@article {1656, title = {COOPERATIVE LEARNING STRATEGIES: IMPLEMENTATION CHALLENGES IN TEACHER EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {81}, year = {2023}, month = {June/2023}, pages = {Continuous}, type = {Original article}, chapter = {340-360}, abstract = {The research in cooperative learning (CL) is robust. Despite the empirical research benefits of CL, its implementation faces challenges in teacher education classrooms. Teacher educators resist using CL and stick to the frontal teaching method. All this may be due to the difficulties perceived by teacher educators in implementing CL. The researchers used a concurrent triangulation mixed method research design to explore the perceived challenges of cooperative learning implementation among teacher educators from India. The researchers administered a questionnaire and obtained 300 responses from teacher educators through a survey, followed by a semi-structured interview among eight survey participants. The research findings revealed that the average perceived challenges among teacher educators are 63\% due to teacher challenges, learner challenges, curriculum syllabus, and administrative challenges. Female teacher educators perceived higher challenges than males. ANOVA results revealed a difference in challenges faced across the age group. These results demonstrate the need for future researchers to conduct a more in-depth examination of the challenges in implementing CL with more extensive samples in various educational settings in other world regions to develop effective solutions.}, keywords = {active learning, collaborative learning, cooperative learning, mixed-method, student-centred learning}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/23.81.340}, url = {https://oaji.net/articles/2023/457-1687425145.pdf}, author = {Nisha Chakyarkandiyil and Prakasha, G. S.} } @article {1046, title = {COLLABORATIVE LEARNING: USE OF THE JIGSAW TECHNIQUE IN MAPPING CONCEPTS OF PHYSICS}, journal = {Problems of Education in the 21st Century}, volume = {75}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Original article}, chapter = {92-101}, abstract = {The aim of the present research was to compare two methodological tools with two groups of pre-university secondary education students (17-18 years old). The experimental group worked constructing concept maps using the jigsaw technique (experimental teaching approach, ETA) on the topic of radioactivity in five sessions of their physics course. The control group worked on the same subject in a traditional teaching method (lecture-based teaching approach, LTA). The research design was quasi-experimental, with 28 students of a school in Extremadura (Spain). The results of a pre-test and a post-test were compared for the two groups. The working hypotheses were: (a) students who work collaboratively in constructing concept maps using the jigsaw technique perform better in learning the topic of radioactivity; and (b) this method fosters a positive attitude of the students towards how the topic is taught. With respect to Hypothesis (a), the results appeared to show an improvement in learning in the experimental group, although without reaching statistical significance. Neither were there any statistically significant differences between the post-test results of the two groups. With respect to Hypothesis (b), most of the experimental group students found the method to be very encouraging; despite the insecurity they felt with something new that they were not used to. The experimental group{\textquoteright}s pre-test and post-test results were strongly correlated (r=0.707), so that the ETA can be regarded as fairly effective since the students learnt more meaningfully and with less effort.}, keywords = {collaborative learning, concept map, jigsaw technique, physics education, teaching radioactivity}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/17.75.92}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1232395}, author = {Luis Manuel Tobaja M{\'a}rquez and Julia Gil Llin{\'a}s and Francisco Solano Mac{\'\i}as} } @article {586, title = {TECHNOLOGY USE FOR COLLABORATION IN BLENDED LEARNING}, journal = {Problems of Education in the 21st Century}, volume = {33}, year = {2011}, month = {August/2011}, type = {Original article}, chapter = {83-91}, abstract = {E-learning traditionally is seen as individually oriented learning. The main effort was on creation of effective learning materials. Development of information and communication technologies (ICT) is bringing new possibilities for e-learning mainly on the area of collaboration. The idea of collaborative learning in e-learning becomes more popular. The main question for research is - is it possible or appropriate to use technology for collaborative learning in blended-learning settings at Liepaja University. Research based on partly structured interviews with lecturers about their experience and future view of usage of ICT as a tool for collaborative learning. Case studies of e-learning part of blended learning shows that lecturers still using e-learning tools mainly for content delivering. And for the future they still see e-learning as tool to make learning materials available. }, keywords = {blended learning, collaborative learning, e-learning, higher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.33.83}, url = {https://oaji.net/articles/2014/457-1406576325.pdf}, author = {Lasma Ulmane-Ozolina} } @article {401, title = {THE CHALLENGE OF DEVELOPING STRATEGIC LIFELONG LEARNING IN THE SCHOOL COMMUNITY}, journal = {Problems of Education in the 21st Century }, volume = {21}, year = {2010}, month = {June/2010}, type = {Original article}, chapter = {153-162}, abstract = {The teaching community plays an important role in promoting Lifelong Learning. In european level teachers{\textquoteright} competences have been described and efforts been made to encourage their active participation in Lifelong Learning (LLL). It is widely recognized that LLL culture should start at an early age and, thus school and teachers are to promote it to students. In a holistic perspective school is a central point for promoting LLL not only within its gates, but also a link between LLL and the community. Examining the role of teachers in a LLL school, as well as experiences and practices of greek teachers regarding notions like continuing professional development, mentor, collaborative learning, self directed learning provide us insight about them as lifelong learners and placing LLL in a strategic framework. }, keywords = {collaborative learning, continuing professional development, lifelong learning}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1400136125.pdf}, author = {Maria Theodosopoulou} } @article {100, title = {ICT-SUPPORTED INTERDISCIPLINARITY OF SUBJECTS}, journal = {Problems of Education in the 21st Century }, volume = {5}, year = {2008}, month = {April/2008}, type = {Original article}, chapter = {113-117}, abstract = {This paper deals with new access to manage of the teaching process not only in university, regarding dramatic development information and communication technologies, and last but not least with reference to possibilities of ICT in supporting interdisciplinarity of subjects. There are submitted essence of lecturer{\textquoteright}s and student{\textquoteright}s standpoints on chances of exercise of e-learning in state of affairs and view of future this method in education, and the necessity of new skills in information and communication technologies.}, keywords = {collaborative learning, education process, role of teacher}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392224118.pdf}, author = {Vlasta Rabe} }