Online engagement during COVID ‐19: Role of agency on collaborative learning orientation and learning expectations

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.

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

Sensors ◽

10.3390/s21092898 ◽

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.

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The role of design-principles in designing courses that promote collaborative learning in higher-education

Computers in Human Behavior ◽

10.1016/j.chb.2009.01.006 ◽

2009 ◽

Vol 25 (5) ◽

pp. 1067-1078 ◽

Cited By ~ 27

Author(s):

Yael Kali ◽

Rachel Levin-Peled ◽

Yehudit Judy Dori

Keyword(s):

Higher Education ◽

Collaborative Learning ◽

Design Principles

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

Journal of English as A Foreign Language Teaching and Research ◽

10.31098/jefltr.v1i1.479 ◽

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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