22 SES 06 A, Teaching, Learning and Assessment in Higher Education
Collaborative processes are the fundamental foundation for the team-work based projects in organizations, for group-work in an academic environment, for partnership in the family, for collaboration in and among societies in the modern world. However, how should one empower another person for collaboration and what role does higher education play in this process?
Authors who study collaborative learning in higher education (Dillenbourg, 1995; Kontautiene, 2001; Sawyer, 2004; Rummel, Spada, & Hauser, 2009; Boshuizen, Kirschner, Beers, & Gijselaers, 2008), primarily investigate the application of a specific CL aspect to achieve a desired outcome in a certain instance; however, none of them provide an entire fully developed collaborative learning system that could be implemented in a specific university study subject. In this context, the research problem is formulated in the following problem question: What conditions should students be provided with in the specific study subject process in the university to empower student collaborative learning?
1. Substantiate the preconditions necessary for educational empowerment.
2. Provide rationale for the differentiated approaches towards a student’s collaborative learning competence based on Vygotsky’s zone of potential development (1986) and the assignment of learning and teaching roles.
3. Reveal the educational empowerment process through the complex of the integrated collaborative learning and subject matter tasks based on cognitive, reflexive, and social characteristics, through monitoring of the study process and the course assessment.
The theoretical EESCOLE model is explained through three stages: 1) Preconditions; 2) Introductory Empowerment; 3) Inclusion in the Learning Process.
Dissemination of the EESCOLE model:
1) Kaunas University of Technology (Kaunas)
2) Vilnius University International Business School (Vilnius)
The United States of America:
1) California State University, Fullerton (California)
2) Florida Institute of Technology
3) University of North Carolina at Greensboro
The Middle East:
1) University of Haifa (Haifa, Israel)
The EESCOLE model can be used in different higher education institutions in various study subjects in various higher education institutions all over the world while adequately adapting the tasks to the structure and content of the subject.
1. Boshuizen, H.P.A., Kirschner, P.A., Beers, P.J., Boshuizen, H.P.A., Gijselaers, W.H. (2008). Coercing Shared Knowledge in Collaborative Learning Environments. Computers in Human Behavior, 24, 403-420 2. Dillenbourg, P., Schneider, D. (1995). Collaborative learning and the Internet. Retrieved from http://tecfa.unige.ch/tecfa/research/CMC/colla/iccai95_1.html on August, 27, 2011. 3. Juceviciene, P., Lepaite, D. (2002). Competence as derived from activity: the problem of their level correspondence. Socialiniai mokslai, Kaunas, 4(36), 57-63. 4. Vygotsky, L. (1934/1986). Thought and language. Cambridge: MA: MIT Press. 5. Kontautiene, R. (2001). Mokiniai – mokytojo partneriai pedagoginio bendradarbiavimo sistemoje. Pedagogika, 53, 51-57. 6. Rummel, N., Spada, H. (2005). Learning to collaborate: An instructional approach to prooting collaborative problem solving in computer-mediated settings. Journal of the Learning Sciences, 14(2), 201-241. 7. Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12-20
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