Enhancing Active Learning Pedagogy through Online Collaborative Learning

Maina, Elizaphan; Wagacha, Peter Waiganjo; Oboko, Robert

doi:10.4018/978-1-5225-1759-7.ch041

Cited by 5 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In order to maximize interaction, many virtual exchange programs require learner autonomy to promote learning in multimodality and multiliteracy. Maina, Wagacha and Oboko (2017) showed how virtual exchange can be incorporated into flipped classrooms and reported that by having students conduct research on their own before they come to class, virtual exchange promotes peer-to-peer collaborative inquiry that are constructed to simulate autonomous learning required of students in the global era.…”

Section: Authentic Learning and Learner Autonomymentioning

confidence: 99%

Using Virtual Exchange to Foster Global Competence and Collaborative Leadership in Teacher Education

Lin

2021

Dual Language Research and Practice Journal

View full text Add to dashboard Cite

Virtual exchange is a technology enhanced educational platform that makes it possible to connect classrooms and educators across geographic borders. Often also referred to as ‘telecollaboration’ and other variation, virtual exchange offers educators opportunities to collaborate with other teacher educators cross culturally in their efforts to engage a classroom of diverse leaners. Around the globe, educators seek to combine virtual exchange and innovative pedagogy to transform classrooms into dynamic places to teach and learn. Despite the positive comments that have been reaped on the pedagogical potential of virtual exchange programs, virtual exchange has not been successfully mainstreamed into formal curriculum and made into a staple of educational practices in p-12 schools. Consequently, few studies exist to explore the implications of incorporating virtual exchange into formal learning settings where the curriculum is in dire need for instructional innovation in order to move education into the 21st century. This paper presents a study in which virtual exchange is used as an authentic context to expand TESOL teacher candidates’ teaching and collaborative repertoire. TESOL teacher candidates worked in pair, taking turns between facilitating students in cross interaction and chronicling fieldnotes on student engagement. Candidates’ reflective journals and student interviews are used to collect data for this study. Practices and challenges in incorporating virtual exchange into the standards aligned classroom were explored and discussed.

show abstract

Section: Authentic Learning and Learner Autonomymentioning

confidence: 99%

Using Virtual Exchange to Foster Global Competence and Collaborative Leadership in Teacher Education

Lin

2021

Dual Language Research and Practice Journal

View full text Add to dashboard Cite

show abstract

“…There are efforts which need to be done, such as understanding students as users of the learning management systems [7], [8]. Recent studies show that online collaborative learning enhances knowledge construction and promotes learner centered learning pedagogy [9], [10]. In multicultural collaborative learning environment, there is a possibility diversity in cultural background can bring different ways of reasoning, cooperation skills and social relationship between group members [11].…”

Section: Collaborative: Learners Work Together In Building New Knowlementioning

confidence: 99%

Learners’ Experiences in a Multicultural Remote Collaborative Learning Environment: A Case of ICT4D Course

Maina

Mavengere

Manzira

et al. 2017

IFIP Advances in Information and Communication Technology

View full text Add to dashboard Cite

Collaborative learning is advocated because of its pedagogical advantage, which allows knowledge construction through group discussions among learners. In a collaborative learning environment, there will be many learners with diverse cultures. The pedagogical advantages of collaborative learning include learners from different cultural orientation sharing unique learning experiences. The purpose of this study is to investigate learners' experiences in a multicultural remote collaborative learning environment among three countries, South Africa, Kenya and Finland. An Informational and Communication Technology for Development (ICT4D) course was offered to 51 online students from three Universities in the countries mentioned. The course was group-work focused and groups were comprised of students from different Universities. A questionnaire was designed and distributed online to these students. The objective of the questionnaire was to assess students' experiences in a remote collaborative, tools used and knowledge sharing in the course. Research findings indicated that students utilized well synchronous and asynchronous communication technologies but also faced challenges like time differences and unequal contribution and participation in groups. However, team work of the students was excellent owing to the fact that 17 students managed to achieve the goal of the virtual learning for ICT4D course through remote collaborative learning.

show abstract

“…Various stakeholders, including families, teachers, administrators, academics, and policy makers, are constantly seeking methods to enhance student learning. To achieve this objective, they employ many strategies such as raising standards, creating innovative curriculum, and questioning existing techniques and pedagogies, to name just a few [11]. The capability to access, evaluate, and harness information is a prerequisite for lifelong learning and the primary ingredient for the information society.…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Strategies and Critical Success Factors for Enhancing Active Learning of Undergraduate Construction and Surveying Students

Lam,

Chan,

Siu

et al. 2024

Education Sciences

View full text Add to dashboard Cite

Active learning is essential for students in the construction and surveying disciplines due to the practical work nature and technical demands of these professions. This research study aims to identify and evaluate effective pedagogical strategies and critical success factors (CSFs) that can enhance active learning among undergraduate construction and surveying students. Customized e-learning materials based on the Technology, Pedagogy, Content, and Knowledge (TPACK) framework were adopted to improve the learning outcomes and effectiveness for semester-long construction-related research course students. Subsequently, an institutional student-based questionnaire survey was conducted and analyzed using mean score, exploratory factor analysis, and fuzzy synthetic evaluation (FSE). Accordingly, the top five active instructional learning strategies are using examples to reinforce understanding, case studies to encourage critical thinking, videos to improve understanding, connecting course contents to current community events, and creating classroom versions of interactive games. Exploratory factor analysis classified the CSFs into five major factor categories. The FSE results indicated that the top three CSF categories enhancing students’ active learning include electronic tools as learning aids, complementary learning and feedback, and model learning system development. This study provides essential learning environments and components needed to foster active learning among undergraduate construction and surveying students in Hong Kong and worldwide.

show abstract

Enhancing Active Learning Pedagogy through Online Collaborative Learning

Cited by 5 publications

References 0 publications

Using Virtual Exchange to Foster Global Competence and Collaborative Leadership in Teacher Education

Using Virtual Exchange to Foster Global Competence and Collaborative Leadership in Teacher Education

Learners’ Experiences in a Multicultural Remote Collaborative Learning Environment: A Case of ICT4D Course

Pedagogical Strategies and Critical Success Factors for Enhancing Active Learning of Undergraduate Construction and Surveying Students

Contact Info

Product

Resources

About