Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge.

Belanoff, Pat; Bruffee, Kenneth A.

doi:10.2307/2943799

Cited by 4 publications

(3 citation statements)

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“…Cooperative learning is a process where group members learn together, not competitors, while the learning environment is designed by the teacher. Groups should be designed to consist of 4-6 students in order for effective learning to take place (Bruffee, 1999). In order for the learning process to be completed successfully, all the participants in the group must take active duty and create a learning circle within the division of labor, and all members must reach their learning goals altogether.…”

Section: Technology-assisted Collaborative Learningmentioning

confidence: 99%

Designing Technological Content Curriculum Materials Supported by Logger Pro: An Action Research

Kumaş

2022

IJPE

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This study aimed to develop teacher guide material for students who are uninterested in physics lessons in high schools. In this context, activities in which measurements are made with Logger Pro sensors, which are computer-applied with the innovative technology in 10th-grade optics subjects, have been developed. The study was carried out with 134 students at the school where the researcher taught in the spring semester of the 2019-2020 academic year. In the research, action research method was used. The action researcher personally intervened in the process at every stage of the implementation process to ensure that the teaching material became applicable. Interview, observation and student documents were used to test the hypotheses of the research. The research process was carried out in six stages: Logger pro-supported experimental application, simulation application, analogy application, associating with daily life, modeling and evaluation. Within the scope of action research, qualitative and quantitative methods were used together. Based on research findings; it has been revealed that the developed material is applicable in all types of schools where the 10th-grade physics course is taught, is understandable, overlaps with the content of the curriculum, and has an evaluation competence that can reflect the learning outcomes of the curriculum. As a result of the applications, the students' group success, understanding levels and application skills in the process improved positively in the five observation steps, but the attitudes and motivations of the students with high academic achievement were negatively affected. The reason for this is that it is seen as a waste of time for successful students to devote too much time to students with low academic success and learning together in order to advance group success. It was determined that the motivation and interest of the students reached the highest levels in the stages where the contents of the studies were supported by simulation and video.

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Section: Technology-assisted Collaborative Learningmentioning

confidence: 99%

Designing Technological Content Curriculum Materials Supported by Logger Pro: An Action Research

Kumaş

2022

IJPE

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“…The e-LC learning model is relevant to the collaborative learning theory approach by Kenneth Bruffee [33]. The concept of collaborative learning is a learning process that integrates various knowledge characteristics into a new knowledge group character [34], [35]. The collaborative learning theory is chosen since the e-LC learning model involves students' active participation and ignores differences in students' cognitive level.…”

Section: Hots Learning Using Technologymentioning

confidence: 99%

Using Electronic Learning Cycle (e-LC) to Improve Students’ Higher-Order Thinking Skills (HOTS)

2020

JXAT

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The 21st-century learning requires mastery of Higher Order Thinking Skills (HOTS) and digital competence. Field facts show that students' HOTS is low, and their utilization of technology in learning is quite limited. Thus a learning model that integrates technology to improve HOTS is needed. This research aims at comparing the influence of the application of the Electronic Learning Cycle (e-LC) learning model with the conventional learning model on the improvement of students' HOTS. This quasi-experiment research employs a nonequivalent pretest-posttest control group design. The population is the students of Biology Education Study Program, Sebelas Maret University, Indonesia of the academic year 2019/2020. The research's samples are 55 students taken using a simple random sampling technique. The research's instrument is 24 items of HOTS test. The test consists of multiple-choice with four alternative answers. The test instruments are valid and reliable, and the data are analyzed using the t-test. The research results show that the e-LC learning model application has significantly different influence on the improvement of students' HOTS from the conventional model application. Therefore, this research concludes that the use of the e-LC learning model significantly influences HOTS improvement. The e-LC learning model improves students' HOTS better than the conventional learning model. Keywordselectronic learning, 21st-century learning, higher-order thinking skills, transfer of knowledge, learning management system, general biology course I. INTRODUCTION Higher education graduates in the 21 st-century are expected to master some general skills such as critical, systematic, logical, and innovative thinking. Such skills are part of the 21 st-century skills and have characteristics such as working independently and in the group, creative and innovative, critically choosing and sorting information, and having the necessary knowledge to be applied throughout the life (life-long learner)[1]. Therefore, education of any type and level should encourage students to master 21 st-century skills. In learning, students should be engaged in the higher-order thinking process. Thus lecturers should create active learning and help the student understand scientific matters [3]. Higher-order thinking involves various thinking processes to be applied in complicated situations with many variables [4]. HOTS based assessments may improve students' HOTS [5]. Also, HOTS oriented statements may encourage students to think about lessons thoroughly [6].

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“…Small group dynamics have been studied in educational contexts since the 1970s. Research indicates that small groups facilitate learning as compared to individual learning (Bruffee, 1999;Hamm & Adams, 1992;Johnson et al, 1986) and that peer group work has significant impacts on varied learning outcomes in both face-to-face and online learning environments (Bruffee, 1999;Harasim, 1990;Scardamalia & Bereiter, 1996;Uribe, Klein, & Sullivan, 2003). Although much of cooperative learning research initially focused on face-to-face cooperation at the elementary school level, now it is extending gradually into higher education, which is the focus of this study.…”

Section: Introductionmentioning

confidence: 98%

A Project-Based Learning Approach

Havard

Adams

et al. 2005

International Journal of Information and Communication Technology Education

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A framework for Online Group Collaborative Learning is illustrated in this paper. The foundation of the framework is based on Piaget's concepts of assimilation and accommodation and Vygotsky's theory of social interaction. This paper examines how an online project-based learning approach affected students' cognitive skills development and motivation, and explored factors leading to successful collaborative projects. The results indicated that, in a projectbased online group environment, unique characteristics exist for leadership style and individual role, goal setting and project management, accountability and commitment, peer supportive relationships, individual accomplishment and group accomplishments, and mixed gender and race group preference.

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Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge.

Cited by 4 publications

References 0 publications

Designing Technological Content Curriculum Materials Supported by Logger Pro: An Action Research

Designing Technological Content Curriculum Materials Supported by Logger Pro: An Action Research

Using Electronic Learning Cycle (e-LC) to Improve Students’ Higher-Order Thinking Skills (HOTS)

A Project-Based Learning Approach

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