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Background: Communities of practice (CoP) have been proposed as a promising form of continuing professional development for teachers' learning. However, there remains limited understanding of the processes and factors that sustain teacher-initiated CoP. Purpose: This study provides a qualitative examination of a group of internal leaders' perspectives on how a large teacher-initiated CoP in South Korea was established and sustained as an effective form of continuing professional development. Methods: Data included semistructured interviews with the internal leaders, Website artifacts, and researchers' reflective journals, and were analyzed through inductive analysis. Results: Findings included the following: (a) shared passion for good teaching, (b) widening professional network, (c) collaboration through sharing, and (d) continuing professional development opportunities via technology. Discussion: The CoP were initiated by a group of teachers with a shared value for improving their teaching in schools and were sustained through online and offline interactions that created a safe space for sharing ideas, collaborative interactions, and learning opportunities. [ABSTRACT FROM AUTHOR]

Cultivating students’ real case-handling competence is an important objective in vocational education. The typical activities for engaging students in collaboratively dealing with real cases are generally conducted following the BSFE (Brainstorming, Selection of feasible ideas and materials, Forming possible solutions or plans, and Evaluation) model. However, during the conventional case-handling process, students are often not situated in real problem contexts, which could affect their learning performance. Consequently, a metaverse-based BSFE approach was proposed in the present study to facilitate the collaborative learning activity. To assess the approach, we conducted an experiment during a vocational training course. Two cohorts of students from a vocational university were enlisted as study participants. The experimental cohort, consisting of 48 students, utilized the metaverse-based BSFE method. In contrast, the control cohort, comprising 44 students, employed the traditional BSFE approach. The results showed that the metaverse-based BSFE approach better enhanced the participants’ learning achievement, creative thinking, collaboration tendencies, problem-solving, and critical thinking than the conventional BSFE approach. Moreover, in the case-handling assessment, the metaverse-based BSFE group showed better capabilities in the dimensions of Completeness, Judgment, and Accuracy, but not in Application. The findings could be a reference for guiding students in collaborative exploration within virtual environments. [ABSTRACT FROM AUTHOR]

This research assessed the relationship between students' perception and engagement of the collaborative learning approach in relation to the academic performance in Mathematics of Grade 7 students in Aloguinsan National High School in the Division of Cebu Province for the school year 2023 - 2024. It also utilized a descriptive correlational method, and respondents were identified using simple random sampling in which a member of population had an equal chance of being selected. One hundred forty-six respondents were asked to answer the survey questionnaire in order to measure their level of perception and engagement in the collaborative learning approach. Their academic performance was assessed using their Grade Point Average (GPA) in Mathematics during the 1st quarter of the school year 2023-2024. The data gathered were statistically treated using frequency count, percentage, weighted mean, and Pearson's r. Results showed that most of the respondents were females, and their ages were 12 years old. Under the respondent's parent's highest educational attainment, most of them had completed high school and had a combined monthly family income of 10,000 pesos below. In addition, it revealed that there was a high level of student perception towards utilizing a collaborative learning approach in Mathematics. Also, there was a very high level of affective, behavioral, and cognitive engagement, while the level of respondents' academic performance belongs to the proficient group. Moreover, it was also found that there was no significant relationship between students' perception of cooperative learning and their academic performance in mathematics, but there was a significant relationship between the overall data on respondents' engagement and their academic performance in Mathematics. Furthermore, it was concluded that students with positive perceptions of collaborative learning in school might not be directly impact to their grades, but their attitudes of engagement were significantly relevant to their academic performance in mathematics. Hence, a math performance enhancement plan is highly recommended for adoption. [ABSTRACT FROM AUTHOR]

To decrease domain shift in cross-domain person re-identification, existing methods generate pseudo labels for training models, however, the inherent distribution between source domain data and the hard quantization loss is ignored. Therefore, a cross-domain person re-identification method based on distribution consistency and multi-label collaborative learning is proposed. Firstly, a soft binary cross-entropy loss function is constructed to constrain the inter-sample relationship of cross-domain transformation, which can ensure the consistency of appearance features and sample distribution, and achieving feature cross-domain alignment. On this basis, in order to suppress the noise of hard pseudo labels, a multi-label collaborative learning network is constructed. The soft pseudo labels are generated by using the collaborative foreground features and global features to guide the network training, making the model adapt to the target domain. The experimental results show that the proposed method has better performance than that of recent representative methods. [ABSTRACT FROM AUTHOR]

ABSTRACT The rapid advancement of generative artificial intelligence (GAI) and the extensive use of social media have transformed how students engage with educational materials and interact with their peers. Collaborative learning (CL) platforms, empowered by artificial intelligence (AI) algorithms, have gained popularity due to their potential to enhance learning outcomes and provide personalised educational experiences. This research examines the effects of generative AI (ChatGPT‐4) and social media use on young students' academic performance and psychological well‐being, focusing on CL. The study conceptual framework was examined based on a sample of 441 Chinese university students. The statistical technique PLS‐SEM is put into practice to measure the structural framework of academic performance and psychological well‐being. The findings of this study show that generative AI (ChatGPT‐4) and social media positively influence young students' academic performance and psychological well‐being. Additionally, the results of this research study show that CL positively mediates between social media, academic performance and psychological well‐being. Conversely, it negatively mediates the association between generative AI (ChatGPT‐4), academic performance (AP), and psychological well‐being. The findings can facilitate a better understanding of the implications of technologies in the educational context and subsequently aid in formulating evidence‐based strategies to optimise their impact on students's academic success and well‐being. [ABSTRACT FROM AUTHOR]

The Internet has become a space where parents share their parenting experiences. However, citizenship education requires digital skills that go beyond the simple critical ability to evaluate virtual information and understand its relevance. This paper is a systematic literature review that examines the progress of parents' citizenship participation in schools through information and communication technologies (ICT) over the period from 2016 to 2024. The study adopts a bibliometric approach and follows the guidelines of the preferred reporting items for systematic reviews and meta-analyses (PRISMA) statement. It analyzes 50 articles in the context of the PRISMA declaration. It focuses on three main aspects: the panoramic vision of digital citizenship, the semantic connection between groups of interconnected terms, and the role of parents in shaping citizenship. The results reveal a notable 31.61% increase in parents' civic participation in school, identifying parents' expectations in their children's learning as well as students' civic participation in school, highlighting the use of digital technologies to foster collaborative and academic learning in the construction of ICT-mediated citizenship. [ABSTRACT FROM AUTHOR]

Summary: In this work, privacy‐preserving distributed deep learning (PPDDL) is re‐visited with a specific application to diagnosing long‐term illness like diabetic retinopathy. In order to protect the privacy of participants datasets, a multi‐key PPDDL solution is proposed which is robust against collusion attacks and is also post‐quantum robust. Additionally, the PPDDL solution provides robust network security in terms of integrity of transmitted ciphertexts and keys, forward secrecy, and prevention of man‐in‐the‐middle attacks and is extensively verified using Verifpal. Proposed solution is evaluated on retina image datasets to detect diabetic retinopathy, with deep learning accuracy results of 96.30%, 96.21% and 96.20% for DDL, DDL + SINGLE and DDL + MULTI scenarios respectively. Results from our simulation indicate that accuracy of the PPDDL is maintained while protecting the privacy of the datasets of participants. Our proposed solution is also efficient in terms of the communication and run‐time costs. [ABSTRACT FROM AUTHOR]

Socially shared regulation of learning (SSRL) is a crucial process for groups of learners to successfully collaborate. Detecting and supporting SSRL is a challenge, especially in real time, but hybrid intelligence approaches such as Artificial Intelligence (AI) agents may make this possible. Leveraging the concept of trigger events which invite SSRL, we present a design of an AI agent, MAI, which can detect SSRL and prompt students to raise their group‐level metacognitive awareness with the aim of facilitating SSRL. We present the methodology we used to design MAI, drawing on the Echeloned DSR (eDSR) Methodological Framework and making use of the Wizard of Oz prototyping paradigm. We likewise present empirical results evaluating our initial prototype of MAI, using lexical alignment between speakers as a quantitative measure of the effect of MAI's prompts on facilitating SSRL, the Partner Model Questionnaire as a quantitative measure of perceptions of MAI, and interviews as qualitative context for these perceptions. We found that the first prototype of MAI did not facilitate SSRL as hoped, possibly owing to mixed perceptions of MAI's reliability and lack of clarity about MAI's role in the collaborative learning task. From these findings, we offer revised prompts for the next iteration of prototyping this agent and a refined set of design requirements for future development of metacognitive AI agents for supporting SSRL. Practitioner notes What is already known about this topic Socially Shared Regulation of Learning (SSRL) is recognized as a critical component for the success of collaborative learning, emphasizing the importance of group‐level regulatory processes in achieving shared goals, enacting strategies and monitoring learning progress. Supporting SSRL in face‐to‐face collaborative learning environments presents challenges, including the complexity of coordinating and synchronizing individual contributions and regulatory actions within a group context. What this paper adds This paper introduces the design of Metacognitive Artificial Intelligence (MAI), a novel AI system aimed at enhancing Human‐AI collaboration for supporting and augmenting SSRL processes. Through empirical research, the study offers lessons learned and design considerations for developing artificial agents on facilitating and enhancing SSRL among learners, demonstrating how AI can play a pivotal role in collaborative learning environments. The findings highlight the critical importance of multidisciplinary knowledge in the design of multi‐agent interfaces (MAI) that provide real‐time, adaptive support for group metacognitive processes and decision‐making. Implications for practice and/or policy Educational technologists can utilize the proposed design principles in the development and integration of MAI tools to enhance SSRL. Educators can incorporate the principles of MAI and our relevant findings into their teaching strategies to actively foster and support socially shared regulation of learning among students. Policymakers should consider revising educational frameworks to include the use of AI technologies that support SSRL strategies in collaborative learning. What is already known about this topic Socially Shared Regulation of Learning (SSRL) is recognized as a critical component for the success of collaborative learning, emphasizing the importance of group‐level regulatory processes in achieving shared goals, enacting strategies and monitoring learning progress. Supporting SSRL in face‐to‐face collaborative learning environments presents challenges, including the complexity of coordinating and synchronizing individual contributions and regulatory actions within a group context. What this paper adds This paper introduces the design of Metacognitive Artificial Intelligence (MAI), a novel AI system aimed at enhancing Human‐AI collaboration for supporting and augmenting SSRL processes. Through empirical research, the study offers lessons learned and design considerations for developing artificial agents on facilitating and enhancing SSRL among learners, demonstrating how AI can play a pivotal role in collaborative learning environments. The findings highlight the critical importance of multidisciplinary knowledge in the design of multi‐agent interfaces (MAI) that provide real‐time, adaptive support for group metacognitive processes and decision‐making. Implications for practice and/or policy Educational technologists can utilize the proposed design principles in the development and integration of MAI tools to enhance SSRL. Educators can incorporate the principles of MAI and our relevant findings into their teaching strategies to actively foster and support socially shared regulation of learning among students. Policymakers should consider revising educational frameworks to include the use of AI technologies that support SSRL strategies in collaborative learning. [ABSTRACT FROM AUTHOR]

Collaborating effectively in small groups is an important skill for students, especially in classrooms adopting science education reforms like the NGSS, but it is also an extremely challenging skill. In this article, I share how I use group roles as a scaffold to help students collaborate productively and equitably. I discuss two types of roles and the strengths and limitations of each. Task-oriented roles, where students are assigned a role based on specific tasks they will complete, such as operating a timer, are very effective when students are doing an activity like a lab that requires several tasks to be done at the same time, but do not push students to meaningfully interact with their peers' ideas. Process-oriented roles focus on different ways for students to engage with each other's thinking, which supports collaborative sensemaking. In this article I share examples of each type of role, discuss when I use each type, and share logistics such as how I introduce and manage each type of role. Using group roles and attending to what purpose they serve within an activity has improved the quality of student collaboration in my classroom. [ABSTRACT FROM AUTHOR]

This article describes four collaborative activities that we facilitate to engage high school chemistry students in the scientific practice of developing and using models in a chemical bonding unit. The activities presented incorporate both collaborative group work and kinesthetic methods to promote active student learning of chemical bonding concepts. These activities also support the development of essential skills such as teamwork and communication. We discuss how we have adapted these activities to be accessible for students and how these activities can also be used as a form of formative assessment within a larger unit on chemical bonding. We have found that these collaborative activities foster a more connected and joyful learning environment for us as educators and for the students in our classrooms. [ABSTRACT FROM AUTHOR]

Collaborative problem-solving (CPS) has been widely used in K-12, higher education, and informal learning to enhance the quality of student learning. Understanding the relationship between learning engagement and group performance is crucial for CPS pedagogy and analytics. However, few empirical studies investigated individual engagement role profiles in CPS and the impact of individual engagement, as reflected in within-group configurations of role profiles, on learning performance. In this study, deep learning was employed to evaluate learner engagement, cluster analysis was performed to identify engagement role profiles, and the qualitative cases were used to in-depth compare within-group configurations of role profiles in higher- and lower-achieving groups. The results showed that six distinct role profiles with varying levels of cognitive and socio-emotional engagement have been identified: free-rider, normal-constructer, immersed-engager, balanced-engager, questioning-refuter, and active-constructer. In addition, high-achieving groups were generally characterized by dominant role profiles of active-constructers and balanced-engagers, while lower-achieving groups were characterized by dominant role profiles of free-riders. Based on these findings, some implications for promoting high-quality collaborative learning through optimal design and structure of CPS activities are discussed. [ABSTRACT FROM AUTHOR]

Immersive technologies have the potential to play unique roles in the collaborative problem-solving process. To advance research in these contexts, new methods of documenting group collaboration with technology are necessary. The goal of this paper is to develop and utilize a coding scheme that enables investigation of the nature of collaborative interactions within the context of a shared virtual reality (VR) and tablet computer astronomy simulation. This multi-device environment was integrated into the laboratory learning of an undergraduate introductory astronomy course. Two exemplar groups were identified and reviewed for diversity of collaboration and technology interactions. Informed by existing coding practices for collaborative learning, these observations were then used to generate the coding scheme. Coding results reveal that task complexity contributed to an increase in diverse collaboration, and users who switched between technology platforms showed marked differences in their interactions with group members. Moments of discourse when group members were sharing the same simulation view were typically oriented around the acquisition of new knowledge and were often followed by bursts of productive discourse. We discuss the utility of our coding scheme alongside implications of this work via insight into what constitutes understanding in collaborative contexts augmented by immersive and networked technologies. [ABSTRACT FROM AUTHOR]

ICT training can be conceptualised based on affordance theory that offers a lens to observe how ICT training is perceived. This study examines teachers' perceived value of ICT training and how they developed their awareness of affordances in the pedagogical practice of ICT. Since government teacher training does not cover ICT, ICT training along with computer lab is provided by NGOs. NGOs, thus, stepped in to complement the generic government teacher training. This study reports the findings of how goal-oriented ICT training offers teachers the capability of recognising the potential of training, and teachers progressively actualise knowledge of affordances into practices. ICT is still not a part of the key universities' pre-service teacher training programmes. In-service training provided by NGOs that covers ICT is sometimes introductory and sometimes on-going. Following a one-week initial ICT training provided by NGOs, teachers were able to incorporate digital tools into lessons and use digital content to encourage students' collaborative learning. When it first became apparent that teachers needed ICT training, the government directed them toward ICT training programmes at for-profit institutions. This study, thus, contributes to a practical understanding of affordance that can be utilised in government interventions of training and information system management. [ABSTRACT FROM AUTHOR]

In language learning, it is important to foster students' computational thinking and improve their skills of building arguments and dialectical structure, teamwork, and decision accuracy. This is especially so in English language courses which aim to promote students' cultural learning interest, creative thinking, and oral presentation. Collaborative argument mapping is an appropriate strategy to elicit those objectives. However, in the emergency distance learning (EDL) context, when online instruction lacks real-world learning and face-to-face interaction, it is challenging to teach units on cultural issues in authentic contexts. Therefore, in this study, the virtual reality-based collaborative argument mapping approach was developed to address this problem. A quasi-experiment was designed with a total of 45 EFL (English as a Foreign Language) students. The experimental result showed that the virtual reality-based collaborative argument mapping approach (VR-CAM) improved the students' English oral presentation more than did the non-virtual reality-based collaborative argument mapping approach (non-VR-CAM). Although the VR-CAM group scored higher than the non-VR-CAM group on cultural learning interest, the two groups did not significantly differ. Furthermore, in the computational and creative thinking aspects, students who learned with VR-CAM performed significantly better than those who learned with non-VR-CAM over time. [ABSTRACT FROM AUTHOR]

Teachers' knowledge of the socially shared regulation of learning (SSRL) process of learners, which consists of the task analysis, planning, elaboration, and monitoring, can help teachers intervene when students face difficulties during the collaborative learning. Students' academic emotions have major effects on their learning motivation, cognition, and performance. This study investigated the changes in SSRL, academic emotions, and product performance of high-, medium-, and low-level groups students after they visited an educational technology center and collaboratively designed a learning environment. We recruited 36 juniors majoring in educational technology. Online group discussions were recorded using online chat tools, and a heuristic mining algorithm was employed on this chat data to determine SSRL processes. The participants were asked to express opinions on their major, and this feedback was used to obtain academic emotion information. Additionally, a scoring was employed to measure the participants' product performance. The high-level group was discovered to exhibit all four SSRL phases and exhibit positive emotions, with activating emotions more common than deactivating emotions. SSRL was discovered to be related to academic performance; higher academic performance correlated with a more standardized SSRL process. Additionally, the higher a participants' academic performance, the more frequently the participant had positive academic emotions. Overall, the learners in the high-level group paid more attention to the collaborative learning task. [ABSTRACT FROM AUTHOR]

Two-phase testing assesses individual performance (phase 1) and then allows collaborative learning within small groups (phase 2). While groups typically outperform individuals, less is known about the social decision schemes that influence member collaboration. In a classroom setting, we compared individual and group performance on a standard test versus a two-phase test (Study 1 n = 180, Study 2 n = 60) to determine the impact of collaborative testing on recalling factual and application based test items. We also assessed various aspects of group dynamics (e.g. liking). Both studies showed several benefits to collaborative testing with few costs: students enjoyed collaborative testing and the performance benefits were stronger for lower scoring students and integrative versus factual test items. [ABSTRACT FROM AUTHOR]

The study examined international and home students' perceptions of intercultural collaborative learning in an English as a medium of instruction (EMI) environment in a Chinese university. Drawing on data from in-depth interviews, the findings showed that international students held a positive view, reporting gains from the cultural, subject knowledge and language learning dimensions but also hurdles which impeded intercultural communication and content learning in the EMI curriculum. The Chinese students were less positive, viewing such a mode of learning somewhat as a 'burden' due primarily to the differences in their and international students' academic goals and expectations. In response to the negative experiences, the Chinese students demonstrated resilience and ingenuity in devising strategies for achieving their own academic goals. This article concludes with practical implications for EMI teachers and curriculum designers regarding how to improve EMI instruction and intercultural learning in higher education. [ABSTRACT FROM AUTHOR]

Evidence-based pedagogies to improve student success in STEM disciplines are now recognized, but their successful incorporation can be hampered by faculty wariness of novel pedagogical research. To support these pedagogies' effective implementation, a research team at a southeastern Historically Black College and University (HBCU) provided its faculty with long-term (2013–2020), incentivized professional development (PD) in STEM subjects, focused on faculty teaching development (TD). Over 6 years, PD/TD experts provided faculty participants with theoretical underpinnings and student outcome data, demonstrated hands-on strategies for under-prepared and differential learners, and addressed concerns that novel pedagogies could erode STEM-subject standards. Participants reflected on their teaching and learning foundations, examined their approaches and assumptions, and implemented new strategies. Interview and survey findings showed long-term, multidisciplinary STEM PD can help change faculty teaching views, even among those initially resistant. Although beyond our study window, ICFAIM collaborations yielded two DOE-funded faculty-developed interventions and team cohesiveness during the pandemic's shift to online instruction. ICFAIM evidence supports PD/TD that is: 1) designed to build on shared standards and knowledge; 2) provided incrementally over time; 3) focused on topics of concern to faculty alongside new ones; and 4) fairly incentivized. [ABSTRACT FROM AUTHOR]

Movies have long been used for teaching in undergraduate science courses. However, embedding movie references (EMR) in science videos is a new trend. This study explored how EMR in YouTube science videos might affect the nature of comments and the process of learning science. Using constructivist grounded theory, we compared comments on two videos. Up and Atom's (UA) video presented quantum tunneling conventionally, while Because Science's (BS) video used Harry Potter to illustrate the same concept. Content analysis revealed that comments on UA's video are more formal and focused on specific scientific concepts, while comments on BS's video are more casual and diverse, engaging more broadly with the science and video topic. Although conventional science videos may facilitate knowledge exchange and collaborative learning in the comments, these comments may spread misinformation when they lack context, authority, and expertise. Yet, science videos EMR connect scientific concepts with popular culture, and offer unique learning opportunities, including critique, creative thinking, and self-reflection. We argue, however, that EMR in science videos risks diverting attention away from the science content. [ABSTRACT FROM AUTHOR]

Creating opportunities for meaningful social relationships between through collaborative learning has been suggested to facilitate all students' social inclusion. However, little attention has been given to the interaction processes leading to unsuccessful knowledge co-creation in mixed-ability peer groups including students with and without special educational needs (SEN). This study addressed this research gap by conducting multimodal conversation analyses of the social exclusion during group work of students with and without SEN, and how the students with SEN responded to their positioning as unequal learning partners. The results were based on video-recordings of 24 lessons involving fifth graders in Finnish school spaces featuring open and flexible learning environments. The results showed that although the students with SEN performed relevant on-task initiations, their contributions were misaligned by ignoring, denying, invalidating their contributions, manipulating shared learning materials, or downgrading their status as help givers. Despite this, students with SEN continued to orient toward collaborative working by persistently initiating joint activities, negotiating their task performance and struggling to ensure their right to contribute. The study underlines the importance of instructing all students to create a warm learning community in which every student has equal rights to participate and to be positively recognised. [ABSTRACT FROM AUTHOR]

In this study, we integrated corpus technology in pre‐service TESOL (Teaching English to Speakers of Other Languages) teachers' technological pedagogical content knowledge (TPACK) development in corpus technology, termed corpus‐based language pedagogy (CBLP), and highlighted the collaborative effort for knowledge building among participants for TPACK development. The study examined the role of online collaboration in facilitating how pre‐service TESOL teachers developed their CBLP (TPACK in corpus technology) using a learning‐by‐design approach, enacted it in co‐designing lessons, revised their lessons and reflected on their collective knowledge building processes. Using a case study approach involving 33 participants, the study focused on both intra‐ and inter‐group interactions to understand the pre‐service teachers' learning dynamics/changes and unpack the interaction mechanism involved in online collaborative learning. To these ends, we collected data including CBLP group lesson designs, intra‐group data (interviews) and inter‐group peer critical comments and analysed them based on the two stages (comprehension and transformation) of Shulman's pedagogical reasoning. The results suggest that engaging in online collaboration, facilitated by the learning‐by‐design approach, is instrumental in enabling pre‐service teachers to learn corpus technology and expand their repertoire of teaching strategies. Our findings imply that both intra‐ and inter‐group collaboration modes are important to help pre‐service TESOL teachers holistically develop TPACK for language teaching. Similar implications may be applied to other subject‐specific TPACK training.Practitioner notesWhat is already known about this topicTeacher preparation programmes play a crucial role in developing pre‐service teachers' technological, pedagogical, and content knowledge (TPACK)TPACK integration into pedagogical practice and subject‐specific professional development opportunities are important for effective teaching, but there is a lack of research on subject‐specific TPACK development (eg, TPACK in language teaching)Online collaborative learning can support TPACK development, but most studies focused on intra‐group interactions with little attention to inter‐group interactionsWhat this paper addsIntroduces a new corpus‐based language pedagogy (CBLP) for TESOL teachers to help them develop TPACK in language teachingPresents an innovative two‐step training framework for developing TESOL teachers' TPACK in corpus technologyExamines the role of online collaboration in developing pre‐service TESOL teachers' TPACK for teaching with corpus technology through learning by designProvides in‐depth qualitative data analysed both qualitatively and quantitatively to investigate the specific roles that intra‐group and inter‐group interactions play in shaping pre‐service TESOL teachers' CBLP developmentDevelops an analytical framework comprising nine categories (under the comprehension and transformation stages of Shulman's pedagogical reasoning model) to code pre‐service TESOL teachers' TPACK development in corpus technologyFinds that intra‐group interactions facilitate both comprehension and transformation stages, while inter‐group interactions predominantly facilitate the transformation stage of CBLPImplications for practiceEmphasises hands‐on corpus‐searching skills and guidance on browsing corpora when designing CBLP lessonsEncourages both within‐group and between‐group interactions in online collaborative learning to foster TPACK development for using corpus technology in teaching language subjectsConsiders incorporating similar approaches for developing other subject‐specific TPACK for other teaching subjects [ABSTRACT FROM AUTHOR]

My research looks into collaborative learning and co-creativity in educational contexts. This paper presents my research trajectory towards inclusional-dialogic perception, discernment, and expression. I understand this phenomenon as thinking from presence : a natural inquiry process that is immersive, dialogic, and inherently embodied; a creative dialogue between self and habitat. I combine Natural Inclusionality and dialogism as my philosophical foundations. Importantly, I extend the notion of thinking from presence to the research inquiry itself, broadening the scope of scientific explorations of experience. Thus, the inquiry becomes a dance in between extraspection (outward perception) and introspection (inward sensing), brought together in an empathic second perspective. The natural inclusional approach entails a move away from the logic and language of definition into the logic and language of flow. This article discusses how fluid logic has shaped my research approach and my writing, with three emergent features. First, the inquiry and its documentation constitute an open-ended and serendipitous dialogue with the phenomena in focus. Second, research analysis and writing moves away from the predominance of the textual, recognizing that the translation of the experience into language is not an unavoidable necessity. It also underlines the significance of the visual and poetic expression of philosophy, methods, and findings, fusing science and art into partnership. Third, the disseminative writing is immersive. It openly brings forth an interplay between subjective and objective. My own lived, personal experience of the researched phenomena is a central layer of experiential meaning making, affording contemplative insight. Centering my research approach around the notion of thinking from presence is not a purely epistemological issue. It speaks to the nature of reality and captures the overarching desire to contribute to a deeper human understanding of the self in the context of its natural neighborhood. [ABSTRACT FROM AUTHOR]

Purpose: Education 4.0 is one of the major transformations in the field of education to improve the quality of teaching and learning processes and prepare students as 21st-century learners. This study aims to examine the effect of Educations 4.0 on creative and collaborative learning of students. Design/methodology/approach: In this correlational research study, a quantitative data collection tool such as a questionnaire is used. This research is conducted on university students (N = 365), and purposive sampling technique is used to achieve the purpose. Statistical Package for Social Sciences (SPSS) version 27.0 is used to analyze the data. Findings: The findings of the study reveal that there is a strong positive relationship between education 4.0 and the two major 21st-century skills, i.e. collaboration and creativity. The value of correlation coefficient value of the variables is 0.597, which indicates positive and strong relationship; hence, null hypothesis is rejected and an alternative hypothesis is accepted. Practical implications: The results of the current study are beneficial for the school managers to enhance students' two significant 21st-century skills, i.e. "Creativity" and "Collaboration." Also, the school managers can make efforts to develop teachers' competence to adapt the technological advancements for improving students' creativity and collaboration to benefit their learning. Originality/value: This is a unique study because there are only a few recent studies that show a connection between Education 4.0 and 21st-century skills. Also, there is no other study that presents the direct association of Education 4.0 and students' creativity and collaboration specifically in the context of Pakistan. [ABSTRACT FROM AUTHOR]

Computer programming has emerged as an important field in K‐12 science, technology, engineering, and maths (STEM) education in the AI era. However, contemporary programming education is hindered by fragmented course content, high complexity, and difficulties in maintaining engagement, impeding smooth progress. More effective collaborative learning strategies need to be explored. This study constructed jigsaw‐integrated task‐driven learning (jigsaw‐TDL) in a high school Python programming course under a STEM curriculum and verified its teaching effectiveness on students' learning motivation, computational thinking, collaborative skills, and programming performance both quantitatively and qualitatively. Nighty‐nine high school students were randomly assigned to a jigsaw‐TDL group and a general collaborative task‐driven learning group (collaborative‐TDL). During the experiment, a Python programming course was introduced over 7 weeks. Questionnaires, programming tasks, and semistructured interviews were comprehensively applied to examine students' learning outcomes. Finally, the jigsaw‐TDL group showed significantly better performance than the collaborative‐TDL group in learning motivation, computational thinking, and collaborative skills. However, it only led to better programming performance in the less complex tasks. The majority of students held a positive attitude toward the jigsaw‐TDL model, acknowledging its benefits in group collaboration, programming knowledge acquisition, and application. This research provides empirical evidence and potential guidance for task organization and collaborative learning support in programming courses and STEM education. [ABSTRACT FROM AUTHOR]

The traditional method of chalk and talk in a classroom setting is continuously being integrated with Web 2.0 to enhance learning for 21st century students. This study is an action research project that aims to investigate challenges in preparing practicum reports and to evaluate the Dotstorming web tool's suitability to enhance practicum report writing. Utilising multiple methods to collect data such as online feedback, Dotstorming participation analysis, and instructors' reflection, this study investigates the processes by which students develop their collaborative learning to improve their practicum report writing. The project comprised three main phases. In the first phase, a survey was conducted with 14 practicum students from the Bachelor of Event Management (BEM) program at Universiti Utara Malaysia (UUM) to identify the issues they encountered while preparing their practicum report. Following this, in the second to fourth phase, three intervention cycles using Dotstorming were established to improve students' collaborative learning and report writing. The last phase involved an overall reflection of this digital tool for practicum report writing. The findings reveal students' positive feedback regarding the benefits of Dotstorming in assisting with practicum report writing, including help in generating and brainstorming ideas. The results of this study demonstrate the value of Dotstorming in promoting collaborative activities and its positive influence on students' learning outcomes. Outcomes from this study can help decision-makers, researchers, and academicians to understand the potential of using the Dotstorming tool in promoting knowledge sharing and critical thinking in students' knowledge construction. [ABSTRACT FROM AUTHOR]

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This research aimed to assess the readiness and efforts of civics teachers in developing literacy and numeracy skills. For data collection, qualitative methods including surveys and interviews, were employed. A total of 38 civics teachers from junior high schools in Pacitan Regency, Indonesia were selected based on gender, teaching experience, and certification. The data was analyzed using both qualitative narrative and quantitative descriptive analysis, employing percentages. The results showed that civics teachers demonstrated moderate proficiency in literacy skills, while their numeracy abilities were considered sufficient. In addition, teachers exhibited a greater readiness for literacy-oriented learning compared to numeracy. The efforts made by teachers encompassed four aspects, namely i) collaborating with colleagues and implementing student-centered collaborative learning, ii) developing a culture of literacy and numeracy through training and discussions, iii) seeking out learning resources and media that supported literacy and numeracy, and iv) promoting reading, annotating texts, and analyzing numeracy-related readings. [ABSTRACT FROM AUTHOR]

Good concept mastery through critical thinking using various approaches, models, strategies, and methods of learning German is essential for the Education 4.0 era. Therefore, this study aimed to analyze the concept mastery and critical thinking skills of German language students at Pattimura University using collaborative learning that combines Schneeball-Wirbelgruppe learning. A one-group pretest-posttest design with a sample of 13 second-semester students in the academic year 2019/2020 was used. Furthermore, an essay test was used as an instrument while the data was analyzed using descriptive methods (N-gain test) and inferential methods (paired t-test). The descriptive analysis showed that the concept mastery and critical thinking skills of students were in the high and moderate categories. The paired t-test results showed a difference between the pretest and posttest using Schneeball-Wirbelgruppe learning model. Therefore, collaborative learning has a positive impact on improving students' concept mastery and critical thinking skills in learning phonology and morphology courses. As for the implications of this research, the Schneeball-Wırbelgruppe learning model is recommended as a learning model that can be applied to other concepts in German language learning. [ABSTRACT FROM AUTHOR]

This study examined the effects of reflective practices (RP) on self-directed learning competencies (SDLC) as well as the relationship between technology-mediated collaborative learning (TMCL) as a reflective practice and SDLC in a preservice teachers' class. Regression analyses were conducted to examine the effects of RP on SDLC. In addition, a pre- and post-test survey comparison was used to compare SDLC differences before and after the class using TMCL. To investigate more details regarding the relationships between TMCL and SDLC based on participants' experiences and perceptions, qualitative data were analysed using thematic analysis. The results indicated that RP significantly affected SDLC. Importantly, TMCL played a crucial role in improving SDLC of preservice teachers. This study implied that the ultimate goal of collaborative learning using technology was to promote preservice teachers' SDLC so that they could become self-directed learners. [ABSTRACT FROM AUTHOR]

Distant supervised relation extraction has been increasingly popular in recent years, which generates datasets automatically without human intervention. However, the distant supervised assumption has the limitation that the generated datasets have inevitable labeling errors. This paper proposes the method of Hierarchical Symmetric Cross Entropy for Distant Supervised Relation Extraction (HSCERE) to alleviate the impact of the noisy labels. Specifically, HSCERE simultaneously utilizes two extractors with the same network structure for collaborative learning. This collaborative learning process guides the optimization of the extractor through a joint loss function, namely Hierarchical Symmetric Cross Entropy (HSCE). Within the HSCE loss, the predicted probability distribution of the extractors serves as the supervisory signal, guiding the optimization of the extractors on two levels to reduce the impact of noisy labels. The two levels include the internal optimization within each extractor and the collaborative optimization between extractors. Experiments on generally used datasets show that HSCERE can effectively handle noisy labels and can be incorporated into various methods to enhance their performance. [ABSTRACT FROM AUTHOR]

Segmentation of the iris plays a pivotal role in iris recognition systems, yet it remains challenging, particularly in scenarios with noisy images from non-cooperative subjects. While deep learning, exemplified by the U-Net architecture, has shown promise in iris segmentation, it often struggles with capturing structures of varying shapes within the iris. To address this problem, we present a novel collaborative learning framework termed Different Gaze Direction Network (DGNet) for iris segmentation. The proposed methodology leverages both center gaze correspondence modeling (CGCM) and partial correspondence modeling (PCM) to establish inter-image relationships among images captured from different gaze directions. By conceptualizing images as distinct temporal slices, we employ 3D convolution to integrate primary features intuitively, facilitating a holistic understanding of group-level semantics. Moreover, in order to enhance inter-image correspondence, we propose Dyads Correlation Fusion (DCF) technique. Additionally, the paper introduces gaze direction aggregation (GDA) module amalgamates CGCM and PCM inter-image relationships to explore comprehensive collaboration cues. Through the Primary-and-Partial Weighting Fusion module, we dynamically combine primary and partial features to learn semantic representations and predict segmentation maps. DGNet's efficacy is evaluated across four benchmark datasets, demonstrating superior performance compared to state-of-the-art methodologies. Specifically, DGNet achieves F1-scores of 99.37%, 99.22%, 97.35%, and 97.67% on CASIA, UBIRIS.v2, MICHE-I, and SVBPI datasets, respectively. Additionally, DGNet achieves Precision values of 99.41%, 99.31%, 97.68%, and 97.44%, Recall values of 99.34%, 99.12%, 97.04%, and 97.91%, and Mean Intersection over Union (MIOU) values of 98.64%, 98.71%, 95.64%, and 96.12% on the respective datasets. [ABSTRACT FROM AUTHOR]

This study introduces an innovative "Big Model" strategy to enhance Bridge Structural Health Monitoring (SHM) using a Convolutional Neural Network (CNN), time-frequency analysis, and fine element analysis. Leveraging ensemble methods, collaborative learning, and distributed computing, the approach effectively manages the complexity and scale of large-scale bridge data. The CNN employs transfer learning, fine-tuning, and continuous monitoring to optimize models for adaptive and accurate structural health assessments, focusing on extracting meaningful features through time-frequency analysis. By integrating Finite Element Analysis, time-frequency analysis, and CNNs, the strategy provides a comprehensive understanding of bridge health. Utilizing diverse sensor data, sophisticated feature extraction, and advanced CNN architecture, the model is optimized through rigorous preprocessing and hyperparameter tuning. This approach significantly enhances the ability to make accurate predictions, monitor structural health, and support proactive maintenance practices, thereby ensuring the safety and longevity of critical infrastructure. [ABSTRACT FROM AUTHOR]

Digital storytelling (DST) has been widely adopted as a pedagogical approach to English language teaching. However, a few studies have focused on examining primary school students' experience of learning to create digital storytelling of English as a foreign language. To fill the gap, this study reports on an innovation in the use of genre-based digital storytelling in a primary school English classroom in Indonesia. In this project, pupils were engaged in a collaborative project to create digital stories. They carried out a series of DST tasks, such as finding a story theme, developing a story, revising the story, and presenting the story digitally. This case study found out that student participants could build students' story literacy, (2) foster students' literacy development of digital tools, (3) develop students' story drafting engagement, and (4) promote students' digital storytelling making and publication. The study suggests that primary school students can be engaged in genre-based digital storytelling to learn English and build their technological literacy. [ABSTRACT FROM AUTHOR]

AbstractMetaphor is a popular pedagogical tool to help learners understand unfamiliar concepts, but its affective and interactional qualities remain underexplored compared to its cognitive benefits. This study investigates how metaphor may enhance affective engagement within introductory statistics education for linguistics students. As previous research tends to rely on delayed and self-reported data, this study employs a mixed-methods approach that combines real-time physiological measures of engagement with feedback through surveys and interviews. It compares metaphorical and literal instructional styles for teaching simple linear regression, focusing on: i) differences in teacher and learner skin conductance levels, ii) teacher-learner synchrony through skin conductance concordance, iii) the relationship between physiological measures and affect-related survey responses, and iv) learner reflections on their experiences. Results show that the metaphorical style is associated with higher engagement levels and stronger teacher-learner synchrony, affirming the role of metaphors in enhancing collaborative learning when elaborated over time in spontaneous interactive fashion. However, the qualitative data reveal nuanced learner perceptions, highlighting the importance of clearly communicating the scope of metaphor use. This study contributes to understanding the interplay between affective and cognitive engagement in metaphorical learning, offering practical recommendations for its effective implementation in complex subjects like statistics. [ABSTRACT FROM AUTHOR]

This study investigated whether and how research-based knowledge on collaborative learning is applied as theoretical content and a pedagogical approach in the Initial Teacher Education (ITE) curricula in Finnish universities. It adopted a qualitative approach, triangulating curriculum documentation and in-depth interviews with curriculum development experts responsible for designing ITE. Results suggest CL's central ideas are present in the curriculum documentation and transversally addressed as a teaching practice of group work, highly dependent on the teachers’ approach. However, the up-to-date empirical discoveries of the learning mechanisms involved in CL processes are not visible in the formal curriculum, creating tensions between content/theory and method/pedagogy. The study uses the Finnish case to critically discuss the challenges of evidencing clear guidelines on CL in ITE curriculum. It emphasises the importance of addressing CL theories and practical methods in ITE to bridge gaps between theory and practices, preparing teachers for contemporary teaching and learning. contexts. [ABSTRACT FROM AUTHOR]

The rapid proliferation of mobile technology and its widespread integration in education, particularly in language instruction and acquisition, as well as its effectiveness in facilitating collaborative learning, have recently sparked a surge in research focused on collaborative mobile-assisted language learning (C-MALL). This review sought to delineate the current landscape of literature on C-MALL practices, pinpoint research trends, and propose avenues for future research while providing valuable insights for C-MALL pedagogical strategies. To achieve this objective, the review adhered to the PRISMA protocol, analyzing 72 studies sourced from five databases following stringent inclusion and exclusion criteria. Key findings encompassed: (1) an escalating yearly publication trend on C-MALL practices, with a substantial spike observed post-2019; (2) a dominant contribution from Asian nations in terms of publication volume; (3) a prevalence of studies conducted in higher education settings employing mixed-method or quantitative methodologies on small sample sizes over short durations; (4) C-MALL designs predominantly leveraging social media collaborative learning platforms via smartphones; and (5) the most prominent keywords being motivation, writing, and engagement. The implications of these findings for both researchers and educational practitioners were thoroughly deliberated upon as per the review outcomes. [ABSTRACT FROM AUTHOR]

During the last few years, the popularity of chatbots has risen and grown exponentially with the increase in demand for smartphones and messaging applications. Chatbots can be utilized in education by providing information about educational content, communication, and assistance, enhancing classroom participation, and facilitating collaborative learning. Despite the high use of chatbots in learning, little research has attempted to understand students' perceptions of that environment and support them with quantitative data. This mixed exploratory study examines undergraduate students' perceptions of the chatbot-based learning environment by analyzing qualitative and quantitative data in the Internet Research and E-Commerce Unit in the Computer Skills course. Quantitative evidence was collected to support qualitative results. Data was identified and sorted into categories organized as sub-titles and the effect of this environment, which led to five main topics: flexible environment, enhanced learning, well-being, effective communication, and motivation. The results showed the acceptability of chatbots among students and a positive trend toward their use in the learning process and gives the learner the ability to control the selection of the appropriate place and time to learn, the repetition of exercises, and access to content quickly and in multiple ways that suit his/ her preferences. [ABSTRACT FROM AUTHOR]

Computational thinking (CT), as one of the key skills in the twenty-first century, has been integrated into educational programming as an important learning goal. This study aims to explore CT processes involved in pair programming with the support of visual flow design. Thirty freshmen participated, working in pairs to solve two programming problems. Their discourses were recorded, transcribed, and coded based on a CT framework encompassing cognitive, practical, and social perspectives. Both quantitative and qualitative methods were applied to analyze the data. In particular, Epistemic Network Analysis (ENA) was applied to explore the patterns of their CT processes. The findings revealed that social perspectives emerged the most frequently in all pairs' discourses. The high-level groups (HLGs) focused more on practical and social perspectives whereas the low-level groups (LLGs) emphasized more on cognitive perspectives. The ENA networks revealed that social perspectives mostly centered around cognitive perspectives for all pairs with CT process patterns in HLGs crossing the three perspectives more frequently. In addition, HLGs exhibited a more complicated and developmental trend in solving the two problems, while LLGs displayed a relatively similar CT pattern. The current study provides insights into the design and implementation of collaborative learning activities in educational programming. [ABSTRACT FROM AUTHOR]

This study initially undertook a scoping review of mobile Computer-Supported Collaborative Learning (mCSCL) to determine the characteristics, and methodologies of the reviewed studies, and its benefits and challenges in resource-constrained nations. Online databases yielded no related articles on mCSCL in resource-constrained countries from 2007 to 2023. Nevertheless, 32 papers centred on mobile learning (m-learning) in resource-constrained countries were identified. Findings from the research questions encompass the theoretical framework used, the study context, sample size, and research design of the reviewed articles; and the benefits, and challenges of m-learning in resource-constrained countries. Implications for future m-learning and mCSCL studies in resource-constrained countries are considered. These include focussing on the benefits of m-learning as a basis to foster its implementation in the region, while providing adequate measures to mitigate its challenges, potential areas for investigation, such as research situated in resource-constrained countries in South American and Eastern Europe and research on aspects of m-learning such as mCSCL, more strategically focussed research interventions utilising available mobile infrastructure in developing countries, studies grounded in established theoretical frameworks and seminal studies on research methodology to inform research design. [ABSTRACT FROM AUTHOR]

This study aims to reveal the general trend by examining the publications made between 2007 and 2023 related to eTwinning under various themes. Meta-synthesis method, a qualitative research design, was employed in this study. It is aimed to reveal the big picture for eTwining. eTwining is a newer education platform. A few study is seen and no review article is published in the literature. The results are presented as frequency and percentages. The review revealed that the highest number of studies was carried out in 2021, and qualitative research was the most preferred method. In addition, the studies were primarily performed with teachers and students, and the most used data collection tool was the interview. Teacher opinions and language education were the most common subjects in publications. Based on these results, it was suggested to employ quantitative and mixed methods and include different sample groups in future research. [ABSTRACT FROM AUTHOR]

This editorial outlines the outcome of an interdisciplinary session on collective sense-making through dance improvisation, which took place during the 'Neural and Social Bases of Creative Movement' workshop. We argue that joint improvisation practices place the scientist in a privileged position to reveal the nature of cognitive and creative behaviors. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic impacted interprofessional education and collaborative practice (IPECP), and global educators collaborated to mitigate the impact. This report reflects the innovations of the global network InterprofessionalResearch.Global (IPR.Global), exploring adaptations and emerging practices in IPECP, and formation of the COVID-19 Taskforce. In response to widespread change and crisis in the pandemic, the Taskforce mobilized global collaboration by forming working groups which led to IPECP innovations through IPR.Global reports, publications, and knowledge forums. Tuckman’s theory of group formation is used to explore interprofessional group structures and to understand how network members adapted and collaborated effectively through stages of group development. By leveraging the strengths of IPR.Global, an established global network, adaptations could be made to sustain IPECP in the pandemic, sharing and exploring experiences of emerging best practice through collaborations, group working and knowledge mobilization. Whilst the pandemic impacted IPECP across the world, global networks and teams were key to developing, advancing, and sustaining interprofessional innovations. Through exploring the lessons learned, future collaborations can consider how to promote knowledge mobilization, and sustainability within the global community of practice and advance IPECP by considering team formation theory. [ABSTRACT FROM AUTHOR]

AbstractChildren who do not master writing skills risk possible failure because they cannot complete written assignments on time. The complex nature of writing as a language production skill requires thorough planning and problem-solving. Research emphasises that children who struggle to write tend to remain behind in their writing skill development. Hence, it is necessary to strengthen writing instruction, such as by incorporating research-based methods. The purpose of this article was to explore teachers’ perceptions of and beliefs in teaching creative writing and employing evidence-based teaching (EBT) in their lessons. Data were generated through two focus group interviews, classroom observations, and document analysis. Purposive sampling was used to recruit Grade 3 teachers from two primary schools. The data revealed that teachers believed themselves to be inadequately trained to effectively teach creative writing. The findings suggest that teachers believe they have little time to explore the usefulness of evidence-based strategies as they already battle to complete the syllabus; there is little guidance on how to go about teaching creative writing; and how they currently teach is in line with the policy guidelines. This article recommends that the Ministry of Education and universities reinforce pre- and in-service teacher training programmes by teaching diverse evidence-based strategies, for example, self-regulated strategy development (SRSD), consolidate curriculum knowledge, and strengthen continuous professional development programmes to boost teachers as reflective practitioners. [ABSTRACT FROM AUTHOR]

The diversity of the South African higher educational student population requires innovative pedagogical strategies that facilitate transformative and collaborative embodied learning. This article demonstrates how the choreographic process emerges from the context of multiculturalism through a pragmatic learning approach called meshwork choreography. Meshwork suggests an interwoven relation that emphasises the ever-evolving nature of relationships within an environment. Choreography as meshwork is where the choreographer does not impose preconceived ideas on the dancers but rather facilitates a collaborative and exploratory process. The research employed a conceptual framework of phenomenography, embodied and collaborative learning to frame the discussion towards a model of how choreography functions as meshwork. Composition and design processes in and of themselves embrace transformative learning through collaborative, embodied, and relational practices and are bolstered when they converge within the creation of choreographic work. This article reflects on students’ experiences in the Performing Arts Dance Stream at Tshwane University of Technology in conceptualising choreography as meshwork. Phenomenography was adopted as the research methodology, where data was analysed within phenomenographic categories. The article offers a South African perspective, informed by Ubuntu, of a meshwork model for the benefits of applying transformative learning through choreography within a higher education dance context. [ABSTRACT FROM AUTHOR]

This study explores the experiences and the preferred schedule of face-to-face and online tutorials in a problem-based learning setting where students learn collaboratively, based on cognitive, social, and teaching presences. Seventeen experienced students and 13 tutors attended semi-structured interviews focusing on their experiences and preferences. The majority (15 students and seven tutors) preferred a 100% face-to-face schedule as the default option to stimulate deep learning and social interactions, while two students and five tutors preferred a schedule with a majority of face-to-face tutorials with some online sessions. Overall, face-to-face tutorial meetings were perceived to deepen content discussions, create a sense of connection through social interactions and non-verbal communication, and protect student well-being. [ABSTRACT FROM AUTHOR]

Online students are becoming an increasingly big part of the student population in higher education. Interaction and collaboration is beneficial for academic performance and well-being, but can be challenging to facilitate in the online context. Through individual in-depth interviews, we have investigated online students' experiences of academic and social community, as well as the role study flexibility can play in their participation in such communities. The thematic analysis resulted in four themes. Theme 1, Expectations of being self-sufficient, shows that many participants made good use of the flexibility of the studies by being organised and independent. However, the expectation of independence became a potential barrier to participation. Theme 2, Collaboration if valuable and flexible, describes how most participants desired increased collaboration with their peers, given that it was flexible and of academic value. Theme 3, Study groups as important but fragile communities, illustrates study groups as the participants' primary learning communities, but finds that maintaining them over time could be challenging. Theme 4, Digital distance, depicts many participants' challenges with connecting digitally with others. We discuss these findings in the light of self-determination theory, showing how flexibility can become both a facilitator and a barrier for basic need satisfaction in online education, and that participation and collaboration seemed to be more closely connected to the need for competence than for relatedness. The main implication of the study is that online studies should strive to create a need-supportive environment that facilitates academic community while acknowledging many online students' necessity for flexibility. [ABSTRACT FROM AUTHOR]