Topic
Collaborative pedagogy
About: Collaborative pedagogy is a research topic. Over the lifetime, 95 publications have been published within this topic receiving 873 citations.
Papers published on a yearly basis
Papers
TL;DR: This paper examined the relationship between student performance on collaborative learning group assignments and students' examination scores in statistics and found that student achievement cannot be empirically linked to the collaborative experience, and suggested that faculty modify such techniques when evidence of student achievement could not be directly linked to collaborative experience.
Abstract: . Assessment of the efficacy of collaborative learning group techniques is frequently subjectively based and often relies on casual comments from students or faculty. Despite this shortcoming, instructors searching for new and effective ways of teaching quantitative courses continue to experiment with collaborative pedagogy. This study examined the relationship between student performance on collaborative learning group assignments and students' examination scores in statistics. The results both challenge and support the efficacy of collaborative learning groups and suggest that faculty modify such techniques when evidence of student achievement cannot be empirically linked to the collaborative experience.
85 citations
TL;DR: The Other Side of Middletown as discussed by the authors is a collaborative ethnography written by a team of faculty, students, and community participants with the goal of supporting democratic civic engagement.
Abstract: Here we reflect on the collaborative research, engagement, and pedagogical relationships and processes that gave rise to The Other Side of Middletown, a collaborative ethnography written by a team of faculty, students, and community participants. We offer background on the project; discuss how collaborative researches engendered community-based engagements and collaborative pedagogies; and conclude by suggesting that those collaborative pedagogies that work between communities and universities both expand and complicate recent calls for democratic civic engagement.[collaborative ethnography, participatory research, collaborative pedagogy, community–university partnerships, democratic civic engagement]
81 citations
TL;DR: The authors explored the notion of collaborative pedagogy from a literacy-as-socialpractice approach, drawing on theorists who have applied social theories of learning to the development of literacies.
Abstract: This paper explores the notion of ‘collaboration as pedagogy’ from a literacy-as-socialpractice approach, drawing on theorists who have applied social theories of learning to the development of literacies. These theorists speak to the need for interaction between communication and disciplinary specialists in an effort to locate the teaching of disciplinary literacies within disciplines. However, there is a gap in the literature as to how such interaction might happen and what the nature of it should be. This paper explores this gap by examining a case study where such interaction took place. The case study found that both communication and disciplinary specialists needed to re-examine their notions of pedagogy as they explored new collaborative ways of teaching disciplinary literacies. It was through the interaction of disciplinary and communication specialists that the explicit teaching of disciplinary literacies could be explored. This collaborative pedagogy required disciplinary specialists to...
80 citations
Journal Article•
77 citations
TL;DR: This paper investigated how the use of information and communication technology (ICT) and a more collaborative pedagogy could improve supervision and found that students and supervisors were competent in using ICT, sometimes initiating the uptake of new technologies.
Abstract: The supervision journey is often a bumpy one. Students and supervisors should welcome making it smoother. This study investigated how the use of information and communication technology (ICT) and a more collaborative pedagogy could improve supervision. We interviewed eight supervisors and nine students in two Australian universities to explore the current use of ICT and its integration with supervision pedagogy. Recent literature demonstrated new forms of supervision pedagogy emerging that embraced the idea of creating communities, involving greater connectedness, collaboration and more intense relationships. Not all studies found movement away from the traditional form of supervision dyads. The students and supervisors in our study used email, mobile phones, Skype and Dropbox; some used social media like Twitter. Students reported their supervisors were competent in using ICT, sometimes initiating the uptake of new technologies. Overall, they identified the need for an increased use of ICT and its integration with supervision pedagogy.
70 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2021 | 5 |
| 2020 | 5 |
| 2019 | 9 |
| 2018 | 6 |
| 2017 | 9 |
| 2016 | 4 |