Perceptions of nontraditional students and their instructors regarding the collaborative teaching and learning mode and the socialized expectations students bring from the workplace into the undergraduate classroom

This paper looks at the effectiveness of Collaborative Teaching and Learning (CTL) strategies in increasing students’ satisfaction in their learning outcomes, experiences, and achievements. The main strategy addressed in this paper is engaging Students as Partners in the CTL. Student engagement correlates with positive learning experiences and outcomes for students. ‘Students as Partners’ principles and approaches are relevant to many aspects of enhancement and innovation in curriculum and pedagogy, particularly in Higher Education. While this may not be a novel or new idea in the West, many countries in Asia and the Middle East have yet to incorporate collaborative approaches in the classrooms. As such, this review hopes to shed light on the possibilities and advantages of engaging learners in aspects that in a traditional classroom, the role that only educators and teachers take on. This paper also explores the potential issues, challenges, and further work required in the application of CTL in an English as a Foreign Language (EFL) classroom in Saudi Arabia.

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Emerging ICT Tools, Techniques and Methodologies for Online Collaborative Teaching and Learning Mathematics

Mathematics Education Forum Chitwan ◽

10.3126/mefc.v5i5.34753 ◽

2020 ◽

Vol 5 (5) ◽

pp. 17-21

Author(s):

Niroj Dahal ◽

Bal Chandra Luitel ◽

Binod Prasad Pant ◽

Indra Mani Shrestha ◽

Netra Kumar Manandhar

Keyword(s):

Teaching And Learning ◽

Collaborative Teaching ◽

Pedagogical Practices ◽

Online Classes ◽

Asynchronous Mode ◽

Learning Platform ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

Present Context ◽

Ict Tools

Emerging ICT tools, techniques and methodologies (TTM), which might be helpful for pedagogical practices, for a synchronous and asynchronous mode of teaching and learning mathematics in online and distance mode of education. This action research reported from the underpinning practices of the authors as trainers, course facilitators, educational researchers and innovative practitioner-the possible uses of emerging ICT tools, techniques and methodologies for teaching and learning mathematics. This article highlights some key strengths with possible integration of emerging ICT tools, techniques and methodologies to facilitate online and offline task(s) and assessment(s) of the learners, and trainees in a collaborative manner. Epistemologically, our experiences reflected that the learning experiences of the learners and trainees would be better by incorporating emerging ICT tools, techniques and methodologies in day to day practices in online classes specifically more in this present context. We have concluded the paper by highlighting the effectiveness of use of emerging ICT tools, techniques and methodologies as a new innovative virtual teaching and learning platform.

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Chapter 5 Peer Reviewing in a Collaborative Teaching and Learning Environment: Anja Burkert and Johannes Wally

Feedback Matters ◽

10.3726/978-3-653-03442-4/7 ◽

2016 ◽

Keyword(s):

Learning Environment ◽

Teaching And Learning ◽

Collaborative Teaching ◽

Teaching And Learning Environment ◽

Peer Reviewing

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Understanding Collaborative Teaching and Learning in Adult Literacy: Practices in Canada and the United Kingdom

Literacy and Numeracy Studies ◽

10.5130/lns.v15i2.2207 ◽

1970 ◽

Vol 15 (2) ◽

pp. 57-72 ◽

Cited By ~ 4

Author(s):

Maurice Taylor ◽

Karen Evans ◽

Ali Abasi

Keyword(s):

United Kingdom ◽

Adult Students ◽

Adult Literacy ◽

Teaching And Learning ◽

Literacy Practices ◽

Case Study Research ◽

Building Blocks ◽

Collaborative Teaching ◽

Literacy Practice ◽

The United Kingdom

The purpose of this study was to investigate how adult students learn collaboratively with other peers in both formal and non-formal adult literacy programs and what teaching styles best support this learning. A multi-site case study research design was used involving several different literacy organizations in Eastern Ontario, Canada, and in Central London, United Kingdom. Findings suggest that collaborative learning is the cement that bonds the various building blocks in a community of literacy practice across small, large and tutorial types of programs. Central in this framework is the component called the Instructor’s Philosophy and Teaching Perspective which helps explain the teaching and learning transactions.

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