Promoting collaborative reflection to foster interprofessional collaboration skills: Putting laboratory findings to the test in the field
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| Publicat a: | International Journal of Educational Technology in Higher Education vol. 22, no. 1 (Dec 2025), p. 54 |
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| Altres autors: | , , , , , |
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Springer Nature B.V.
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| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
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| 045 | 2 | |b d20251201 |b d20251231 | |
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| 100 | 1 | |a Strauß, Sebastian |u Ruhr-University Bochum, Institute for Educational Science, Bochum, Germany (GRID:grid.5570.7) (ISNI:0000 0004 0490 981X) | |
| 245 | 1 | |a Promoting collaborative reflection to foster interprofessional collaboration skills: Putting laboratory findings to the test in the field | |
| 260 | |b Springer Nature B.V. |c Dec 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Finding ways to support learners in becoming effective collaborators is a key challenge in higher education. Educational technologies can help to achieve this goal. However, the effectiveness of pedagogical design principles underlying these technologies needs to be tested empirically to inform evidence-based teaching in higher education. In the present study, we examine the effect of a technologically-supported collaborative reflection activity on learners’ knowledge gain about effective collaboration and about the quality of their interaction. To this end, we compare the results of a field study that was conducted in a course for civil engineering students (n = 66), with results of a laboratory study with n = 57 university students. Both field and laboratory study consisted of two collaborative problem-solving phases, in which students worked in small groups to solve information pooling problems. Multilevel modeling indicates that the technology-supported collaborative reflection activity between the two collaborative problem-solving phases increased explicit knowledge about effective collaboration. The quality of collaboration during subsequent collaboration, however, was not affected. Further, we found that groups’ self-assessments were in line with expert ratings of their collaboration quality. We discuss these findings in terms of the learning mechanisms behind technology-supported collaborative reflection and the extent to which these forms of support foster collaboration skills. Thus, our study adds insights on how to join educational technologies with pedagogical design principles to support collaborative learning. | |
| 653 | |a Problem solving | ||
| 653 | |a Teaching | ||
| 653 | |a Students | ||
| 653 | |a Collaboration | ||
| 653 | |a Instructional design | ||
| 653 | |a Skills | ||
| 653 | |a Laboratories | ||
| 653 | |a Educational technology | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Education | ||
| 653 | |a Knowledge | ||
| 653 | |a Self assessment | ||
| 653 | |a Effectiveness | ||
| 653 | |a Information processing | ||
| 653 | |a Higher education | ||
| 653 | |a Investigations | ||
| 653 | |a Knowledge management | ||
| 653 | |a Feedback | ||
| 653 | |a Learning | ||
| 653 | |a Collaborative learning | ||
| 653 | |a College students | ||
| 653 | |a Technology | ||
| 653 | |a Self evaluation | ||
| 653 | |a Civil engineering | ||
| 653 | |a Fieldwork | ||
| 653 | |a Interagency collaboration | ||
| 653 | |a Information technology | ||
| 653 | |a Small groups | ||
| 653 | |a Cooperative learning | ||
| 653 | |a Academic achievement | ||
| 653 | |a Interdisciplinary aspects | ||
| 653 | |a Learning Analytics | ||
| 653 | |a Educational Practices | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Educational Research | ||
| 653 | |a Prior Learning | ||
| 653 | |a Direct Instruction | ||
| 653 | |a Communication (Thought Transfer) | ||
| 653 | |a Goal Orientation | ||
| 653 | |a Replication (Evaluation) | ||
| 653 | |a Laboratory Experiments | ||
| 653 | |a Evidence Based Practice | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Authentic Learning | ||
| 653 | |a Coordination | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Reflection | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Computers | ||
| 653 | |a Outcomes of Education | ||
| 700 | 1 | |a Tunnigkeit, Isis |u Ruhr-University Bochum, Institute for Educational Science, Bochum, Germany (GRID:grid.5570.7) (ISNI:0000 0004 0490 981X) | |
| 700 | 1 | |a Eberle, Julia |u Department of Educational Science, Paris-Lodron-University Salzburg, Salzburg, Austria (GRID:grid.7039.d) (ISNI:0000 0001 1015 6330) | |
| 700 | 1 | |a Avdullahu, Arlind |u Ruhr-University Bochum, Institute for Educational Science, Bochum, Germany (GRID:grid.5570.7) (ISNI:0000 0004 0490 981X) | |
| 700 | 1 | |a Block, Marlena |u Ruhr-University Bochum, Department of Civil and Environmental Engineering, Bochum, Germany (GRID:grid.5570.7) (ISNI:0000 0004 0490 981X) | |
| 700 | 1 | |a König, Markus |u Ruhr-University Bochum, Department of Civil and Environmental Engineering, Bochum, Germany (GRID:grid.5570.7) (ISNI:0000 0004 0490 981X) | |
| 700 | 1 | |a Rummel, Nikol |u Ruhr-University Bochum, Institute for Educational Science, Bochum, Germany (GRID:grid.5570.7) (ISNI:0000 0004 0490 981X); Center for Advanced Internet Studies (CAIS), Educational Technologies and Artificial Intelligence, Bochum, Germany (GRID:grid.512729.a) | |
| 773 | 0 | |t International Journal of Educational Technology in Higher Education |g vol. 22, no. 1 (Dec 2025), p. 54 | |
| 786 | 0 | |d ProQuest |t Political Science Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3246748382/abstract/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3246748382/fulltext/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3246748382/fulltextPDF/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |