Sentence examples for collaborative learning group from inspiring English sources

The following factors that can influence sense of community among distant learners are examined: student instructor ratio, transactional distance, social presence and instructor immediacy, lurking, social equality, collaborative learning, group facilitation, and self-directed learning.

During collaborative learning, group members can build on each other's knowledge and provide feedback on each other's activities as well as on each others' metacognitive activities (Lin and Sullivan 2008).

These researches for smart classroom show us that with the help of smart technology, inquiry learning, collaborative learning, group learning, mobile learning, and ubiquitous learning are emerging (Lin et al. 2010).

Mazur et al. (2015)   By emphasizing collaborative learning, group work and accessibility, FC could engage students in inquiry-based learning Schultz et al. (2014) A statistically significant difference was found on all assessments with FC performing higher on average than TC.

The findings of the study have implications for the design of collaborative learning groups.

We used the standards to continue to establish collaborative learning groups, school leadership teams, and thoughtful coaching and professional development.

"Hacking," in the group's parlance, can involve any manner of self-directed learning: travel, volunteer work, organizing collaborative learning groups with friends.

In a sample of 459 students organized in 84 groups this study tests the impact of group role balance on teamwork quality and three performance indicators in collaborative learning groups (group cognitive complexity, perceived performance and objective performance).

UnCollege advocates a D.I.Y. approach to higher education and spreads the message through informational "hackademic camps". "Hacking," in the group's parlance, can involve any manner of self-directed learning: travel, volunteer work, organizing collaborative learning groups with friends.

The results show that as in SISD mode, in SDG with Multiple Mice (MM) the technological network improves communication, negotiation, interactivity, coordination and appropriability between members of collaborative learning groups.

Regarding the implications of this study, the findings illustrate how collaborative learning groups engage in co-regulation over time in a MCSCL context.