A Model to Guide Practitioners Through the Process of Collaborative Projects

John Raven (Higher Colleges of Technology, UAE)

Learning and Teaching in Higher Education: Gulf Perspectives

ISSN: 2077-5504

Article publication date: 1 June 2006

Issue publication date: 1 June 2006

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Abstract

Collaborative projects are often touted as an effective pedagogical practice particularly when authentic tasks and a studentcentred approach are involved. By default such practices often include many other aspects that need to be taken intoconsideration such as interdisciplinary tasks, technology or second language learning (ESL). Approaches to teaching/learning like these are necessarily complex and a theoretical framework that unravels the numerous issues embedded isneeded to understand what exactly is going on. In this paper a model developed originally by Webb and Palincsar (1996)is used to illustrate the multitude of influencing factors involved in a large scale integrated collaborative project at SharjahWomen’s College. From the students’ perspectives, issues related to tension with using technology and lack of transferbetween disciplines was uncovered implicating the need for changes to aspects of the project.

Citation

Raven, J. (2006), "A Model to Guide Practitioners Through the Process of Collaborative Projects", Learning and Teaching in Higher Education: Gulf Perspectives, Vol. 3 No. 1, pp. 2-8. https://doi.org/10.18538/lthe.v3.n1.02

Publisher

:

Emerald Publishing Limited

Copyright © 2006 John Raven

License

This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode


Acknowledgements

Publisher's note: The Publisher would like to inform the reader that the article “A Model to Guide Practitioners Through the Process of Collaborative Projects” has changed pagination. Previous pagination was pp. 1-7. The updated pagination for the article is now pp. 2-8. The Publisher apologises for any inconvenience caused.

Corresponding author

Learning and Teaching in Higher Education: Gulf Perspectives Vol 3 No 1, January 2006

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