Students’ experiences of collaborative learning on digital youth work cMOOCs -oeb2018
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Short presentation of study article 2018, OEB2018. A5 size. Article can be found: Ruhalahti, S., Söderlund, M., & Timonen, P. (2018). Students’ experiences of collaborative learning on digital youth work cMOOCs. HAMK Unlimited Scientific 21.11.2018. Retrieved [date] from https://unlimited.hamk.fi/ammatillinen-osaaminen-ja-opetus/collaborative-learning-in-cmoocs
![• Collaborative learning was promoted especially by
participation, interaction skills and commitment to the
community-driven learning process.
• The students found active participation in the coaching group
the most important pillar of collaborative learning.
• When it came to mastering interaction skills, especially
operating in the online environment was emphasized in the
answers. According to the responds, collaborative learning was
facilitated if the participants were able to express themselves
in writing on the coaching’s groups own working forum. Other
facilitating factors mentioned were the participants’ abilities to
act reciprocally, to listen and concentrate and to give
constructive feedback.
• Commitment to a shared process and common assignments
contributes positively to learning.
• Collaborative learning requires assignments that support it.
Reference to the publication:
Ruhalahti, S., Söderlund, M., & Timonen, P.
(2018). Students’ experiences of collaborative
learning on digital youth work cMOOCs. HAMK
Unlimited Scientific 21.11.2018. Retrieved
[21.11.2018] from https://unlimited.hamk.fi/
ammatillinen-osaaminen-ja-opetus/collabora-
tive-learning-in-cmoocs
OEB2018 Panel XCP31](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Students’ experiences of collaborative learning on digital youth work cMOOCs -oeb2018
- 1. STUDENTS’ EXPERIENCES OF COLLABORATIVE LEARNING ON DIGITAL YOUTH WORK CMOOCS, FINLAND ”More community-driven assignments that require collaboration.” ”Every participant’s active and spontaneous participation, as well as assignments that guide students towards shared activities.” ”The courage to write one’s own views without having to fear that they will be slammed.” ”Reciprocity, listening, being heard, sharing, positive encouragement.” Figure 1. The elements of collaborative learning and the different assignment types on the digital youth work cMOOC spring 2017.
- 2. • Collaborative learning was promoted especially by participation, interaction skills and commitment to the community-driven learning process. • The students found active participation in the coaching group the most important pillar of collaborative learning. • When it came to mastering interaction skills, especially operating in the online environment was emphasized in the answers. According to the responds, collaborative learning was facilitated if the participants were able to express themselves in writing on the coaching’s groups own working forum. Other facilitating factors mentioned were the participants’ abilities to act reciprocally, to listen and concentrate and to give constructive feedback. • Commitment to a shared process and common assignments contributes positively to learning. • Collaborative learning requires assignments that support it. Reference to the publication: Ruhalahti, S., Söderlund, M., & Timonen, P. (2018). Students’ experiences of collaborative learning on digital youth work cMOOCs. HAMK Unlimited Scientific 21.11.2018. Retrieved [21.11.2018] from https://unlimited.hamk.fi/ ammatillinen-osaaminen-ja-opetus/collabora- tive-learning-in-cmoocs OEB2018 Panel XCP31