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Prior research suggests that collaboration is key to sustainable community development and environmental management, and peer-to-peer learning (P2PL) may facilitate community building and collaborative learning skills. This study aims to examine the effect of P2PL on the enhancement of environmental management and sustainable development skills, community building and social capital (i.e. connectedness) and understanding of course learning objectives.

Quantitative and qualitative longitudinal survey data was collected in a sustainable development focused course offered at a large American public university that uses P2PL to explicitly facilitate community building and collaborative skills. Safety precautions and changing locational course offerings due to the COVID-19 pandemic in years 2020, 2021 and 2022 provided an opportunity to evaluate the impact of P2PL on these skills during both virtual and in-person formats. Additionally, this study compared in-course student evaluations with students taking other sustainable development-related courses with collaborative learning aspects to understand the wider effectiveness of this course structure.

This study finds that course format (virtual vs in-person) overall made no difference in either connectedness or conceptual understandings, and that students in both formats felt more connected to others than students taking other courses with P2PL. Scaffolding P2PL and supplemental peer support can yield improved connectedness and learning among students taking environmental coursework.

Sustainable development requires group collaboration and partnership building skills. Issues are consistently raised about the challenges to teaching these skills in higher education. The students and instructors in this research study identify P2PL strategies to address these challenges for in-person and virtual classroom settings.

This study aims to explore barriers and facilitators for knowledge transfer and learning processes by examining a cross-departmental collaborative project in the municipal organization. It is based on a R&D collaboration between University West and a Swedish municipality.

To explore the barriers and facilitators, the data collection was made through observation of the project implementation process, as well as 20 interviews with public servants and external actors. To conduct a systematic qualitative-oriented content analysis, the article constructs and applies a theoretical analytical framework consisting of different factors influencing knowledge transfer and learning processes within a municipal organizational setting.

This study explores the facilitators and barriers to knowledge transfer and learning processes, specifically focusing on strategic communication, individual roles, common goals, time pressure, group learning, trust and relationships and absorptive capability. Lack of communication affected the group learning process, while the close relation between time pressure, group learning and trust in colleagues is also pointed out as crucial areas. Trust developed through dialogue efforts helped overcome project fatigue. Coaching with a human rights-based approach improved organizational absorptive capabilities.

The study gives important insights into organizational learning within a municipality in Sweden for the successful implementation of collaborative projects. Knowledge must be transferred for the organization to learn to develop and tackle future challenges and its complex responsibilities. The theoretical analytical framework provided in this article has proven to be effective and is therefore transferable to other organizations in both the public and private sectors.

This uses quantitative and qualitative methods in assessing performance and process outcomes in a team lecture hybrid (TLH) instructional design applied in a public affairs course.

Within a non-experimental prospective design, individual and team outcomes were assessed as follows: survey of student perceptions of learning outcomes; comparison of individual and group scores on in-class case analyses using paired t-tests; external reviewers' observations of traditional lecture versus TLH activities; and analysis of students' reflections on team dynamics using a team process reflection tool adapted from four team development stages.

The following student learning outcomes results were observed: increased use of critical thinking; higher student interaction with other students and the instructor; higher student engagement in initiating or contributing to content or other learning activities; higher student enthusiasm; increased use of problem-solving skills; improved performance evidenced by quality of individual versus group products; evidence suggesting improvements in student learning outcomes when active learners and an active instructor interact in a learning environment.

Instructor practice tips were provided in the following areas: use of assessment methods; student engagement as an active instructor; motivational tips for classes with students from a variety of disciplines; and individual team member accountability.

This paper contributes to the scholarship of teaching and learning (SOTL) by addressing limitations in both traditional and collaborative learning models and expanding holistic evaluations in SOTL.

The ultimate objective of this study is to compare the impact of face-to-face and online flipped learning on students' academic achievements and their perspectives on learning and teaching, offering valuable insights to the field.

The study utilized a quasi-experimental research method that involves pre-test and post-test control groups.

The results indicated that face-to-face and online flipped learning positively impacted learning, with comparable contributions to academic achievement. However, we found that online flipped learning did not affect students' beliefs about learning and teaching, while face-to-face flipped learning positively influenced them.

As distance learning becomes increasingly important in our modern era, this research aims to explore the use of active learning methods, including discussion, writing, animation, drawing, association, analysis, knowledge measurement and games, in virtual learning environments, such as online flipped learning. The study seeks to enhance the existing literature on the impact of face-to-face and online flipped learning models on student success. Additionally, it aims to address a significant gap in the literature by determining the effect of these models on students' epistemological and pedagogical beliefs, which can impact their motivation, learning outcomes, academic achievements and decision-making processes.

This study aims to increase the understanding of the starting points and presuppositions of organizational learning (OL) processes in a hospital’s surgical department based on the existing theory of OL and to make visible the practical possibilities of the theory in this context.

The study was conducted as a case study. The data were collected from personnel of the hospital’s surgical department and consisted of 26 thematic interviews. The data were analyzed using qualitative theory-driven content analysis.

This study found different starting points for both employee-oriented and organization-oriented learning processes that could potentially progress to different levels of the organization: from individuals to a wider group or from a large group to an individual. The starting point of employee-oriented learning processes was depicted as everyday life problems or situations or was based on the person’s interest. The starting points of organization-oriented learning processes were described as achieving or maintaining the organization’s expected skill levels, pursuing continuous development or pursuing the organization’s specific development needs. Different kinds of presuppositions were also located within the OL processes.

This study produced new practice-based knowledge about the starting points of OL processes and their presuppositions. In health-care organizations, learning is especially important due to intensive and complex changes, and this study provides empirical evidence on how to enhance learning.

Project-based learning is one of the most effective methods of transferring academic knowledge and skills to real-world situations in higher education. However, its effectiveness is not much investigated focusing on the students' narrative. This study aims at evaluating the students' experience and perspective on adopting project-based learning in master by research and doctoral programmes for proactive skills development.

This study evaluates the self-reflection of 10 postgraduate students and their supervisor who have participated in developing a software tool for solar photovoltaics (PV) integrated building envelope design, management and the related education.

Findings reveal that the students have effectively improved their knowledge on the subject via collaborating with the industry, self-learning/observation, peer learning, problem-solving and teamwork. Dividing the project into student-led tasks has improved the decision-making and leadership skills, risks identification, planning and time management skills. The overall experience has (1) built up confidence in students, (2) enhanced their creativity and critical thinking and (3) improved their proactive skills and context knowledge.

A clear research gap can be seen in exploring the effectiveness of project-based learning for master by research and doctoral programmes, which mainly focus on extensive research. These programmes do not necessarily focus on developing students' proactive skills, which is the main requirement if they intend to work in the construction industry. This paper addresses the above research gap by demonstrating the effectiveness of project-based learning for developing the proactive skills in a research-intensive learning environment.

Substantial changes in the education system and the shift to online classes during the lockdown have raised teachers’ attention to the idea of practicing cooperative learning in online environments. Cooperative learning activities enhance academic skills if designed effectively. This study aims to explore students’ attitudes toward cooperative learning in online learning environments.

This study is a descriptive study. A survey was administered to 50 graduate and postgraduate students of English as a Foreign Language.

Results indicated that the students had positive attitudes toward the integration of cooperative tasks in online environments. They also revealed no significant differences in the attitudes toward cooperative learning based on the students’ level (i.e. undergraduate or postgraduate) and that the students preferred small groups.

Cooperative learning is a widely researched topic, especially in higher education. However, most of the previous studies reported results of the implementation of cooperative learning in traditional classrooms. This study aimed to fill this gap by examining the impact of online tools on cooperative learning.

Large classes pose challenges in managing different types of skills (e.g. maths, subject-specific knowledge, writing, confidence and communication), facilitating interactions, enabling active learning and providing timely feedback. This paper shares a design of a set of assessments for a large undergraduate economics course consisting of students from diverse cultural backgrounds. The benefits, challenges and learning experiences of students are analysed.

Students worked in groups to complete an assessment with several questions which would be useful as a revision for the individual assessment, the following week. Survey questionnaires with Likert-type questions and open-ended questions were used to analyse the learning and skill development that occurred because of the group work. Responses to the open-ended survey questions were coded and analysed by identifying the themes and categorising the various issues that emerged.

This assessment design developed group working skills, created opportunities to interact and enhanced learning. The analysis of the responses found that working with peers enabled the students to generate their own feedback, clear doubts and learn to solve problems. Effective communication, planning meetings and working around the diverse group members’ strengths and weaknesses are some graduate skills that are developed in this group assessment. The challenges were arranging meetings, finalising assessments, engagement of group members and unreliable technology. However, the students found ways to overcome these challenges.

This assessment design can be useful in higher education practice by introducing a mechanism for authentic collaborative practice. This paper adds to the literature on peer interactions and group work and enables effective learning at scale.

This study aims to examine the perceptions of students about learning science and physics using the engineering design process (EDP).

The study employed a mixed-methods research design: The quantitative session features a pre–post-test control group study. In the qualitative aspect, the study conducted semistructured interviews for data collection. In the experimental group, the flipped classroom (FC) model and an instructional design are combined to design, develop and implement a physics course using the steps of the EDP, while the conventional method was applied to the control group. The respondents are students of the Department of Mechanical Engineering at Cao Thang Technical College in Vietnam for the academic year 2022–2023. The control and experimental groups are composed of 80 students each. An independent sample Mann–Whitney U test is applied to the quantitative data, while thematic analysis is employed for the qualitative data.

The results demonstrate a statistically significant difference between the experimental and control groups in terms of perceptions about learning science and physics using the EDP, which, when combined with a FC, enhances physics learning for engineering students.

This study implemented the EDP in teaching physics to first-year engineering students in the Department of Mechanical Engineering using the combined FC and instructional design models. The results revealed that a difference exists in the perception of the students in terms of integrating the EDP into learning physics between the experimental and control groups. The experimental group, which underwent the EDP, obtained better results than did the control group, which used the conventional method. The results demonstrated that the EDP encouraged the students to explore and learn new content knowledge by selecting the appropriate solution to the problem. The EDP also helped them integrate new knowledge and engineering skills into mechanical engineering. This research also introduced a new perspective on physics teaching and learning using the EDP for engineering college students.

The research findings are important for teaching and learning physics using EDP in the context of engineering education. Thus, educators can integrate the teaching and learning of physics into the EDP to motivate and engage student learning.

Using the EDP combined with a FC designed under stages of the analyze, design, develop, implement and evaluate (ADDIE) model has enhanced the learning of physics for engineering college students.

The combination of mobile devices and innovative tools offers new possibilities for the development of a community of practice for design makers. Mobile learning has become an essential method that design makers should adopt. The main content of this study is to explore the characteristics of learning behaviors and learning needs of creative design makers' group in forming a community of practice in the era of mobile learning.

This study conducted questionnaire research on the potentially associated or directly associated population of design makers. The process of the study also combined observational and interview studies to compensate for the lack of questionnaire research.

Based on the support of mobile learning technology, design makers share and co-create to achieve individual development and evolution of learning organizations, and produce creative value. Design-maker communities of practice form common communities in the framework of informal organizations to support continuous individual learning. Convergent interests or concerns in making things, real-world contexts based on makerspaces and hands-on practice based on real projects are the basis for forming design-maker communities of practice. A variety of open-source hardware, software and platforms that can support mobile learning are important for the development of design-maker communities of practice. The design-maker community of practice needs group factors, activity development, physical and technical resources, spatial support and institutional norms to enhance learning behaviors and satisfy learning needs.

The discovery and construction of these associated factors can help creative design practitioners form a lasting and virtuous organizational development. This study facilitates the formation of a social network for learning and knowledge sharing among design-maker communities of practice. It enhances the innovation ability and enthusiasm of design makers according to the population characteristics and learning needs of design makers. This study also facilitates the generation of a positive adaptive maker culture and maker spirit within design maker organizations.