We discuss the key events and outcomes related to the collaborative instructional processes in which the teachers engaged, including the development of a collective vision and materials regarding STEM-based, multi-disciplinary curricula and a PBL approach to instruction.
Respondents described a variety of curriculum integration activities such as recurring roles in semester long classes; collaborative teaching of informatics concepts to support problem-based learning exercises, and interactive instruction covering content tied directly to exam questions.
Lack of time was among the most frequent need mentioned both time for collaborative preparation and instruction.
Thus, our cluster analysis identified 10 specific instructional strategies (i.e., COPUS profiles) that represent four general instructional styles (lecturing, Socratic, peer instruction, and collaborative learning).
On the other hand, medical training, continuing medical education and collaborative care should include better instruction about challenges in identifying and addressing the mental health needs of young adults, which has been considered as "a new frontier in the health and social policy of the 21st century" [ 54].
Incorporating findings from academic research and feedback from other workshops we conducted, the course focused on moving beyond a pure lecture-based format to incorporate guest speakers, collaborative cases, and peer instruction to engage students and enhance the learning experience.
For example, innovations in the lesson framework have resulted in a design for classroom instruction (Literacy Collaborative), small groups (Comprehensive Intervention Model), and training for special education and ESL teachers (Literacy Lessons).
The four treatment conditions were as follows: 1) inquiry instruction with homogeneous collaborative groups, 2) inquiry instruction with heterogeneous collaborative groups, 3) didactic instruction with homogeneous collaborative groups, and 4) didactic instruction with heterogeneous collaborative groups (see Table 1).
In undergraduate medical education, e-learning offers learners materials for self-instruction and collaborative learning.
In this study, we attempt to resolve inconsistencies in the literature over the most effective composition of collaborative learning groups within inquiry instruction as well as within traditional didactic instruction.
These ten instructional strategies can be categorized into four general instructional styles as follows: lecturing, Socratic instruction, peer instruction, and collaborative learning.
