Dissertations / Theses on the topic 'Collaborative learning'
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Karlsson, Jan. "Learning in Collaboration : Academics’ experiences in collaborative partnerships." Doctoral thesis, Pedagogiska institutionen, Lunds universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-73.
Full textDet finns en pågående debatt, både i USA och i Europa om behovet att utveckla en bredare syn på akademisk kompetens och de olika aktiviteterna som den innefattar, bland annat det som kallas “tjänster riktade mot samhället”. I Sverige tar dessa samhällsorienterade tjänster formen av praktik orienterad involvering och samarbete med det omgivande samhället, i enlighet med den lagstiftning som reglerar högskolans verksamhet. Samarbete uppfattas ofta som en uppgift som ligger utöver utbildning och forskning; den kallas därför också “den tredje uppgiften”. Många akademiker, universitetslärare och forskare, är idag engagerade i olika former av samverkan. Avhandlingen fokuserar akademikers lärande i två olika sammanhang: samverkan med små och medelstora företag (SMF), och samverkan inom ramen för ett flervetenskapligt forskningsprogram vid Arbetslivsinstitutet (ALI). Resultaten från den första undersökningen visar att akademikerna lär sig olika strategier för att initiera, genomföra, fördjupa och vidareutveckla samverkan mellan högskolan och SMF. Resultaten visar också att akademikerna som är verksamma inom detta område behöver hantera den akademiska organisationens rigida strukturer, som varken uppmuntrar eller belönar dessa individers ansträngningar att samverka. Akademiker och praktiker i SMF kommer från olika arbetskulturer, med olika traditioner förknippade med språk och interaktion. Undersökningen visar dock att kontinuiteten i utbytet och dialogen skapar ett förtroende och kompetensutveckling för alla involverade parter, samt ett lärande i form av ny kunskap som är användbar både för akademin och för SMF. Tvärvetenskapligt samarbete håller på att bli en grundläggande del av all forskning, beroende på önskan att utforska problem och frågeställningar som inte är begränsade till ett enstaka ämnesområde, och behovet att lösa de problem samhället ställs inför. Den andra empiriska undersökningen fokuserar forskares lärande på arbetsplatsen inom ett flervetenskapligt forskningsprogram vid (ALI), samt deras samarbete med praktiker. Resultaten visar att det som akademiker lär i detta flervetenskapliga sammanhang är en fördjupad medvetenhet om perspektiven i deras egen och andras forskningsfält, samt en förstärkt nyfikenhet att lära mer. Lärandet innebär även att komma till nya insikter om deras eget lärande, och hur detta äger rum; hur det påverkar deras egen professionella utveckling, och att upptäcka - ibland överraskande – hur deras kompetens kan användas i nya forskningsområden. Samspelet mellan kunskap och erfarenhet hos forskare med olika ämnesbakgrund och med praktiker skapar ett sammanhang som kräver en annan typ av lärande for akademikerna, jämfört med deras inomdisciplinära arbete. Resultaten från båda undersökningarna ger en förståelse av hur akademiker upplever sitt lärande i samarbete med praktiker och andra forskare från olika ämnen. Det visar hur den holistiska kunskapsintegrationen som härrör från de tre akademiska funktionerna samverkan, undervisning och forskning, samtidigt bidrar till utveckling i arbetsmiljöer både inom och utanför akademin.
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Sonnenwald, Diane H., Mirja Iivonen, Jeffrey A. Alpi, and Heli Kokkinen. "Collaborative Learning Using Collaboration Technology: Report from the Field." Kluwer Publishers, 1999. http://hdl.handle.net/10150/105954.
Full textKuadey, Noble. "Mobile Collaborative Learning System." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-11117.
Full textDillenbourg, Pierre J. "Human-computer collaborative learning." Thesis, Lancaster University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387456.
Full textKubica, Tommy. "Adaptable Collaborative Learning Environments." Technische Universität Dresden, 2018. https://tud.qucosa.de/id/qucosa%3A73177.
Full textPietsch, James Roderick. "Collaborative learning in mathematics." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1088.
Full textPietsch, James Roderick. "Collaborative learning in mathematics." University of Sydney, 2005. http://hdl.handle.net/2123/1088.
Full textThis study looked at the implementation of a collaborative learning model at two schools in Sydney designed to realise the principles recommended by reform documents such as the Principles and Standards for School Mathematics (NCTM, 2000) and policy documents including Numeracy, A Priority for All (DETYA, 2000). A total of 158 year seven and year eight students ranging in age from 12 to 15 years old from two schools participated in the study. In all, seven classroom teachers participated in the study each completing two topics using the collaborative learning model. Four research questions were the focus of the current study. Three research questions were drawn from eight principles identified in the literature regarding what constitutes effective mathematics learning. These questions related to the nature of collaboration evident in each classroom, the level of motivation and self-regulation displayed by students in the different types of classrooms and the relationship between learning mathematics within the collaborative learning model and real-world mathematics. A final research question examined the degree to which the concerns of teachers relating to preparing students for examinations are met within the collaborative learning model. Several different data collection strategies were adopted to develop a picture of the different forms of activity evident in each classroom and the changes that took place in each classroom during and after the implementation of the collaborative learning model. These included classroom observations, interviews with student and teacher participants, questionnaires and obtaining test results. Both exploratory and confirmatory factor analysis were used to reduce the data collected. Factor scores and test results were compared using t-tests, ANOVAs and Mann Whitney nonparametric tests. Data collected from interviews and classroom observations were analysed using a grounded approach beginning with the open coding of phenomena. Leont’ev’s theoretical approach to activity systems (1972; 1978) was then used to describe the changing nature of classroom activity with the introduction of the collaborative learning model. Within the collaborative classrooms there were a greater number of mathematical voices participating in classroom discussions, a breaking down of traditional roles held by teachers and students, and dominant patterns of collaboration evident in each classroom reflecting pre-existing cultural ways of doing. Furthermore, there was some quantitative evidence suggesting that student levels of critical thinking, self-regulation and help seeking increased and students were also observed regulating their own learning as well as the learning of others. Classroom practice was also embedded in the cultural practice of preparing topic tests, enabling students to use mathematics within the context of a work group producing a shared outcome. Finally, there was quantitative evidence that students in some of the collaborative classes did not perform as well as students in traditional classrooms on topic tests. Comments from students and teachers, however, suggested that for some students the collaborative learning model enabled them to learn more effectively, although other students were frustrated by the greater freedom and lack of direction. Future research could investigate the effectiveness of strategies to overcome this frustration and the relationship between different types of collaboration and developing mathematical understanding.
Kharrufa, Ahmed Sulaiman. "Digital tabletops and collaborative learning." Thesis, University of Newcastle Upon Tyne, 2010. http://hdl.handle.net/10443/911.
Full textAHMED, WAQAR. "Collaborative Learning in Computer Vision." Doctoral thesis, Università degli studi di Genova, 2022. http://hdl.handle.net/11567/1069010.
Full textLee, Jisu. "Graduate Students' Collaborative Information Seeking in a Group-based Learning Setting." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271854/.
Full textHeslop, Philip. "Designing tabletop applications for collaboration in non-collaborative learning tasks in the classroom : learning persuasive writing." Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/3023.
Full textParzhetskaya, L. (Lyana). "Enhancing collaborative learning by means of collaborative serious games:providing requirements to collaborative serious games’ design." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201409201877.
Full textAlrayes, Amal. "Investigating the learning performance in computer supported collaborative learning environments." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/investigating-the-learning-performance-in-computer-supported-collaborative-learning-environments(369f64e0-3309-499e-a00a-c097ae7e5d03).html.
Full textVujovic, Milica. "Studying collaborative learning space design with multimodal learning analytics." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/673315.
Full textHa habido avances importantes en la investigación en el ámbito del diseño para el aprendizaje efectivo basado en evidencias. Por ejemplo, en el ámbito del aprendizaje colaborativo, se han conseguido evidencias sobre algunos elementos importantes de su diseño, como los métodos para estructurar las secuencias de actividades, las técnicas de formación de grupo o la tecnología que media la colaboración. Sin embargo, el avance ha sido más limitado en el área del diseño de los espacios físicos para el aprendizaje colaborativo. Contradictoriamente, la investigación sobre los espacios de aprendizaje y su impacto en la educación han sido objeto de investigación durante décadas. Estudios existentes han explorado cómo los espacios de aprendizaje juegan un papel en inhibir o favorecer la participación de los estudiantes en tareas de aprendizaje activo, como las que aplican métodos de aprendizaje colaborativo. Sin embargo, los métodos utilizados en estos estudios han generado muy pocas evidencias empíricas sobre los efectos que elementos específicos de esos espacios tienen en el comportamiento de los estudiantes. En este contexto, los avances en las tecnologías para la captura y el análisis de datos ofrecen nuevas oportunidades, y retos, para cubrir esta falta de evidencias. En particular, el potencial de la Analítica de Aprendizaje Multimodal (MMLA, de sus siglas en inglés) se está vislumbrando como especialmente prometedor para avanzar la investigación sobre los espacios de aprendizaje. Esta tesis doctoral contribuye al campo emergente de MMLA con el objetivo de desgranar los efectos de los elementos de diseño en los espacios de aprendizaje y su interacción con otros elementos de diseño para el aprendizaje. El objetivo último es ampliar el espectro del diseño basado en evidencias para el aprendizaje efectivo. Para ello, la tesis se centra en estudiar la interacción de las formas de las mesas con el tamaño de grupo, como elementos de diseño sobre el espacio y sobre el método de aprendizaje. La tesis también explora la perspectiva de género, una perspectiva relevante pero no suficientemente considerada en el ámbito. La metodología empleada es de diseño experimental y se plantean preguntas de investigación relacionadas con: (1) las diferencias en el comportamiento de los estudiantes cuando se utilizan dos tipos de mesas y tamaños de grupo; (2) los indicadores de analítica de aprendizaje relevantes en la investigación de espacios de aprendizaje colaborativo; (3) las técnicas para la recogida, el análisis y la visualización de datos. Las contribuciones de la tesis incluyen unas primeras evidencias científicas sobre la influencia de las formas de las mesas en el comportamiento de los estudiantes, considerando la interacción con el tamaño de grupo y el género. Además, la tesis también ofrece un nuevo caso de recogida de datos que permite revisar la validez de indicadores MMLA propuestos en el campo y explorar como aproximaciones de captura de movimiento, análisis temporal y visualización avanzada pueden contribuir a la investigación en espacios para el aprendizaje colaborativo.
Balazs, Ildiko Erzsebet. "Konzeption von Virtual Collaborative Learning Projekten." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2005. http://nbn-resolving.de/urn:nbn:de:swb:14-1111134624957-21292.
Full textWeinberger, Armin. "Scripts for Computer-Supported Collaborative Learning." Diss., lmu, 2003. http://nbn-resolving.de/urn:nbn:de:bvb:19-11206.
Full textLoria, Enrica. "Collaborative learning in a simulated environment." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12550.
Full textJelfs, Beth. "Collaborative adaptive filtering for machine learning." Thesis, Imperial College London, 2009. http://hdl.handle.net/10044/1/5598.
Full textMyneni, Lakshman Sundeep Narayanan N. Hari. "Studio-based computer supported collaborative learning." Auburn, Ala, 2009. http://hdl.handle.net/10415/1665.
Full textPodoski, Chad William. "Instant messenger for collaborative learning environments." [Florida] : State University System of Florida, 2001. http://etd.fcla.edu/etd/uf/2001/ank7124/thesis.pdf.
Full textTitle from first page of PDF file. Document formatted into pages; contains x, 52 p.; also contains graphics. Vita. Includes bibliographical references (p. 51).
Maroske, Claire. "Scaffolding collaborative learning in mathematics classrooms." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2058.
Full textPsimas, Lynnae L. "Perceptions of Collaborative Process in a Professional Learning Focused University-Community-School Collaboration." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/71.
Full textHenry, Kirk. "Students' Perceptions of Collaboration Tools in a Higher Education Online Collaborative Learning Environment." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3544.
Full textPh.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
Fitzgerald, Clifford Thomas. "Self-directed and collaborative online learning: learning style and performance." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33470.
Full textPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of this study was to determine whether a match between a participant's learning style and type of online instruction improved learner performance on tests measuring comprehension and retention. Learning style was measured by the Self-Directed Leamer Readiness Scale (SDLRS) and the Grasha-Riechmann Student Learning Style Scale (GRSLSS) and online instruction varied among online courses, recorded online courses, and computer-based tutorials. The setting for the study was a high tech machine vision company in Massachusetts and online users of its products were the participants. Three groups of learners participated in the study: employees, high school students, and customers. All three groups were comprised of engineers or engineering students. All 106 participants completed a survey that measured their preference for self-directed and collaborative learning style with the standard instruments SDLRS and GRSLSS. Participants completed 323 pre- and post-tests for 46 live online courses, recorded online courses, and computer-based tutorials during the data collection phase of the study. Those participants learning in their preferred learning style had the highest mean improvement from pre- to post-tests. Those participants with average or below average scores for self-directed and collaborative learning style showed the least improvement. The results of this study supported the hypothesis that matching the type of activity, collaborative or self-directed, to the learner's preferred learning style improved performance. The study included ten research questions.
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Saeed, Sabina, and Sabina Saeed. "Learning To Learn: A Look Into the Collaborative Learning Space." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625142.
Full textAn, Yun-Jo. "Collaborative problem-based learning in online environments." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219913.
Full text"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2121. Adviser: Charles Reigeluth.
Chan, Wai-man. "Exploring collaborative learning online in history classes." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B39848656.
Full textLee, Kam-fong. "Enhancing students' collaborative learning through CMC discussion." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040057.
Full textJahng, Namsook. "Examining collaborative learning in an online course." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/30495.
Full textKojiri, Tomoko, Yasuyuki Ito, and Toyohide Watanabe. "User-oriented interface for collaborative learning environment." IEEE, 2002. http://hdl.handle.net/2237/6900.
Full textBull, Susan. "Collaborative student modelling in foreign language learning." Thesis, University of Edinburgh, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496469.
Full textKwok, Wing-fai Tommy, and 郭榮輝. "Using CMC to enhance students' collaborative learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29604734.
Full textLiu, Kit-ying, and 廖潔凝. "ICT supported collaborative learning of business studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29959895.
Full textChan, Wai-man, and 陳偉民. "Exploring collaborative learning online in history classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B39848656.
Full textChan, Sing-fai, and 陳星輝. "A study of collaborative learning in biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959982.
Full textLee, Kam-fong, and 李錦芳. "Enhancing students' collaborative learning through CMC discussion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040057.
Full textKheiravar, Salma. "MACL, a mobile application for Collaborative Learning." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45568.
Full textBarikzai, Safia. "Integrating courseware into collaborative learning environments (ICiCLEs)." Thesis, London South Bank University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435234.
Full textHundley, Gene. "Collaborative Learning and Wireless Local Area Networks." NSUWorks, 2003. http://nsuworks.nova.edu/gscis_etd/599.
Full textXia, Guangyu. "Expressive Collaborative Music Performance via Machine Learning." Research Showcase @ CMU, 2016. http://repository.cmu.edu/dissertations/784.
Full textPardàs, Lluïsa. "Constructivism and Collaborative Learning in Music Teaching." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34619.
Full textGudkova, N. "Strategies for effective computer-supported collaborative learning." Thesis, Наукова платформа Open Science Laboratory, 2020. https://er.knutd.edu.ua/handle/123456789/15511.
Full textLewis, Adam H. "Technology and Collaborative Learning in Employee Training." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1508160808319683.
Full textPapesch, Matthias. "A collaborative environment for learning security protocols." [S.l. : s.n.], 2003. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB10790773.
Full textChan, Sing-fai. "A study of collaborative learning in biology." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264604.
Full textWarner-Metzger, C., B. C. Reed, John Paul Abner, Janet Todd, and Michele R. Moser. "PCIT training: Applying a Learning Collaborative Model." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4978.
Full textDINIZ, DOS SANTOS ALYSSON. "Educational collaborative games for sustainable development learning." Doctoral thesis, Politecnico di Torino, 2018. http://hdl.handle.net/11583/2711101.
Full textZhao, Ke, and 赵珂. "Fostering learning and collaboration through computer-supported collaborative inquiry among Chinese tertiary business Englishstudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44901926.
Full textMaurel, Denis. "Contributions aux communications inter-vues pour l'apprentissage collaboratif." Electronic Thesis or Diss., Sorbonne université, 2018. http://www.theses.fr/2018SORUS489.
Full textThis thesis presents several methods to optimize and improve inter-views communications in a collaborative learning context: The first contribution is about the improvement of communications for Collaborative Clustering using a learning method making it possible for a view to weight the information supplied by the external views. This methods is based on the resolution of a problem made of the Collaborative Clustering criterion with two constraints of the weighting coefficients. A second contribution consists in the definition of an incremental learning method of Self-Organizing Maps, followed by its adaptation to Collaborative Clustering. This method makes it possible to adapt the results obtained using Collaborative Clustering in case of a potential evolution in data distribution through time. The second axis consists in the definition of a new paradigm, called Collaborative Reconstruction. In this paradigm, several views collaborate to reconstruct local missing data. This method is based on neural networks linking external data and local data. The combination of the external informations is guaranteed by a weighting method favoring the best reconstructed features for each external view
Clark, Jonathan T. "Developing collaborative leadership a study of organizational change toward greater collaboration and shared leadership /." [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1229720750.
Full textTitle from PDF t.p. (viewed February 19, 2009). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2008."--from the title page. Includes bibliographical references (p. 163-171).