Towards a New Platform Based on Web 2.0 Technologies Supporting Collaborative Clinical Reasoning Behavior Skills

Gherib, Teldja; Bouhadada, Tahar

doi:10.3991/ijet.v16i08.19471

Cited by 5 publications

(5 citation statements)

References 32 publications

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“…Zain (2017) describes the efforts to visualise 21st-century learning through the collaborative instructional design system (CIDS), exploring and involving students' caring and communication elements in developing online collaborative teaching materials (Robinson et al, 2017): online collaborative learning (Ellis & Bliuc, 2019); student attitudes towards online learning (McCarthy, 2017); and online study and exams web (Myyry & Joutsenvirta, 2015). Behavioural competence in clinical reasoning can be realised by web-based collaborative learning (Gherib & Bouhadada, 2021). The five principles of collaboration are communication, commitment, cooperation, compromise and rewards supported by prior research studies (Penuel et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Development of the CPOL design to improve the ability to develop teaching materials

Yunus

Amirullah

Safiah

et al. 2022

CJES

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This study aims to develop an online-based collaborative project learning model design that can improve students’ abilities in developing teaching materials. The method used is research and development. Data collection instruments are questionnaires and rubrics. Data analysis used descriptive statistics. The validation test used the individual content validity index and the overall content validity index. The Collaborative Project Online Learning (CPOL) model developed consists of six stages in learning: (1) orientation, (2) understanding project concepts and tasks, (3) designing and determining project themes, (4) working on project assignments, (5) presenting project assignments, and (6) evaluating project assignments. The results show that the content validity index shows a good category. Students are also good at developing teaching materials. Thus, the design of the CPOL model can be used in the course of developing teaching materials in higher education. Keywords: Designing, collaborative project, online learning, ability to develop, teaching materials.

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Section: Discussionmentioning

confidence: 99%

Development of the CPOL design to improve the ability to develop teaching materials

Yunus

Amirullah

Safiah

et al. 2022

CJES

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“…Based on the results of recent research, several digital-based physics learning and e-learning have been used and proven effective to improve CTS, including Problem Based Learning (PBL) (Alandia et al, 2019), virtual classroom (Slisko, 2021), STEM learning (Utami et al, 2021), and web learning (Gherib & Bouhadada, 2021). However, research needs to be specifically designed to improve the CTS for physics education students in optimizing the 21 st Century skills at the university level.…”

Section: Introductionmentioning

confidence: 99%

The dHOTLearn Model to Improve Critical Thinking Skills of Physics Education Program Undergraduate

Prahani,

Jatmiko,

Pristianti

et al. 2023

JHETP

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The main purpose of this study is to develop a dHOTLearn model based on the physics learning web (PLW), which is intended to improve the critical thinking skills (CTS) of physics education students as well as to optimize the MBKM program at the university level. The research results that the quality dHOTLearn model based on PLW by expert judgments can be used for improving the CTS of physics education program undergraduate. To increase CTS, lecturers prepare structured and rigorous teaching and learning activities utilizing the dHOTLearn paradigm based on PLW. Creating an effective learning environment and learning media to support each action done by lecturers and students at every point in the syntax of the dHOTLearn model based on PLW evaluates the effectiveness of using this learning model. More study can be done to test the feasibility and usefulness of the dHOTLearn model based on PLW for improving the CTS of undergraduate physics education programs.

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“…Through the student project, students have the opportunity to develop and improve many soft skills, such as the communication, teamwork, leadership, professional, interpersonal, intrapersonal, interdependence and ethics skills [1]- [5]. Among these soft skills, teamwork is identified as one of the most valued and important skills among graduate students [6]- [8].…”

Section: Introductionmentioning

confidence: 99%

“…A team can be described as a set of people with individual skills required to complete tasks or project, in which each team member has common goals, operates with a high degree of interdependence, shares responsibility and is accountable for the collective performance [2] [9]. Teamwork is the process of individuals performing activities jointly in a supportive situation through sharing knowledge and skills in order to achieve common goals [8] [10]. There are several theories related to teamwork.…”

Section: Introductionmentioning

confidence: 99%

“…In all majoring and degrees, employers are seeking graduates who are able to work well in teams and who are decisive problem solvers [7]. Moreover, researchers reveal that projects done collaboratively have given positive impact on student development [8] [14]- [16]. Tarricone and Luca also agreed that effective team work was an essential ingredient in the success of the students completing their project-based unit [10].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teamwork Effectiveness in Student’s Final Year Project

Yusof

Hussein

Hashim

et al. 2021

Int. J. Emerg. Technol. Learn.

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The goal of this paper is to deliberate issues pertaining to teamwork effectiveness among students in a university environment. Final year project is an important assessment to measure students’ teamwork skills in the university. Three main factors have been identified that contribute to teamwork effectiveness. The factors are namely interpersonal skills, interdependence and commitment to success. Interpersonal factors include social sensitivity and emotional engagement attributes. In this perspective, measures such as teamwork support, care, trust, honesty and respect towards team members are important key criteria. On the other hand, interdependence among others includes traits such as promoting each other to achieve common goals, bringing the best of each other and helping each other completing the task. Commitment to team success involves high obligation, high motivation, strong common goals and strong shared values and beliefs. In this paper, construct items for each factor are developed based on previous studies. The findings show that these factors are relevant toward the success of the student’s final year project. Lacking these skills may result in poor performance among team members and may lead to unfavorable outcome.

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Towards a New Platform Based on Web 2.0 Technologies Supporting Collaborative Clinical Reasoning Behavior Skills

Cited by 5 publications

References 32 publications

Development of the CPOL design to improve the ability to develop teaching materials

Development of the CPOL design to improve the ability to develop teaching materials

The dHOTLearn Model to Improve Critical Thinking Skills of Physics Education Program Undergraduate

Teamwork Effectiveness in Student’s Final Year Project

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