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American Journal of Educational Research

ISSN (Print): 2327-6126

ISSN (Online): 2327-6150

Editor-in-Chief: Freddie W. Litton

Website: http://www.sciepub.com/journal/EDUCATION

Google-based Impact Factor: 1.27   Citations

Article

Promoting Collaborative Learning among Students

1Birkbeck College University of London, Honorary Lecturer, Honorary Fellow, Dissertation Adviser, University of Liverpool, United Kingdom


American Journal of Educational Research. 2016, 4(8), 602-607
doi: 10.12691/education-4-8-4
Copyright © 2016 Science and Education Publishing

Cite this paper:
Suriyakumari Lane. Promoting Collaborative Learning among Students. American Journal of Educational Research. 2016; 4(8):602-607. doi: 10.12691/education-4-8-4.

Correspondence to: Suriyakumari  Lane, Birkbeck College University of London, Honorary Lecturer, Honorary Fellow, Dissertation Adviser, University of Liverpool, United Kingdom. Email: s.lane@bbk.ac.uk, suriyakumari.lane@online.liverpool.ac.uk

Abstract

What is the distinction between collaborative and co-operative learning? In co-operative learning action is adjusted by individuals in a group to achieve individual goals. In collaborative learning, actions are adjusted to achieve shared goals. They not only learn from the teacher, but also from each other. In contrast in co-operative learning, the teacher still remains in control of what is going on in the class. The design of the collaborative task is crucial to the effectiveness of collaboration. The task must not be one which can be completed only by one person in a group. It should require a contribution from each member of the group. The group members should be interdependent upon each other to successfully complete the task. The task should not be a ‘right answer’ task. There should be several possible answers so that the group members could discuss which answers are better and the reason why some answers are better. What are the challenges of collaborative learning? Participants may only be used to isolated learning, where they compete with other students, and if that is the case, they would find it difficult to adjust to collaborative learning. Some students prefer to be taught and be passive learners, rather than be active learners, which would require more effort on their part. Another challenge is teachers who find it difficult to give up their teacher-centred instructional role and move to a facilitator of learning role. What are the advantages of collaborative learning? Such learning improves communication and dialogue between participants in a group, and assists in socially and intellectually connecting with members of the group. Students are motivated as they are actively involved in the learning process. The retention rate improves and students perform better at assessments, as they have engaged in deeper and more meaningful learning. As students are engaged in discussing and debating they are more likely to become critical learners. When students learn in a group, with other students explaining concepts to them, they will find different interpretations, which will result in students having to re-think their own understanding. There will be development of higher-level thinking skills, oral and written communication (in online collaborative learning), leadership and teamwork skills. A disadvantage of collaborative learning is that there might be one or two who dominate. There might be some who do not make much contribution despite having the opportunity to do so. Collaborative learning may not be suitable to some individuals who prefer isolated learning. They may not gain much benefit if they are forced into collaborative learning situations. Research has shown frustration among some students who have experienced collaborative learning. There may be some students who prefer to learn from an expert on a subject rather than from other students who they perceive to be lacking in knowledge. Students may find that they are studying at a different pace than others in the group, which may cause difficulties to themselves and their group members.

Keywords

References

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Article

Using Simulations to Detect Difficulties in the Process of Learning “Chemical Solutions”

1Departamento de Ciencias Exactas, Ciclo Básico Común, Universidad de Buenos Aires, C1405CAE, Buenos Aires, Argentina

2Departamento de Ciencias Biológicas, Ciclo Básico Común, Universidad de Buenos Aires, C1405CAE, Buenos Aires, Argentina

3Instituto Centro de Formación e Investigación en Enseñanza de las Ciencias (CEFIEC), Facultad de Ciencias Exactas y Naturales, Universidad de Buenos Aires, C1428EGA, Buenos Aires, Argentina


American Journal of Educational Research. 2016, 4(8), 608-612
doi: 10.12691/education-4-8-5
Copyright © 2016 Science and Education Publishing

Cite this paper:
Diana G. Bekerman, Lorena Pepa, Elvira Vaccaro, Manuel Alonso, Lydia R. Galagovsky. Using Simulations to Detect Difficulties in the Process of Learning “Chemical Solutions”. American Journal of Educational Research. 2016; 4(8):608-612. doi: 10.12691/education-4-8-5.

Correspondence to: Diana  G. Bekerman, Departamento de Ciencias Exactas, Ciclo Básico Común, Universidad de Buenos Aires, C1405CAE, Buenos Aires, Argentina. Email: dianabekerman@gmail.com

Abstract

Using animations, visualizations and simulations is a common practice to teach chemistry. These didactic resources provide a motivational effect which in turn should improve the understanding of concepts by the students. This is effectively observed, but not all students benefit from these resources to the same extent. In this work, we use a simulation of chemical solutions and then evaluate a group of students on it. From the wrong answers we proceed to establish categories: 1) Incorrect or misguided mathematical approaches, dissociated from the chemical meaning of the question, 2) difficulties in the use of chemical syntax, 3) semantic difficulties, and 4) alternative mental models. Having identified the types of errors allows teachers to work on them in a directed manner, making possible different approaches for each category.

Keywords

References

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Article

A Study to Explore the Coordination Level among Personnel of Servicing Departments at Allama Iqbal Open University Islamabad

1Department of Examination, Allama Iqbal Open, UNiversity, Islamabad, Pakistan

2Department of Science Education, Allama Iqbal, Open University, Islamabad, Pakistan


American Journal of Educational Research. 2016, 4(8), 613-616
doi: 10.12691/education-4-8-6
Copyright © 2016 Science and Education Publishing

Cite this paper:
Muhammad Sadiq Soomro, Arshad Mehmood Qamar. A Study to Explore the Coordination Level among Personnel of Servicing Departments at Allama Iqbal Open University Islamabad. American Journal of Educational Research. 2016; 4(8):613-616. doi: 10.12691/education-4-8-6.

Correspondence to: Arshad  Mehmood Qamar, Department of Science Education, Allama Iqbal, Open University, Islamabad, Pakistan. Email: qamararshad711@gmail.com

Abstract

Allama Iqbal Open University (AIOU) having Mode of Distance Learning Education System is a Mega University of Pakistan due to its huge student’s enrollment i.e. more than 1.2 million in multiple programmes of Secondary level to Ph. D level in each semester. Coordination of personnel working in the different departments of any institution is a compulsory element for the achievement of objectives of the institution. Therefore it is necessary to explore the level of coordination among the employees of AIOU. The data was collected through questionnaire and interview from the Supervisory staff and officers BPS-09-19 working in servicing departments of AIOU. Total size of population was 105. The data obtained were interpreted and analyzed using the percentages and means scores. The study reflects lack of coordination among the officials of servicing departments, due to overload of work, lack of staff, non-availability of adequate space for working environment, non-availabilities of equipment/adequate system and lack of communications skills etc. The study recommends that the size of the regular staff may be increased in the servicing departments of AIOU as well as adequate space, facilities and equipment may be provided to those departments.

Keywords

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