities to engage in dialogue, receive feedback from their peers, and deepen their understanding of assessment processes (Man et al., 2022). ...
Assessment literacy skills are increasingly recognized as being important for student success in higher education. However, as a field of study, it is not well-researched except in the context of language assessment. This paper delves into critical theoretical underpinnings and practical strategies that can be used to develop assessment literacy among university students. Based on a constructivist view, this paper discusses how social interactions and cultural practices interplay to shape students’ conceptual understanding of assessment. It argues that effective assessment literacy embodies understanding the purposes of assessment, interpreting criteria, and using feedback to improve constantly. This means integrating the development of assessment literacy into curriculum design using experiential learning and developing self-regulated learning strategies. The goal is to provide a primer for university educators and instigate reflection and debate on how best to support students when engaging with diverse assessment practices to enhance their academic achievement and skills for lifelong learning.
... The extent to which teachers understand the ideas and practices behind each of these approaches is unknown. Collaborative learning, for example, entails students working in groups to finish a task, with each group member having an equal amount of work to perform (Barkley, Major & Cross, 2014). Collaborative learning does not mean just working together where only one student accomplishes the entire given task; nonetheless, this is a widespread misconception about the approach. ...
Experiential learning leads to intense and profound learning by involving students in any task. Employers prefer graduates who have learnt through various forms of experiential learning. However, in current academic scenario in higher education, experiential learning in higher education institutions is still restricted.Therefore,the major aim of the current work was to explore insights of university teachers regarding experiential learning in terms of their awareness of experiential learning, classroom practices and challenges to implement in classroom This study polled teachers across the general public sector universities of Punjab, Pakistan via thirteen questions based survey involving 208 teachers. The study concluded that collaborative learning is widely used strategy in the classroom as compared to other approaches of experiential learning. Classroom structure, such as overcrowded class, inadequate time, challenge to complete the syllabus, and teachers’ own reluctant attitude, were found to be the most significant barriers to utilize experiential techniques in classroom. Therefore, the study recommends to divide a large number of students in groups for better implementation of various form of experiential learning like project-based learning. Science departments be provided sufficient funding to involve students in project-based learning. Students be provided hands-on experiences in classroom and labs.
... A culture of excellence in teaching has to be created to ascend the quality of teaching to greater heights. Teamwork is considered as an important way in which learning happens (Barkley, Cross & Major 2014), even collaborative learning has high impact on learning (Kuh 2008). Different methods that are found to be helpful have to be adopted to achieve success. ...
The quality of educational institute is in the hands of the faculty, students and the management. The contribution of faculty plays a major role for enhancing the quality of the institute. Their commitment and sincerity to instructional activity maximise student's learning. Faculty development and innovative learning activities with shared leadership and focus towards the quality of institutional excellence is tested through this study. Hundred and nine respondents participated in the survey. All the respondents were experienced, full time faculty members from higher education institutes. A model is a created to understand the importance of the variables contributing the excellence of higher education. Two testing is conducted. One is to find out the perception on the effect of independent variables like faculty development, learning activities, shared leadership and goals to the cause of excellence. From the regression analysis it is found that there is a relationship between the variables which shows that faculty members accepted that there is a relationship between the variables. The second study is to find the response from the faculty members regarding the practice of these variables in their respective organisation. The result is disappointing. Institutional excellence is possible is possible by investing in faculty development, with innovative learning activities, shared leadership and with committed goal. This is proved in this study.
p>Most of the students faced difficulty to make a paragraph in writing, lacking of vocabulary and grammar. In addition, the students also confused in putting the idea to develop their paragraph especially procedure text. Some techniques were needed by teacher to overcome the problem. One of techniques to improve their writing is structure dyadic methods assisted tutorial media. The objective of this research was to find out whether there was the influence of using structure dyadic methods assisted tutorial media on students learning outcomes of procedure. In conducting this research, the researcher was use a quantitative design. The researcher applied pre–experimental design by using one group pre-test and post test design. The sample of this studywas the eleventh grade students of MA Unwanul Falah Paok Lombok, which consisted of 25 students. The data were collected from students’pre-test and post-test by using written test.Thedata were analyzed by using SPSS version 22 for Windows. After submitting the data to apaired sample t-test, it was found that there was a significant difference in the mean score between the pre-test and the post-test, t(df=22)= -14.571at p =0.000which meant that the alternative hypothesis was accepted and the nullhypothesis was rejected.Thus, structure dyadic methods assisted tutorial media was significantly effective in guiding students to write procedure text .Considering the process and result of this study,the researcher suggested that the English teachers should use this method in teaching writing, especially in teaching writing procedure text.
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This chapter analyses the future trends and prospective of cloud-based education especially with regards to the roles of blockchain, augmented reality, virtual reality, artificial intelligence, and the internet of things (IOT). Intelligent tutoring system and adaptive learning both require AI and ML to tailor the education to the individual learner. Education has secure and verifiable credentials for capacity building and continuing education. Apart from experience learning, which is allegedly the best form of learning, AR and VR allow learning outside the limitation of geographical boundaries. Smart classrooms, which include the usage of IoT technology, permit the real-time collection of data and analyses used in an organization to improve learning environments and resource utilization. In enhancing and improving the current teaching-learning environment, these technologies may enable educational establishments to offer a more flexible, diverse, and efficient learning arrangement that prepares learners for today's complex and collaborative nature of workplaces.
The Fishbowl teaching strategy has been investigated for its impact on enhancing students' speaking proficiency in secondary education. Despite regular engagement in English through day-to-day interactions, students often find English instruction monotonous and uninspired, primarily due to the reliance on traditional pedagogical approaches. In response, this study aimed to collect empirical data on the efficacy of the Fishbowl strategy in a classroom setting. Utilizing a quasi-experimental design, the research population comprised second-grade students from SMAN 06 Bengkulu Utara, focusing specifically on their speaking abilities as influenced by the Fishbowl method. The sample population consisted of 68 students, classified into two distinct groups: the experimental group, which experienced the Fishbowl intervention, and the control group, which did not. A comparative analysis of average pre-test and post-test speaking scores was conducted using SPSS software to assess the intervention's effectiveness. The statistical significance of the results was evaluated with the t-test formula. Findings indicated a significant difference in speaking abilities between students instructed through the Fishbowl strategy and those in the control group, with the experimental group achieving a t-test score of 70.00, demonstrating pronounced improvements in their speaking competencies. The implementation of the Fishbowl strategy was noted to be not only compelling but also inspiring, fostering a more engaging and productive learning environment.
The increasing availability of mobile technologies has transformed language teaching and learning, particularly in the development of writing skills. These technologies provide collaborative, interactive, and flexible environments that support both synchronous and asynchronous communication, making writing practices more inclusive and accessible. Collaborative writing (CW), a socially and academically valuable practice, has gained prominence with the integration of mobile technologies. Tools such as Google Docs and WhatsApp facilitate real-time collaboration, feedback sharing, and idea development, enhancing writing motivation and outcomes. Although research highlights the benefits of mobile technologies in CW, limited studies have examined their role in academic writing, particularly among graduate students. This study investigates the affordances and challenges of WhatsApp and Google Docs in CW for academic writing. By exploring their impact on collaboration, motivation, and writing quality, the study aims to provide insights into the potential of mobile technologies in improving writing skills and academic success in language learning contexts.
Due to the positive effects on students' performance and social skills, student-centered instructional strategies such as cooperative learning are increasingly used in higher education. Although cooperative learning has been studied extensively, often these studies cannot be applied to the context of higher education physics due to differences in the nature of the disciplines and educational levels. In order to highlight research focusing explicitly on higher education physics and thus enable physics instructors to take full advantage of cooperative learning, a review of recent research is necessary. Using three databases and including peer-reviewed journal articles published after 2010 that focused on cooperative learning in physics in higher education, a total of 50 articles were analysed to examine 1) what kind of cooperative learning strategies and 2) what kind of tasks have been used recently in the context of higher education physics, and 3) how the advantages of cooperative learning is justified. The results show that the two most common strategies, i.e. Learning Together and Group Investigation, covered most of the studies reviewed. The tasks given to students highlighted the experimental and conceptual nature of physics knowledge, even though many cooperative learning strategies were developed for different disciplinary contexts. Several arguments for the advantages of cooperative learning were identified, showing that although learning is an intraindividual process, the presence of peers and the external learning setting can also influence the outcome. Based on the findings, suggestions are made for future research and application of cooperative learning in higher education physics.
This chapter explores the transformative potential of an adaptive learning ecosystem (ALE) in higher education. It examines the integration of personalized learning paths, cutting-edge technology, collaborative learning environments, skill development, innovative assessment methods, and supportive educational environments. Through case studies and theoretical analysis, the chapter provides a roadmap for institutions aiming to implement ALE, highlighting best practices, challenges, and future directions.
This research aims to analyze and describe the implementation of Islamic studies learning methods at the Islamic High School (STAI) Madrasah Arabiyah (MA) Bayang, Pesisir Selatan Regency. The research focus includes three main learning methods applied, namely textual-contextual methods, Problem-Based Learning, and Collaborative Learning. The research uses a qualitative approach with analytical descriptive methods, with data collection techniques through participant observation, in-depth interviews with 5 lecturers and 15 students, as well as documentation studies. Data analysis uses the Miles and Huberman interactive model. The research results show that the implementation of learning methods at STAI MA Bayang is integrative and adaptive, by combining the three methods according to the characteristics of the course. The textual-contextual method is effective in developing a comprehensive understanding of religious texts, Problem-Based Learning is successful in improving analytical skills in dealing with contemporary issues, and Collaborative Learning encourages active learning through interaction between students. Despite facing challenges such as limited resources and diversity of student backgrounds, institutions have succeeded in overcoming them through various development programs and utilization of learning technology. Abstrak Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan implementasi metode pembelajaran studi Islam di Sekolah Tinggi Agama Islam (STAI) Madrasah Arabiyah (MA) Bayang, Kabupaten Pesisir Selatan. Fokus penelitian meliputi tiga metode pembelajaran utama yang diterapkan yaitu metode tekstual-kontekstual, Problem-Based Learning, dan Collaborative Learning. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif analitis, dengan teknik pengumpulan data melalui observasi partisipatif, wawancara mendalam dengan 5 dosen dan 15 mahasiswa, serta studi dokumentasi. Analisis data menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa implementasi metode pembelajaran di STAI MA Bayang bersifat integratif dan adaptif, dengan memadukan ketiga metode sesuai karakteristik mata kuliah. Metode tekstual-kontekstual efektif dalam mengembangkan pemahaman komprehensif terhadap teks keagamaan, Problem-Based Learning berhasil meningkatkan kemampuan analitis dalam menghadapi isu kontemporer, dan Collaborative Learning mendorong pembelajaran aktif melalui interaksi antar mahasiswa. Meskipun menghadapi tantangan seperti keterbatasan sumber daya dan keragaman latar belakang mahasiswa, institusi berhasil mengatasinya melalui berbagai program pengembangan dan pemanfaatan teknologi pembelajaran.
We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.
This chapter describes a cooperative study that looked at the effects of online international collaboration on intercultural and academic development, conducted by universities in Morocco and Spain. It is designed to determine how cross-cultural initiatives affect students' academic development and intercultural competency. It involved 200 students and examined issues including time zones and technological differences while assessing the efficacy of online cooperation through a mixed-methods approach that includes questionnaires, interviews, and content analysis. The theoretical framework emphasizes mutual understanding and the role of technology in removing obstacles. It borrows from theories of collaborative learning and intercultural communication. Initial results demonstrate beneficial effects on communication and cultural understanding, highlighting the need of cross-cultural education in developing globally competent pupils in the face of growing digital interconnection.
El pensamiento crítico es una habilidad fundamental en la educación superior, ya que promueve la capacidad de análisis, evaluación y toma de decisiones informadas. Esta revisión sistemática de literatura tiene como objetivo identificar las estrategias más efectivas para el desarrollo del pensamiento crítico en los estudiantes universitarios. A través del análisis de 20 artículos recientes, se exploran los retos que enfrentan las instituciones educativas para incorporar el pensamiento crítico en sus planes de estudio, así como las metodologías más exitosas reportadas en la literatura. Los hallazgos indican que las estrategias basadas en el aprendizaje colaborativo, la reflexión crítica, y la integración de tecnologías educativas son las más eficaces para fomentar el pensamiento crítico. Además, se discute la influencia de la autoeficacia y el apoyo institucional en el desarrollo de esta competencia. Los resultados destacan la importancia de una enseñanza explícita de habilidades de pensamiento crítico y la necesidad de evaluar continuamente la efectividad de estas estrategias.
In this chapter, we discuss how the classroom environment can and should be considered figuratively but also literally. We begin by examining the literature on environmental factors and how classroom arrangement impacts the student experience of the class as well as the teacher-student relationship. In addition, we think through more abstract conceptualizations of “space” to frame the interactions that happen in the classroom, regardless of its physical arrangement, as a kind of structured environment. We then lay out some theories of scenic arrangement from theatre studies to contextualize how we approach classroom design. Reflecting on our experiences working on a wide variety of campuses, we discuss when and how to make physical adjustments, while also emphasizing how little control we likely have over the physical resources and arrangement of the classroom itself in most situations. Finally, we contextualize the concept of environment more abstractly, thinking about the practices that frame the metaphorical environment of the work that we do. We conclude with some brief final reflections on the intersection between environment and classroom experience, especially in our increasingly mediated and mediatized world.
Tujuan penelitian adalah untuk mengetahui bagaimana Universitas Islam Balitar (UNISBA) Blitar menggunakan media pembelajaran berbasis pembelajaran kolaboratif untuk meningkatkan literasi digital mahasiswanya. Penelitian ini menggunakan metodologi kualitatif dan desain penelitian deskriptif kualitatif; Secara khusus purposive sampling digunakan untuk menguji data melalui observasi, dokumentasi, dan wawancara. Setelah pengumpulan data, peneliti melakukan kondensasi data, visualisasi data, dan pengambilan kesimpulan. Berdasarkan temuan penelitian, siswa yang memiliki kompetensi literasi digital tingkat tinggi dapat menggunakan teknologi digital secara bijaksana dan etis. Untuk mencapai hal tersebut, pengembangan kompetensi literasi digital mahasiswa melalui media pembelajaran berbasis collaborative learning sangat diperlukan. Pemanfaatan media digital dalam tugas tugas merupakan salah satu strategi untuk meningkatkan kemahiran siswa dalam literasi digital. Dosen dapat memanfaatkan berbagai sarana dan perangkat digital dalam aktivitas tersebut, dan menyesuaikan tugas dengan indikator kompetensi yang ingin diterapkan. Dengan demikian, mahasiswa dapat meningkatkan pengalaman belajar mereka dalam memanfaatkan teknologi digital. Hasilnya menunjukkan bahwa mahasiswa mengalami peningkatan kompetensi literasi digital.
Introduction: Multimorbidity is a significant
global issue and public health challenge,
particularly among older adults with significant
burden to healthcare systems and society.
Purpose of review: To identify the burden of
multimorbidity in older people, its determinants,
and distribution according to an electronic
literature review search.
Results: Multimorbidity has a higher prevalence
in older people, and the female gender is more
prone globally. It is was closely related to health
chronic conditions and countries; regional
differences had an impact on it. Comparison of
the burden of multimorbidity in Albania and
other Balkan countries evidenced no changes in
trends and impacted factors.
Conclusions: Multimorbidity worldwide has a
higher prevalence in older adults, both genders. It
is found that older women are more vulnerable
due to aging, facing more health, economic, and
social problems.
Keywords: multimorbidity, older adults, women,
global burden, determinants
BULETINI SHKENCOR Universiteti “Ismail Qemali” Vlorë
Numër 7, Vëllimi 3, 2024
ISSN 2310-6719 ISSN online 3005-8473
El Aprendizaje Basado En Proyectos (Abp) Ha Emergido En Los Últimos Años Como Una Metodología Altamente Efectiva Y Enriquecedora Para El Desarrollo De Habilidades Críticas En Los Estudiantes Al Involucrarlos Activamente En La Resolución De Problemas Reales Y Relevantes En Su Entorno Educativo. Este Interesante Artículo Analiza Detalladamente El Impacto Significativo Que Tiene La Incorporación De Tecnologías Digitales En El Proceso De Implementación Del Aprendizaje Basado En Problemas (Abp), Así Como Su Notable Influencia En El Fomento Y Fortalecimiento De Las Habilidades De Pensamiento Crítico En Los Estudiantes De Educación. Se Realizó Un Estudio Cuasi-Experimental Con Estudiantes De Educación Básica, En El Cual Se Llevó A Cabo La Comparación Entre Un Grupo Que Participó En Un Enfoque Pedagógico Basado En El Aprendizaje Basado En Problemas (Abp) Apoyado Por Diversas Herramientas Digitales, Y Otro Grupo Que Siguió Métodos Convencionales De Enseñanza. Los Resultados Obtenidos A Través Del Estudio Detallan Que Aquellos Estudiantes Que Optaron Por Emplear El Aprendizaje Basado En Problemas En Conjunto Con Herramientas Tecnológicas Digitales Presentaron Un Progreso Significativamente Mayor En La Adquisición Y Mejora De Habilidades Cognitivas De Alta Complejidad, Como Por Ejemplo, La Capacidad De Análisis Profundo, La Destreza Para Evaluar Información De Manera Crítica, La Habilidad Para Tomar Decisiones Fundamentadas Y La Competencia En La Resolución De Situaciones Problemáticas De Índole Compleja. Plataformas Tecnológicas Como Google Workspace, Herramientas De Simulación Interactiva Y Diversas Aplicaciones Colaborativas Han Contribuido Significativamente A Mejorar La Organización Y Coordinación De Proyectos Académicos, Así Como A Agilizar La Recopilación Y Análisis De Datos, Fortaleciendo De Esta Manera La Interacción Y El Intercambio De Conocimientos Entre Los Estudiantes, Lo Que Ha Fomentado Un Enfoque Más Participativo Y Autodirigido En Su Proceso De Aprendizaje. Además, Se Pudo Constatar Que La Implementación De Estas Tecnologías No Solo Incrementó Notablemente La Motivación Y El Compromiso De Los Estudiantes, Sino Que También Potenció Su Participación Activa En El Proceso De Aprendizaje, Aspectos Fundamentales Para El Logro De Los Objetivos Del Aprendizaje Basado En Problemas. Sin Embargo, Durante El Proceso De Implementación Se Identificaron Ciertos Desafíos Significativos, Tales Como La Imperiosa Necesidad De Contar Con Una Infraestructura Tecnológica Adecuada Y La Capacitación Tanto De Docentes Como De Estudiantes Para El Uso Eficaz Y Óptimo De Estas Herramientas Innovadoras. A Pesar De Los Desafíos Mencionados Anteriormente, El Estudio Concluye De Manera Contundente Que La Integración Exitosa Del Aprendizaje Basado En Proyectos Con Tecnologías Digitales Tiene Un Impacto Sumamente Positivo En El Desarrollo De Habilidades De Pensamiento Crítico. Además, Se Destaca Que Esta Combinación Puede Ser Considerada Como Una Estrategia Pedagógica Altamente Eficaz Para Preparar De Manera Óptima A Los Estudiantes Para Afrontar Los Desafíos Y Exigencias Del Siglo Xxi. Este Interesante Artículo Académico Plantea La Relevancia De Llevar A Cabo Investigaciones Exhaustivas Sobre La Efectividad Y Viabilidad De La Aplicación De Estas Innovadoras Metodologías En Una Amplia Gama De Entornos Educativos Y Niveles Académicos. Asimismo, Resalta La Trascendencia De Establecer Políticas Educativas Que Promuevan Activamente La Integración De Herramientas Tecnológicas Digitales En El Desarrollo De Los Procesos De Enseñanza Y Aprendizaje.
У статті розглянуто особливості спільного навчання в групових проектах у якості інструменту формування іншомовної компетентності в діалогічному мовленні студентів ЗВО. Означено та досліджено ключові особливості реалізації спільного навчання в проектах за допомогою методики Collaborative Learning in Group Projects. Викладання за стилістикою Collaborative Learning in Group Projects визначено як комплекс заходів, спрямованих на розвиток та ідентифікацію когнітивних можливостей студента-здобувача у процесі опанування та вивчення певної дисципліни, її відмітних особливостей та стандартів, що визначають її з-поміж інших навчально-наукових дисциплін та матеріалів. Визначено головні елементи імплементаційного застосування методики Collaborative Learning in Group Projects в системі формування іншомовної компетентності в діалогічному мовленні студентів ЗВО. Зокрема, досліджено такі її підтипи, як Think-pair-share (TPS; парний розмовний брейн-ринг)та Problem-based learning (PBL; проблемно-орієнтоване навчання) – спрямовані на вивчення та опрацювання шляхом тривалого мовно-лінгвістичного обговорення поставленої задачі (проблеми) у групах шляхом залучення когнітивних, творчих та раціонально-критичних можливостей мислення здобувача та, відповідно, стимулювання у такий спосіб розмовно-лексичного потенціалу останнього; Case Study method (кейсовий метод) передбачає опрацювання мовно-лексичного інструментарію за допомогою інтерпретаційного моделювання; Small Group Discussion (SGD, обговорення в міні-групах) застосовується з метою розширення лексичного запасу; Group Work Roles Usage (GWRU; робота в групах з використанням робочих ролей) спрямовується на досягнення лексично-розмовних компетентностей здобувача лінгвістичної освіти; Jigsaw Strategy (JS;стратегія «головоломка») застосування стратегії мозкового штурму з метою досягнення результатів у лінгвістичному плануванні та застосуванні останнього студентом-здобувачем; Peer Teaching (PT; взаємне навчання) – навчання студента-здобувача новим лексичним зворотам шляхом використання методу ментортства та (або) туторства. Доведено, що ключовим завданням Collaborative Learning in Group Projects є стимулювання, розвиток та ідентифікаційне забезпечення когнітивно-мовних можливостей студента ЗВО, що засновується на повній та всеохопній детекції потенційних лінгвістичних можливостей здобувача педагогом-викладачем під час формування іншомовної компетентності в діалогічному мовленні. Розглянуто можливість аплікації кожного із вищезазначених підметодів загальної методології Collaborative Learning in Group Projects в системі викладання іншомовних дисциплін та набуття іншомовних компетентностей в діалогічному мовленні студентів ЗВО в Україні.
استهدف البحث الحالي الكشف عن أثر استراتيجية تفكير الأقران بصوت مسموع أثناء حل المشكلات (TAPPS)، في تنمية مهارات التفكير لدى طلبة الصف الثالث متوسط في مادة العلوم وحدة (الحركة والقوة)، ولتحقيق هذا الهدف استخدام المنهج التجريبي ذو التصميم قبلي بعدي لمجموعة واحدة ، حيث تكونت عينة الدراسة من 32 طالباً، وكانت أدوات البحث عبارة عن مقياس لمهارات التفكير في الأبعاد التالية: التفكير بمرونة، التفكير في التفكير، التفكير والتواصل بوضوح)، وتوصل البحث إلى النتائج التالية: أن استخدام استراتيجية تفكير الأقران بصوت مسموع أدى إلى تحسين وتعزيز مهارات التفكير لدى طلبة الصف الثالث متوسط في مادة العلوم، كما هو مبين من خلال الاختبارات الإحصائية الدالة. ومع ذلك، فإن نسبة الكسب المعدل لبلاك تشير إلى أن مستوى التحسن لم يصل إلى الحد الأدنى المقبول (1.2) وفقًا لمعيار بلاك. وفي ضوء النتائج قدم البحث عدة توصيات ومقترحات منها: يمكن استخدام الأدوات التكنولوجية لدعم تطبيق استراتيجية TAPPS، وخلق بيئة صفية مشجعة على التفكير الحر والنقدي، وإجراء المزيد من الدراسات حول أثر استراتيجية تفكير الأقران بصوت مسموع أثناء حل المشكلات TAPPS على متغيرات أخرى مختلفة عن التي تناولتها الدراسة الحالية.
Cooperative learning has emerged as a widely adopted teaching strategy aimed at enhancing student achievement. This approach promotes collaborative work among students, fostering both academic and social development. In this meta-analysis, we investigated the effects of cooperative learning on student achievement by synthesizing data from various empirical studies that met specific inclusion criteria. A total of 40 studies, all employing randomized controlled trials, were analyzed to determine the impact of cooperative learning on academic performance across different educational settings. The results of the meta-analysis indicate a significant positive effect of cooperative learning on student achievement. The calculated effect size was moderate (Cohen's d = 0.42), suggesting that cooperative learning is not only beneficial but also effective in enhancing students' academic outcomes across different subjects and educational levels. This finding underscores the robustness of cooperative learning as a pedagogical strategy, demonstrating its potential to foster meaningful academic progress in diverse student populations. The implications of these findings are far-reaching. From a theoretical perspective, the results reinforce the role of social interaction in cognitive development, aligning with constructivist theories of learning. Practically, the study suggests that educators should integrate cooperative learning techniques into their instructional practices to boost student performance, especially in subjects that benefit from collaborative problem-solving. Furthermore, at the policy level, the findings support the adoption of cooperative learning as part of evidence-based teaching reforms aimed at improving educational outcomes on a larger scale. However, this meta-analysis is not without limitations. The heterogeneity of the included studies-varying in terms of sample sizes, age groups, and educational contexts-poses challenges to the generalizability of the findings. Additionally, the potential for publication bias must be acknowledged, as studies reporting positive results are more likely to be published. To mitigate these limitations, future research should focus on conducting more rigorously designed studies in diverse educational settings and explore the long-term effects of cooperative learning on different student populations.
Bu araştırma Türkiye'deki ilkokul düzeyinde işbirlikli öğrenme yöntemi ile yapılan deneysel çalışmaları incelemeyi amaçlamıştır. Çalışmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Yükseköğretim Kurulu (YÖK) Tez Veri Tabanı'nda "İşbirlikçi Öğrenme," "Kubaşık Öğrenme" ve "İşbirlikli Öğrenme" anahtar kelimeleri kullanılarak taramalar yapılmış, dâhil edilme kriterleri çerçevesinde sekiz doktora ve 27 yüksek lisans tezi çalışma grubunu oluşturmuştur. Veriler içerik analizi kullanılarak incelenmiştir. Bulgular değerlendirildiğinde, işbirlikli öğrenmeyle ilgili deneysel çalışmaların yüksek lisans tezlerinde ağırlık kazandığı, bunların Sosyal Bilimler ve Eğitim Bilimleri Enstitülerinde yapıldığı tespit edilmiştir. Çalışmaların 2006-2015 yıl aralığında yoğunlaştığı, konu olarak akademik başarının yanı sıra derslere yönelik tutumların sıklıkla ele alındığı belirlenmiştir. Örneklem seçiminde rastgele örneklemelerin ön planda yer aldığı ve buna bağlı olarak çalışmalarda gerçek deneysel desenlerin ağırlık kazandığı görülmüştür. Deneysel çalışmalar çoğunlukla 4. sınıf düzeyinde ve matematik ile fen bilimleri derslerinde gerçekleştirilmiştir. Veri toplama araçları arasında başarı testleri ve tutum ölçekleri daha fazla tercih edilmiş, analiz yöntemlerinden Kovaryans analizi ve t testi ön planda yer almışlardır. İşbirlikli öğrenme tekniklerinden öğrenci takımları başarı bölümleri daha fazla tercih edilmiş, ölçme araçlarının güvenirliği genel olarak KR-20 ve Cronbach alfa ile sağlanmıştır.
This chapter looks at how teachers can convene and moderate online discussions in ways that are effective for student learning and engagement; time-efficient; varied and satisfying. The chapter tackles basic organizational factors such as grouping, topics, links to class, and assignments, purpose/s, and how to guide students. A key point of reference is acknowledgement of common concerns for teachers as we strive to keep the online discussions interesting and varied, to engage student participation and promote learning. The chapter provides guidance on how to establish a purpose for discussion, maintain appropriate presence, intervene to enhance learning, and manage time and self effectively to keep workload under control.
Penelitian ini bertujuan untuk meningkatkan partisipasi siswa dalam diskusi mata pelajaran IPAS mengenai bumi dan alam semesta di kelas V SD Sukatani. Metode yang digunakan adalah penelitian tindakan kelas dengan teknik observasi, wawancara, dan angket untuk mengumpulkan data. Melalui pendekatan kolaboratif dan penggunaan media pembelajaran interaktif, partisipasi siswa dalam diskusi meningkat secara signifikan. Hasil utama menunjukkan bahwa siswa menunjukkan minat lebih dan lebih terlibat dalam diskusi setelah menerapkan strategi. Kesimpulan dari penelitian ini adalah penggunaan metode pengajaran inovatif dan pembelajaran kolaboratif dapat secara efektif meningkatkan partisipasi siswa dalam diskusi terkait sains. Penelitian ini memberikan informasi baru kepada guru untuk menciptakan lingkungan belajar yang lebih baik dan menarik bagi siswa.
Penelitian ini bertujuan untuk menginvestigasi penerapan model pembelajaran Snowball Throwing berbantuan alat peraga dalam meningkatkan kemampuan pemahaman konsep matematis pada siswa kelas VIII SMP Garuda Kota Tangerang. Model pembelajaran Snowball Throwing merupakan pendekatan yang melibatkan partisipasi aktif siswa dalam membangun dan mengembangkan pemahaman mereka melalui diskusi dan interaksi dengan teman sebaya. Alat peraga digunakan untuk memfasilitasi visualisasi konsep matematis yang abstrak menjadi lebih konkret dan mudah dipahami'). Metode penelitian ini menggunakan desain quasi-eksperimental dengan desain kelompok kontrol non-ekuivalen. Sampel penelitian terdiri dari dua kelas, yaitu kelas eksperimen yang menerapkan model pembelajaran Snowball Throwing berbantuan alat peraga dan kelas kontrol yang menerapkan pembelajaran konvensional. Instrumen yang digunakan dalam penelitian ini adalah tes pemahaman konsep matematis yang telah divalidasi sebelumnya. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Snowball Throwing berbantuan alat peraga secara signifikan meningkatkan kemampuan pemahaman konsep matematis pada siswa. Skor rata-rata pemahaman konsep matematis pada kelas eksperimen mengalami peningkatan yang signifikan dibandingkan dengan kelas kontrol. Selain itu, siswa juga menunjukkan tingkat motivasi dan partisipasi yang lebih tinggi dalam pembelajaran menggunakan model Snowball Throwing. Kata Kunci: Pembelajaran Snowball Throwing, Alat Peraga, Pemahaman Konsep Matematis
Background and Aim: Nowadays, with the development of information technology, physical education in universities calls for the integration of modern technology with teaching activities. This study aims to establish a blended learning model based on Superstar, compare its impact on students' learning effectiveness (learning engagement, skill performance, and professional competence) with the traditional face-to-face teaching model, and explore students' experiences with the blended learning model based on Superstar. Methodology: A mixed method was used in this study. The population consisted of sophomore students majoring in Leisure Sports at the School of Sports Science at Anshan Normal University who are enrolled in the Table Tennis General Education course in Liaoning Province, China. This sample was 42 students (34 male and 8 female) who were drawn from sophomore students majoring in Leisure Sports. The sample students were randomly selected. Performance tests and an open-ended questionnaire were employed to collect data. SPSS and NVivo were used to make the analysis. Independent samples t-tests and thematic analysis were used to test the hypotheses. Results: The findings indicated there was a significant difference in students' learning effectiveness between the blended learning based on Superstar and traditional face-to-face teaching. The average scores after the blended learning model based on Superstar were higher than those in traditional face-to-face teaching. On the other hand, students expressed positive attitudes towards their learning experience with this teaching model. Conclusion: Blended learning based on Superstar had a positive effect on table tennis general courses and provided students with a positive learning experience.
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