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Author: Ondrea Michelle Quiros
Publisher:
ISBN:
Category :
Languages : en
Pages : 196
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Book Description
As online learning becomes more popular, higher education is becoming more interested in this new medium of learning. However, attrition has become a developing problem for colleges and universities that offer online classes, as some students found it was difficult to stay engaged in their online courses. From the literature, it was hypothesized that instructional designs that incorporate collaborative activities will lead to higher perceived engagement levels than those that incorporate individualistic learning. An exploratory study used a self-report survey instrument to measure students' perception of level of engagement in six graduate-level online classes (n=66). Half of the courses in the study integrated formal collaborative activities as a significant component of the course and half represented learning environments characterized by whole group and individualistic learning. The results showed a significant positive relationship between classes that used collaborative activities and engagement levels. However, the coded responses of the participants showed that while classes that use such activities had higher levels of engagement, it is possible that this may be attributable to other factors external to the formal elements of collaboration in the course. Recommendations are offered for future research that may help identify the elements that contribute to engagement in online courses.
Author: Ondrea Michelle Quiros
Publisher:
ISBN:
Category :
Languages : en
Pages : 196
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Book Description
As online learning becomes more popular, higher education is becoming more interested in this new medium of learning. However, attrition has become a developing problem for colleges and universities that offer online classes, as some students found it was difficult to stay engaged in their online courses. From the literature, it was hypothesized that instructional designs that incorporate collaborative activities will lead to higher perceived engagement levels than those that incorporate individualistic learning. An exploratory study used a self-report survey instrument to measure students' perception of level of engagement in six graduate-level online classes (n=66). Half of the courses in the study integrated formal collaborative activities as a significant component of the course and half represented learning environments characterized by whole group and individualistic learning. The results showed a significant positive relationship between classes that used collaborative activities and engagement levels. However, the coded responses of the participants showed that while classes that use such activities had higher levels of engagement, it is possible that this may be attributable to other factors external to the formal elements of collaboration in the course. Recommendations are offered for future research that may help identify the elements that contribute to engagement in online courses.
Author: Douglas Humes
Publisher:
ISBN:
Category : Group work in education
Languages : en
Pages : 86
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Book Description
This study seeks to increase the effectiveness of online collaborative learning in middle school science classrooms and explore its impact on student beliefs and attitudes toward collaborative learning. Historically, many students, parents and educators have not appreciated the effectiveness of cooperative learning, due in part, to adverse past experience. Corporations today demand in their employees collaborative skills lacking in many of today's graduates from secondary schools. Our students require these skills and experience to compete in our current and future economy. Research has shown that collaborative learning projects support dramatic increases in engagement leading to deeper understanding and higher-level thinking. These results have been seen only in learning environments where students receive training to function in collaborative groups, have structured project with goals, roles, and outcomes, and are given regular feedback from teachers and peer group members regarding individual contributions and personal group effectiveness. Using an experimental design with three subject groups receiving varying levels of support for developing collaborative skills and group functioning skills the study aims to quantify how much support and qualify which support materials will best improve student learning, individual accountability, and student held beliefs about the efficacy of collaborative learning in middle school classrooms. Results from this study have shown that collaborative online learning does benefit from scaffolding that supports collaborative planning and feedback from peers and teachers. Additionally, the efficacy of online collaboration may be less than face-to-face collaborative learning.
Author: Aehe
Publisher: John Wiley & Sons
ISBN: 1119000750
Category : Education
Languages : en
Pages : 144
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Book Description
What makes online learning engaging to students? Engagement depends upon designing learning that is active and collaborative, authentic and experiential, constructive and transformative. While students and instructors can inadvertently act in several ways to decrease student engagement in online coursework, research indicates a range of options that have been proven to engage students in their online courses. This report explores the learning theories, pedagogies, and active learning options that encourage student engagement, push them to think more deeply, and teach them how to learn. It guides instructors on how to evaluate the effectiveness of technological and software tools, and to evaluate and assess the activities, learning, and retention occurring in their online classes. Finally, it will help instructors find inspiration for engagement from the face-to-face settings that can be translated into the online environment. This is the 6th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Elizabeth F. Barkley
Publisher: John Wiley & Sons
ISBN: 1118761677
Category : Education
Languages : en
Pages : 455
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Book Description
A guide to thirty-five creative assignments for pairs and groups Collaborative Learning Techniques is the bestseller that college and university faculty around the world have used to help them make the most of small group learning. A mountain of evidence shows that students who learn in small groups together exhibit higher academic achievement, motivation, and satisfaction than those who don't. Collaborative learning puts into practice the major conclusion from learning theory: that students must be actively engaged in building their own minds. In this book, the authors synthesize the relevant research and theory to support thirty-five collaborative learning activities for use in both traditional and online classrooms. This second edition reflects the changed world of higher education. New technologies have opened up endless possibilities for college teaching, but it's not always easy to use these technologies effectively. Updated to address the challenges of today's new teaching environments, including online, "flipped," and large lectures, Collaborative Learning Techniques is a wonderful reference for educators who want to make the most of any course environment. This revised and expanded edition includes: Additional techniques, with an all-new chapter on using games to provide exciting, current, technologically-sophisticated curricula A section on effective online implementation for each of the thirty-five techniques Significantly expanded pedagogical rationale and updates on the latest research showing how and why collaborative learning works Examples for implementing collaborative learning techniques in a variety of learning environments, including large lecture classes and "flipped" classes Expanded guidance on how to solve common problems associated with group work The authors guide instructors through all aspects of group work, providing a solid grounding in what to do, how to do it, and why it is important for student learning. The detailed procedures in Collaborative Learning Techniques will help teachers make sure group activities go smoothly, no matter the size or delivery method of their classes. With practical advice on how to form student groups, assign roles, build team spirit, address unexpected problems, and evaluate and grade student participation, this new edition of the international classic makes incorporating effective group work easy.
Author: Tim S. Roberts
Publisher: IGI Global
ISBN: 9781591402275
Category : Education
Languages : en
Pages : 342
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Book Description
Online Collaborative Learning: Theory and Practice provides a resource for researchers and practitioners in the area of online collaborative learning (also known as CSCL, computer-supported collaborative learning), particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both theory and practice in this area. It attempts to answer such important current questions as: how can groups with shared goals work collaboratively using the new technologies? What problems can be expected, and what are the benefits? In what ways does online group work differ from face-to-face group work? And what implications are there for both educators and students seeking to work in this area?
Author: Corey Seemiller
Publisher: John Wiley & Sons
ISBN: 1119143454
Category : Education
Languages : en
Pages : 325
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Book Description
Say Hello to Your Incoming Class—They're Not Millennials Anymore Generation Z is rapidly replacing Millennials on college campuses. Those born from 1995 through 2010 have different motivations, learning styles, characteristics, skill sets, and social concerns than previous generations. Unlike Millennials, Generation Z students grew up in a recession and are under no illusions about their prospects for employment after college. While skeptical about the cost and value of higher education, they are also entrepreneurial, innovative, and independent learners concerned with effecting social change. Understanding Generation Z's mindset and goals is paramount to supporting, developing, and educating them through higher education. Generation Z Goes to College showcases findings from an in-depth study of over 1,100 Generation Z college students from 15 vastly different U.S. higher education institutions as well as additional studies from youth, market, and education research related to this generation. Authors Corey Seemiller and Meghan Grace provide interpretations, implications, and recommendations for program, process, and curriculum changes that will maximize the educational impact on Generation Z students. Generation Z Goes to College is the first book on how this up-and-coming generation will change higher education.
Author: Robyn M. Gillies
Publisher: Springer Science & Business Media
ISBN: 0387708928
Category : Education
Languages : en
Pages : 277
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Book Description
Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research? A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers’ control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor. The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.
Author: Stephen Rutherford
Publisher: Nova Science Publishers
ISBN: 9781633217560
Category : Group work in education
Languages : en
Pages : 0
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Book Description
There is strong evidence that collaborative learning is beneficial to educational development. By engaging in collaborative activity, learners utilise each other's perspectives and experiences to solve problems and develop a shared understanding of meanings. Through dialogue and social interaction, learners are empowered to perform outside of their own individual capabilities. Collaborative learning has the potential to benefit learners of all levels of experience and in a variety of situations. This edited volume showcases a series of studies of theory and case-studies of practice. The book highlights the benefits and challenges of collaborative inquiry, and how these are best managed in practice. The contributors to this volume are comprised of educators from around the world, and collaborative approaches for learners across a broad range of stages of development are discussed. The authors highlight the rich diversity of approaches to learning through collaborative activity, and provide examples of good practice. It also addresses the increasing significance of technology in the support collaborative learning. The benefits technology can bring to collaborative activity have been recognised for several years, and many of the contributions to this volume demonstrate how the impact and scope of collaborative learning may be enhanced by the use of collaborative technologies, social media and Web 2.0 interactive platforms. The examples presented in this edited work illustrate that through technology, collaborative activities no longer need to be confined to the classroom, but may occur across geographical, cultural, and language barriers. Often overcoming these barriers within a collaborative environment proves to be of great benefit to the learners in addition to the knowledge gains offered.
Author: John Stephenson
Publisher: Routledge
ISBN: 1135382417
Category : Education
Languages : en
Pages : 226
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Book Description
A guide to teaching and learning online. It presents a wide range of experience and research findings from leading practitioners and organizations around the world, including case studies from the Open University, the BBC, ICL and leading international academics.
Author: Joseph J. Salomone
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 404
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Book Description
This study represented intent to understand and define the shared social and academic experiences that online Graduate students encounter as part of their online courses along with their associated personalization and interpretation of such experiences. It sought to understand a student's individual perception of the concept of engagement in online learning and how they defined, participated and related to such experiences. Engagement experiences were easily identified and further defined when they involved, collaboration, communication, feedback, interaction and exposure to real world ideas and concepts. The experience was very personal to the student and required reflection to understand their role in that experience. They needed to be ready for the experience, as it required a degree of personal self-regulation to prepare for the engagement opportunity. When they were prepared for the experience they were far more likely to acknowledge the experience and successfully participate in the overall learning environment. The readiness that was required to be part of these experiences also helped them create knowledge from these interactions, forming a cognitive mosaic of rich stories that they could recount as if they had just happened hours ago. The conclusions were that students' reflective interactive experiences and subsequent personalization of such experiences in their online courses were extremely critical in helping them define their overall engagement experience. The use of active collaborative learning within a meaningful construct created optimal engagement opportunities for students, which helped them stay connected, and ultimately engaged. In addition students enjoyed assignments and projects as part of the course, which were grounded in real world applications. These aspects of the course made collaboration a much more meaningful and realistic experience which allowed students the ability to uniquely define their own engagement experience. Students understood the idea that the concept of engagement or their respective levels of active participation in both the course and the program were extremely relative. By self-regulating these levels both personally and with respect to engagement as part of the course, it could then directly impact their success in not only the course but subsequently the program. Recommendations and implications for current practice included promoting the concept of mentorship by defining the role of the faculty member as a collaborative coach within online learning with the intent to creatively foster an ongoing mentorship environment between not only the faculty and their students but also amongst faculty members By also promoting the use of interactive course design, it would allow students the ability to collaborate, create, communicate, and reflect on their engagement experiences while relating to their classmates. In addition reviewing the course evaluation process by promoting ways to make it a more student centered experience, rather than faculty centered. With respect to course design, additional recommendations were made to explore the infusion of creativity through the use role-playing to create meaningful projects and assignments, which are grounded in real world theory and application. Finally as institutions continue to expand their online populations and understand the online learning model they need to establish a level of commitment to faculty. In doing so, this will help to provide ongoing faculty development, regarding new technologies with intent to promote opportunities for engagement in online learning using meaningful contextual constructs.
