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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...
Autores principales: | , , , , , , , , , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Elsevier
2022
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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. |
format | Online Article Text |
id | pubmed-8810371 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Elsevier |
record_format | MEDLINE/PubMed |
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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