As the current body of instructional communication research focuses primarily on the relationship between teacher and learner, three studies investigating the relationship between learners were completed in order to better understand how student motivation and learning are influenced by learner-to-learner immediacy behaviors within the college classroom environment. Study I resulted in an extensive list of both positive and negative verbal and nonverbal immediacy behaviors commonly used by learners. Study II required the comparison of the behaviors identified in study one to existing measures of teacher to learner immediacy behaviors, producing a new measure focusing on learner-to-learner immediacy. Following a pilot survey, the reliability of this new measure was determined through face validity and factor analysis, producing the Learner-to-Learner Immediacy Behavior Scale. In Study III, the Learner-to-Learner Immediacy Behavior Scale was combined with Christophel's 1990 Immediacy Behavior Scale, Cognitive Learning Scale, Affective Learning Scale, and Trait and State Motivation Scales and administered to 273 undergraduate students to test the affects of common learner-to-learner immediacy behaviors on student state motivation, affective learning, and perceptions of cognitive learning loss. Multiple regression analyses indicated learner-to-learner immediacy as functioning similarly to teacher-to-student immediacy when mediated through state motivation in its influence on student affective learning and perceptions of cognitive learning loss.

Les recherches sur le développement des conceptions en physique mettent l’accent soit sur des processus intraindividuels, soit sur des processus situés dans les situations collectives. En revanche, les situations individuelles et leur intérêt dans la construction des idées restent mal définies. Une expérimentation pré-/post-test a permis de suivre 106 enfants de 10 ans qui prédisent, justifient et expliquent de manière générale le phénomène de flottaison des objets. L’entraînement leur propose d’utiliser des objets et des outils pour élaborer à trois reprises une explication du phénomène, sans feedback de l’adulte. Quatre conditions expérimentales sont comparées. Dans deux conditions, les enfants travaillent par trois fois soit individuellement, soit en dyade. Deux autres conditions articulent des situations solitaires et dyadique : dans une condition, ils s’entraînent en individuel puis en dyade puis en individuel ; dans une autre, ils s’entraînent en dyade puis en individuel puis en dyade. Les évolutions cognitives diffèrent selon les conditions. Le fait de travailler régulièrement en dyade favorise l’enrichissement des justifications particulières. Le fait de faire travailler les enfants ensemble enrichirait le répertoire argumentatif pour décrire la réaction des objets. L’entraînement individuel-dyadique-individuel favorise de meilleures prédictions. Cette articulation spécifique des situations amènerait une restructuration plus profonde des connaissances. Il y a donc des articulations de situations plus favorables selon les performances attendues. L’analyse des conduites pendant l’entraînement et les études de cas révèlent l’importance des contradictions rencontrées, dues à la fois à l’hétérogénéité des objets, aux interactions entre pairs et à la présence d’outils. Des pistes de recherche et d’application sont enfin proposées. / Research on how children conceptualize the principles of physics classically emphasizes intraindividual processes or collective situations. Individual situations and their consequences on the development of concepts are poorly defined. A pre-/post-test study was conducted in a school setting with 106 ten-year-old children. Children had to predict, justify and generally explain the phenomenon of buoyancy exhibited by objects immersed in water. During the training phases, they were free to use objects and instruments to write a general explanation. This task was repeated three times, which enable us to compare four experimental conditions: (1) children who worked individually; (2) children who worked in close collaboration; (3) children who began working individually, then worked in a dyad, and then worked again individually; and (4) children who began working in dyads, then worked individually, and then worked again in dyads. Evolution of cognition differed. When they are trained regularly in dyads, children develop better justifications of their particular predictions. Working in dyads enriches their argumentative repertoire to describe objects’ reactions. The individual-dyadic-individual training was the only experimental condition that led to progressively more accurate predictions. This specific combination may lead to a restructuration of cognitive processes. Each combination of social situation has a different effect on the childrens’ ability to predict, justify and generally explain. During the training, general and specific analyses of the practices of the children helped us to propose a detailed interpretation: these analyses show that children are confronted with different contradictions depending not only on their interactions with peers, but also with heterogeneous objects and tools. Future research is proposed.

Made available in DSpace on 2016-07-18T17:54:21Z (GMT). No. of bitstreams: 1 DIENE EIRE_DISSERTACAO_29_08.pdf: 543752 bytes, checksum: b1f9315ba3fd9d584c3961a84e8ebd38 (MD5) Previous issue date: 2013-06-19 / The actual dissertation was developed in the Masters Degree Program in Education, research line 2 - Training and Teaching Practice of the Teaching Professional at the University of West Paulista. Its importance is justified, because today we live in the information society, wrapped in the technological advancement, the pursuit of knowledge has become necessary to each individual, which requires an education more dynamic, reflective and flexible. Distance education can be adopted as an essential tool to enable and mediate the construction of knowledge, as has technological features of interaction that promote collaborative learning between teacher and student working in this mode, who should even have different profiles of working in the classroom mode. The Distance Education Professor should mediate the interaction for knowledge and reflective student to be open to this construction of knowledge. Therefore, this study aimed to understand the process of collaborative learning in distance education, investigating the use of interaction capabilities by the tutor and the student mediator. To attain the objectives proposed, the method adopted was a qualitative approach, which we performed the observation of the platform Moodle, collecting forum posts and semi-structured interviews with research subjects: A tutor mediator and eight students from the first grade of the Bachelors Degree Pedagogy. What they wanted was to analyze and diagnose each document, the influence of teaching tutor mediator in building the students knowledge of EAD in order to understand the process of collaborative learning in distance education, as well as the importance of this professional in these processes. It was concluded that it is of fundamental importance in mediating this professional interaction and stimulation so that collaborative learning occurs. / A presente dissertação foi desenvolvida no Programa de Mestrado em Educação, linha de pesquisa 2 - Formação e Prática Pedagógica do Profissional Docente, da Universidade do Oeste Paulista (Unoeste). Sua importância justifica-se, pois, atualmente, vive-se a sociedade da informação, envolta pelo avanço tecnológico, assim, a busca do conhecimento se tornou necessária a cada indivíduo, o que requer uma educação mais dinâmica, reflexiva e flexível. A Educação a Distância (EAD) pode ser adotada como ferramenta fundamental para capacitar e mediar a construção do conhecimento, uma vez que dispõe de recursos tecnológicos de interação, que possibilitam aprendizagem colaborativa, entre o professor e o aluno que atuam nesta modalidade; e até apresenta perfis diferentes dos que atuam na modalidade presencial. O professor da Educação a Distância precisa mediar a interação para o conhecimento reflexivo e o aluno deve estar aberto a esta construção do conhecimento. Para tanto, esta pesquisa teve o objetivo de compreender o processo de aprendizagem colaborativa na EAD, investigando a utilização de recursos de interação pelo tutor mediador e pelo aluno. Para alcançar os objetivos propostos, o método adotado foi de abordagem qualitativa, cuja realização compreendeu: observação da plataforma Moodle, coleta de postagens no fórum e entrevista semiestruturada aplicada aos sujeitos da pesquisa, composto por uma tutora mediadora e oito alunas da primeira série do curso de Licenciatura em Pedagogia. O que se pretendeu foi analisar e diagnosticar a influência pedagógica do tutor mediador na construção do conhecimento do aluno da EAD, a fim de compreender o processo de aprendizagem colaborativa nesta modalidade de ensino. Concluiu-se que o tutor mediador é de fundamental importância na mediação e estímulo à interação, a fim de que a aprendizagem colaborativa ocorra.

Introduction: Wikis are multiuser platforms that have been used with positive results for learning in higher education. As knowledge artefacts they include both semiotic and material aspects that could potentially be realized through collaborative learning and the assessment of interprofessional and problem based learning using portfolios. Purpose: The aim of the present study is to investigate students’ perceptions of learning through the the collaborative creation and use of wikis. Method: Sixteen students from an interprofessional course module participated in the study. The thesis uses semi-structured interviews with a qualitative phenomenographic approach. Results: The informants’ perceptions of learning through the collaborative creation and use of wikis are described as a four category hierarchy that represents the outcome space: Course task oriented compilation of texts Preparatory exam compendium Representative knowledge artefact Knowledge artefact for future professional practice Conclusion: Students’ different perceptions of learning through the collaborative creation and use of wikis as presented as the outcome space can be understood as variations of how they perceive the resulting product, the process involved and the orientation of the wiki work, from a surface and task oriented work to deeper contextual learning. Well designed, wiki support problem based learning and assessment using portfolios as well as interprofessional learning for future professional practice.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第21844号 / 人博第873号 / 新制||人||209(附属図書館) / 2018||人博||873(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 金丸 敏幸, 教授 谷口 一美, 准教授 高橋 幸, 教授 田地野 彰 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

The rapid development of technology and the digitalization of learning in today’s societyopens up for challenges and possibilities for the workplace related to creating a learning community.To create a social learning community that highlights open communication and group coherency,which is central when it comes to achieving good results connected to learning. However there aresome doubts if it is possible to create a social presence in network based learning without any physicalmeetings. The purpose of this study was to investigate how interactions, design and course layout onan online course linked to workplaces can affect collaborative learning according to participants. Thefocus has been in searching for patterns with a focus on collaborative learning amongst theparticipants. The study takes a qualitative and quantitative approach, namely mixed methods. Whathas guided the choice of mixed methods lies in the methods that are needed to answer the researchquestions. Through existing material for analysis, literatur and planned interviews. These methodshave been used to generate new knowledge, expand existing knowledge and give new hypothesis forfuture research. The analysis showed that collaborative learning did not reach wanted levels. Theresult also showed that the teachers' different experiences with traditional classroom learning hasbeen a big factor on how they contributed with E-learning towards the participants. The use oftechnical tools has not been easy for some teachers, the analysis of the result showed this to be a keyfactor in the result because teacher presence is important for E-learning. There were also manyindependent variables that have been identified in conjunction with key factors for success inE-learning. / Den snabba teknikutvecklingen och digitalisering av lärandet innebär idag nya utmaningarsamt möjligheter för arbetsplatser vad gäller att skapa en lärgemenskap. Att skapa en stödjande socialgemenskap uppmanar till öppen kommunikation och sammanhållning, vilket är centralt för att uppnåbra resultat när det gäller lärande. Det råder viss tveksamhet till om det går att skapa social närvaro iE-lärande utan fysiska träffar. Syftet med denna studie har varit att undersöka hur interaktioner,design och kursupplägg på en onlinekurs länkad till arbetsplatser kan påverka lärandet hosdeltagarna. Fokus har legat på att söka mönster i det materialet med fokus på det kollaborativalärandet bland deltagarna. Studien tar en kvalitativ och kvantitativ ansats, mixad metod. Det som harvarit styrande av detta val ligger i metoderna som behövts för att besvara studiens forskningsfrågor.Detta genom befintlig föremål för analys, litteraturanalys och planerade intervjuer, två övervideokonferens och en genom mail. Dessa metoder har använts till att generera ny kunskap, ökabefintlig kunskap samt ge hypoteser att undersöka vidare. Analysen visade att det kollaborativalärandet inte har nått upp till önskade nivåer. Resultatet visar att lärarnas olika erfarenheter av vanligklassrumsundervisning har påverkat hur de bidragit till E-lärande bland deltagarna. Användandet avtekniken har inte varit lätt för vissa lärare, som i sin tur påverkat hur deltagarna upplever lärarensnärvaro i kursrummet vilket är en nyckelfaktor för E-lärande. Det finns många förändringspunktersom identifierats för att lyckas bättre med E-lärande och därmed har intressanta nyckelfaktorer ocksåframkommit. / <p>Betygsdatum 2021-07-01</p>

abstract: English proficiency is one of the major factors affecting international students’ academic adjustment to American universities. Many international college students select to improve their academic English proficiency through an English intensive program. Collaborative learning is an educational approach to teaching and learning that allows students and teachers to engage in a common task and work together to search for knowledge and skills. This thesis study aims to develop, design, and iteratively refine strategies to help English intensive program teachers build collaborative learning and promote international students’ effective collaboration, so as to improve students' academic English proficiency. In this study, two different collaborative learning strategies were designed, implemented and iterated. Data was collected using qualitative methods and follow the principle of design-based research (DBR; Barab, 2014) The results of this study suggest that successful instructional strategies for collaborative learning should be designed in the following ways. First, gathering participants’ opinions and feedback at all phases of design and iteration; Second, linking the new strategies or activity to students’ grade should be the center of the design. Third, in DBR，researchers need to be patient to build good relationships with practitioners, which can provide a basis for continuing research. / Dissertation/Thesis / Masters Thesis Art 2020

Magister Educationis - MEd / The clamour in the country about the poor performance of learners in the area of physical science is a concern and this problem had been attributed to different facets of learning which include the amendment of curriculum over the years. But my question is; can the curriculum amendment succeed without effective teaching approaches? This poignant question formed the central concern for this investigation. This study examined two cohorts of grade seven learners’ conceptions of conservation of energy using a Dialogical Argumentation Instructional Model (DAIM) as well as the Traditional Lecture Method (TLM). The study involved 48 learners selected from two public schools in Cape Town. Using a quasi-experimental (Non-equivalent groups) design, the study examined the two groups from different schools (24 learners in each). It exposed one group to the Traditional Lecture Method (TLM) and the other group to a Dialogical Argumentation Instructional Model (DAIM) which was based on two argumentation frameworks– Toulmin’s Argumentation Pattern (TAP) and Contiguity Argumentation Theory (CAT).

The purpose of this qualitative case study was to identify the perceptions and experiences that instructors in higher education have toward providing collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, the experiences of four higher education instructors from two universities were collected concerning their provision of collaborative learning opportunities in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development. Three themes emerged from the study: online communication approaches matter, there are challenges and supports for online collaborative learning, and care is at the core of online learner support. The findings are discussed and recommendations are provided for the development and design of meaningful online collaborative learning.

<p> A student’s education should be reflective of the innovative and progressive nature of the professional world. While innovation was previously viewed as an economic driver or technological concept in the 20th century, modern times have innovation permeating into all branches of society, intending to seek and develop new knowledge and ideas across any academic and professional disciplines. With this inclusion of innovation in all aspects of society, students should be provided educational opportunities to develop innovation capabilities, skills, and mindsets that can better prepare them for the professional world as well as for making both societal and personal impact. Innovation-focused education has been positioned to aid in 1) developing social responsibility in students, 2) fostering innovative behaviors that can benefit the organizations in which students become part of in their future, 3) empowering students to pursue their own personal ventures, and 4) enhancing the economy of a nation. And, using a transdisciplinary approach to teaching innovation, can be one approach to bridge, or even break down, the silos that exist within modern higher education—creating a more authentic community of practice to nourish student learning and their innovative ideas. Researchers have found that innovation capabilities are not typically a by-product of traditional comprehensive education and without specific curriculum to cultivate innovation practices among students across majors, many may be missing out on valuable knowledge and skillsets. Addressing this concern, an undergraduate model at Purdue University has been developed to provide students with the time, resources, and opportunities to enhance their innovation capabilities through co-teaching and co-learning from faculty and students from differing academic units/colleges. This model brings together the disciplinary lenses from three different colleges, including engineering technology, business management, and liberal arts. Engaging students in a transdisciplinary, authentic learning experience across these academic units can allow them to form a community of practice by working on innovation projects over multiple semesters within an engaged network of faculty, peers, and mentors from a variety of disciplines. However, as this model is implemented there is a need to better understand how this collaborative approach to teaching innovation influences undergraduate learning. Therefore, this study 1) examined student perceptions of this innovation education model related to its co-teaching and co-learning pedagogical approach as well as 2) analyzed the influence of this model on student innovation skills (i.e., <em>integrative learning</em>, <em>teamwork</em>, and <em>problem solving</em>). To do so, data was collected from Likert-style prompts and open-ended survey responses and semi-structured interviews and analyzed using thematic coding and a non-parametric Wilcoxon signed-rank test. The results of this analysis revealed 1) working in teams is a necessary evil for many students, 2) cross-college collaboration enhances brainstorming and ideation in general, 3) a collaborative, transdisciplinary setting for learning allows for the application of prior knowledge, and 4) multiple instructors allowed for a greater range of feedback throughout the design process, among other findings in regard to student perceptions of the collaborative teaching and learning model. In addition, the results indicated that there was a statistically significant difference in the students’ perceptions of their innovation capabilities related to all sub-constructs of both <em>integrative learning</em> and <em>problem solving</em>, while students’ perceptions of their abilities relating to <em>teamwork</em> were less consistent. Leveraging these results, discussions around best ways to implement a similar model of teaching in other contexts, the benefits students identified from working collaboratively with individuals outside of their academic unit, and optimal strategies for developing this model have been brought to life. Also, aligning to the data collected in this study, recommendations for educational practice, such as consistency between instructors, alternative strategies for using a similar model in a different time-span, and students identified issues and potential solutions have been provided as well as continued needs for future research. All of this information is positioned to help inform future innovation education research, identifying benefits and drawbacks of the collaborative form of teaching and learning, and analyzing students’ self-perceptions of the skills they developed. Hopefully, this information will be valuable as more institutions look toward transforming teaching and learning practices to provide more engaging, cross-college models that enhance the value of the learning experiences they provide to students on their campuses.  </p>