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Article
Publication date: 31 August 2022

Marco Zappatore

Before COVID-19 pandemic, translation students in higher education attended courses on computer-assisted translation to acquire operational knowledge of professional software…

Abstract

Purpose

Before COVID-19 pandemic, translation students in higher education attended courses on computer-assisted translation to acquire operational knowledge of professional software, without experiencing collaborative/interactive learning. In few European universities skills labs were introduced to offer fieldwork-like activities, but without shared modelling standards and mainly held in presence for few consecutive days. As the COVID-19 pandemic further deprived students of crucial educational experiences, the purpose of this paper is to present an online collaborative learning environment exploiting a customised combination of information and learning applications the students already experienced during the pandemic to smoothen their learning curve and increase the educational effectiveness.

Design/methodology/approach

A multi-framework methodology to build and operate a computer-supported online collaborative skills lab for translation students is proposed. Reference standards and guidelines are leveraged to provide participants with a common knowledge ground, to activate the computer-supported collaborative learning perspective, and to ensure an appropriate simulation fidelity.

Findings

An end-to-end implementation of the proposed approach along with educational effectiveness analysis performed via complementary assessment strategies is presented. Achieved outcomes highlight significant participation rate, consistent improvement in technical and soft skills at both individual and collective levels, and clear activation of collaborative learning dynamics.

Practical implications

Every master degree in translation teaching can adopt this approach by complying with the proposed guidelines.

Originality/value

The proposed multi-framework approach is novel and applied to a teaching sector where it is highly needed to fill a pre-existing gap.

Details

The International Journal of Information and Learning Technology, vol. 39 no. 4
Type: Research Article
ISSN: 2056-4880

Keywords

Abstract

Details

Education + Training, vol. 51 no. 5/6
Type: Research Article
ISSN: 0040-0912

Book part
Publication date: 20 September 2018

Arthur C. Graesser, Nia Dowell, Andrew J. Hampton, Anne M. Lippert, Haiying Li and David Williamson Shaffer

This chapter describes how conversational computer agents have been used in collaborative problem-solving environments. These agent-based systems are designed to (a) assess the…

Abstract

This chapter describes how conversational computer agents have been used in collaborative problem-solving environments. These agent-based systems are designed to (a) assess the students’ knowledge, skills, actions, and various other psychological states on the basis of the students’ actions and the conversational interactions, (b) generate discourse moves that are sensitive to the psychological states and the problem states, and (c) advance a solution to the problem. We describe how this was accomplished in the Programme for International Student Assessment (PISA) for Collaborative Problem Solving (CPS) in 2015. In the PISA CPS 2015 assessment, a single human test taker (15-year-old student) interacts with one, two, or three agents that stage a series of assessment episodes. This chapter proposes that this PISA framework could be extended to accommodate more open-ended natural language interaction for those languages that have developed technologies for automated computational linguistics and discourse. Two examples support this suggestion, with associated relevant empirical support. First, there is AutoTutor, an agent that collaboratively helps the student answer difficult questions and solve problems. Second, there is CPS in the context of a multi-party simulation called Land Science in which the system tracks progress and knowledge states of small groups of 3–4 students. Human mentors or computer agents prompt them to perform actions and exchange open-ended chat in a collaborative learning and problem-solving environment.

Details

Building Intelligent Tutoring Systems for Teams
Type: Book
ISBN: 978-1-78754-474-1

Keywords

Article
Publication date: 29 March 2019

Manuel Armenteros, Anto J. Benítez, Marta Fernández, Ricardo De la Vega, Manuel Sillero-Quintana and Manuel Sánchez Cid

The purpose of this paper is to analyze the new collaborative learning methods and tools used by elite FIFA referee technical instructors, referees and assistant referees to…

Abstract

Purpose

The purpose of this paper is to analyze the new collaborative learning methods and tools used by elite FIFA referee technical instructors, referees and assistant referees to master the Laws of the Game. These tools allow instructors to learn through practical exercises off the field of play, while they carry out activities in a participative context in which they can share and improve their knowledge regarding the Laws of the Game and consequently the interpretations and the considerations soccer referees throughout the world use to make decisions on the field of play.

Design/methodology/approach

In this work, we assess a collaborative learning experience that took place during the annual FIFA FUTURO III courses that FIFA provided to FIFA referee technical instructors from its six confederations between 2013 and 2015, where 48 referee technical instructors selected from 211 national associations participated. These instructors constitute the elite of FIFA’s professional training and development chain. They teach other referee technical instructors who will then instruct international referees and assistant referees all over the world with the aim of achieving uniformity when applying the Laws of the Game.

Findings

The course participants showed a high degree of satisfaction with respect to these materials and methods, especially regarding the possibilities they offer for organizing group discussions and for “learning by doing,” and a lack of skills in ICT management has been detected for some participants, who have shown a willingness and interest to improve their skills in this field.

Research limitations/implications

The training and education of soccer referees is one of the most heterogeneous training processes in the world. This complex task is even more difficult because of the growing demand for video technology in referee decision making where successful teamwork requires a high level of communication and agreement among its members.

Practical implications

With 211 associations, FIFA is one of the largest organizations in the world. In international competitions such as the FIFA World Cup, the referees’ decisions are analyzed by media, thousands of fans and millions of viewers. Preparing new professionals for match analysis, interpretation of Laws of the Game and working in a team is a priority for FIFA and the world of soccer.

Originality/value

It is the first time that collaborative learning methods are used with interactive multimedia tools that facilitate collaborative work in the training environment of soccer referee instructors, international soccer referees and assistant referees. This paper establishes a basis and a reference for future research on the effectiveness of the new collaborative technologies used by FIFA for the training of international referees and assistant referees in general.

Details

The International Journal of Information and Learning Technology, vol. 36 no. 5
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 26 July 2022

Anitha D. and Kavitha D.

The purpose of this research study is to explore simple collaborative technique for teaching mathematics and thus improving the problem solving skills of the students. Better…

Abstract

Purpose

The purpose of this research study is to explore simple collaborative technique for teaching mathematics and thus improving the problem solving skills of the students. Better pedagogic activities are required to motivate the students to perceive mathematics as a subject that stimulates problem-solving skills required for engineers.

Design/methodology/approach

This paper presents a research study on the application of technology-supported collaborative learning in improving the problem-solving skills of first-year engineering students in a mathematics course. The experiment was conducted in a mathematics course “Engineering Calculus” with 286 first-year engineering students in two groups: experimental group (N = 60) and controlled group (N = 226). The academic performance of the students was measured and analyzed with statistical techniques.

Findings

From the results obtained, it was found that the academic performance of the experimental group was better than the controlled group. Also, interest shown by the students in the topic that dealt with collaborative learning was more than in other topics taught using conventional teaching methods.

Research limitations/implications

The teachers are required to find effective pedagogical activities to improve the problem-solving skills in mathematics. The research work proposes a collaborative method in mathematics for attaining higher cognitive level in an entry level engineering course. The limitation of this study lies in group formation techniques and the grading policy which deals only with individual assessment scores.

Practical implications

Practice of collaborative learning is made easy with simple technology. A clear strategy for the conduct of collaborative learning sessions has been presented. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.

Social implications

Using technology in mathematics teaching may not be very easy for all teachers. Especially, for an undergraduate engineering fresher, mathematics may not be a very easy task. This work shall bridge the gap with simple technology-assisted collaborative learning. The teachers need not spend too much time and effort in learning technology for mathematics teaching. The effect of this learning is significant in terms of the performance and satisfaction evaluation.

Originality/value

This work presents a systematic implementation of collaborative learning that shall result in improved problem-solving skills and engaging learning sessions. The statistical analysis methods and the visualization of obtained results shall help in understanding the implications of the presented work. Practice of collaborative learning is made easy with simple technology. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.

Article
Publication date: 30 October 2018

Daniel Kaltenthaler, Johannes-Y. Lohrer, Florian Richter and Peer Kröger

Interdisciplinary linkage of information is an emerging topic to create knowledge by collaboration of experts in diverse domains. New insights can be found by using the combined…

Abstract

Purpose

Interdisciplinary linkage of information is an emerging topic to create knowledge by collaboration of experts in diverse domains. New insights can be found by using the combined techniques and information when people have the chance to discuss and communicate on a common basis.

Design/methodology/approach

This paper describes RMS Cloud, an information management system which allows distributed data sources to be searched using dynamic joins of results from heterogeneous data formats. It is based on the well-known Mediator architecture, but reverses the connection of the data sources to grant data owners full control over the data.

Findings

Data owners and learners are enabled to retrieve information and to cross-connect domain-extrinsic knowledge and enhances collaborative learning with a search interface that is intuitive and easy to operate.

Originality/value

This novel architecture is able to connect to differently shaped data sources from interdisciplinary domains into one common retrieval interface.

Details

Journal of Information, Communication and Ethics in Society, vol. 16 no. 4
Type: Research Article
ISSN: 1477-996X

Keywords

Article
Publication date: 6 April 2009

Anne Croker, Joy Higgs and Fanziska Trede

‘Collaboration’ and ‘team’ are terms commonly used in literature related to the provision of health care, including rehabilitation. However, the complexity of the phenomena…

Abstract

‘Collaboration’ and ‘team’ are terms commonly used in literature related to the provision of health care, including rehabilitation. However, the complexity of the phenomena represented by these terms is often overlooked. ‘Collaboration’ is rarely defined, and ‘teams’ are often presented as easily identifiable and stable entities. Simplistic use of these terms often results in different aspects of interprofessional practice being researched and discussed without reference to the ‘messiness’ (the ambiguities and complexities) surrounding professional practice. As a consequence, health professionals may have difficulties in understanding the relevance of such research to their particular situations. This paper explores the complexities of the phenomenon of collaboration and the concept of team, with the aim of highlighting the benefits of researchers embracing rather than simplifying these phenomena. The paper reports on emerging models in action, which is one part of a wider research project exploring collaboration within rehabilitation teams. The research approach was informed by hermeneutic phenomenology. Insights gained through this project led to the development of two models: the first conceptualising collaboration in relation to domains of process, product and players; the other model proposing the notion of collaborative arenas. The model of collaborative arenas recognises the blurred boundaries and interrelated team memberships that occur in rehabilitation teams. Both models informed ongoing data collection and analysis for this research project and have potential to inform conceptualisation of teams and collaboration for other researchers.

Details

Qualitative Research Journal, vol. 9 no. 1
Type: Research Article
ISSN: 1443-9883

Keywords

Content available
Article
Publication date: 26 October 2018

Pedro Isaías, Tomayess Issa and Piet Kommers

532

Abstract

Details

Journal of Information, Communication and Ethics in Society, vol. 16 no. 4
Type: Research Article
ISSN: 1477-996X

Article
Publication date: 1 December 1994

Martha N. Ovando

Feedback has been recognized as a tool to enhance the teaching‐learningprocess. Both teachers and students may benefit from relevantinformation which highlights strengths and…

10217

Abstract

Feedback has been recognized as a tool to enhance the teaching‐learning process. Both teachers and students may benefit from relevant information which highlights strengths and achievements as well as areas for improvement. Constructive feedback should be systematic. Feedback for teaching and learning should be relevant, immediate, factful, helpful, confidential, respectful, tailored and encouraging if it is going to be effectively used to achieve successful teaching and learning. Furthermore, input from instructors themselves, students and peers should be sought in order to provide constructive feedback.

Details

International Journal of Educational Management, vol. 8 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 24 May 2013

Margaret Lindorff and Tui McKeown

This paper aims to be a response to the “Call for Papers” on challenges for the practice of, and new modes of questioning and delivery in, business education. The authors seek to…

Abstract

Purpose

This paper aims to be a response to the “Call for Papers” on challenges for the practice of, and new modes of questioning and delivery in, business education. The authors seek to do this through an investigation of the disadvantages and benefits associated with the move towards using online technologies in an on‐campus undergraduate first year management subject.

Design/methodology/approach

The authors conducted a survey of 362 first year students undertaking a blended learning course in management.

Findings

Students prefer interactive tutorials over lectures or online material they can access themselves as needed. They also mainly access the online material they believe will be most useful in achieving higher grades, and prefer online material that is related to assessment outcomes, rather than that designed for greater understanding.

Research limitations/implications

The findings suggest that the community of inquiry framework, although designed to evaluate online learning, can also be used to frame the comparative utility of online and other teaching strategies. The paper also explores issues related to the Technology Acceptance Model's prediction that ease of use of online learning resources is important, and finds that many students are restricted by the cost of downloading and printing online learning material in university libraries and laboratories.

Originality/value

The research focuses upon first year management students, and transition implications of the findings are discussed.

Details

Education + Training, vol. 55 no. 4/5
Type: Research Article
ISSN: 0040-0912

Keywords

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