Cooperation and collaboration: reality or rhetoric?

Jenni, Roger W.; Mauriel, John J.

doi:10.1080/1360312042000211446

Cited by 11 publications

(3 citation statements)

References 8 publications

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“…They highlighted the importance of external interactions in learning outcomes. Despite CL has been studied in different subjects and areas using different ways to do things (e.g., Jenni & Mauriel, 2004), its' implementation in the Iraqi EFL context (Abbas&Albakri, 2019) has not received much attention, as far as the researchers are aware. Students in CL groups regulate their own and others' knowledge differently, which can affect how well they function and achieve their goals (Wu, 2019).…”

Section: Listening Performance Of Iraqi Intermediate Efl Learners In ...mentioning

confidence: 99%

Listening Performance of Iraqi Intermediate EFL Learners in Collaborative Learning and their Attitudes Towards it

Ali Falah Hasan AL-Zurfi,

Prof. Dr. Hossein Barati (Corresponding Author),

Prof. Dr. Mahmoud Afrouz (Corresponding Author)

2024

midadaladab

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This pre-experimental study was conducted among Iraqi intermediate EFL students at BA level. It was an attempt to consider Iraqi intermediate EFL learners ’listening performance in CL, focusing on their attitudes toward contribution to the classroom. To achieve the study's goals regarding views on collaborative learning, 60 Iraqi male and female students, aged between 20 -25, were invited to participate in the study. The study was conducted at University of Kufa, college of education, in Najaf, Iraq. The study's conclusions demonstrated that most participants thought collaborative learning was helpful for their learning. Furthermore, this study showed that collaborative learning strategies significantly impact the listening comprehension of Iraqi intermediate EFL learners.

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Section: Listening Performance Of Iraqi Intermediate Efl Learners In ...mentioning

confidence: 99%

Listening Performance of Iraqi Intermediate EFL Learners in Collaborative Learning and their Attitudes Towards it

Ali Falah Hasan AL-Zurfi,

Prof. Dr. Hossein Barati (Corresponding Author),

Prof. Dr. Mahmoud Afrouz (Corresponding Author)

2024

midadaladab

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“…While the importance of collaboration is widely recognized (Elliott, 2001), there is little consensus on the concept and the processes involved (Jenni & Mauriel, 2004). Terms, such as partnership, alliance, cooperation, and coordination are sometimes used interchangeably (Tikkinen & Korkeam€ aki, 2021).…”

Section: Conceptualization Of Collaboration and Partnershipsmentioning

confidence: 99%

Examining Public Library Collaborative Partnerships with School Makerspaces and “Making Programmes”

Yuen¹,

Liew

2022

Journal of Library Administration

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Scholarly investigations into the extent and nature of schools and public libraries collaborating in the "maker/making" space are scant. This research sets out to address this knowledge gap, by investigating the perspectives of public libraries' staff: How public libraries and schools have worked together on makerspaces and "making" programmes, the motivations for and the nature of collaborations, and challenges that need addressing for successful collaborations, and their perceived outcomes of such collaborations. This study shows how through collaborating with schools, public libraries can make meaningful contributions to social and digital inclusion in their communities, fulfilling their roles as social institutions. Our findings highlight the importance of contextual flexibility to be considered in such collaborations, with partnering organizations negotiating a suitable model for working together. The roles and contributions of each party involved could be considered across spectrums of engagement, planning, resource-sharing, and activities, depending on the contextual needs, priorities, and requirements of the partnering institutions. We discuss how these can be achieved through dialogic communication for sustained partnerships.

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“…Collaborative learning has been the centre of discussion lately, but a commonly accepted definition of this term does not exist (Jenni & Mauriel, 2004). This lack of a common definition raises the need to outline the basic characteristics of the term.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Collaborative learning in kindergarten: Challenge or reality?

Zisopoulou

2019

J Early Child Stu

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Collaborative learning is a twenty-first-century education trend with its main characteristic being the interaction among classmates. Collaborative learning in kindergarten, however, presents many difficulties, as preschoolers do not have advanced cooperation skills. As a result, teachers face challenges when applying this method. The study aimed to evaluate teachers' opinions about collaborative learning. The study's sample was composed of 107 kindergarten teachers in Greek schools. The tool was an improvised questionnaire that included personal characteristics of the sample, 14 multiple-choice questions on the application of collaborative learning and 33 questions regarding teachers' opinions about collaborative learning. Analysis of the data has shown that collaborative learning is frequently used in kindergarten schools, even though almost half of the teachers have never attended a relevant training course. In addition, teachers have highly evaluated the results of the method, which includes social and cognitive skills and the effects of collaborative learning evaluation and skills advancement.

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Cooperation and collaboration: reality or rhetoric?

Cited by 11 publications

References 8 publications

Listening Performance of Iraqi Intermediate EFL Learners in Collaborative Learning and their Attitudes Towards it

Listening Performance of Iraqi Intermediate EFL Learners in Collaborative Learning and their Attitudes Towards it

Examining Public Library Collaborative Partnerships with School Makerspaces and “Making Programmes”

Collaborative learning in kindergarten: Challenge or reality?

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