Related Research Articles
A team is a group of individuals working together to achieve their goal.
Collaborative writing, or collabwriting is a method of group work that takes place in the workplace and in the classroom. Researchers expand the idea of collaborative writing beyond groups working together to complete a writing task. Collaboration can be defined as individuals communicating, whether orally or in written form, to plan, draft, and revise a document. The success of collaboration in group work is often incumbent upon a group's agreed upon plan of action. At times, success in collaborative writing is hindered by a group's failure to adequately communicate their desired strategies.
Collaboration is the process of two or more people, entities or organizations working together to complete a task or achieve a goal. Collaboration is similar to cooperation. Most collaboration requires leadership, although the form of leadership can be social within a decentralized and egalitarian group. Teams that work collaboratively often access greater resources, recognition and rewards when facing competition for finite resources.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that “by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills”. In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.
A collaboration tool helps people to collaborate. The purpose of a collaboration tool is to support a group of two or more individuals to accomplish a common goal or objective. Collaboration tools can be either of a non-technological nature such as paper, flipcharts, post-it notes or whiteboards. They can also include software tools and applications such as collaborative software.
Collaborative learning is a situation in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalize on one another's resources and skills. More specifically, collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetric roles. Put differently, collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. These include both face-to-face conversations and computer discussions. Methods for examining collaborative learning processes include conversation analysis and statistical discourse analysis.
Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence." Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another's resources and skills. Furthermore, the teacher's role changes from giving information to facilitating students' learning. Everyone succeeds when the group succeeds. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher-order thinking tasks. Cooperative learning has also been linked to increased levels of student satisfaction.
A scavenger hunt is a game in which the organizers prepare a list defining specific items, which the participants seek to gather or complete all items on the list, usually without purchasing them. Usually participants work in small teams, although the rules may allow individuals to participate. The goal is to be the first to complete the list or to complete the most items on that list. In variations of the game, players take photographs of listed items or be challenged to complete the tasks on the list in the most creative manner. A treasure hunt is another name for the game, but it may involve following a series of clues to find objects or a single prize in a particular order.
Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, edtech, it often refers to the industry of companies that create educational technology.
Cognitive apprenticeship is a theory that emphasizes the importance of the process in which a master of a skill teaches that skill to an apprentice.
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.
Team learning is the collaborative effort to achieve a common goal within the group. The aim of team learning is to attain the objective through dialogue and discussion, conflicts and defensive routines, and practice within the group. In the same way, indigenous communities of the Americas exhibit a process of collaborative learning.
Synchronous conferencing is the formal term used in computing, in particular in computer-mediated communication, collaboration and learning, to describe technologies informally known as online chat. It is sometimes extended to include audio/video conferencing or instant messaging systems that provide a text-based multi-user chat function. The word synchronous is used to qualify the conferencing as real-time, as distinct from a system such as e-mail, where messages are left and answered later.
The pluralistic walkthrough is a usability inspection method used to identify usability issues in a piece of software or website in an effort to create a maximally usable human-computer interface. The method centers on recruiting a group of users, developers and usability professionals to step through a task scenario, discussing usability issues associated with dialog elements involved in the scenario steps. The group of experts used is asked to assume the role of typical users in the testing. The method is prized for its ability to be utilized at the earliest design stages, enabling the resolution of usability issues quickly and early in the design process. The method also allows for the detection of a greater number of usability problems to be found at one time due to the interaction of multiple types of participants. This type of usability inspection method has the additional objective of increasing developers’ sensitivity to users’ concerns about the product design.
Collaborative methods are processes, behaviors, and conversations that relate to the collaboration between individuals. These methods specifically aim to increase the success of teams as they engage in collaborative problem solving. Forms, rubrics, charts and graphs are useful in these situations to objectively document personal traits with the goal of improving performance in current and future projects.
Online tutoring is the process of tutoring in an online, virtual, or networked, environment, in which teachers and learners participate from separate physical locations. Aside from space, literature also states that participants can be separated by time.
Literature Circles in EFL are teacher accompanied classroom discussion groups among English as a foreign language learners, who regularly get together in class to speak about and share their ideas, and comment on others' interpretations about the previously determined section of a graded reader in English, using their 'role-sheets' and 'student journals' in collaboration with each other.
Positive interdependence is an element of cooperative and collaborative learning where members of a group who share common goals perceive that working together is individually and collectively beneficial, and success depends on the participation of all the members.
An escape room, also known as an escape game, puzzle room, exit game, or riddle room is a game in which a team of players discover clues, solve puzzles, and accomplish tasks in one or more rooms in order to accomplish a specific goal in a limited amount of time. The goal is often to escape from the site of the game. Most escape games are cooperative but competitive variants exist. Escape rooms became popular in North America, Europe, and East Asia in the 2010s. Permanent escape rooms in fixed locations were first opened in Asia and followed later in Hungary, Serbia, Australia, New Zealand, Russia, and South America.
References
- ↑ "NoviCraft: virtual world team building". The Metaverse Journal. 22 February 2009.
- ↑ Linnake, Tuomas (16 December 2008). "Vankilapako opettaa johtamista ja yhteispeliä". Ilta-Sanomat (in Finnish). Retrieved 27 June 2023.
- ↑ Juntto, Anssi (9 October 2008). "Tiimikoulutus muuttaa pelimaailmaan". Kaleva (in Finnish). Retrieved 27 June 2023.
- ↑ Kauppinen, Jukka O. (15 December 2008). "Johtamis- ja tiimikoulutusta videopelien keinoin". Muropaketti (in Finnish). Otavamedia . Retrieved 27 June 2023.
- ↑ Manninen, Tony (2005). Designing Puzzles for Collaborative Gaming Experience – CASE: eScape (PDF). DiGRA Conference. Vancouver, British Columbia, Canada. Archived from the original (PDF) on 25 April 2012.
- ↑ Bluemink, Johanna; Hämäläinen, Raija; Manninen, Tony; Järvelä, Sanna (2009). "Group-level analysis on multiplayer game collaboration: how do the individuals shape the group interaction?". Interactive Learning Environments. Informa. 18 (4): 365–383. doi:10.1080/10494820802602444.
- ↑ Bluemink, Johanna; Järvelä, Sanna (2011). "Elements of collaborative discussion and shared problem-solving in a voice-enhanced multiplayer game". Journal of Interactive Learning Research. 22 (1): 23–50.
- ↑ Pirkola, Jani (24 April 2009). "NoviCraft is the best eLearning product 2009 - TeamingStream's training game wins award". Archived from the original on 29 April 2009.