Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 116-119).

The following research study analyze and interpret collaborative learning process phenomenon and the influence of the culturalcontext.. For this research, the process of collaborative learning is defined as people who "labor together to construct something that did not exist before the collaboration, something that does not and cannot fully exist in the lives of individual collaborators" (Peters & Armstrong, 1998, p. 75). This study was based on a workshop in which the participants learned about collaborative learning and had the opportunity to experience the process. The qualitative research paradigm used as the framework for this study was a modify Phenomenology. Fifteen Panamanian faculty members who work at different public and private universities were the participants. They were nine females and six males who had diversified academic backgrounds such as architects, lawyers, psychologists, and educators among other professions. In this study, qualitative data was collected through semi-structured phenomenological interviews that were recorded, transcribed, and then translated. The data analysis covered four phases and was thematic.Once the analysis and interpretation were completed, participants were interviewed for a second time in order to cross-check the accuracy of the translation of the interview transcripts, to clarify the interpretation of the interviewee's quotes, ask any questions, and discuss the tentative findings. From the data collected two main themes emerged (the process of collaborative learning and the cultural context) and nine sub-themes (dialogue,reflection, values, interpersonal relationships, conflicts, facilitator's role, learner's role, transformation, and meaningful experiences). The nine sub-themes lay within the two major themes. Finally, the findings and conclusions of this study suggest that the process of collaborative learning was perceived as a dialogic way to work in collective interdependence in which all participants in the group were compelled to engage and be active participants. Also, it was found that even though the collaborative learning process should be considered neither a panacea nor cure all, it has the potential to transform the dynamic of the traditional classroom setting.Indeed, findings in this study indicate that the collaborative learning process demands a change in the perceptions educators and learners have about the teaching and learning process. It also requires a shift in the roles that both should perform.Last but not least, it was found that there was reciprocal influence between the collaborative learning process, the participants' Panamanian cultural context, and the cultural context created by the participants as a learning community. / Department of Educational Studies

Thesis (Ph. D.)--University of Wisconsin, 1961. / Extension Repository Collection. Typescript (carbon copy). Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 134-136).

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 102-106).

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 76-82).

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 170-183).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references. Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 102-106). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 170-183). Also available in print.