Search results for: Collaborative learning
Page 2/3 29 items
This study intends to explore student and novice teachers’ experiences with the implementation of collaborative learning (CL) in classroom practice, after a formal training pertaining to CL as part of their teacher education programme. The findings revealed several dilemmas in the stories of student and novice teachers that illustrate the conflicting options teachers are facing in relation to their colleagues, their pupils, the curriculum and in the classroom context when implementing CL. In particular, the following dilemmas were identified: two dilemmas related to professional autonomy (student teachers: teacher autonomy vs. pre-service performance assessment and novice teachers: teacher autonomy vs. institutional conformity).
Updated: Jul. 05, 2017
Collaborative Application of the Adaptive Mentorship© Model: The Professional and Personal Growth within a Research Triad
This article aims to describe a qualitative action research study into the collective experiences of establishing a mentoring culture within a research triad consisting of a university professor together with a doctoral student and a master’s level student who served as research assistants (RA). The authors believe the establishment of the mentoring culture facilitated the identification of individual needs within the triad, which in turn allowed for increased confidence, adaptive support, and appropriate skills development necessary for all members to contribute to the successful completion of the project. The authors concluded that the application of the model to graduate RAships with multiple participants might lead to enhancement of working environments and professional growth due to multiple contact-points and exposures to specific tasks or skill-sets around which the work is organized.
Updated: Dec. 06, 2015
Based on new cloud technology and related learning theories, this article presents a new e-learning model called the collaborative learning cloud to solve the problem of instructor–student imbalance in current e-learning applications, especially in China. The authors conclude that students can receive learning support services according to their needs from the collaborative learning cloud in which other students and instructors are connected with each other as a kind of virtual learning resources. By applying the knowledge modelling technique and the economic model of free market in the collaborative learning cloud, virtual resources can be dispatched in the most reasonable and effective way. This design alleviates the tension between limited instructional resources and too many learning support demands.
Updated: Oct. 28, 2015
In this study, the authors were interested to investigate how a lesson plan study (LPS) activity conducted within the context of a computer-supported collaborative learning (CSCL) environment would impact on prospective teachers’ repertoires of pedagogical-content knowledge (PCK) about teaching primary school mathematics. By the end of this study, it was found that the prospective teachers had made considerable advances to their repertoires of PCK. The authors found several factors that influenced growth in PCK.
Updated: Apr. 30, 2014
The current study explores the development of student teachers’ skills in implementing collaborative learning using a multilevel repeated measures design. Participants were 105 pre-service teachers that were trained in collaborative learning implementation. The results indicate that student teachers generally perform well in implementing collaborative learning.
Updated: Jul. 29, 2012
This paper presents the action research component of a Master of Natural Science degree program for physics teachers at a large research university in the southwestern United States. The article describes both process and outcomes of this research experience from the perspectives of the research coordinator and the teacher–researchers. The teachers who have completed the MNS degree program indicate their AR process was a valuable and interesting experience despite the manifold challenges of conducting classroom research in cooperation with a team of teachers while simultaneously teaching full time.
Updated: May. 19, 2011
Listening to Students, Listening to Myself: Addressing Pre-service Teachers' Fears of Mathematics and Teaching Mathematics
The author's goal was to help her pre-service students improve their attitudes toward mathematics and teaching mathematics to elementary students. The author decided to employ self-study methodology to research her own teaching and learning as well as her students' teaching and learning in a new methods course. Findings include the importance of listening closely to students' feelings about learning and teaching math, responding with opportunities to re-learn primary math concepts in a collaborative and hands-on environment, and providing opportunities for pre-service teachers to experience success with math teaching in primary school settings.
Updated: Feb. 01, 2011
Fostering Online Social Construction of Science Knowledge with Primary Pre-service Teachers Working in Virtual Teams
The purpose of this study is to examine an online pedagogical activity that fosters the social construction of science knowledge by primary pre-service teachers working in small virtual teams. The study examined how the pre-service teachers collaborated online in virtual teams to complete set tasks. The study also examined their attitudes toward and beliefs about the effectiveness of the online learning experience, and the types and quality of the resources developed. The findings indicated positive attitudes toward the collaborative learning even though beliefs about online learning were mixed.
Updated: Jan. 31, 2010
The purpose of this study was to determine how contributing to a class wiki affected the learning of preservice teachers enrolled in a language arts methods class. 37 preservice teachers participated in this study. Students' reflections indicate that contributing to the class wiki led to a deeper processing of the course content.
Updated: Nov. 30, 2009
Smuggling Authentic Learning Into the School Context: Transitioning From an Innovative Elementary to a Conventional High School
“Conventional schooling” is characterized by underlying values of competition and credentialism implicit in an unconscious, cultural framework for U.S. institutional schooling. Schools that define themselves in opposition to this cultural heritage consider themselves innovative schools and tend to use collaborative learning environment. The authors examined how students who had attended an innovative collaborative elementary school interpreted their former innovative and current conventional schools. They also examined how these students used these interpretations to form coping strategies for success in the new environment.
Updated: Mar. 16, 2009