Search results

The present study investigated the effect of online collaborative project-based learning on the language performance and attitudes of intermediate level students at the College of Applied Sciences in Oman. The study is a quasi-experimental study and the sample consisted of four classes (93 students in total) in Nizwa College of Applied Sciences. These participants were in their foundation year and were taking the Academic English Course during the time of the research experiment. Two classes were assigned to the experimental group (46 students) and they were directed to collaborate online in doing their research projects. The other two classes were assigned to the control group (47 students) and did their projects individually. A language test containing reading and writing questions, an attitude questionnaire, students' project scores and transcripts of focused group discussions were used to collect the data needed to answer the research questions. The study revealed that the main positive effect of online collaborative project-based learning was clear on students' writing skill in the post test (i.e. students in the experimental group outperformed students in the control group).

The 2013 curriculum mandates the importance of collaborative learning designed to educate students to be more productive, creative, and innovative with a high level of affective skills. Collaborative learning can be manifested in the form of a textbook. This research is aimed at developing an accounting textbook in accordance with the mandate of the 2013 curriculum. The selected model is IDI which consists of three main phases: defining, developing and evaluating. The methods chosen are interview, observation, and document review which are analyzed qualitatively. The research was conducted in 4 senior high schools in Malang. The finding shows that at defining phase, there is a need to develop an accounting textbooks using collaborative learning and corresponding to the new accounting standards, namely IFRS. Therefore, at the developmental phase, we construct a prototype book ready to be evaluated. The result of evaluation phase shows that the textbook is valid on the overall aspects including the content, the presentation, the graphic, and the language, with an average percentage of 93.7%.

This paper presents emerging findings from an ongoing research project which aimed to explore online lesson study (OLS) as a vehicle for teacher collaborative professional learning.

Two parallel OLS cycles with two OLS teams were facilitated by the author using Zoom and Google Drive as digital collaborative tools. Each OLS team comprised three primary teachers who taught in three different schools, with both teams' research lessons taking cross-curricular science, technology, engineering and maths (STEM) focus. In order to explore the influence of OLS on teachers' collaborative professional learning outcomes in STEM, a qualitative case study approach was adopted, with data drawn and thematically analysed from OLS meeting transcripts, semi-structured interviews with teachers and the author's reflective diary. Boundary crossing is used as a theoretical lens to ascertain the potential of OLS as a vehicle for teacher collaborative professional learning.

Findings suggest that OLS facilitated collaborative learning and positively contributed to teacher participants' co-construction of knowledge in relation to STEM teaching approaches.

The study described in this paper represents the first OLS conducted in the Irish context and also represents the first inter-school lesson study (LS) conducted in the Irish primary context.

The purpose of this paper is to analyse the individual’s experience during the use of Pinterest in a marketing learning process. This experience is a fundamental starting point from which to develop marketing learning processes that flow naturally. Thus, it is necessary to examine the components that determine the individual’s experience and to explore consequences such as collaborative learning and marketing learning performance.

To conceptualise the individual’s experience, this study focuses on her/his state of cognitive absorption (CA) and establishes a second-order formative structure made up of five components: heightened enjoyment, curiosity, control, temporal dissociation and focused immersion. The model is estimated with partial least squares modelling, using SmartPLS 2.0 software.

The results confirm the significant weights of the components, with the exception of focused immersion, and support the influence of overall CA on the proposed outcomes. They also confirm that collaborative learning exerts a positive influence on the individual’s performance.

This study makes three contributions. First, it holistically examines the individual’s experience during marketing learning and the importance of its constituent components. Second, it establishes what the consequences of the marketing learning experience are, taking into account both social and individual factors, that is, collaborative learning and individual performance. Third, Pinterest is proposed as a social network with great potential in marketing learning. It is a well-known network which includes very interesting features for learning contexts. Nevertheless, it has been little studied in research.

El objetivo de la presente investigación es analizar la experiencia del individuo durante el uso de Pinterest en un proceso de aprendizaje de marketing. Este experiencia es un punto de partida fundamental para que el proceso de aprendizaje de marketing se desarrolle de manera fluída. Así, es preciso examinar los componentes que determinan la experiencia del individuo y explorar las consecuencias, como por ejemplo, el aprendizaje colaborativo y los resultados del aprendizaje de marketing.

Con el objeto de conceptualizar la experiencia del individuo, este studio centra su atención en la absorción cognitiva (AC) y propone una estructura formativa de segundo orden compuesta por cinco componentes: mayor disfrute, curiosidad, control, disociación temporal e inmersión enfocada. El modelo es estimado mediante el uso de Modelización de Mínimos Cuadrados Parciales, empleando el software SmartPLS 2.0.

Los resultados confirman el significativo peso de los componentes, con la excepción de la inmensión enfocada, y apoya la influencia de la AC general sobre las consecuencias propuestas. Estos resultados también confirman que el aprendizaje colaborativo tiene una influencia positiva sobre los resultados del individuo.

Este estudio ofrece tres contribuciones. En primer lugar, se examina de manera holística la experiencia del individuo durante el aprendizaje de marketing y la importancia de sus componentes. En segundo lugar, se establece cuales son las consecuencias de la experiencia de aprendizaje de marketing, teniendo en cuenta factores sociales e individuales, es decir, aprendizaje colaborativo y resultados individuales. En tercer lugar, se propone a Pinterest como una red social con un gran potencial en el aprendizaje de marketing. Se trata de una conocida red que incluye interesantes características para los contextos de aprendizaje. A pesar de ello, ha sido escasamente estudiada por los investigadores.

Experiencia, Absorción cognitiva, Pinterest, Resultados de aprendizaje de marketing, Redes sociales

Artículo de investigación

This study aims to explain how learning occurs in collaborative retailer–logistics service provider (LSP) relationships. The research is guided by two research questions, addressing absorptive and desorptive capacities and the interaction between these capacities.

The study is based on a case study of a Swedish, collaborative retailer–LSP dyad. The empirical data are structured around five specific learning situations within the retailer–LSP dyad.

The findings provide an explanation for how learning occurs within a collaborative retailer–LSP relationship based on subprocesses of absorptive and desorptive capacities. The interaction between these processes is found to rely on two types of support: one-directional and bidirectional. The findings also indicate positive outcomes of learning, such as improved cost efficiencies in warehouse operations, better customer services and improved long-term strategic planning.

This study shows how retailers and LSPs can learn from each other and together create an improved logistics system for end customers.

This research takes into account absorptive and desorptive capacities in a collaborative retailer–LSP relationship. This study enhances the understanding of inter-organisational learning processes in a retail logistics context.

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.

To meet future healthcare needs, primary care is undergoing a transformation in which innovations and new ways of working play an important role. However, successful innovations depend on joint learning and rewarding collaborations between healthcare and other stakeholders. This study aims to explore how learning develops when entrepreneurs, healthcare professionals and older people collaborate in a primary care living lab.

The study had an action research design and was conducted at a clinically embedded living lab at a primary care centre on the west coast of Sweden. Data consisted of e-mail conversations, recordings from design meetings and three group interviews with each party (entrepreneurs, healthcare professionals and older people). Data were analysed with inductive qualitative content analysis.

An overarching theme, “To share each other’s worlds in an arranged space for learning”, was found, followed by three categories, “Prerequisites for learning”, “Strategies to achieve learning” and “To learn from and with each other”. These three categories comprise eight subcategories.

This research contributes to knowledge regarding the need for arranged spaces for learning and innovation in primary care and how collaborative learning can contribute to the development of practice.

Simulation in education has been well documented. Business simulation games (BSGs) are often digital and run by a third-party provider. This can create barriers to engagement from educator and student perspectives. This paper explores a facilitator-led BSG, posing the question: can facilitator-led BSGs provide practical experiential learning experiences within a taught setting.

Exploratory inductive research recruited a sample of 45 student participants, an external examiner and a module leader. Qualitative data were collected using focus group discussion, participant obsession and facilitator reflection. Mixed-method feedback forms were also used.

The facilitator-led BSG offered a flexible approach to challenge or problem-based learning, experiential learning, collaborative learning and critical reflection. Student feedback was positive, and there was an increase in engagement within all elements of the module.

This paper presents a case study example of the implementation of a facilitator-led BSG, providing an alternative solution for teaching practitioners to structured simulations run by third-party hosts. This paper highlights a flexible approach to student-centric experiential and challenging learning through enterprise education within small-group settings. There are opportunities for further evaluation and exploration of the notion, which can be developed from this paper in future works.

Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized communities, teachers need professional learning experiences that are collaborative and “close-to-practice” (Ermeling and Gallimore, 2014). This study aims to propose an approach to open educational resources (OER) to support teacher learning to enact equitable teaching practices.

Based on an integrative review of research on OER, equitable teaching and teacher collaboration, the authors propose the “Open Guidebook Approach” (OGA) to realize and sustain enactment of equitable teaching. OGA materials are practical, available and adaptable for teachers to learn together to transform their practice incrementally and continually within small, job-alike teams. The authors illustrate OGA with Making Meaning (https://edtechbooks.org/making_meaning), which offers information on equitable teaching through graphically illustrated scenarios and guides teachers to plan lessons together, observe each other, debrief and analyze implementation and reflect on and revise lessons based on peer observation and student learning goals.

Teachers using Making Meaning recommend ways to enhance its adaptability and practicality, e.g. by providing repositories of lesson ideas for and by teachers, using classroom videos in addition to illustrated scenarios and emphasizing teacher dispositions underlying equitable teaching practices.

OGA provides a promising way for educators, designers and researchers to work arm-in-arm to transform schooling for teachers and students. Further research is needed to identify structural conditions requisite for OGA use and how OGA materials can optimize teacher collaboration to enact meaningful and effective opportunities for minoritized students to participate and learn in classrooms.

This research investigates the perceived collaboration between public, private, and volunteer organisations during maritime crisis work, with an emphasis on learning and collaboration. The purpose of this paper is to investigate participants’ perceived collaboration training in relation to learning and usefulness.

The exercise studied in this research was run in the far North in Norway. It was estimated by the participants to be Europe’s most extensive exercise in 2016. Mixed methods research approach was applied, i.e. on-site observations, photos and interviews were conducted during the exercise. After the exercise, an online survey was distributed to emergency personnel holding different positions in conjunction with this exercise.

As reported, the exercise contributed to new insights on the relationship between collaboration and learning. The study showed that collaborative elements in exercises contribute to perceived learning (R=0.86, R²=0.74), and that learning in turn had a perceived beneficial effect on actual emergency work (R=0.79, R²=0.62).

The possible research implications from this study include more focus on collaboration and new training schemes that could increase learning and usefulness.

Collaboration between actors seemed to suffer from the size of the exercise. A smaller exercise, less dependency on predetermined scripts, and more receptivity towards improvisation could improve collaboration.

Increased awareness on the outcomes of collaboration exercise might increase their learning and usefulness, providing societies with improved rescue services.

This research implies that increased perceived collaboration has an effect on learning and usefulness in maritime exercises.