A Collaborative Active Learning Model as a Vehicle for Online Team Learning in Higher Education

Abstract

As more higher education faculty use team-based assignments in online courses across a wide range of university disciplines, research on team learning as one of the pedagogical approaches in higher education has become more relevant. The authors reviewed active learning as a type of instructional method for team members' satisfaction and active engagement in their learning processes. Therefore, this chapter explores team learning as an effective online learning model that also facilitates effective use of learning management systems (LMS). Additionally, the chapter examines essential strategies to work and learn as a successful team in an online setting. With the intent of supporting faculty and practitioners of higher education who adopt an online team learning method, the authors propose an active learning model for online team learning and specific guidelines to utilize the model.

Evaluating Factors Influencing Knowledge-Sharing Behavior of Students in Online Problem-Based Learning

“…From the perspective of commitment-trust theory, interpersonal relationships promote collaborative learning in OPBL activities. Based on a strong psychological attachment to an OPBL group, relationship commitment is commonly characterized by active participation and KSB (Han et al, 2021).…”

Implementasi Pembelajaran Berasaskan Projek (PBP): Manfaat dan Cabaran kepada Pelajar dan Guru

“…Pelajar didorong untuk belajar melalui pelbagai aktiviti seperti kerja kumpulan, bercakap, membaca, menulis, berbincang, bertanya, membuat refleksi dan mencari jawapan. Selain itu, pelajar yang terlibat dalam pembelajaran aktif menunjukkan hasil pembelajaran yang lebih baik serta dapat membina kefahaman kendiri (Han, Lim & Jung 2021). Seterusnya, pembelajaran aktif turut meningkatkan motivasi pelajar (Eladl & Guraya, 2021).…”

The Sudden Switch to Online Teaching of an Upper-Level Experimental Physical Chemistry Course: Challenges and Solutions

“…The perception of self-efficacy of this icebreaker helped to develop an environment of psychological safety and increased collaboration. 14 In the presence of this icebreaker, students felt psychologically safe to respond, right or wrong, to questions without feelings of intimidation and often would be prompted to explain complex phenomena to the others in the group. During the first synchronous meeting, the students were prompted to ask five meaningful and relevant questions pertinent to understanding the lecture/experiment, allowing the students to construct knowledge and self-reflect during their engagement in the class.…”

“…Extra credit was given for participation in class; typically, a fraction of a point was offered for right answers and the value was announced as the question was asked. The perception of self-efficacy of this icebreaker helped to develop an environment of psychological safety and increased collaboration . In the presence of this icebreaker, students felt psychologically safe to respond, right or wrong, to questions without feelings of intimidation and often would be prompted to explain complex phenomena to the others in the group.…”