Search results for: Cooperative learning
Page 2/3 29 items
In this article, the authors investigate the value of collaboration in promoting the sharing of individual reflective thinking in group work and enhancing metacognitive knowledge in a project-based e-learning context. The authors conducted an empirical study using a collaborative learning script combining individual and collaborative activities at specific phases of a project as an additional scaffold. The authors used MyProject in an e-learning context where all the interactions take place online and the life cycle of a project is inherent in the environment.
Updated: Jul. 23, 2012
Assessing Student Workload in Problem Based Learning: Relationships among Teaching Method, Student Workload and Achievement. A Case Study in Natural Sciences
The current study explores student workload after a change in teaching style from lecture to Problem Based Learning and Cooperative Learning. The proposed method approach the time student spend working, identifying over/underloadings. The study also examines relationship of this method with student outcomes.
Updated: Dec. 27, 2011
Integrating Collaborative PBL with Blended Learning to Explore Preservice Teachers’ Development of Online Learning Communities
This article presents a study which integrated collaborative problem-based learning (collaborative PBL) with blended learning. The purpose of the study was to explore the emerging process and function of online learning communities among preservice teachers. The findings show that (a) the integrated approach facilitated the preservice teachers’ formation of online learning communities; and (b) the preservice teachers’ online learning communities emerged via four stages.
Updated: Apr. 26, 2011
The current paper will report on a faculty mentoring experience aimed at familiarizing two professors with Second Life. In addition, the article will report on engaging in a collaborative effort to understand how Second Life can be used in language learning and general education settings. The perspectives of both mentor and mentees will be discussed and the lessons learned will be shared.
Updated: Jan. 02, 2011
Teaching Together and Learning Together – Primary Science Student Teachers’ and Their Mentors’ Joint Teaching and Learning in the Primary Classroom
This article examines what and how primary science student teachers and their mentors learn from planning and reflecting together on each other’s science lessons for pupils aged 7–9. Throughout the process of teaching and reflecting together the student teachers and the mentors expressed several specific examples of their joint learning.
Updated: Dec. 03, 2010
Teachers' Instructional Planning for Computer-Supported Collaborative Learning: Macro-Scripts as a Pedagogical Method to Facilitate Collaborative Learning
The current study explores macro-level computer-supported collaborative learning scripts as a pedagogical method to facilitate collaboration. This case-study examines the difference between the “ideal” script and the “actual, realized” script to find out how collaboration differs between different groups. This study demonstrates that macro-scripts support collaboration by introducing the reason for interaction and by helping students solve learning tasks.
Updated: Aug. 22, 2010
Cooperative learning (CL) is a documented pedagogical practice that promotes academic achievement and socialization. This study reports on the perceptions of 10, middle-year teachers who implemented cooperative learning in a unit of work across two school terms. The data indicated that while the teachers had positive experiences with CL, a number encountered difficulties with implementing it in their classrooms. Issues identified included students socializing during group activities and not working, managing time effectively, and the preparation required.
Updated: Aug. 22, 2010
“There's Going To Be Community. There's Going To Be Knowledge”: Designs For Learning In A Standardised Age
This paper uses the case of a secondary English department in Ontario, Canada, to examine the constraints that academic departments face in transforming themselves from communities of practice into learning communities. The article proposes theoretical considerations and concrete strategies to assist academic departments in overcoming constraints to learning within an era of increasing standardisation and accountability.
Updated: Aug. 17, 2010
Learning How to Respond to Current Events: Partner Journals between U. S. Preservice Teachers and Children
This qualitative study examined an activity involving deliberation among children and preservice teachers in the United States. In the activity which the authors call partner journals, children were partnered with preservice teachers as pen pals to deliberate shared current events texts. All students gained perspective consciousness of someone with a different social positioning, a higher-order thinking skill vital to social justice and democratic education.
Updated: Aug. 03, 2010
A Cross-Cultural Study of Teacher Perspectives on Teacher Roles and Adoption of Online Collaborative Learning in Higher Education
The purpose of this study is to understand teachers' perspectives on their roles in higher education, and their views about the adoption of a social-constructivist approach to teaching and learning. Furthermore, the study aims to understand the integration of online collaborative learning in blended learning environments in higher education from a cross cultural perspective. The authors interviewed 60 Chinese teachers from Beijing, China and 30 Flemish teachers from Flanders, Belgium.
Updated: Aug. 01, 2010