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Miriam Jaffe; Madhav Kafle; Erin K. Kelly; Ben Tam – Teaching in Higher Education, 2025
Inspired by common read projects, wherein first-year students read a shared text as a means of acclimating to the university community, our writing program adopted a project introducing students to bell hooks' 'Teaching With Love' through an empathy-based pedagogy. The researchers, with faculty participants, used a heuristic method of indwelling…
Descriptors: Empathy, College Freshmen, Reading Programs, School Transition
Maisa Mielikäinen; Essi Viippola; Tauno Tepsa – E-Learning and Digital Media, 2024
The increase in remote work in the Information and Communication Technology (ICT) industry has introduced the need for research into team collaboration platforms and education using a project-based blended learning approach. This study investigates the perceptions of ICT engineering students (N = 56) at Lapland University of Applied Sciences in…
Descriptors: Foreign Countries, College Students, Engineering Education, Communities of Practice
Tataw, David B. – International Journal for the Scholarship of Teaching and Learning, 2023
This study contributes to the Scholarship of Teaching and Learning by expanding the investigative areas on the role of social capital in collaborative learning environments. This is done by examining aspired and experienced social capital in student reflections on team dynamics in online project teams and aligning student narratives to expected…
Descriptors: Social Capital, Cooperative Learning, Teamwork, Group Dynamics
Veselina S. Lambrev – Impacting Education: Journal on Transforming Professional Practice, 2023
The last two decades have witnessed an ongoing effort to re-design the education doctorate to prepare practitioners to conduct research as a key aspect of their practice. As part of the reform, Carnegie Project on the Education Doctorate (CPED) members have tried to ensure the delivery of a relevant practice-based curriculum that prepares…
Descriptors: Consultants, Consultation Programs, Communities of Practice, Doctoral Programs
ICT Engineering Students' Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)
Maisa Mielikäinen; Essi Viippola – SAGE Open, 2023
Industry and higher education are increasingly utilizing online environments due to digitalization. As a result, the learning experiences in these new digital learning ecosystems as communities must be re-examined critically. This study incorporates the second cycle of the design-based research (DBR) study developing the design principles and…
Descriptors: Information Technology, Engineering Education, Higher Education, College Students
Vrieling-Teunter, Emmy; Hebing, Rosanne; Vermeulen, Marjan – Teachers and Teaching: Theory and Practice, 2021
This study presents design principles for student facilitation in teacher learning groups (TLGs), based on a systematic literature review searching for characteristics, conditions, and outcomes of students working in TLGs. Notions of team learning, network learning, community learning, and collective learning within teacher education were taken as…
Descriptors: Design, Communities of Practice, Teacher Education, Cooperative Learning
Carol Rees; Hannah Allen; Morgan Whitehouse; Naowarat (Ann) Cheeptham; Michelle Harrison; Elizabeth DeVries; Grady Sjokvist; Christine Miller – Canadian Journal of Action Research, 2023
This paper is a report on a year-long action research project with a Community of Inquiry where a group of teachers from across primary, secondary, and tertiary contexts were developing and implementing student-centered, curiosity-driven, inquiry-based science projects to bridge face-to-face and online learning contexts and support their students'…
Descriptors: Teacher Collaboration, Inquiry, Science Instruction, Student Projects
Guo, Pengyue; Saab, Nadira; Ren, Danli; Admiraal, Wilfried – Online Learning, 2022
The role of teachers is an important element of online project-based learning courses. Based on the Community of Inquiry framework, this study examined how students' perceptions of teaching presence, through social presence and cognitive presence, were related to their evaluations of online project-based learning. A 16-week online project-based…
Descriptors: Communities of Practice, Teacher Role, Student Attitudes, Electronic Learning
Guo, Pengyue; Saab, Nadira; Wu, Lin; Admiraal, Wilfried – Journal of Computer Assisted Learning, 2021
Project-based learning (PjBL) engages students in knowledge acquisition, application, and construction through artefact development. Based on the Community of Inquiry framework, this study characterized college students' social and cognitive presences in online PjBL and examined how presence was related to their academic performance. Twenty-four…
Descriptors: Communities of Practice, Inquiry, Active Learning, Electronic Learning
Kiliç, Servet – Informatics in Education, 2023
This study aims to explore how gamification elements influence the development of the Community of Inquiry (CoI) in an online project-based programming course conducted on Facebook. We formed student groups by using a quasi-experimental design from students studying in the computer science department. While both courses were project-based, the…
Descriptors: Instructional Effectiveness, Gamification, Communities of Practice, Inquiry
Dan Jiang; Nicolaj Stegeager; Trine Lindvig Thomsen; Xiangyun Du – Research in Post-Compulsory Education, 2024
This study explores early career academics' (ECAs) professional learning in a Danish university's Professional Learning (PL) program, based on problem- and project-based learning (PBL) principles. Using a complexity theory lens, professional learning is viewed as a dynamic process involving intrapersonal, behavioral, relational, and contextual…
Descriptors: Novices, Faculty, Communities of Practice, Universities
David Besong Tataw – Journal of the Scholarship of Teaching and Learning, 2024
This study analyzed individual peer-review assessment data to understand the contributions of individual team members to in-class permanent-team outcomes, social loafing and loss of social interdependence among team members, and the achievement of team-lecture hybrid (TLH) instructional strategy learning outcomes in a team learning environment. A…
Descriptors: Blended Learning, Educational Strategies, Teamwork, Universities
Marta E. Strukowska – Language Learning in Higher Education, 2024
This article explains how shared leadership can be recognised and established in project-based learning as a situated English practice. It specifically explores the task characteristics of Cox et al.'s (2003) leadership model, which illustrates the functional relations between the procedural features of project work and its outcomes. The result of…
Descriptors: Leadership Styles, English (Second Language), Second Language Learning, Outcomes of Education
Alexis A. Chontos; John R. Kenney – Journal of Instructional Research, 2024
This study identifies the best online teaching practices to benefit first-year visual arts students, notably to include instructor-created videos. Such instructor-created videos provide a firm foundation for these students to succeed in their first year of college. The introduction of Web 2.0, focusing on user-generated content, has shown…
Descriptors: Video Technology, Teaching Methods, Technology Uses in Education, Best Practices
Holland, Dónal P.; Walsh, Conor J.; Bennett, Gareth J. – European Journal of Engineering Education, 2019
The interpretation and reuse of previous design solutions, or precedents, is central to design. This paper describes qualitative research conducted over three years at two institutions, aimed at investigating the role of design knowledge re-use in project-based mechanical design courses. Research data were collected through participant…
Descriptors: Design, Knowledge Level, Engineering Education, Foreign Countries