High-impact educational practices, including team-based learning (TBL) and the use of ePortfolio technology, have been demonstrated to support student learning. This project used a mixed-methods, pre- and post-semester design to examine the combined effect of TBL and the use of team ePortfolios as collaborative workspaces in an upper-division,…

This article draws on a multi-phase study of collaboration in tertiary education programmes. This commenced with a survey of 111 students in Engineering and Creative Arts, contrasting their experiences of the teaching of collaboration in different faculties. This led to an iterative action research cycle, in which the conceptual boundaries that…

This paper describes a quantitative study that explores both the degree of preservice teachers' (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs'…

This paper focuses on a UK higher education institution (HEI) which redesigned three lecture theatres as 'Collaborative Lecture Theatres' (CLTs). Using Radcliffe's framework for designing and evaluating learning spaces and using his three related components; pedagogy, space and technology it will explore how the redesigned rooms (space) and the…

Despite the tragedies connected to the pandemic, tragedy has again presented an opportunity for technology and engineering teachers, students, and courses to shine--where we can demonstrate the value of adaptability and creativity in hands-on learning and technical content. Further, the COVID-19 pandemic coincided with the recently released…

Students are challenged to write papers and give oral presentations across disciplines. Yet, the audience for students often remains the same: college personnel and classroom peers. Communication classrooms are ideal places to learn about and practice audience adaptation, specifically modifying content for different audiences, contexts, and…

This study addresses the problem of facilitating critical thinking about the real-world complexities that underlie the Sustainable Development (SD) concept among university students of architecture. The Socratic Seminar was adopted because of its characteristic exploratory questions that are closely aligned to the question-types used by the…

This article focuses on the unique contribution of the QT-clicker regarding formative and summative assessment in a large flipped first year statistics module. In this module, the flipped classroom as pedagogical model first substituted the traditional teaching model. QT-clickers were subsequently introduced to enable active and cooperative…

When young students engage with activities aimed at improving spatial reasoning, there is potential to also improve learning and performance in practical mathematics problem-solving tasks, scientific inquiries, and other STEM-based tasks. In this study, students worked in pairs to problem solve through 3D construction. The aim was to assess…

Students enter classrooms equipped with a rich foundation of skills and knowledge from their everyday experiences. High-quality science education builds on students' wealth of experience in making sense of the world. In science classrooms, "sensemaking" is a collaborative practice that includes students sharing initial ideas with peers…

This paper uses the commognitive framework to analyse how a group of four primary school students classify odd and even numbers. The findings show how students' reasoning is grounded in their personal uses of "odd" and "even". The students attend to different features of "oddness" and "evenness" and agree on…

Informed by sociocultural theories, collaborative writing (CW), a writing activity that involved two or more writers who share and exchange knowledge and negotiate decision-making to complete a single written text (Storch, 2002, 2013), has been found to benefit the second language (L2) students' language learning by a substantial body of empirical…

Students with a learning disability (LD) are experts in their lived experiences within the classroom. Yet, little is known about the ways in which students with LD perceive their instruction in mathematics and whether this instruction meets their learning needs. Similarly, the mathematical thinking and content knowledge of students with LD is…

This dissertation study was set within a collaborative, discussion-based classroom intervention called Collaborative Social Reasoning (CSR). In this study, I aim to examine teacher scaffolding moves, or strategies used to support students' learning, in relationship with student equity in CSR discussions. Equity indicators analyzed include uptake,…

The purpose of this study was to explore what role collaborative professional learning may have on teachers' collective efficacy when confronted with pedagogical change. Academic standards introduced between 2010 and 2014 included new content-specific communicative practices including discipline-specific language, discursive methods, and ways of…