This book coalesces research conducted internationally that demonstrates how students benefit from interacting with others. It also showcases how different technological advances, including digitized tools, hybrid presentations, and technological platforms enable synchronous and asynchronous communications that help students to co-construct knowledge and understandings to learn. It brings together leading international researchers to profile new pedagogical developments in academic talk and how these practices have been implemented in different learning environments. The various chapters capture the complementarity of the key twenty-first century skills of collaboration and communication, including how knowledge is co-constructed through questions and feedback that encourage students to think more deeply and critically as they engage in complex problem-solving tasks. This book discusses the different linguistic and digitization tools, including artificial intelligence (AI), used to promote collaboration and communication in the context of teacher-student and student-student discussions in different educational settings, and how these ways of working challenge thinking and problem-solving to promote learning. It also highlights how innovative and creative ideas emerge during collaborative synchronous and asynchronous interactions, and the contributions these discussions make to students reasoning, problem-solving and learning. Finally, this book presents specific examples of strategies teachers can use to promote collaboration and enhance communication.
Teaching and learning 21st century skills collaboration and
communication in formal and informal educational settings an introduction.-
Dialogic practice during group work presentations as a means for group work
assessment.- The impact of collaborative learning environments on interest
development a science of learning perspective.- Collaborative and
communicative skills for 21st century learning.- Critical thinking and
collaboration exploring the ecosystems of Thinking Classrooms.-
Intergenerational tutoring students tutoring the elderly with reciprocal
benefits.- University professors views and perspectives on collaborative
learning in greece and australia.- Fostering equity and collaboration in
lower secondary classrooms by using minimal cooperative structures.-
Collaborative learning between preservice teachers and mentors in an
australian rural professional experience program.- Ecological model of
indonesian and malaysian postgraduate students experiences of engaging in a
collaborative group.- Examining how cooperative learning can promote
metacognitive talk in primary school mathematics.- Does collaborative
discussion about text really improve students reading comprehension abilities
a meta analysis.- The hydrosocial cycle water for fertilising cross
disciplinary collaborative stem learning at a time of climate change.- No
hogs or logs students participation in collaborative problem solving in the
primary maths classroom.- Implementing cooperative learning in physical
educatione challenges from a chinese perspective.- Fostering essential 21st
century skills through cooperative learning.- The challenges of communication
and collaboration in teaching in higher education in the 21st Century.-
Learning by creating teaching materials seven decisions teachers need to
make.- Collaboration in online academic learning contemporary empirical and
pragmatic orientations.- Designing for undergraduate team collaboration in
flexible synchronous hybrid environments an interactional ethnography.- How
online discussion forums can support or constrain student participation.-
Next level of ai supported learning the collaborative paradigms of human
based knowledge construction in the era of ai.- Reflections of the 21st
century skills of collaborations and cooperation current and future
perspectives.
Robyn M. Gillies, Ph.D., is a professor of Education at The University of Queensland, Brisbane, Australia. Her research focuses on the social and cognitive aspects of learning through social interaction with a focus on small group interactions, inquiry-based learning, classroom discourses, and classroom processes related to learning. She has worked extensively in elementary and secondary schools to help teachers embed student-centered pedagogical practices, including collaborative learning into their classroom curricula to promote student interaction and learning. Her recommendations on how teachers can translate research into practice have been widely profiled in international literature and on the website of the Smithsonian Science Education Center in Washington.
