Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance

2013 ◽  
Vol 62 ◽  
pp. 102-110 ◽  
Author(s):  
Lorena Blasco-Arcas ◽  
Isabel Buil ◽  
Blanca Hernández-Ortega ◽  
F. Javier Sese
Keyword(s):  
Collaborative Learning ◽  
Learning Performance

Is it Relevant? The Role of Off-task Talk in Collaborative Learning

2015 ◽  
Vol 5 (1) ◽  
pp. 31-54
Author(s):  
Khaled Barkaoui ◽  
Margaret So ◽  
Wataru Suzuki
Keyword(s):  
Collaborative Learning

scholarly journals Collaborative Learning in Makerspaces: A Grounded Theory of the Role of Collaborative Learning in Makerspaces

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110207
Author(s):  
Kolja Oswald ◽  
Xiaokang Zhao
Keyword(s):  
Grounded Theory ◽  
Collaborative Learning ◽  
Venture Creation ◽  
Theoretical Understanding ◽  
Innovative Environment ◽  
Open Coding ◽  
Axial Coding ◽  
The Impact ◽  
Emergent Theory

Makerspaces are a relatively new phenomenon that seem to create an innovative environment for individuals to work on projects and learn about technology. This article presents a grounded theory study, which investigates the impact that makerspaces have on innovation. Strauss and Corbin’s grounded theory methodology is used to research this exploratory topic. The data sample consists of 16 interviews of members of a makerspace in Shanghai, China. Data analysis was conducted abiding by Strauss and Corbin’s coding framework, entailing open coding, axial coding, and selective coding as well as coding tools, such as the coding paradigm and the conditional matrix. Collaborative learning was identified as the core phenomenon of this research, and The Collaborative Learning and its Outcomes Theory was created. The emergent theory contributes to the understanding of how makerspaces impact outcomes, such as innovation and venture creation, as well as explain how collaborative learning in conjunction with other modes of learning can facilitate learning at various complexities. As such, this study’s contributions are in developing the theoretical understanding of makerspaces as well as collaborative learning. It offers managerial and pedagogical implications that can help create learning environments where collaborative learning is fostered.

scholarly journals Studying Collaboration Dynamics in Physical Learning Spaces: Considering the Temporal Perspective through Epistemic Network Analysis

Sensors ◽  
2021 ◽  
Vol 21 (9) ◽  
pp. 2898
Author(s):  
Milica Vujovic ◽  
Ishari Amarasinghe ◽  
Davinia Hernández-Leo
Keyword(s):  
Collaborative Learning ◽  
Temporal Analysis ◽  
Learning Design ◽  
Learning Spaces ◽  
Limited Evidence ◽  
Temporal Perspective ◽  
Learning Space ◽  
Collaboration Dynamics ◽  
Collaborative Activities

The role of the learning space is especially relevant in the application of active pedagogies, for example those involving collaborative activities. However, there is limited evidence informing learning design on the potential effects of collaborative learning spaces. In particular, there is a lack of studies generating evidence derived from temporal analyses of the influence of learning spaces on the collaborative learning process. The temporal analysis perspective has been shown to be essential in the analysis of collaboration processes, as it reveals the relationships between students’ actions. The aim of this study is to explore the potential of a temporal perspective to broaden understanding of the effects of table shape on collaboration when different group sizes and genders are considered. On-task actions such as explanation, discussion, non-verbal interaction, and interaction with physical artefacts were observed while students were engaged in engineering design tasks. Results suggest that table shape influences student behaviour when taking into account different group sizes and different genders.

scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

Analysis of the Collaborative Learning Application in Reading Material at Ninth Grade of SMPN 7 Kinali Pasaman Barat

2021 ◽  
Vol 1 (1) ◽  
pp. 71-88
Author(s):  
Sukini Sukini ◽  
Hilma Pami Putri
Keyword(s):  
Qualitative Research ◽  
Collaborative Learning ◽  
Learning Strategy ◽  
Research Question ◽  
Ninth Grade ◽  
The Other ◽  
Reading Material ◽  
Other Hand ◽  
Object Based

This research was designed to find out and analyze of the collaborative learning application in reading material at ninth grade of SMPN 7 Kinali Pasaman Barat. This research conducted due to several problems found in the field which were students make a fuss when working in groups, students do not listen to given the assignment by the teacher. It can be seen that there were students who work on group assignments that care and others were just busy talking with others. This research was done in order to answer the research question “What were the role of student and what were the role of teacher in collaborative learning at the ninth grade of SMPN 7 Kinali Pasaman Barat?” This research was a qualitative research using collaborative learning strategy. The purpose of this research was to find out and analyze the collaborative learning applicationin reading material at the ninth grade of SMPN 7 KinaliPasaman Barat by analyzing the teacher’s and students’ role in the collaborative learning. The researcher used interview and observation as the instrument of the research. The interview was directed to both students and teacher, which for the students contained 12 questions and for the teacher contained 7 questions. The researcher took 2 classes namely IX1 and IX2 as the observation object.                    Based on the finding from interview and observation of the collaborative learning in SMPN 7 Kinali Pasaman Barat, it was found that the teacher already fulfilled her role in the collaborative learning effectively, in the other hand the students still lack of the role as the cheer leader. They still laughed at their friends mistake. Besides that, the other roles that the students supposed to have were already done effectively. As the conclusion, the collaborative learning in SMPN 7 Kinali Pasaman Barat was good since the students and the teacher were doing their role effectively

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