Search results for: Collaborative learning
Page 3/3 29 items
The paper presents a reciprocal model of mentoring as an alternative approach to more traditional mentoring models. A mentor, experienced with online course delivery and pedagogy, worked with six online instructors over two academic terms within a reciprocal mentorship model. The model was designed to build a collaborative learning relationship which would benefit each partner. The mentoring was scheduled on a just-in-time basis in response to each online instructor's needs.
Updated: Feb. 02, 2009
Existing research suggests that one of the challenges for teachers in persisting with innovative inquiry curricula is their difficulty scaffolding students’ transitions into technology-supported and open-ended activities.This article addresses the nature and role of students’ collaborations in learning through design, a technology-rich science inquiry curriculum. The authors paid particular attention to how students with varying degrees of previous experience in this curricular approach collaborated with one another. The authors found that experienced fifth graders took on many socializing functions, effectively apprenticing younger students into the practices of learning through design.
Updated: Dec. 23, 2008
The article explores elementary-school children in one teacher's multi-age primary classroom, provide assistance to one another during academic tasks and examined the status of the children, in terms of more or less capabilities, during the collaborative events. Students utilized questioning, providing feedback, and instructing as the primary methods of scaffolding during the learning experiences.
Updated: Nov. 19, 2008
Using situated social practice theories to investigate classroom interactions highlights the mutually constitutive nature of students' activity and classroom practices. Combined with examination of the circulation and techniques of power, students' appropriation of roles and redistribution of power is illuminated. In this case study, a teacher's hierarchical collaborative learning system spread rights to exercise power differentially among students.
Updated: Jun. 15, 2008
The study examined collaborative learning activities which are presumed to be powerful learning tools for preservice teachers. Learning activities were examined in relation to changes in cognition and/or behavior of six teachers and consisted of interviews and reports. Qualitative analyses of the data showed that the collaborative learning activities resulted mostly in changes in cognition that mat be due to a high number of confirmations of own ideas or teaching methods.
Updated: Mar. 04, 2008
Factors That Influence Mentor and Teacher Interactions During Technology Integration Collaborative Apprenticeships
A study was conducted to examine factors that influence teachers' technology integration, as they create technology-enhanced materials. Although all teachers received onsite peer mentoring, results of the study indicate that teachers who succeeded in designing technology-based materials interacted differently from their peers. Those teachers assumed greater ownership in learning and interacted frequently to obtain support and advance their development. Peer mentoring also influenced both the interaction among peers and quality of teacher growth in the community.
Updated: Feb. 12, 2008
A study of 542 Slovene teachers examined grammar and elementary school teachers' perceptions of cooperating learning and how they assess the value of group learning in comparison to individual learning. Findings indicate that elementary school teachers place greater importance on group learning than grammar school teachers. In addition, when grouped according to seniority, teachers expressed differences in their assessment methods of group learning.
Updated: Feb. 05, 2008
The article examined the dynamics and complexities of collaborative learning, Preservice teachers were asked to explore the complexities of pedagogy, working with others from different year levels on an interdisciplinary assessment tasks. Their resistance provided an opportunity to learn about tensions around intervening and ignoring students' resistance, when engaging in new pedagogy.
Updated: Jan. 14, 2008
From Transmission to Dialogue: Promoting Critical Engagement in Higher Education Teaching and Learning
This article reports on a self-study that focuses on encouraging a group of undergraduate students to be active learners by promoting their critical engagement with what they are learning. The descriptions and explanations in the self-study give account of the contradictions and challenges encountered in my attempts to reconcile between students' perceptions of my 'authority' as the lecturer.
Updated: Jan. 07, 2008