International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Collaborative learning
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29 items
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This mixed-methods study investigates whether and how team-skills training and real-time facilitation can enhance students' learning of collaboration.
Two hundred and fifty-seven student teachers carried out a group task at two different levels of intervention.
The findings show that the intervention had a positive impact on the students’ perceived learning outcomes and on stimulating group reflection.
The authors also identified four enabling structures of the task design.
The study contributes to literature on how collaborative learning activities in higher education can be facilitated and argues that cultivating a language around the subject of collaboration is a prerequisite for developing transferrable collaborative skills.
Published: 2021
Updated: Feb. 27, 2022
2
The purpose of this study was to assess the impact of Google Classroom Platform of learning at the teacher education level.
Web-Based Learning Environment Inventory (WEBLEI) (Chang and Fisher 1998, 2003) and Google Classroom Evaluation Survey was used in this study.
The sample of 60 students consisting of both males and females was collected from one college of education in Jammu city, where teaching-learning process was being conducted using the Google Classroom setup.
Data analysis revealed that students could access the learning activities easily, they could communicate with other students in their subject electronically, they could decide when they wanted to learn, and they could work at their own pace.
Results also showed that the students could regularly access online resources and they had the autonomy to ask their tutor what they did not understand. Students experienced a sense of satisfaction and achievement and they felt at ease in working collaboratively with other students.
The students were also happy to print lectures and exercise materials from resources uploaded by their teachers.
Responses to the Google Classroom Evaluation survey showed that the teachers were able to give better individual attention and students developed a group feeling in such a classroom setup.
Students also felt that learning through the Google classroom was not boring and it was not a waste of time.
They found it to be an effective medium of studying.
Published: 2021
Updated: Oct. 11, 2021
3
Team-based learning (TBL) is a type of small-group collaborative learning that promotes students’ accountability and intellectual growth.
The readiness assurance stage of TBL, though having a great potential of addressing the widespread course preparation problem, has not been given enough attention.
This study aimed to examine the effectiveness of the readiness assurance stage in online and on-campus TBL and to enhance our understanding of how pre-service teachers’ interpersonal dispositions affected their learning in both environments.
Results of the mixed-method study showed that both online and on-campus modes were effective in improving pre-service teachers’ understanding and applying pedagogies in teaching. Students’ conceptual understanding of pedagogies was positively associated with their learning behavior and negatively affected by the conformity in online TBL.
However, none of the interpersonal dispositions were found to significantly affect pre-service teachers’ application of pedagogies in online TBL. Likewise, those interpersonal dispositions did not significantly affect pre-service teachers’ understanding and applying pedagogies in on-campus TBL.
Based on these results, the authors offer suggestions for educators and researchers who are interested in implementing or examining TBL
Published: 2021
Updated: Apr. 18, 2021
4
The purpose of the current study was to determine the impact of different forms of feedback (text/image/video) on the transactional distance (TD) perceptions and critical thinking skills (CTS) of the learners in online collaborative discussions.
The study was designed as a quasi-experimental study and was carried out with the participation of 104 pre-service teachers. TD Scale and Critical Thinking Standards Scale were used as data collection instruments.
The findings revealed that whilst the form of feedback had a significant difference on TD perception, it did not create a significant difference on CTS.
When the impact of feedback form on TD perception of the learners was examined, it was seen that the group with the lowest TD perception was the one which was given video-based feedback in online discussions.
This group was followed by the groups to whom image- and text-based feedback was given.
Published: 2020
Updated: Nov. 03, 2020
5
The study presented here sought to determine how student teachers’ personal characteristics, attitudes, knowledge, experience and skills for using collaborative learning influence their willingness to use this demanding pedagogy in their classes.
A structural equation modeling (SEM) analysis model based on data from questionnaires emphasized the direct effect of experience on attitudes and skills, but showed no such effect on knowledge.
There was no difference in research variables based on gender, age and degree in respondents’ willingness to integrate collaborative learning.
One major conclusion of the study is that teacher education programs should include a study of the theoretical and strategic aspects of collaborative learning, as well as active experience with this pedagogy.
Published: 2020
Updated: Sep. 23, 2020
6
The purpose of this study is to investigate whether the use of Twitter can enhance perceived learning and promote critical thinking, collaborative learning, and active student roles.
The participants, 202 undergraduate students, enrolled on three different degree courses, were studying educational technology course modules.
A quantitative, transversal, and retrospective methodology with an ex post facto design was applied by the researchers.
The use of Twitter led to an increase in both perceived learning and critical thinking among the majority of students, and in collaborative aspects of the teaching-learning process, as well as in active student roles. The authors conclude that the experience of Twitter and its use in an educational context has therefore contributed to enhancing the quality of learning and the teaching-learning process itself.
Published: 2019
Updated: Dec. 19, 2019
7
This study explored how students (pre-service teachers) benefit from the support of having a peer with them during their first professional experience in preschool contexts, utilising a PAL (Peer Assisted Learning) approach. International students at a large Australian University were interviewed as part of this qualitative study.
The authors found that peer engagement facilitated the development of friendships and social support among participants.
This study extends conceptions of organisational friendships beyond managerial imperatives and peer relationships are highlighted as supportive, not competitive, engagements.
The PAL approach highlights the benefit of collaborative professional learning.
Published: 2019
Updated: Oct. 07, 2019
8
While digital environments "shrink" the world and allow to work collaboratively with colleagues from different countries, Digital Agency in education promotes equity in learning in a global world.
People who possess digital mastery, confidence, and accountability can become part of the collaborative world and teacher educators have to lead our students toward this goal.
Shonfeld presents the TEC center as an example of a model where technology, education, and cultural diversity intersect to improve learning through innovative pedagogy on the one hand and technology on the other.
It exposes students to cultures they have never encountered before on an equal footing and opens their minds to others whilst calling their attention to the advantages of a heterogeneous group during the development of educational products.
Published: 2019
Updated: Mar. 25, 2019
9
This study explores the learning experiences of seven educators who participated in an authentic learning-based, fully online postgraduate certificate programme for teaching in higher education. The author concludes that the findings clearly underline the transformative value of stepping out of the comfort zone instead of accommodating for familiar and preferred ways of learning. The participants who endured through a difficult ‘climax’ in their learning journey described a powerful experience of professional growth. The author argues that the professional growth was caused by the advanced self-regulation skills that the participants demonstrated. The authors recommend on designing online learning environments that promote the development of self-regulation skills as well as strengthening the facilitation of collaborative learning.
Published: 2016
Updated: Feb. 21, 2018
10
The purpose of this paper is describe the authors' pedagogical framework for the twenty-first-century learning practices in teacher education. The authors argue that teacher education has been challenged by the need to enhance the new teachers’ ability to implement new pedagogical approaches and take advantage of ICT for teaching and learning. Since the current way of working in teacher education does not match well enough the needs of twenty-first-century learning environments, such as inquiry-based learning approaches that focus upon collaboration and social forms of learning, as well as the use of ICT. According to the authors' approach, pre-service teachers are educated in a way they are supposed to teach their future students.
Published: 2017
Updated: Feb. 14, 2018