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

A Tangled Web of Terms: The Overlap and Unique Contribution of Involvement, Engagement, and Integration to Understanding College Student Success

“…Engagement also is associated with institutional environments that are perceived by students as inclusive and affirming, and where expectations for performance are clearly communicated and set at reasonably high levels (Chickering & Reisser, 1993;Kuh et al, 2005;Kuh, Schuh, Whitt & Associates, 1991;National Center for Higher Education Management Systems, 1994;Pascarella & Terenzini, 1991. These and other factors and conditions are related to student satisfaction, learning and development on a variety of dimensions, and also to persistence and educational attainment (Astin, 1984(Astin, , 1985(Astin, , 1993(Astin, , 1999Bruffee, 1993;McKeachie, Pintrich, Lin, & Smith, 1986;Pascarella & Terenzini, 1991Pike, 1993). Participating in educationally purposeful activities directly influences the quality of students' learning and their overall educational experience.…”

Educational innovations for dentistry

“…Some views are that learning is not only based on activation of past knowledge 33 but rather is socially based and culturally determined. 34 Taken to extreme, this would mean that learning is not so much about individuals simply acquiring new knowledge, but is about the process of social adaptation -of adopting the accepted patterns of behaviour of a discipline or profession. The added value of small group working in co-operation and collaboration [34][35] could be explained from this viewpoint.…”

“…Clinical briefi ng and debriefing sessions could play a useful part in this acculturation. 34 Successful teaching needs to take place as an open dialogue, in a supportive environment that enables critical constructive feedback to be both given and received. 36 If the curriculum is suffi ciently fl exible there are also opportunities for students from the different dental care professions to learn and practise together, creating interprofessional educational communities of practice that mimic real life working environments.…”

A Resource List Management Tool for Undergraduate Students Based on Linked Open Data Principles

“…Not only do these restrictions contradict the notion of the Web as a read/write medium, recently popularised by trends often labelled as Web2.0 [3], but it also contradicts the view that learning could or should be approached as a collaborative process [4].…”

“…A series of recognisers are applied to the page content to determine the particulars of the item being harvested. Recognisers use a variety of techniques, including querying of other sources, based on facts gleaned from the page content, or evaluating microformat-style markup such as COinS 4 or embedded RDF to pull metadata from the page. Only if a resource cannot be identified by automatic means is the user prompted to supply metadata and classify the type of resource being harvested.…”