Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

Myskow, Gordon; Bennett, Phillip A.; Yoshimura, Hisako; Gruendel, Kyoko; Marutani, Takuto; Hano, Kaori; Li, Teresa

doi:10.37237/relay/010212

Cited by 4 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Collaborative learning presupposes some degree of learner autonomy, especially when it comes to the type of autonomy which allows 'speakers' to interact within a group (Myskow et al, 2018). Learning languages involves students in some sort of collaboration, thus here, autonomy in learning does not equal learning individually.…”

Section: Collaboration Autonomy and Learning Journalsmentioning

confidence: 99%

Collaboration in Higher Education

Abegglen,

Burns,

Sinfield

2023

View full text Add to dashboard Cite

Collaboration in Higher Education focuses on the opportunities and challenges created by engaging in collaboration and partnership in higher education. As higher education institutions become ever more competitive to sustain their place in a global, neoliberal education market, students and staff are confronted with alienating practices. Such practices create an individualistic, audit and surveillance culture that is exacerbated by the recent COVID-19 pandemic and the wholesale ‘pivot’ to online teaching. In this atomised and competitive climate, this volume synthesises theoretical perspectives and current practice to present case study examples that advocate for a more inclusive, cooperative, collaborative, compassionate and empowering education, one that sees learning and teaching as a practice that enables personal, collective and societal growth. The human element of education is at the core of this book, focusing on what we can do and achieve together: students, academic staff, higher education institutions and relevant stakeholders.

show abstract

Section: Collaboration Autonomy and Learning Journalsmentioning

confidence: 99%

Collaboration in Higher Education

Abegglen,

Burns,

Sinfield

2023

View full text Add to dashboard Cite

show abstract

“…The type of learning zone selected and designed for the students and the teacher determines the entire learning process, concomitantly with the roles adopted by the team members. The phenomenon of teamwork is defined in English research under two terms, "cooperative learning" and "collaborative learning", designating varieties of team learning methods which can be applied interchangeably (Johnson et al 2013), or with the stress on their distinctiveness (Mason 1972;Matthews et al 1995;Bruffee 1999;Roselli 2016;Myskow et al 2018).…”

Section: Collaborative Learning: a Subtype Of Teamworkmentioning

confidence: 99%

Formative Performance Assessment in the Process of Developing Translation Sub-competences

Godlewska

2023

Miscelánea

View full text Add to dashboard Cite

This research paper pertains to the method of student performance evaluation applied to the process of online collaborative learning. The model of evaluation is intended for the developing translation sub-competences and involves the analysis of the team members’ discourse in the process of negotiating meanings, in compliance with Gery Stahl’s claim that discourse constitutes interpretation (2004: 22). The devised individual assessment form encompasses the study of performance of collaborating team members in two dialogic spaces, the content space and the relational space of collaboration (Janssen and Bodemer 2013). The assessment procedure comprises the analysis of the students’ individual achievements as well as their contribution to the team expert knowledge building. The main goal of this research paper is to highlight the regulatory function of the formative performance assessment method for team learning and to indicate the interdependences between the collaborative learning, formative performance assessment as well as the communicative approach to learning, the latter constituting the theoretical framework for this research.

show abstract

“…The third stage. Then, on the base of different studies (Pearson, 1992;Langfred, 2000;Pekruhl, 1994;Myskow et al, 2018), in the differentiated ESP instruction, a two-degree model of group autonomy of minimum and relatively maximum degrees was developed according to the criteria of motivation; goal, content and procedure; control and reflection. According to the motivational criterion, with a minimum degree of group autonomy, the group members demonstrate extrinsic motivation (neutrality in attitude, desire and interest) during the performance of the group task, whereas with a relatively maximum level of group autonomy they show the intrinsic motivation (a positive attitude, desire and interest) in the process of task performance.…”

Section: Mostly Intrinsic Motivationmentioning

confidence: 99%

“…The terms "group autonomy" or "group work autonomy" (Bailey, Adiga, 1997;Blumberg, 1980;Cordery, Mueller, Smith, 1991;Langfred, 2000), "group learner autonomy" (Ponton, 2020); "team autonomy" (Thomas, Tymon, 1993;Kirkman, Rosen, 1999) appeared in studies on the features of the group / teamwork in companies. "Collaborative autonomy" is mentioned in the context of cooperative and collaborative learning (Myskow et al, 2018), "social autonomy" (Palfreyman, 2018), foreign language learning. Langfred (2000) singled out the low and high degrees of the group autonomy and argued that "autonomy can simultaneously reside at both the group and the individual level in a work group" (p. 564).…”

Section: Introductionmentioning

confidence: 99%

Individual and Group Autonomy in Differentiated Esp Instruction of Information Technology Students

Synekop

2022

View full text Add to dashboard Cite

This study was aimed to check the effectiveness of links between individual and group autonomy of information technology (IT) students who studied ESP at university with the use of differentiated tasks. The mixed type of research was used. The study was held in 2020-2021 academic year and involved 40 IT students of the Physics and Technology Department of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. For the purpose of the study we used a three-degree individual autonomy model involving the partial autonomy, semi-autonomy and conditionally full autonomy degrees, and a two-degree group autonomy including the minimum and relatively maximum degrees. Both models were based on the criteria of motivation; goal, content and procedure; control and reflection. The significantly and insignificantly effective links between individual and group autonomy of IT students in differentiated ESP instruction were identified. The relatively maximum degree of group autonomy combined with individual semi-autonomy of IT students, as well as the relatively maximum degree of group autonomy combined with conditionally full individual autonomy of IT students were found significantly effective. In contrast, the combinations of the minimum degree of group autonomy with partial individual autonomy of IT students, as well as the minimum degree of group autonomy with conditionally full individual autonomy of IT students were found insignificantly effective. It was concluded that the promotion of the individual and group autonomy in differentiated ESP instruction should be based on individual characteristics of students.

show abstract

Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

Cited by 4 publications

References 0 publications

Collaboration in Higher Education

Collaboration in Higher Education

Formative Performance Assessment in the Process of Developing Translation Sub-competences

Individual and Group Autonomy in Differentiated Esp Instruction of Information Technology Students

Contact Info

Product

Resources

About