Based on the article by McNiff (1997) in relevance to posing critical questions as paramount in action research and planning, I focus on questions in classroom as a paramount value in Higher Education.
My focus of interest is set on collaborative learning in classroom. Collaborative learning is associated with gains on critical thinking skills that identify logical flaws, underlying assumptions, and drawing sound conclusions (Furedy & Furedy, 1985).Collaborative learning through Slido, which is an online application, makes me raise the question as to whether students benefit from collaborative learning through technology. Trying to merge technology in classroom as a way of peer learning, made me to integrate slido features onto power point presentation.
Drawn by the Piaget’s theory (1950) which refers to the association between collaborative learning and disequilibrium I am interested in exploring how slido could promote or delay learning among peers interaction. My role as an academic technician in psychology has added to the experience of valuing systems in conflict including values. Hence students who have divergent perspectives and intellectual diversity would be likely to be challenged in classroom, exchanging thoughts and perspectives with peers, aligning with Piaget’s theory which promotes socio cognitive conflict. Here a point of entry for action is to look at collaborative learning via peer interaction and support in classroom.This contradicts the findings of Loes and Pascarella (2017), who suggest that white students, particularly those with lower academic preparation, benefit more from collaborative learning in terms of critical thinking development compared to minority students.Hence, I am critically examining whether collaborative learning, facilitated by Slido features such as anonymous questioning, voting polls, and emotion rating, can truly benefit all students. This inquiry is particularly relevant given the potential for such tools to exacerbate existing inequalities, as suggested by studies like Loes and Pascarella (2017).
References
Furedy, C., & Furedy, J. (1985) ‘Critical thinking: Toward research and dialogue’ in Donald, J & Sullivan, A. (eds.), Using research to improve teaching (New Directions for Teaching and Learning No. 23, pp. 51–69). San Francisco, CA: Jossey–Bass. doi:10.1002/tl.37219852307.
Loes, C.N. & Pascarella, E.T. (2017)’Collaborative Learning and Critical Thinking:Testing the Link,’ The Journal of Higher Education, 88:5, pp. 726-753, DOI: 10.1080/00221546. 2017.1291257.
McNiff, J. (2002) Action research for professional development:Concise advice for new action researchers. Third edition.
Piaget, J. (1950) The psychology of intelligence. New York, NY: Harcourt.
HI Zoi,
Let’s discuss whether collaborative learning; or engaging with Slido is at the heart of your interest and project. Perhaps the data you have gathered is more focussed on engagement with Slido and evaluating it as a method in a classroom context.
Was it effective in telling us more about student’s participation, and do we know whether it made a difference to individual students from their responses.
You may have a tendency to draw on too many references, so at this stage now, it is im -portant to reduce and edit the material down, into what can be presented within 10 minutes in a coherent and integrated way; can you produce an overview within the time allowed; which references proved most valuable and useful – one or two key texts that you have drawn on; one on the topic and one on the method, are a good way to begin to focus on the most important aspects of theory and practice here, great work! Your dedication is inspiring:) thank you!
Hi Tim
Thank you for your support to start looking at powerpoint slides which seems challenging.
I am working on drafting -and then building onto questions , and will shape my piece of work as I go through.I will integrate your helpful questions you have addressed above onto powerpoint slides as a drive for working with questions through the presentation.
However this week i was looking at the collaboration with an academic to test the slido intervention and the questionnaire with students in classroom in order to enhance the rigor of intervention/and questionnaire tools used. i tested it and it was successful. putting everything together is another story!
So I need your help for finding the article written by Wilson ,B(2020).the library does not have it. Disorientation as a Learning Objective: Applying Transformational Learning Theory in Participatory Action Pedagogy, journal of Planning education and research. DOI 10.1177/0739456X20956382. If you could support with the search of this article would make a big contribution
Have a great weekend
Zoi