The Effects of Different Patterns of Group Collaborative Learning on Fourth-Grade Students’ Creative Thinking in a Digital Artificial Intelligence Course

Hu, Xiaoyong; Liu, Yue; Huang, Jie; Su, Mu

doi:10.3390/su141912674

Cited by 6 publications

(2 citation statements)

References 95 publications

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“…Critical thinking skills can be trained and improved through collaborative experimental or scientific investigation activities [50]. Social interaction among students can support cognitive abilities in building knowledge independently [51]- [53].…”

Section: The Correlation Between Pre-service Teachers' Collaboration ...mentioning

confidence: 99%

Ethno-ECLIPSE learning model: The bridge between collaboration and critical thinking skills

Priyambodo,

Paidi,

Wilujeng

et al. 2023

EduLearn

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Collaboration skills and critical thinking skills are two real-life competencies in the 21st century. These two skills are believed to be related to one another. However, research on the magnitude of the correlation between the two skills is rarely investigated. Empowerment of these two skills cannot be separated from the learning model. This study analyzes the relationship between collaboration and critical thinking skills through the ethno-ECLIPSE learning model and conventional learning. This correlation study involved 240 biology students from various universities in Special Region of Yogyakarta and Central Java Provinces, Indonesia. Collaboration skills data was obtained through peer-to-peer rating scales, while critical thinking skills data was collected through essay tests. Data was analyzed by using simple linear regression. The research results showed collaboration skills significantly correlate with students’ critical thinking skills. The contribution of collaboration to critical thinking skills is higher when applying the ethno-ECLIPSE learning model (86.9%) than in conventional learning (48.2%). Then, the regression equation formed from both learning is parallel but not coincident. The ethno-ECLIPSE learning model can be the right choice and is highly recommended for achieving learning goals, especially increasing collaboration and critical thinking skills of pre-service teacher.

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Section: The Correlation Between Pre-service Teachers' Collaboration ...mentioning

confidence: 99%

Ethno-ECLIPSE learning model: The bridge between collaboration and critical thinking skills

Priyambodo,

Paidi,

Wilujeng

et al. 2023

EduLearn

View full text Add to dashboard Cite

show abstract

“…which requires students to interact and work together in groups that have a small size, made up to four-members of different level of knowledge [26] [27]. Through group collaborative learning integrated with semantic strategy, students can construct a deeper understanding and reach a consensus [28] [29]. Research has demonstrated that diversity affects the quality of learning in groups.…”

Section: Introductionmentioning

confidence: 99%

Integrating Collaborative Learning into Semantic Mapping Strategy to Boost Vocabulary and Reading Comprehension Achievement

Ardiansyah,

Rosyidin,

Aryanti

et al. 2024

Advances in Social Science, Education and Humanities Research

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The study compared students' reading comprehension and English vocabulary before and after instruction using two different instructional strategies: the original semantic mapping strategy and the semantic mapping strategy in conjunction with collaborative learning. The study involved two groups, one serving as the experimental group and the other as the control group, and employed a quasi-experimental methodology that involved non-equivalent control groups. During the first semester of the 2022 academic year, 50 Bidikmisi students from Sriwijaya's State Polytechnic participated in the study. A nonrandom process was used to divide them into experimental and control groups. Semantic mapping and group learning were used by the experimental group to examine vocabulary and reading comprehension. The control group was instructed in vocabulary and reading comprehension using the original semantic mapping strategy. Before the study began, both groups took a pre-test in vocabulary and reading comprehension to make sure they were similar in terms of their abilities and that they met the requirements of a normal distribution. The same test was administered to both groups at the end of the experiment to compare the effects of the two strategies on the vocabulary and reading comprehension skills of the Bidikmisi students: the original semantic mapping strategy and the semantic mapping strategy combined with collaborative learning. The findings indicated that the experimental group demonstrated enhancements in both vocabulary acquisition and reading comprehension when compared to the control group. Therefore, cooperative learning and semantic mapping be considered as effective techniques for teaching vocabulary and enhancing reading comprehension among EFL students.

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Exploring the efficacy of collaborative learning in a remote robotics laboratory: a comparative analysis of performance and pedagogical approaches

Teng,

Tang,

et al. 2024

Smart Learn. Environ.

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In today's world, remote-controlled robots are widely used across various industries due to their ability to enhance working efficiency in various applications. Learning about robot operation and human–computer interaction has emerged as a popular topic in recent times. Indeed, learning robotics can be challenging for many students as it requires knowledge of programming, control systems, electronics, etc. Collaborative learning in a physical robotics setting is common in higher education and has received significant attention for its potential to enhance individual learning outcomes. However, the effectiveness of learning robotics in a remote setting is still a matter of debate. In this study, we establish a remote laboratory environment to teach undergraduate students in the engineering discipline. Students are required to utilize a robotic arm to grasp designated objects collaboratively among students through synchronous interactions online. To compare students’ performance under different pedagogical teaching approaches, students are divided into two groups. They each perform the task individually and collaboratively, albeit in a different order. Our study adopts a quantitative method to measure students' learning outcomes based on the assessment of performing the laboratory tasks and completion time. The results indicate a noteworthy improvement in the individual performance of the group of students who engage in collaborative work prior to the individual tasks. These findings have implications for other remote laboratory setups and highlight the effectiveness of collaborative learning in higher education.

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The Effects of Different Patterns of Group Collaborative Learning on Fourth-Grade Students’ Creative Thinking in a Digital Artificial Intelligence Course

Cited by 6 publications

References 95 publications

Ethno-ECLIPSE learning model: The bridge between collaboration and critical thinking skills

Ethno-ECLIPSE learning model: The bridge between collaboration and critical thinking skills

Integrating Collaborative Learning into Semantic Mapping Strategy to Boost Vocabulary and Reading Comprehension Achievement

Exploring the efficacy of collaborative learning in a remote robotics laboratory: a comparative analysis of performance and pedagogical approaches

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