Using collaborative learning to develop students’ soft skills

England, Trevor; Nagel, Gregory Leo; Salter, Sean P.

doi:10.1080/08832323.2019.1599797

Cited by 35 publications

(15 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This leads them further into collaborative working practices through processes including negotiation, agreeing deadlines and sharing information. As such collaborative working is facilitated and optimised, so social, psychological and academic benefits can be achieved, including greater productivity than when each student works alone, the enhancement of higher level, critical thinking skills and development of interpersonal skills 4,27 …”

Section: Introductionmentioning

confidence: 99%

Students’ views on the sustained impact of a learning approach developed by blending pedagogy to prepare for professional practice: Introducing “Daybook”

Hanks

Coelho

2020

Eur J Dental Education

View full text Add to dashboard Cite

Introduction Daybook is an enquiry‐based teaching and learning approach that blends various adult learning theories. It is designed to equip and prepare a new graduate to do a designated job in the workplace. It supports the safe beginner to undertake high‐level thinking that permits adaptation to unfamiliar challenges of the job, as well as use of continuous learning strategies to do the job better. Its aim is to support four main pedagogic pillars of learning: preparing for practice, educating for employability, enhancing capability over competence and lifelong learning. Methods A study using three successive student cohorts evaluated the perceived sustained impact of Daybook on learners’ clinical practice following graduation and entry into the workplace. Using a questionnaire with open‐ended, opinion and closed questions, descriptive quantitative analysis was used on numerical data, and qualitative data underwent a deductive thematic analysis. Results Quantitative and qualitative results supported one another to identify that the four pedagogic pillars of learning were all impacted positively by use of Daybook. Enhancing capability was the most influenced area. Each of the four areas, although discrete academic entities, demonstrated overlap and commonality. Conclusions Although an academic exercise, Daybook is perceived to support users’ undergraduate learning across the four domains of educating for employability, preparing for practice, enhancing capability and lifelong learning, and this impact sustains through the transition from student to independent practitioner when they qualify.

show abstract

Section: Introductionmentioning

confidence: 99%

Students’ views on the sustained impact of a learning approach developed by blending pedagogy to prepare for professional practice: Introducing “Daybook”

Hanks

Coelho

2020

Eur J Dental Education

View full text Add to dashboard Cite

show abstract

“…Então, de modo geral, a aprendizagem colaborativa baseia-se no fato de que o conhecimento é socialmente construído (MacGregor, 1990;Shokri, 2010), assim, os alunos trabalham em grupos pequenos a fim de alcançar um objetivo comum, apresentando seus pontos de vista e discutindo-os com seus colegas e com os professores, recebendo e fornecendo feedbacks constantes (England, Nagel, & Salter, 2019).…”

Section: Aprendizagem Colaborativaunclassified

“…Assim, é fato que o processo de colaboração traz melhorias não apenas para o desempenho acadêmico dos estudantes mas também para suas soft skills (England, Nagel, & Salter, 2019). Nele, os alunos desenvolvem também suas competências sociais, por meio da parceria com outros colegas e seus professores, na "busca mútua do entendimento" (MacGregor, 1990, p. 20).…”

Section: Aprendizagem Colaborativaunclassified

Interdisciplinaridade Na Educação Superior

Martins

Lengler²,

Zambon³

et al. 2020

Anais Do X Congresso Internacional De Conhecimento E Inovação (ciKi)

View full text Add to dashboard Cite

O mercado de trabalho tem demandado o desenvolvimento de soft skills por parte dos profissionais. Isso tem afetado a formação profissional, sendo que o setor educacional tem buscado realizar várias adaptações a fim de se adequar a este novo ambiente profissional. Neste relato é apresentado como uma instituição de ensino superior do sul do Brasil lidou com estes desafios, de modo a colaborar para o desenvolvimento das soft skills dos seus discentes. Como principais resultados, observou-se a adequação das atividades do curso, oportunizando o envolvimento colaborativo de docentes e discentes. Além disso, promoveu-se o desenvolvimento das habilidades técnicas específicas a cada fase, garantindo a perspectiva de trabalho interdisciplinar. Como próximos passos será implementada a autoavaliação dos estudantes, a fim de medir o incremento dos projetos ao desenvolvimento das soft skills.

show abstract

“…The productive method can be applied in engineering foreign language education using the following interactive teaching technologies: case studies [15], a teaching technology "portfolio" [16], problem-based learning [8,11,17], discussions and debates, role-playing games, a project method, written tasks related to the future professional activities of students [18,19], gamification, storytelling, situational learning [20,21] and collaborative learning [22,23]. Following the findings of the scientists, we can conclude that the most effective productive technologies for the development of soft skills in engineering foreign language education include the following: (1) case studies; (2) problem-based learning; and (3) essay writing.…”

Section: Introductionmentioning

confidence: 99%

Productive Method as the Basis for Soft Skills Development in Engineering Foreign Language Education

Medvedeva

Rubtsova

2021

Education Sciences

View full text Add to dashboard Cite

The modern world requires engineering specialists with excellent hard skills as well as soft skills that contribute to better communication, creativity, and self-realisation of a person. The authors discovered that modern educational standards are starting to focus on soft skills development, proposing requirements for educational programs that contain competencies covering soft skills. To fulfil such needs, there is the productive method of foreign language teaching that implies interactive technologies and masters foreign language communicative competence and soft skills at once. Therefore, the study aimed at developing a technology of soft skills development in engineering foreign language education using the productive method and checking its effectiveness. The authors designed a questionnaire and investigated engineering students’ opinions on a need to develop soft skills, which revealed high relevance of the topic, and the possibility of their development while studying a foreign language, which proved the productive method’s prospects. Based on findings received and literature analysed, we implemented case studies, problem-based learning, and essay writing in the technology and designed assessment criteria. Testing of the technology was performed by a pedagogical experiment, where qualitative and quantitative methods were applied. To critically analyse the results, we used Cronbach’s alpha, which revealed good reliability of the questionnaire, and t-test showed high efficiency of the technology that improved students’ soft skills.

show abstract

Using collaborative learning to develop students’ soft skills

Cited by 35 publications

References 22 publications

Students’ views on the sustained impact of a learning approach developed by blending pedagogy to prepare for professional practice: Introducing “Daybook”

Students’ views on the sustained impact of a learning approach developed by blending pedagogy to prepare for professional practice: Introducing “Daybook”

Interdisciplinaridade Na Educação Superior

Productive Method as the Basis for Soft Skills Development in Engineering Foreign Language Education

Contact Info

Product

Resources

About