Online collaborative learning activities: The perspectives of minority graduate students

Kumi–Yeboah, Alex; Dogbey, James; Yuan, Guangji

doi:10.24059/olj.v21i4.1277

Cited by 46 publications

(27 citation statements)

References 18 publications

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“…The study examined student satisfaction and performance in online collaborative learning involving students in two different cultural contexts (Zhu, 2011). Kumi-Yeboah, Dogbey, and Yuan (2017) considered the perceptions of minority graduate students toward online collaborative learning activities. The data analysed identified six themes on the perceptions of the marginal graduate students toward online collaborative learning activities including: (a) a semblance of building and construction of knowledge, (b) a preference towards working in small-group over whole-group activities, (c) available opportunities of sharing and leading discussion in cross-cultural online setting, (d) activities that collaboratively aid in meeting their learning and communication styles, (e) challenges in dealing with existing cultural differences, and (f) a common lack of multicultural inclusion in the curriculum/course content.…”

Section: Experiencing the Cognitive Coaching Approachmentioning

confidence: 99%

Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

Mr.

McClain

Harris

et al. 2021

EAJESS

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The teaching and learning enterprise require several inputs and a framework upon which the teacher’s practice and repertoires are put into action and one such input is cognitive coaching. It is important to note that schools that are known to be successful have a distinction and ability to enhance teaching practices, where teachers can collaborate among themselves in designing subject materials and other professional undertakings .Additionally, the ability to inform and critique each other in an honest way has a long lasting feature to ensure growth and improvement in the individual teacher and also in the ability to sustain an effective organization. This paper provides a platform upon which the construct of cognitive coaching can be examined. The paper embodies a critical analysis of chapters two, five and seven of Newell-McLymont (2015). In Chapter two, Collaboration in the classroom context is seen as a critical component in the teaching/learning environment, bringing benefits to both teachers and the students at their disposal. Collaboration has been proven to be the panacea for eliminating teacher isolation and encourages problem solving approaches. An analytic perspective on generating the cognitive coaching approach, while bearing in mind, the power of teacher networks, is the thrust of chapter five. Chapter seven in examining the cognitive approach through application presents several studies that looked at the environment and culture as essential consideration for collaborative learning. Given the benefits of cognitive coaching, the reviewers have sounded the call for this to be fully embraced especially during the COVID 19 period of crisis.

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Section: Experiencing the Cognitive Coaching Approachmentioning

confidence: 99%

Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

Mr.

McClain

Harris

et al. 2021

EAJESS

View full text Add to dashboard Cite

show abstract

“…The online learning environment enables individual and collaborative work supported by a variety of tools and learning methods. Reducing the student's dependence on the teacher as a source of knowledge highlights the central contribution of online tools to facilitating social interaction in a learning environment (Beldarian, 2006;Kumi-Yeboah, Dogbey, & Yuan, 2017;Simpson, 2006).…”

Section: Online Learningmentioning

confidence: 99%

Professional Development- Differences in teachers' attitudes between online and traditional training courses

Wasserman

Migdal

2019

OLJ

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The basic need for man to be constantly engaged in learning on the one hand and the technological revolution on the other hand lends itself to an interesting combination of change in the learning process. This change has not overlooked the teachers who have also undergone changes in their professional development at the Pisgah centers. The technology age has brought with it online learning. The purpose of this study is to examine the attitudes of the teachers training in the Pisgah centers in Israel on the differences between online and traditional training courses. This study was conducted using the quantitative method with 495 teachers participating. The study findings indicate four main areas related to teachers' attitudes. Effectiveness and application, environment, course assignments and attitudes towards ICT. Significant differences were found in the environment variable and the ICT variable between online and traditional training in favor of online training. In addition, a multi regression analysis found that the effectiveness of the course can be explained by the variables: environment, course assignments, and ICT.

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“…Unfortunately, challenges in the online space can also impede learning. Among the most worrisome is that students can lack a sense of community [40], which disproportionately impedes successful learning outcomes among diverse learners [37]. Because online courses can leave students feeling isolated and disconnected, a challenge for such courses is to find ways to build and support community, which may be essential for collaboration and promoting positive learning experiences online [52].…”

Section: Introductionmentioning

confidence: 99%

A Social Network Analysis of Online Engagement for College Students Traditionally Underrepresented in STEM

Williams-Dobosz

Azevedo

Jeng

et al. 2021

LAK21: 11th International Learning Analytics and Knowledge Conference

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Little is known about the online learning behaviors of students traditionally underrepresented in STEM fields (i.e., UR-STEM students), as well as how those behaviors impact important learning outcomes. The present study examined the relationship between online discussion forum engagement and success for UR-STEM and non-UR-STEM students, using the Community of Inquiry (CoI) model as our theoretical framework. Social network analysis and nested regression models were used to explore how three different measures of forum engagement-1) total number of posts written, 2) number of help-seeking posts written and replied to, and 3) level of connectivity-were related to improvement (i.e., relative performance gains) for 70 undergraduate students enrolled in an online introductory STEM course. We found a significant positive relationship between help-seeking and improvement and nonsignificant effects of general posting and connectivity; these results held for UR-STEM and non-UR-STEM students alike. Our findings suggest that online help-seeking has benefits for course improvement beyond what can be predicted by posting alone and that one need not be well connected in a class network to achieve positive learning outcomes. Finally, UR-STEM students demonstrated greater grade improvement than their non-UR-STEM counterparts, which suggests that the online environment has the potential to combat barriers to success that disproportionately affect underrepresented students.

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Online collaborative learning activities: The perspectives of minority graduate students

Cited by 46 publications

References 18 publications

Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

Professional Development- Differences in teachers' attitudes between online and traditional training courses

A Social Network Analysis of Online Engagement for College Students Traditionally Underrepresented in STEM

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