A qualitative study on how to scaffold for collaborative learning in an innovative learning area, a student perspective
AbstractDiscussions and hands-on activities represent essential elements for student active learning, where students are engaged through group work and collaboration. This qualitative study gives insight into students’ experiences of activities designed for learning collaboratively and sheds light o...
| Váldodahkkit: | , |
|---|---|
| Materiálatiipa: | Artihkal |
| Giella: | Danish |
| Almmustuhtton: |
Universitetsforlaget
2022-06-01
|
| Ráidu: | Uniped |
| Fáttát: | |
| Liŋkkat: | http://www.idunn.no/doi/10.18261/uniped.45.2.6 |
| _version_ | 1828793481218228224 |
|---|---|
| author | Trine Højberg Andersen Guri Sivertsen Korpås |
| author_facet | Trine Højberg Andersen Guri Sivertsen Korpås |
| author_sort | Trine Højberg Andersen |
| collection | DOAJ |
| description | AbstractDiscussions and hands-on activities represent essential elements for student active learning, where students are engaged through group work and collaboration. This qualitative study gives insight into students’ experiences of activities designed for learning collaboratively and sheds light on how teachers can scaffold these activities. The constant comparative method has been applied to analyse focus-group interviews with students on a physics course for prospective engineering students. Different aspects that improve the collaboration in the learning process are found and discussed. Further, this research provides knowledge about how an innovative learning area designed for student active learning with technology such as an interactive screen can be used as part of the collaborative learning process, and how teachers can create an arena for cognitive apprenticeship in physics. |
| first_indexed | 2024-12-12T03:28:16Z |
| format | Article |
| id | doaj.art-f2d928c6253c44a8a84a9d7e8e4e204c |
| institution | Directory Open Access Journal |
| issn | 1893-8981 |
| language | Danish |
| last_indexed | 2024-12-12T03:28:16Z |
| publishDate | 2022-06-01 |
| publisher | Universitetsforlaget |
| record_format | Article |
| series | Uniped |
| spelling | doaj.art-f2d928c6253c44a8a84a9d7e8e4e204c2022-12-22T00:39:59ZdanUniversitetsforlagetUniped1893-89812022-06-0145214215210.18261/uniped.45.2.6A qualitative study on how to scaffold for collaborative learning in an innovative learning area, a student perspectiveTrine Højberg Andersen0Guri Sivertsen Korpås1Associate Professor, Department of Physics, Norwegian University of Science and TechnologyAssistant Professor, Department of Physics, Norwegian University of Science and TechnologyAbstractDiscussions and hands-on activities represent essential elements for student active learning, where students are engaged through group work and collaboration. This qualitative study gives insight into students’ experiences of activities designed for learning collaboratively and sheds light on how teachers can scaffold these activities. The constant comparative method has been applied to analyse focus-group interviews with students on a physics course for prospective engineering students. Different aspects that improve the collaboration in the learning process are found and discussed. Further, this research provides knowledge about how an innovative learning area designed for student active learning with technology such as an interactive screen can be used as part of the collaborative learning process, and how teachers can create an arena for cognitive apprenticeship in physics.http://www.idunn.no/doi/10.18261/uniped.45.2.6group workcollaborative learninginnovative learning areasscaffoldingqualitativephysics |
| spellingShingle | Trine Højberg Andersen Guri Sivertsen Korpås A qualitative study on how to scaffold for collaborative learning in an innovative learning area, a student perspective Uniped group work collaborative learning innovative learning areas scaffolding qualitative physics |
| title | A qualitative study on how to scaffold for collaborative learning in an innovative learning area, a student perspective |
| title_full | A qualitative study on how to scaffold for collaborative learning in an innovative learning area, a student perspective |
| title_fullStr | A qualitative study on how to scaffold for collaborative learning in an innovative learning area, a student perspective |
| title_full_unstemmed | A qualitative study on how to scaffold for collaborative learning in an innovative learning area, a student perspective |
| title_short | A qualitative study on how to scaffold for collaborative learning in an innovative learning area, a student perspective |
| title_sort | qualitative study on how to scaffold for collaborative learning in an innovative learning area a student perspective |
| topic | group work collaborative learning innovative learning areas scaffolding qualitative physics |
| url | http://www.idunn.no/doi/10.18261/uniped.45.2.6 |
| work_keys_str_mv | AT trinehøjbergandersen aqualitativestudyonhowtoscaffoldforcollaborativelearninginaninnovativelearningareaastudentperspective AT gurisivertsenkorpas aqualitativestudyonhowtoscaffoldforcollaborativelearninginaninnovativelearningareaastudentperspective AT trinehøjbergandersen qualitativestudyonhowtoscaffoldforcollaborativelearninginaninnovativelearningareaastudentperspective AT gurisivertsenkorpas qualitativestudyonhowtoscaffoldforcollaborativelearninginaninnovativelearningareaastudentperspective |