Questions related to Collaborative Learning
"Is there any difference between collaborative learning and engagement learning? Are collaborative learning and engagement learning separate concepts or complementary aspects?"
Please provide references.
Universities are increasingly stressing graduate qualities that they aim to develop in their students. However, creativity is often absent from this list of graduate qualities. Nevertheless, it is emerging as an important attribute among employers and students. Work integrated learning provides a suitable approach in developing creativity skills. Notions of creativity are shifting from an artistic trait of individuals to a collaborative, purposeful, team-based process. Creativity is emerging as an important graduate attribute across a wide range of disciplines including business, engineering, science and the arts.
Covid-19 have changed the learning at all levels and impacted social fabrics and mental state of many students and learners worldwide. As a result, the educators are challenged to provide the best learning methodologies and technologies to make sure that every students is motivated and has a best learning experience. New Learning management systems like EDORER are emerging bringing the e-learning to the next level while facilitating the most effective teaching, learning, proctoring and collaborative educational environment. The EDORER was built for Educators by EdTech Educators. The EDORER is everything the modern digital educator needs: live classrooms, online courses, proctored exams, mentoring and more in a collaborative learning environment.
I am working on my research proposal on the topic, "physical proximity and technology-enhanced collaborative learning in Chemistry. And am going to use the topic matter and change, using CK-12 foundation.
We are preparing the new ERASMUS + project (2017 - 2020) aiming at CLIL application into lectures, seminars at universities, colleges to support internationalization of Higher Education. We are looking for partners from EU universities with diverse level of internationalization of education. The experienced ones who can provide some experience and essential competences required at the pre-phase, implementation phase and running phase of providing content courses in non-mother tongue. We would like to invite to cooperate also those ones without having any experience of CLIL application into education on Tertiary level of education. If you are interested in such project work, let me know in your reply to this question. Thank you.
I am looking for the latest studies on computer-supported collaborative learning (CSCL) at the primary school level (Grade 1 to Grade 4). Specifically, I am interested in computer-supported collaborative learning in a face-to-face classroom setting. Can you point me to studies or review of studies if you know any.
What is the significant role of Collaborative Learning among learners in their classrooms?
Do you think that we need to encourage our students to be involved in CL during our instructions?
What is your perspective about this question?
The project on the use of WhatsApp during teaching practice, with special focus on collaborative learning and social networking. The question was raised to answer to research questions:
What is the effect of WhatsApp technology on collaborative learning?
What is the effect of WhatsApp technology on social networking?
I am a Japan based TESOL professional looking to collaborate with other educators from around the world on research into the emerging paradigm of telecollaborative learning.
Many see technology in the classroom as a teaching gimmick, and rightly so if it is used without any pedagogical framework. However, technology provides great potential to enhance learning in many pedagogically sound ways. The use of technology to connect students from around the world in collaborative projects has been shown to help students develop not only knowledge of a particular subject matter, but also language skills and intercultural sensitivity. Use of technology to connect students from different geographical locations in such collaborative learning projects is commonly referred to as telecollaborative learning. Current technology (such as the Google Apps suite) provides powerful, easy to use, and a quite often free interface for connecting students and teachers interested in pursuing telecollaborative learning.
I have already begun the groundwork for such a study through three preliminary Japan based studies. One study demonstrates that motivated Japanese university students can teach each other the technological skills necessary to complete a complex term-long multimedia intercultural project with minimal teacher input and little or no prior experience. Another study reveals social pressure as being the strongest factor motivating the completion of such collaborative projects among Japanese university students. And a third study quantifies the development of intercultural sensitivity among Japanese university students through online cultural exchange. If you are interested in joining me in a project to connect university students from your country with university students in Japan in a study of telecollaborative learning, please contact me and we can discuss the details of setting up such a project.
I am PhD student. I am studying on Readmission Agreement and its negative effects on refugee rights, especially the principle of non-refoulment. I would like to discuss my topic with another colleague studying same subject area.
We are interested in finding researchers who have experience in analyzing dialogues between science, policymakers, civil society, and the private sector. The aim of our project is to learn more about the “co-creative modus operandi” and to discuss whether (and how) such an approach could be integrated in the field of policy advice, by bringing different stakeholders together in reciprocal learning and decision-making processes in order to generate solutions that are valued by all of the parties involved.
- Peer research articles
- Active and Collaborative Learning Strategies
- Adult Learners
- Survey to assess level of Student Engagement in a Community College
Though in both, collaboration and cooperation, people work together to achieve the same target still there is great difference in their working. Would you ellaborate ?
I am interested in the (reciprocal) effects of group work (ie collaborative learning etc) on motivation and learner's autonomy.
Is there any research or theoretical approach that regards group work as counterproductive? So far, all research appears to highlight benefits (and some minor risks) regarding group work, motivation and autonomy. I would be interested in research that found a negative impact of group work on learning results/motivation/autonomy. Thanks in advance!
I have already retrieved two excellent resources:-
1- Duke University Graduate School Scientific Writing Course.
2- Standford University Writing in the Sciences - Self-Paced.
Links are provided below
Please share with us any other recommended MOOC resources.
"There is a broad consensus that a collaborative learning approach is effective for adult learners, since they can share their experiences and build knowledge together. However, because collaborative attitudes do not always develop spontaneously in a group, strategies and techniques are necessary to facilitate collaborative learning and help learners to achieve effective results".
Citation: Marzano, G., Ochoa-Siguencia, L. (2017). Online collaborative learning: the EsCAlADE training experiment, Proceedings of the International Scientific Conference “Challenges for high quality of adult education (Riga 30 May 2017), 125-134
I'm working in a research that aims to build a platform for the users who have learning difficulties. And I need a co-researcher (preferred in the learning field ) to collaborate with me in specific points.
If any one interests please reply this discussion or contact me directly .
How can technology-mediated education strengthen collaborative learning in public schools at low cost to governments?
Como o ensino mediado por tecnologia pode fortalecer a aprendizagem colaborativa em escolas públicas com baixo custo para os governos?
I am searching for an AMS instrument for blended/collaborative learning approach and if possible in social media. Thank you!
Often we do that job quite well enough on ourselves. But also we still play tapes in our minds going all the way back to grade school. There are various "overcoming writing anxiety" exercises out there.
Do you have an answer?
Who has told you you can't write?
Do you overcome this?
I'm interested in pedagogical approaches to collaborative learning with mixed reality that helps students become pro-summers of digital project based learning environments in a higher education setting.
Many years ago I used to have more personal relations with my students in class and outside class settings. Recently it seems that many students come and go without me even knowing their names. Is there a problem here that needs work or is this normal?
My focus is about Extraversion and Introversion Students and their Perception on collaborative learning.
I am planning research on intra-cultural and intercultural collaboration in computer supported learning environments. Learners collaborate face-to-face in an intra-cultural environment and they also engage in online intercultural collaboration. How can I possibly measure learners' collaboration skills? Thank you for your answer in advance.
What could be the pros and cons of being vertically aligned? Hope to get insights from other countries. :)
an exchange is defined as followed: a class (student+teacher(s)) go to another school who have a different native language for a defined period of time. Prior to the exchange there may have been contact through internet.
any one reading the project "ESAN School of Science and Technology" may answer. Also I am creating an email list for the followers of this project. Please send me your email addresses or subscribe to
One of the most important issues in the context of mobile computer supported collaborative learning is not only to provide information anywhere and anytime, but also to allow the mobile learners to find the most suitable information (and/or activities) and collaborate with the right persons. the systems mentioned above represent a good solution, so, what are the differences and similarities between them, and which one is more advisable to the m-learner group formation problem?
Hi, I've recently discovered UDL as a framework which helps educators to improve and optimize teaching and learning according to the needs of all learners. Actually, I'm looking for works that can help me to design a pedagogical approach using UDL in MOOC in general and e-learning environment in particular.
Could you please advise me or recommend me any interesting articles to this end?
Hello, I am using the merge Creative Flow and ZPD (Zone of Proximal Development) as Zone of Proximal Flow in specific team building stages effectively and efficiently with great results. It would be great to see the way you utilize it into leadership.
My work on the Creative Flow can be found into publications of mine. I work with creative collaborative learning for small groups (students and professional teams), onsite, online, and blended learning. Team Leadership may be another aspect in the science of teams.
Any papers/manyscripts are more than welcome! Thank you!
I have an idea for a research about the impact of using TTS technology on english learning across cultures. I have developed a TTS-supported social networking website as a collaborative learning environment and hope to conduct such research with colleagues oversees or in a research team in relevant institute/university.
I am currently working on its effectiveness on a selected class in the University College where I am working in.
Esports are getting more attention from researchers, but are there yet any studies on the organization of teams and their practices in professional esports? In the games where the stakes are highest, teams are highly professionalized and employs coaches and managers, but what is known about how collaborative learning and organization is encouraged, for example in practice sessions?
I am especially interested in courses leveraging peer learning, collaborative project assignments, authentic problem solving and design tasks.
What assessment/grading system have you used with what results?
What interesting studies are out there?
I'm interested in understanding proven practices that encourage increased collaboration between district office departments (business, education, HR) to better support schools.
We are planning a qualitative study with learners in primary and middle schools.
We are especially seeking the advice of education researchers/practitioners who have expertise in collaborative learning or cooperative learning, and possibly qualitative/mixed-method studies. Thank you, in advance, for your time.
I am doing a research on web 2.0 technologies by using them in a history art course.
I want to conduct a focus group discussion on two groups of students, each group has six students. I am checking the level of engagement and collaborative learning of students in the course. I want to ask questions like did you ever use web 2.0 tools or any technology before in the class? in pre-focus group but in post focus group. I want to ask how did they find online collaboration? etc
What would be best to do in this situation? should i keep questions same in both pre and post focus group? should i conduct focus group discussion one time? I am conducting this to support my engagement survey.
Teachers tend to use in e-learning the same techniques/activities/skills they use when teaching groups of students in traditional classroom. But, are the skills used in classroom the same or different to the skills teachers need in e-learning? Which are the differences? Is there taxonomy of skills or competences specific to computer-supported collaborative learning?
I am thinking to write my dissertation about flipped learning and collaborative learning.
The VOICE of European Teachers (VOICES) network will give schools, teachers, students, teacher trainers, researchers and representatives of other institution in the field of education the possibility to stay in contact, work together, start new projects and share best practice. Collaboration during projects and reflection on our activities are the keys in the learning processes within the network.
I am doing a litterature review on collective learning processes that would predict different kind of performance in a team. I want to check that I'm not missing something I wouldn't have thought of by asking you this question !
Teachers, academia, market players and students collaborate in learning process through exchange of ideas, facts, and at times experiential viewpoints. As regards learning of the students, normally "facilitators" come in who create and nurture repository and establish environment for "guided" learning in a classroom environment irrespective of its form (digital, broadcast, multicast, uni cast, physical set up). So, is it necessary that the facilitator should be knowledgeable enough to handle such critical process!
I am carrying out a research on “Postgraduates’ perceptions of the usefulness of Web 2.0 applications to facilitate collaborative learning in their university". The aim of the research is to investigate which Web 2.0 tools are used generally by post graduate students of various disciplines and to assess their usefulness as well as to explore how the collaboration of knowledge can be made productive in collaborative learning.
As a part of my master, I'm trying to build a framework for designing online learning communities. To do this, I would like start with an evaluation of an existing online educational platform. I would like to understand what components in a online education platform is important for:
- Motivating the learning.
- Supporting collaborative learning.
- Establishing a sense of belonging to a community.
The kind of platform I'm interested in, is one where teachers and students dont meet physically, but only interact online.
My intention is to start with some observation of a student doing his daily task, then make some qualitative interviews with a few teachers and student and at last, making a quantitative analysis from a questionary.
As I'm new to this, all guiding an shared experience would be of great value.
In the US at least - we are somewhat hampered by policy related mandates on what should be taught and how it should be taught and assessed. This inhibits the integration of technology for many of the high impact practices that theory would lead us to believe will make a large difference in student learning. What changes do you think need to be put in place to change the current architecture in such a way to afford better technology-mediated/integrated learning? I would love to hear not just about changes to US policy - but also policies that other countries have put in place that are making a difference with respect to the use of technology in the classroom.
I'm preparing content for a module on collaborative learning. Can anyone recommend any short videos and/or online exercises which relate to, for example, communication, perspective-taking, social intelligence, group dynamics, group problem solving, or other related concepts?
Thanks in advance,
As part of my PhD research, I am investigating the efficacy of peer to peer prompts in the context of a collaborative learning session, using John Warfield's Interactive Management methodology. This will involve analysis of the dialogue and collaborative conversational dynamics among groups of students during this process. As such, it is necessary for me to familiarise myself with relevant theories of dialogue, collaboration, argumentation, peer interaction and learning. Knowledge of these and other relevant theories will be of great benefit to me as I consider my approach to analysing student interactions, dialogue, and outcomes in these collaborative learning sessions.
I would greatly appreciate if anyone could recommend any theories, measures, or conceptual frameworks which I should consider as part of process.
Thank you for taking the time to read this question. If you are interested in further detail about my request, I would be happy to provide it.
We aware that "Communication and Collaboration" is a key skill for 21st century education. I would like to know is there any tool or measurement to test collaborative skill level or quality
Collaborative Digital mind map to enhance reading comprehension, why do we do that?
Is there a specific name for it? I am wondering if it is considered participatory action research (as I will be in the classroom) but is there another thing it could be called that I am not aware of? (I am hoping to video tape them) - weekly sessions.
Provide your own perspective for the "components" and "technologies" of next generation collaborative learning platforms
The Jigsaw teaching technique  supports team learning & empathy by engaging all students in two kinds of groups given a topic. First, the topic is segmented into N aspects or parts. Second, the students in their, one out of N, expert group focus on one aspect of the topic. Third, in their jigsaw group they learn all aspects of the topic. As in a jigsaw puzzle, each piece, that is each student's part, is essential for the completion of the process.
The e-Jigsaw could be the online, or even blended, implementation of this technique.
Please share with us your experience or opinion or interesting references with regard to this technique considering also the following questions:
Could you mention any implementations of the technique?
At which ages is this technique more effective?
How can technology support or complement, as e-Jigsaw, this technique?
Could this technique be analysed into categories?
[ Featured references:
3. http://www.jigsaw.org/#steps (Shanthi)
I've defined learning activities for a course of my university. For modeling I used IMS Learning Design. My question is: This is enough for define a collaborative model? What could miss for be called "model"?
I'm doing my thesis and title is "Collaborative model for a course using IMS LD". I'm not secure if this is the correct title. If my proposal is to define collaborative activities for a course. What should be the correct title?
I appreciate your help =)
I'd like to know what terms are being used to describe co-teaching. In Georgia, we call it co-teaching and in California its referred to as collaboration. What other terms are used to describe the co-teaching experience of one regular ed and one special ed teacher in the classroom?
Are CSCL teachers' skills the same as teachers in e-learning situation where students interact just with teachers and there are no student-student interactions?
I would be really grateful if somebody suggests me a book or paper to read about teachers' roles in CSCL.
There is some debate with cooperative learning vs collaborative learning:
cooperative more to students learn new social skills and how to work together, where as collaborative is have group members think about and solve abstract problems, problems that may have no specific answers, or multiple solutions.
from the article link:
Base on your experience can we incorporate cooperative and collaborative learning in a class and how to do that?
The term appears to be developed by or associated with Betty Collis. Some quick internet searches do not adequately define this concept or distinguish it from existing pedagogies.
I am planning to work on the impacts collaborative learning may have on learning improvement and I am trying to find an answer to the question how can we motivate and help learners to get the most out of taught materials. Does PANEL-based learning as a collaborative approach help or what?