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The COVID-19 paradox of online collaborative education: when you cannot physically meet, you need more social interactions

Collaborative learning is a teaching method that brings together students to discuss a topic important for a given course or curriculum and solve a related problem or create a product. By doing this, learners create knowledge together and gain 21(st) –century skills such as communication, critical t...

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Autores principales: Kalmar, Eva, Aarts, Tom, Bosman, Esther, Ford, Camera, de Kluijver, Lisa, Beets, Josine, Veldkamp, Lisette, Timmers, Pauline, Besseling, Diede, Koopman, Joris, Fan, Chuntzu, Berrevoets, Enya, Trotsenburg, Melissa, Maton, Loes, van Remundt, Jill, Sari, Ela, Omar, Lee-Wen, Beinema, Emiel, Winkel, Robbert, van der Sanden, Maarten
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8810371/
https://www.ncbi.nlm.nih.gov/pubmed/35128108
http://dx.doi.org/10.1016/j.heliyon.2022.e08823
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author Kalmar, Eva
Aarts, Tom
Bosman, Esther
Ford, Camera
de Kluijver, Lisa
Beets, Josine
Veldkamp, Lisette
Timmers, Pauline
Besseling, Diede
Koopman, Joris
Fan, Chuntzu
Berrevoets, Enya
Trotsenburg, Melissa
Maton, Loes
van Remundt, Jill
Sari, Ela
Omar, Lee-Wen
Beinema, Emiel
Winkel, Robbert
van der Sanden, Maarten
author_facet Kalmar, Eva
Aarts, Tom
Bosman, Esther
Ford, Camera
de Kluijver, Lisa
Beets, Josine
Veldkamp, Lisette
Timmers, Pauline
Besseling, Diede
Koopman, Joris
Fan, Chuntzu
Berrevoets, Enya
Trotsenburg, Melissa
Maton, Loes
van Remundt, Jill
Sari, Ela
Omar, Lee-Wen
Beinema, Emiel
Winkel, Robbert
van der Sanden, Maarten
author_sort Kalmar, Eva
collection PubMed
description Collaborative learning is a teaching method that brings together students to discuss a topic important for a given course or curriculum and solve a related problem or create a product. By doing this, learners create knowledge together and gain 21(st) –century skills such as communication, critical thinking, decision making, leadership and conflict management. Universities had to close their campuses and turn their education fully online in 2020 due to the COVID-19 pandemic, which created a forced step in the evolution of the digitalisation of collaborative teaching. How did TU Delft face this challenge? How did the students experience the online version of collaborative learning? How did distant learning affect their motivation? This article presents four student team projects investigating these questions from the collaborative learning perspective. One of the significant findings of these projects is the lack of socio-emotional interactions during online collaborative work. We present a few guidelines on how to enable these interactions when designing online or blended collaborative education.
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spelling pubmed-88103712022-02-04 The COVID-19 paradox of online collaborative education: when you cannot physically meet, you need more social interactions Kalmar, Eva Aarts, Tom Bosman, Esther Ford, Camera de Kluijver, Lisa Beets, Josine Veldkamp, Lisette Timmers, Pauline Besseling, Diede Koopman, Joris Fan, Chuntzu Berrevoets, Enya Trotsenburg, Melissa Maton, Loes van Remundt, Jill Sari, Ela Omar, Lee-Wen Beinema, Emiel Winkel, Robbert van der Sanden, Maarten Heliyon Research Article Collaborative learning is a teaching method that brings together students to discuss a topic important for a given course or curriculum and solve a related problem or create a product. By doing this, learners create knowledge together and gain 21(st) –century skills such as communication, critical thinking, decision making, leadership and conflict management. Universities had to close their campuses and turn their education fully online in 2020 due to the COVID-19 pandemic, which created a forced step in the evolution of the digitalisation of collaborative teaching. How did TU Delft face this challenge? How did the students experience the online version of collaborative learning? How did distant learning affect their motivation? This article presents four student team projects investigating these questions from the collaborative learning perspective. One of the significant findings of these projects is the lack of socio-emotional interactions during online collaborative work. We present a few guidelines on how to enable these interactions when designing online or blended collaborative education. Elsevier 2022-01-24 /pmc/articles/PMC8810371/ /pubmed/35128108 http://dx.doi.org/10.1016/j.heliyon.2022.e08823 Text en © 2022 The Author(s) https://creativecommons.org/licenses/by/4.0/This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Research Article
Kalmar, Eva
Aarts, Tom
Bosman, Esther
Ford, Camera
de Kluijver, Lisa
Beets, Josine
Veldkamp, Lisette
Timmers, Pauline
Besseling, Diede
Koopman, Joris
Fan, Chuntzu
Berrevoets, Enya
Trotsenburg, Melissa
Maton, Loes
van Remundt, Jill
Sari, Ela
Omar, Lee-Wen
Beinema, Emiel
Winkel, Robbert
van der Sanden, Maarten
The COVID-19 paradox of online collaborative education: when you cannot physically meet, you need more social interactions
title The COVID-19 paradox of online collaborative education: when you cannot physically meet, you need more social interactions
title_full The COVID-19 paradox of online collaborative education: when you cannot physically meet, you need more social interactions
title_fullStr The COVID-19 paradox of online collaborative education: when you cannot physically meet, you need more social interactions
title_full_unstemmed The COVID-19 paradox of online collaborative education: when you cannot physically meet, you need more social interactions
title_short The COVID-19 paradox of online collaborative education: when you cannot physically meet, you need more social interactions
title_sort covid-19 paradox of online collaborative education: when you cannot physically meet, you need more social interactions
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8810371/
https://www.ncbi.nlm.nih.gov/pubmed/35128108
http://dx.doi.org/10.1016/j.heliyon.2022.e08823
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