Keyword: collaboration

ABSTRACT: This study aimed to explore the critical reflection experiences of teachers who took part in effective and ineffective professional learning events. It examined the influence of D.A. Kolb’s reflective observation stage within the experiential learning theory (ELT) framework on teachers’ professional development. Using a qualitative interpretive phenomenological method, the research investigated teachers’ viewpoints, beliefs, and experiences related to various professional development activities to evaluate their effectiveness. Eleven teachers attended the same educational conference. The investigation involved semi-structured individual interviews and a focus group discussion. The interview questions centered around the concepts of enactive mastery and vicarious experiences. Open-ended discussions allowed participants to explore their experiences of professional learning. To highlight emergent patterns, this study employed a phenomenological technique to analyze data and identified critical observations through an inductive coding method using the NVivo software. The study’s findings suggested that the reflective process necessitated time, collaboration, and structure during professional learning sessions. Moreover, having a group of peers was advantageous for critical reflection. They created a learning environment where support was the norm, and dedicated time encouraged self-reflection, which promoted effective growth in teacher development. The researchers found that inquiry-based professional development promoted introspection and facilitated profound learning. The research emphasized that teachers responded positively when professional development facilitators allowed participants time to link their personal experiences to new teaching methods, prompting reflection and collaboration with peers.

ABSTRACT: Amid the COVID-19 pandemic, design education experienced a significant shift as traditional studio teaching went online. This transition coincided with industry demands for adaptable, technology-proficient graduates prepared to work and collaborate as part of a decentralized workforce. This study examines how design educators in seven countries adapted their post-pandemic studio pedagogy to align with these industry needs. An online survey was used to efficiently reach the wide, geographically dispersed participant pool of educators. Findings indicate a rising acceptance of online technologies in studio teaching. The majority of design educators are now incorporating online elements into their design teaching. Pre-recorded lectures, online feedback and critique sessions, self-paced learning activities, and the use of cloud-based collaboration tools are among the most frequently employed methods. Nearly a third of surveyed educators are even considering teaching fully online design courses. This shift reflects a forward-thinking approach aimed at better aligning design education and industry. However, the study also highlights the importance of remaining open to disruptive technologies like generative artificial intelligence which is currently reshaping the design industry and work practices.

ABSTRACT: This research compared the effects of solo and collaborative gameplay formats on learning achievement and motivation among freshmen English students. Sixty studentswere randomly assigned to play educational games either individually or in small groups over 10weeks.While both groups received similar instructional time, one played independently using individual devices, while the other played in small groups sharing a single device. A pre-test and post-test design was used, with a 20-multiple-choice exam assessing freshman English knowledge. A modified Motivated Strategies for Learning Questionnaire was also administered to measure five dimensions of motivation (intrinsic goal orientation, extrinsic goal orientation, task value beliefs, control beliefs, and self-efficacy for learning). Post-test scores were significantly higher for the collaborative gameplay group, suggesting team-based interaction enhanced learning. However, a multivariate analysis of variance showed no significant differences between groups on any of the motivation dimensions measured. The findings demonstrate collaborative gameplay may boost achievement without compromising motivation when compared to solo gameplay.