Collaborative Learning in College Science: Evoking Positive Interdependence

Scager, Karin; Boonstra, Johannes; Peeters, Ton; Vulperhorst, Jonne Pieter; Wiegant, F. A. C.

doi:10.1007/978-3-030-33600-4_16

Cited by 12 publications

(20 citation statements)

References 53 publications

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“…On the other hand, lack of direct communication between learners was reported as impeding factor that reduce the learner's positive attitudes towards online collaborative learning (Ling & Ku, 2006). In contrast, Scager et al (2016) found that online collaboration for social purposes is more beneficial than building knowledge and online discussions are constructive to initiate conversations. Oymak and Ogan-Bekiroglu (2017) analyzed and compared 144 students' conceptual knowledge and attitudes in the context of high school Physics lessons using technically supported teaching.…”

Section: Literature Reviewmentioning

confidence: 88%

“…Martin (2013) and Awan (2012) aimed to evaluate the level of participation of Emirati higher education students in digital technologies compared to the international model, indicated that students have better access to digital technologies than many other countries. Furthermore, large body of literature over the past two decades developed different attitude scales towards online learning and web-based learning resources (e.g., Morse et International Journal of Instruction, October 2022• Vol.15, No.4 al., 2011Hernández-Ramos et al, 2014;Scager et al, 2016). These resources emphasized the importance of considering students' motivations and attitudes when integrating learning technology.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ and Students’ Attitudes Toward Online Physics Education During the COVID-19 Pandemic in UAE

AlArabi¹,

Tairab²,

Rabbani³

et al. 2022

INT J INSTRUCTION

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Section: Literature Reviewmentioning

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ and Students’ Attitudes Toward Online Physics Education During the COVID-19 Pandemic in UAE

AlArabi¹,

Tairab²,

Rabbani³

et al. 2022

INT J INSTRUCTION

View full text Add to dashboard Cite

“…Another interesting thing is that collaborative skills resulting from learning carried out through the quantum learning model will make students good citizens, have logic skills, self-criticism, reflection, higher-order thinking skills, ethics, and good human dimensions (Rombout et al, 2021) which is characterized by having empathy for others whenever and wherever they are (Wilkerson & Trellevik, 2021). Students' collaboration skills will make students confident, tough, and positive interdependence (Scager et al, 2016). However, one thing that is important to note is that to realize good learning, it is International Journal of Instruction, July 2022 • Vol.15, No.3 necessary to get support from regulations from policymakers.…”

Section: Discussionmentioning

confidence: 99%

Improving Students’ Collaboration Thinking Skill Under the Implementation of the Quantum Teaching Model

Nahar¹,

Suhendri²,

Zailani³

et al. 2022

INT J INSTRUCTION

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Students' collaborative thinking skills in the elementary schools still need attention to be improved. Most elementary school students have difficulty in cultivating this skill. Even though, this skill is one of the 21st century skills, namely 4C (creative thinking skill, critical thinking skill, communication skill and collaborative thinking skill). This study aims to improve the students collaboration thinking skills under the implementation of a cooperative learning type, namely a quantum teaching model. This research was conducted by using quasi experiment in the form of non-equivalent (pre-test and post-test) control group design. The sample in this study were students of the Integrated Islamic Elementary School, Al-Musabbihin, Medan City, totaling 55 students. To test the difference of the students' collaborative thinking skills in the control class and experiment class under the implementation of quantum teaching model, we used statistics analysis tools, namely homogeneity test and independent sample t-test. The results of Levene Statistic for homogeneity test showed a significance value of 0.762 > 0.05, which means the two classes are homogeneous. The independent sample t-test showed that the score is 0.007 < 0.05, which implies the difference between the two classes is significant. It concludes that the implementation of quantum teaching model can improve the students' collaboration thinking skills in Islamic Religious Education Learning. Therefore, increasing the teachers skills in developing quantum teaching learning materials needs to be improved simultaneously through government policy programs or independently through deliberation activities for teachers of Islamic religious education subjects.

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“…Peer-led, team-based learning is known to give students an opportunity to develop positive interdependence, scientific reasoning, critical thinking, and communication skills [38,39]. Additionally, peer-led learning provides a more inclusive and supportive learning environment, particularly to underrepresented students who come from culturally interdependent communities [40].…”

Section: Discussion Practical Implications and Lessons Learnedmentioning

confidence: 99%

Tackling Real-World Environmental Paper Pollution: A Problem-Based Microbiology Lesson about Carbon Assimilation

Shay¹,

Solis²,

García‐Ojeda³

2021

Prime Archives in Microbiology

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The UC Merced Institutional Review Board approved this study. Researchers obtained signed consent forms from all adult study participants. No student names were recorded in the assessment data to protect participant data and privacy. Author Contributions : MGO conceived the lesson's idea with assistance from JS. MGO and JS developed the learning outcomes, hybrid flipped classroom format, and created course materials such as the video lectures and assessments. MGO and RS developed the codebook and coded the metacognitive responses. MGO created and edited figures and tables as well as performed the statistical analyses. JS wrote the manuscript with contributions from MGO and RS with editing and revisions from MGO. All authors discussed the results and contributed to development the manuscript.

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Collaborative Learning in College Science: Evoking Positive Interdependence

Cited by 12 publications

References 53 publications

Teachers’ and Students’ Attitudes Toward Online Physics Education During the COVID-19 Pandemic in UAE

Teachers’ and Students’ Attitudes Toward Online Physics Education During the COVID-19 Pandemic in UAE

Improving Students’ Collaboration Thinking Skill Under the Implementation of the Quantum Teaching Model

Tackling Real-World Environmental Paper Pollution: A Problem-Based Microbiology Lesson about Carbon Assimilation

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