Învăţarea Colaborativă În Cadrul Unei Cercetări Acţiune Dezvoltată Pentru a Răspunde Provocărilor Impuse De Şcoala Online

Abstract

The measures put in place to stop the spread of the Covid-19 have had a major impact on the organization of educational processes. School teachers have been faced with overnight digitalization of their activities without always receiving adequate support with this transition. The present paper reports on a participatory action research project in the form of a tutoring program that sought to understand and respond to these challenges. The project took the form of an open learning initiative addressed to teachers in April – June 2020, followed by a data collection and analysis phase. 37 teachers in four Romanian counties benefited from personalized forms of support offered by 20 student- tutors enrolled in the Educational Sciences Department at the West University in Timişoara. All project activities were carried out at a distance, in the vast majority of cases, online. In analyzing the data produced by the project (tutor reflection log entries, qualitative interviews and focus groups with teachers and tutor students) we seek to answer the following research question: How did a collaborative learning process emerge as part of a participatory action research project carried out during the onset of online teaching and learning practices?. The collaborative learning responded to teachers’ immediate and individual needs regarding the development of digital competences, as well as related to pedagogical and emotional support. Through the tutoring program, the expected roles of the educational actors were reversed: since the undergraduate students were not primarily beneficiaries of the educational processes, but took on an active part as facilitators of the teachers’ learning processes. Thus, a competence transfer from the university to the pre- university environment took place, at a faster rate than it would usually happen.

Collaborative learning and skill development for educational growth of artificial intelligence: A systematic review

“…Aguilar and Perez (2021) point out that CL is essential to a new educational approach characterized by social isolation and virtual learning experiences because of COVID-19. Other studies, such as Almusharraf and Bailey (2021), Dewi and Muhid (2021), Handini et al (2022), Mustakim et al (2021), andSafta-Zecheria et al (2021), and also highlighted the importance of CL during the pandemic and the positive results obtained with it. The data from this systematic review suggest that this may not be the final answer since many of the papers reviewed present experiences before the pandemic or face-to-face interactions (Figure 2), and only 22% of the papers published between 2020 and 2022 explicitly mention the pandemic.…”