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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]

Summary: With the increase in internet connectivity worldwide, people have resorted to various video streaming applications for entertainment, education, healthcare, and so on. However, this has resulted in huge internet traffic, which is predominantly occurring due to the increased transmission of videos over wireless networks to mobile devices, Transmission of ultra‐high‐definition videos can be effortlessly carried out, although the video quality perceived by the users is normally lesser than the anticipated quality. In video streaming applications, it is a pre‐requisite to provide users with high quality of experience (QoE) but this is generally affected by the dynamic variations in the network conditions. This work presents a novel QoE‐based video delivery system in a collaborative e‐learning platform. Here, a novel deep learning structure recurrent neural network‐long short term memory (RNN‐LSTM) is developed for adaptive bit rate (ABR) selection, thereby providing users with videos of high QoE. Various network, time, and buffer‐based parameters are considered while selecting the bit rate. Additionally, the proposed RNN‐LSTM is assessed for its superiority in providing high QoE videos based on measures, like QoE, buffer size, and bit rate, and is observed to attain values of 0.975, 45.654, and 90.766 b/s, respectively. [ABSTRACT FROM AUTHOR]

Building on the long-standing tradition of challenging oppression and questioning whose interests are being served in the field of language education, we report on a study that involved a group of U.S.-based graduate students who collaborated with a ninth-grade English teacher in Nepal. The study comes out of a larger project that sought to internationalize the curriculum of a graduate educational linguistics course at a U.S. university. At the heart of this internationalizing curriculum endeavour was a commitment to expose graduate students in the U.S. to the issues of language teaching outside of the U.S. This was done through co-designing of a unit of lessons, with six graduate students meeting virtually with their teacher partner, Ditya, in Nepal over the course of a semester. The graduate students and Ditya constitute our research participants. The graduate student participants learned about the need to develop pedagogical materials that were relevant to the local context in Nepali classroom, and not attempt to transplant a Western-centric curriculum onto the Nepali classroom. In keeping with recent calls to decolonize higher education, we illustrate how critical theory in general and decolonizing pedagogy in particular can be infused into a U.S. graduate curriculum by drawing on the rich, indigenous knowledge and resources of a teacher collaborator from the Global South. We do this by reporting how this critical, decolonizing goal was realized through collaborative professionalism, which is characterized by the sharing of knowledge, skills, and experience to improve student achievement, reflection, dialogue and collective responsibility. [ABSTRACT FROM AUTHOR]

The main characteristic of cervical cytopathy is reflected in the edge shape of nuclei. Existing computer-aided diagnostic techniques can clearly segment individual nuclei, but cannot clearly segment the rough edges of adherent nucleus. Therefore, we propose an effective method (ASATrans) to accurately segment rough cervical nuclei edges by exploring adaptive spatial aggregation methods. ASATrans creates a Multi-Receptive Embedding Layer that samples patches using diverse-scale kernels. This approach provides cross-scale features to each embedding, preventing semantic corruption that might arise from mapping disparate patches to analogous underlying representations. Furthermore, we design Adaptive Pixel Adjustment Block by introducing a long-range dependency and adaptive spatial aggregation. This is achieved through the stratification of the spatial aggregation process into distinct groups. Each group is given an exclusive sampling volume and modulation scale, fostering a collaborative learning paradigm that combines local features and global dependencies. This collaborative approach to feature extraction achieves adaptability, mitigates interference from unnecessary pixels, and allows for better segmentation of edges in the nucleus. Extensive experiments on two cervical nuclei datasets (HRASPP Dataset, ISBI Dataset), demonstrating that our proposed ASATrans outperforms other state-of-the-art methods by a large margin. [ABSTRACT FROM AUTHOR]

Web annotation environments are widely used in education based on the premise that student interaction in these environments benefits individual and group learning. However, there is little research on factors driving student interaction in web annotation activities. In this study we asked: What dynamics could explain social interaction among students in web annotation activities in college classrooms? Recognizing the mediated nature of social interaction in web annotation, we hypothesized that student interaction is driven by multiple factors including previous relational events and semantic features of annotation content. Following a novel network analysis method named relational event modeling, we analyzed a rich dataset from four online classes. Results indicated annotation popularity was initially predictive of student replies, meaning popular annotation threads were more likely to attract new replies. However, this effect nearly diminished when adding thread-level semantic cohesion to the model, indicating an significant role played by semantic cohesion in attracting new responses. This paper makes important progress towards modeling social interaction in digital environments as a dynamic, mediated phenomenon. This study contributes empirical insights into web annotation and calls for future work to investigate social interaction as a dynamic network phenomenon. [ABSTRACT FROM AUTHOR]

Background Study Objectives Methods Results Conclusions Peer feedback has been used as an effective instructional strategy to enhance students' learning in higher education.This paper reports on the findings of an explorative study that aimed to increase our understanding of the nature and role of peer feedback in the students' learning process in a computer‐supported collaborative learning (CSCL) setting. Exploring what types of feedback are used, and how they relate to each other and are related to academic performance has important implications for students and teachers.This study was conducted in the higher education setting. It used a dataset consisting of student peer feedback messages (N = 2444) and grades from 231 students who participated in a large engineering course. Using qualitative methods, peer feedback was coded inductively. Epistemic network analysis (ENA) was used to analyse the relation between peer feedback types and performance.Based on the five types of peer feedback (i.e., ‘management’, ‘cognition’ ‘affect’, ‘interpersonal factors’ and ‘suggestions for improvements’), the results of the ENA showed that student feedback categories ‘management’, ‘cognition’ and ‘affect’ were positively related to student performance at the formative assessment phase.The findings and the ENA visualizations also show that ‘suggestions for improvement’ and ‘interpersonal factors’ were not a significant part of student learning in peer assessment and feedback in the studied context. [ABSTRACT FROM AUTHOR]

In an endeavor to tackle the limitations of fixed collaborative scripts and to further support collaborative learning practices, adaptive collaborative scripts have been implemented within the educational domain. However, the divergent findings surrounding the efficacy of adaptive collaborative scripts engendered a compelling need for a comprehensive understanding of the adaptive scripts. This study explored the effectiveness of adaptive scripts through a systematic analysis of 11 meticulously chosen studies and demonstrated the distinct contributions offered by varying types of adaptive collaborative scripts (namely, fading-out scripts, adaptable scripts, and self-adaptive scripts). The results underscored adaptive scripts yielded a favorable impact on the caliber of collaboration and on learners’ psychological contentment. Nonetheless, the ramifications on learning outcomes were inconclusive. Under the guidance of activity theory, this review uncovered the optimal application conditions of each variant of adaptive script. The fading-out scripts necessitated supplementary consistent support to ensure satisfactory learning outcomes. Adaptable scripts demonstrated stable efficacy when employed for students with good self-regulation ability. The self-adaptive scripts yielded optimal results in learning activities with higher-level educational objectives. Distributed roles within learning groups and perceived adaptivity also influenced the efficacy of self-adaptive scripts. Implications, limitations, and future directions were also provided. [ABSTRACT FROM AUTHOR]

Due to the widespread applications of change detection technology in urban change analysis, environmental monitoring, agricultural surveillance, disaster detection, and other domains, the task of change detection has become one of the primary applications of Earth orbit satellite remote sensing data. However, the analysis of dual-temporal change detection (CD) remains a challenge in high-resolution optical remote sensing images due to the complexities in remote sensing images, such as intricate textures, seasonal variations in imaging time, climatic differences, and significant differences in the sizes of various objects. In this paper, we propose a novel U-shaped architecture for change detection. In the encoding stage, a multi-branch feature extraction module is employed by combining CNN and transformer networks to enhance the network's perception capability for objects of varying sizes. Furthermore, a multi-branch aggregation module is utilized to aggregate features from different branches, providing the network with global attention while preserving detailed information. For dual-temporal features, we introduce a spatiotemporal discrepancy perception module to model the context of dual-temporal images. Particularly noteworthy is the construction of channel attention and token attention modules based on the transformer attention mechanism to facilitate information interaction between multi-level features, thereby enhancing the network's contextual awareness. The effectiveness of the proposed network is validated on three public datasets, demonstrating its superior performance over other state-of-the-art methods through qualitative and quantitative experiments. [ABSTRACT FROM AUTHOR]

Objective: This paper reports the findings of a regulation task and communication during the development and execution of collaborative tasks in both high- and low-performing groups. Methodology: A qualitative and interpretative approach with a multiple-case study design was employed (Yin, 2006). The study examined interaction episodes related to the social regulation of tasks and communication captured in video recordings. The study involved the participation of first-semester students pursuing an online master's degree in education in the city of Manizales, Colombia (n= 15). Participants were organized into five spontaneously formed groups. Results: Findings revealed differences in both task regulation and communication. This promoted an understanding of the group dynamics concerning task regulation and communication and their influence on academic success. Conclusions: High-performing groups demonstrated task regulation and communication features, offering insights into academic success and the development of genuinely collaborative tasks. [ABSTRACT FROM AUTHOR]

In order to encourage college students to innovate and start businesses in order to alleviate the increasingly serious employment pressure, all sectors of society attach great importance to the cultivation of College Students' entrepreneurial ability. However, due to the lack of social presence awareness of learners, the interaction willingness of entrepreneurship education model is low, and the teaching effect is not strong. This article takes "learner interaction" as the core, takes the design of collaborative problem-solving learning activities as the starting point, and selects four influencing factors of the importance of learners in the interactive network, including point centrality, intermediary centrality, proximity centrality, and the object of interaction, from the macro, meso, and micro levels of cohesion of the interactive network. Based on the level of social presence, the core content of the interaction model of information perception, emotional experience and feedback exchange is determined according to social presence, and an interaction model to improve students' social presence in online learning is constructed. The example verification shows that this method can significantly improve the learning participation of entrepreneurship education learners, and the on-the-spot manifestation of learners' social practice is more significant. [ABSTRACT FROM AUTHOR]

Nowadays, large-scale individual trajectories can be collected by various location-based social network services, which enables us to better understand human mobility patterns. However, the trajectory data usually contain sensitive information of users, raising considerable concerns about the privacy issue. Existing methods for protecting user trajectory data face two major challenges. First, existing methods generally emphasize on data privacy but largely ignore the data utility. Second, most existing work focus on protecting the privacy of users' check-in locations, which is not sufficient to protect against the trajectory-user linking (TUL) attack that infers a user's identity based on her/his trajectories. In this paper, we for the first time propose a collaborative adversarial learning model named BPUCAL to effectively resist the TUL attack and preserve the data utility simultaneously. The general idea is to fool the TUL model by adding a small perturbation on the original trajectory data to balance the data utility and privacy. BPUCAL perturbs a few numbers of carefully identified check-ins of a trajectory which are pivotal for a TUL model to infer the identity of a user. Specifically, BPUCAL contains three parts: a perturbation generator, a discriminator, and a TUL model. The generator aims to produce learnable noise and adds it to the original trajectories for obtaining perturbed trajectories. The perturbed trajectories with a minimal changes compared to the original trajectories can deceive both the discriminator and the TUL model. Extensive experiments are conducted over two real-world datasets. The results show the superior performance of our proposal in balancing data privacy and utility on trajectory data by comparison with baselines. [ABSTRACT FROM AUTHOR]

The aim of, Jane's, Soundwaves Early Childhood Music lead, and Karen's, Early Childhood Studies lecturer, inquiry is to encourage new insights into how multiple relationalities and learning play out, throughout Soundwaves, an early childhood music education (ECME) programme. We work with Barad's diffractive methodology to shape our auto-ethnography. With pens, sparkly bits, ribbons, glue and paper, we map the Soundwaves narrative. Caring ethics, for the human and more-than-human, runs throughout our research practices. (Re)turning, the data, posthuman and critical new materialist theory, the Soundwaves narrative is (re)told. Concerns the neo-liberal narrative had played us, were replaced, when noticing the gap between our organisations offered reassuring insights. In this gap, resisting the neo-liberal narrative, is 'fleetingness', which welcomes experimentation and play to learning opportunities and our collaboration. These insights are useful to those who wish to maintain the visibility of ECME and resist creating instrumentalised learning experiences, whilst growing the ECME workforce. [ABSTRACT FROM AUTHOR]

Collaborative learning (CL) is a common teaching strategy in colleges that involves actively working in groups to achieve a goal. Several studies and theories endorse it as contributing to students' achievement, motivation, and higher-order thinking skills. However, these studies are inconsistent in the way they define and operationalize CL. For example, they do not separate the quantity and the quality of CL, nor do they distinguish between course-specific and general attitudes toward CL. The study suggests that researchers should define CL more precisely, and demonstrates this approach using a case study (N = 38). This study examines whether the quality and quantity of group work predicted course achievement after controlling for prior achievement, individual-level motivation, and social ties among students. Quality of CL was operationalized as positive attitudes toward CL in the current course and in general, and quantity of CL was operationalized as the frequency of interactions among group members. Social ties were measured using Social Network Analysis (SNA) which allows researchers to identify the number and strength of connections among students. Findings suggest that positive attitudes toward CL in the current course predicted higher achievement levels, but the frequency of interactions and positive attitudes toward CL in general were associated with lower achievement levels. That is, in the current context, course-specific quality of CL was positively associated with achievement, but other ways of operationalizing CL were not, and in fact had negative relationships with achievement. The study also demonstrates the use of SNA when exploring students' relationships; it shows that they were associated with course performance but that this association diminished after controlling for students' attitudes. Overall, it is recommended that researchers clarify what they intend to measure when exploring CL, as this can have an important impact on findings. [ABSTRACT FROM AUTHOR]

The educational potential of video is a long-lasting, multi-faceted topic, and the affordances of technological advancement have recently revitalised this discussion. However, teachers are still far from competently integrating or becoming accustomed to video-based pedagogy, especially in collaborative pedagogy. To provide teachers and teacher educators with sound principles for implementing video-supported collaborative learning (VSCL), this contribution analyses 12 VSCL case studies by five teacher-education institutions. The analysis verifies the benefits of a VSCL pedagogy for learning, and on this basis, we propose a pedagogical model for effective VSCL and a related instructional design tool. We also discuss implications for practice and research. [ABSTRACT FROM AUTHOR]

Educational action research in development projects applies participative methods to include people with diverse backgrounds, experiencing learning collaboratively. In this article, I explore the learning activities, and their outcomes, unfolding in those settings. Based on project documents, 34 interviews with project staff and smallholder farmers, and participant observations for three months in Nepal, I analyse the action research and development project 'Strengthening Adaptive Farming in Bangladesh, India and Nepal' (SAF-BIN), and show how inclusive activities allow for critical reflection, individual experience, and dialogue. I find dialectics in this process of adjustment, such as resistant social and cultural arrangements that are activated. The inclusion of specific social groups, for example, goes along with exclusionary dynamics. This case illustrates that inclusion and action research can be conceptualised at least threefold: from a dialectical, institutional, and learning perspective. I conclude that action research in development provides a fruitful basis for learning, allows for legitimacy, and temporarily leads to social change at a micro-level, for better or worse. [ABSTRACT FROM AUTHOR]

The growing concerns to accommodate large classroom sizes, lack of microteaching laboratory and inadequacy of time for every student to present and be properly assessed has affected the performance of students in microteaching in Nigeria. This therefore calls for different innovative approaches backed up by technology to ameliorate the problem. Thus, this study checked the comparative performance of undergraduate students in micro-teaching using Telegram and WhatsApp in collaborative learning settings in Gombe State, Nigeria. A sample of 282 students enrolled on Telegram and WhatsApp from Federal University Kashere and Gombe State University, respectively was purposively selected for the study. The two sampled groups were assigned into experimental group I (Telegram) and experimental group II (WhatsApp) in collaborative learning settings using a simple random sampling technique. The instruments for the study comprised of micro-teaching achievement test validated by experts in the field of educational technology and curriculum studies, where a split-half method of reliability was used to obtain a figure of 0.91 using Pearson product moment correlation. Descriptive statistics involving mean and standard deviation was used to answer the research questions while inferential statistics involving an independent sample t-test was used to test the null hypotheses at 0.05 level of significance. Findings revealed that while the students in both Telegram and WhatsApp platforms performed better in the post-test, a significant difference was obtained in the achievement and retention of the two groups in favor of WhatsApp. It was therefore recommended that lecturers should deploy the use of Telegram and WhatsApp in collaborative learning settings to cover for large classroom sizes and lack of micro-teaching laboratory. [ABSTRACT FROM AUTHOR]

The article presents MCN4Rec, a novel Multi-Level Collaborative Neural Network for next location recommendation, addressing the complexity of considering various factors such as user preferences, spatial locations, and temporal contexts, utilizing multi-level representation learning and contrastive learning to capture complex relationships. Topics include the design of a causal encoder-decoder for recommending next locations, and extensive experiments demonstrating superior performance.

Adaptive learning technologies are closely related to learners' self‐regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self‐regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self‐regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self‐regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self‐assessment, and help‐seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self‐regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self‐regulated learning research and development. Practitioner notesWhat is already known about this topic By providing personalized and learner‐centric adaptive learning environments (ADLEs), adaptive learning technology can support and foster self‐regulated learning (SRL) practices.It is possible to create a more student‐centred and effective learning environment by combining adaptive learning and collaborative learning.Socially shared regulatory activities can involve planning, monitoring, controlling and reflecting on a group's learning processes.What this paper adds Provides a systematic literature review of empirical evidence on ADLEs, SRL and socially shared regulation of learning (SSRL) in collaborative contexts.Summarizes the insights on (S)SRL through ADLEs in collaborative learning.Identifies challenges and opportunities for ADLEs to support (S)SRL in collaborative learning.Implications for practice and/or policy Learning analytics and educational technology researchers will be able to use the systematic review as a guide for future research.Learning analytics and educational technology practitioners will be able to use the systematic review as a summary of the field's current state. [ABSTRACT FROM AUTHOR]

Multimodal learning analytics (MMLA) research has made significant progress in modelling collaboration quality for the purpose of understanding collaboration behaviour and building automated collaboration estimation models. Deploying these automated models in authentic classroom scenarios, however, remains a challenge. This paper presents findings from an evaluation of collaboration quality estimation models. We collected audio, video and log data from two different Estonian schools. These data were used in different combinations to build collaboration estimation models and then assessed across different subjects, different types of activities (collaborative‐writing, group‐discussion) and different schools. Our results suggest that the automated collaboration model can generalize to the context of different schools but with a 25% degradation in balanced accuracy (from 82% to 57%). Moreover, the results also indicate that multimodality brings more performance improvement in the case of group‐discussion‐based activities than collaborative‐writing‐based activities. Further, our results suggest that the video data could be an alternative for understanding collaboration in authentic settings where higher‐quality audio data cannot be collected due to contextual factors. The findings have implications for building automated collaboration estimation systems to assist teachers with monitoring their collaborative classrooms. Practitioners notesWhat is already known about this topicMultimodal learning analytics researchers have established several features as potential indicators for collaboration quality, e.g., speaking time or joint visual attention.The current state of the art has shown the feasibility of building automated collaboration quality models.Recent research has provided preliminary evidence of the generalizability of developed automated models across contexts different in terms of given task and subject.What does this paper addThis paper offers collaboration indicators for different types of collaborative learning activities in authentic classroom settings.The paper includes a systematic investigation into collaboration quality automated model's generalizability across different tasks, types of tasks and schools.This paper also offers a comparison between different modalities' potential to estimate collaboration quality in authentic settings.Implications for practiceThe findings inform the development of automated collaboration monitoring systems for authentic classroom settings.This paper provides evidence on across‐school generalizability capabilities of collaboration quality estimation models. [ABSTRACT FROM AUTHOR]

Medical image segmentation can provide doctors with more direct information on the location and size of organs or lesions, which can serve as an valuable auxiliary task for prostate cancer grading. Meanwhile, other types of diagnostic data besides images are also essential, such as patient age, Prostate-Specific Antigen (PSA), etc. Currently, there is a lack of in-depth research on how to effectively differentiate and select shared features and task-specific features in multitask learning, as well as how to balance and explore the potential correlations between different tasks. In this paper, we propose a novel Shared Feature Hybrid Gating Experts (SFHGE) architecture for collaborative main (lesion grading) and auxiliary (lesion segmentation) task learning, dynamically selecting shared and task-specific features. To efficiently utilize complementary features, we also introduce a Cross-Task Attention module (CrossTA) to capture cross-task integrated representation. Additionally, recognizing that non-image clinical information often provides crucial diagnostic insights, we further design a Heterogeneous Information Fusion Network (HIFN) to better integrate clinical data, thereby improving grading performance. Extensive experiments on the PI-CAI dataset demonstrate that our approach outperforms mainstream classification and segmentation models. • A shared feature hybrid gating experts framework is proposed for segmentation assisted prostate cancer grading. • A crosstask attention module is designed to provide effective complementary information between tasks. • A heterogeneous information fusion network is designed to integrate multimodal diagnostic data. [ABSTRACT FROM AUTHOR]

This study evaluates the implementation of a collaborative/game-based learning strategy on final year B.Sc. students focused on reinforcing the Taylor theorem (a mathematical concept previously learned, usually forgotten over time and widely used in chemical engineering) and analyses its effect on their academic performance. To this end, the design of educational card games based on basic rules was proposed to students in their fifth semester (as soon as the mathematical concept is covered in their courses) and applying these games to students in the eighth semester as a reinforcement tool (who needed to apply the concept again). A mixed quasi-experimental design was carried out in which the performance and perception of the students were evaluated. The instruments used were a validated Likert-type perception test with an alpha of 0.91 and a knowledge test applied before and after the intervention. It was found that the retention rate of this mathematical concept went from 22.6% to 50%, showing an improvement in learning Taylor's series. Compared to the traditional class, the game significantly improved performance, promoting the development of skills such as creativity, innovation, participation, leadership, goal management and motivation and was recognised by the students as an innovative way of learning. In conclusion, implementing unconventional collaborative learning strategies improves academic performance and promotes skill development in engineering students. [ABSTRACT FROM AUTHOR]

In spite of the increasing popularity of project-based collaborative learning (PBCL) as a pedagogy, real successful collaboration cannot always be achieved due to the cognitive, motivational and social emotional challenges students encounter during collaboration. Recognizing the challenges and developing regulation strategies to cope with the challenges at both individual and group level is essential for successful collaboration. In the last decades, a growing interest has been developed around socially shared regulation of emotions and how it is interwoven with self-regulation and co-regulation. However, capturing the process of students' emotional challenges and regulations in a long and dynamic project proves difficult and there remains a paucity of evidence on how co-regulation and socially-shared regulation co-occur with learners' cognitive and emotional progress in project-based collaborative learning. The purpose of the present study is to investigate and identify what kind of social emotional challenges students encountered during PBCL and how they regulate themselves and the groups in order to finish the projects. A quasi-experimental research design was adopted in an academic English classroom, with thirtyeight students self-reporting their challenges and regulations three times after finishing each of the projects. The results of qualitative analysis plus a case study of two groups indicate that students encounter a variety of social emotional challenges and employed different levels of co-regulation and socially shared regulation in addition to self-regulation, leading to varying collaboration results and experiences. The findings of the study offer insights into the emotional regulation in PBCL and shed light for future design of pedagogical interventions aiming at supporting socially shared regulation. [ABSTRACT FROM AUTHOR]

Deep learning fromcollaboration occurs if the learner enacts interactive activities in the sense of leveraging the knowledge externalized by co-learners as resource for own inferencing processes and if these interactive activities in turn promote the learner's deep comprehension outcomes. This experimental study investigates whether inducing dyad members to enact constructive preparation activities can promote deep learning from subsequent collaboration while examining prior knowledge as moderator. In a digital collaborative learning environment, 122 non-expert university students assigned to 61 dyads studied a text about the human circulatory system and then prepared individually for collaboration according to their experimental conditions: the preparation tasks varied across dyads with respect to their generativity, that is, the degree to which they required the learners to enact constructive activities (note-taking, compare-contrast, or explanation). After externalizing their answer to the task, learners in all conditions inspected their partner's externalization and then jointly discussed their text understanding via chat. Results showed that more rather than less generative tasks fostered constructive preparation but not interactive collaboration activities or deep comprehension outcomes. Moderatedmediation analyses considering actor and partner effects indicated the indirect effects of constructive preparation activities on deep comprehension outcomes via interactive activities to depend on prior knowledge: when own prior knowledge was relatively low, self-performed but not partner-performed constructive preparation activities were beneficial. When own prior knowledge was relatively high, partner-performed constructive preparation activities were conducive while one's own were ineffective or even detrimental. Given these differential effects, suggestions are made for optimizing the instructional design around generative preparation tasks to streamline the effectiveness of constructive preparation activities for deep learning from digital collaboration. [ABSTRACT FROM AUTHOR]

In recent years, collaborative innovation of public services has become a growing research field. However, how collaborative arrangements lead to innovation remains quite unclear. We propose that collaborative innovation is dependent on processes of divergence and convergence, which are enhanced by four conditions of collaborative innovation: diversity of ideas and perspectives, learning through interaction, consensus building, and implementation commitment. The combination of these conditions is explored through qualitative comparative analysis (QCA) in 19 European eHealth partnerships. The results suggest a combined effect of these conditions on service innovativeness, which rejects contemporary views on the dichotomous nature of divergence and convergence. [ABSTRACT FROM AUTHOR]

The online collaborative learning platform for physical education is an interactive and open physical education teaching mode. To improve students' learning interest and efficiency, the online sports collaborative learning platform is designed. From the perspective of person-post matching, the role in the group is designed and the improved clustering algorithm is used to realize the grouping. The combination of the k-mean algorithm and the firefly algorithm is used to enhance the real-time and accuracy of learning resource recommendation. The outcomes demonstrated that the Firefly algorithm had obvious advantages in convergence speed and other aspects. Relative to the classical K-means algorithm and the Firefly algorithm, the average clustering accuracy of the presented algorithm was improved by 7.23 % as well as 2.18 %, and the average processing time was improved by 4.35 % and 2.26 %, respectively. In the dataset Iris, the average clustering accuracy and processing time were 91.29 and 8.65, respectively. The optimal, worst, and average values of the online collaborative learning platform on the ground of the firefly-optimized K-means algorithm were 0.3006, 3.2176, and 1.5234, respectively. The fusion algorithm proposed in this study can optimize the recommendation of teaching resources on sports online collaborative learning platforms, improve learners' learning passion, learning efficiency, and satisfaction, and relieve teachers' teaching pressure. [ABSTRACT FROM AUTHOR]

Increasing numbers of artificial intelligence systems are employing collaborative machine learning techniques, such as federated learning, to build a shared powerful deep model among participants, while keeping their training data locally. However, concerns about integrity and privacy in such systems have significantly hindered the use of collaborative learning systems. Therefore, numerous efforts have been presented to preserve the model’s integrity and reduce the privacy leakage of training data throughout the training phase of various collaborative learning systems. This survey seeks to provide a systematic and comprehensive evaluation of security and privacy studies in collaborative training, in contrast to prior surveys that only focus on one single collaborative learning system. Our survey begins with an overview of collaborative learning systems from various perspectives. Then, we systematically summarize the integrity and privacy risks of collaborative learning systems. In particular, we describe state-of-the-art integrity attacks (e.g., Byzantine, backdoor, and adversarial attacks) and privacy attacks (e.g., membership, property, and sample inference attacks), as well as the associated countermeasures. We additionally provide an analysis of open problems to motivate possible future studies. [ABSTRACT FROM AUTHOR]

This study reports the results of a mixed-methods investigation on the impact of task-based speaking practices using the Clubhouse application outside the classroom on EFL learners' oral fluency and willingness to communicate (WTC). Sixty upper-intermediate EFL learners were divided into experimental and control groups practicing speaking skills with and without the Clubhouse application. Data was collected through participants' speaking pre- and post-tests scores (speech rate, number of pauses, and linking ideas together without hesitation), WTC scale, and focus group semi-structured interviews. A one-way ANCOVA was used to investigate whether EFL learners' participation in out-of-class speaking activities using Clubhouse makes any significant difference in their oral fluency compared to conventional classes. The pre-test fluency scores were considered as the covariate. Similarly, two One-way ANCOVAs were run to investigate measures of WTC. The thematic analysis explored participants' attitudes and perceptions toward using Clubhouse for task-based speaking practices. Quantitative results revealed that the experimental group significantly outperformed the control group regarding oral fluency; this group was more willing to communicate at the end of the experiment. The thematic analysis of the qualitative data indicated that Clubhouse activities improved the participants' oral fluency and WTC measures. [ABSTRACT FROM AUTHOR]

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The study focused on the assessment of the technological pedagogical and content knowledge (TPACK) of graduate students enrolled in the Master of Arts in Science Education (MASE) program and tested the effectiveness of a blended learning approach using online collaborative tools, a learning management system, and interactive resources in Biology. The specific objectives of the study included describing the profile of MASE students in terms of computer and internet resources and skills, measuring their confidence levels in the four TPACK constructs, finding significant differences in pretest and posttest scores, and obtaining student feedback on the use of Edmodo as a Learning Management System. The study employed a one-shot pretest-posttest experimental design using a combination of online resources and face-to-face interactions. Based on the results, there was an increase in the median values before and after the intervention, as shown by the difference between the pre-median and post-median. Pre-implementation, the TPACK confidence level of the students was rated fairly confident (FC), but it increased after to completely confident (CC). This suggests that the students' TPACK confidence level improved positively using the BL approach. Likewise, the t-stat value of 10.68 indicates a significant difference between the pretest and posttest scores after implementing the blended learning approach. This suggests that the blended learning approach had a positive and noteworthy impact on the student's performance, as seen in the improved test scores. The study's results highlighted the benefits of Edmodo as well as the use of interactive online activities in their performance and TPACK as reported by the students. [ABSTRACT FROM AUTHOR]

Multimodal learning analytics (MMLA) offers the potential to provide evidence‐based insights into complex learning phenomena such as collaborative learning. Yet, few MMLA applications have closed the learning analytics loop by being evaluated in real‐world educational settings. This study evaluates the effectiveness of an MMLA solution in enhancing feedback and reflection within a complex and highly dynamic collaborative learning environment. A two‐year longitudinal study was conducted with 399 students and 17 teachers, utilising an MMLA system in reflective debriefings in the context of healthcare education. We analysed the survey data of 74 students and 11 teachers regarding their perceptions of the MMLA system. We applied the Evaluation Framework for Learning Analytics, augmented by complexity, accuracy and trust measures, to assess both teachers' and students' perspectives. The findings illustrated that teachers and students both had generally positive perceptions of the MMLA solution. Teachers found the MMLA solution helpful in facilitating feedback provision and reflection during debriefing sessions. Similarly, students found the MMLA solution effective in providing clarity on the data collected, stimulating reflection on their learning behaviours, and prompting considerations for adaptation in their learning behaviours. However, the complexity of the MMLA solution and the need for qualitative measures of communication emerged as areas for improvement. Additionally, the study highlighted the importance of data accuracy, transparency, and privacy protection to maintain user trust. The findings provide valuable contributions to advancing our understanding of the use of MMLA in supporting feedback and reflection practices in intricate collaborative learning while identifying avenues for further research and improvement. We also provided several insights and practical recommendations for successful MMLA implementation in authentic learning contexts. Practitioner notes What is currently known about this topic Multimodal learning analytics (MMLA) seeks to generate data‐informed insights about learners' metacognitive and emotional states as well as their learning behaviours, by utilising intricate physical and physiological signals. MMLA has not only pioneered novel data analytic methods but also aspired to complete the learning analytics loop by crafting innovative, tangible solutions that relay these insights to the concerned stakeholders. A prominent direction within MMLA research has been the formulation of tools to support feedback and reflection in collaborative learning scenarios, given MMLA's capacity to discern intricate and dynamic learning behaviours. What this paper adds Teachers' and students' positive perceptions of an MMLA implementation in stimulating considerations of adaptations in their pedagogical practices and learning behaviours, respectively. Empirical evidence supporting the potential of MMLA in assisting teachers to facilitate students' reflective practices during intricate collaborative learning scenarios. The importance of addressing issues related to design complexity, interpretability for users with disabilities, aggregated data representation, and concerns related to trust for building a practical MMLA solution in real learning settings. Implications for practice and/or policy The MMLA solution can provide teachers with a comprehensive view of student performance, illuminate areas for improvement, and confirm learning scenario outcomes. The MMLA solution can stimulate students' reflections on their learning behaviours and promote considerations of adaptation in their learning behaviours. Providing clear explanations and guidance on how to interpret analytics, as well as addressing concerns related to data completeness and representation, are essential to maximising utility. What is currently known about this topic Multimodal learning analytics (MMLA) seeks to generate data‐informed insights about learners' metacognitive and emotional states as well as their learning behaviours, by utilising intricate physical and physiological signals. MMLA has not only pioneered novel data analytic methods but also aspired to complete the learning analytics loop by crafting innovative, tangible solutions that relay these insights to the concerned stakeholders. A prominent direction within MMLA research has been the formulation of tools to support feedback and reflection in collaborative learning scenarios, given MMLA's capacity to discern intricate and dynamic learning behaviours. What this paper adds Teachers' and students' positive perceptions of an MMLA implementation in stimulating considerations of adaptations in their pedagogical practices and learning behaviours, respectively. Empirical evidence supporting the potential of MMLA in assisting teachers to facilitate students' reflective practices during intricate collaborative learning scenarios. The importance of addressing issues related to design complexity, interpretability for users with disabilities, aggregated data representation, and concerns related to trust for building a practical MMLA solution in real learning settings. Implications for practice and/or policy The MMLA solution can provide teachers with a comprehensive view of student performance, illuminate areas for improvement, and confirm learning scenario outcomes. The MMLA solution can stimulate students' reflections on their learning behaviours and promote considerations of adaptation in their learning behaviours. Providing clear explanations and guidance on how to interpret analytics, as well as addressing concerns related to data completeness and representation, are essential to maximising utility. [ABSTRACT FROM AUTHOR]

Previous research shows that enacting a new curriculum is a complex process. Teachers can be enthusiastic and committed to new curricular objectives, but they can also experience frustration and disappointment. Scholars have suggested that teachers who perceive lack of support, or tensions between their personal philosophies and the educational principles underpinning a new curriculum, struggle to enact new curricula in line with their intent. Our purpose in this article is to illustrate how two Physical Education (PE) teachers experienced the enactment of a new official curriculum. An action research approach was used as design of the study. Researchers cooperated with two PE teachers for 18 months. The empirical material consisted of 50 sets of field notes from the two teachers’ teaching lessons, transcripts from one semi-structured qualitative interview with both teachers following the completion of the school year. The material also consisted of reflection logs produced by the teachers containing written notes about their experiences of the curriculum enactment. We used literature on educational change (Fullan, M., & Hargreaves, A. (1991). What's worth fighting fore? Working together for your school. Ontario Public School Teachers’ Federation) as our theoretical framework. Our findings show that the teachers experienced the curriculum enactment in contradictory ways. Shifting from previous PE practices that focused on sports activities and emphasized teacher instruction, to pedagogical practices informed by the new PE curriculum (including sociocultural perspectives of learning and assessment), led to uncertainty, surprise, satisfaction, as well as distrust. Our findings also showed that the teachers’ experiences of the enactment were influenced by perceived gender biases. We argue that teachers’ beliefs and the teaching culture were particularly influential dimensions regarding the two PE teachers’ experiences of the curriculum enactment. Practitioners and researchers attempting curriculum enactment in the future should pay careful attention to such dimensions, especially given that tensions and uncertainty often occur during any educational change. [ABSTRACT FROM AUTHOR]

The primary goal of the KIDS4ALLL project was to empower educators to foster a flexible, innovative, and collaborative learning environment within their classrooms. This article delves into teachers' experiences with implementing collaborative learning during the KIDS4ALLL project. Additionally, it explores how teachers perceived the implementation of the KIDS4ALLL pilot in learning environments across different national educational settings, specifically in Israel and Turkey. Given that both Israel and Turkey have centralized education systems and adhere to a traditional teaching approach, the two research questions offer insights into how the national education context of both countries influences the implementation of the collaborative learning approach of KIDS4ALLL and the experiences of educators. The methodology employed in this study involved semi-structured interviews with 16 educators and participant observation during the two pilots. The findings highlight a sense of fear and uncertainty among educators regarding their ability to conduct lessons in an unfamiliar yet innovative and flexible learning environment. These feelings were accompanied by challenges such as technological and language barriers, sociocultural diversities, and occasional behavioral issues. The results also underscore similarities between the two countries, emphasizing that centralized education systems, teachers' previous training, curriculum, and available physical space posed challenges to the pilot program's implementation. [ABSTRACT FROM AUTHOR]

Background: Consider a setting where multiple parties holding sensitive data aim to collaboratively learn population level statistics, but pooling the sensitive data sets is not possible due to privacy concerns and parties are unable to engage in centrally coordinated joint computation. We study the feasibility of combining privacy preserving synthetic data sets in place of the original data for collaborative learning on real-world health data from the UK Biobank. Methods: We perform an empirical evaluation based on an existing prospective cohort study from the literature. Multiple parties were simulated by splitting the UK Biobank cohort along assessment centers, for which we generate synthetic data using differentially private generative modelling techniques. We then apply the original study's Poisson regression analysis on the combined synthetic data sets and evaluate the effects of 1) the size of local data set, 2) the number of participating parties, and 3) local shifts in distributions, on the obtained likelihood scores. Results: We discover that parties engaging in the collaborative learning via shared synthetic data obtain more accurate estimates of the regression parameters compared to using only their local data. This finding extends to the difficult case of small heterogeneous data sets. Furthermore, the more parties participate, the larger and more consistent the improvements become up to a certain limit. Finally, we find that data sharing can especially help parties whose data contain underrepresented groups to perform better-adjusted analysis for said groups. Conclusions: Based on our results we conclude that sharing of synthetic data is a viable method for enabling learning from sensitive data without violating privacy constraints even if individual data sets are small or do not represent the overall population well. Lack of access to distributed sensitive data is often a bottleneck in biomedical research, which our study shows can be alleviated with privacy-preserving collaborative learning methods. [ABSTRACT FROM AUTHOR]

Background: Staff shortages limit access to health services. The bidirectional benefits of allied health clinical placements are understood in the domains of student learning, health service delivery, and future workforce development. Still, the benefits to current workforce outcomes remain unknown. This review provides insights into the effects of allied health student placements in acute and primary care settings, particularly on healthcare staff's knowledge and procedural skills. Methods: This search was based on the integrative review process established by Whittemore and Knafl in 2005. In October 2023, the first author (MH) searched five major electronic databases: Medline-EBSCO, PubMed, CINAHL, Embase, and Scopus. The CLUSTER model was used to track additional references. The first three authors (MH, SM, and SC) were involved in screening, quality appraisal, and synthesis of the studies. Data were thematically synthesised and analysed. Results: MeSH headings and keywords were used in key search areas: health education, health professional training, clinical placements, and allied health professions. The systematic search yielded 12 papers on allied health student placements across various healthcare settings in rural and metropolitan areas, with no high-quality methodologies measuring student placements' impact on staff knowledge and skills. Four main themes were identified from the analysis: meaningful student integration in service delivery, targeted educational support to healthcare staff, development of staff procedural skills and confidence, and the mechanisms of why student placements work in this aspect. Conclusions: This review suggests that offering allied health student placement could be a promising approach to supporting rural healthcare staff in performing patient assessments and treatments proficiently and collaboratively. However, this requires further investigation to confirm. [ABSTRACT FROM AUTHOR]

AbstractThe following teaching brief advocates for the integration of lived experiences in course design as a means to facilitate equity, inclusion, and culturally responsive teaching. To address persisting inequalities and colonized structures, the authors propose an actionable insight and strategy by sharing a discussion activity in which students share photos and videos of their “backyards” as a vehicle to accentuate similarity within difference—the celebration of a diverse learning community that can only exist online. The proposed instructional activity, “Welcome to My Backyard,” is informed by an understanding of how power dynamics, cultural biases, and lived experiences intersect in online education. By outlining how instructors can facilitate online discussions that drive a meta-awareness of diversity, equity, and inclusion among online learners, digital learning can be leveraged to build connections and community while encouraging critical thinking and active engagement with course materials that subvert traditional, colonial models of education. [ABSTRACT FROM AUTHOR]

Background Objective Methods Results and Conclusions Implications The necessity of supporting socially shared regulation of learning (SSRL) for learners is widely acknowledged as a crucial element for successful collaborative learning (CL). However, inherent challenges are presented for the observation, study, and support of SSRL. Non‐verbal behaviours have been identified as a potentially rich resource for understanding learner interactions within CL. Yet, the exploration of its impact on SSRL remains largely unexplored.The present study aims to explore how gaze behaviour, as a non‐verbal behaviour, relates to verbal interactions that characterise SSRL in CL.Twenty‐seven Finnish secondary school students were given a 30‐min group task of creating a breakfast smoothie, in which trigger events were integrated to examine possible interactions that characterise SSRL. In this experimental setting, data from multiple modalities were collected. For analysis, process mining was used to explore patterns of interaction, and multidimensional recurrence quantification analysis (MdRQA) was used, alongside with statistical analysis.Our study revealed that gaze behaviour is intricately linked with SSRL interactions, suggesting a complex interplay in collaborative learning contexts. When temporally investigated, SSRL interactions varied in frequency while gaze behaviour remained constant. Moreover, the recurrence of gaze and SSRL interactions did not vary due to trigger events, confirming an established collaborative pattern.This study advances the field by extending research on SSRL by introducing a ‘non‐verbal perspective’. This perspective enriches our understanding of collaborative learning environments by revealing hidden interaction patterns and guiding the development of more responsive and adaptive digital learning tools. [ABSTRACT FROM AUTHOR]

Applied behavior analysis and occupational therapy practitioners uniquely serve neurodivergent individuals, despite interprofessional contention. While some qualitative research exists, there is a need for quantitative and mixed-methods evaluation of evidence-based strategies to improve the collaboration between occupational therapy practitioners and applied behavioral analysis professionals. This study aimed to improve collaboration for enhanced outcomes between individuals from these two professions. This program assessed change in collaborative competencies of occupational therapy and applied behavior analysis professionals, following virtual interprofessional education initiative provided by a licensed certificant from each profession. Interprofessional Collaborative Competencies Attainment Survey, open-ended survey questions and recorded focus group were used to evaluate program impacts. Quantitative results were analyzed using paired-sample t-tests and revealed statistically significant increases in participants' whole scores (p<.05). Qualitative analysis revealed the value of practical, problem-based learning. This study demonstrated the potentiality of virtual interprofessional education, question-answer dialogue, and actionable strategies. Future studies can increase sample size and implement longer-term models. [ABSTRACT FROM AUTHOR]

In times of crisis and with the increase of new ways of working, public sector organisations increasingly include agile practices in their working practices. To successfully transform public sector organisations into agile organisations, public servants require a new set of competences. Informal learning is a key element that helps public servants to build and apply these competences, e.g., through the collaboration with external experts in public sector innovation fellowships. To observe how collaborative competences for agile public organisations can be developed successfully by involving external experts, I conducted a case study on two iterations of a public sector innovation fellowship. My findings show that throughout the fellowships, competences are being developed in a collaborative process on a personal and organisational level. The practical application of the learned methods, personal reflection, and the development of organisational networks transform the collaborative into a learning process, allowing public servants to develop new competences and bring them into their organisation. [ABSTRACT FROM AUTHOR]

In-class group work activities are found to promote the interpersonal skills of learners. To support the teachers in facilitating such activities, we designed a learning analytics-enhanced technology framework, Group Learning Orchestration Based on Evidence (GLOBE) using data-driven approaches. In this study, we implemented the algorithmic group formation and group work evaluation systems in a Japanese junior high school context. Data from a series of 12 collaborative learning activities were used to validate the difference in the measured heterogeneity of the formed homogeneous and heterogeneous groups compared to random grouping. Further, the peer rating and self-perception of the group work were compared for comparative reading and idea exchange tasks. We found algorithmically formed groups, considering the learner model data, either heterogeneously or homogeneously performed better than random grouping. Specifically, students in groups created by the homogeneous algorithm received higher peer ratings and more positive self-perception of group work in the idea exchange group tasks. We did not find significant differences in the comparative reading tasks. Along with the empirical findings, this work presents a paradigm of continuous data-driven group learning support by incorporating the peer and teacher evaluation scores as an input to the subsequent algorithmic grouping. [ABSTRACT FROM AUTHOR]

This study presents a panoramic overview of research conducted between 2010 and 2020 on how the Personal Learning Environment (PLE) supports Self-Regulated Learning (SRL). We elaborate on why the PLE is suitable for SRL, discuss its research themes, explain how the PLE supports SRL and outline the available PLE platforms. The review method we used includes defining keywords, creating inclusion and exclusion criteria, selecting data sources, collecting relevant articles and performing content analysis and synthesis. This study categorises four main findings. The first is that there are four PLE research themes: adoption; integration; model, architecture and framework; and recommenders. The PLE is suitable to support SRL because they share similar ideas regarding personalisation and ownership, the need to integrate formal and informal learning and the need for student-centred learning environments covering flexibility and features. Furthermore, the PLE acts as a tool and a recommender for students. The final finding is that the available PLE platforms have the following characteristics: they act as a personal assistant; they support students in planning, monitoring and evaluating the learning process; they promote collaboration between students; and they act as a widget-based application. Finally, this study also proposes future research topics. [ABSTRACT FROM AUTHOR]

A pleasant working environment starts with a smooth adjustment of the graduate to the workplace. For this reason, preparing students in line with companies' work requirements must be in the focus during faculty. Since many of the subjects currently taught do not take this into account, this paper aims to contribute validated ideas and techniques to the creation of industry-oriented teaching activities. Therefore, this paper presents how practical work at a laboratory in an IT faculty has been adapted to accommodate some important aspects encountered in companies and required from future employees: teamwork where each member has well-defined tasks, creativity, taking on the task at hand, using cloud-hosted tools, tracking tasks within a team using dedicated platforms, and logging and solving a bug in a professional way. Actively helping the students in acquiring the necessary skills to design and verify a part of a chip, several didactic methods (e.g. brainstorming, explanation, discussion, "jigsaw" method) were also used to lead the students, step by step, to a good understanding of the working environment in a corporation. As results, it is shown that the students managed to learn how to approach the specific tools and methods of a company, and the good quality of the products obtained was confirmed by representatives of several companies in the field. The students' views on the teaching process, collected through an anonymous questionnaire, are also deeply analysed and discussed. Finally, the paper highlights the main aspects that positively influenced the students' professional development during teaching activities. [ABSTRACT FROM AUTHOR]

Visualization influences the collaborative design process and design thinking (DT) education outcomes. Accordingly, digital visual collaborative learning (DVCL) technology has great potential to facilitate students' remote collaborative design experiences. This study investigates the fitness of DVCL for DT learning activities and the factors influencing students' continued use of the technology with a model integrating technology acceptance model (TAM) and design task-technology fit (DTTF). The research findings demonstrate that the perceived usefulness of the technology is the primary direct factor influencing the continuance intention toward the technology. In addition, the DTTF mediated by perceived usefulness and ease of use significantly affected the intention to continue using the technology. The visual characteristics of the technology influenced the DTTF in the collaborative design environment. This study highlights visualization as a critical feature of collaborative learning in DT education and provides implications from both theoretical and practical perspectives. [ABSTRACT FROM AUTHOR]

This study proposes two collaborative concept mapping-based prewriting strategies to help Chinese EFL learners with a reading-to-write task—reading an unfinished story and then writing its ending. Collaborative concept mapping enables students to visualize the storyline with the help of peer scaffolding. The two proposed strategies used collaborative fill-in-the-blanks concept maps (CFCM) and collaboratively constructed concept maps (CCCM). Classes 1 (N = 48) and 2 (N = 47) participated in the experiment and respectively learned the strategies of CFCM and CCCM. The collected data included students' concept maps, reading-to-write products, responses to questionnaires on attitudes and motivation, and learning journals, which were analyzed by t tests, path analysis, and qualitative coding. The results indicated that students using CCCM showed more positive attitudes and higher motivation than those using CFCM; however, the two strategies shared similar effectiveness in developing students' reading-to-write abilities. Students found the proposed strategies effective in helping them write the story ending. [ABSTRACT FROM AUTHOR]

Context or the teaching/learning environment has only recently been recognized as a mediating variable in L2/FL written performance. These studies are multisite and have not yet targeted another feature of context: the sociolinguistic status of the target language. Likewise, scarce research exists examining the prolonged effects of collaboration. The present classroom-based study fills this void by investigating the effects of collaboration on the (a) jointly written texts; (b) subsequent individual texts; and (c) texts written in two distinct sociolinguistic status target languages of two groups of 11–12-year-old Spanish primary education students. Distributed into a control (CG) (N = 17) and an experimental group (EG) (N = 10 pairs), they wrote three descriptive texts in each language, L2 Basque and FL English: the first and third individually and the second one individually by the CG and in pairs by the EG. The texts were examined qualitatively with a rubric and quantitatively for fluency and accuracy measures. Immediate and prolonged effects of collaboration were observed on accuracy, while fluency decreased and global qualitative scores varied very little. Additionally, unlike in the CG, language-dependent differences were not attested in the EG which suggests that collaborative writing is an expedient tool to increase attention to language and limit the mediating effects of the learning context. [ABSTRACT FROM AUTHOR]

Although action research has a history of bridging gaps between research and school practice, challenges emerge when aligning a scientific approach with development work in schools and in collaboration between research and school practice. In this article, we aim to deepen the knowledge on teachers' action research as social learning in collaboration with a research-based PD leader. In this study, we follow two teachers conducting action research in a Swedish upper secondary school, in collaboration with a professional development (PD) leader who is also a doctoral student. Qualitative data have been used to write value-creation stories that illustrate the learning process throughout their collaboration. Our findings show how joint work between the teachers and the PD leader functions as a boundary process where two sets of practices – classroom and academic – are coordinated and contribute to the learning process. [ABSTRACT FROM AUTHOR]

The Norwegian Educational Psychological Service (EPS) is a significant partner to guide and support the development of fruitful learning environments and inclusive education (IE) in kindergartens and schools. To do so, collaboration with principals and classroom teachers is crucial. The question addressed in this article is which properties of inclusive education are emphasized in collaborative projects aiming to improve the quality of education for pupils at risk and with special educational needs. Sixty-five EPS advisors' reports from an in-service program are used to identify to what extent and how a set of signature characteristics of IE were called attention to. The analysis shows that the reports mainly focus on placement, while qualities such as involvement and outcome are given less attention. The study accentuates the need for a thorough understanding of the ideals of IE to improve the quality of education for children at risk and children with special educational needs. [ABSTRACT FROM AUTHOR]