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This paper aims to identify the changes in student behaviors that resulted from the switch from face-to-face (F2F) learning to computer-supported cooperative learning (CSCL) due to the coronavirus (COVID-19) pandemic. We constructed a triple-dimensional index with “thinking ability improvement”, “horizontal knowledge construction”, and “vertical social relationship evolution” to make comparisons. According to majors, we selected 23 students who registered for entrepreneurship courses from March to June 2019 in F2F and 23 students from March to June 2020 in CSCL formats. We utilized mixed methods, including experimental, content-based, and social network methods, to conduct evaluations. The results show the following: (1) Cooperative learning is beneficial in cultivating creative thinking for both F2F and CSCL groups. (2) The level of knowledge construction was slightly higher in F2F than that in CSCL in general. The effect of F2F learning in the early stage of the course was better, and in the later stage of the class CSCL attained a higher value. (3) For social abilities, the interactions in CSCL were closer than those in the F2F group. F2F cooperative learning was more prone to “fake cooperation” and free-riding behavior, whereas CSCL led to “pan-cooperation” and lacked the in-depth exploration of knowledge. Therefore, this pandemic provides opportunities for cooperative learning with in-depth exploration. CSCL offers sustainable and more hybrid learning activities that allow for the combination of online and offline learning to be experienced according to course contents.

In this study, an augmented reality-based mobile learning system is proposed for conducting inquiry-based learning activities. An experiment has been conducted to examine the effectiveness of the proposed approach in terms of learning achievements and motivations. The subjects were 57 fourth graders from two classes taught by the same teacher in an elementary school in northern Taiwan. The experimental results showed that the proposed approach is able to improve the students' learning achievements. Moreover, it was found that the students who learned with the augmented reality-based mobile learning approach showed significantly higher motivations in the attention, confidence, and relevance dimensions than those who learned with the conventional inquiry-based mobile learning approach.

Work-integrated Learning (WIL) is renowned for providing a bridge between ‘theory’ and ‘practice’ that fosters ‘employable graduates’. This study critically argues that the WIL discourse continues to ascribe a dualistic meaning to graduate employability that primarily contributes to creating the so-called theory–practice gap for students. As an argument towards such a conclusion, a genealogical discourse analysis of how the graduate employability idea operates in 87 present and past official documents concerning the Cooperative Education (Co-op) WIL model is used. Two accounts of graduate employability, the antagonistic practice acclaiming account and the harmonious theory and practice account, recur in both the present and past documents. Both accounts contribute to creating the gap, while the latter also contributes to bridging it. The non-dualistic account, which involves knowing that the key to becoming employable is understanding how both research-based and informal theory shape daily occupational work, could be a useful alternative to these accounts. This is because it could encourage students to see how theory is a form of knowledge manifested in, rather than disconnected from, this work. However, the usual WIL design, whereby universities and workplaces outside universities are respectively institutionalised as the places where ‘theory’ and ‘practice’ is learnt, is not so much instrumental in spreading this non-dualistic account, but rather implies to students that ‘theory’ is absent from daily work until they apply it. Thus, I discuss how establishing physical and/or virtual countersites to the usual WIL design could potentially spread this account to students.

Background Jigsaw method is a structured cooperative-learning technique that lays the groundwork towards achieving collective competence, which forms the core of effective clinical practice. It promotes deep learning and effectively enhances team-work among students, hence creating a more inclusive environment. Objective Present study was designed to introduce jigsaw model of cooperative learning to early-year undergraduate medical students, measure its effectiveness on their academic performance, and evaluate the perspectives of both students and faculty members regarding the same. Methods It was a mixed method research, involving eighty second-year undergraduate medical students. The jigsaw cooperative learning approach was introduced in two themes within neurosciences module. Students were divided into two equal groups, with one group experiencing typical small-group discussions (SGDs) in first theme and other group exposed to jigsaw approach. The groups were then reversed for second theme. Following the activity, an assessment comprising multiple-choice-questions was conducted to evaluate the impact of jigsaw technique on students’ academic performance, with scores from both groups compared. Student perspectives were gathered through self-designed and validated questionnaire, while faculty perceptions were obtained through focus group discussions. Quantitative data were analyzed using SPSS v22, while thematic analysis was performed for qualitative data. Results The students of jigsaw group displayed significantly higher median assessment score percentage compared to control group ( p  = 0.003). Moreover, a significantly greater number of students achieved scores ≥ 60% in jigsaw group compared to control group ( p  = 0.006). The questionnaire responses indicated a favorable perception of this technique among students, in terms of acceptance, positive interdependence, improvement of interpersonal skills, and comparison with typical SGDs. This technique was also well-perceived within the educational context by faculty members. Conclusion The jigsaw method is associated with higher levels of academic performance among students when compared to typical small-group discussion. The students and faculty perceived this technique to be an effective cooperative learning strategy in terms of enhanced student engagement, active participation, and a sense of inclusivity.

This study explored grade 10 life sciences learners’ views on the integration of indigenous knowledge (IK) into IK-related topics using a cooperative learning approach. The study was underpinned by social constructivism theory, whereby a qualitative single-case study design was used. Eight grade 10 life sciences learners from a school in Moroke Circuit, Limpopo Province, participated in the study. Document reviews and observations were used to collect data. The findings revealed that the teaching methods under the cooperative learning approach are efficacious in integrating IK in the life sciences classroom. The findings further revealed that the integration of IK in life sciences classrooms improved participation, learning, and comprehension of life sciences topics and that when learners are given space and a voice, they are able to express critical and independent views from which teachers can draw a lot from. The study recommends changes towards curriculum development, teacher training, classroom strategies and community engagement.

The ubiquity of mobile devices together with its potential to bridge classroom learning to real-world has added a new angle to contextualising mathematics learning. This study investigated the effects of using mobile technologies to students' attitudes and achievement. A quasi-experimental mixed method design was adopted. Participants were 52 Primary 6 and 7 students. The experimental group participated in a weekly mobilesupported, collaborative learning activities spanning over three months. A no treatment control group was adopted. The experimental group have positive perception of the activities evidenced by student interviews and end activity evaluations. Students' attitude to mathematics, as assessed by a mathematics attitude inventory, found no significant change for both groups except for the significant decline in enjoyment for the control group. A t test of the gain score between group showed a significant difference, t(43) = 4.57, p = 0.005, ES = 0.89 which indicates that the experimental group had higher gains than the control group. These results indicate that the use of mobile technologies elicit positive responses from students both in terms of how they perceive the mobile activities and how it improved their performance but its' effect on students attitudes towards mathematics will need to be further investigated. Some implications of the findings are discussed.

The existing research on cooperative learning is incapable of ensuring the physical constraints of the systems, resulting in possible damage to the plants. The purpose of this study is to present a cooperative learning control method for multi-agent systems with time-varying output constraints. The backstepping technique is used to design the controller by introducing time-varying barrier Lyapunov functions (BLFs) and radial basis function (RBF) neural networks (NNs). Contrary to previous results, the use of BLFs ensures that time-varying output constraints are never violated during the learning control process. The controller for the same plant is designed using the RBF NN approximation of unknown dynamic functions of the plants along the union orbit of all agents. By utilizing a previously learned RBF NN, the control performance is improved and the computational load is reduced. Finally, a numerical example is given to show the tracking performance with time-varying output constraints, the learning ability of RBF NNs, and the improved performance of the control system with learned RBF NNs.

Aim This study aimed to evaluate the effect of problem-based learning approach program on meta -cognitive thinking skills and cooperative learning attitude among nursing students. Background Nursing students encounter numerous challenges and obstacles that can hinder their academic performance. The problem-based learning approach is designed to enhance metacognitive thinking skills and cooperative learning attitude. These elements lead to master, directed and adaptable to the problems occurring within the academic and practical environment. Methods The intervention commenced in the period started from 28 September 2023 to 28 October 2023 through workshop with a preparatory phase at the beginning of the study, A quasi-experimental design was employed at the Faculty of Nursing in Port Said, Egypt. The study involved 207 nursing students enrolled in the first and incoming second academic levels for the 2023–2024 academic year. Data were collected by the Problem-Based Learning Approach Knowledge Questionnaire, the Metacognition Self-Assessment Scale, and the Students’ Cooperative Learning Attitude Questionnaire. The data analysis procedures which the study employed version 27.0 of the Statistical Package for Social Sciences (SPSS) for data analysis using Shapiro–Wilk test and single-factor (time) repeated measures analysis of variance (ANOVA) with Greenhouse–Geisser correction. Results The findings illustrated significant improvements in participants’ meta-cognitive thinking skills over time (F = 904.39; p  < 0.001). Additionally, there was a notable significant change over time in participants’ cooperative learning attitudes (F = 822.74; p  < 0.001). Conclusion The problem-based learning program effectively enabled nursing students to develop mastery in meta-cognitive thinking skills and improved cooperative learning attitudes. Implications The study offers several important implications for nursing education practice and policy. These skills are critical for the practice of nursing. Educational policymakers and curriculum developers should consider integrating problem-based learning strategies more comprehensively within nursing programs to foster essential skills in critical thinking, problem-solving, and collaboration. Trial registration number The study protocol was approved by the Research Ethics Committee of the Faculty of Nursing, Port Said University (code number: NUR 7/5/2023 (25)).

The objective has been to know the impact of the flipped classroom methodology on the academic performance of students during their training process in relation to the traditional methodology over time, in order to establish baselines in the academic grades in both models. The research is of a quasi-experimental type of non-equivalent groups, with a longitudinal trend design in the data collection process. The entire available population has been selected, with 1.236 students participating, exploring the grades as an analytical resource, from the 2010/2011 to the 2019/2020 academic years. The results show statistically significant differences in the improvement of academic performance with the flipped classroom methodology. Furthermore, the results reinforce that the flipped teaching model effectively promotes students’ interest, their capacity for autonomous learning and personal and cooperative relationships.

Static image is an important form of displaying a sketch, representing the appearance information of the sketch. And a stroke sequence composed of several points can also express the shape and contour information of the sketch. Therefore, it is very reasonable to treat a sketch as point-modal data and image-modal data simultaneously. In this paper, a method based on bi-modal model using cooperative learning paradigm is proposed for the sketch recognition task. Specifically, in the point-modal branch, a structural point convolution block is developed by properly dividing local regions to preserve the structural information. In the image-modal branch, the hierarchical residual structure is used to fully extract image-modal features. To reduce the negative impact of noisy samples on the recognition performance, a cooperative learning paradigm is designed based on different perceptual abilities of two modal branches on noisy samples, that is, when training the two branches, the noisy samples can be filtered out through information exchanges and mutual learning. Extensive experiments on the sketch datasets TU-Berlin and QuickDraw show that the proposed method outperforms most baseline methods and has many advantages such as no dependence on additional data and stroke information.