Collaborative Learning: Developing a Framework for the Integration of Online Collaborative Learning Tools

Abstract

Promotion of flexibility and diversity in university education encourages courses to include distance learning and part-time students or students who spend large parts of the year away from the University on placement. In such instances, it is often difficult to facilitate meaningful student interaction, discussion and feedback or to enable successful student collaboration. This becomes particularly difficult for teaching that depends largely on physical and/or visual aspects; for example, fieldwork studies, laboratory work and project/design modules. Whilst a number of collaboration tools are currently available, their use is often at the early stages of implementation, with no cohesive pedagogical best practice approach for successful use of these tools. In response to this gap in the adoption of this new learning technology, this research aims to provide a process framework for streamlining the approach of more effective implementation of such online collaboration. It examines best practice through literature review and interviews with relevant stakeholders and includes findings from a case study where two online collaboration tools were implemented through a live run of a distance learning architectural project module with a diverse student mix. The findings of these studies are used to inform the development of the framework which suggests a stepped approach and evaluates its strengths, weaknesses and opportunities. The research has a pedagogical approach rather than a technological one as it considers pedagogy as the impetus that steers the teaching needs and technology as the tool to satisfy those needs. Therefore, the framework developed is not restricted to the application of the two tools used in the case study, but is adaptable to reflect an approach to the integration of such other tools which broaden access and facilitate larger discussions, collaboration and feedback. Similarly, although these results derive from research within a visual architectural distance learning course case study it includes findings which are relatable and relevant to other visual and practical subjects, and to other modes of learning.In the future, the researchers aim to further examine collaboration potential through use of an eportfolio in three different teaching scenarios, with evaluation of teaching requirements, use in practice and suggested improvements for future use.

The Use of Collaborative Learning Tools in Teaching Routine Skills in Chinese Martial Arts

“…Therefore, it can be gleaned that collaborative learning with the use of technology is indeed effective when students are guided by their respective teachers. It is evident that teachers are responsible for leading the collaboration and are expected to closely monitor the students by supporting their needs, setting up schedules, and creating engaging opportunities for learning (Bantelli et al, 2017). Martial Arts classes in Physical Education entail students doing physical exercise and activities.…”