Updates from Our Practice Improvement Partners: ASAP NYS Process Improvement Collaborative Learning Session

2005 ◽  
Author(s):  
Keyword(s):  
Collaborative Learning ◽  
Process Improvement ◽  
Learning Session ◽  
Practice Improvement

scholarly journals ColScript a New Scripting Language for Collaborative Learning

2015 ◽  
Vol 8 (4) ◽  
pp. 21
Author(s):  
Aiman Turani
Keyword(s):  
Collaborative Learning ◽  
Group Formation ◽  
Complex Structures ◽  
Input Output ◽  
Learning Session ◽  
Collaboration Script ◽  
Object Group ◽  
Programming Skills ◽  
Scripting Language ◽  
Group Object

The collaboration script is defined as a formal way of describing the flow of activities within a collaborative learning session. Using collaboration script would encourage the production of effective and productive interactions between learners. Nevertheless, developing such script is not a trivial task. Standardization has played a major role in the expansion of instructional designs, but at the same time it limited down the flexibility of describing collaboration sessions that have complex structures. Representing a collaboration script in XML-tags format works well when scripting simple scenarios, but to describe extended scenarios it would make this scripting style very challenging and complicated. This approach causes users to avoid designing heavy weight scenarios and limits down their creativity. Relying on tools to implicitly generate such script would also limit down designers’ creativity since designers can only choose from a limited set of tools and design components. In this research, we have defined the bases of a new collaboration scripting language, CoScript, that is able to describe collaboration learning sessions in a simple, flexible, and formal way. This scripting language has been derived based on a theoretical framework that was proposed in an earlier research. The proposed scripting language notation is close to the notation of traditional software scripting languages. This makes it easier to be learnt by instructors with basic programming skills. It has the ability to describe design’s structure elements, such as sequencing, conditions, repetition, activities, activity’s input /output, group formation, etc. ColScript is basically composed of a limited set of objects and commands. The first part contains six objects (role object, group object, feedback object, collaboration tools object, time/date object and resources object), where the second part contains five essential structuring commands (input, output, loop, doactivity, groupformation).

Advantages and Challenges of Fostering Cognitive Integration Through Virtual Collaborative Learning: a Qualitative Study

2021 ◽  
Author(s):  
Jeanette Ignacio ◽  
Hui-Chen Chen ◽  
Tanushri Roy
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Focus Group ◽  
Learning Activity ◽  
First Year ◽  
Cognitive Integration ◽  
Focus Group Discussions ◽  
Learning Session ◽  
Group Discussions ◽  
Face To Face

Abstract BackgroundThe drastic shift from face-to-face classes to online learning due to the COVID-19 pandemic has enabled educators to ensure the continuity of learning for health professions students in higher education. Collaborative learning, a pedagogy used to facilitate knowledge integration by helping students translate theory from basic sciences to clinical application and practice, has thus been transformed from a face-to-face to a virtual strategy to achieve the learning objectives of a multi-disciplinary and integrated module.ObjectivesThis study aimed to describe and evaluate, through focus group discussions, a virtual collaborative learning activity implemented to assist first year undergraduate nursing students to develop cognitive integration in a module consisting of pathophysiology, pharmacology and nursing practice.MethodsFourteen first year undergraduate students and four faculty involved in facilitating the virtual collaboration participated in the study. Focus group discussions were conducted to elicit the perceptions of students and staff on the virtual collaborative learning session conducted at the end of the semester.ResultsThree themes were generated from the thematic analysis of the students’ focus group scripts. These were: (1) achieving engagement and interaction, (2) supporting the collaborative process, and (3) considering practical nuances. The three themes were further subdivided into subthemes to highlight noteworthy elements captured during focus group discussions. Three themes also emerged from the focus group discussion scripts of faculty participants: (1) learning to effectively manage, (2) facing engagement constraints, and (3) achieving integration. These themes were further sectioned into salient subthemes.ConclusionThe virtual collaborative learning pedagogy is valuable in fostering cognitive integration. However, meticulous planning considering various variables prior to implementation is needed. With better planning directed at addressing the learners’ needs and the faculty’s capabilities and readiness for online learning pedagogies, and with a strong institutional support to help mitigate the identified constraints of virtual collaborative learning, students and faculty will benefit.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

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