The purpose of this study was to ascertain important information that was lacking about current school/business collaborative activities in the Commonwealth of Virginia and to compare those activities to the findings of a study conducted by Larkin C. Phillips of school/business collaborative activities during the 1990-91 school year. This study used the same survey questions that were used by Phillips and was designed to provide the following information: (a) Common characteristics of school divisions in Virginia that conducted collaborative activities during the 1998-99 school year as compared to the 1990-1991 school year,(b) The types of collaborative activities conducted in Virginia during the 1998-99 school years as compared to the 1990-1991 school year,(c) Current resources used to manage collaborative activities as compared to the 1990-91 school year, and(d) Types of businesses that participated in collaborative activities in 1998-99 as compared to the 1990-91 school year.A survey was sent to all superintendents of public school divisions in the Commonwealth of Virginia. Superintendents from 99 school divisions, 76 percent of the school divisions in Virginia, returned the survey. The responses indicated that 72 percent of the responding divisions conducted school/business collaborative activities during the 1998-99 school year. This was an eight percent decrease from the 1990-1991 school year. Of the school divisions reporting no collaborative activity in this study 89 percent were located in rural areas. In contrast, more than 90 percent of the school divisions in cities and suburbs indicated collaborative activity with businesses. Small school divisions and less wealthy school divisions were less likely to conduct collaborative activities than were larger and wealthier school divisions.The most conducted collaborative activities in the typical Virginia school division at all grade levels were: providing career awareness activities; providing special awards for pupils, teachers or the school; donating or loaning equipment or materials; and sponsoring tutoring programs for pupils. As compared to the Phillips study, there were large increases in businesses providing tutoring at the elementary and middle/junior high school levels. And at the high school level there was a 22 percent increase in partners providing internships for students.During the 1998-1999 school year in Virginia the management of collaborative activities was most often managed totally at each participating school. The person most likely to initiate collaborative activity with business was the building principal.The most likely type of businesses involved in collaborative activities with school divisions was service, civic, manufacturing and retail. The mining industry was least likely to be involved in collaborative activities. / Ed. D.

New Product Development is a key strategy for company performance. Competencies involved in those projects are numerous and varied. Companies increasingly involve their suppliers in codevelopment projects to gather the most relevant knowledge, improve product quality and reduce time to market. Different levels of supplier involvement are defined in literature: white, gray and black box according to their responsibilities. This master thesis focuses on  he collaboration between supplier and customer in the case of New Product Development.  eflecting on existing literature, this master thesis first proposes a new taxonomy of boundary spanning, based on four main areas: knowledge transfer, knowledge translation, knowledge transformation and coordination. Secondly, each area is broken down into collaborative activities, which in turn are linked to the proper Information Technologies (IT). Finally, this typology is successfully confronted to two case studies.

Introduction The human immunodeficiency virus (HIV) epidemic has led to the upsurge of tuberculosis (TB) infection globally, but most especially in areas with high HIV prevalence. In the past, there was lack of a coordinated global and national response between TB and HIV programmes to curb the devastating impacts of both infections. However, the ProTEST Initiative piloted in sub-Saharan Africa in 1997 demonstrated that TB and HIV programmes could collaborate successfully in delivering joint services. This prompted the development of the WHO interim policy on collaborative TB/HIV activities in 2004, aimed at reducing the burden of TB and HIV in populations affected by both infections. This thesis explores how collaborative activities between TB and HIV programmes have been established in Cameroon and implemented in the Northwest Region. It also highlights the achievements and constraints in delivering joint services to TB patients co-infected with HIV. Methods The study was conducted in the Northwest Region, one of the 10 regions of Cameroon with the highest HIV prevalence. The study uses health system research combining qualitative and quantitative methods to explore the research objectives. Qualitative methods were used to capture the perspectives of: i) the service providers; key informants from the central, regional and district levels concerned with the collaboration process and in delivering HIV services to TB patients, and ii) TB patients regarding HIV testing as an entry point to HIV services. Quantitative methods were used to ascertain TB patients’ access to HIV services provided for by the collaboration. Results The study demonstrated that although there were varying levels of collaboration between TB and HIV programmes from the central to operational level in the health system, delivering joint services was feasible. Furthermore, despite the challenges TB patients faced in testing for HIV, overall implementing TB/HIV collaborative activities increased TB patients’ acceptability and accessibility to HIV services. These were facilitated by the improved collaboration at the operational level, and enhanced service provider-patient alliance which was instrumental in building patients’ trust in the health system. Collaboration also led to cross-training and teamwork between staffs from both programmes, and improved networking between service providers and other actors involved in TB and HIV care. Nevertheless, there were health system constraints including inadequate leadership and management, shortage of human and infrastructural resources, frequent interruptions in the supply of essential drugs and laboratory materials Conclusion TB/HIV collaborative activities have improved service delivery and TB patients’ access to HIV services. Nonetheless, appropriate stewardship which guarantees joint planning, monitoring and evaluation of essential activities, and accountability at all levels in the health system is invaluable. Besides, the identified health system constraints which could adversely influence effective joint service delivery and a sustainable collaboration deserve due appraisal. / Introduction L’épidémie du virus de l’immunodéficience humaine (VIH) a conduit à une augmentation globale  de la tuberculose(TB), particulièrement dans les régions à forte prévalence du VIH. Il y’avait par le passé un manque de coordination tant sur le plan mondial que national, des programmes de lutte contre la TB et le VIH pour freiner les effets dévastateurs liés à la co-infection des deux pathogènes. Cependant, l’initiative pilote “ProTEST”  conduite en 1997 en Afrique sub-saharienne  a démontré que les programmes de lutte contre le VIH et la TB pouvaient collaborer avec succès en combinant leurs services. Cette étude pilote a inévitablement incité a un changement de politique du bureau intérimaire a l’Organisation Mondiale de la Santé (OMS), de lutte contre le VIH/TB  à mettre sur pieds en 2004 des objectifs pour la réduction de l’impact du VIH/TB parmi les populations atteintes des deux infections. Cette thèse explore comment la collaboration entre les activités des programmes  de lutte VIH/TB a été établie au Cameroun, et comment son application se fait  dans la région du nord ouest. Il est également mis en exergue et les réalisations les difficultés que rencontrent les services combinés lors de la dispensation des soins aux malades de TB avec une coïnfection au VIH. Méthodes L’étude a été faite dans la région du nord ouest, une des 10 régions du Cameroun, avec le taux de prévalence au VIH le plus élevé. L’étude utilise le système de recherche en santé combinant des méthodes qualitatives et quantitatives pour explorer les objectifs de la recherche. Les méthodes qualitatives ont été utilisées pour enregistrer les données suivantes: i) centre offrant les services combinés; les personnes en charge au niveau central, régional, et des districts, qui sont responsables de l’intégration au processus et qui d’autre part veillent a ce que les malades de TB bénéficient des services du VIH ; et ii) les malades de TB qui considèrent le dépistage du VIH  comme porte d’entrée dans les services VIH. Des méthodes quantitatives ont été utilisées  pour confirmer  l’accès des malades de TB aux soins de services VIH offerts par la collaboration. Résultats L’étude a démontré que bien qu’il y ait  plusieurs niveaux de collaborations entre les programmes de VIH et TB depuis le sommet jusqu’ à la base du  système de santé, la provision de services combinés  est faisable. Malgré les difficultés rencontrées par les malades de TB pour avoir accès au dépistage du VIH, l’application en somme de la collaboration des activités entre les programmes de VIH et de TB a augmenté l’acceptation et l’accessibilité des malades de TB aux services de VIH. Ceci fut facilité par l’amélioration de la coopération au niveau des opérations des deux programmes permettant ainsi  la facilitation de l’établissement d’une alliance entre le personnel de soin et le patient, alliance qui fut primordiale dans l’élaboration du rapport de confiance que le malade doit avoir à l’endroit du system de santé. La collaboration a également conduit  à un travail d’équipe et une formation croisée entre les équipes des deux programmes, il a été également établi une amélioration du réseau d’échange entre les personnels de soins et toutes personnes actives dans le secteur du VIH et TB.    Néanmoins, il a été relevé des défis dans le système de santé telle une insuffisance dans le leadership et la gestion de fréquente interruption dans la chaine de distribution des médicaments essentiels et du matériel de laboratoire. Conclusion La collaboration des activités des programmes VIH/TB a amélioré la qualité des soins et services  avec pour résultante une meilleure accessibilité des malades de TB aux services de VIH. Néanmoins, une conduite appropriée qui garantie une planification mixte, une évaluation et un suivi des activités essentielles, ainsi qu’une gestion fiable a tous les niveaux du système de santé est indispensable. Outre, les difficultés liées au système de santé identifiées par cette étude et qui méritent une évaluation, du fait  qu’elles pourraient affecter négativement l’application effective du but recherché et la collaboration durable entre les deux services.

Η παρούσα διπλωματική εκπονήθηκε στο εργαστήριο Αλληλεπίδρασης Ανθρώπου Υπολογιστή του τμήματος Ηλεκτρολόγων Μηχανικών και Τεχνολογίας Υπολογιστών του Πανεπιστημίου Πατρών. Σα στόχο είχε τη μελέτη της αλληλεπίδρασης σε ομάδες συνεργασίας με τη χρήση φορητών υπολογιστών, και εστίασε στις δυνατότητες που παρέχει ο υπολογιστής ταμπλέτας με σκοπό τη βελτιστοποίηση της ποιότητας διδασκαλίας. Η εφαρμογή η οποία χρησιμοποιήθηκε αρχικά ήταν το Synergo Supervisor Station, το οποίο αποτελεί εργαλείο της γενικότερης πλατφόρμας Synergo. Επανασχεδιάστηκαν ορισμένα τμήματα της διεπιφάνειας της εφαρμογής αυτής αλλά και υλοποιήθηκε ένα νέο εργαλείο για την παρακολούθηση των επιφανειών εργασιών των ομάδων συνεργασίας σε πραγματικό χρόνο. Το εργαλείο αυτό ονομάζεται Synergo Vision και είναι και αυτό μέρος της γενικότερης πλατφόρμας Synergo. Το Synergo Vision μπορεί να λειτουργήσει και αυτόνομα αλλά και ως πρόσθετο στο Synergo Supervisor Station. Με το Synergo Vision ο καθηγητής μπορεί να βλέπει σε πραγματικό χρόνο τους χώρους εργασίας των συνεργαζόμενων ομάδων, τις κινήσεις των μελών κάθε ομάδας, να αποστέλλει δραστηριότητες στις ομάδες, να επικοινωνεί μαζί τους μέσω μηνυμάτων, εκμεταλλευόμενος τις δυνατότητες που του προσφέρει η πένα των υπολογιστών ταμπλέτας αλλά και ο προβολέας σαν εναλλακτική μορφή διαδραστικού πίνακα. Κατά τη διαδικασία ανάπτυξης ακολουθήθηκε επαναληπτική διαδικασία σχεδίασης με διαδοχικούς σχεδιασμούς, υλοποιήσεις και αξιολογήσεις. / This diploma thesis was prepared for the Human – Computer Interaction (HCI) Group of the Electrical and Computer Engineering Department of University of Patras. The main object of this thesis was the study of the interaction on collaborative groups using portable computers, and focused on the possibilities provided by the tablet computer to optimize the teaching process. The application that was used firstly was Synergo Supervisor Station, which is part of the wider platform Synergo. Some parts of its user interface were redesigned, and a new application was developed for watching the workspaces of collaborative groups in real time. That application is called Synergo Vision and it is part of the wider platform Synergo, as well. Synergo Vision can run as a standalone application and as plug-in for Synergo Supervisor Station. Using Synergo Vision the teacher is able to watch in real time the workspaces of the collaborative groups, the moves of each group member, send activities to the groups, communicate with them using text messages, taking the advantages of the table computers’ stylus and the use of the projector as an alternative form of an interactive whiteboard. During the development phase, we use recursive design with consecutive design, implementation and evaluation strategies.

Ορισμένοι ερευνητές σήμερα αναζητούν τρόπους αξιοποίησης των υπολογιστών και του διαδικτύου για την υποστήριξη σύγχρονων συνεργατικών δραστηριοτήτων, δηλαδή συνεργασία μέσω υπολογιστή δύο ή περισσοτέρων χρηστών στον ίδιο χρόνο. Η σύγχρονη συνεργατική δραστηριότητα υποστηρίζεται συνήθως από εργαλεία που αποτελούνται από έναν κοινόχρηστο χώρο εργασίας, στον οποίο δύο ή περισσότεροι χρήστες εργάζονται, καθώς βρίσκονται σε απομακρυσμένα σημεία και ένα χώρο, στον οποίο οι χρήστες μπορούν να συνομιλούν. Η αξιολόγηση της αποδοτικότητας τέτοιων εργαλείων μπορεί να είναι δαπανηρή και χρονοβόρα διαδικασία, αφού απαιτούνται πολλοί πόροι (χρήστες, πραγματικές συνθήκες εργασίας κλπ) για την διεξαγωγή των κατάλληλων μελετών. Αντί αυτών έχουν αναπτυχθεί μέθοδοι που επιτρέπουν την αξιολόγηση των συνεργατικών εργαλείων χρησιμοποιώντας μοντέλα ανθρώπινου επεξεργαστή. Μοντέλα του ανθρώπινου επεξεργαστή HIP (Human Information Processing model) χρησιμοποιούνται για να προσεγγίσουν την ανθρώπινη συμπεριφορά ατόμων που δουλεύουν σε κοινό χώρο εργασίας. Στα πλαίσια της παρούσας διπλωματικής γίνεται χρήση μοντέλων ανθρώπινου επεξεργαστή για την αξιολόγηση σύγχρονης συνεργασίας που υλοποιείται στον κοινό χώρο εργασίας μίας εφαρμογής υποστήριξης συνεργασίας (Synergo). Για τις ποσοτικές προβλέψεις την πρώτη φορά θα χρησιμοποιηθεί το μοντέλο πληκτρολογήσεων KLM (Keystroke Level Model KLM), το οποίο αναπαριστά τον χρήστη σαν να έχει νοητικούς, κινητικούς και γνωσιακούς επεξεργαστές και την δεύτερη, το Cog Tool, το οποίο χρησιμοποιεί μια γνωσιακή αρχιτεκτονική που ονομάζεται ACT-R για να προσομοιώσει την κινητική, αισθητηριακή και γνωστική συμπεριφορά των ανθρώπων που αλληλεπιδρούν με το πρωτότυπο για να ολοκληρώσουν τις εργασίες τους (tasks), τις οποίες έχει ορίσει ο σχεδιαστής της διεπιφάνειας χρήστη UI (User Interface). Μολονότι το KLM και το Cog Tool παράγουν ποσοτικές προβλέψεις για έναν χρήστη, στην διπλωματική που θα ακολουθήσει θα μελετηθεί ο τρόπος, με τον οποίο αυτά τα εργαλεία μπορούν να προσομοιώσουν την συνεργασία δύο χρηστών. Αφού συγκριθούν τα μοντέλα χρησιμοποιώντας αρχικά το KLM και μετέπειτα το Cog Tool, παρουσιάζονται τα συμπεράσματα που προκύπτουν, ενώ στη συνέχεια, προτείνονται ορισμένες μελλοντικές προεκτάσεις. / Nowadays some researchers search out ways to exploit computers and internet to support synchronous collaborative activities, which is cooperation between two or more users through a computer at the same time. The synchronous collaborative activity is being supported usually with tools which are consisted of a shared workspace, in which two or more users working, while they are in different places and a space, in which the users can chat. The evaluation of the shared workspace can be quite expensive and time consuming because of the requirement of resource consumption (users, real working situations etc) in order to make the appropriate studies. Instead of this, methods have been developed which allows the evaluation of the collaborative tools using Human Information Processing Models. Human Information Processing Models are used to approximate the human behavior of users working in shared workspace. Within this thesis one alternative method is represented, using as shared workspace reference the user interface of Synergo. For quantitative predictions, first, Keystroke Level Model (KLM) is being used, which represents the user as having motor and cognitive processors and subsequently the Cog Tool, which uses a cognitive architecture called ACT-R to simulate the kinetic, sensory and cognitive behavior of people who interact with the prototype to complete their tasks as they are specified by the designer of the user interface (UI). Although KLM and Cog Tool are producing quantitatively predictions for one user, within this thesis will be studied how these two tools can work for two-user cooperation. After the comparison of models using first KLM and then Cog Tool, the results, which are being deducted, are presented. In addition, some future extensions are suggested.

Submitted by Isac Macêdo (isac@ioc.fiocruz.br) on 2013-09-22T18:52:41Z No. of bitstreams: 1 MP 2007 -Gabriela Dias Bevilacqua.pdf: 4101685 bytes, checksum: c03583150691c24f72cc1544e6543549 (MD5) / Made available in DSpace on 2013-09-22T18:52:41Z (GMT). No. of bitstreams: 1 MP 2007 -Gabriela Dias Bevilacqua.pdf: 4101685 bytes, checksum: c03583150691c24f72cc1544e6543549 (MD5) / Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Rio de Janeiro, RJ, Brasil. / O desenvolvimento da educação científica no ensino básico é discutido e ressaltado tanto por teóricos da área de ensino como pelo governo brasileiro, como pode ser observado nos Parâmetros Curriculares Nacionais (PCN). A efetivação dessa proposta, no entanto, exige a reformulação de diferentes aspectos educacionais, entre os quais se destacam: a formação de professores, o currículo pedagógico aplicado nas escolas, a infra-estrutura das escolas e as estratégias de ensino adotadas em sala de aula. Este trabalho concentrou-se na investigação de uma estratégia de ensino desenvolvida em turmas do sexto ano do ensino fundamental de uma escola particular situada na cidade do Rio de Janeiro. Investigação que teve como objetivo contribuir para melhoria do ensino de ciências, por meio da elaboração de materiais específicos para apoio do trabalho do professor e fundamentados em produções acadêmicas sobre ensino e aprendizagem. Para tanto, foi desenvolvida uma estratégia para o ensino de ciências baseada em atividades práticas e no trabalho colaborativo entre os alunos. A referida estratégia foi aplicada e avaliada para verificação de sua adequação para ensino de determinados conceitos de ciências, bem como sua eficiência em promover uma aprendizagem através de procedimentos, atitudes e até mesmo afeto. O processo de aprendizagem foi discutido com base na teoria da aprendizagem significativa e no trabalho de Vygotsky. Os resultados encontrados demonstraram a adequação dessa estratégia em relação aos parâmetros investigados e contribuíram para sua identificação como metodologia de ensino pertinente ao desenvolvimento da educação científica, caracterizando-a, portanto, como produto desta pesquisa. / The development of science education in primary education is discussed and pointed out both by theorists in the field of education by Brazilian government, as stated in the National Curricular Parameters (PCN). The accomplishment of this proposal, however, requires the reformulation of different educational aspects, such as: teacher training, curriculum implementation in schools, infrastructure of schools and teaching strategies adopted in the classroom. This study focused on the investigation of an education strategy developed in classes in the sixth year of elementary education at a private school in the city of Rio de Janeiro. This research aims to contribute to the improvement of science teaching through the preparation of specific materials to support the teacher's work, based on academic productions about teaching and learning. Thus, we developed a strategy for teaching science-based practical activities and collaborative work among students. This strategy was applied and evaluated to verify its suitability for the teaching of certain science concepts, as well as its power to promote learning through procedures, attitudes and even affection. The learning process was discussed on the theory of meaningful learning and Vygotsky`s work . The results demonstrated the appropriateness of this strategy in relation to the parameters investigated and contributed to its identification as a teaching methodology relevant to the development of science education, characterizing it,therefore, as a product of this research.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-01-15T13:40:37Z No. of bitstreams: 1 deborabordonalsenraoliveira.pdf: 8837673 bytes, checksum: 76ee6274d3cb8e2f92f4edb643523823 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-01-29T11:11:39Z (GMT) No. of bitstreams: 1 deborabordonalsenraoliveira.pdf: 8837673 bytes, checksum: 76ee6274d3cb8e2f92f4edb643523823 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-01-29T11:11:48Z (GMT) No. of bitstreams: 1 deborabordonalsenraoliveira.pdf: 8837673 bytes, checksum: 76ee6274d3cb8e2f92f4edb643523823 (MD5) / Made available in DSpace on 2018-01-29T11:11:48Z (GMT). No. of bitstreams: 1 deborabordonalsenraoliveira.pdf: 8837673 bytes, checksum: 76ee6274d3cb8e2f92f4edb643523823 (MD5) Previous issue date: 2017-08-23 / O presente estudo investigou como o conhecimento Geométrico-Matemático é constituído por meio de uma metodologia investigativa e colaborativa empreendendo olhar à Geometria das Transformações (GT), trazida como uma geometria não elementar (isto é, a geometria usual de nossa prática curricular) por observar relações e invariâncias nas transformações das figuras, e não em sua estrutura específica. Para tal, fomos a campo para vivenciar o fenômeno de alunos de uma licenciatura em Matemática praticarem ações e pensamentos sobre atividades desenhadas, e compreender essa experiência. Como os sujeitos vivenciaram as atividades que preparamos, no espaço investigativo e colaborativo, é o viés da nossa pesquisa. Chegamos a resultados significativos que nos mostram que a GT é uma Geometria afim a softwares de geometria dinâmica. Também ficou evidenciado o potencial contribuinte de grupos colaborativos, que comungam com um espírito de abertura pedagógica ao diálogo, para constituição de conhecimentos peculiares e significativos, em distinção aos modos tradicionais de se construir o conhecimento geométrico. As convergências dos sentidos que fizeram nossa pesquisa, agrupadas em diversos modos, são os registros de nossa compreensão de que o conhecimento matemático produzido num grupo é tributário de vários aspectos: de como se vive o diálogo científico, de como se acessa recursos, de como se convive com outros e de como os horizontes se abrem segundo uma intenção pedagógica. / This study investigated how the Geometric-Mathematical knowledge is made of an investigative and collaborative methodology. We undertook seeing the Geometry of Transformations (GT) coming up as a non-elementary geometry (that is, the usual geometry in our curricular practice) since it sees relationships and invariances in the transformations of figures instead of in their specific structure. In order to do so, we went to the field to live the phenomenon in the form of undergraduate Mathematics Teaching students practicing actions and thoughts on the designed activities and tried to understand this experience. The bias of our research is the way the subjects experienced the prepared activities in the investigative and collaborative space. We achieved significant results that show that GT is a Geometry related to dynamic geometry softwares. We also evidenced the potential of the contribution of collaborative group which commune with a spirit of pedagogical opening to dialogue in order to make up peculiar and significant knowledges, in spite of the traditional ways of building geometric knowledge. The convergences of meanings in our research, grouped in many modes, are the records of our comprehension that the mathematical knowledge built within a group is tributary to various aspects: of how to experience the scientific dialogue, how to coexist with others and how horizons are open according to a pedagogical intent.

Although the importance of early identification and intervention of infants at risk for communication delays and disorders have been advocated and emphasized in literature, case finding and service delivery in rural areas in South Africa appears to be problematic. The implementation of early communication intervention (ECI) within public service delivery has been proposed in the past. The primary health care (PHC) package had to be considered as a possible vehicle to be utilized for the implementation of ECI functions in rural communities. Against this background the existing identification methods and referral systems, utilized in Ditsobotla sub-district, were described in the current study to determine the limitations in case finding, and the feasibility of the implementation of ECI functions in collaboration with other PHC programmes. A descriptive dominant-less-dominant model provided the design to describe the identification process and teamwork in Ditsobotla sub-district. Data triangulation was utilized to improve reliability and validity of results which entailed a rating scale, face-to-face interviews with PHC personnel (participants in Group 1) and face-to-face interviews with PHC programme managers (participants in group 2). The results indicated that the capacity of facilities and human resources to support the implementation of ECI functions vary within the sub-district. Therefore an incremental implementation of ECI functions is feasible in collaboration with the existing PHC package. The current identification methods and referral systems are limited and a great need for collaboration exists. ECI functions need to be implemented formally within the PHC package and guidelines for such an implementation are provided. Furthermore the identification process to be introduced needs to form part of the incremental implementation of ECI functions. The implications are discussed in terms of ECI service delivery in rural South Africa. The proposed process of incremental implementation of ECI functions in rural areas, i.e. Ditsobotla sub-district, within the PHC package is provided. The need to develop identification methods, referral systems and guidelines for the implementation of ECI in PHC are emphasized. Future practice-based research is recommended in order to improve ECI service delivery in rural areas in South Africa. Copyright / Dissertation (MCommunication Pathology)--University of Pretoria, 2009. / Speech-Language Pathology and Audiology / Unrestricted

One of the most important learning activities of a student at the university are collaborative activities which have a positive effect on the learning skills of students. In the last decades and especially in the last years due to the COVID-19 pandemic, there has been a huge increase in offers to learn in virtual environments. This increase led to the need for professional pedagogical support within the unique environment, which can be addressed by E-tutors. This learning facilitation role becomes increasingly important. Nevertheless, the number of concrete recommendations when interventions are needed is rare. The aim of this study is to fill the gap in the literature when the E-tutor needs to give feedback to students in higher education. The results are derived from a systematic literature review and a qualitative content analysis. The findings indicate that feedback needs to be given in a close timeframe, at best within the first two hours after a question arises.

<p>Циљ ове докторске дисертације је да<br />се упоредно анализира колаборативно и<br />самостално писмено изражавање у<br />основношколској настави енглеског језика.<br />Вештина писменог изражавања сматра се<br />комплексном когнитивном језичком<br />вештином, а истовремено игра веома битну<br />улогу у глобалној заједници, тако да је<br />неопходно да се више пажње посвети<br />подучавању писања. Годинама се писање<br />подучавало као производ, а не као процес.<br />Наиме, наставници су наглашавали важност<br />граматике и правописа, а недовољно пажње<br />се посвећивало садржају написаног и<br />организацији идеја. Да би се унапредило<br />писмено изражавање ученика они морају<br />више да се укључе у процес учења.<br />Интеракција се истиче као кључни део<br />учења и тако долази до све чешће<br />колаборације на часовима. У активностима<br />које се баве колаборативним писањем<br />процес сарадње подједнако је битан као и<br />процес писања.<br />Сарадња међу вршњацима и<br />потпомогнуто учење постали су саставни<br />део наставе енглеског језика, али је циљ овог<br />рада био да се провери њихова ефикасност у<br />завршним разредима основне школе.<br />Спроведено је истраживање у току 2014.<br />године са ученицима осмих разреда основне<br />школе. У току истраживања ученици су прво<br />самостално писали саставе, а потом су<br />радили писмене активности у групама. Кроз<br />анализу грешака тих састава дошло се до<br />закључка да ученици у групама, кроз<br />колаборацију, праве мање грешака и пишу<br />кохерентније саставе.<br />У другом делу истраживања ученици<br />су кроз анкете показали своје ставове према<br />оваквим активностима. Претпоставља се да<br />колаборативне активности повећавају<br />мотивацију, ентузијазам и самопоуздање<br />ученика. Како би се употпунило<br />истраживање о ставовима ученика, поред<br />анкетирања, у истраживачки процес била је<br />укључена још и техника групног<br />интервјуисања. На основу добијених<br />резултата може се закључити да нешто више<br />ученика воли колаборативне активности<br />него што их не воли, али је велики број<br />ученика несигуран о својим ставовима. Да<br />би се унапредили ефекти колаборативног<br />учења неопходно је подучити ученике како<br />да ефикасније раде у групи.<br />Наставници играју велику улогу у<br />процесу учења код ученика и умногоме<br />зависи од њих да ли ће ученици процес<br />писања прихватити као забаван или напоран<br />садржај часа. У последњем делу<br />истраживања проверени су и ставови<br />наставника према колаборативном и<br />самосталном писању и може се тврдити да<br />већина наставника има позитиван став према<br />овим активностима.</p> / <p>Cilj ove doktorske disertacije je da<br />se uporedno analizira kolaborativno i<br />samostalno pismeno izražavanje u<br />osnovnoškolskoj nastavi engleskog jezika.<br />Veština pismenog izražavanja smatra se<br />kompleksnom kognitivnom jezičkom<br />veštinom, a istovremeno igra veoma bitnu<br />ulogu u globalnoj zajednici, tako da je<br />neophodno da se više pažnje posveti<br />podučavanju pisanja. Godinama se pisanje<br />podučavalo kao proizvod, a ne kao proces.<br />Naime, nastavnici su naglašavali važnost<br />gramatike i pravopisa, a nedovoljno pažnje<br />se posvećivalo sadržaju napisanog i<br />organizaciji ideja. Da bi se unapredilo<br />pismeno izražavanje učenika oni moraju<br />više da se uključe u proces učenja.<br />Interakcija se ističe kao ključni deo<br />učenja i tako dolazi do sve češće<br />kolaboracije na časovima. U aktivnostima<br />koje se bave kolaborativnim pisanjem<br />proces saradnje podjednako je bitan kao i<br />proces pisanja.<br />Saradnja među vršnjacima i<br />potpomognuto učenje postali su sastavni<br />deo nastave engleskog jezika, ali je cilj ovog<br />rada bio da se proveri njihova efikasnost u<br />završnim razredima osnovne škole.<br />Sprovedeno je istraživanje u toku 2014.<br />godine sa učenicima osmih razreda osnovne<br />škole. U toku istraživanja učenici su prvo<br />samostalno pisali sastave, a potom su<br />radili pismene aktivnosti u grupama. Kroz<br />analizu grešaka tih sastava došlo se do<br />zaključka da učenici u grupama, kroz<br />kolaboraciju, prave manje grešaka i pišu<br />koherentnije sastave.<br />U drugom delu istraživanja učenici<br />su kroz ankete pokazali svoje stavove prema<br />ovakvim aktivnostima. Pretpostavlja se da<br />kolaborativne aktivnosti povećavaju<br />motivaciju, entuzijazam i samopouzdanje<br />učenika. Kako bi se upotpunilo<br />istraživanje o stavovima učenika, pored<br />anketiranja, u istraživački proces bila je<br />uključena još i tehnika grupnog<br />intervjuisanja. Na osnovu dobijenih<br />rezultata može se zaključiti da nešto više<br />učenika voli kolaborativne aktivnosti<br />nego što ih ne voli, ali je veliki broj<br />učenika nesiguran o svojim stavovima. Da<br />bi se unapredili efekti kolaborativnog<br />učenja neophodno je podučiti učenike kako<br />da efikasnije rade u grupi.<br />Nastavnici igraju veliku ulogu u<br />procesu učenja kod učenika i umnogome<br />zavisi od njih da li će učenici proces<br />pisanja prihvatiti kao zabavan ili naporan<br />sadržaj časa. U poslednjem delu<br />istraživanja provereni su i stavovi<br />nastavnika prema kolaborativnom i<br />samostalnom pisanju i može se tvrditi da<br />većina nastavnika ima pozitivan stav prema<br />ovim aktivnostima.</p> / <p>The aim of this doctoral thesis is to<br />perform a comparative analysis of collaborative<br />and independent writing in primary-school EFL<br />teaching. Writing skill is considered to be a<br />complex cognitive language skill which has an<br />important role in the global community.<br />Therefore, it is essential to devote more time to<br />teaching writing. Writing used to be taught for<br />years as a product and not a process. Teachers<br />emphasized the importance of grammar and<br />spelling and not much attention was placed on<br />the content of the written text or the<br />organization of ideas inside it. In order to<br />enhance written expression, students need to get<br />involved in the learning process. Interaction is<br />emphasized as the key part of learning and it<br />increases collaboration during the lessons. The<br />collaboration process is equally important as the<br />writing process.<br />Peer collaboration and scaffolding<br />became the integral part of the English language<br />classroom and the aim of this thesis was to<br />check their effectiveness during the final years<br />of primary schools. The research was conducted<br />in 2014 with the students of the 8th grade.<br />During this research students had to do<br />individual writing and then they had writing<br />activities in groups. Error analysis of the<br />students&rsquo; essays proves that students in<br />collaborative writing make fewer errors and<br />write more coherent compositions In the second part of the research the</p><p>students expressed their attitudes towards<br />collaborative activities using questionnaires. It<br />is assumed that collaborative activities increase<br />motivation, enthusiasm and confidence among<br />learners. In addition to this survey, group<br />interviews were used as another research<br />technique. According to the results it can be<br />concluded that students prefer collaborative to<br />individual writing, but also that a lot of students<br />are uncertain about their attitudes. Furthermore,<br />in order to enhance collaboration during the<br />lessons it is necessary to teach students how to<br />effectively work in groups.<br />Teachers play an important role in the<br />students&rsquo; learning process and it largely depends<br />on them whether students consider writing to be<br />an interesting or exhausting part of the EFL<br />lesson. The last part of the research deals with<br />teacher&rsquo;s attitude to collaborative and individual<br />writing and the results show that most teachers<br />do have positive attitude towards collaboration.</p>