Svetlena S. Taneva, Richard Alterman, Timothy J. Hickey · 2014
When collaborators are doing a task and then they interactively explore some subtask that emerges, they are collaborating beneath the surface of the task. Depth of collaboration refers to both the frequency of, and the degree to which, students collaborate beneath the surface. In this paper we examine the notion of depth in relation to collaborative learning. We provide evidence that the extent of collaborative activity beneath the surface positively correlates to learning outcome. The measure of depth we use is easy to code and can be automatically produced.
Cited by 0
Jos van der Linden, Gijsbert Erkens, Henk G. Schmidt et al. · 2000
Cited by 75
Athiatul Haqqi · Baitul Ulum Jurnal Ilmu Perpustakaan dan Informasi · 2017
This article aims to know about the learning process on majors lecture at library and Information science departement. This Research focussed on applying systems model the colaborative learning in the development of ability of students’s information literacy for student of library and information science departement of the Adab and Humaniora Faculty of the state Islamic University of SulthanThaha Saifuddin Jambi. The result of this research showed that the learning process condition of students of the fifth semester (A/B/C) of 2016/2017 academic was good even to lower category. The describt of learning result for the student’s ibrary and information science of the fifth (A/B/C) on 2016 / 2017 academic for six lectures were goodness have visible with the value estimation obtained by B or B+ predicate or 7 - 7,99 predicate. The factors that influenced lecturer in learning process to the students of the fifth semester ( A/B/C) of Majors of Library Science are; teaching method of lecturer, support of literatures; and the systems of teaching planning for lecturer. The collaborative learning model what expected in the improving efforts of the student information literacy are; Engagement, Exploration, Transformation, Presentation, and Reflection.
Cited by 4Open access
Nataliia Tarasiuk · Open Research Knowledge Graph (ORKG) · 2025
The research papers demonstrate case studies of collaborative learning in general and domain-specific teaching and learning
Cited by 0Open access
Kenneth A. Bruffee · College English · 1981
Cited by 18
Harlene Anderson · 2014
When I begin an engagement I do so with the stance that I am entering a metaphorical space that has the potential for collaborative learning. Anytime collaborative learning is taking place I consider it both creates and evolves from a collaborative learning community. This standpoint is central to my practice philosophy and stance: my ways of being and becoming with others. This includes the way I talk, act, think and respond with them (Anderson, 1997; 2007). Though collaborative learning is most often associated with education contexts, when I view it from the position that learning and knowledge-creating are communal construction processes generated in social exchange or from a relational-collaborative-dialogical perspective rather than a hierarchical-dualistic instructive interaction one, then each client context (e.g., education classroom, business team, faculty senate, neighborhood citizen association or board of directors) that I engage with can be thought of as a collaborative knowledge-generating system. Variously referred to as action, collaborative, collective, cooperative, group, partner, peer, team and transformational learning, common among these distinctions is a grounding in assumptions about knowledge formation and use associated with social construction, narrative and dialogue theories and postmodern philosophy that offers an alternative perspective to longstanding views of the autonomous knowledge constructing individual and top-down
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Brown, Raymond · Griffith Research Online (Griffith University, Queensland, Australia) · 2010
This chapter examines the characteristics of collaborative learning in the context of the middle years of schooling. Classroom practices associated with individual representation, comparison, explanation, justification and validation are examined in order to explore how these practices allow collaborative activity to take place. An episode of student talk collected in a Year 7 classroom that had (as its goal) the collective construction of knowledge is examined in order to illustrate the nature of learning within a collaborative classroom. Students' reflections on this learning are reported in a fashion that illustrates the long-term effects of participation in collaborative classroom activities on students' identities as learners.
Cited by 1
Bristol University Press eBooks · 2018
Cited by 6
Davis, Laura, McGraw, Peter, Mileham, Mardi · DigitalCommons - Linfield (Linfield College) · 2006
Professors and students learn together in the lab, at the fire station, behind a camera. A look at six projects that combine faculty and student learning in creative and challenging ways.
Cited by 1Open access
Kari R. Smith · 2003
During the past several years, the use of computers and of the Internet for educational purposes have increased globally. Much of the content of online courses and distance education focuses on math and science. Numerous projects and grant awards in the United States attest to the creative use of Internet-based science and math education. However, there are far fewer projects that use the Internet and digital technologies for humanities education. Although digital libraries of artworks and literature exist for public and academic use, they are of the traditional ilk. The user goes to the Internet entrance of the digital library and looks at or reads the digitized materials, preselected and described by experts. This chapter looks at how the University of Michigan School of Information has developed collaborative culturally-based Internet resources for culture education. It includes a summary of the Cultural Heritage Initiative for Community Outreach (CHICO). It demonstrates how the concept of a digital Toward the Virtual University: International Online Perspectives, pages 219–232 library or virtual museum can include information professionals, educators, librarians, and museum curators. They work together to create rich cultural online resources for collections. The Cultural Heritage Preservation Institute (CHPI) and its unique method of combining technology and culture education is the central focus. The paper concludes with background information, evaluation of CHPI, lessons learned, and recommendations for similar projects, showing how to create cultural educational resources applicable in a broad range of educational settings.
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Ali, Maksud; id_orcid 0000-0002-4449-8061 · Discovery Research Portal (University of Dundee) · 2024
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Chaka Chaka · IGI Global eBooks · 2010
This chapter explores the interface between collaborative learning (CL), concept mapping (CMing) and cognitive flexibility theory (CFT). The major argument of the chapter is that concept maps (CMs) are versatile and multi-purpose tools with cross-disciplinary applications. In view of this, the chapter reports on 15 research studies to serve a dual purpose: to support its argument and to demonstrate the link between CL and CMing on the one hand, and between CMing/CL and CFT on the other hand. The focal points of the chapter are: CMs as tools for supporting and facilitating CL; CMs as assessment tools in CL environments; CMs as drivers for collaborative curricular initiatives; CMs as higher-order thinking and problem solving tools; and CL/CMs and CFT.
Cited by 5
Multilingual Matters eBooks · 1997
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Katherine Main · 2024
This chapter examines cooperative and collaborative learning in middle years education. The author explores theories that underpin these teaching practices and explains the differences between the two approaches. Working definitions for both are provided along with in-practice examples. The chapter explains how collaborative learning supports the ethos of middle years education and the developmental stage of students in this age group. The social, psychological, cognitive, and academic benefits of collaborative learning for middle years students are discussed. The author provides guidance for teachers on how to plan cooperative/collaborative tasks and explains the need to teach cooperative/collaborative skills to middle years students. Key components and strategies that enhance the success of collaborative learning are explained. The process cycle of group work is considered and the seven factors that determine the effectiveness of the cycle are explained. The chapter establishes that the role of the teacher, that is teacher as facilitator, is critical to the success of collaborative learning activities in middle years classrooms.
Cited by 4
Marion Rink · 2024
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Wang, Lotus, BrckaLorenz, Allison · IUScholarWorks (Indiana University) · 2017
Learning is collaborative work. Collaborative learning requires students to mutually raise questions, seek understandings, and search for solutions in interactive group settings. Instructors emphasizing collaborative learning motivate students to learn from each other through peer teaching and knowledge exchange. This document provides basic findings for the FSSE Scale Collaborative Learning.
Cited by 0Open access
Carroll, Mike · ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) · 2014
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Barbara Kerr · Encyclopedia of Giftedness, Creativity, and Talent · 2009
Cited by 5
Lòpez- Brizuela · Bulletin of Miscellaneous Information (Royal Gardens Kew)
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Henry B. Tam · Policy Press eBooks · 2018
Cited by 2