Collaborative Learning: Students’ Perspectives on How Learning Happens

Almajed, Abdulaziz; Skinner, Vicki; Peterson, Ray; Winning, T.

doi:10.7771/1541-5015.1601

Cited by 31 publications

(20 citation statements)

References 34 publications

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“…There are several methods that have emerged for active learning , such as case studies, problem‐based learning (PBL), project‐based learning, inverted classroom, peer instruction, and more recently the blended learning concept, in a variety of formats. The last one is characterised by the combination of face‐to‐face meetings and online activities facilitated by the use of communication technologies .…”

Section: Discussionmentioning

confidence: 99%

Undergraduate dentistry students’ perception of difficulties regarding endodontic treatment

Tavares

Lima

et al. 2018

Aust Endodontic J

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The present study aimed to identify students' perceptions of endodontic treatment at a Brazilian university through a survey, which analysed student profiles and their difficulties in 2016. One hundred and two students who had experienced endodontic, laboratory or clinical procedures answered a survey based on their experiences, regarding their perceptions, experience and self-confidence levels. Results demonstrated that there was no significant difficulty among students regarding anaesthesia, rubber dam use, chamber access, working length determination, instrumentation, root filling and temporary restoration procedures during endodontic treatment. However, problems were observed regarding radiographic examination (mainly in separating root canals) and the choice of intracanal medication. The present study also raised a question regarding dental education: how can endodontic education be improved by addressing students' perceived difficulties? Evaluating the major student difficulties during root canal therapy can help the improvement of teaching strategies during preclinical and clinical teaching.

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Section: Discussionmentioning

confidence: 99%

Undergraduate dentistry students’ perception of difficulties regarding endodontic treatment

Tavares

Lima

et al. 2018

Aust Endodontic J

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“…A particular way that students can benefit from diverse learning environments is by participating in intercultural group work (IGW)-a collaborative approach to learning in which three or more students from different cultural or national backgrounds work together on set tasks, in or outside the classroom. Group work in higher education is an effective tool to promote learning (Almajed, Skinner, Peterson & Winning, 2016;Gaudet, Ramer, Nakonechny, Cragg & Ramer, 2010;Johnson & Johnson, 2009;Strauss, U, & Young, 2011;Sweeney, Weaven & Herington, 2008;Teo et al, 2012); it also can increase socialemotional outcomes, such as people-related skills, self-confidence, self-esteem, and attitudes toward others (Denson & Zhang, 2010;Lei, Kuestermeyer, & Westmeyer, 2010;Slavin, 1980Slavin, /2009Sweeney et al, 2008). Students' diverse cultural backgrounds introduce varied perspectives and approaches to the group, which can increase learning and decision-making quality.…”

Section: Introductionmentioning

confidence: 99%

Intercultural group work in higher education: Costs and benefits from an expectancy-value theory perspective

Poort

Jansen

Hofman

2019

International Journal of Educational Research

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Intercultural group work (IGW) is a promising learning strategy to enable university students to benefit from diversity among their peers. However, cultural diversity does not automatically lead to student engagement in intercultural collaboration. To explore the costs and benefits students attribute to IGW, we conducted focus groups across six universities in the Netherlands. The expectancy-value theory provided a valuable framework to gain novel insights into the nature of these costs and benefits. Identified costs are time, effort, negative psychological states, and compromising at the expense of personal values. Benefits can be categorized as attainment, intrinsic, and utility value. Results suggest that costs and benefits may be viewed as three dimensions, instead of the traditional four components featured by expectancy-value theory.

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“…The collaboration process and working together among the group members played a significant role in the overall performance, besides improving the grammatical accuracy through the multiple revision processes (Ansari, 2012). Further, Almajed et al (2016) supported seven key facilitating factors that positively affected students' collaborative learning; they were coherence toward learning, group organization, learning preparation, accountability, relaxed environment, relevant topics, and tutor support. The last but not least, students' positive beliefs and values regarded the collaborative work and peer feedback in L2 writing, students' motives and goals provided the assistance and mutual learning, use of various mediating artifacts, and power relationships (Yu, 2015).…”

Section: Introductionmentioning

confidence: 85%

Pre-Service English Teachers’ Collaborative Learning Experience as Reflected in Genre-Based Writing

Sumekto¹

2018

Preprint

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This study aims at investigating pre-service English teachers' collaborative learning as reflected in genre-based writing classes. 37 PSETs involved as the experimental group, 43 PSETs participated as the control group. Data collection used observation and questionnaire through the quasi-experimental method. Data were analyzed through the multivariate for GLM model, Wilcoxon Signed-Rank, and qualitative descriptive. The findings showed PSETs' achievement significantly increased (p<.01) after PSETs' collaborative learning was engaged. The paired samples test were M=2.744; SD=1.347 for recount, M=2.767; SD=1.771 for narrative, and M=3.488; SD=1.594 for descriptive paragraphs. The experimental group tests were Z=-5.340; p<.01 for recount, Z=-5.323; p<.01 for narrative, and Z=-5.320; p<.01 for descriptive paragraphs. Preand post-tests fulfilled genres' achievement criteria. Mean increased among those paragraphs (recount=70.51 to 73.26; narrative=71.58 to 74.35, and descriptive=71.07 to 74.56). Another finding indicated 45 respondents positively responded to the collaborative learning practice, whereas 11 respondents had problems with the practice.

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Collaborative Learning: Students’ Perspectives on How Learning Happens

Cited by 31 publications

References 34 publications

Undergraduate dentistry students’ perception of difficulties regarding endodontic treatment

Undergraduate dentistry students’ perception of difficulties regarding endodontic treatment

Intercultural group work in higher education: Costs and benefits from an expectancy-value theory perspective

Pre-Service English Teachers’ Collaborative Learning Experience as Reflected in Genre-Based Writing

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