scholarly journals Mapping the Spread of Collaborative Learning Methods in Gateway STEM Courses via Communities of Practice

2015 ◽  
Author(s):  
Matthew West ◽  
Geoffrey Herman
Keyword(s):  
Collaborative Learning ◽  
Communities Of Practice ◽  
Learning Methods

scholarly journals The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110035
Author(s):  
Aziz İlhan
Keyword(s):  
Collaborative Learning ◽  
Control Group ◽  
Conventional Instruction ◽  
Game Based Learning ◽  
Mathematical Literacy ◽  
Learning Methods ◽  
Learning Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

Effective Integration of Computer-Supported Collaborative Learning into Knowledge Management Structures

2004 ◽  
pp. 215-251
Author(s):  
Francisco M.M. Neto ◽  
Francisco V. Brasileiro
Keyword(s):  
Knowledge Management ◽  
Collaborative Learning ◽  
Knowledge Transfer ◽  
Communities Of Practice ◽  
Knowledge Mapping ◽  
Computer Supported Collaborative Learning ◽  
Computer Tools ◽  
Knowledge Repositories ◽  
New Knowledge ◽  
Effective Integration

Support for knowledge management (KM) requires mechanisms for creation, mapping and transference of knowledge. Many organizations use computer tools, like knowledge mapping tools, knowledge repositories, tools to support communities of practice and computer-supported collaborative learning (CSCL), to achieve these goals. In particular, CSCL can support knowledge transfer at the same time that it improves the process of creating new knowledge. However, whole CSCL potential to transfer knowledge and foment learning is not being used adequately, mainly because of the lack of appropriate integration with other KM tools. In fact, there is a lack of guidance on how to effectively integrate CSCL into KM and how to evaluate the benefits of this integration. This chapter fills in this gap by proposing a model to improve KM through the consistent and effective integration of CSCL into the KM structure of organizations. It also describes a framework to evaluate the results of this integration.

Reconsidering the Issue of Cooperative Learning with Gifted Students

2005 ◽  
Vol 29 (1) ◽  
pp. 90-108 ◽  
Author(s):  
Helen Patrick ◽  
Nancy J. Bangel ◽  
Kyung-Nam Jeon ◽  
Michael A. R. Townsend
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Gifted Students ◽  
Learning Opportunities ◽  
Student Interaction ◽  
Social Constructivist ◽  
Cooperative Group ◽  
Learning Methods ◽  
Good For ◽  
Group Structures

This paper addresses the discussion regarding whether or not cooperative learning methods are good for gifted students by considering the processes of task-related interaction within different cooperative structures. Differences and similarities in the nature and type of task-related interactions that are promoted by different cooperative learning structures are discussed. Furthermore, the congruence between the types of student interaction that are promoted by different structures and theories of how students learn are considered. The implications of these points for gifted students are addressed. Finally, it is suggested that collaborative learning—an extension of cooperative group structures that is premised on social-constructivist theories of learning—can provide rich learning opportunities for gifted students in mixed-ability groupings.

Communities of Practice in Nursing Academia: A Growing Need to Practice What We Teach

2013 ◽  
Vol 10 (1) ◽  
pp. 177-184 ◽  
Author(s):  
Tracie Risling ◽  
Linda Ferguson
Keyword(s):  
Collaborative Learning ◽  
Communities Of Practice ◽  
Learning Communities ◽  
Student Learning ◽  
Community Of Practice ◽  
Collaborative Research ◽  
New Faculty ◽  
Student Centered ◽  
Current State ◽  
Research Challenges

AbstractAlthough the community of practice (CoP) concept has been heavily utilized in business literature since its inception in the 1990s, it has not been significantly featured in nursing research. With student-centered approaches increasingly infusing nursing classrooms, including opportunities for collaborative learning and the development of student learning communities, it may be time to ask: Do we practice what we teach? Nursing academia faces challenges related to recruitment and retention, scholarly productivity and engagement of new faculty, and increasing demands for collaborative research. Challenges, some would argue, that could be addressed through CoPs; a sentiment reflected in the recent expansion of nursing CoP literature. What is the current state of the application of this concept in nursing academia and what barriers present in the promotion and development of CoPs in the academy? This article addresses these questions and provides guidance for those in search of community.

scholarly journals Can Finance Education Benefit from Online Collaborative Methods? An Experiment

10.28945/3760 ◽  
2017 ◽  
Author(s):  
Joe N Abou Jaoude ◽  
Raafat G Saade
Keyword(s):  
Collaborative Learning ◽  
Traditional Education ◽  
Future Research ◽  
Academic Learning ◽  
Learning Tools ◽  
Learning Methods ◽  
Traditional Courses ◽  
Class Environment ◽  
Collaborative Learning Tools ◽  
Finance Education

Aim/Purpose: We introduce interactive and collaborative learning tools into a “traditional” finance course and collect feedback from the students concerning satisfaction, engagement, and overall learning. The aim is to show that collaborative learning methods have a place in finance academia. Background: Finance education still relies on the traditional education model. We implement a collaborative learning method in a Finance course to measure its use on the topic. Methodology : We conducted two peer-to-peer sessions in a class environment, Following the two tests, we released a survey to collect information about the tool’s effectiveness. We received 42 responses out of a population of 57. Contribution: Our case study aims to bridge the gap between the use of collaborative learning methods and the academic learning environment of finance. Findings The learning tool implemented was well received and provided a significant benefit to the students in the class, per the survey. Recommendations for Practitioners : We recommend further implementations of collaborative learning methods in finance, and their injection into other traditional courses to better study their effectiveness. Recommendation for Researchers: Experiments in different courses of the same field as well as different fields and different academic schools is needed to fully understand the capabilities and limitations of the collaborative learning tools. Impact on Society: Moving away from the traditional academic model into an interactive and collaborative framework can help expand and extend the reach and effectiveness of education. Future Research: Research on the tools is needed to fit this learning approach to the multiple fields of academia (if any are needed).

Collaborative learning methods and multimedia tools for the education and training of instructors

2019 ◽  
Vol 36 (5) ◽  
pp. 395-409 ◽  
Author(s):  
Manuel Armenteros ◽  
Anto J. Benítez ◽  
Marta Fernández ◽  
Ricardo De la Vega ◽  
Manuel Sillero-Quintana ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Professional Training ◽  
Collaborative Work ◽  
Learning By Doing ◽  
Future Research ◽  
Learning Methods ◽  
Training Environment ◽  
Content Type ◽  
Multimedia Tools ◽  
The World

Purpose The purpose of this paper is to analyze the new collaborative learning methods and tools used by elite FIFA referee technical instructors, referees and assistant referees to master the Laws of the Game. These tools allow instructors to learn through practical exercises off the field of play, while they carry out activities in a participative context in which they can share and improve their knowledge regarding the Laws of the Game and consequently the interpretations and the considerations soccer referees throughout the world use to make decisions on the field of play. Design/methodology/approach In this work, we assess a collaborative learning experience that took place during the annual FIFA FUTURO III courses that FIFA provided to FIFA referee technical instructors from its six confederations between 2013 and 2015, where 48 referee technical instructors selected from 211 national associations participated. These instructors constitute the elite of FIFA’s professional training and development chain. They teach other referee technical instructors who will then instruct international referees and assistant referees all over the world with the aim of achieving uniformity when applying the Laws of the Game. Findings The course participants showed a high degree of satisfaction with respect to these materials and methods, especially regarding the possibilities they offer for organizing group discussions and for “learning by doing,” and a lack of skills in ICT management has been detected for some participants, who have shown a willingness and interest to improve their skills in this field. Research limitations/implications The training and education of soccer referees is one of the most heterogeneous training processes in the world. This complex task is even more difficult because of the growing demand for video technology in referee decision making where successful teamwork requires a high level of communication and agreement among its members. Practical implications With 211 associations, FIFA is one of the largest organizations in the world. In international competitions such as the FIFA World Cup, the referees’ decisions are analyzed by media, thousands of fans and millions of viewers. Preparing new professionals for match analysis, interpretation of Laws of the Game and working in a team is a priority for FIFA and the world of soccer. Originality/value It is the first time that collaborative learning methods are used with interactive multimedia tools that facilitate collaborative work in the training environment of soccer referee instructors, international soccer referees and assistant referees. This paper establishes a basis and a reference for future research on the effectiveness of the new collaborative technologies used by FIFA for the training of international referees and assistant referees in general.

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